UNIT ONE: LISTENING AND SPEAKING 

https://www.dcp.edu.gov.on.ca/en/curriculum/sec-esl-eld/courses/eslao/strands#a

OVERALL EXPECTATIONS 

By the end of this course, students will: 

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; 

SPECIFIC EXPECTATIONS 

1. Develop Listening Comprehension

Listen for Specific Information 1.1 demonstrate comprehension of specific information in simple directions, instructions, and short classroom presentations on personal and familiar topics, with contextual and visual support (e.g., respond non-verbally to classroom directions; follow a series of Total Physical Response commands to arrange objects; follow directions to order a group of pictures; retell key events from a simple story read aloud; arrange symbols on a map while following a short, visually supported teacher presentation) 

Listen to Interact 1.2 demonstrate understanding of clearly articulated, simple English on personal and familiar topics in highly structured interactive situations (e.g., answer questions about personal information, interests, and experiences; participate in paired and small-group exchanges on familiar topics; take part in a think-pair-share session) 

2. Develop Fluency in Speaking

Speak to Interact 2.1 engage in simple spoken interactions on personal and familiar topics (e.g., ask and respond to simple questions about name, age, family, favourite school subjects, weather, leisure activities, and places and services in the community; express likes and dislikes related to particular food, music, and recreational activities; play simple interactive games such as “Broken Telephone” or “Twenty Questions”) 

Use Conversational Strategies 2.2 use a few familiar conversational expressions and simple non-verbal communication cues to negotiate simple spoken interactions (e.g., simple courtesy expressions such as “Please”, “Thank you”, “I’m sorry”, “Can I help you?”; attention-getting expressions such as “Excuse me”, “Could I please have …” ; conversation closing expressions such as “It was nice to meet you”, “Sorry, I have to go now”; non-verbal cues such as nodding and head shaking) 

Speak for Academic Purposes 2.3 present ideas and information orally for academic purposes in simple, highly structured situations (e.g., identify science equipment and explain content area concepts such as geometric shapes and mathematical operations while referring to a student-created poster; tell part of a story in a round-robin storytelling activity; retell key events from a photo montage or picture sequence) Teacher prompt: “Please tell the class five facts (or things) about your topic. Use your poster to help you explain.”

3. Develop Accuracy in Speaking

Grammatical Structures 3.1 use correctly the grammatical structures of spoken English appropriate for this level (see the Language Reference Chart for ESL Level 1 on pages 68–69) Teacher prompt: “How do you make the word ‘chair’ show more than one (or plural)? How do you make the word ‘water’ plural? How are they different? Why?” 

Sound Patterns 3.2 use appropriately a few basic pronunciation, stress, rhythm, and intonation patterns of spoken English to communicate meaning accurately (e.g., distinguish between short and long vowels [l i p /l ine]; consonants and consonant clusters [tea/tree/three]; and voiced and unvoiced consonants [bit/pit]); finish statements with falling intonation and questions with rising intonation) Teacher prompt: “Listen to my voice when I read these questions. What do you hear at the end of each question? Move your hands to show what my voice does.” 

Communication Strategies 3.3 use a few basic clarification strategies appropriately to bridge gaps in spoken communication (e.g., use gestures and mime to clarify meaning; ask for repetition when they do not understand a message)