Modern Languages Curriculum Guide

8/13/2019 Modern Languages Curriculum Guide

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NATIONAL CURRICULUM GUIDE

MODERN LANGUAGES

KEY STAGE 3

INTRODUCTION

Rational

Languages are part of the cultural richness of our society and the world in which we live and work. Learning any language contributes to a sense of appreciation and per

Students learn to appreciate different societies, cultures, practices and people through the acquisition of a foreign language. The development of linguistic skills creates t

the study of languages and supports the development of literacy skills in the first language of the student.

Aims of the Curriulum

The learning and acquisition of a foreign language contributes to the linguistic development of the student. These modern languages curriculum guide aims to ensure

school students who study rench and Spanish will be able to!

". discover the similarities and differences between the #nglish language and another foreign language$

%. develop linguistic competence which aims at developing the students& skills of reading, writing, listening and speaking in various situations and conte'ts$

(. apply, linguistic knowledge to understand and communicate effectively in a foreign language$

). oster students appreciation of the rench and Spanish and of learning language in general$

*. +evelop students& awareness of and respect for, fundamental values that are common to all human societies.


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). the grammar, vocabulary and other written forms of both modern languages

CURRICULUM GUIDE #RITING TEAM

/harlene hite0/hristian 1sc. 2sc. 2phil 2odern Languages /oordinator 2inistry of #ducation and 3uman esource

4udris 5no 1aptiste 4s. 6ualified Teacher 3ead of oreign Languages +epartment /onvent 3igh School

2agalie /elestine 1sc. 2sc. 3ead of oreign Languages +epartment 7orth #ast /omprehensive School

4ffina Toussaint 8alerie 4s. 6ualified Teacher rench Teacher 9oodwill Secondary School

4rl 4nselm 1sc. 2a.+ean of 4cademics St 5ohn&s 4cademy

+elroy att 1sc.Spanish Teacher /astle 1ruce Secondary School

#dith ran:ois 6ualified Teacher rench Teacher +ominica 9rammar School

5ulien St 5ean 1sc. 2sc. 3ead of oreign Languages +epartment ;saiah Thomas Secondary School

5ulien Lloyd 1en


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YEAR SUMMARY

$ORM ONE

TERM ONE %&& #EEKS' TERM T#O %&( #EEKS' TERM T)REE %*

UNIT+ TO,IC #EEKS UNIT+TO,IC #EEKS UNIT+TO,IC

UNIT & Cultural emer!ene >ne ?"@ UNIT * #ell -ein! Three ?(@ UNIT &3 #eather

.atterns

UNIT ( Salutations an" fare/ells >ne ?"@ UNIT &0 ,h1sial "esri.tion our ?)@ UNIT &2 Classroom

items

UNIT 3 The ,honeti s1stem >ne ?"@ UNIT && ,ets Two ?%@ UNIT & )ouse4 home

an" "istrit

UNIT 2 Self Intro"ution an"

.ara!ra.hs

Two ?%@ UNIT &( Time an" "ates Three ?(@ UNIT &5 ,ersonal

.referene

UNIT $amil1 an" frien"s Two ?%@ UNIT &6 Res.onse to

situations

UNIT 5 Grammar an"

7oa-ular1 enhanement

Two ?%@

UNIT 6 Num-ers &8&00 >ne ?"@UNIT 9 Colours an" animals Two ?%@

$ORM &

T#2 >7# ?"@

+A4T;>7 #L#8#7 ?""@ ##BS

7A21# > A7;TS #;93T ?C@


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ATTAINMENT TARGET: The learners /ill -e a-le to ommuniate in the tar!et lan!ua!e4 "emonstratin! their om.etene in the four s;ills of listenin!4 s.ea;

/ritin! an" their a/areness of ultural .raties an" one.ts .ertinent to to.is "isusse" at the s.eifi 1ear le7el & /ee;

". #'plore and discuss the

SpanishDrench speaking

world$

;dentify the countries that

communicate primarily in the

target language$

#spaEa

/olombia

4rgentina

8ene-uela

/uba

/hile

=anamF

2G'ico

La rance ?La 2artinique , La

9uadeloupe, La 9uyane@

Le /anada

La 1elgique

Le 2ali

La Suisse

L&3aHti

Le Lu'embourg

S.ea;in!

Asing a map, locate and list

SpanishDrench I speaking

countries of the world.

O-ser7ation

ead about v

Spanish spea

a work sheet

questions on

LEARNING

OUTCOMES

SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM

UNIT ( > Salutations an" fare/ells 8 & /ee;

%. Listen to, and

understand greetings,

welcomes and farewells

within a cultural conte't$

Students should be able to!

greet, welcome and bid

farewell to others$

#'press common

SeEor, SeEora, SeEorita, queridoDa

1uenos dJasDbuenas tardesDnoches

3ola, K6uG talD K/Mmo estFs

2uy bienDegularD7ada de nuevo

2onsieur, 2adame,

2ademoiselle, chGri?e@

1on


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specific letter sounds in the

#nglish phonetic system in

comparison to that of the

target language$

[a], g [e],

ll [a], h [a], ch [a], fi [a], v [a],

rr [a]

U +iphthongs, e.g., ie, ia, a, uo,

ua, iu, u

+iphthongs, e.g., oi, oy, oui, ui,

ien, ail, eilDeille, euilDeuille,

ouille, ieu

S.ea;in!

Teacher sounds out

syllablesDwords which the

students repeat.

