Page 88 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

3. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
3.1 describe several different strategies they used before, during, and after listening and speak- ing; explain which ones they found most help- ful; and identify steps they can take to improve their oral communication skills (e.g., compare the effectiveness of several listening comprehension strategies they used; identify audience cues that prompt them to adapt their presentation strategies, such as pacing, tone, and volume, during the presentation)
Teacher prompts: “What questions do you ask yourself to check whether you understand what is being said? How effective are they? What other strategies could you use?” “What strategies do you use to help your audience understand what you are saying? How can you tell if they do not understand? What do you do then?”
Interconnected Skills
3.2 identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., explain how view- ing various media texts helps them create cultur- ally sensitive presentations; explain how writing an outline for an oral presentation makes the presentation more effective)
Teacher prompts: “How does reading a vari- ety of types of poetry affect the way you lis- ten to song lyrics?“ “How does previewing a text prepare you for a read-aloud?”
ORAL COMMUNICATION
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English
ENG2P