World language level1

Level One Curriculum Frameworks

S H E L B Y C O U N T Y S C H O O L S MODERN LANGUAGES

© Shelby County Schools, Revised 2014 Department of Curriculum and Instruction

Level One Pre-Unit Find us at: www.scsworldlanguages.weebly.com

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/

L e v e l 1 : P r e - U n i t

Welcome to Language Learning! P R O F I C I E N C Y G O A L

How well are students expected to perform?

U N I T L E A R N I N G T A R G E T S What will students be able to do with what they know?

INTERPRETIVE INTERPERSONAL PRESENTATIONAL Listening Person-to-Person Speaking

p I can understand the purpose and goals of proficiency and performance targets.

p I can synthesize the need for second language learning with proficiency.

p I can understand the rules, procedures and expectations in our classroom.

p I can understand a variety o reasons for learning a new language.

p I can understand where the target language is spoken and how it can be useful in my future.

p I can explain what proficiency and performance are and how they affect my language learning.

p I can explain the importance of proficiency to language learning.

p I can explain the difference between performance assessment and other sorts of assessment.

p I can explain the rules, procedures and expectations in our classroom.

p I can persuade someone to learn a new language.

p I can explain the course performance targets and describe what those performances looks like.

p I can create a powerful rationale for second language learning that is aligned to proficiency and performance targets.

p I can present a convincing rationale to my peers for the rules, procedures and expectations in our classroom.

p I can present a convincing argument for learning a target language including why they should learn this language.

C u l t u r e

What intercultural competencies will students be able to demonstrate with what they know?

PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can identify important people and

things that I am already familiar with from the target culture

p I can explain why learning another language is more than just learning to speak another language.

p I can understand what people with different accents are communicating.

p I can recognize that people speak with different accents.

p I can acknowledge that having an accent is part of the language learning process.

p I can identify cultural stereotypes and investigate their truthfulness.

p I can identify important traditions from the target culture.

p I can recognize the value of learning a

new language in understanding a new culture and my own culture.

Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

S H E L B Y C O U N T Y S C H O O L S MODERN LANGUAGES


Level One Pre-Unit Find us at: www.scsworldlanguages.weebly.com


U N I T P E R F O R M A N C E T A S K S How will students demonstrate what they can do with what they know?

PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING

Create a PSA on the importance of learning this target language specifically and how to become proficient speakers

and writers.

Discuss with a classmate what your proficiency goal is and how you can use performance tools to help you reach that

goal.

Create a visual to encourage your peers to use the performance scale in the

language classroom.

V O C A B U L A R Y / F U N C T I O N S What will prepare students to demonstrate what they can do with what they know?

Vocabulary Chunks My name is….

Good morning.

Good afternoon…

How are you?

Please.

Thank you.

You are welcome.

Class Specific Rules Class Specific Procedures

ESSENTIAL VOCABULARY Environment

Rules Procedures Expectations

Target Language

Countries & cities Landmarks Iconic Products & practices

Proficiency

Novice Intermediate Advanced Sublevels

Performance

Novice 1 -4 Intermediate 1-5 Advanced Superior

Modes of Communication

Interpersonal Interpretative Presentational Performance assessment


Level One Unit One Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 1

It’s Nice to Meet You

A N N U A L T A R G E T How well are students expected to perform at the end of the year?

Unit Performance Targets

Teach to… Lowest acceptable performance…

Intermediate


INTERPRETIVE INTERPERSONAL PRESENTATIONAL Listening Reading Person-to-Person Speaking Writing

p I can understand some common greetings and expressions.

p I can understand someone talking about their age, where they are from, their phone number and birthday.

p I can understand basic personal information from communications such as e-mails, personal profiles.

p I can identify some cognates or characters that help me understand the meaning.

p I can greet and say goodbye to someone.

p I can introduce myself and ask someone their name.

p I can answer questions about my name, age, origin, and phone number.

p I can tell someone the date and time.

p I can tell someone when my birthday is.

p I can greet people.

p I can tell my age and my birthday.

p I can tell where I am from.

p I can tell the date and time.

p I can tell my telephone number.

p I can introduce myself.

p I can write an introduction of myself.

p I can write my age and my birthday.

p I can write where I am from.

p I can write my phone number.

p I can write the date and time.

C u l t u r e What intercultural competencies will students be able to demonstrate?

PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can identify some geographical features of

other countries.

p I can identify familiar landmarks.

p I can identify typical products from the target culture.

p I can sometimes tell the way people address each other differently based on age and social standing.

p I can identify some common habits of greeting associated with specific cultures.

p I can recognize some ways in which cultures express time and dates.

p I can imitate appropriate greetings.

p I can sometimes recognize and imitate culturally appropriate personal space, eye contact, and body language when interacting with others.

S H E L B Y C O U N T Y S C H O O L S WORLD LANGUAGES

Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice Mid


Level One Unit One Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING You have received an acceptance letter stating that you have been chosen to attend a summer camp in Quito, Ecuador. They have asked that you call a toll-free number to give them some information about yourself. You call the camp, but an answering machine picks up. Leave a message.

You are going to be hosting a Memphis in May exchange student from the (target country) this spring. In order to prepare for your first meeting, you ask your (Target language) teacher to practice with you.

You decided to get an e-pal from a target language speaking country because you’ll be going to a camp in Ecuador this summer. Write a message introducing yourself to your e-pal.

V O C A B U L A R Y C H U N K S What will prepare students to demonstrate what they can do?

Functional Language Chunks

What is your name? My name is…

I’d like to introduce you to… Pleased to meet you

How are you? I am…(well, ok, bad)

How old are you? I am ____ years old.

What day is today? Today is…

When is your birthday? My birthday is…

Where are you from? I am from ...

What is your nationality? I am…

What time is it? It is…

Greetings: Good Morning, Good Afternoon, Good evening

Goodbyes: Ciao!, Goodbye!, See you later, See you soon

And you? You are welcome!

V o c a b u l a r y B a s i c s

Vocabulary should be selected to support student interests. The words below represent a starting point. Student interest should be gauged before finalizing any taught vocabulary.

Expressing Manners The Date

Please Monday, Tuesday, Wednesday, Thursday, Friday…

Thank you Tomorrow is….

Expressions of Time January, February, March, April, May, June…

in the morning It is the first...of…

in the afternoon It is the second, third, fourth …. of…..

in the evening Happy Birthday!

Noon/midnight Numbers 1-31

C O M M U N I C A T I V E S T R U C T U R E S • Embedded in language chunk


Level One Unit Two Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 2

Who Am I?




Intermediate



p I can understand when I hear descriptions of people

p I can understand simple questions about myself or someone else.

p I can understand some basic personal information found in short readings.

p I can answer questions about physical characteristics, personality.

p I can ask questions to find out basic information about someone else.

p I can describe myself including personality and physical characteristics.

p I can describe someone else including age, personality, and physical characteristics.

p I can write about myself including my personality and physical characteristics

p I can write about someone else including age, personality and physical characteristics.


PRODUCTS CULTURAL INTERACTIONS PRACTICES

p I can recognize some traditional and popular music/songs and dance styles.

p I can describe some famous people/characters from the target culture.

p I can tell you about popular sports in the target culture.

p I can tell you about how popular music/dances in the target culture are similar/different than what’s popular in the U.S.

p I can describe people using socially acceptable vocabulary in the target culture.

p I can identify common technology used across cultures.

p I can make use of cultural references, such as a song or movie, in a conversation.


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice Mid


Level One Unit Two Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING You are joining the international club at your school so that you can work on your language skills. Each new member is paired with a student from a country where the language of the new member is spoken. You have been asked to use Google voice to leave your new friend a message describing yourself. Tell him/her what you look like and about your personality.

You have been assigned an epal in your language class. Write your epal an email telling him/her about you. Describe what you look like, and something about your personality. Make sure to ask your new epal what he/she is like.

You have found an online blog for teens who speak the language you are studying. Everyone is blogging about themselves and you decide to participate. Write a blog describing yourself. Be sure to include you personality and your appearance.

V O C A B U L A R Y C H U N K S

What will prepare students to demonstrate what they can do with what they know?

Language Chunks

What are you like? I am…/ I am not…

What is he/she like? He/she is…/ He/she is not…..

I have… He/she has…

How old are you? (R) I am…

How old is he/she? He/she is…

What are you like? I am…/ I am not…

What is he/she like? He/she is…



Personality Descriptors Extra words

Nice sociable very (R) (best) friend

mean athletic then boy/girl

funny studious My your

serious foolish Numbers

smart lazy 1-31 (R) 1-31 (R)

C O M M U N I C A T I V E S T R U C T U R E S • S u b j e c t p r o n o u n s : I , Y o u ,

h e / s h e • V e r b s : t o b e & t o

h a v e ( s i n g u l a r )

• N e g a t i v e s • A d j e c t i v e s : g e n d e r / n u m b e r

a g r e e m e n t & p l a c e m e n t


Level One Unit Three Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 3

What Do You Like to Do?




