Page 110 - 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 5 i t , y O P p r e e n p a r a t i o n
1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes;
2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes;
3. use correctly the language structures appropriate for this level to communicate orally in English.
1. Developing Listening Comprehension
2. Developing Fluency in Speaking
LISTENING AND SPEAKING
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Listening for Specific Information
1.1 demonstrate comprehension of specific infor- mation in detailed, complex directions, instruc- tions, and classroom presentations (e.g., take detailed notes from a group presentation on the life and times of Shakespeare; plan future course selections and postsecondary pathways based on a presentation by school guidance staff; summarize a short documentary, news report, or radio inter- view; participate in a group dictogloss activity to reconstruct a paragraph of text read aloud)
Listening to Interact
1.2 demonstrate understanding of complex spoken English on a wide variety of topics in inter- active situations (e.g., present a rebuttal in a debate; survey members of the community about their personal Internet use; collaborate on preparing and presenting a seminar)
By the end of this course, students will:
Speaking to Interact
2.1 engage in complex spoken interactions on a wide variety of topics (e.g., synthesize ideas in a group discussion; negotiate solutions to problems, interpersonal misunderstandings, and disputes; conduct opinion surveys among classmates and community members about a variety of topics)
Using Conversational Strategies
2.2 use a wide variety of conversational expressions to negotiate spoken interactions of all types (e.g., use“Let’s get back to work now”,“Let’s focus”,“We’re getting off topic”to stay on topic in group tasks; use“by the way”,“before I forget”, “speaking of”to shift the topic; use“Do you understand what I mean?”,“Is that clear?”,“Do you get it?”to check for comprehension; use“I really mean ...”,“What I’m trying to say is ...” to self-correct)
Teacher prompt: “When you have the role of taskmaster in a group, what expressions could you use to keep the group on task?”
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in a wide variety of situations (e.g., explain a viewpoint on a current issue dur- ing a debate; lead a workshop or seminar; deliver a radio broadcast; give an oral presentation using notes or a detailed script and/or visual aids)
Teacher prompt: “Can you identify the most effective elements in your oral presentation? How do you know they were effective? What would you do differently next time?”
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