Simulation d'une entrevue

Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 3

At this level, learners: Initiate and maintain lengthier interactions with one or more persons on a range of topics

Performance Descriptors

The learner:

• Shows an awareness of factors that affect interactions, such as differences in opinion and ideas, and social, linguistic, and cultural differences
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Participates in lengthier exchanges to problem solve and explore issues
• Varies speed, tone, and emphasis to increase effectiveness of exchanges
• Uses strategies to maintain communication, such as encouraging responses from others and asking questions
• Speaks or signs clearly in a focused and organized way
• Chooses appropriate strategies to check and increase understanding
• Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)

Task Descriptors

• Scope of task may not be clearly defined
• Involves one or more persons
• Is longer in duration
• Addresses a familiar or unfamiliar audience
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May require specialized vocabulary
• Requires varied communication approaches

Interaction Types:

• Share ideas and information
• Exchange opinions
• Explain and discuss concepts
• Give presentations
• Participate in interviews

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.3

Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 3
At this level, learners: Decide what, where, and how to enter information in somewhat complex documents

Performance Descriptors
The learner:

• Draws from multiple sources as required (e.g. other documents and texts)
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete the task

To complete documents, the learner:

• Uses layout to determine where to make entries
• Makes inferences to decide what, where, and how to enter information

To create documents, the learner:

• Follows conventions to display information in more complex documents (e.g. use of abbreviations, symbols)
• Sorts entries into categories and subcategories
• Displays many categories of information
• Organizes information in a variety of ways
• Identifies parts of documents using titles, row and column headings, sub-headings, and labels

Task Descriptors

• Scope of task may not be clearly defined
• May involve more than one document; documents can vary in length
• Uses a somewhat complex format
• Requires multiple entries
• Contains entry fields that are not clearly labeled
• Contains sub-headings or subparts
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May contain specialized vocabulary
• Documents at this level may require entering a paragraph or more of text

Examples:

• Forms
• Tables
• Timelines
• Flow charts

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.3