Page 92 - 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. 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 variety of social and classroom contexts (e.g., use appropriate styles of greeting and apology to peers or teachers in classroom role-plays; choose appropriate phrasing in a simulated telephone conversation making an appointment with a friend or school counsellor or accepting or declining an invitation from a close friend or a new acquaintance)
Teacher prompt: “What are the differences between making a request to a good friend and making a request to your supervisor at work?”
Non-verbal Communication
1.2 identify non-verbal communication cues that are suited to specific social, academic, and workplace contexts (e.g., greeting a friend with
a“high-five”versus shaking hands with an inter- viewer; maintaining more personal space in a workplace than at a social gathering)
By the end of this course, students will:
Knowledge About Canada
2.1 explain the relationship between some impor- tant aspects of geography and history and current Canadian issues (e.g., the effect of rivers on transportation routes and settlement patterns; the quest for self-government of Aboriginal peoples)
Canadian Citizenship
2.2 demonstrate knowledge of a variety of key facts about Canadian citizenship, levels of government in Canada, and current Canadian issues (e.g., identify the steps in the application process for Canadian citizenship; identify some rights and responsibilities of Canadian citizen- ship such as free speech, equal protection under the law, voting, and participation on a jury; research issues such as the sustainable use of natural resources, provincial elections, or the legalization of same-sex unions, and participate in small- and large-group discussions about them)
Teacher prompt: “What differences do you see between the system of government in Canada and that of your home country?”
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