Page 166 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls5it,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 complex directions, instructions, and classroom presentations (e.g., take notes on a documentary; use information from a class- room presentation to complete a graphic organiz- er; identify differences between reports of a news event from radio and television broadcasts; follow a series of technical instructions to complete a task)
Listening to Interact
1.2 demonstrate understanding of spoken English on a wide variety of topics in interactive situa- tions (e.g., in a collaborative activity to develop a group presentation; in discussions with peers about current events or issues)
By the end of this course, students will:
Speaking to Interact
2.1 engage in extended spoken interactions on a variety of topics and in a variety of situations (e.g., work in a group to plan and organize a class trip, to dramatize events from stories and novels studied in class, and/or to negotiate solu- tions to tasks and problems)
Using Conversational Strategies
2.2 use a wide variety of conversational expressions to negotiate spoken interactions of many dif- ferent types (e.g., accept and reject information using expressions such as “I thought so”, “I knew it”,“I don’t see it that way”,“I’m not sure about that”; close a formal conversation or job interview using expressions such as“Thank you for your time”,“I really appreciate ...”)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in a wide variety of situations (e.g., make a presentation on the rights and responsibilities of Canadian citizenship, with reference to the Canadian Charter of Rights and Freedoms; interview an expert or an eyewitness in preparation for writing a news article)
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 5 on pages 172–173)
Teacher prompt: “Should there be an article before this noun? Why or why not?”
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