Page 87 - 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 3 on pages 92–93)
Teacher prompt: “Use big to compare a car and a skateboard. Use useful to compare two objects in the classroom. Why are the compar- ative forms different for the two adjectives?”
Sound Patterns
3.2 use appropriately a number of pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., change intonation patterns in tag questions to indicate a question or confirma- tion; move syllable stress and reduce vowels in different words in a word family [photograph, photography, photographic])
Communication Strategies
3.3 use a number of circumlocution, clarification, and repair strategies to bridge gaps in spoken communication (e.g., use a simple word mean- ing something close to the intended concept and invite feedback; define the features of something concrete for which they do not know or remember the word)
Teacher prompt: “What strategies do you use (or what do you do) when you don’t know the English word for an object or concept?”
LISTENING AND SPEAKING
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English as a Second Language
ESLCO