Teachers uses rhymes and tongue

twisters

e.g

$RENC)

petit pot de beurre

un chasseur sachant chasser

chasse sans son chien


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sauces

tas de ri- tas de rats ta de ri- tend

tant et tas de rat tentGs

tas de ri- tend tant tant tas tas de

rat tentGs

tas de rats tentGs tata tas de ri- ten

tant

S,ANIS)

2i mamF me mima y yo mimo a

mi mama

=oquito a poquito =aquito em

paca poquitas copitas en pocos

paquetes

#l vino vino pero el vino no vino

vino el vino vino vinagre

UNIT 2 8 SEL$ INTRODUCTION AND ,ARAGRA,)S 8 ( #EEKS

LEARNING

OUTCOMES


). ;ntroduce self and

others and respond

appropriately in a polite and

familiar setting$

;ntroduce oneself and

others$

4ddress persons

appropriately$

ormal and ;nformal

TeDLe presento a Y..

2ucho gusto

encantado0a

2e llamo YD

2i nombre es

ormal and ;nformal

8oici Y.

/omment tu tQappelles

5e mQappelleYY

7om Y. =rGnomY

/omment :a s&Gcrit

S.ea;in! an" Listenin!

Teacher will introduce self and

allow students to do likewise.

Teacher will introduce students to

double surnames and comment on

the cultural conte't for this.

O-ser7atio

Students wil

dialogue wit

personal info

in #nglish a


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TZ vs usted

[ste esDGsta es...

2ucho gusto

K/Mmo te llamas

2i apellido esY

K/uFntos aEos tienes

\o tengo Y aEos

K+Mnde vive?s@

8ivo enY

K/uFl es tu nacionalidad

Soy dominiquenseDinglesa

K6uFl es tu nZmero de telGfono

2i nZmero de telGfono esY

/Qest quand tonDvotre

anniversaire

2on D ton anniversaire est

6uel ]ge as0tu

5&ai Y. ans.

>^ habites0tu

5QhabiteY..

Tu vs8ous

An petit0fils

Ane marraine

Ane belle0mNre

=ossessive ad


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8ender

ecibir

8ivir

asistir

la madre la abuela

el padre el tJo

el hermano la tJa

la hermana el primo

el esposo la prima

la esposa

el abuelo

=erdre

endre

La mNre la grand0mNre

Le pGre la tant

Le frNre l&oncle

La s_ur le cousinDla

cousine

Le mari

La femme

Le grand pNre

using one of each type of verb information

UNIT 5 8 NUM?ERS & 8 &00 & #EEK

LEARNING

OUTCOMES


`. #'press numbers from

0" in the target

language$

/ount and write

numbers from 0" in the

target language$

Los nZmeros des a " Les numGros de P " Rea"in!

Teacher places a bin containing

numbers 0" on a front desk$

students dip for a number which

heDshe places in the blank space

ne't to the appropriate number

name on the chart.

The teacher makes any necessary

corrections to the chart.

Oral

/ocoricoDepa

O-ser7ation

".

Students wil

and engaged

%.

#'press simp

problems in


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An, deu' trois, quatre,

/>/>;/>, si', sept, huit, neuf

/>/>;/> etc.

Ano, dos, tres, cuatro, #=4 , seis,

siete, ocho, nueve,#=4 etc.

e.g

%"(?dos y

%"( ?deu'

UNIT 6 8 COLOURS

LEARNING

OUTCOMES


. ;dentify colours and

animals by name in the

target language$

+escribe ob


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http://www.google.dm/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=eIDpyGqK46MZYM&tbnid=BaaEiV5YBmbYEM:&ved=0CAUQjRw&url=http://www.chillola.com/at/printout%20spanish.html&ei=z9zeUYL3Ouih4AP4lIGYAg&psig=AFQjCNEBjKFjxHMKbvGugE3zhb-Wbb2wrw&ust=1373646272440636http://www.google.dm/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Okr_iHVEmnMr9M&tbnid=F4OWNeNJ3CG_3M:&ved=0CAUQjRw&url=http://teachstarter.com/spanish-paint-blob-colours/&ei=ytveUY3RJvG54AP57YCoBQ&bvm=bv.48705608,d.dmg&psig=AFQjCNEDAMwh-V94r7d6p_d7odD7kPLLVQ&ust=1373646141396434


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T#2 T> ?%@

+A4T;>7 #L#8#7 ?""@ ##BS

7A21# > A7;TS #;93T ?C@

UNIT &0 > #ELL ?EING > 3 #EEKS

LEARNINGOUTCOMES


". ;dentify and describe

the physical stature of

self and others$

List the parts of the

body in the target language

+escribe the physical

attributes of self and others

La cabe-a

Los o


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ore


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Tiene ?una@ fiebreD un

resfriadoD?la@ gripe.

/omment va ton pNre

;l a la grippeD la fiNvreD le

rhume

L&aspirine

Les mGdicamentseading

Ase comic strips to introduce

various verbs

TenerD4voir

\o tengo dolor de estMmago

5&ai mal a la tte

(. ;dentify, describe and

e'change information

about pets and other

domestic animals$

/reate a list of

domestic animals

+escribe their pets

;nquire information

from others about their pets

#l perro

#l gato

#l ratMn

#l elefante

#l lGon#l serpiente

KTienes animales en casa

KTiene animales en casa

K6uG animales tienes

Le chien

Le chat

La souris

L&GlGphant

Le lionLe serpent

4ve-0vousDas0tu un animalD

des animau' che- vousDtoi

6uels animau' as0tuD

4ve-0vousY

An chien

An chat

+es poissons

S.ea;in!

