Curriculum Standard One: The student will communicate in a language other than English. 1. The student will engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions. A. Can the student engage in conversation? The student will engage in guided and spontaneous conversations. B. Can the student provide and obtain information? C. Can the student express needs and emotions? The student will use a greater variety of interrogatives and will provide more detailed answers. The student will express needs and emotions in longer and more complex communications. D. Can the student exchange opinions? The student will defend likes, dislikes, and preferences. 2. The student will understand and interpret written and spoken language on a variety of topics. A. Can the student understand and respond to both spoken and written instructions? B. Can the student comprehend the main idea of written and/or spoken conversations and narratives? The student will follow lengthy instructions. The student will respond to oral/written questions based on more detailed passages. 1
3. The student will convey information to listeners and readers for a variety of purposes. C. Can the student comprehend isolated words, phrases, and expressions in concrete, situational, and/or abstract contexts? (democracy, surrealism, idealism) A. Can the student communicate spontaneously and in greater detail to listeners and readers on a variety of topics? B. Can the student write and pronounce words or phrases? C. Can the student produce and present guided and original work on familiar topics? The student will participate in activities, such as songs, chants, videos, poems, relia, reading, tapes, guest speakers, student generated presentations, and multi-media presentations which expose him/her to new and previously learned material. The student will give oral and written presentations about people, activities, or events. The student will pronounce and spell correctly previous learned vocabulary in a variety of activities and texts. The student will demonstrate the ability to predict the correct pronunciation of new vocabulary (does not always apply to character-based language). The student will expand his/her use of vocabulary, tenses, and grammatical structure. 2
Curriculum Standard Two: The student will gain knowledge and understanding of other cultures. 1. The student will demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. A. Can the student observe and identify practices as valued by the target culture? B. Can the student identify social, geographic, and historical factors that impact cultural practices? The student will continue to use appropriate gestures and oral expressions for greeting, leave taking, and common classroom interactions. The student will continue to identify customs relating to time, family, etiquette, and dress. The student will continue to identify cultural commonalties and differences among the countries in which the target language is spoken. The student will continue to describe ceremonies and personal and historical celebrations of the target culture. 2. The student will demonstrate an understanding of the relationship between the products and perspectives of the culture studied. A. Can the student recognize objects, images, products and symbols of the target culture? B. Can the student recognize artistic contributions of the target culture? The student will continue to identify crafts, clothing, food, monuments, flags, etc. of the target language. The student will continue to experience and will discuss artistic expressions, such as music, art, dance, cinema, etc. 3
Curriculum Standard Three: The student will connect with other disciplines and acquire information. 1. The student will reinforce and further his/her knowledge of other disciplines through the foreign language. 2. The student will acquire information and recognize the distinctive view points that are only available through the foreign language and its cultures. A. Can the student use information from the world languages class to expand his/her awareness of other disciplines? A. Can the student use new information and perspectives gained through world language study to expand his/her personal knowledge. The student will recognize and discuss geographical and cultural characteristics of some countries or regions where the target language is spoken. The student will discuss famous figures whose native language is the target language. The student will apply basic mathematical concepts on the target language, such as weights and measures, time and temperature, and money conversions. The student will identify parts of speech and complex grammatical structures. The student will continue to differentiate between formal and informal speech. 4
Curriculum Standard Four: The student will develop insights into the nature of language and culture. 1. The student will demonstrate understanding of the nature of language through comparisons of the language studied and his/her own. 2. The student will demonstrate an understanding of the concept of culture through comparison of the cultures studied and his/her own. A. Can the student expand his/her vocabulary through a comparison of English and the target language? B. Can the student distinguish differences in the sound system, writing system, and word order between English and the target language? A. Can the student use new information and perspectives to compare and contrast his/her experiences with those of the target culture? The student will continue to identify and use borrowed words and cognates. The student will continue to identify and use idiomatic expressions. The student will write complex sentences in the target language. The student will read aloud in the target language with correct pronunciation. The student will continue to compare patterns of behavior (e.g., dating, etiquette, meals, etc.). The student will continue to investigate and report on cultural traditions and celebrations. B. Can the student demonstrate an awareness of similarities and differences of products of the target culture and his/her own? The student will continue to compare and contrast tangible products (e.g., sports, food, etc.). The student will continue to compare and contrast intangible products (e.g., rhymes, music, etc.) 5
Curriculum Standard Five: The student will participate in multilingual communities at home and around the world. 1. The student will use the language both within and beyond the school setting with representatives of the target cultures in a variety of ways. 2. The student will show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. A. Can the student use communication skills in the target language outside the classroom setting? B. Can the student demonstrate an awareness of employment opportunities which require proficiency in the target language? A. Can the student demonstrate an awareness of opportunities to use the target language for personal enjoyment and enrichment? The student will continue to complete a target cultural participation and research project. The student will continue to identify and discuss different types of occupations in which the target language skills are an asset. The student will continue to identify and/or participate in activities of his/her choice which involve the target language and culture. 6
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