Apd912curr PDF

Ministre de lducation
et de la Formation
Le curriculum de lOntario
de la 9e la 12e anne
Anglais pour
dbutants
1999
Table des matires
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lenseignement de langlais pour dbutants dans les coles de langue franaise . . . . . . . . . . 2
Le programme-cadre danglais pour dbutants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Aperu du programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Prestation du programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
valuation de la comptence linguistique, placement et suivi des lves .............. 3
Obtention du diplme dtudes secondaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Cours et crdits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Stratgies denseignement et dapprentissage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Attentes et contenus dapprentissage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Domaines dtude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Cours :
Anglais pour dbutants 1, cours ouvert (EANAO) .............................. 7
Anglais pour dbutants 2, cours ouvert (EANBO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Anglais pour dbutants 3, cours ouvert (EANCO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Anglais pour dbutants 4, cours ouvert (EANDO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
The Achievement Chart for Anglais pour dbutants . . . . . . . . . . . . . . . . . . . . . . . . . 39
Explanatory Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Cette publication est poste dans le site Web du ministre

de lducation et de la Formation ladresse suivante :
http://www.edu.gov.on.ca
2
Introduction
Le curriculum de lOntario, de la 9e la 12e anne Anglais pour dbutants, 1999 sera mis en uvre
partir de septembre 1999 dans les coles secondaires de lOntario. Le prsent document
remplace ce qui se rapporte lapprentissage de langlais pour dbutants en 9e anne dans
Le programme dtudes commun Politiques et rsultats dapprentissage de la 1re la 9e anne, 1995,
de mme que les sections se rapportant la 10e anne dans le programme-cadre Anglais/English,
cycles intermdiaire et suprieur,1985.
Les renseignements communs tous les programmes-cadres sont publis dans un document
complmentaire intitul Le curriculum de lOntario, 9e et 10e anne Planification des programmes et
valuation, 1999. Cette publication est poste dans le site Web du ministre de lducation et de
la Formation, ladresse Internet suivante : http://www.edu.gov.on.ca
Lenseignement de langlais pour dbutants dans les coles de langue franaise

Les lves qui frquentent les coles secondaires de langue franaise de lOntario doivent
possder de solides comptences langagires dans les deux langues officielles du Canada. Or
certains de ces lves connaissent peu ou ne connaissent pas langlais. Il est donc ncessaire
doffrir un programme danglais pour dbutants ces lves pour leur permettre dacqurir
les connaissances et les comptences langagires ncessaires pour communiquer en anglais.
Connatre deux langues est avantageux pour llve : cet apprentissage lui donne non seulement
la chance de comprendre et dutiliser deux langues internationales, mais aussi dacqurir une
plus grande souplesse sur le plan intellectuel. Llve utilise la langue comme outil de commu-
nication, danalyse, de comparaison et douverture au monde. Lapprentissage dune seconde
langue permet llve de saffirmer davantage, dexprimer avec plus de facilit ses ides tout
en souvrant aux opinions des autres. La sensibilisation aux diffrents aspects socioculturels de
la langue anglaise viendra enrichir le dveloppement de la pense et de lesprit critique chez
llve et lamnera utiliser un langage plus nuanc et plus prcis, aussi bien en anglais quen
franais.
Lenseignement de langlais se fait dans un contexte damnagement linguistique en franais.
Llve tirera donc profit de ses connaissances en franais pour commencer lapprentissage
de langlais, et notamment des stratgies de lecture ou dcriture dj acquises. En retour,
lapprentissage de langlais renforcera des comptences en langue franaise puisque llve
pourra faire des comparaisons et mieux saisir les subtilits propres au franais et langlais.
En prenant ainsi conscience des diffrences et des similitudes entre les deux langues, il ou elle
apprendra utiliser chacune de ces langues de faon approprie.
3
Le programme-cadre danglais pour dbutants

Aperu du programme
Le programme-cadre danglais pour dbutants des coles secondaires de langue franaise de
lOntario est conu pour permettre llve qui connat peu ou qui ne connat pas langlais
dacqurir un niveau de comptence dans la langue anglaise qui lui permettra dintgrer et de
suivre le programme dEnglish et de sadapter au contexte ontarien. Le programme danglais
pour dbutants comprend quatre cours soit : APD 1, APD 2, APD 3, APD 4. Lvaluation des
connaissances et des comptences de llve en langue anglaise lors de son admission lcole
secondaire de langue franaise permettra de dterminer le cours quil ou elle doit suivre.
Prestation du programme
Le programme danglais pour dbutants peut tre offert dans le contexte dune classe distincte.
Dans des situations o le nombre ne le permet pas, llve pourrait tre intgr dans le cours
dEnglish et recevoir de laide individuelle afin datteindre les attentes du cours dAPD.
valuation de la comptence linguistique, placement et suivi des lves

Lvaluation. Les conseils scolaires et les coles doivent mettre sur pied des procdures et des
mcanismes dvaluation des comptences linguistiques de llve en anglais. En fonction des
rsultats de lvaluation de la comptence linguistique, on pourra identifier le cours qui rpond
le mieux aux besoins de llve et lui proposer un placement initial, soit APD 1, APD 2, APD 3
ou APD 4.
La comptence loral sera value par lentremise dune entrevue portant sur la capacit de
llve communiquer dans des situations courantes de la vie. Pour valuer sa comprhension
en lecture, on pourrait demander llve de lire une srie de courts textes allant du plus facile
au plus difficile en tenant compte de ses ralits culturelles ou des concepts qui ne lui sont pas
familiers. Enfin, pour valuer la comptence de llve en criture, on pourrait lui demander
dcrire des mots, des phrases simples ou de courts textes selon son niveau de familiarit avec
la langue.
Le placement. Le placement des lves dans un cours danglais pour dbutants se fait en
fonction de ses connaissances et ses comptences en anglais, indpendamment de son niveau
scolaire. On avisera les parents et les lves quil sagit dun placement initial et que celui-ci
pourrait tre revu le cas chant. Il convient dinformer llve et ses parents quils peuvent
aussi demander un placement diffrent de celui recommand par lcole.
Les cours du programme danglais pour dbutants, soit APD 1, APD 2, APD 3 ou APD 4, refl-
tent une progression dans le niveau de difficult et de complexit des comptences linguis-
tiques (connaissances et habilets) dans la langue anglaise. la fin du cours dAPD 4, llve
pourra intgrer un cours dEnglish de la dixime anne, soit thorique soit appliqu.
Le suivi. Il est important dassurer un suivi la suite du placement initial de llve. En encou-
rageant llve recueillir des chantillons de ses travaux, on lui permet de prendre conscience
de son cheminement, cest--dire des progrs raliss et des progrs qui restent faire. On peut
le cas chant suggrer llve un cours qui rpond plus son niveau de comptence.
4 LE CURRICULUM DE LONTARIO, DE LA 9e LA 12e ANNE A N G L A I S P O U R D B U T A N T S
Obtention du diplme dtudes secondaires

Pour obtenir son diplme, llve doit obtenir un crdit English. Il ou elle peut remplacer le
crdit obligatoire English par un crdit danglais pour dbutants. Tout autre cours dAPD suivi
par llve comptera comme un crdit optionnel.
Cours et crdits
Le programme-cadre danglais pour dbutants comprend quatre cours qui reprsentent
diffrents niveaux de difficult et de complexit dans lapprentissage de langlais.
Cours Type Code Crdit Pralable
APD 1 Ouvert EANAO 1 Aucun

APD 2 Ouvert EANBO 1 APD 1 ou lquivalent
APD 3 Ouvert EANCO 1 APD 2 ou lquivalent
APD 4 Ouvert EANDO 1 APD 3 ou lquivalent
Certains lves peuvent progresser rapidement dans le programme danglais pour dbutants.
Ils peuvent par exemple satisfaire aux attentes de deux cours dAPD (p. ex., APD 1 et APD 2)
dans une priode de 110 heures, soit le temps allou pour un crdit. Dans ce cas, llve
obtient un crdit pour le cours le plus avanc (p. ex., APD 2). Dautres lves devront peut-tre
reprendre une partie du cours ou le cours au complet pour satisfaire toutes les attentes du cours.
Les cours danglais pour dbutants peuvent tre offerts sous forme de demi-cours valant
chacun un demi-crdit. Les demi-cours requirent un minimum de 55 heures denseignement
et doivent satisfaire aux conditions suivantes :
Tout demi-cours doit inclure une gamme dattentes qui englobent tous les domaines dtude
et qui assurent un quilibre entre les diffrents domaines.
Un cours dont la russite est pralable un autre cours peut tre offert sous la forme de
demi-cours, mais llve doit russir les deux demi-cours exigs.
Le titre de chaque demi-cours doit prciser Partie 1 ou Partie 2, selon le cas. La recon-
naissance dun demi-crdit (0,5) sera inscrite dans la colonne de la valeur en crdit du
bulletin scolaire et du relev de notes de lOntario. Les lves nont pas terminer les
parties 1 et 2 si le cours en question ne constitue pas un pralable.
La possibilit pour llve de suivre tous les cours danglais pour dbutants ou de ne suivre
quun demi-cours sera dtermine en fonction de sa facilit apprendre la langue anglaise.
Llve peut intgrer un cours dEnglish au niveau de la dixime anne aprs avoir russi
le cours APD 4. Llve dcidera alors sil convient mieux de suivre le cours thorique ou
appliqu en fonction de ses intrts, de ses forces, de ses besoins et de lvaluation de son
rendement. Pour faire ce choix, llve bnficiera des conseils de ses parents ou tuteurs, de
ses enseignants et enseignantes et du conseiller ou de la conseillre en orientation.
Pour les lves en difficult, le choix de cours doit aussi tenir compte du programme
denseignement individualis (PEI). Il est essentiel que lcole offre aux lves qui suivent
des cours danglais pour dbutants des services complmentaires connexes.
LE PROGRAMME-CADRE DANGLAIS POUR DBUTANTS 5
Stratgies denseignement et dapprentissage

Les enseignants et enseignantes des cours danglais pour dbutants planifient leur programmation
partir des attentes et des contenus dapprentissage qui sont labors dans le programme-cadre
danglais pour dbutants.
Dans les deux premiers cours danglais pour dbutants, lenseignant ou enseignante accorde la
priorit la communication orale. Il est essentiel que llve dveloppe lcoute et lexpression
orale avant dentreprendre lapprentissage des comptences qui se rattachent aux domaines de la
lecture et de lcriture. Mme si linterdpendance entre la communication orale, la lecture et
lcriture est indniable, on doit nanmoins considrer la communication orale comme le point
de dpart.
Lenseignant ou lenseignante doit accorder une importance particulire au dveloppement
du vocabulaire et dun rpertoire dexpressions qui permettent llve de comprendre la
communication sous toutes ses formes. On pourra, entre autres, organiser des activits
dapprentissage permettant llve dengager une communication authentique base sur ses
intrts et ses connaissances antrieures. Les activits de lecture et dcriture choisies aideront
llve souvrir de nouvelles ides et partager ses connaissances. Les sujets ltude et
les activits dapprentissage doivent aussi tre adapts lge des lves et leur degr de
maturit.
Attentes et contenus dapprentissage

