Page 98 - 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 4 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
3. Developing Accuracy 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 complex directions, instruc- tions, and classroom presentations (e.g., follow recorded telephone message prompts from a bank or public-service organization; identify main ideas and relevant supporting details in classroom pre- sentations using a written outline or graphic organizer as a guide)
Listening to Interact
1.2 demonstrate understanding of more complex spoken English on a variety of topics in inter- active situations (e.g., participate in and contri- bute to academic classroom discussions; provide a summary of a group discussion; collaborate on preparing and presenting a skit)
Teacher prompt: “Please work in your group to decide on the five most important points in the radio documentary you have just heard.”
By the end of this course, students will:
Speaking to Interact
2.1 engage in more complex spoken interactions on a variety of topics (e.g., participate in role- plays; express and defend personal preferences,
opinions, and points of view; participate in a “four corners”activity; negotiate solutions to tasks and problems in small-group or paired activities)
Using Conversational Strategies
2.2 use a variety of conversational expressions
to negotiate spoken interactions (e.g., disagree politely using expressions such as“That’s inter- esting, but have you thought about ...?”,“What about ...?”,“I’m not sure I agree because ...”, “That’s a good idea, but ...”; make polite sug- gestions using expressions such as“Maybe we could ...”,“Why don’t we ...?”,“How about ...?”, “Don’t you think ...?”)
Speaking for Academic Purposes
2.3 present ideas and information orally for aca- demic purposes in a variety of situations (e.g., plan and make oral presentations on school- related topics using subject-specific vocabulary; present a critique of a film, book, or poem)
Teacher prompt: “What kinds of facial expressions, body language, and visuals might improve your presentation?”
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 4 on pages 104–105)
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