Page 131 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, Workplace Preparation
3. Reflecting on Skills and Strategies
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
Clarity and Coherence
2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the pur- pose, subject matter, and intended audience (e.g., present an argument in favour of one point of view on an issue that includes an opening statement, a sequence of points with supporting evidence, and a conclusion8)
Teacher prompts: “How will you organize your presentation to have the greatest impact within the time frame that you have?” “What is important to know about your audience when you plan the structure of your infomercial?”
Diction and Devices
2.4 use appropriate words, phrases, and terminol- ogy, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use appropriate techni- cal language to describe a co-op placement;9 use sports terms in a presentation about a sports celebrity; retell a folk tale to a primary class)
Teacher prompts: “What do you need to know about your audience in order to use workplace language effectively?” “How would you change the language in a folk tale so that young chil- dren could understand and enjoy the story?”
Vocal Strategies
2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., use pauses and changes of pace in a presentation to high- light important points from a research report;10 use tone and volume to present and clarify writ- ten messages in a school announcement; use appropriate tone and volume when addressing customer complaints in a role play)
Teacher prompts: “When would it be appro- priate to adjust the volume of your voice in a small-group discussion? When would it not be appropriate?” “How could you adapt your pace of speaking during your presenta- tion to maintain the interest of your peers?”
Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact,
and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., rehearse and use appropriate hand gestures to emphasize points;11 use appropriate body language and eye
contact during small-group discussions; discuss the importance of spatial awareness and use it as appropriate when speaking and interacting with others)
Teacher prompts: “How does your body lan- guage communicate your interest in what you are saying?” “What are some gestures that might help you to communicate more effectively in this situation?”
Audio-Visual Aids
2.7 use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use presentation software to convey information to an audience; create an illustrated timeline to clarify the order of events discussed in an oral report;12 use handouts to provide relevant information to the audience)
Teacher prompt: “What information and ideas would have been lost if the speaker had not used the presentation software or the over- heads? How else might the speaker have communicated that information? Why would another method have been less effective?”
By the end of this course, students will:
Metacognition
3.1 describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., explain strate- gies they can use in the workplace to help them communicate effectively with customers, other employees, and employers; explain to what extent participating in a small-group or class discussion helps them understand the material discussed)
Teacher prompts: “When you received con- structive criticism in the workplace or at school, how did you react?” “What strategies have you used or witnessed others using when dealing with a confrontational situation?” “When you are speaking, what strategies do you use to control how your message is affected by your body language, gestures, and facial expressions?”
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8. TLCC 7-12 “Discussion Web” 172 9. TL Library Research 9-12 “Testing Ideas” 28 10. TLCC 7-12 “Effective Presentation Skills” 196 11. TLCC 7-12 “Effective Presentation Skills” 196 12. TLCC 7-12 “Information Report Template” 145