Page 156 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls4it,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 informa- tion in more complex directions, instructions, and classroom presentations, with minimal contextual and visual support (e.g., complete a teacher-prepared cloze activity with information from a class presentation; follow recorded mes- sage prompts from a bank or public service organization; extract key concepts from audio webcasts and library Dial-A-Story services)
Listening to Interact
1.2 demonstrate understanding of spoken English on a variety of topics in interactive situations (e.g., in a think-pair-share activity on a school- related topic; in a simulated job interview)
By the end of this course, students will:
Speaking to Interact
2.1 engage in more complex spoken interactions on a variety of topics and in a variety of situa- tions (e.g., request information about the commu- nity involvement activities required for a second- ary school diploma; participate in a group jigsaw information-sharing activity; share information to solve a Sudoku puzzle)
Using Conversational Strategies
2.2 use a variety of conversational expressions to negotiate spoken interactions (e.g., disagree politely using expressions such as“I don’t know about that ...”,“Good idea, but what about ...?”; make polite suggestions using expressions such as“How about ...?”,“Why don’t we try ...?”; use modals such as“could”and“should”to offer advice, as in “You could try again tomorrow.”)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in a variety of situations (e.g., participate in a discussion about stereotypes in television shows and other media; contribute to
a group discussion about how to complete a cooperative project)
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