Les attentes et les contenus dapprentissage dfinissent, pour la fin de chaque cours, les connais-
sances et les comptences que les lves doivent acqurir et dmontrer dans leur travail de
classe, lors de prsentations, dans les tests et lors dactivits qui servent valuer leur rendement.
Des attentes et des contenus dapprentissage correspondent chaque domaine du programme-
cadre. Les attentes dcrivent, de faon gnrale, les connaissances et les comptences dont les
lves doivent dmontrer lacquisition la fin de chaque cours. Les contenus dapprentissage
dfinissent ces connaissances et comptences plus en dtail.
Les contenus dapprentissage sont rpartis en plusieurs rubriques. Cette rpartition ne
constitue pas un cloisonnement des contenus dapprentissage en plusieurs catgories distinctes.
Elle a simplement pour objet daider lenseignante ou lenseignant mieux cibler son
enseignement et planifier les activits dapprentissage proposes aux lves.
Plusieurs des contenus dapprentissage proposent des exemples entre parenthses. Ces exemples
illustrent la porte de lapprentissage ou le degr de complexit recherch. Il ne faut pas les
considrer comme des listes exhaustives ou obligatoires des notions proposes. Ces exemples
ne sont donns que pour guider le personnel enseignant et lui donner une ide plus prcise de
la signification dun contenu dapprentissage.
6 LE CURRICULUM DE LONTARIO, DE LA 9e LA 12e ANNE A N G L A I S P O U R D B U T A N T S
Domaines dtude
Les cours danglais pour dbutants sont diviss en quatre domaines soit: Oral Communication,
Reading,Writing, Social Skills and Cultural Awareness. Dans chaque domaine, on retrouve des
attentes et des contenus dapprentissage.
Dans le domaine Oral Communication, le programme vise dvelopper chez llve une
comptence langagire au niveau de lcoute, de lexpression orale et de lexploration de
produits mdiatiques. Les cours APD 1 et APD 2 accordent une plus grande importance au
dveloppement de lcoute et de lexpression orale que les cours APD 3 et APD 4. Llve
apprend communiquer avec clart et aisance en anglais tout en utilisant un vocabulaire juste
et appropri dans diffrents contextes, en salle de classe et en milieu communautaire.
Dans le domaine Reading, on mise sur la comprhension de textes, sur lenrichissement du
vocabulaire de llve et sur la prononciation adquate des nouveaux mots quil ou elle aura
appris. Le programme vise aussi amener llve rflchir de faon critique la lumire de
ses lectures, de ses connaissances et de ses expriences de vie. Un choix judicieux de textes
littraires canadiens et douvrages refltant une certaine diversit sur le plan culturel permet-
tront llve dapprcier davantage les cultures anglophones du Canada et dailleurs.
Dans le domaine Writing, llve doit pouvoir rdiger une varit de textes en respectant la
majorit des conventions prescrites dans le programme danglais pour dbutants. Les comp-
tences dveloppes en communication orale et en lecture permettront llve de mieux
comprendre et dappliquer les conventions linguistiques lcrit. On tiendra compte de la
prsentation visuelle des productions crites de llve et de sa capacit sexprimer par crit.
Dans le domaine Social Skills and Cultural Awareness, le programme vise faciliter lintgration
de llve au milieu anglophone lextrieur de lcole. Le dveloppement de comptences
sociales en anglais et la sensibilisation plusieurs cultures anglophones du Canada et dailleurs
permettront llve de sinsrer plus facilement dans les activits proposes dans le cadre du
cours danglais pour dbutants, aussi bien au niveau des discussions quau niveau du travail de
groupe.
7
Anglais pour dbutants 1 (EANAO)
This course initiates the non-English-speaking student into the English language and a new
cultural environment. The course focuses on four communication skills: listening, speaking,
reading, and writing. Students will acquire basic communication skills and a basic vocabulary,
read simple texts, and develop the ability to use simple sentence and paragraph structures in
response journals and personal experience stories. Activities include discussions, presentations,
group and individual work, and sharing stories about personal experiences.
8 ANGLAIS POUR DBUTANTS 9e ET 10e ANNE
Oral Communication
Overall Expectations
By the end of APD1, students will:
demonstrate an understanding of basic oral communications in English by providing
oral responses in English in different contexts (e.g., group work, class discussions, responding
to teachers instructions);
use functional English in classroom and everyday situations;
communicate their needs or seek information in English;
participate in discussions on familiar topics or situations;
demonstrate some understanding of the pronunciation and other mechanics of spoken
English (e.g., articulation, inflection, intonation, pitch, projection).
Specific Expectations
To meet the overall expectations, students must demonstrate the knowledge, skills, and
attitudes described in the specific expectations set out below. Students will develop their
ability to understand spoken English and to express themselves with some degree of
confidence and clarity by hearing and speaking English as it is used in a variety of academic
and everyday settings.
Listening demonstrate understanding of the
acquire basic vocabulary and expressions role that mechanics (e.g., articulation,
by listening to a variety of oral commu- intonation, pitch, projection) play in
nications; conveying meaning in spoken language;
extract information from a variety of Speaking
live and recorded material and make use English to function in some everyday
predictions about possible outcomes; situations (e.g., looking for information,
respond to oral statements and questions asking for assistance, and making requests,
about familiar topics; in person or by telephone), integrating
follow basic instructions and directions; simple idiomatic expressions (e.g. taking
a break, taking off ) into their conversations;
demonstrate some awareness of simple
North American idioms and their respond to questions, give an opinion,
meanings; and ask questions to clarify meaning;
recognize sound patterns and simple recognize questions and construct accept-
sentence structures; able responses in class, using basic conver-
sational conventions (e.g., may I, excuse me,
discriminate among blends, digraphs, and
please);
vowels;
participate in group discussions on familiar
demonstrate proper pronunciation after
topics;
listening to stories read or on tape;
use correct articulation and pronunciation
with familiar English vocabulary;
ANGLAIS POUR DBUTANTS 1 9
use basic vocabulary acquired through Media Communication Skills

various listening, reading, and writing understand the main idea or message
activities in their own oral communi- in selected ads, television shows, and
cations; other media works that depict elements
read aloud their written work, such (e.g., values, attitudes, traditions) of
as personal experience stories, paying Canadian and American cultures;
attention to content and the mechanics identify basic elements of media texts
of spoken language (e.g., pronunciation, (e.g., size of print, column layout) that
articulation, inflection, intonation, pitch, enhance the communication of messages;
projection);
use basic terminology (e.g., headline, font)
Communication Skills when discussing visual elements of print
select from a range of word choices and and electronic media.
use simple sentence patterns to communi-
cate ideas and information;
use specific terms (i.e., avoid general
terms such as be, have, thing) when
participating in discussions and making
oral presentations;
use correct word order in simple declara-
tive and interrogative sentences;
use simple connecting words
(e.g., coordinate conjunctions such as
and, but, or) to link ideas in speech;
correctly use the three main verb tenses
(present, past, and future);
organize ideas and plan a short oral pre-
sentation dealing with topics of personal
interest;
revise material before making an oral
presentation and practise articulating and
pronouncing words and expressions;
adjust inflection to achieve the desired
effect (e.g., raise voice at the end of a
sentence when asking a question);
use proper articulation, projection, and
pitch in oral presentations;
Reading
identify and read simple texts (e.g., acrostic, rhyming, haiku poems; classified ads; stories)
in print and electronic form;
read personal experience stories developed individually or in a group with confidence and
comprehension;
use a variety of reading strategies to comprehend reading material, and demonstrate
their comprehension by stating the main ideas in the material;
explain their responses to various reading materials (e.g., age-appropriate texts with basic
vocabulary), integrating words and expressions from their readings into their vocabulary;
read simple English aloud, pronouncing clearly and varying intonation to create the
desired effect.
To meet the overall expectations, students must demonstrate the knowledge, skills, and attitudes
described in the specific expectations set out below. Students will develop their ability to read
and understand English texts using different strategies, acquire basic vocabulary, pronounce
familiar vocabulary correctly, and respond critically and constructively to reading material.
Reading Comprehension use textual cues (e.g., titles, pictures,
read various texts at an appropriate level headings, illustrations, captions; paragraphs
of difficulty (e.g., simple messages, poems, as units of meaning) to construct and
stories), demonstrating the ability to confirm meaning;
understand content; use syntactic, semantic, and graphemic
read personal experience stories developed cues (e.g., word order, some punctuation
by small groups or the whole group; marks, basic sight words, letter clusters)
follow the text of stories being read or to construct the meaning of words in
on tape, demonstrating comprehension of context;
new vocabulary and simple written texts; use knowledge of word order in spoken
follow simple written instructions English (e.g., the doctors patient shows pos-
(e.g., fill in the blanks, circle the correct session) to understand written material;
answers, read simple recipes, understand locate the following parts of speech in
easy technical directions); context: nouns, pronouns, verbs, articles,
answer simple comprehension questions; and adjectives;
gather information from reading material interpret reading material in terms of
on a subject of interest to share with peers; personal experiences;
adopt different strategies (e.g., reading
ahead, rereading) and use knowledge
of their first language to comprehend
meaning;
Vocabulary Acquisition and Pronunciation Critical Thinking and Response

recognize the Roman alphabet and its identify the main ideas in simple literary
sounds; and informational texts;
use knowledge of commonalities in word identify details and sequences to under-
families to increase vocabulary in a variety stand, and discuss the meaning of, stories;
of contexts; make connections between texts, prior
develop a bank of sight words from knowledge, and personal experiences;
personal experience stories; demonstrate the ability to comprehend
use familiar vocabulary and context to a wide range of written material at the
determine the meaning of new words; appropriate level of difficulty for a wide
explore a variety of sources (e.g., visual range of purposes (e.g., to acquire new
and bilingual dictionaries, other people) vocabulary; to obtain information; to give
to acquire new vocabulary; an opinion; to gain new perspectives on
people, places, and cultures; to predict
use patterns of word structure to
outcomes of stories; to express feelings; to
determine pronunciation (e.g., and
question ideas; to discover new interests);
as in hand and command);
articulate their opinions by identifying
identify and pronounce sounds particular
and comparing ideas from a variety of
to English (e.g., th as pronounced in they
written material.
and that; ough as pronounced in rough,
through, and doughnut);
participate regularly in choral and small
group readings;
read aloud, demonstrating proper
articulation, intonation, projection, and
pronunciation;
Writing
use English vocabulary acquired in real and familiar contexts and through classroom
activities for written expression (e.g., in response journals, personal experience stories);
write simple declarative and interrogative sentences, making correct use of statements
and questions;
describe personal experiences in stories, using short sentences and paragraphs and focusing
on content and presentation of material;
correctly use the conventions of the English language (e.g., spelling, grammar, punctuation)
specified for this level;
apply computer skills to enhance and produce final drafts of personal experience stories.
described in the specific expectations set out below. Students will develop their ability to use
some language conventions, correctly spell words appropriate for their level, and use visual aids
and techniques to present written material effectively.
Forms and Techniques revise and proofread written
record events, observations, feelings, and material using a variety of resources
opinions in a response journal; (e.g., dictionaries, electronic spell-check
write personal experience stories in programs, help from teacher and peers);
collaboration with others and read them use vocabulary (bank of sight words)
to the group; acquired from the collaborative writing
write personal experience stories of personal experience stories and from
individually; reading material (e.g., teacher-guided
write various forms of texts based on and own selections);
models provided (e.g., letters, personal Use of Conventions
experience stories); correctly use periods and question marks
write simple sentences; as end punctuation;
use declarative and interrogative sentences apply conventions of basic capitalization
in the affirmative and negative forms; (e.g., capital letters for days, months,
develop paragraph skills (e.g., the ability places, people) and punctuation
to write a topic sentence, supporting (e.g., commas in series, apostrophes in
details, and a concluding sentence); contractions);
arrange ideas and information in a logical
sequence;
recognize and use consonants (hard and Spelling

