Page 43 - The Ontario Curriculum, Grades 9 and 10: 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 9 AND 10 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose
1.1 identify the purpose of several different listening tasks and set goals for specific tasks (e.g., identify the purpose of the rhythm and sounds in a read-aloud of a poem; identify the main ideas and significant supporting details in a guest speaker’s presentation; listen to both sides of a class debate in order to clarify their own position1)
Teacher prompt: “What differences are there in the way you listen to a speech versus the way you listen to a class discussion?”
Using Active Listening Strategies
1.2 identify and use several different active listen- ing strategies when participating in a variety of classroom interactions (e.g., ask questions to show interest during a class discussion about a poem;2 acknowledge the teacher’s feedback on drafts during a student-teacher writing conference; use culturally appropriate body language and eye contact as a member of the audience during another student’s presentation)
Teacher prompt: “What listening strategies would you use in a discussion with peers? What about in a teacher-student feedback session? Why is there a difference?”
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., prepare for the oral reading of a play by brainstorming prior knowl- edge about the play’s topic; ask questions to clar- ify meaning during a guest speaker’s presentation, when appropriate; summarize main ideas from a book club discussion to check understanding3)
Teacher prompt: “What post-listening strategy do you find most useful after a read-aloud of a short story? Why?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in both simple and complex oral texts in sever- al different ways (e.g., listen to a reading of a poem and then discuss the most important images with a partner;4 listen to a traditional Aboriginal story and create a story web; summarize and explain the central arguments of a speech in their own words; use a graphic form of expression, such as a series of drawings or tableaux, to depict the main events or ideas in an oral text)
Teacher prompts: “What parts of the poem should we discuss as a class to improve your understanding of it?” “What images and ideas are emphasized in the oral recording of the poem?”
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Triangle Debate” 186 2. TLCC 7-12 “Discussion Etiquette” 176 3. TLE 7-9 “Reading Circles” 64 4. TLCC 7-12 “Think/Pair/Share” 152