Students will sing song on

animals

>ld 2c +onald had a farm

or

Tu as un animal..

#ritin!

9roup work! make a collage of

a family and create

descriptions of the persons.


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+es oiseau'

). #'press dates and time

of the year in the targetlanguage$

;nquire of others the

date and time of day in thetarget language

;dentify and state the

time and date in the target

language

lunes, martes, miGrcoles,


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". ;nquire and describe

weather patterns in the

target language$

;nquire of others what

the weather is like in the

target language

+escribe local and

international weather

conditions in the targetlanguage

K6uG tiempo hace

3ace buenDmal

tiempoDfrescoDcalorD

frJoDsolDviento

3ace mucho calorDfrJo

#stF lloviendo

3ay huracFnDtormenta

6uelle temps fait0il

;l fait beauDmauvaisD

;l fait chaudDfroid

;l fait du soleilD du vent

;l pleut

;l y a du cycloneD ouragan

Listenin! an" S.ea;in!

Students will be e'posed to the

web page below to familiari-e

themselves with the

vocabulary needed.

http!DDe'change.smarttech.comD

details.htmlid"`e)0)cf0)a*0Cd`0

`d(`)((b


4n authentic weather report

that is presented in the target

language will be played a

minimum of three times to the

students.

Students will then discuss the

weather conditions that e'ist

within the said report and

otherwise.
http://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033b


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%. ;dentify and locate

items in the classroom$

;dentify and locate ob


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(.+escribe and e'change

opinions and ideas about

home and district$

;dentify parts of the

home and state items

found in different rooms$

+iscuss the types of homes

that they live in

+escribe different rooms in

their homes

+escribe their villageDdistrict

+iscuss businesses found

within their district

2i barrioDpueblo

2i casa es

grandeDpequeEaDcMmoda

Tiene I

cuartosDdormitorios

#stF pintado?a@ de ro


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). ;nquire and e'press

personal likes and

dislikes and that of

others.

4sk others what are their

likes and dislikes

State their personal likes and

dislikes

KTe gusta...Dte gustan...

2e gustaDno me gusta

singular noun

2e gustanDno me gustan...

K6uG quieres

tomarDcomerDbeber

6uiero una arepa, etc.6uiero beber un


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47S#L2 4rl1#7542;7 Lloyd/#L#ST;7# 2agalie

/A;/ALA2 9A;+#S>2 T> ?%@2>+#7 L479A49#S

L#47;79 >AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3

T#2 "

+emonstrate knowledgeof shopping in arenchDSpanish country

Students should be able to!

0identify some renchDSpanishshops0shop for food

Le@is

0la boucherie, lapharmacie, laboulangerie

Le@is

0la carnicerJa, Lafarmacia, lapanaderJa,

Listenin! an" s.ea;in!

0Teacher uses graphicorgani-ers, for e'ample!drawings, flashcards depicting

O-ser7ation of .

0Students will roshopping scene awill be noted on


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0understand what the shopkeepersays0discuss where to go shopping0say there isn&t any or there is nomore of something0identify food and things to buy0say how much of something youwant to buy0talk about money and prices

05e voudraisY0/&est combien Y08ous dGsire-0/&est tout>^ est0ce qu&onpeut acheterY.0;l n&y a pasdeDd&Y0une baguette

+u saucisson0l&argent0la monnaie0un euro, uncentime

Grammar

7egativee'pressions;l n&y a pas deDd&

0#'pressions ofquantityAne boRte, un kilo,0# verbs! acheter#0 8endre;0 /hoisir7umbers 0"

0\o quiero0K/uFnto cuestaY0K6ue quiere usted0#s todoD K+eseaalgo mFs, K+Mndepudo compraY0 7o hay Y0 An pan0 La salchicha

0dinero0/ambio0un peso, un centavo

Grammar

7egativee'pressions7o hay0#'pressions ofquantityAna lata, una

botella, unkilogramo,4r verbs! comprar,#r! vender, escoger;r! ;r de7egative e'pression0#'pressions ofquantity07umbers 0"

different shops and items soldthere to present topic to students.0Students listen and repeatstructures and vocabulary usedby teacher.09raphic stimulus for e'ampleposters, photos, videos of marketor shop scene with items for sale.Students look at the stimulus and

answer questions.09ame! ; am going to the marketor shop to buy Y0Students work in groups tocreate conversation about thepurchasing of an item thenpresent it to the class. >therstudents will be asked to assessthe conversation.0Students listen to, watch,practise and dramati-e dialogueson different shopping scenes.

Rea"in!

-Students read dialogue onshopping with correct intonation,pronunciation and e'pression.

#ritin!

0Students name five differentshops and make a list of itemsthat could be purchased in each.0Students match items to variousshops.

pronunciation, ine'pression.

09ame! $or 38 .Contents:) shopboards, (` pictur

(` question cO-et of the !a

first to fill a shop

Settin! u. the !is the grocer, the shoppers. The quplaced face downgrocer. The pictuplaced face up inshoppers.)o/ to .la1: Thquestion card oveasks the question?Qui voudrais aplayer needing th

shopping bag resOui. Je voudraiscovers it with thepicture. The winnshopper to fill theJai fini.

