Page 99 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Sound Patterns
3.2 use appropriately a variety of pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., stress the syllable before the suffix“-tion”[attraction, information]; change the stressed syllable within the same word to distinguish between noun and verb form [combat/combat, addict/addict, object/object]; stress the first word of compound nouns [learning strategies, essay outline, bar graph])
Communication Strategies
3.3 use a variety of circumlocution, clarification, repair, and monitoring strategies to bridge gaps in spoken communication (e.g., keep a record of frequent mistakes and consciously monitor speech to avoid them; plan and rehearse the language components of a task)
LISTENING AND SPEAKING
97
English as a Second Language
ESLDO