Intermediate



p I can understand when someone talks about activities they like or dislike.

p I can understand simple questions about my likes and dislikes.

p I can understand basic information about activities people like or don’t like and why.

p I can identify some cognates or characters that help me understand the meaning. (R)

p I can answer questions about my likes and dislikes.

p I can ask and answer questions about activities including when, why, and with whom.

p I can react to someone else’s likes or dislikes.

p I can describe my activities in emails, texts or conversations.

p I can express my likes/dislikes about activities.

p I can express why I like or dislike activities.

p I can say when and with whom I like or don’t like to do something.

p I can write about my likes/dislikes about activities.

p I can write about why I like or dislike activities.

p I can write about when and with whom I like or don’t like to do something.


PRODUCTS CULTURAL INTERACTIONS PRACTICES

p I can identify familiar landmarks within the target cultures.

p I can tell you what activities teenagers will do with their friends.

p I can tell you about the popularity and usage of email, texting, etc..

p I can recognize some similarities and differences between my daily schedule and that of a peer in another culture.

p I can sometimes identify diversity in leisure activities in other cultures.


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice High


Level One Unit Three Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING Your mother works at International Paper. One of her clients from _______is in town with his family, and she has invited the family to have dinner out with your family. When you get to the restaurant they introduce you to Elena, a girl about your age. She doesn’t speak much English and asks you in ________ what you do in your free time. Tell her briefly about some of the things you do when you are not at school.

One of your mother’s co-workers is from _____ and has a daughter your age. They would like the two of you to get to know each other. The co-worker’s daughter doesn't speak much English. Since you are studying ______ in school, you tell her what activities you like to do and don't like to do in different seasons of the year and why.

Your epal from ______ wrote you back. In his email, he asked you what you like to do in your free time. Write an email back and tell him 3 activities that you like. You don’t want to be rude, so be sure to ask him what he likes to do as well.

V O C A B U L A R Y C H U N K S What will prepare students to demonstrate what they can do with what they know?


What do you like to do? I like…(and…)/I do not like … (and…)

I like… but not….

I like ….a lot. He or she likes/ does not like

I like…a little. I do not like at all.

What do you like more? I like…. more than…

Do you like….? I like….

When do you like to…..? I … at/in…

With whom do you like to….? I like…. with….

Why do you like to…? I like…because…



Activities Seasons/ Weather

Play videogames Use the computer Spring It is (very) cool

Ride a bike Listen to music Summer It is (very) warm

Go to school Dance Fall It is (very) sunny.

Play sports (baseball, scocer, tennis…) Winter It is (very) windy.

Spend time with friends It snows/it is snowing It’s rainy. (It is raining)

Watch tv Do homework It is (very) cold

Study I draw Connectors & additions

Play guitar, piano, etc. Sing Neither…nor Also

Read Write Or But

C O M M U N I C A T I V E S T R U C T U R E S • Subject pronouns • Negatives • to like • Transition words


Level One Unit Four Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 4

My School Life




Intermediate



p I can understand what people say about school schedules, subjects, and class supplies.

p I can understand when I hear people talk about locations within a school.

p I can understand information about supplies for class.

p I can understand short readings that describe classes and teachers.

p I can say what classes and teachers I have and when I have them.

p I can say what materials I have and need for each class.

p I can describe my class.

p I can talk about my school schedule.

p I can tell someone what school supplies I have and need.

p I can describe my classes and teachers.

p I can write information about my class schedule.

p I can write a description of my classes and teachers.


PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can recognize some similarities and

differences between my daily schedule and that of a peer in another culture.

p I can read a school schedule in the target culture

p I can sometimes tell the way people address each other differently based on age and social standing.

p Give some information about teenage participation in sports in the target culture(s).

p Tell you about school schedules in the target culture(s).


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice High


Level One Unit Four Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING Your family volunteered to host an exchange student from ______ for two weeks as part of an international program for your school. You have just been introduced to (culturally appropriate name). She will be attending classes with you for a week. In _______, tell her what to expect as she shadows you throughout the week.

You are Skyping with a student from ________ who is planning to spend a semester in school in Memphis. She has asked you about your school and your classes. Tell her about your school day and describe three of your classes for her.

The guidance counselor has asked you to write an email to (culturally appropriate name), an exchange student from __________. She will be coming to your school in a few weeks, and she wants to know about some of the classes and what materials she will need. Write her an email giving her the information about your schedule.



