Page 152 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls3it,yOPpreenparation
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:
Register
1.1 determine and use the appropriate language register in a variety of social and classroom contexts (e.g., role play how to offer advice to
a friend; simulate a telephone inquiry about community and/or school support services; create a dialogue in which they describe symptoms to a doctor)
Non-verbal Communication
1.2 use non-verbal communication cues appro- priately in a variety of social, academic, and workplace contexts (e.g., exchange a “high five” with a friend, but shake hands with an inter- viewer; maintain a bigger personal space in a workplace than in a social gathering)
Teacher prompt: “Let’s brainstorm a list of situations when it is appropriate (correct) to shake hands. Are there differences in your
home culture?”
By the end of this course, students will:
Knowledge About Canada
2.1 demonstrate knowledge of a variety of facts about Canadian geography (e.g., name and locate on maps the provinces and territories, major cities, and major rivers and lakes; com- plete charts showing the distribution of natural resources in some provinces/territories)
Canadian Citizenship
2.2 describe the process by which immigrants be- come Canadian citizens (e.g., application, resi- dence in Canada for three years, knowledge of English or French, preparation for the citizenship test, participation in the citizenship ceremony)
Canadian Diversity
2.3 demonstrate an awareness of the variety of languages and cultures represented in their local community (e.g., compare gender roles, family structures, days of significance, and naming customs among linguistic or cultural groups in the community)
Teacher prompt: “Do you use special words to address older people in your culture? In what other ways do you show respect for older people?”
150