Page 63 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

3. Developing Accuracy in Speaking
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 ESL Level 1 on pages 68–69)
Teacher prompt: “How do you make the word ‘chair’ show more than one (or plural)? How do you make the word ‘water’ plural? How are they different? Why?”
Sound Patterns
3.2 use appropriately a few basic pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., distinguish between short and long vowels [lip/line]; consonants and conso- nant clusters [tea/tree/three]; and voiced and unvoiced consonants [bit/pit]); finish statements with falling intonation and questions with rising intonation)
Teacher prompt: “Listen to my voice when I read these questions. What do you hear at the end of each question? Move your hands to show what my voice does.”
Communication Strategies
3.3 use a few basic clarification strategies appro- priately to bridge gaps in spoken communi- cation (e.g., use gestures and mime to clarify meaning; ask for repetition when they do not understand a message)
LISTENING AND SPEAKING
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English as a Second Language
ESLAO