Page 146 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls3it,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
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 more detailed directions, instruc- tions, and classroom presentations, with moderate contextual and visual support (e.g., identify major weather trends from weather broadcasts; use a teacher-prepared graphic organizer to note main ideas from classroom presentations)
Teacher prompt: “What questions can you ask yourself while you are listening to help you understand what you have heard?”
Listening to Interact
1.2 demonstrate understanding of spoken English on familiar topics that are relevant to commu- nity and school in interactive situations (e.g., use the telephone to check the availability of an item advertised in a flyer; interview a classmate about a favourite book)
By the end of this course, students will:
Speaking to Interact
2.1 engage in spoken interactions on personal and content-area topics (e.g., conduct surveys with other students and graph the results; inter- view a partner about how a past experience compares with a new experience in Canada, and record the results in a Venn diagram; participate in planning for a class celebration)
Using Conversational Strategies
2.2 use a number of conversational expressions to negotiate spoken interactions (e.g., engage in small talk with classmates using expressions such as“How’s it going?”,“What’s up?”,“What do you think?”; start a telephone inquiry for infor- mation with expressions such as“Could you please tell me ...?”,“I’m calling about ...”)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in supported situations (e.g., give an oral presentation supported by pictures or graphics; assume a variety of roles in small- group activities; explain geometric concepts with the aid of a model; create questions in groups for a class quiz)
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