Colletion of .r

Students will subdialogue.0Students will pr


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on a particular tytarget language.0Sheet work

Con7ersation:

0=eer feedback0StudentDteacher


+iscuss vacation plans Stu"ents shoul" -e a-le to:0talk about different countries in#urope and elsewhere

0 talk about different means oftransport0say what you are going or notgoing to do0say when you are going to dosomething0talk about what you can andcan&t do0ask permission

Le@is

0La rance0Lspagne

0Les =ays01as0Le /anada0Le 2e'ique0Les [tats0Anis0en avion0en voiture0P pied0P vGlo05e vais passer unesemaine en [cosse0+emain0Lundi0La semaine

Le@is

0La #spaEa0La rancia

0La 3olanda0#l /anadF0#l 2G'ico0Los #stados Anidos0 #n aviMn0#n carro04 pie0#n bicicleta0\o quiero pasaruna semana en#scocJa0maEana0lunes

Listenin! an" s.ea;in!

0/reate discussion on modes oftransportation

Rea"in!

0Students will read a shortpassage about countries and theircapitals associated with the targetlanguage. ?rancophone and3ispanic countries@

O-ser7ation of .

0Students will ide

renchDSpanish scountries on a ma

0Students will satravel to school oplaces in the targ

Colletion of .r

0Students will crepostcard.


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prochaine0>n peut visiter lech]teau07on, on ne peutpas faire :a.0#st0ce qu&on peutfaire du ski

Grammar

=repositions withgeographiclocations ! au, en,au', P0The verbs ! partir,venir04llerinfinitive0=ouvoirinfinitive0Telling the time

0La semana =rM'ima0Se puede visitarmuseos, casias.07o, no se puede0K=odemos ir aesquiar

Grammar=repositions withgeographicLocations! al, en, ala.0The verbs ! partir,venir0;r a infinitive0=oder infinitive0Telling the time

#ritin!

02atch countries to their capitals02atch vocabulary related tomodes of transportation tophotographs or picturespresented.

0Students will catravel preference

0Students will deimaginary trip.

Con7ersation:

0ole play0TeacherDstudent0=eer feedback


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Grammar

0efle'ive verbs !se laver, s&habiller,se coucher0the verbsapprendre,

comprendre,vouloir, dire, lire,Gcrire0/omparisonsusing plusad^ sont lestoilettes 0faire la cuisine0faire les courses0promener le chien06u&est0ce que tuas fait ce matin 0 /e matin,


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04u revoir02erci#'pressions of pasttime ! hier, leweek0end dernier

Grammar

0=erfect tense ofregular verbs with

I4voir0+emonstrativeadui


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0;l y a Y0=our commencer^ as0tu mangGhier

Grammar

0;rregular past

participles0negatives in theperfect tense!ne..pas, ne..plus7&a pas, n&ont plus0use the verb boire

0K+Mnde comisteayer

Grammar

0;rregular past

participles0 negatives in theperfect tense!7oY, 7iY, noYnada,0Ase the verb beberDtomar

#ritin!

0Ase information on a menu tocomplete a dialogue

presentatrestauranact out thwaiter, anappropriatarget lanshould orfoods, askamong ot


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+emonstrate awareness oforgani-ing a trip to aforeign country.

Stu"ents shoul" -e a-le

4sk for information about trainbserve an itinerary and answer

comprehension questions

#ritin!

rite a composition to describe aday trip

O-ser7ation of .

;n groups, studenan airportDimmig

Colletion of .r

Students will credialogues betweeand a traveller by

Students researchinternet to find thvacation spot andabout it

orking in groupstudents will creadiscussing holidaincluding preferedestinations

Students will fill


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0Ane AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3

T#2 (

+escribe person&s physicalappearance

+iscuss health and well0being

Stu"ents shoul" -e a-le to

0talk about clothes and what towear0describe people and things0describe appearance0describe parts of the body0say that you feel ill

0e'plain what&s wrong0understand what the doctor asksyou and what you are told

Le@is

0une chemise0un pantalon0des baskets0la mode05e n&ai rien P memettre0dGcontractG?e@

0


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+iscuss outing andentertainment plans

Stu"ents shoul" -e a-le to

0understand information aboutevents0make plans0discuss what&s on0e'change contact details0accept or decline invitations0buy tickets0talk about football and othersports0make comparison

0describe a recent weekend

Le@is0l&entrGe0gratuit0un spectacle06u&est0ce qu&onva faire 0>n y va 06u&est0ce qu&il ya au cinGma 06u&est0ce qu&il ya P faire ce week0end 0Tu as un

portable 06uel est tonnumGro detGlGphone 0 a cotecombien 0+eu' places s&ilvous plaRt.0marquer un but0le championnat0la /oupe dumonde0le tournoi

Le@is0La entrada0gratuita0un espectFculo0K6ue vas a hacer0K=odemos ir K7osvamos0 K6uG hay en elcine K6uG va aponer en el cineK6uG vas a hacereste fin de lasemana

KTienes un ?telGfono@celular0K/uFl es tu numerocelular,0K/uFnto cuestaestoDaDe0Ana mesa para dospersonas por favor.0 macar un gol0#l campeMn0La copa mundial0#l torneo0#s el mene studea student in the cguess who it is. the correct persodescribe another.


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0/&est un meilleur


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YEAR SUMMARY

$ORM T)REE

5AL;#7 ST 5#47 0 ;S4;43 T3>24S S#/>7+4\ S/3>>L

#+;T3 47/>;S 0 +>2;7;/4 94224 S/3>>L

+#L>\ 4TT 0 /4STL# 1A/# S#/>7+4\ S/3>>L

TERM & TERM ( TERM 3

UNIT+TO,ICS #EEKS UNIT+TO,ICS #EEKS UNIT+TO,ICS

UNIT & $amili1

relationshi.