soft) and consonant blends: spell familiar words, using a variety of
hard, soft c (e.g., car/cinema) and strategies (e.g. visual memory, sound-
g (e.g., give/geography) symbol relationships, knowledge of
y as a consonant (e.g., yes) spelling in first language) and resources
(e.g., visual and bilingual dictionaries,
silent letters (e.g., know, write)
electronic spell-check programs, help
consonant blends (e.g., br, fr, pl) from peers);
consonant digraphs correctly spell words identified by the
(e.g., ch, sh, gh=f as in laugh); teacher;
identify and use vowels: predict the spelling of unfamiliar words,
long and short (e.g., bite/fix) using various strategies (e.g., structural
y as a vowel (e.g., try) analysis, syllabication);
r-controlled vowels (ar, er, ir, or, ur) confirm the spelling of unfamiliar words,
using various resources (dictionaries,
vowel digraphs (e.g., read/read);
personal spelling lists);
demonstrate knowledge of the following
parts of speech: common and proper Visual Presentation
nouns, personal and interrogative choose the format that is appropriate
pronouns, articles, adjectives, and verbs; for the purpose of writing (e.g., letters,
personal experience stories);
recognize the grammatical function of
nouns and pronouns as subjects; accurately use a variety of organizers
(e.g., headings, titles, graphics) when
use proper noun-pronoun agreement
writing a research report or preparing
(person, number, and gender) and
a special presentation;
subject-verb agreement;
use underlining and colour and vary size
correctly use the following verb tenses
of print for emphasis;
in the indicative mode: present, past, and
future for the most common regular verbs select visual material (e.g., draw or select
and the irregular verbs to be and to have; pictures or posters) to complement a
written assignment on a topic of personal
interest.
Social Skills and Cultural Awareness
demonstrate adaptation to their new environment;
demonstrate some knowledge and appreciation of anglophone cultures in Canada.
described in the specific expectations set out below. Students will adjust to their new environ-
ment, demonstrate an ability to interact with others, and develop some understanding of
anglophone cultures in Canada.
Social Skills Cultural Awareness
use English in a variety of daily-life demonstrate respect for anglophone
situations; cultures and English-language literature;
identify some services available in the demonstrate an understanding of and
community (e.g., library, community respect for cultural differences in oral
centre, youth club); expression (e.g., body language, eye
identify the status of English in contact);
Franco-Ontarian schools and their provide basic information about contem-
new environment; porary anglophone Canadian cultures;
demonstrate an awareness of classroom communicate information through
routines, teacher expectations, and individual presentations about the
common courtesies of group work; influence of the English language on
select and use socially appropriate their own lives;
language and conversational gambits identify similarities and differences
(e.g., interrupters, fillers, closers); between anglophone Canadian and
other anglophone cultures as portrayed
in the media (e.g., television, movies,
advertisements, magazines).
15
Anglais pour dbutants 2 (EANBO)
This course expands students basic English communication skills and cultural knowledge.
It focuses on oral communication, reading for different purposes, vocabulary development,
and various forms of writing, such as narrative and descriptive paragraphs, poems, journal
writing, book-cover copy, and advertisements. Activities include group discussions, oral
presentations, teacher-guided and independent reading of simple literary and informational
texts, and the use of some technological resources.
Oral Communication
demonstrate an understanding of spoken English used in familiar contexts and daily
activities;
demonstrate some ability to listen in different ways for different purposes (e.g., for pleasure
and relaxation, to seek information, for critical reflection);
communicate messages for specific purposes and to specific audiences in a variety of forms
(e.g., rhyming and acrostic poems, classified ads, book-cover copy);
use simple sentences and vocabulary acquired through class discussions and readings for
oral expression;
correctly use mechanics of spoken English (e.g., pronunciation, articulation, inflection,
intonation, projection).
To meet the overall expectations, students must acquire the knowledge, skills, and attitudes
described in the specific expectations set out below. Students will demonstrate a greater
ability than in APD1 to understand spoken English and to express themselves with confidence
and clarity, by hearing and speaking English in a variety of contexts.
Listening demonstrate an understanding of different
acquire new vocabulary and expressions levels of language (e.g., slang as opposed
by listening to a variety of oral commu- to standard English usage), and relate
nications; language use to various contexts
participate in discussions in various (e.g., school, work, everyday situations);
contexts (e.g., with a guest speaker, in a express opinions about familiar topics
small group, in a large group), demon- and offer constructive criticism on peers
strating their understanding of others presentations;
oral communications;
Speaking
reproduce (i.e., summarize, paraphrase) use English to function in everyday
the essence of a message and other texts; situations (e.g., seeking and obtaining
demonstrate the ability to follow information, making telephone calls,
instructions; giving directions and instructions,
make an accurate written record of responding to simple requests in person
verbal instructions and messages; and by telephone);
imitate models of correct pronunciation respond to comprehension questions;
and intonation; speak with greater fluency than in
recognize and identify the role of APD1 and use correct pronunciation
conversational gambits (e.g., interrupters, and articulation;
fillers, and closers);
identify and use basic literary/stylistic
devices (e.g., rhyme, alliteration);
identify and discuss important com- revise and rehearse material before
positional elements in a story (e.g., plot, making an oral presentation, focusing
character, setting, theme) and describe on correct articulation and pronunciation
the physical and personality traits of and varying intonation to achieve the
some characters; desired effect;
express opinions on a variety of topics use proper pitch and projection in oral
(e.g., from stories, classified ads, newspaper presentations;
and magazine articles, various kinds of
Media Communication Skills
poems), linking the topics to personal
identify the various characteristics
experiences;
of media works and the categories of
use new vocabulary acquired through works typical of a particular medium
readings and discussions for a variety of (e.g., television: news, drama, entertain-
purposes (e.g., to give an opinion, to ment; film: romantic comedy, action;
exchange relevant information, to find magazines: articles, letters to the editor;
answers, to question ideas); the Internet: the World Wide Web,
distinguish between and make appropriate e-mail);
use of different levels of language in speech describe the intended impact of various
(e.g., formal, informal, colloquial); ads on readers, using different sources
read aloud written work such as narrative (e.g., magazines, newspapers);
and descriptive paragraphs, poems use various resources (e.g., magazines,
(e.g., rhyming, acrostic, haiku), classified audio recorder, camera) to produce
ads, book covers, and journal responses; simple media works (e.g., design a book
Communication Skills cover, create a television advertisement
select from a range of word choices promoting a product or a story);
and use a variety of sentence structures experiment with some simple electronic
to communicate ideas, information, and tools to produce a classified ad (e.g., use
opinions; the cut-and-paste function of a software
use a range of connecting words such as program to insert a photo).
coordinate conjunctions (e.g., and, but, or,
for, yet), conjunctive adverbs (e.g., moreover,
however), and some subordinating con-
junctions (e.g., because, if, after) to organize
and clarify ideas in speech;
correctly use the three main verb tenses
(present, past, and future) and some
progressive tenses in discussions and
presentations;
prepare an oral presentation that involves
reading different kinds of poems (e.g.,
rhyming, acrostic, haiku) that deal with a
specific theme;
Reading
select and read simple literary texts (e.g., stories, plays) and informational texts
(e.g., newspaper and magazine articles) for a variety of purposes (e.g., to extract
information, to acquire new vocabulary);
demonstrate the ability to determine the meaning of unfamiliar texts and vocabulary,
using various strategies (e.g., context, textual cues, prediction, and word analysis);
extract information from advertisements and newspaper and magazine articles within an
appropriate range of vocabulary and experience, and assess the potential impact of this
information on readers;
read English aloud with more confidence and greater fluency than in APD1, varying
pitch and projection to create the desired impact.
described in the specific expectations set out below. Students will continue to develop their
ability to read and understand English texts using more sophisticated strategies than in APD1,
expand their vocabulary, pronounce familiar and unfamiliar vocabulary correctly, and respond
critically and constructively to reading material.
Reading Comprehension use syntactic, semantic, and graphemic
read a variety of texts at an appropriate cues (e.g., word order; punctuation:
level of difficulty (e.g., newspaper and periods, question marks, quotation marks;
magazine articles, advertisements, poems, frequently occurring sight words;
stories), demonstrating a greater ability structural elements: prefixes, suffixes,
than in APD1 to understand content and compound words, contractions, singular
interpret meaning; and plural words) to construct and con-
adopt different comprehension strategies firm the meaning of words in context;
(e.g., ask questions, read ahead, adjust read- use advanced reading strategies
ing rate, reread) to confirm understanding; (e.g., determine the purpose of reading
use textual cues such as the structures and a particular work, make predictions,
elements of specific genres (e.g., newspaper draw conclusions, build on experience
and magazine articles, advertisements, with previous texts and knowledge of
poems, stories) to construct and confirm first language) to comprehend meaning;
meaning and to interpret texts; locate and interpret information using
various textual cues (e.g., illustrations,
diagrams, tables of contents);
extract information from advertisements,
pictures, and newspaper and magazine
articles to verify and extend under-
standing;
follow the text of stories being read or identify and use word roots to determine
on tape, demonstrating comprehension the pronunciation and meaning of
of new vocabulary and the meaning of unfamiliar words (e.g., friends/friendship;
the texts and predicting outcomes; real/realistic), both in and out of context;
identify the following parts of speech read aloud with more confidence and
in context: nouns, pronouns, verbs, articles, greater fluency than in APD1, focusing
adjectives, and adverbs; on proper intonation, correct and clear
recognize literary/stylistic devices pronunciation, and appropriate volume;
(e.g., simile, metaphor, personification) Critical Thinking and Response
in written material; identify the sequence of events in literary
identify words that suggest mental images texts (e.g., stories, poems) and media texts
and create mood in poems and advertise- (e.g., articles, advertisements), the time and
ments; place in which they occur, and the roles
identify examples of onomatopoeia in of the main characters;
poems (e.g., swish); select ideas from and make observations
discuss the issues raised in texts read about their readings to develop their own
in terms of personal experience and thinking and understanding (e.g., compare
knowledge; personal viewpoints, appraise new ideas);
adapt reading strategy to purpose for
Vocabulary Acquisition and Pronunciation
reading (e.g., to seek information, to
use familiar vocabulary and knowledge
derive enjoyment, to respond critically);
of their first language to determine the
meaning of new words; communicate their opinions of ideas pre-
sented in reading material (e.g., the ideas
build a bank of sight words, using teacher-
have caused them to reflect on prior
guided and independent readings as
knowledge and experiences or to seek
sources;
answers).
expand knowledge of words and word
relationships, including synonyms,
antonyms, and homonyms, using
different sources (e.g., print and
electronic dictionaries, thesauri, help
from teacher and peers);
use common patterns of word structure
and syllabication to determine pronuncia-
tion (e.g., compassion, depression, succession);
Writing
produce written material such as narrative and descriptive paragraphs, poems
(e.g., rhyming, acrostic, haiku), journal writing, book-cover copy, and classified ads,
following models provided;
use simple and compound sentences in journal responses to reading material, media
presentations, and classroom discussions;
write declarative, interrogative, exclamatory, and imperative sentences to express their
thoughts and ideas;
demonstrate understanding of classroom discussions, selected media works, and reading
material about personally relevant topics (e.g., adaptation to school life, personal experiences,
Canadian culture) through various forms of writing (e.g., response journals, assigned
paragraphs);
demonstrate some knowledge of the conventions (e.g., spelling, grammar, and punctuation)
of English and of certain syntactical relationships (e.g., correct word order in English);
apply computer skills to enhance and produce final drafts of classified ads and book covers.
described in the specific expectations set out below. Students will use more language conven-
tions than in APD1, correctly spell words suited to their level, and integrate visual material into
their writing to present it more effectively.
Forms and Techniques use connecting words (e.g., and, then,
respond (e.g., by writing in a response but, first) to link ideas in sentences and
journal) to issues raised in discussions, in paragraphs;
reading material, personal experiences, refine paragraph skills (e.g., the ability
and oral presentations; to write topic sentences or to combine
write responses to literature (e.g., com- sentences) and apply these skills to the
ment on setting or theme in poems and writing of narrative and descriptive
stories); paragraphs;
write texts based on models provided identify examples of literary/stylistic
(e.g., narrative and descriptive paragraphs, devices that create repeated sounds in
poems, book-cover copy, and classified poems (e.g., rhymes, alliteration) and use
ads); them in the creation of original poems
write compound sentences; (e.g., haiku, rhyming poem);
use declarative, interrogative, exclamatory, revise written material using a variety
and imperative sentences in the affirmative of resources (e.g., dictionaries, electronic
and negative forms; spell-check programs, teacher and peer
feedback, thesauri);
adapt models from reading experiences Spelling

