Purpose
2.1 communicate orally for a wide range of purposes,
using language effective for the intended
audience (e.g., perform a readers’ theatre presentation
of a written text; 5 deliver a eulogy for a
Shakespearean character; role-play an entrance
interview at a postsecondary institution; lead a
panel discussion)
Teacher prompts: “How effectively did the
presenters capture the emotional perspectives
of the characters in the novel?” “How is
the speaker’s personal connection to the text
reflected in his voice?”
Interpersonal Speaking Strategies
2.2 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
(e.g., rephrase statements for clarity;6 synthesize
the thread of a small-group discussion;
give group members opportunities for reflective
silence; deliver a summary of a group discussion
that honours the contributions of all participants7)Teacher prompts: “What specific speaking
strategies are most effective in eliciting responses
from your peers in a group discussion?” “How
can you as a presenter use the introduction
and conclusion of your presentation to establish
a relationship with the audience?”
Clarity and Coherence
2.3 communicate in a clear, coherent manner,
using a structure and style effective for the
purpose, subject matter, and intended audience
(e.g., use passages from a novel to support
a literary analysis of the novel in a presentation;
synthesize relevant and significant material into
a presentation; 8 select and use relevant visual
aids to strengthen a dramatic presentation for an
audience of teenagers)
Teacher prompts: “What can you change in
your dramatic reading of the text to highlight
the important ideas of the text?” “How can
pausing to reflect before responding to a
question help you to communicate more
effectively?”
Diction and Devices
2.4 use the most appropriate words, phrases, and
terminology, and a variety of stylistic devices,
to communicate their meaning in a compelling
way and to engage their intended audience
(e.g., use descriptive language to evoke a particular
mood in a dramatic presentation; use inclusive
language during a presentation in order to acknowledge
audience diversity; use catchphrases in
a parody of a political speech;9 use standard
Canadian English in a formal presentation on
an independent study topic)
Teacher prompts: “What does analysing the
language chosen for a persuasive speech
teach you about how language can be used
to influence behaviour and attitudes?” “What
words or phrases in an oral text demonstrate
an understanding of multiple sides of an issue?”
Vocal Strategies
2.5 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 (e.g., control and
vary tone to enhance a message; adjust volume
to reflect emotionally charged material and language
during a speech; adjust pace and pauses
during a seminar presentation to allow listeners
sufficient time to take notes)
Teacher prompts: “How can you use tone,
pace, pitch, volume, and repetition to suggest
multiple perspectives in an oral narrative?”
“When would it be appropriate to incorporate
pauses during an oral presentation?”
Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including
facial expressions, gestures, and eye contact,
and use them effectively to help convey their
meaning and with sensitivity to audience needs
and cultural differences (e.g., adjust facial
expressions to serve tone and message;10 research
and role-play various types of non-verbal cues
used in different cultures)
Teacher prompt: “How does your understanding
of non-verbal communication affect the
way you adapt your presentation and communication
skills for different situations
and audiences?”
Audio-Visual Aids
2.7 use a variety of audio-visual aids effectively to
support and enhance oral presentations and to
engage an audience (e.g., integrate oral reading,
overheads, presentation software, props, or video
clips into a speech in order to create a cohesive
presentation on an independent study topic; use
multimedia techniques to enhance the production
of a one-act play)
Teacher prompt: “How can you integrate multimedia
components into your presentation
to communicate your ideas about the novel
effectively and creatively?“
