Page 134 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls2it,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 directions, instructions, and class- room presentations on familiar and new topics, with contextual and visual support (e.g., retell key ideas from school announcements; play lan- guage games; follow oral instructions to assemble an object; complete an oral true/false quiz)
Listening to Interact
1.2 demonstrate understanding of clearly articu- lated, simple English on personal and familiar topics in structured interactive situations (e.g., respond to questions relating to familiar topics in a role-play; play barrier games; participate in choral speaking and singing)
By the end of this course, students will:
Speaking to Interact
2.1 engage in structured spoken interactions on personal and school-related topics (e.g., share information to solve a math problem; play board games; plan and perform a role-play about pur- chasing an item from a store)
Using Conversational Strategies
2.2 use some common conversational expressions and non-verbal communication cues to nego- tiate structured spoken interactions (e.g., polite forms that signal agreement and disagreement, such as“Right”,“That’s fine”,“I’m not sure about that”; expressions that signal admiration, such as “Awesome!”,“Amazing!”,“Wow!”; non-verbal cues, such as nodding or shrugging)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in structured situations (e.g., make a short rehearsed presentation about a Canadian province or territory, referring to a student-prepared poster; participate in a think- pair-share activity on the school code of conduct; give a book talk using visual aids and realia)
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 2 on pages 140–141)
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