to enhance own written texts, using spell familiar words, using a variety of
appropriate organizational patterns strategies (e.g., visual memory, sound-
(e.g., stanzas, chronological order, appro- symbol relationships, knowledge of first
priate paragraphing); language) and resources (e.g., help from
Use of Conventions teacher and peers);
correctly use periods, question marks, and correctly spell words identified by the
exclamation marks as end punctuation; teacher;
know and apply capitalization and punctu- predict the spelling of unfamiliar words,
ation conventions (e.g., in titles, salutations, using various strategies (e.g., knowledge
addresses, appositives, contractions, abbre- of common letter patterns, root words,
viations; commas in compound sentences); meaning);
demonstrate knowledge of the following confirm the spelling of unfamiliar words,
parts of speech: common, proper, and using various resources (dictionaries,
collective nouns; personal, interrogative, thesauri);
and demonstrative pronouns; verbs;
Visual Presentation
articles; adjectives; adverbs;
choose the format that is appropriate
identify and use collective nouns for the purpose of writing (e.g., narrative
appropriately (e.g., class, group, flock); and descriptive paragraphs, poems, book-
identify and use personal pronouns in cover copy, classified ads);
their three forms: nominative, possessive, use a variety of software design features
objective (I, mine, me); (e.g., spacing, graphics, titles, subheadings)
select and use a variety of descriptive to produce a classified ad and book-cover
adjectives and simple adverbs (e.g., slowly, copy;
quietly) to convey meaning; use bolding or underlining to highlight
recognize simple and compound subjects titles and subtitles, and italics or under-
and verbs in sentences; lining to emphasize key words;
use proper subject-verb agreement with integrate media materials (e.g., photos,
collective nouns; computer graphics) into writing to
correctly use the following verb tenses enhance presentation.
in the indicative mode: present, past,
and future for the most common regular
and irregular verbs;
demonstrate some knowledge of verbs
in the progressive mode to facilitate
expression;
demonstrate social competence in a wide range of classroom situations;
identify some of their own customs, values, traditions, and attitudes that are similar to
and different from those of anglophone Canadians.
attitudes described in the specific expectations set out below. Students will continue to
adjust to their school and community, demonstrate their ability to interact with others,
and increase their understanding of anglophone Canadian cultures.
use English appropriately in commu- demonstrate respect for and understanding
nicating with others; of aspects of anglophone Canadian
identify and use various community cultures, including literature and everyday
resources and services (e.g., libraries, cultural practices;
cultural centres) for a variety of reasons describe customs, values, and traditions
(e.g., activities, contests, peer tutoring); of anglophone Canadian cultures in their
describe the importance of the English own community;
language in their community (e.g., for compare, in an oral or written presenta-
postsecondary requirements, career tion, aspects of their own culture
opportunities); (e.g., family structures, gender roles,
demonstrate the ability to use social importance of education and religion)
skills (e.g., common courtesy) in a variety with those of anglophone Canadian
of contexts (e.g., contributing to group cultures;
work, interacting with other students, explore various media sources to learn
establishing contacts in the community); about anglophone Canadian cultures and
select and use appropriate levels of lan- other anglophone cultures, and describe
guage according to purpose and audience; their personal perspectives of cultural
representations in the media (e.g., are
they fair and accurate or stereotypes?).
23
Anglais pour dbutants 3 (EANCO)
This course enables students to understand and communicate in English with greater
confidence, to become more independent readers and writers, and to develop their reasoning
and critical-thinking skills. Students will read literary, informational, and media texts; write
friendly and business letters, reports, advice columns, narrative and expository texts, and
critiques; and listen to and make oral presentations. Activities include reading texts as a basis
for discussion, communicating ideas in writing for a variety of purposes, and presenting reports
that combine print and visuals.
Oral Communication
demonstrate an understanding of English spoken in different contexts and for a variety of
purposes (e.g., to acquire new vocabulary, to gain greater insight into a topic, to share ideas);
participate in discussions by responding to specific questions, asking questions, and
summarizing ideas;
communicate for specific purposes and to specific audiences in a variety of forms
(e.g., friendly letter, business letter, advice column, report, narrative and expository texts,
critiques);
use a variety of sentences, vocabulary, and expressions acquired through listening and
reading activities;
identify different levels of formality in spoken English and use language appropriately
according to purpose, audience, and context.
described in the specific expectations set out below. Students will demonstrate active listening
skills during discussions and presentations and communicate effectively in English in a variety
of contexts.
Listening take notes from extensive presentations
acquire new vocabulary and expressions and explanations by teachers and peers;
by listening to a variety of oral commu- express opinions about the topics pre-
nications; sented in different forms of oral commu-
demonstrate the ability to extract infor- nication (e.g., presentations by teachers,
mation from a variety of spoken material guests, and peers; media work such as
(live and recorded, with or without visual commercials and news reports; readings of
enhancements), to make inferences and narrative and expository texts; critiques);
predictions based on the material and to
Speaking
determine the speakers intent;
correctly use English for different pur-
demonstrate the ability to acquire infor- poses (e.g., narration, description, expla-
mation from, and gain greater insight into, nation, persuasion, questioning, reporting,
topics discussed or presented in class or expression of opinion) in various contexts
listened to on tape; (e.g., discussions, presentations, question-
identify important ideas in messages, oral ing guest speakers);
presentations, discussions, and texts being demonstrate the ability to respond
read or on tape; appropriately to statements, questions,
recall and follow complex instructions instructions, and situations (e.g., respect
to complete various tasks (e.g., to prepare a conversational conventions, wait for ones
report); turn to speak, use language appropriate
to the discussion);
participate in a variety of activities prepare an oral presentation (e.g., a

(e.g., readings, presentations, role playing, reading of an expository text, a research
interviews, short skits) to increase report on a topic of personal interest),
confidence and achieve greater fluency; focusing on content and style of
confirm understanding of different forms presentation (e.g., appropriate gestures,
of oral communication (e.g., speech, intonation);
presentation, message, report) by asking integrate models of presentation
for clarification and reformulating main techniques acquired from listening
ideas in own words (e.g., If I understand activities and oral presentations
correctly, what youre saying is...; Let me (e.g., news reports, readings of narrative
rephrase that); and expository texts) into their own
express ideas about topics and issues under work and use them as a basis for
discussion in terms of personal experience offering others constructive criticism;
and knowledge; use non-verbal cues (eye contact, physical
use vocabulary (including idioms), newly stance, actions) and verbal cues (tone of
acquired through listening and reading voice, pace) to achieve the desired effect
activities, in a variety of contexts (e.g., being animated when telling a joke,
(e.g., responding to questions, offering serious when giving a report);
suggestions, defending ones point of vary verbal and non-verbal cues according
view, making an oral presentation); to purpose, audience, and context;
adapt vocabulary and level of language use appealing visual aids (e.g., chart, graph,
(e.g., formal, informal) to different forms illustration) to reinforce main ideas in pre-
of oral expression (e.g., introducing sentations;
speakers, confirming appointments,
Media Communication Skills
interacting with peers);
evaluate the content of media works
effectively use either formal or informal in terms of personal experience
speech to deal with specific situations and (e.g., distinguishing between news reports
to fulfil different purposes (e.g., speaking and opinion pieces);
in public, resolving conflicts, negotiating);
analyse and produce a variety of simple
read aloud a variety of written work media works (e.g., interview, brief
(e.g., friendly and business letters, advice dramatic presentation);
columns, reports, narrative and expository
use audio and/or video equipment to
text);
produce a news report.
Communication Skills
use connecting words (e.g., first, second,
third, hence, nevertheless) to facilitate
orderly presentation of ideas and to
enhance clarity;
use the three main verb tenses (present,
past, and future) in the indicative and pro-
gressive modes and integrate some perfect
tenses into discussions and presentations;
Reading
read literary and informational texts for a variety of purposes (e.g., for personal interest, to
acquire new vocabulary and new perspectives);
identify the defining characteristics of English texts in print and electronic form
(e.g., stories, plays, advice columns, letters, reports);
demonstrate greater confidence and understanding than in APD2 in reading literary texts
that reflect their cultural and experiential background and that are suited to their age and
interests;
locate information, using a variety of reading strategies;
demonstrate the ability to respond critically to ideas arising from reading material
(e.g., select relevant information, explain their responses, suggest alternatives).
attitudes described in the specific expectations set out below. Students will demonstrate
greater reading comprehension than in APD2, use familiar and context vocabulary to
understand new words, read aloud using correct intonation and pronunciation, and respond
critically and constructively to reading materials for study and personal enjoyment.
Reading Comprehension express ideas and opinions (e.g., in
read a variety of texts (e.g., personal journals, group discussions) in response to
narratives, stories, plays) to gain new various literary and informational texts;
perspectives on people and places; compare personal challenges and experi-
identify basic compositional elements of ences with those of individuals described
fiction (e.g., plot, character, setting, theme); in literary and informational texts;
choose and use appropriate reading identify all parts of speech in context
strategies for the purpose of reading (i.e., noun, pronoun, verb, article,
(e.g., scan for specific details, skim for adjective, adverb, preposition, conjunction,
main ideas); interjection);
apply comprehension strategies to gain analyse word choice and sentence
insight into a topic (e.g., identify in their structure;
own words main ideas and supporting identify literary/stylistic devices
details, assess meaning, ask questions); (e.g., flashback, foreshadowing) in
extract and organize main ideas and written material;
supporting details used in expository Vocabulary Acquisition and Pronunciation
writing and different types of letters; use knowledge of word families and
use textual cues such as organizational experience with their first language to
patterns (e.g., in narrative and expository determine the meaning of unfamiliar
texts, advice columns, letters, reports) to words;
interpret texts;
apply knowledge of word patterns identify figures of speech (e.g., similes,