Two ?%@ UNIT 6 Sho..in! Three ?(@ UNIT &( Means of trans.ortation

UNIT ( )o--ies an" .ast

time

Two ?%@ UNIT 9 Restaurant Three ?(@ UNIT &3 #ritin! s;ills ?Letter an

composition writing@UNIT 3 )ealth Three ?(@ UNIT * Bo-s Three ?%@ UNIT &2 Tra7el+holi"a1

UNIT 2 Countries an"

nationalities

>ne ?"@ UNIT &0 Com.uter+internet Two ? %@ UNIT & $uture .lans+ ,rofessions

UNIT #eather an"

future

Three ?(@ UNIT &&

$ORM 3


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T#2 >7# ?"@

+A4T;>7 #L#8#7 ?""@ ##BS

7A21# > A7;TS ;8# ?*@

4TT4;72#7T T49#T! The learner will be able to communicate in the target language demonstrating the four competence skills$ speaking, listening, reading an

awareness of cultural practices at hisDher specific year level.

LEARNING

OUTCOME

SUCCESS

CRITERIA

CONTENT SUGGESTED ACTI=ITIES ASSESSMENT

$RENC) S,ANIS)

+emonstrate

knowledge of the

different members of

the family, types of

family structures and

marital s tatus of

members of the

family.

Talk about and discuss

family relationships.

Students will be able

to enquire about

identify and

e'change

information about

families.

=ossessive ad


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4d


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L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?3obbies and =ast

time@

+emonstrate

awareness of various

hobbies and leisure

activities one engages

in.

Students will be ableto!

Talk and write about

things they like to do

in their free time.

4sk and respond to

6ue fais0tu pendant tontemps libreDtes moments

libres.

faire une promenade.

passer le temps.

surfer l&internet


38/73

questions on leisure

activities and

hobbies.

6uels sports pratiques0

tu

6uels sont tes passe0

temps

Tu prGfNresD5&aime

Tu


39/73

5e me passionne pour D 5e

suis unDune passionnG?e@

5e suis fan deY

\o soy aficionadoDa ..

Students match pictures to social

activities."

a' 5e fais de

lequitation.

2ontar a

caballo

%

-' 5adore les


40/73

others$ /omment alle-0vousD K/Mmo estF usted


41/73

.

elate information

pertaining to health.

others$

make a medical

appointment

read and follow the

instructions of

simple medical

prescriptions.

/omment alle- vousD

vas0tu

Oa va

Le corps humain

5e suis maladeD fatiguG?e@

5&ai mal P la tteDP

l&estomacDau dosDau'

yeu'

/omment va ton pNre

;l a la grippe D la fiNvreD

le rhume .

5e suis enrhumG?e@DgrippG?e@

Les mGdicaments

L&aspirine

+es pastilles, des

cachets, une crNme

contre les piqres

K/Mmo estF usted

K6ue te pasa

K6uG tal

#l cuerpo humano

#stoy enfermoDa

cansadoDa

2e duele la cabe-aD

Tengo dolor de cabe-a.

K/Mmo estF tu padre

Tiene la grippeDfiNvre

Los medicamentos, La

4spirina

Las =astillas, crema

contra las picaduras de

insectos,

Jai 'al ( la t)te

Elle a 'al au ventre

*engo un dolor de ca+ea

*engo un dolor de

est

-'aco

S.ea;in!4 Listenin!4 #ritin!

=eer work! ;nterview classmates about

health and record answers.

S.ea;in!

#'plain to teacher reasons for absence

caused by sickness.

COLLECTION O$ ,RO

Students will fill out

displays the different part

body

Students create a


42/73

d insectes,

4voir des allergies

;n


43/73

g

particular illness.

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

$RENC) S,ANIS)

?/ountries 7ationalities@

+isplay awareness of

rancophone and

3ispanic countries


to talk about

countries and

nationalities in target

language.

Students will able to

6uelle est taDvotre

nationalitG D Tu esD8ous

etes de quelle

nationalitG

5e suis dominiquais?e@

5e suis francais?e@

K/uFl es tu D su

nacionalidad

Soy

+ominiquenseD+ominico

Soy francGsDa


8isuali-ation of graphic stimuli

depicting scenes of countries to be

e'plored.

Je suis francais e/, je viens de la

O?SER=ATION O$ ,R

2ini role play in w

interrogate each other

countries, nationalities a

live.

COLLECTION O$ ,RO

say in which country 5e suis haHtien?ne@ \o soy haitianoDa 0rance Label the map w


44/73

y y

one lives.


to identify locate

SpanishDrench

speaking countries

on a map.

? @

8enir de ! 5e viens de la

2artiniqueDde St.

2artin Dd&3aHtiD du

5aponD de l&4ustralie

=resent tense of venir

Les pays ! les #tats0Anis

L&4frique, lspagne

La St. Lucie etc.

#'pressing in with

countries! 5&habite en

;talie, au /anada, au'4ntilles

y

K+e dMnde eres

Soy de 2artinica D St.

2artin D 3aitJ D 5apMn D

4ustralia

=resent tense of Ser

Los =aJses! #stados

Anidos frica, #spaEa

Santa Lucia etc.