What classes do you have? I have…(R)

How many classes do you have? I have…classes (R)

What do you need? I need…/ I need…and…

Which is your favorite class? My favorite class is….

What class do you dislike? I like (dislike)….class

What do you do in your classes? What do you do in school? I, he, she…

Do you like? (R) I like; I don’t like…(R)



School Supplies Descriptions

Pen/pencil Backpack Easy Hard

Piece of paper Book Interesting Practical

Notebook/folder Calculator Boring Interesting

Classes Activities in school

English PE Play an instrument Practice sports

Science Art Read Ask questions

Math Music Write Sing

Social Studies Technology Exercise (R) Discuss

German French Draw Use the computer

Spanish Japanese Teach Take quizzes and exams

Subject Pronouns Ordinal Numbers

C O M M U N I C A T I V E S T R U C T U R E S • Likes and dislikes • Expressing Need • Present tense regular verbs

• To play • Transition words


Level One Unit Five Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 5

Let Me Introduce My Family




Intermediate



p Understand what people say in a short conversation about family members.

p Understand basic descriptions of family members.

p Understand personal emails, notes and other short readings about family.

p Ask and tell what my family members look like and their personality.

p Ask and tell what members of my family like to do and why.

p Describe my family.

p Talk about what members of my family like and don’t like and what they do in their free time.

p Describe my family

p Write about what members of my family like and don’t like and what they do in their free time.


PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can read an invitation to a family

celebration from the target culture.

p Provide a definition of “nuclear family” in the target culture.

p I can talk about common family celebrations within the target culture.

p Compare and contrast what a family does together in different countries with what my own does.


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice High


Level One Unit Five Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING Your friend’s mom is a realtor here in Memphis. She wants to make her listings more accessible to (language)-speaking clients. She has asked you to make a recording about the house layout that you see below. Describe the house. (Teacher: find an image that works for you)

Your e-pal is coming to the airport. You are not able to pick him up, but two of your family members will be there to greet him. You call your friend on his cell phone, but it goes to voicemail. Leave him a message in your language that describes your family members so that he will recognize them.

Your pen pal from (TL Country) has written you about the latest US movie he saw and the beautiful mansions he saw in it. He asks you to describe what US homes are really like. Write him a letter describing what your home/apartment is like.

V O C A B U L A R Y C H U N K S

What will prepare students to demonstrate what they can do?


Who is this/that? This/that is my…. This/that is our…

What does …. like to do? He/she likes… He/she is……./ They are…..

We are How old is …. He or she has.,……

How many people are in your family? There are…. I am…/ I am not…

What is your…..like? What is his/her…. like? My…is…



Family Members Physical Descriptions

Grandmother Brother Handsome/ pretty Hair colors

Grandfather Sister Ugly Eye colors

Mother Cousin Short/ tall Straight hair

Father Son/daughter Fat/ skinny Curly hair

Aunt/uncle Husband/wife Dark eyes/ Light eyes Long hair/ Short hair

Well raised Spoiled Pets

Nice United Dog Bird

Big/Small Medium/average Cat Fish

Possessive Pronouns

My Your (S & PL) His/her Our

C O M M U N I C A T I V E S T R U C T U R E S • Full usage of gender/number agreement • To like (full usage) • To be


Level One Unit Six Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 6

Free Time!




Intermediate



I CAN … p Understand a

phone message about when and where to meet a friend.

p Understand a short audio announcement about an event (when, where).

I CAN … p Understand

information on invitations, such as cards, emails, e-vites, and texts.

p Understand an event announcement, such as a poster, flyer, or advertisement.

I CAN … p Ask and give information about what I

do and where I go after school or on the weekend.

p Invite someone to do something or go somewhere with me.

p Give and find out information about when and where to go.

p Accept or reject an invitation to do something or go somewhere.

I CAN … p Tell what I do

after school or on the weekend.

p Give details about my plans such as when, where, who and what.

I CAN … p Write about what

I do after school or on the weekend.

p Give details about my plans such as when, where, who and what.

p I can give written details about my plans such as when, where, who and what.


PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can recognize some similarities and

differences between the designs of houses, buildings, or towns.

p I can recognize some similarities and differences between my daily schedule and that of a peer in another culture.

p I can imitate appropriate social customs when accepting or declining invitations.

p I can sometimes identify diversity in leisure activities in other cultures.

p I can identify some common habits of teens in the target culture.


