Page 122 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls1it,yOPpreenparation
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
3. Developing Accuracy 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 simple directions and instructions and short classroom presentations on personal and familiar topics, with contextual and visual support (e.g., respond non-verbally to classroom directions; follow directions for an emergency procedure; play word bingo; point to, choose,
or rearrange items while listening to teacher instructions)
Listening to Interact
1.2 demonstrate understanding of clearly articu- lated, simple English on personal and familiar topics in highly structured interactive situations (e.g., rehearse and respond to questions about personal information that students are comfortable sharing)
By the end of this course, students will:
Speaking to Interact
2.1 engage in simple spoken interactions on per- sonal and familiar topics (e.g., interview a partner about likes and dislikes; take part in ice- breakers; play simple language games; with a partner, ask and answer questions related to per- sonal information, interests, and experiences that students are comfortable sharing)
Using Conversational Strategies
2.2 use some familiar conversational expressions and simple non-verbal communication cues to negotiate simple spoken interactions (e.g., greetings such as “Hi, how are you?”; introduc- tions such as“This is my friend ...”; requests for clarification such as“Pardon?”; non-verbal cues such as nodding encouragement)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in simple, highly structured contexts (e.g., introduce and thank a speaker in class from a rehearsed statement; participate in a brief dialogue to simulate asking for directions; retell key events from a picture sequence, photo montage, or non-narrative film)
By the end of this course, students will:
Grammatical Structures
3.1 use correctly the grammatical structures of spoken English appropriate for this level (see the Language Reference Chart for ELD Level 1 on pages 128–129)
Teacher prompts: “What do you do every day? What is the verb tense?” “What are you doing now? What is the verb tense?”
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