#'pressing countries of

residence ! 8ivo en ;talia,/anadF, el /aribe

1o2 es"a3ol,so2 de Es"a3a

Rea"in! an" #ritin!

/ompletion e'ercise! complete with

? P en, P la, au, au'@

Students imagine that the have

recently arrived in a new country and

create a post card to send home to a

friend giving basic information on new

country.


Students will listen to audio recording

relating to countries and nationalities

and will answer questions based on the

listening passage.

p

renchDSpanish countries.

CON=ERSATION

Student0Teacher feed back

>ral assessment? T

Teacher student intervie

guestions pertaining to a c


45/73

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?#4T3#@

+iscuss +escribe the

weather pattern.


to talk about the

weather in thepresent and future

tense.


to demonstrate

understanding of

simple weather

reportDforecast

La mGteoDle

mGtGorologue

6uel temps fait0ilD6ueltemps fera0t0il

=resentDuture tense of

faire

;l fait D feraY

beau DmauvaisDdu ventD

du soleilDdu brouillardD

froid

;l y aD;l y auraY

du vent, du soleilDdu

brouillard, de l&orageDdes

Gclairs

;l pleutDpleuvraD

#l tiempo D meteorMlogo

K6ue tiempo haceD 6uetiempo harF

=resentD uture tense of

hacer

3ace DharF

buen tiempo D mal tiempo

D viento D sol D frJo

.

3ay vientoD sol D

nieblaDnubesD tormenta D

rayos

#stF lloviendoDnevando

Listenin! an" Rea"in!

Students will listen to and look at

audioDvisual documents of weather

reports.

4l fait du vent 4l fait du soleil

5a2 viento 5ace sol

#ritin! an" S.ea;in!

Students will give weather conditions

based on their e'periences and actual

weather conditions.


+iscussion on various weather

conditions e'perienced by different

countries.

Students pretend to be from various

countries and will interview each other

on the weather condition for their

O?SER=ATION O$ ,R

ith the aid of multime

sStudents role play a

meteorologist at T.8 staweather report. meteorolo

the various weather co

appear digitally in 8.=.4 r

lap top in classroom.

COLLECTION O$ ,RO

Students will create wea

their own to depict v

conditions.

CON=ERSATION

+iscussion on weather

Teacher0 Student feedback


46/73

tasks related to and the items Le marchG #l mercado COLLECTION O$ ,R


47/73

shopping.

Anderstand and

interpret s igns

related to shopping.

they sell$ what

items could be

bought there$

participate in

simple

conversation

discussing need

to purchase or

acquire variousproducts and

services$

L&hypermarchG

Le supermarchG

Les fruits

Les lGgumes

An kilo deDAn litre de

An litre deD une tranche

de

Ane dou-aine deD un

sachet de

Ane boRte de sardinesDune

boRte de chocolatDune

paire deDune bouteille de

4LL#

4llons aumagasinDacheter

5e vais payer les


48/73

to simple

questions based

on the need to

acquire goods

and services$

e'press basic

ideas and

opinions about

items in shops$

on ferme P *h (D

"h(

/&est tout

8ous voule- autre

chose

5e voudrais D;l me

fautD5&ai besoin d& une

paire de chaussures ?encuir@

;l est en soieDcuir

Oa cote cinquante euros.

7ous avons des

chaussures de

7ikeDSebago

oulardD2adras

Ase of se ,

=assive se Defle'ive

se&

Se 8ende ropa aquJ.

Se cierra a las *h ( D

"h(

K#so es todo

K6uiereD+esea algo mFs

6uiero D +eseoD 7ecesitoun par de -apatos ?de

cuero@

#s de seda D cuero

/uesta cincuenta pesos.

Tenemos -apatos de

7ike D Sebago

Ana bandanaD /amisa

Students match items to various shops.


9ame! ; am going to the market or shop

to buy !


49/73

read and respond

to signs in a

shopping

situation$

listen to or readinstructions or

announcements

related to

shopping and

perform tasks as

suggested by

these instructions

pointureDtaille

5e fais du (DLD9D=D2

Tu veu'

m&accompagnerDm&achete

r quelque chose

Tu peu' m&aider

=rte0moi di' euros s&il te

plaRt

5e peu' l&essayer

1ureau de change

Super 9Gnial

/ette robe est chNreD bonmarchG

/es chaussures ne sont

pas P la mode.

5&aime les chaussures

avecD sans talons

/e n&est pas ma

pointureDtaille.

K/uFl es tu D su talla D

tamaEoDcal-ado

Aso el (DLD9D=D2

K2e acompaEas DK me

compras algo

K2e puedes ayudar

=rGstame die- pesos por

favor

K=uedo probarlo

/ambiar dinero

6uG maravillosoDbueno

#ste vestido es caro D

barato

#stos -apatos no estFn de

moda.

2e gustanD encantan los

Students work in groups to create

conversation about the purchasing of an

item and then present it to the class.

>ther students will be asked to assess

the conversation.

#ritin!

/omplete dialogues in conte't.

Rea"in! an" Listenin!

Students read dialogue on shopping

with correct intonation, pronunciation

and e'pression

Rea"in!44S.ea;in!4Listenin!Teacher presents items that can be

bought in different shops in the form of

graphic stimuli.

Rea"in!4 Listenin!4 #ritin! an"

S.ea;in!

Teacher presents a series of dialogues

or /a ne fonctionne pas -apatos con D sin tacones depicting various shopping situations.


50/73

announcements$

read and respond

to graphic

stimuli, for

e'ample

advertisements$

create and write

basic forms ofadvertisements.

