Page 77 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
1. Listening to Understand
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose
1.1 identify the purpose of several different listen- ing tasks and set goals for specific tasks (e.g., listen to the ideas of others in order to clarify their own opinion;1 ask questions appropriately during discussions to acquire new knowledge; listen to a customer’s complaints in a role play in order to be able to respond appropriately; listen to a presentation about a co-op placement in order to understand what would be expected of them during the placement)
Teacher prompts: “How does the way you listen to music on the radio differ from the way you listen at a concert?” “What factors might inter- fere with your ability to listen to or understand a customer’s request or question?”
Using Active Listening Strategies
1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions (e.g., respond to a speaker’s opinion while showing respect for diversity of ideas, language, and culture; 2 demonstrate under-
standing of when to speak, when to listen, and how much to say; use verbal or non-verbal responses to indicate interest or an opinion3)
Teacher prompts: “What can you do to let a speaker know you are listening attentively and are ready to respond?” “How can you
make sure that you understand someone who does not speak English well?”
Using Listening Comprehension Strategies
1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts (e.g., skim an article before a teacher read-aloud; make jot notes using a graphic organizer;4 use a summary chart to record a dis- cussion;5 use teacher-and-student-generated headings to organize note-taking; use appropri- ate strategies when recording instructions or directions)
Teacher prompt: “Before you listened to the presentation, you wrote down and talked about what you already knew about the topic. How did that help you to understand the presentation?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., compile a list of strategies for success after listening to three motivational speakers; paraphrase a character’s speech from a dramatic presentation; summarize a speech after comparing their jot notes with those of a partner6)
Teacher prompt: “What was the main mes- sage in the speech? What examples did the speaker give to support that idea?”
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
76
1. TLCC 7-12 “Group Roles” 158, “Discussion Etiquette” 176
2. TL ESL/ELD Part I “Inside/Outside Circle” 16
3. TLCC 7-12 6. TLCC 7-12 “Discussion Etiquette" 176 4. TLE 10-12 “Place Mat” 106
5. TLE 10-12 “PMI (Plus, Minus, Interesting)” 116
“Determining Key Ideas” 166