(e.g., roots, prefixes, suffixes) in a variety metaphors, personification) and symbols
of contexts to determine the meaning of and discuss their use in literary and
unfamiliar words; informational texts;
expand their bank of sight words, using identify descriptive language and figures
teacher-selected and independent of speech in print and media texts and
readings as sources; explain how the choice of words con-
identify commonly used idioms and tributes to the total effect;
integrate them into discussions and predict the outcome of events in literary
presentations; and informational texts by examining
expand vocabulary-building strategies literary/stylistic devices (e.g., character
(e.g., using common prefixes and suffixes, development, flashback, foreshadowing);
word roots, antonyms, and synonyms; use research skills to locate and select
and using thesauri, print and electronic relevant information for teacher-guided
dictionaries, and help from peers); projects.
read aloud, using correct pronunciation
and varying intonation, pace, and volume
to create the desired effect;
Critical Thinking and Response
interpret meaning of various texts in
terms of personal experience and prior
knowledge;
identify the authors intent and message
in various written materials and discuss
reactions to the authors ideas;
demonstrate the ability to ask specific
and focused questions for elaboration
and clarification (e.g., to identify theme,
understand characters, recognize main
events in plot development);
interpret the choices and motives of
characters in literary texts in terms of
own experience and cultural background;
discuss and justify own appreciation of
texts in terms of prior knowledge and
experience;
Writing
write narrative and expository paragraphs of increasing levels of challenge and complexity,
based on personal experiences and topics of personal interest;
communicate ideas and information for a variety of purposes and audiences and at
different levels of formality (e.g., in a friendly letter, business letter, advice column, report,
critique);
correctly write simple, compound, and complex sentences;
produce writing that is structurally and grammatically acceptable for this level;
use reference material to revise written work independently and collaboratively, focusing
on conventions of standard written English, word choice, sentence structure, and coherence;
apply computer skills to enhance and produce final drafts of written work.
attitudes described in the specific expectations set out below. Students will use the conventions
of standard written English with some consistency, correctly spell words suited to their level,
and use word processing software to enhance visual appeal of written work.
Forms and Techniques adapt ideas, information, and techniques
convey ideas, opinions, and observations used by others in oral presentations to
in different forms (e.g., advice column, improve the quality of their own writing
friendly letter, business letter, report), (e.g., word choice, sentence types, clarity
demonstrating awareness of audience of ideas);
and context; use appropriate organizational patterns
create original narrative texts and (e.g., appropriate paragraphing, key ideas
demonstrate understanding of composi- and supporting details, cause and effect)
tional elements (e.g., develop a simple plot to write expository texts;
line, introduce some characters, establish revise written work independently and
setting, integrate elements of conflict, use collaboratively, using a variety of sources
flashbacks and foreshadowing); (e.g., teacher and peer feedback, dictio-
write complex sentences, integrating naries, thesauri, spell-check software)
subordinating conjunctions and relative and focusing on conventions of standard
pronouns effectively; written English (e.g., spelling, grammar,
use transitional words (e.g., furthermore, punctuation), proper word choice
thus, therefore) to link sentences and (e.g., descriptive adjectives, action
paragraphs; verbs, synonyms), sentence structure,
and coherence;
apply different strategies to generate
ideas for expository and narrative texts
(e.g., explore print and electronic
resources, consult peers, brainstorm);
integrate models from reading experiences correctly use the present, past, and
(e.g., different types of letters, reports, future tenses of verbs in the perfect mode
critiques) into their writing assignments; (e.g., has/have seen, had seen, shall/will have
seen) to facilitate expression;
Use of Conventions
apply punctuation conventions in simple, Spelling
compound, and complex sentences; identify and apply spelling conventions
use complex punctuation (e.g., colon, and patterns (e.g., some verbs that end
apostrophe, hyphen); with a consonant double the consonant
before adding -ed or -ing) and demonstrate
use commas accurately to emphasize ideas
knowledge of exceptions (e.g., the i before
(e.g., Charles walked out, tears streaming down
e rule does not apply to weird);
his face, and never looked back), to separate
an introductory phrase from the main part correctly spell words identified by the
of the sentence (e.g., When the bell rang at teacher;
the end of the school day, everyone raced to their use appropriate strategies (e.g., syllabica-
lockers), and to set off phrases and clauses tion, structural analysis, spelling patterns)
in a series (e.g., We searched under the rug, to edit and proofread written work;
behind the curtain, and in the desk drawers); demonstrate awareness of the differ-
identify all parts of speech (i.e., noun, ences and similarities in the spelling of
pronoun, verb, article, adjective, adverb, similar English and French words
preposition, conjunction, and interjection) (e.g., biography/biographie, address/adresse,
and explain how they relate to one marriage/mariage), and spell these words
another; correctly;
correctly use the following pronouns Visual Presentation
to improve sentence structure: indefinite select and use format that is appropriate
(e.g., all, everyone, few), relative (e.g., who, for the purpose of writing (e.g., advice
which, that), reciprocal (e.g., each other, one column, friendly letter, business letter,
another), and reflexive (e.g., myself, ourselves); report, descriptive text, narrative text,
use the comparative and superlative expository text);
forms of adjectives (e.g., happy, happier, use bolding or underlining for titles of
happiest) and adverbs (e.g., fast, faster, fastest) books, movies, and magazines, and italics
to increase effectiveness in writing; or underlining for foreign words and
demonstrate an understanding of the emphasized words or phrases;
grammatical functions of nouns and use different sizes and styles of fonts or
pronouns as subjects, direct objects, and printing and cursive writing appropriately
indirect objects; for specific purposes;
consolidate knowledge of present, past, combine print and visuals (e.g., graphs,
and future tenses in the indicative and charts, diagrams) in reports on topics of
progressive modes for most regular and personal interest.
some irregular verbs;
participate in a wide range of class activities and special events in their community for a
variety of purposes (e.g., to develop a sense of belonging and pride, to learn cooperation,
to create opportunities for self-discovery, to pursue common goals with others);
describe a variety of anglophone cultural references (e.g., in literature, the arts, media,
political and social institutions).
attitudes described in the specific expectations set out below. Students will interact with
other students through classroom activities, explore community resources, and communicate
their understanding of important aspects of Canadian anglophone life.
use English appropriately to explore Cultural Awareness
diverse areas of interest, to participate in describe the ideas, values, and opinions
various classroom activities (e.g., role apparent in anglophone Canadian cultures
playing), to interact with others, and to in their community and other anglophone
express ideas and opinions about a variety cultures;
of topics;
identify anglophone cultural references
explore a variety of sources (e.g., news- (e.g., historical, social, artistic, political)
papers, community centres, television, in literary, informational, and media
radio) to communicate information texts (e.g., poems, stories, newspaper
about special events in the community and magazine articles, television, film)
to classmates; by sharing personal experiences in group
explain why competency in the English discussions;
language is important for future career describe the contributions of well-known
opportunities; Canadian anglophone writers, artists, and
demonstrate courtesy, open-mindedness, musicians;
and flexibility when participating in communicate information (e.g., family
classroom activities (e.g., listen to other roles and relationships, historical back-
students points of view, offer constructive ground, naming practices, celebrations)
feedback, negotiate); about anglophone cultures in a variety
vary level of language according to of ways (e.g., news reports, opinion pieces,
purpose (e.g., to entertain, inform, inquire, oral presentations).
persuade), audience (e.g., younger students,
adult audience), and context (e.g., formal,
informal);
31
Anglais pour dbutants 4 (EANDO)
This course prepares students to integrate into regular English courses, to use English with
greater accuracy in written and oral assignments, and to become more independent learners.
It focuses on reading, writing, and oral presentation skills. Activities include teacher-guided
and independent reading of a wide variety of literary, informational, and media texts; respond-
ing to reading material in informal discussions; preparing formal oral presentations; writing
descriptive, narrative, and expository paragraphs, essay-type answers, free verse, narrative poems,
and news reports; and using resource material to complete teacher-guided research projects.
Oral Communication
demonstrate an understanding of English spoken in different contexts and for a variety of
purposes (e.g., to acquire new vocabulary, to gain greater insight into a topic, to share ideas);
listen actively to others oral presentations and provide appropriate feedback
(e.g., constructive criticism);
communicate for specific purposes and to specific audiences in a variety of forms
(e.g., free verse, diamant poem, news report, formal presentation on a literary or media
work) and using appropriate vocabulary;
participate in discussions and express opinions on a wide range of topics and current issues;
select and use English vocabulary, expressions, and levels of language that are appropriate
to a given purpose, audience, and context.
attitudes described in the specific expectations set out below. Students will demonstrate greater
competence than in APD3 in extracting and assessing information from spoken English, and
will communicate ideas and opinions confidently and clearly in a variety of academic and
everyday settings.
Listening take notes that accurately reflect the ideas
acquire new vocabulary and expressions, and information in oral communications;
including idioms, by listening to a variety express their opinions about social issues
of oral communications; (e.g., integration, discrimination, equality)
demonstrate the ability to acquire new and presentations on a variety of topics
perspectives on people, places, and current (e.g., careers, human rights, politics,
issues from listening to different forms Franco-Ontarians in a minority situation),
of oral communication (e.g., formal after listening to discussions on these
presentations; informal discussions; issues and topics;
readings of newspaper articles, poetry,
Speaking
reports, and opinion pieces);
speak effectively in various contexts
acquire information from and identify (e.g., formal presentations, informal
main and supporting ideas in oral discussions, group work) about own per-
presentations; sonal experiences and prior knowledge;
demonstrate understanding of information ask and respond to questions to clarify
in oral presentations by questioning and information and confirm understanding;
reformulating the main ideas;
contribute positively to class discussions by
follow complex oral instructions to sharing opinions and ideas;
perform school-related tasks;
use vocabulary acquired through listening prepare an oral reading of prose or poetry,
activities (e.g., formal presentations, focusing on content, pronunciation, and
independent readings, class discussions) intonation;
for a variety of purposes (e.g., to argue, to refine own presentation techniques by
persuade, to inform, to explore, to reflect, listening to a variety of oral communi-
to entertain); cations (e.g., poetry readings, news
select and use appropriate vocabulary reports, debates on television or radio),
and figures of speech in discussions and and respond constructively to the
oral presentations, according to purpose presentations of others;
(e.g., to create an impact), audience, seek ideas of group members and others
context, and setting; (e.g., teacher, parents, other students) and
speak with confidence and skill in integrate these into the preparation of
discussions about literature, using own presentations and productions;
appropriate vocabulary; revise and rehearse material before
discuss compositional elements of fiction making a presentation (e.g., practise
(e.g., plot, character, setting, theme, varying intonation, tone of voice, and
conflict) and make connections between gestures to create an effect);
them (e.g., influence of setting on plot); use a variety of resources
express ideas and opinions clearly and (e.g., CD-ROMs, the Internet), technical
concisely in response to a variety of oral equipment (e.g., tape recorder), and
presentations; techniques (e.g., superimposition of
select and use formal or informal levels sounds and voices on an audio cassette)
of language according to context to complement oral presentations;
(e.g., school, workplace, social situation); Media Communication Skills
identify colloquialisms and levels of view and listen to a range of media
language (e.g., slang, formal language), texts (e.g., advertisements, news broad-
and the specific purpose, audience, and casts, television programs), identifying
context in which they are appropriate; messages, levels of language, and target
read aloud a variety of written work audiences and evaluating their potential
(e.g., prose, poetry), using proper impact;
pronunciation, intonation, and volume; identify the presentation techniques
(e.g., structure, colour) used to help the
Communication Skills
audience grasp the message, theme, or
present ideas convincingly by selecting
main point of, and maintain its interest
appropriate introductory remarks,
in, a media production (e.g., newspaper
sequences, transitions, and closing
article, video);
comments in oral presentations;
analyse, assess, and produce a variety
use the three main verb tenses
of simple media works (e.g., newspaper
(present, past, and future) in the
article, radio script), respecting the
indicative, progressive, and perfect
characteristics of the chosen form.
modes in discussions and presentations;
Reading
read literary and informational texts in English for a variety of purposes (e.g., personal
interest, relaxation, research, vocabulary acquisition);
identify and explain the defining characteristics of a variety of English texts in print
and electronic form (e.g., free verse, narrative poem, short story, novel, play, newspaper
and magazine articles);
read independently and locate information efficiently, using a variety of reading strategies;
compare and contrast the structures and characteristics of various literary genres;
read critically and respond to ideas in, answer challenging questions about, and justify
opinions about texts read.
attitudes described in the specific expectations set out below. Students will continue to
apply reading strategies and textual cues to comprehend a variety of literary, information,
and media texts, expand their vocabulary through the use of different strategies, and recognize
and appreciate characteristics of good writing.
Reading Comprehension respond to a variety of texts by answering
read a variety of genres (e.g., free verse, questions that require different skills
narrative poem, short story, novel, play, (e.g., the abilities to locate information,
newspaper and magazine articles) from predict, interpret, speculate);
diverse cultural traditions to enhance express responses (e.g., in response
their appreciation of literature; journals, discussions) to reading material
explain basic compositional elements of and, following discussion and reflection,
fiction (e.g., plot, character, setting, theme, consider alternative interpretations;
conflict, point of view); identify a wide range of literary/stylistic
apply comprehension strategies (e.g., ask devices (e.g., figures of speech, irony,
questions, make notes, paraphrase and flashback, foreshadowing) in written
summarize ideas) according to the purpose material;
and type of text;
Vocabulary Acquisition and Pronunciation
adopt different reading strategies apply knowledge of word origins and
(e.g., scanning, skimming) to retrieve derivations to determine pronunciation;
information;
expand their bank of sight words from
use textual cues (e.g., structure of literary readings and integrate newly learned
and media texts) and literary/stylistic words and expressions into both oral
devices (e.g., irony, flashback, foreshadow- presentations and written assignments;
ing) to interpret texts;
use a variety of strategies (e.g., context
differentiate forms of fiction and and word-analysis clues, knowledge of
non-fiction (e.g., play, short story, French vocabulary) to determine the
biography, autobiography), defining meaning of unfamiliar vocabulary;
their characteristics;
adopt additional strategies (e.g., use ask questions for clarification about the
syntactic and semantic cues, compare use of literary/stylistic devices (e.g., figures
familiar and unfamiliar words with their of speech, irony, flashback, foreshadowing);
French equivalents) to extend vocabulary; explain how imagery, figures of speech
use reference texts (e.g., print and (e.g., simile, metaphor, personification),
electronic dictionaries, secondary sources) and symbols create tone and mood in
to locate specific information and to verify texts (e.g., free verse, narrative poems);
meanings of unfamiliar words; identify language and imagery in literary
read English aloud, varying intonation, and media texts that contribute to mood
pace, and volume according to material, and appeal to emotions;
purpose, and audience; effectively use a variety of resources to
Critical Thinking and Response research a specific topic.
analyse and make connections among
personal experiences, prior knowledge,
and reading materials;
make connections between elements of
fiction (e.g., influence of setting on plot);
explain and justify preferences for various
literary genres;
identify a writers perspective
(e.g., interests, beliefs, values) and discuss
their opinions of the writers views;
recognize and respond to bias, stereotypes,
and prejudice in literary and informational
texts;
respond critically to the choices and
motives of characters in literary and
media texts (e.g., compare the choices and
motives of the characters with their own,
and express any insights they have acquired
into their own choices and motives and
those of others);
Writing
write a variety of texts for different purposes (e.g., free verse, narrative poems, news reports,
research reports, essay-type answers, journal responses);
write with confidence in different contexts (e.g., explore personal response to reading
material, reflect on issues raised in listening activities, take a stand, complete a creative
assignment, report research);
write coherent descriptive and expository paragraphs, using sound paragraph structure,
appropriate transitional words, and proper word choice, and applying language conventions
appropriately and accurately;
apply a staged writing process (e.g., generate ideas, draft, revise, edit, and proofread) to
further develop their expertise as writers;
use reference material to revise written work independently and collaboratively, choosing
appropriate levels of language, improving use of language conventions, and enhancing clarity.
attitudes described in the specific expectations set out below. Students will use conventions of
standard written English with greater consistency than in APD3, correctly spell words suited to
their level, and continue to produce original written texts that combine print and visuals.
Forms and Techniques use transitional words (e.g., first, second,
convey ideas, opinions, and observations next, however, therefore, finally) to indicate
in different forms (e.g., news reports, a series of important points and to link
research report, essay-type answers, and sentences and paragraphs;
journal responses), demonstrating aware- engage in prewriting activities
ness of audience and context; (e.g., exploring print and electronic
express thoughts, ideas, and opinions about sources, brainstorming, mapping,
print and media texts in terms of personal outlining, consulting peers) to generate
experiences; ideas for news reports, research reports,
create original texts (e.g., poems, short and essay-type answers;
stories, scripts for short plays, posters take notes to record research
combining print and art), demonstrating (e.g., highlight key information, select
understanding of literary/stylistic devices relevant information, record references,
(e.g., by creating tone, using imagery) and write comments and questions about
compositional elements (e.g., by describing information) prior to drafting written
setting, choosing major and minor assignments;
characters);
write simple, compound, complex, and
compound-complex sentences;
adapt models from reading experiences use consistent verb tenses in writing
to the writing of news reports, research to ensure coherence and to achieve the
reports, and essay-type answers, using desired effect;
appropriate organizational patterns
Spelling
(e.g., opening, key ideas, supporting
identify and apply spelling conventions
details, concluding paragraph);
and patterns to spell difficult and
write and revise written work for clarity, unfamiliar words;
coherence, and proper sentence structure,
correctly spell words identified by the
independently and collaboratively;
teacher;
proofread final draft, with emphasis on
use appropriate strategies and resources
applying language conventions appro-
(e.g., syllabication, structural analysis,
priately and accurately, and using
dictionaries, electronic spell-check
dictionaries, electronic spell-check
programs) to edit and proofread written
programs, and feedback from teacher
work;
and peers;
demonstrate awareness of the differences
Use of Conventions and similarities in the spelling of similar
apply punctuation conventions in simple, French and English words, and spell these
compound, complex, and compound- words correctly;
complex sentences;
Visual Presentation
identify and use complex punctuation
select and use the format that is
(e.g., quotation marks, dashes, ellipses);
appropriate to the purpose of writing
use proper punctuation throughout a text; (e.g., free verse, narrative poem, news
identify all parts of speech and use them report, research report, essay-type answer);
correctly to achieve clarity of expression integrate different sizes and styles
and correct word order; (e.g., bolding, italics) of fonts or printing,
identify and use transitive, intransitive, cursive writing, and underlining into
and copula verbs; written work to enhance its visual appeal;
use the comparative and superlative forms use relevant visual aids (e.g., chart, graph,
of irregular adjectives (e.g., good, better, illustration, spreadsheet) to highlight a
best) and adverbs (e.g., little, less, least) to main point or idea in a presentation.
improve effectiveness in writing;
demonstrate an understanding of the
grammatical functions of gerunds
(e.g., Teaching brings many rewards), present
participles (e.g., Catch a falling star), and
past participles (e.g., The stolen car, parked in
a vacant lot, was easily located by the police);
consolidate knowledge of present, past, and
future tenses in the indicative, progressive,
and perfect modes for all regular and most
irregular verbs;
demonstrate flexibility and autonomy as learners in a variety of learning situations;
demonstrate awareness of the influence and impact of anglophone cultures and the way
they are depicted by the media.
attitudes described in the specific expectations set out below. Students will use English
with confidence in a variety of learning situations, and demonstrate their awareness of the
influence and impact of anglophone cultures.
use English appropriately for a variety demonstrate an understanding of the ways
of purposes (e.g., in commenting on francophone Canadian cultures are per-
presentations, expressing opinions); ceived by the anglophone communities;
use appropriate levels of language to describe the impact of anglophone
communicate ideas, questions, and cultural influences, especially the influence
opinions about current ideas to teacher of popular culture (e.g., in the media,
and peers; their own community, the larger social
use a variety of school resources environment), on different age groups
(e.g., computers, tutoring programs) (e.g., children, adolescents, adults);
and community resources (e.g., library, conduct research (e.g., explore newspaper
tourist bureau) in English, to enhance and other media sources, review statistics)
their competence in English and to and present a report on a particular
extend classroom learning; anglophone cultural group;
contribute courteously and positively participate in and contribute to group
to discussions, teacher-directed group discussions about the way anglophone
work (e.g., collaborative stories, classroom Canadian media depict anglophone
activities and tasks), and learning Canadian cultures.
conditions (e.g., class atmosphere);
demonstrate the ability to recognize,
appreciate, and value differences in spoken
English;
39
The Achievement Chart for Anglais pour dbutants

