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ORAL AND ORAL-VISUAL COMMUNICATION

A2.2 participate in spoken interactions in a variety of contexts (e.g., when expressing or defending personal preferences, opinions, and points of view), using a range of conversational formulas Teacher: “What can you do to make your point of view clear when you are participating in a debate?”

Student: “I can open with a general statement such as ‘I agree (or disagree) with your position,’

to prepare listeners for my response.”

A2.3 speak clearly, using accurate pronunciation and emphasis and appropriate volume, intonation, rhythm, and pauses

Teacher prompt: “Listen to my voice when I read this text. Which words do I emphasize? Why?”

A2.4 use complex grammatical structures of spoken English (e.g., complex sentences with the subordinate clause at the beginning or the end;

connecting words such as the subordinating conjunctions even though and whereas to join clauses; the present, past, future, present progressive, past progressive, future progressive, present perfect, past perfect, and future perfect tense of regular and irregular verbs)

Teacher prompts: Discuss one of the following topics with a peer: “What are some suggested strategies for dealing with global warming?

What are some advantages and disadvantages of the various strategies?” “In what ways could participating as an active citizen in your franco-phone community improve your future social, educational, and career opportunities?”

A3. Preparing and Delivering Presentations

A3.1 identify an appropriate form (e.g., debate, town hall meeting, movie review) to suit the subject matter, audience (e.g., children, school board officials, community at large), and purpose (e.g., to entertain, to inform, to persuade) for presentations they plan to make

A3.2 prepare complex independent and collabora-tive oral and oral-visual presentations (e.g., a debate on a topic such as living in Ontario as a member of a French-speaking community) using a process model (plan, develop, review, revise, rehearse, present), with minimal teacher support

Teacher: “What techniques could you use to encourage your audience to get involved in the francophone community?”

Student: “I could add data and quotations from interviews that will get them thinking about being an active francophone citizen.”

A3.3 use a wide range of visual and multimedia aids to enhance their presentations (e.g., a slide show to illustrate a presentation on the effects of deforestation)

Teacher prompt: “How could your 3-D pictures enhance your descriptions of the effects of erosion in deforested areas?”

A3.4 deliver complex oral and oral-visual presentations in ways that are appropriate for the subject matter and purpose

A4. Reflecting on Listening and Speaking Strategies and Skills

A4.1 describe, independently, a variety of strategies they found helpful in listening and speaking

Student: “Before a debate, I try to predict what my opponent will say so I can prepare answers to counter his or her arguments.”

A4.2 identify, independently, a variety of skills that help them understand and communicate in spoken English

A4.3 identify, independently, their areas of greater and lesser strength as listeners and speakers A4.4 independently plan steps they can take to

improve their listening and speaking skills Student: “I need to try to sound confident about my point of view during the debate.”

APD 4, Op en

B. READING AND INTERPRETATION

OVERALL EXPECTATIONS

By the end of this course, students will:

B1. build vocabulary using a variety of strategies;

B2. determine meaning in complex texts, using a wide range of reading comprehension strategies and language knowledge;

B3. interpret a wide variety of complex texts, including media texts, using critical thinking skills;

B4. assess their skills as readers and interpreters of texts and set goals for improvement.

SPECIFIC EXPECTATIONS

To achieve the overall expectations in APD 4, students will:

B1. Building Vocabulary

B1.1 build vocabulary, using a wide variety of resources and strategies (e.g., create lists of specialized vocabulary, including synonyms, antonyms, and homonyms)

B1.2 recognize a variety of spelling patterns and cognates and use them to help determine the meaning of new and unfamiliar words (e.g., the prefix pre meaning “before” is used at the beginning of pre-existing to signify something occurring earlier than a specified event, activity, or condition; many words in both English and French are derived from the same root, such as abolish/abolir, advice/avis, and company/compagnie)

B2. Using Reading Comprehension Strategies

B2.1 identify key ideas and important information in complex texts, using a wide range of reading comprehension strategies (e.g., brainstorm to identify what they know about the topic and what they would like to know; make predictions about the content of a text before and during reading; skim and scan a text to retrieve key information)

Teacher prompt: “What types of questions do you ask yourself to help you check your understanding of more difficult texts?”

B2.2 use knowledge of the structures of English identified on page 98 to understand complex texts

B2.3 use knowledge of French vocabulary, grammar, and sentence structure to understand complex texts (e.g., use knowledge of French words to determine the meaning of English words derived from French, as in the [French]

fort, meaning “strong” versus the [English] fortify meaning “to strengthen”; use knowledge of the function of auxiliary verbs to recognize verb tenses other than the simple present and simple past)

B2.4 describe the relationships among ideas in complex texts, using a wide variety of connecting and transition words and phrases (e.g., therefore, however, moreover, in addition, as a result)

B3. Reading for Meaning

B3.1 read a wide variety of complex texts, including media texts (e.g., longer narratives, a novella, a short play, research reports, news and magazine articles, reviews, promotional pamphlets, speeches)

B3.2 identify the characteristics of a wide variety of complex texts (e.g., research report: different methods of organization such as chronological order, cause and effect, comparison and contrast) Teacher prompt: “How has the writer organized the information in this report on the oil spill in the Gulf of Mexico?”

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READING AND INTERPRETATION

B3.3 draw inferences and make judgements about the ideas and messages in a wide variety of complex texts, using critical thinking skills (e.g., use prior knowledge and evidence from the text, including cultural references, to recognize bias and stereotypes and determine the writer’s degree of objectivity; evaluate the reliability of information sources cited in an Internet report or a newspaper article)

Teacher prompts: “Does the author of the article on global warming present information in a fair and objective way? How does the author’s treatment of this topic compare with the approach taken in other sources?” “Did the reviewers agree or disagree about the quality of the acting?”

B3.4 respond to complex texts in a variety of ways (e.g., write a critique on a political speech;

write a review evaluating a website)

B4. Reflecting on Reading and

Interpretation Strategies and Skills

B4.1 describe, with no teacher support, some strategies they found helpful in reading and interpreting texts

B4.2 identify their areas of greater and lesser strength as readers and interpreters

B4.3 plan steps they can take to improve their reading and interpreting skills

APD 4, Op en

C. WRITING AND REPRESENTATION

OVERALL EXPECTATIONS

By the end of this course, students will:

C1. organize ideas and information to write for an intended purpose and audience, using a variety of pre-writing strategies;

C2. write a variety of complex texts, including media texts;

C3. publish a variety of complex texts, including media texts;

C4. analyse their writing skills and set goals for improvement.

SPECIFIC EXPECTATIONS

To achieve the overall expectations in APD 4, students will: