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Grade 11 English Tutor

Grade 11 English Tutoring

In the eleventh grade, students must take one compulsory course which emphasizes strong core competencies in oral communication, reading and literature studies, writing, and media studies. The compulsory course comes from a choice of three: university preparation, college preparation, and workplace preparation. Optional courses provide students with opportunities to explore individual interests and to deepen or extend some of the knowledge and skills acquired in the compulsory courses. Four types of optional courses are offered: university preparation, university/college preparation, college preparation, and open.


Grade 11 English Sample Curriculum

Oral Communication


  • Identify the purpose of a range of listening tasks and set goals for specific tasks
  • Select and use the most appropriate active listening strategies in a range of situations
  • Select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts
  • Identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways
  • Develop and explain interpretations of oral texts using evidence from the text and the oral and visual cues used in it to effectively support their interpretations
  • Extend understanding of oral texts by making effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  • Analyse oral texts focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
  • Identify and analyze the perspectives and/or biases evident in oral texts and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power
  • Evaluate the effectiveness of a variety of presentation strategies used in oral texts and suggest other strategies that could be used effectively
  • Communicate orally for a range of purposes, using language appropriate for the intended audience
  • Demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
  • Communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience
  • Use appropriate words, phrases, and terminology, and a variety of stylistic devices, to effectively communicate their meaning and engage their intended audience
  • Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences
  • Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning
  • Use a variety of audio-visual aids effectively
  • Explain which of a variety of strategies they found most helpful before, during, and after listening and speaking, then evaluate their strengths and weaknesses

Reading


  • Read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
  • Select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult texts
  • Identify the most important ideas and supporting details in texts, including increasingly complex or difficult texts
  • Make and explain inferences of increasing subtlety about texts, supporting their explanations with well-chosen stated and implied ideas from the texts
  • Extend understanding of texts by making appropriate and increasingly rich connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  • Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
  • Evaluate the effectiveness of texts, using evidence from the text to support their opinions
  • Identify and analyze the perspectives and/or biases evident in texts commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power
  • Identify a variety of characteristics of literary, informational, and graphic text forms and features and explain how they help communicate meaning
  • Identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
  • Automatically understand most words in a variety of reading contexts
  • Use decoding strategies effectively to read and understand unfamiliar words
  • Use a variety of strategies, with increasing regularity, to explore and expand vocabulary, focusing on the precision with which words are used in the texts they are reading
  • Explain which of a variety of strategies they found most helpful before, during, and after reading, then evaluate their strengths and weaknesses as readers to help identify the steps they can take to improve their skills

Writing


  • Identify the topic, purpose, and audience for a variety of writing tasks
  • Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources
  • Locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources
  • Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose
  • Determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task
  • Write for different purposes and audiences using a variety of literary, informational, and graphic forms
  • Establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing
  • Use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience
  • Write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
  • Explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing
  • Revise drafts to improve the content, organization, clarity, and style of their written work
  • Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
  • Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
  • Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
  • Use punctuation correctly and effectively to communicate their intended meaning
  • Use grammar conventions correctly and appropriately to communicate their intended meaning
  • Regularly proofread and correct their writing
  • Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its
  • Explain which of a variety of strategies they found most helpful before, during, and after writing, then evaluate their strengths and weaknesses as writers to help identify the steps they can take to improve their skills
  • Identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively

Media Literacy


  • Explain how media texts, including increasingly complex or difficult texts, are created to suit particular purposes and audiences
  • Interpret media texts, identifying and explaining the overt and implied messages they convey
  • Evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose
  • Explain why the same media text might prompt different responses from different audiences
  • Identify the perspectives and/or biases evident in media texts, and comment on any questions they may raise about beliefs, values, identity, and power
  • Explain how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry
  • Identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning
  • Identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience
  • Describe the topic, purpose, and audience for media texts they plan to create
  • Select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice
  • Identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively
  • Produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
  • Explain which of a variety of strategies they found most helpful in interpreting and creating media texts, then evaluate their strengths and weaknesses as media interpreters and producers to help identify the steps they can take to improve their skills
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