The achievement chart that follows identifies four categories of knowledge and skills in
Anglais pour dbutants Knowledge/Understanding,Thinking/Inquiry/Problem Solving,
Communication, and Application. These categories encompass all the curriculum expectations
in courses in the discipline. For each of the category statements in the left-hand column, the
levels of student achievement are described. (Detailed information on the achievement levels
and on assessment, evaluation, and reporting policy is provided in Le curriculum de lOntario,
9e et 10e anne Planification des programmes et valuation, 1999.)
The achievement chart is meant to guide teachers in:
planning instruction and learning activities that will lead to the achievement of the
curriculum expectations in a course;
planning assessment strategies that will accurately assess students achievement of the
curriculum expectations;
selecting samples of student work that provide evidence of achievement at particular levels;
providing descriptive feedback to students on their current achievement and suggesting
strategies for improvement;
determining, towards the end of a course, the students most consistent level of achievement
of the curriculum expectations as reflected in his or her course work;
devising a method of final evaluation;
assigning a final grade.
The achievement chart can guide students in:
assessing their own learning;
planning strategies for improvement, with the help of their teachers.
The achievement chart provides a standard province-wide method for teachers to use in
assessing and evaluating their students achievement. Teachers will be provided with materials
that will assist them in improving their assessment methods and strategies and, hence, their
assessment of student achievement. These materials will contain samples of student work
(exemplars) that illustrate achievement at each of the levels (represented by associated percent-
age grade ranges). Until these materials are provided, teachers may continue to follow their
current assessment and evaluation practices.
To ensure consistency in assessment and reporting across the province, the ministry will
provide samples of student work that reflect achievement based on the provincial standard,
and other resources based on the achievement charts. As these resources become available,
teachers will begin to use the achievement charts in their assessment and evaluation practices.
To support this process, the ministry will provide the following:

a standard provincial report card, with an accompanying guide
course profiles
exemplars
curriculum and assessment videos
training materials
an electronic curriculum planner
When planning courses and assessment, teachers should review the required curriculum
expectations and link them to the categories to which they relate. They should ensure that
all the expectations are accounted for in instruction, and that achievement of the expectations
is assessed within the appropriate categories. The descriptions of the levels of achievement
given in the chart should be used to identify the level at which the student has achieved the
expectations. Students should be given numerous and varied opportunities to demonstrate
their achievement of the expectations across the four categories. Teachers may find it useful
to provide students with examples of work at the different levels of achievement.
The descriptions of achievement at level 3 reflect the provincial standard for student
achievement. A complete picture of overall achievement at level 3 in a course in Anglais
pour dbutants can be constructed by reading from top to bottom in the column of the
achievement chart headed 70-79% (Level 3).
THE ACHIEVEMENT CHART FOR ANGLAIS POUR DBUTANTS 41
Achievement Chart Grades 910, Anglais pour dbutants

