Ontario Grade 11 English (ENG3U) curriculum and lessons

The course map includes Oral Communication, Reading and Literature Studies, Writing, and 1 other section. Follow the complete section list above for the full study path.

درس انگلیسی پایه یازدهم انتاریو (ENG3U) چه مباحثی دارد؟ از جمله مباحث این درس ارتباط شفاهی، خواندن و مطالعات ادبی، نوشتن است. فهرست کامل بخش‌ها در بالای صفحه قرار دارد.

4 of 70 written lessons are currently published and free to read. Open a linked lesson in the section map above. Check the official Ontario curriculum for exact requirements.

درس‌ها و برنامهٔ درسی انگلیسی پایه یازدهم انتاریو را از کجا پیدا کنم؟ اکنون 4 درس از 70 درس نوشتاری منتشر شده و خواندن آن‌ها رایگان است. درس‌های دارای پیوند را در نقشهٔ بخش‌های بالا باز کنید. برای شرایط دقیق به برنامهٔ درسی رسمی انتاریو مراجعه کنید.

A persuasive presentation can sound confident without offering enough evidence. In this lesson you will evaluate an original…

A theme is not merely a one-word topic such as friendship. It is a defensible idea a reader develops from patterns in a text. Read…

Revision is more than fixing spelling. A Grade 11 writer asks whether a reader can follow the claim, evidence and requested action.…

Media texts select what an audience sees and what stays outside the frame. A selection is not automatically dishonest, but it can…

Listen, speak, present and reflect with purpose and evidence.

• Oral 1.1 · Set a purpose for listening (written lesson not published)
• Oral 1.2 · Use active listening strategies (written lesson not published)
• Oral 1.3 · Choose strategies to understand oral texts (written lesson not published)
• Oral 1.4 · Identify main ideas and supporting details in oral texts (written lesson not published)
• Oral 1.5 · Interpret complex oral texts using spoken and non-verbal cues (written lesson not published)
• Oral 1.6 · Connect oral texts with other ideas and experiences (written lesson not published)
• Oral 1.7 · Analyse how oral texts develop ideas and perspectives (written lesson not published)
• Oral 1.8 · Recognize perspectives and bias in oral texts (written lesson not published)
• Oral 1.9 · Evaluate how presentation strategies affect an audience (published written lesson)
• Oral 2.1 · Adapt speaking to purpose and audience (written lesson not published)
• Oral 2.2 · Use effective interpersonal speaking strategies (written lesson not published)
• Oral 2.3 · Organize a coherent oral argument for an audience (written lesson not published)
• Oral 2.4 · Choose effective words and rhetorical devices (written lesson not published)
• Oral 2.5 · Control tone, pace, pitch and volume (written lesson not published)
• Oral 2.6 · Use non-verbal cues appropriately (written lesson not published)
• Oral 2.7 · Select useful audiovisual presentation aids (written lesson not published)
• Oral 3.1 · Reflect on listening and speaking strategies (written lesson not published)
• Oral 3.2 · Transfer literacy skills into oral communication (written lesson not published)

Interpret and evaluate increasingly complex literary and informational texts with precise evidence.

• Reading 1.1 · Read diverse texts for clear purposes (written lesson not published)
• Reading 1.2 · Apply comprehension strategies while reading (written lesson not published)
• Reading 1.3 · Identify main ideas and supporting details (written lesson not published)
• Reading 1.4 · Develop inferences using precise textual evidence (written lesson not published)
• Reading 1.5 · Connect texts to other knowledge and experiences (written lesson not published)
• Reading 1.6 · Analyse ideas, themes and relationships in texts (published written lesson)
• Reading 1.7 · Evaluate complex texts with relevant evidence (written lesson not published)
• Reading 1.8 · Examine whose perspectives a text includes or omits (written lesson not published)
• Reading 2.1 · Explain forms of literary and informational texts (written lesson not published)
• Reading 2.2 · Use text features to understand meaning (written lesson not published)
• Reading 2.3 · Analyse how diction, imagery and style shape meaning (written lesson not published)
• Reading 3.1 · Use familiar words to build comprehension (written lesson not published)
• Reading 3.2 · Decode unfamiliar words in context (written lesson not published)
• Reading 3.3 · Expand and use reading vocabulary (written lesson not published)
• Reading 4.1 · Reflect on effective reading strategies (written lesson not published)
• Reading 4.2 · Transfer related skills into reading (written lesson not published)

Plan, draft, revise, edit and publish original writing.

• Writing 1.1 · Choose a topic for purpose and audience (written lesson not published)
• Writing 1.2 · Generate and develop writing ideas (written lesson not published)
• Writing 1.3 · Select and assess credible research information (written lesson not published)
• Writing 1.4 · Organize ideas and supporting details (written lesson not published)
• Writing 1.5 · Evaluate research for relevance, accuracy and completeness (written lesson not published)
• Writing 2.1 · Use appropriate writing forms (written lesson not published)
• Writing 2.2 · Develop a suitable voice and tone (written lesson not published)
• Writing 2.3 · Choose precise and effective words (written lesson not published)
• Writing 2.4 · Craft sentences for clarity and effect (written lesson not published)
• Writing 2.5 · Develop a considered and supported personal perspective (written lesson not published)
• Writing 2.6 · Revise drafts for clarity, coherence and audience (published written lesson)
• Writing 2.7 · Produce improved drafts using feedback (written lesson not published)
• Writing 3.1 · Use correct spelling in finished work (written lesson not published)
• Writing 3.2 · Choose vocabulary appropriate to context (written lesson not published)
• Writing 3.3 · Use punctuation to clarify meaning (written lesson not published)
• Writing 3.4 · Use grammar accurately and effectively (written lesson not published)
• Writing 3.5 · Proofread carefully before publishing (written lesson not published)
• Writing 3.6 · Design a readable presentation and layout (written lesson not published)
• Writing 3.7 · Produce polished finished writing (written lesson not published)
• Writing 4.1 · Reflect on the writing process (written lesson not published)
• Writing 4.2 · Transfer other communication skills to writing (written lesson not published)
• Writing 4.3 · Select portfolio work that shows growth (written lesson not published)

Interpret and create media messages for real audiences.

• Media 1.1 · Identify purpose and audience of media texts (written lesson not published)
• Media 1.2 · Interpret explicit and implicit media messages (written lesson not published)
• Media 1.3 · Evaluate how effectively a message works (written lesson not published)
• Media 1.4 · Consider different audience responses (written lesson not published)
• Media 1.5 · Analyse represented and omitted perspectives in media (published written lesson)
• Media 1.6 · Assess how production, financing and distribution shape media (written lesson not published)
• Media 2.1 · Compare forms of media texts (written lesson not published)
• Media 2.2 · Analyse media conventions and techniques (written lesson not published)
• Media 3.1 · Plan a media text for purpose and audience (written lesson not published)
• Media 3.2 · Choose a suitable media form (written lesson not published)
• Media 3.3 · Select conventions and techniques (written lesson not published)
• Media 3.4 · Create an original media text and explain design choices (written lesson not published)
• Media 4.1 · Reflect on media interpretation and creation (written lesson not published)
• Media 4.2 · Transfer literacy skills across media (written lesson not published)

Original line: “Mira set the unopened letter beside the lamp and turned off the light.” What can we infer?

Worked method: She may be postponing reading it. The unopened letter and extinguished light support that possibility; the line does not establish her motive.

Which detail is observed, not inferred, in Mira’s sentence?