Grade 11: Communicating

PRESCRIBED LEARNING OUTCOMES

• communicate information, opinions, and preferences, giving reasons
• ask and respond to basic questions, make simple requests, and ask for assistance
• communicate needs, desires, and emotions
• describe events and experiences in logical order
• participate in ASL in a variety of situations drawn from real life

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite students to use demonstrated models to interview each other in pairs. Ask them to then introduce their interviewees to the class, using a model such as: Your Name What(?) Me Introduce-You ___________ Want Take-Up Course Why ___________
• Ask students to prepare and rehearse questions for a class survey related to themes such as "family," "school," and "preferences." Students can then circulate through the class, asking questions, to fill out a questionnaire. Results could be graphed for comparison with other classes learning ASL, included in a class video news project, or exchanged with a video pal class.
• Invite students to work in pairs to create situations in which advice is needed. One partner asks for help with a problem, and the other offers simple statements of advice. This activity may involve pre-framed models or checklists.
• Ask students to prepare gift-shopping lists for their families and friends. Have them work in pairs to role-play scenes in which they ask shopkeepers where they can find the various items listed and how much they cost. As a variation, students could describe the interests and preferences of their family members and friends, and the shopkeeper could make suitable gift suggestions.

SUGGESTED ASSESSMENT STRATEGIES

• As students engage in communication activities, note the extent to which they:
  • sign clearly
  • take risks to communicate in ASL
  • use given frames in logical sequence
  • actively follow instructions
  • choose the appropriate phrases from those they have practised
  • approximate ASL non-manual signals
  • support and encourage one another
• When students are asked to apply the vocabulary and structures they have learned to new situations, such as in spontaneous role plays or dialogues, develop with them a list of assessment criteria or key features.
• Provide frequent opportunities for self- and peer assessment so that students can reflect on key concepts and useful information and can set personal goals. Encourage students to consider how often they or their peers:
  • ask questions using ASL
  • respond to questions using ASL
  • self-correct when communicating in ASL
  • ask for clarification when they do not understand statements or questions
  • attempt to use a new structure
  • initiate conversations in ASL
• To assess short presentations, establish task requirements such as prescribed length, required information, and required language use. Also establish criteria, such as the extent to which:
  • language is understandable
  • information is relevant, complete, and accurate
  • time sequence and tense (e.g., past, present, future) are clear and appropriate
  • students use classroom references and other resources (e.g., dictionaries, textbooks, authentic materials)
  • students adapt structures they know or use language not practised in class

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