Page 116 - 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. 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:
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1.1 determine and use the appropriate language register in social and classroom contexts of all types (e.g., use slang in conversations with peers; use formal language in a speech or debate; demon- strate understanding of when and how it is appro- priate to use humour in social interactions)
Teacher prompt: “Imagine that you are work- ing at the cash desk in a store. How might an older customer interpret your use of the ex- pression ‘My bad’ when you make a mistake?”
Non-verbal Communication
1.2 analyse and explain instances where different interpretations of non-verbal signals lead to misunderstanding in a variety of social, aca- demic, and workplace contexts (e.g., role play scenarios involving intercultural misunderstand- ings of non-verbal communication, and discuss
how communication could be improved)
By the end of this course, students will:
Knowledge About Canada
2.1 discuss some aspects of Canadian-American relations since World War II (e.g., trade agree- ments; border security; foreign affairs and international military involvement; cultural in- fluences; the influence of various prime ministers and presidents on the relationship between the two countries)
Canadian Citizenship
2.2 explain how government policies on equity and social justice apply to current social issues (e.g., Aboriginal treaty rights, same-sex unions, hiring practices)
Teacher prompt: “How are the values of Canadian society demonstrated in our government institutions and policies?”
Canadian Diversity
2.3 use research and presentation skills to inform the class about issues of concern to diverse groups in Canada (e.g., the wearing of tradi- tional dress in police services; access to Braille and sign-language interpreter services; the impact of profiling on various communities)
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