/a ne marche pas D

/&est cassG

5&aimeD


51/73

=our


52/73

#ssaieD#ssaye- I leDlaDles

4muse0toiD4muse-0vous

6ue c&est bonDsuper

6ue c&est embtant

9oute- I leD4muse- I

vous

/houette

9Gnial

=ruGbaloDlaD=ruGbeloDla

+iviGrteteD+iviGrtase

6uG bueno D e'celente

6ue molestia

TrFtalo, pruGbalo

6ue divino

#stupendo

an" S.ea;in!

Teacher presents

dialogue and discusses

the manner in which

characters present their

opinions.

#ritin!

Students compose

cartoons of different

shopping scenes.

Rea"in! an" S.ea;in!

Students will be

engagedin discussions

to e'press opinions on

shopping items.

e'pressing opinions on

articles.


53/73

Listenin! Rea"in!


54/73

Listenin!4 Rea"in!

an" S.ea;in!

Teacher presents

dialogues or

recordings or videos

depicting scenes where

persons request,

receive and respond to

specific information or

instructions.

Rea"in! an"

S.ea;in!

Students follow given

instructions and signs

erected in the

classroom and around

the school.


55/73

Treasure hunt

Teacher presents

advertisements in

graphic form, such as,

posters, videos,

presentations, to

students for

discussion.

#ritin!

;n groups, students

create advertisements

about sales, and

bargains.

;n groups, students

create signs normally

found in shopping

areas.


56/73

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?estaurant@

#'press andunderstand simple

notions and

functions in a

restaurant conte't.

Students should be

able to!

e'press hungeror thirst$

order food,

drinks and

meals$ talk and

write about

ordering food

Le restaurantDle cafG;dioms with avoir

4voir faim Dsoif

9ar:on

6u&y a0t0il pour votre

service

#l restaurante D la

cafeterJa;dioms with Tener

Tener hambre D sed

/hicoD2uchacho

K#n que puedo servirle

S.ea;in!

+ramati-e a restaurant sceneto depictinteraction between client and

waiterDserver.


Listen to a selection of about

reservations made by phone and using

a given seating plan of the restaurant,

O?SER=ATION O$ ,R

Students role play a restau

COLLECTION O$ ,RO

Students design a r

advertising the menu in

food, dessert.

and drink$ place customers in their correct seats

based on their preferences and needs.


57/73

ask and respond

to questions on

food and drink,

including

invitations to eat

out$

6ue voule-0vousDveu'0

tu

Oa cote combien

/&est tout

6u&est0ce que tu veu'

mangerDboire 5e peu' voir la carte

5e peu' rGserver une

table.

;l y a une table libre

8ous ave- du coca

5e voudrais une

limonade, un coca, une

boisson

An


58/73

#'press aproblems

encountered in a

restaurant

e'press their

preferences for

food and drink$

la vanille, au' fraises

An g]teau

6ue c&est dGlicieu' bon

1on appGtit

Tu veu' encore deYY

L&addition, La monnaieLe pourboire

8oiciD8oilP

5e n&ai pas de

fourchetteDverre, etc

Le verre est sale D ;l y a

une moucheDune chenille

dans ma soupe D salade

5e prGfNre le poulet frit

5&aime les crevettes

5e n&aime pas

5e dGteste

An pastel

6uG deliciosoD quG

bueno

1uen provecho

K+esea algo mFs

4demFs, el dinero4quJ tiene.

\o no tengo tenedor D

vaso, etc

#l vaso estF sucio D 3ay

una mosca D una oruga en

mi sopa D ensalada

2e gusta el pollo frito

2e encanta el camarMn

7o me gusta

\o odio


59/73

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3

?5>1S@

=rovide and request

information about

occupations and

professions, careers

and future plans.

Students should be

able to!

provide and

request

information

about

occupations and

professions$

Le mGdecin

l&infirmiNre

l&agent de policeDle

gendarme

le pilote

l&htesse de l&air

l&avocat

le comptable

le cadreDle gGrant

le programmeur

6uel est ton mGtier

/omment est0ce tu

gagnes la vie

6uelle est ta profession

Travailler P l&hpital

#l mGdico

La enfermera

#l policJa

#l piloto

La a-afata

#l abogado

La secretaria

#l contableDel contador

#l gerente

#l hombre de negocio

#l programador

K#n quG traba


60/73

;ngGnieur de son mZsico

;ngeniero de sonido


61/73

listen, read and

understand

interviews and

conversationsrelated to various

occupations,

careers and

future plans$

e'press basic

ideas and

opinions about

various

professions,

occupations and

future plans.

5e suis

athlNteDartisteDmGdecin

/&est un artiste cGlNbre.6u&est0ce que tu fais

dans ton mGtier

#nseigner

S&occuper de

Gparer les ordinateurs

Taper

/omment est le travail

6ue penses0tu de ton

mGtier

6uel est ton mGtier

4 mon avis

=our moi

Soy atletaDartistaDmGdico

#s un artista famoso.

K6uG haces en tu traba


62/73

/&est intGressantD/est

nul

;l y a des aspects

mauvais

6ue de btise

+evoir

7o es oro todo lo que

reluce.

6uG tonterJa

Tener que Y

S.ea;in!

Students will imagine they are actors

nurses, teachers or bankers, and give

their opinions of these professions.

