Page 86 - 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 3 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 more detailed directions, instruc- tions, and classroom presentations, with reduced contextual and visual support (e.g., construct or draw a model of an item based on a partner’s oral instructions; identify main ideas from news broadcasts; extract key concepts from audio webcasts and library dial-a-story services; take point-form notes on main ideas from class- room oral presentations using an outline or graphic organizer)
Teacher prompt: “How did the use of a graphic organizer help you to listen for and under- stand information from the presentation?”
Listening to Interact
1.2 demonstrate understanding of spoken English on familiar and content-area topics in a variety of interactive situations (e.g., conduct a survey of classmates about reading preferences in English and in their first language; participate in a small-
group place-mat activity to reach agreement about the accomplishments of Alexander Graham Bell; show understanding during discussions in a liter- ature circle by contributing relevant questions)
By the end of this course, students will:
Speaking to Interact
2.1 engage in spoken interactions on personal and content-area topics (e.g., contribute information in a jigsaw group discussion on current events; share ideas in a literature circle; give feedback to a classmate in a peer-assessment activity)
Teacher prompt: “When you are going to par- ticipate in a discussion, what kind of prepara- tion do you find most helpful?”
Using Conversational Strategies
2.2 use a number of conversational expressions to negotiate spoken interactions (e.g., take turns speaking by using expressions such as“What do you think about that?”,“What’s your opinion?”, “It’s _____’s turn now”,“I’d like to add...”; indi- cate understanding and sympathy with expres- sions such as“Oh no!”,“That’s too bad”,“I’m sorry to hear that”; ask for clarification with expressions such as“I’m not sure I understand”, “Would you please repeat that?”,“Pardon?”)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in supported situations (e.g., make short oral presentations on familiar topics using appropriate elements of a classroom pres- entation format such as an introduction, question- and-answer exchange, and conclusion; explain the points of view of different characters in a novel using a graphic organizer as a guide)
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