Page 74 - 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 2 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 information in directions, instructions, and classroom presentations on familiar and new topics, with contextual and visual support (e.g., follow directions in barrier language games; obtain specific information over the telephone such as bus departure times, entertainment schedules, and business opening and closing hours; list key ideas from school announcements; complete a graphic organizer with information from a classroom presentation)
Listening to Interact
1.2 demonstrate understanding of clearly articu- lated, simple English on personal and familiar topics in structured interactive situations (e.g., use the telephone to check prices of Science Fair project materials; participate in a“Find Someone Who”activity; interview a classmate in order to introduce him or her to the larger group)
By the end of this course, students will:
Speaking to Interact
2.1 engage in structured spoken interactions on personal and familiar topics (e.g., play barrier language games; participate in an inside-outside circle; offer and respond to greetings, invitations, compliments, and apologies)
Using Conversational Strategies
2.2 use some common conversational expressions and appropriate non-verbal communication cues to negotiate structured spoken interac- tions (e.g., non-verbal cues such as nodding, maintaining eye contact, and making encourag- ing noises; polite expressions of agreement such as“Right”,“That’s fine”,“Sure”; expressions of apology or regret such as“I’m sorry about that”, “I’ll try not to ...”)
Teacher prompt: “Think about a time when you needed to apologize (or say ‘sorry’) to a friend. What expressions (or words) did you use? What else can you say in this situation?”
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in structured situations (e.g., use subject-specific or key vocabulary to explain the solution to a mathematics problem or to describe aspects of traditional life of some Aboriginal peoples; tell a brief story about an imaginary or real event following a model provided by the teacher)
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