Page 93 - 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 a wide range of listen- ing tasks and set goals for specific tasks (e.g., prepare counterarguments during a debate;1 record important ideas and supporting details during a class lecture; understand how to com- plete the online university, college, and OSAP applications after a presentation on the topic)
Teacher prompt: “What listening strategies help you to identify and record the main ideas in a lecture? Which strategy works best for you? How does this change in different situations?”
Using Active Listening Strategies
1.2 select and use the most appropriate active lis- tening strategies when participating in a wide range of situations (e.g., pose questions to a student presenter that require the presenter to justify and extend his/her beliefs;2 understand and acknowledge a dissenting opinion in a small-group discussion3)
Teacher prompt: “When you disagree with the
ideas of a classmate, how do you respectfully communicate your position?”
Using Listening Comprehension Strategies
1.3 select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, includ- ing complex and challenging texts (e.g., read and prepare a written response to an assigned text before an in-class discussion on the text; use a student-generated checklist to assess a student presentation; deconstruct a speech in order to understand it)
Teacher prompts: “What effect does familiar- izing yourself with the subject have on your ability to understand the documentary?” “What listening skills do you use to understand popular texts?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in oral texts, including complex and challeng- ing texts, in a variety of ways (e.g., prepare a summary of a lecture, a televised address, or the plotline of a play watched as a class; listen to a segment of audio from a Shakespeare play and create an image that represents the scene)
Teacher prompts: “What insights about the book’s main ideas did you gain as a partici- pant in the book club?” “What was the main evidence on each side of the debate?”
Interpreting Texts
1.5 develop and explain interpretations of oral texts, including complex and challenging texts, using evidence from the text and the oral and visual cues used in it insightfully to support
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Triangle Debate” 186
2. TL Library Research 7-12 “Testing Ideas with Peer-to-Peer Consultation” 28 3. TLCC 7-12
“Jigsaw” 170