Page 75 - 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 2 on pages 80–81)
Teacher prompt: “Tell your partner about a time when you felt like the character in this novel. Remember to use the past tense when you are talking about something that hap- pened before.”
Sound Patterns
3.2 use appropriately some basic pronunciation, stress, rhythm, and intonation patterns of spo- ken English to communicate meaning accu- rately (e.g., pronounce final consonant sounds in past-tense verbs [liked, wanted, answered] and in plurals [books, pens, wishes]; stress the first syllable of most compound words [backpack, cupcake, toothpaste]; articulate consonant sounds for increased comprehensibility [tank, thank])
Communication Strategies
3.3 use some basic clarification and repair strate- gies to bridge gaps in spoken communication (e.g., ask for confirmation that a word used is correct; use pause fillers, such as“Well ... um ... oh ...”, to gain time to organize thoughts; start again using different phrasing when listeners seem confused; use rehearsed phrases from a list of learned expressions)
LISTENING AND SPEAKING
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English as a Second Language
ESLBO