5059% 6069% 7079% 80100%
Categories (Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/
Understanding The student:
knowledge of forms demonstrates limited demonstrates some demonstrates consid- demonstrates thor-
and conventions knowledge of forms knowledge of forms erable knowledge of ough knowledge
and conventions and conventions forms and conven- of forms and conven-
tions tions
understanding of demonstrates limited demonstrates some demonstrates consid- demonstrates thor-
content understanding of understanding of erable understanding ough understanding
content content of content of content
Thinking/Inquiry The student:

critical and creative uses critical and uses critical and uses critical and cre- uses critical and
thinking skills creative thinking creative thinking ative thinking skills creative thinking skills
skills with limited skills with moderate with considerable with a high degree of
effectiveness effectiveness effectiveness effectiveness
application of an applies few of the applies some of the applies most of the applies all or almost all
inquiry process skills and strategies skills and strategies skills and strategies of the skills and strate-
(e.g., questioning, of an inquiry process of an inquiry process of an inquiry process gies of an inquiry
researching, organiz- process
ing, evaluating, and
concluding)
Communication The student:

communication of communicates infor- communicates infor- communicates infor- communicates infor-
information and ideas mation and ideas with mation and ideas with mation and ideas with mation and ideas
limited clarity some clarity considerable clarity with a high degree
of clarity, and with
confidence
use of language uses language with uses language with uses language with uses language with a
limited accuracy and some accuracy and considerable accuracy high degree of accu-
effectiveness effectiveness and effectiveness racy and effectiveness
communication for communicates with communicates with communicates with communicates with
different limited sense of audi- some sense of a clear sense of a strong sense of
audiences/purposes ence/purpose using audience/purpose audience and purpose audience and purpose
and use of forms few appropriate forms using some using appropriate using appropriate
appropriate forms forms forms
Application The student:

application of applies knowledge applies knowledge applies knowledge applies all or almost all
knowledge and skills and skills in familiar and skills in familiar and skills in familiar knowledge and skills
in familiar contexts contexts with limited contexts with moder- contexts with consid- in familiar contexts
effectiveness ate effectiveness erable effectiveness with a high degree of
effectiveness
use of the language in demonstrates limited demonstrates some demonstrates consid- demonstrates a high
new contexts ability in using the ability in using the erable ability in using degree of ability and
language in new con- language in new con- the language in new confidence in using
texts texts contexts the language in new
contexts
making connections makes connections makes connections makes connections makes connections
(e.g., between per- with limited effective- with moderate with considerable with a high degree of
sonal experiences and ness effectiveness effectiveness effectiveness
the subject, between
and among subjects,
and between the sub-
ject and the world)
42
Explanatory Notes
The following definitions and examples are Book-cover copy. The written material on a
intended to help teachers and parents/guardians book cover or jacket, including the books title,
use this document. It should be noted that the author and/or editor, publisher, summary of the
examples provided are suggestions and are not books contents, and favourable comments about
meant to be exhaustive. the book or author by reviewers.
Acrostic poem. A relatively simple poem in Characteristics. The typical or defining features
which the first letter of each line spells the of a text, including the aspects of form and con-
poems title or theme, as in the following example: tent that are particular to a genre and that reveal
STUDENT an authors purpose or intention. Examples are
S eeking knowledge, the climactic order in a narrative story; the
T elling stories, return address, date, salutation, and closing of a
U sing strategies, business letter; the slogan, corporate logo, and
D reaming of a career, visual images of an advertisement.
E xploring options, Clause. A group of words containing at least a
N oting progress, subject and a verb.
T hinking about the future. Clause, independent. A group of words that
Active listening. The process of improving ones expresses a complete thought. It can stand alone
understanding of spoken communication through as a simple sentence or be accompanied by
a variety of strategies, including asking questions other clauses to form other sentence types.
for clarification, taking notes, making appropriate Clause, subordinate. A group of words that
eye contact and using appropriate body language, does not express a complete thought. It cannot
and reformulating information (e.g., summarizing stand alone as a sentence; it must be connected
and paraphrasing ideas). to an independent clause. The three types of
Advice column. A frequent feature of subordinate clauses are: noun clause (e.g., Why
newspapers and magazines, wherein someone Felicia called remains a mystery), adjective clause
writes in seeking advice and the columnist (e.g., The gentleman who called yesterday is interested
responds. In APD, advice columns are used as in the job), and adverb clause (e.g., The team won
writing exercises designed to teach and integrate the gold medal because each member performed bril-
writing skills, while encouraging students to be liantly).
open-minded and seek solutions to common Coherence. A logical connection among parts
problems. of a text. A paragraph is coherent if all of its
Alliteration. The repetition of the same initial sentences are connected logically so that they
letter in a group of words to echo the sense or are easy to follow.
sound of the things described (e.g., The whistling Colloquialism. A word or an expression used
wind whirled wildly). in everyday conversation but not in formal
Analysis. A detailed examination of the parts of language (e.g., Gimme a break!).
a text to enhance ones understanding, interpreta- Compositional elements. Form (structure),
tion, and evaluation of the whole text. plot, character, setting, theme, atmosphere, point
Audience. The intended readers, listeners, or of view.
viewers of a particular work. Conjunction, coordinate. A word that con-
Body language. Non-verbal communication nects words, phrases, and clauses that are of simi-
through gestures, facial expressions, and body lar rank. The acronym FANBOYS is useful as a
stance or movement. reminder of the seven coordinate conjunctions:
for, and, nor, but, or, yet, and so.
EXPLANATORY NOTES 43
Conjunction, subordinate. A subordinate Cue, syntactic. A group of words or a use of

conjunction is a connecting word that shows the punctuation that conveys meaning because of its
relationship between a subordinate clause and grammatical arrangement in the sentence that
the clause it modifies (e.g., After Charles finished contains it. See also Syntax.
writing the report, he filed it). Cue, textual. Information given directly or
Conventions. Accepted practices or rules. indirectly in a written text that enables the
Conventions in written and spoken language reader to understand the stated or implied mean-
include spelling, grammar, syntax, and punctua- ing. Examples are: prefixes and suffixes; word
tion. Some conventions of writing help convey origins; graphics; punctuation; transitional
meaning (e.g., punctuation, capital letters) and devices; organizational features such as structure,
others aid in the presentation of content tables of contents, and headings.
(e.g., tables of contents, titles, headings, charts, Cue, verbal (oral language). An aspect of spo-
captions, indices). ken language that conveys meaning. Examples
Conversational gambit. A technique or are: types of words (e.g., nouns, verbs, linking
expression used by speakers to start, maintain, or words, modifiers); prefixes and suffixes; indicators
end a conversation (e.g., Do you have a minute? of plurality; verb tenses; sound patterns (e.g.,
Really? Nice talking to you). rhyme); pauses; pace; tone of voice (e.g., pitch,
Critical thinking. The process of thinking volume).
through ideas or situations in order to under- Cultural awareness. Knowledge of and sensi-
stand them fully, identify their implications, and tivity to the cultural norms, customs, and behav-
make a judgement about what is sensible or ioural expectations of a particular cultural group.
reasonable to believe or do. Students think criti- Diamant. A structured poem consisting of
cally when they solve problems, make decisions, seven lines. The finished product is in a diamond
analyse an issue, make an inquiry, or reflect on shape. Usually, the thought begins to change
what they have learned. Some aspects of think- halfway through line four and the last line is in
ing critically are questioning, hypothesizing, contrast to the first. One form of diamant is as
interpreting, inferring, analysing, comparing, follows:
contrasting, evaluating, predicting, reasoning,
line 1 - one word to name the topic
distinguishing between alternatives, making and
line 2 - two words to describe the topic
supporting judgements, synthesizing, elaborating
line 3 - three words (usually verb forms
on ideas, identifying values and issues, detecting
ending in ed or ing)
bias, and detecting implied as well as explicit
line 4 - four words (usually verbs) related to
meanings.
the subject
Cue, graphemic. The relationship between line 5 - three words (similar to line 3) related
sounds and the written symbols (letters) of to the last line
language. line 6 - two words to describe the last line
Cue, non-verbal. An aspect of spoken or line 7 - one word (usually a contrast to line 1)
unspoken communication that conveys meaning The following is an example:
without the use of words, such as facial expres-
Caterpillar
sions, gestures, and body language.
Soft, silky
Cue, semantic. The relationship among words Creeping, crawling, wriggling
in a phrase or a sentence that conveys meaning. Eating, growing, spinning, changing
A reader needs to know the meaning of at least Emerging, fluttering, flying
some of the words and have some knowledge of Bright, winged
the subject material to understand the text. Butterfly
Editing. In writing, the revision of wording, Guided reading. A process in which the
content, and structure to eliminate awkward teacher guides students through a text, using a
phrasing and improve the organization of ideas, series of structured activities before, during, and
and the correction of spelling, grammar, and after reading.
punctuation, all to ensure that the writing is clear, Haiku. A Japanese verse form that traditionally
coherent, and correct. See also Proofreading, concentrates on a single image of nature. It con-
Writing as a process, and Writing skills. sists of three unrhymed lines with five syllables in
Essay-type answer. A written response that each of the first and third lines and seven in the
should include the following components: a second. The following are examples:
topic sentence or introduction; development The grey, winter sky,
(body) sentences or paragraphs, including a Missing its summer colour,
quote, relevant supporting details, or justification Adds to sullen moods.
of an opinion; and a conclusion. Essay-type
answers usually apply to questions about literature. Brightly coloured leaves,
Waltzing in the autumn breeze,
Expository text. A form of written text whose Natures best dancers.
main purpose is to explain or present ideas and
details on a specific topic. Examples are: formal Heading. The title of a piece of writing or of a
and informal essay, newspaper article, research section of a piece of writing (subheading).
paper, instructions, documentary. Imagery. Descriptive vocabulary and figures of
Fiction. Literature, especially novels and short speech that appeal to the senses of sight, touch,
stories, that describe imaginary events and people. sound, taste, and smell.
See also Non-fiction. Informational texts. Texts that provide practi-
Figure of speech. A literary device in which a cal information. Examples are: newspaper/maga-
name or quality is attributed to something to zine article, editorial, report, pamphlet, brochure,
which it is not literally applicable. Examples are: manual, review, interview, rsum, reference book
metaphor, simile, personification. Also referred to (dictionary, encyclopedia), database,World Wide
as figurative language. Web, television news report, documentary.
Foreshadowing. A literary/stylistic device in Irony. A humorous or sarcastic use of language

which an author provides an indication of future to say one thing while meaning or implying
events in the plot. another.
Format. The particular form in which a text or Journal. A record of events and ones responses
an idea is presented. Examples are: letter, poem, to these events. Students are required to keep
report. Also, the arrangement of text on a page so response journals in which they record their
that it is clear and aesthetically pleasing. responses to texts, presentations, and other
learning experiences.
Free verse. Poetry that does not follow strictly
the usual conventions of verse such as metre or Level of language. Language that is appropriate
rhyme, but uses recurring phrases and images or to a specific purpose, audience, or situation.
the natural rhythm of speech to create a measur- Level of language is determined by the degree
able cadence or pattern. of formality in which an event occurs, the rela-
tionship among the individuals involved in the
Genre. The category into which a literary work communication, the purpose of the interaction,
is grouped. Examples are: novel, short story, essay, and the literacy of the readers or audience.
poem, drama. See also Literary texts. Formally referred to as register.
Gerund. An -ing form of a verb that acts as Listening and speaking skills. Examples of
a noun. Examples are: Hunting for rabbits is my listening skills are: paying attention to the
dogs favourite activity; My father likes eating fish. The speaker or performer; following directions and
underlined words are gerunds. instructions; recalling ideas accurately; judging
when it is appropriate to speak or ask questions; Novel. An invented prose narrative of some
allowing others a turn to speak. Examples of length and complexity that deals especially with
speaking skills are: speaking clearly and coher- human experience, usually through a connected
ently; asking questions to clarify meaning; sequence of events (e.g., Underground to Canada).
responding appropriately to thoughts expressed; Onomatopoeia. The formation and use of
responding with consideration to others feelings; words which, through their own sound, imitate
using and interpreting facial expressions, gestures, or suggest the sound of what they describe
and body language appropriately. (e.g., meow, buzz, splash).
Literary (or stylistic) device. A particular Oral presentation as a process. Developing
pattern of words, figure of speech, or technique and delivering an oral presentation by following
used in literature to produce a specific effect. a process, independently or collaboratively, that
Examples are: alliteration, comparison, contrast, comprises several stages: generating ideas (e.g.,
hyperbole, metaphor, onomatopoeia, personifica- through discussions, brainstorming); planning
tion, pun, simile. (e.g., preparing an outline, selecting an appropri-
Literary texts. Texts that have an artistic ate method of delivery); reviewing material (to
purpose. Examples are: story, short story, adven- ensure it is organized logically and functions as a
ture story, detective story, myth, legend, folk tale, unified whole, and that the form of delivery cho-
novel, mystery novel, historical novel, science- sen is appropriate); rehearsing (e.g., into a tape
fiction novel, narrative poem. recorder, in front of a mirror, in front of family
Mechanics of spoken English. Pronunciation or friends), evaluating feedback from anyone
and other vocal techniques that help convey who has witnessed the rehearsal, and making
meaning. Examples are: articulation, inflection, changes where necessary; delivering the presen-
intonation, modulation, pace, pitch, projection, tation (interacting appropriately with the audi-
and volume. ence and capturing and maintaining audience
interest); and reflecting on and evaluating ones
Media texts. Examples are: newspaper, maga-
own performance and constructive feedback
zine, brochure, editorial, advertisement, television
from the audience.
or radio drama, situation comedy, news report,
sports program, nature program, travelogue, car- Organizational pattern. The way a text is
toon, documentary, commercial, interview, film, structured to convey meaning (e.g., presenting
video, interactive software, CD-ROM, website. key ideas and then supporting details; describing
the cause of an event and then its effect; inserting
Metaphor. A literary/stylistic device in which a
headings and subheadings; using short paragraphs
name or quality is attributed to something to
to maintain a readers interest).
which it does not literally apply. One thing is
likened to another or referred to as if it were that Part of speech. The grammatical or semantic
other thing, but without using the words like or category to which a word is assigned. Examples
as (e.g., The train snaked its way up the valley; He are: noun, verb, pronoun, adjective, adverb,
had nerves of steel). preposition, conjunction. Some words can be
used as different parts of speech; for example, as a
Narrative text. A text that recounts events or
noun and a verb (e.g., His cut healed/She cut her
tells a story, such as a short story or a novel. Plays
hand).
and poems that focus on plot and action can also
be narratives. Some genres of narrative texts are: Participle. A form of verb that is used as
adventure novel, ballad, comedy. an adjective. Most participles end in -ing (present
participle) or -ed (past participle). Examples are:
Non-fiction. Literary works other than fiction.
Walking into the room, she bumped into a chair;
Examples are: diary, journal, essay, report, article,
Seated in the first row, he had an excellent view of the
autobiography, biography, reference book. Some
play. The underlined words are participles.
non-fiction works are also informational texts.
Personal experience story. A text based on a Purpose of listening. Some purposes of

