Page 135 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Sound Patterns
3.2 use appropriately some pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., pronounce final consonant sounds in past tense verbs [liked, wanted, answered] and plurals [books, pens, wishes]; place stress on the first syllable of most compound words [handshake, toothbrush, bedroom]; articulate certain conso- nant sounds for increased clarity [tank, thank])
Communication Strategies
3.3 use some oral communication strategies to bridge gaps in spoken communication (e.g., ask for confirmation that a word used is correct; use pause fillers such as“Well ... um ... oh ...” to gain time to organize thoughts; start again using different phrasing when listeners seem confused; use rehearsed phrases from a stock
of learned expressions)
LISTENING AND SPEAKING
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English Literacy Development
ELDBO