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?/omputer@

+emonstrate le'ical

competence in

relation to computer.


to talk about

technology and the

internet

=arts of a computer

An Gcran, un clavier, une

imprimante, une souris,

un ordinateur, un cam,

une clG AS1, un /+

=arts of a computer

An monitor, un teclado,

una impresora,un ratMn,

una computadora, una

cFmara,una memoria

#ritin!

Students are given a drawing of

computer and are required to label the

different parts using the target

O?SER=ATION O$ ,R

4sk students to ident

computer

+iscuss computer

and internet

>2, une touche,

brancher,le logicielun e0

AS1, /+ >2, un

toque, conectar, correo

language. 4ctivity is done in groups. COLLECTION O$ ,RO

Students label the diffe


63/73

activities. mail !courrier, arobase

Glectronique, un fichier,

en ligne, un site web,

effacer, un lien, un

moteur de recherche, un

mot de passe,tGlGcharger, tchater, taper

6u&est0ce que tu fais sur

;nternet.

5e suis

connectG?e@ DbranchG?e@ P

;nternet.

5e surfe sur ;nternet,

5&achNte des livres en

ligne.

5e lis des blogs. 5e fais

electronico, archivos,

lJnea, eliminar, enlace,

un motor de bZsqueda,

contraseEa, descargar,

charlar.

K6uG haces en la red

#stoy conectado ?a@ D a la

red.

7avego por la red,

/ompro libros en lJnea.

3ago investigaciMn.

2ando correos

6a souris el rat-n

6 $cran la "antalla

6e clavier el teclado

rite an email using the computer to

be sent to teacher online.

Students will carry out survey in targetlanguage to find out the various

reasons why peers use the computer.

computer

CON=ERSATION

Student0 Teacher feedback

des recherches.

5&Gcris des e0mails.

h b k

electronicos.

\o charlo en acebook

d d


64/73

5e tchate sur acebook

5e tGlGcharge des filmsD

de la musique.

5e 2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?3olidays, feasts

and wishes@


/&est quand taDvotre

fte

K/uando es tu fiestaD su

fiesta

Rea"in!4Listenin! an" S.ea;in!

presents graphic stimuli or audio

selection on holidays and feasts and

O?SER=ATION O$ ,R

rite an advertisement a

target language.

#'press wishes

associated with

h lid d f t

to

i h

/&est quand ton Dvotre

anniversaire D6uelle est

l d t d t D t

K/uando es tu D su

l E D / Fl

students respond to questions asked.

+i i l ti t f t d

eading information abou

in target language.


65/73

holidays and feasts.

+isplay knowledge

of cultural

differences relating

to holidays andfeasts.

e'press wishes

related to different

feasts and holidays.

Students will be ableto compare

renchDSpanish

feastsDholidays with

that of their own

culture.

la date de tonDvotre

anniversaire

Le 7ol, Le


66/73

L#47;79

>AT/>2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3

2ode of

transportation Students will be

able to

Le bus, le car, la voiture,

le vGlo, la moto, la

mobylette le camion la

4utobZs, el carro, la

motocicleta, el camiMn, la

camioneta el caballo el

Teacher uses graphic organisers to

create discussion on modes of

O?SER=ATION O$ ,R

Students will listen to

e'pressing how they get


67/73

;dentify and provide

information about

various modes of

transportation

riting skills? Letter

able to

name various types

of transportation.

sSay how they gettoask and say how

people get to

various destinations

Students will be

able to write a letter

and composition

e'pressing

themselves in target

mobylette, le camion, la

camionnette, le cheval,

l&avion, le bateau, le

train, le mGtro, le shuttle,

le tram, scooter

/omment vas0tu P

l&GcoleDP l& Gglise

/omment vas0tu en

ville

5e vais P l&Gcole en

voitureDP bicyclette, P

pieds etc.

5e prends le bus pour

aller en ville DP la

campagne.

Letter writing

camioneta,el caballo, el

aviMn,el barco, el tren, el

metro,el transporte,

K/Mmo via


68/73

Ase various strategies

and vocabulary to

produce letters,

compositions and

simple sentences in

target language

/omment :a va

/&est avec plaisir que


69/73

+ abord, premiNrement

aprNs :a, aprNs,

#nsuiteDpuisDalorsD en fin

/on2#

SA//#SS

/;T#;4

/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T

#7/3 S=47;S3?8acation and Rea"in!4 Listenin! an" S.ea;in!


70/73

6uel est le numGro du

vol

1on voyage

K/uFl es el nZmero del

vuelo

1uen via


71/73

listen or read and

respond

appropriately to

simple sentences,

short paragraphs or

notices related to

travel$

;l y a beaucoup de

circulation dans la rueDla

routeDle coinDle trottoir+Gfense de stationner

Limitation de vitesse

+anger

+Gfense de fumerDde

doublerDd&entrerDde

monterDde sortirDde

descendre

P droiteDP gauche

Tout droit

5usqu&P

=ar lP

Les feu'

5ai pris lavionD 5e suis

3ay mucho trFfico en la

calle D carretera D

esquina D acera=rohibido estacionar

+isminuir la velocidad

=eligro

=rohibido fumar D

doblar D entrar D Subir D

ba


72/73

to write about their

past vacation.

e'press preferences

in the area of travel.

#iffel etcY

=asse compose of regular

and irregular, tre verbs

5e prGfNreD5e voudraisallerDvoyager

+ans la matinGe

la soirGe

#n fin de semaine

le weekend

lundi, mardi

=endant les vacances de

Le si' maiD


73/73

Documents

Modern Languages Curriculum Guide