students prior life-experiences. listening are: to obtain information and
Personification. A literary device that treats an exchange ideas; to identify issues; to understand
abstract quality (like justice or honour) as if it others; to learn a new language.
were human (e.g., Hope had grown grey hairs). It is Purpose of reading. Some purposes of reading
also used to endow inanimate objects with are: to gather information; to make connections
human qualities (e.g., The kettle sang merrily). between prior knowledge and what is read; to
Perspective. A specific point of view about develop opinions; to broaden understanding of
things, people, or events, based on the holders other people and cultures; to clarify a point of
relationship to the things, people, or events. view; to entertain oneself.
The main character in a story may have one Purpose of speaking. Some purposes of
perspective, but the reader may have a different speaking are: to express ideas; to give or request
perspective. information; to tell stories; to describe and
Plot (story line). The plan of action of a play, explain; to respond to others; to improve
short story, novel, etc. ones ability to speak another language.
Point of view. An opinion or a position. In Purpose of a work. The reason for communi-
literature, the position of the narrator in relation cating. Examples of the purpose of writing,
to the story and audience (e.g., first- or third- speaking, or presenting are: to inform, to
person, limited or omniscient, multiple narrators). describe, to explain, to provide instructions, to
entertain, to clarify, to make connections, to
Popular culture. The values, messages, and
promote, to persuade. Examples of the purpose
attitudes transmitted through the mass media
of reading, listening, or viewing are: to inquire,
(newspapers, magazines, radio, television,
to be entertained, to understand, to seek
advertising, Internet) and which have potential,
information, to critique or evaluate.
because of their pervasiveness, to influence
individual and social behaviour. Purpose of writing. Some purposes of writing
are: to explore ideas and experiences; to examine
Prejudice. A preconceived opinion.
ideas critically; to inform, describe, and explain;
Print and electronic resources. Materials in to provide instructions; to record thoughts and
print or electronic media, including reference experiences; to clarify and develop ideas; to
materials. Examples are: books (literary and inquire into a problem; to entertain; to persuade;
informational texts), newspapers, magazines, to express thoughts, feelings, and opinions.
encyclopedias, reports, television programs,
Reading strategies. Methods used in reading
videos, CD-ROMs, computer graphics programs,
to determine the meaning of a text. Examples
word processing programs, models for writing
are: rereading; substituting an appropriate famil-
(e.g., stories, reports), databases, dictionaries,
iar word for an unfamiliar one; using root words
thesauri, spell-check programs.
to determine meaning of unfamiliar words; using
Prior knowledge. The background experiences previous knowledge to predict content and
and knowledge that a student brings to classroom determine meaning; using information from the
learning. Teachers introduce new learning by context to determine meaning; predicting the
building on prior knowledge. Since students use of specific words from the context; making
come to school with a wide variety of prior inferences; predicting outcomes; confirming or
knowledge, teachers need to be aware of their revising predictions; adjusting speed of reading;
students backgrounds in planning lessons. using graphic organizers (e.g., diagrams, story
Proofreading. The careful reading of a final maps); skimming text to obtain the general idea
draft of written work to eliminate any remaining or to determine purpose or difficulty of the text;
typographic errors and to correct any remaining scanning text to locate a specific idea or fact;
errors in grammar, usage, spelling, and punctua- recording key points and organizing them in a
tion. See also Editing. sequence; monitoring comprehension.
Research report. An oral or written Setting. The time, place, environment, and
presentation that uses a specific format to atmosphere of an event, short story, play, novel, etc.
convey a straightforward and accessible analysis Sight words. Words easily recognized and
of information and ideas collected from print understood because they appear frequently in
and electronic resources. the environment (e.g., stop).
Response journal. A journal in which a Skimming. A reading strategy that consists of
student writes his or her thoughts, opinions, and reading quickly to obtain the general idea of a
questions about material that has been listened text, or to determine the purpose or difficulty of
to, read, or discussed. a text.
Revising. See Editing. Social skills. The ability to function appropri-
Scanning. A reading strategy that consists of ately and with ease in a particular social context.
examining a text to locate a specific detail or Spelling pattern. A recurring arrangement of
fact. letters that helps a writer predict the spelling of
Sentence pattern. The grammatical pattern words that contain similar sounds; for example, i
of a sentence, involving such elements as word before e except after c as in receive, deceive.
order, the use of auxiliary verbs to form ques- Standard English usage. The broadly accepted
tions and negatives (e.g., Can you speak English?; conventions of the English language. Canadian
I dont eat hot dogs) and to form certain tenses, English tends to follow British practice, while
and the use of prepositions, articles, prefixes, and admitting some Americanisms. Colloquialisms
suffixes. and slang are not standard usage, but are accept-
Sentence structure. The syntactic organization able in the appropriate context.
of a sentence. The order of words in a sentence Stereotype. A person or thing that conforms to
reflects the authors intent (e.g., exclamatory an unjustifiably fixed mental picture.
sentence, interrogative sentence, declarative
Stylistic device. See Literary (or stylistic)
sentence, imperative sentence) and can vary for
device.
emphasis, clarity, and effect.
Symbol. Something that stands for or represents
Sentence types. Sentences can be categorized
an abstract idea.
according to the types of clauses they contain or
the information they convey. Syntax. The grammatical structures in which
words are arranged to show their relationship to
Complex sentence. A sentence containing one
one another; for example, in phrases, clauses, and
independent clause and one or more subordi-
sentences.
nate clauses (e.g., When the orchestra began to
play the national anthem, we knew the athletes Technique. The method (device) used to
were entering the stadium). produce a particular effect in a written text, an
oral and/or visual presentation, or a media
Compound sentence. A sentence containing two
production. See also Literary (or stylistic)
or more independent clauses (e.g., Marie was
device.
well-liked by her colleagues; they planted a tree in
her memory). Text. A spoken, written, or media work that
communicates meaning to an audience. See
Compound-complex sentence. A sentence con-
Informational texts, Literary texts, and
taining two independent clauses and one or
Media texts.
more subordinate clauses (e.g., School is a place
where people learn and grow, and the opportunities Theme. The main or dominating idea or
are endless for those who take it seriously). The implied message in a text.
subordinate clause is underlined. Tone. A manner of speaking or writing that
Simple sentence. A sentence containing one sub- reveals the speakers or authors attitude towards a
ject and one verb (e.g., We played soccer today). subject and/or an audience.
Transitional device. A writing strategy that Writing skills. The skills needed to produce
enhances coherence and unity. Examples are: an clear and effective writing. Writing skills include:
adverb or phrase that indicates a logical connec- choosing a form appropriate to the purpose for
tion between two sentences, ideas, or paragraphs writing; identifying the level of language appro-
(e.g., the conjunctive adverb however between two priate to the purpose for writing and the audi-
independent clauses, numerical adverbs such as ence being addressed; organizing and developing
first and second); repetition of a key idea. ideas logically and coherently; choosing words,
Unity. The wholeness of a work, achieved when phrases, and structures that are both appropriate
the details of the work clearly and coherently for the context and effective in conveying the
relate directly to the controlling idea of the work. message; using language structures and patterns
correctly; attending to point of view, voice, style,
Writing as a process. Producing a polished
and tone; revising, editing, and proofreading to
piece of writing by following a process that
improve the development and organization of
comprises several stages, which may spiral back
ideas, to improve style, and to correct errors in
on one another as the process unfolds. The main
grammar, spelling, and punctuation; and format-
stages of the writing process are: generating ideas;
ting the final copy for production/publication.
choosing a form of writing to suit the topic, pur-
pose, and audience; developing a plan for writing;
organizing ideas; writing drafts; revising, editing,
and proofreading; and producing a final draft.
Le ministre de lducation et de la Formation tient remercier toutes

les personnes, les groupes et les organismes qui ont particip llaboration
et la rvision de ce document.
ISBN 0-7778-8363-5
98-249
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Ministre de lducation

Le programme-cadre danglais pour dbutants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Achievement Chart for Anglais pour dbutants . . . . . . . . . . . . . . . . . . . . . . . . . 39

Cette publication est poste dans le site Web du ministre

Lenseignement de langlais pour dbutants dans les coles de langue franaise

Le programme-cadre danglais pour dbutants

valuation de la comptence linguistique, placement et suivi des lves

Obtention du diplme dtudes secondaires

Cours Type Code Crdit Pralable

APD 1 Ouvert EANAO 1 Aucun

Stratgies denseignement et dapprentissage

Attentes et contenus dapprentissage

Anglais pour dbutants 1 (EANAO)

use basic vocabulary acquired through Media Communication Skills

Vocabulary Acquisition and Pronunciation Critical Thinking and Response

recognize and use consonants (hard and Spelling

Social Skills and Cultural Awareness

Anglais pour dbutants 2 (EANBO)

adapt models from reading experiences Spelling

Social Skills and Cultural Awareness

Anglais pour dbutants 3 (EANCO)

participate in a variety of activities prepare an oral presentation (e.g., a

apply knowledge of word patterns identify figures of speech (e.g., similes,

Social Skills and Cultural Awareness

Anglais pour dbutants 4 (EANDO)

Social Skills and Cultural Awareness

The Achievement Chart for Anglais pour dbutants

To support this process, the ministry will provide the following:

Achievement Chart Grades 910, Anglais pour dbutants

Thinking/Inquiry The student:

Communication The student:

Application The student:

Conjunction, subordinate. A subordinate Cue, syntactic. A group of words or a use of

Foreshadowing. A literary/stylistic device in Irony. A humorous or sarcastic use of language

Personal experience story. A text based on a Purpose of listening. Some purposes of

Le ministre de lducation et de la Formation tient remercier toutes

Imprimeur de la Reine pour lOntario, 1999

Imprim sur du papier recycl

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