Page 62 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

G r a d e 1 1 E , S UL n L e i v v e e r l s 1 i t , y O P p r e e n p a r a t i o n
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 simple directions, instructions, and short classroom presentations on personal and familiar topics, with contextual and visual support (e.g., respond non-verbally to classroom directions; follow a series of Total Physical Response commands to arrange objects; follow directions to order a group of pictures; retell key events from a simple story read aloud; arrange symbols on a map while following a short, visually supported teacher presentation)
Listening to Interact
1.2 demonstrate understanding of clearly articu- lated, simple English on personal and familiar topics in highly structured interactive situa- tions (e.g., answer questions about personal information, interests, and experiences; partici- pate in paired and small-group exchanges on familiar topics; take part in a think-pair-share session)
By the end of this course, students will:
Speaking to Interact
2.1 engage in simple spoken interactions on per- sonal and familiar topics (e.g., ask and respond to simple questions about name, age, family,
favourite school subjects, weather, leisure activi- ties, and places and services in the community; express likes and dislikes related to particular food, music, and recreational activities; play sim- ple interactive games such as “Broken Telephone” or“Twenty Questions”)
Using Conversational Strategies
2.2 use a few familiar conversational expressions and simple non-verbal communication cues to negotiate simple spoken interactions (e.g., simple courtesy expressions such as“Please”, “Thank you”,“I’m sorry”,“Can I help you?”; attention-getting expressions such as“Excuse me”,“Could I please have ...”; conversation- closing expressions such as“It was nice to meet you”,“Sorry, I have to go now”; non-verbal cues such as nodding and head shaking)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in simple, highly structured situations (e.g., identify science equipment and explain content area concepts such as geometric shapes and mathematical operations while refer- ring to a student-created poster; tell part of a story in a round-robin storytelling activity; retell key events from a photo montage or picture sequence)
Teacher prompt: “Please tell the class five facts (or things) about your topic. Use your poster to help you explain.”
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