B3.1

orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives for several different purposes, using language and following social codes appropriate for the intended purpose and audience (e.g., introduce an Elder who is about to give an oral teaching, using culturally appropriate ways of naming; participate in a small-group discussion in order to reach consensus on a topic of importance to a local First Nation community; give specific and relevant examples about a recent field trip to inform fellow students who were not able to go)

B3.2

demonstrate an understanding of several different interpersonal speaking strategies, and adapt them appropriately to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use humour to establish an inclusive tone in a presentation on a topic of concern; speak at appropriate points in a discussion, such as when another speaker pauses)

B3.3

orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives in a clear, coherent manner appropriate for the purpose, subject matter, and intended audience (e.g., use age-appropriate language in an oral report intended for younger children about a specific First Nation, Métis, or Inuit culture)

B3.4

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives and to engage their intended audience (e.g., select specific words for a speaking task on a topic related to First Nations, Métis, or Inuit communities that acknowledge the cultural values of those communities; differentiate diction to explain the same task to a volunteer and to a community representative when preparing for a local community event)

B3.5

identify several different vocal strategies and use them selectively and with sensitivity to audience needs and cultural differences (e.g., project their voice to ensure their audience can hear; use an animated tone when reading aloud to children; use a tone that conveys authority when coordinating activities with peers)

B3.6

identify several different non-verbal cues and use them, with sensitivity to audience needs and cultural differences, to help convey their meaning (e.g., identify a speaker’s use of non-threatening and inclusive non-verbal cues to encourage participation at a dance demonstration, and use these cues in their own group discussions)

B3.7

use several different audio-visual aids to support and enhance oral presentations on subject matter related to First Nations, Métis, and Inuit cultures, and to engage their intended audience (e.g., use video links in a seminar to provide visual context for key points they wish to make)