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice High


Level One Unit Six Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING You are working on learning to invite people to go places and do things in your target language class. IN preparation for an upcoming performance assessment your e-pal agrees to give you some pointers so you can do your best! Record a message inviting your e-pal to an event. Be sure to tell them when and where it is, with whom you would be going and any other important information.

There is a new student in your school from _____ . You would like to invite her to spend the day with you Saturday. When you call her cell phone it goes straight to voicemail. Leave her a message inviting her to do two activities with you. Be sure to tell her where you want to go, when and who else will be there.

Your e-pal from ________ wrote you back. In his email, he asked you what you like to do in your free time. Write an email back and tell him 3 activities that you do after school and on the weekends. Be sure to include where you go to do them and who you do them with.



Would you like to go to…? I’m sorry…

Can you go to…? I can’t…

Where are you going for…? I have to…

When are you going to…? If I can…

Would you like…? If I want…

At what time… ? No, I don’t want…

With whom….? I’m busy.

When do you go…? I’m sick./ I’m tired.

With whom do you go to... I would like….

I am going to…. He/she is going to…


C O M M U N I C A T I V E S T R U C T U R E S • Immediate future • To have to; To go

• To want & to be able to • Transition words


Places Activities other Library Store To go hiking With me/with you

Gym Stadium To go fishing At… (times)

Movies Pool To play … Tonight

Church/ synagogue/ mosque Shopping center To eat This weekend

Events To go shopping This afternoon

Baseball game (etc.) Dance To watch a movie or a game This week

Party Concert To ride a bike After-school/work


Level One Unit Seven Find us at: www.scsworldlanguages.weebly.com


L E V E L 1 : U n i t 7

Let’s Eat!




Intermediate



p I can understand some of what people say about food.

p I can understand what I hear in a restaurant advertisement.

p I can understand some of what I read on a menu.

p I can understand some of what I read about a restaurant in an ad or review in a newspaper, brochure or online.

p I can express that I am hungry or thirsty.

p I can ask for and understand basic information about what people eat.

p I can express my opinions about food. p I can talk about what I eat for different

meals during the day.

p I can talk about my food preferences.

p I can give a description of a meal that I typically eat.

p I can write a description of my favorite meal.

p I can write about the foods that I eat for different meals of the day.

C u l t u r e What intercultural competencies will students be able to demonstrate??

PRODUCTS CULTURAL INTERACTIONS PRACTICES p I can identify and discuss cuisines from

different Spanish-speaking countries. p I can read a menu from the target

culture. p Recognize important foods/meals

(bread, eggs for dinner)

p I can recognize and imitate appropriate table manners.

p I can interact appropriately with a server.

p I can understand bills (tax, tips, sometimes not itemized, etc.)

p I can demonstrate appropriate practice regarding tipping

p I can sometimes identify which topics are appropriate and inappropriate to bring up when invited to a meal.

p I can recognizing different eating schedules between home culture and the target culture.


Novice Low

Novice Mid

Novice High

Intermediate Low

Intermediate Mid

Intermediate High

Advanced Low

Novice High


Level One Unit Seven Find us at: www.scsworldlanguages.weebly.com



PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING You are on Skype talking with a student from ________. She is on staff with her school’s newspaper, and the editor has asked her to write an article about what American teenagers typically eat throughout the day. Tell her what you prefer to eat during a typical day.

You are in a ________ restaurant with your family. Your aunt wants to hear you use your _______ and wants you to order in ________. Tell the waiter what you and the other people you are with want to eat and drink.

There is a new student from ______ in your math class. He knows you take _______ and he writes you a note asking what the cafeteria food is like. Write him back and tell him what the cafeteria typically serves for breakfast and/or lunch.


Language Chunks

What do you prefer….? I prefer….

What do you eat for…? I eat….

How delicious! Enjoy your meal!

How horrible! Disgusting!

I like….and… I do not like…

I like this….but not …. I do not like…but I like…



Food Fruit Vegetables Food Hamburger Orange Lettuce

Breakfast Sandwich Strawberries Onion Lunch Turkey Grapes Peas Dinner Ham Apple Broccoli

Snack Cheese Pineapple Green beans Eggs French fries Dessert Tomato

Bacon Pizza Cookie Corn

Toast Steak Cake Salad Other word/expressions

Generally Good for your health Bad for your health Typically

C O M M U N I C A T I V E S T R U C T U R E S • Formal v. informal questions • To want & to prefer

Education

World language level1