Page 68 - 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. 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 few social and classroom contexts (e.g., use common social greetings and courtesies with peers and teachers; obtain a teacher’s atten- tion in an appropriate manner; take turns with peers in conversations and classroom discussions; conclude a brief conversation in an appropriate manner)
Non-verbal Communication
1.2 use a few non-verbal communication cues appropriately in classroom contexts (e.g., use an appropriate speech volume to suit the particular situation; nod to indicate agreement; make appropriate eye contact with teachers and classmates)
By the end of this course, students will:
Knowledge About Canada
2.1 demonstrate knowledge of some basic facts about Canada (e.g., identify Canada’s regions, provinces, territories, and capital cities; identify some Canadian symbols, animals, attractions, and sports; communicate information about common Canadian observances and holidays such as Remembrance Day and Canada Day)
Canadian Citizenship
2.2 demonstrate knowledge of a few basic elements of Canadian citizenship (e.g., explain the sym- bolism of the Canadian flag; say or sing the words to the Canadian national anthem; demonstrate awareness of and respect for diversity of culture, language, physical and intellectual ability, age, gender, and sexual orientation; identify elements that should be included in a code of behaviour for a Canadian classroom)
Canadian Diversity
2.3 communicate information about some basic social forms and practices that may vary from culture to culture (e.g., naming customs, forms of address, relationship to elders, respon- sibilities within the home, celebrations)
Teacher prompt: “How did you get your name? What does your name mean in your language?”
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