Page 104 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

G r a d e 1 1 E , S UL n L e i v v e e r l s 4 i t , y O P p r e e n p a r a t i o n
1. use English and non-verbal communication strategies appropriately in a variety of social contexts;
2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of
the contributions of diverse groups to Canadian society;
3. demonstrate knowledge of and adaptation to the Ontario education system;
4. demonstrate an understanding of, interpret, and create a variety of media texts.
1. Using English in Socially and Culturally Appropriate Ways
2. Developing Awareness of Canada, Citizenship, and Diversity
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Register
1.1 determine and use the appropriate language register in a wide variety of social and class- room contexts (e.g., use “What’s up?” with peers as compared to “Hello. How are you?” with teachers; use“Would you please repeat that?” with a supervisor as compared to“Run that by me again”with a friend or classmate; use“going to”in formal situations, reserving“gonna”for informal occasions)
Non-verbal Communication
1.2 analyse examples of non-verbal communica- tion to determine their appropriateness in a variety of social, academic, and workplace contexts (e.g., the appropriateness of slouching during a job interview or while making an oral presentation, or of tapping a stranger on the shoulder to get his or her attention; pushing
or cutting into a line to get on a bus or to buy
tickets)
By the end of this course, students will:
Knowledge About Canada
2.1 identify examples of the influence of Canada’s history and geography on its literature and art (e.g., images of nature in Aboriginal art and Group of Seven paintings; Celtic influences in Maritime music; portrayals of immigrant ex- periences in Canadian novels and short stories)
Canadian Citizenship
2.2 demonstrate knowledge of important con- stitutional and social policy documents in Canada and Ontario (e.g., the Canadian Charter of Rights and Freedoms; the Ontario Human Rights Code; school board equity and antidiscrimination policies)
Canadian Diversity
2.3 analyse and outline some benefits and challen- ges of living in a society made up of diverse linguistic and cultural groups (e.g., benefits and challenges of maintaining or not maintain- ing particular forms of ethnocultural or religious dress at school or work, or of accommodating or not accommodating various religious practices/ traditions at school or work)
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