World Languages Benchmark Level I PMS Foreign Languages Exploring Spanish 1

Transcription

1 Communication Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1. Express feelings, likes and dislikes. Can answer the question "How are Oral and written classwork, Unit tests you" with 5 simple answers, they can express preferences for a limited vocabulary of foods. 2. Respond in one-on-one interactions. To a set of 10 basic questions, students are directed to do chain practice (both asking and answering), and then to respond spontaneously if asked in or outside of class Same as 1 3. Create simple descriptions of people and things within a context. 4. Express agreement and disagreement. Using colors and 5 opposite pairs of basic adjectives with the verb ser, students describe themselves and members of their family using proper agreement and placement of the adjectives Same limited vocabulary as above in the negative. Same as 1 Same as 1 5. Express basic needs. "Necesito" with limited vocabulary of classroom objects Use the expression as needed

2 Communication Standard 2: Students understand and interpret spoken and/or written language on a variety of topics. 1. Identify people and objects using aural, visual, and contextual cues. Limited vocabulary of words in each of these categories:the body, classroom objects, family members, professions and foods. Extended oral and written classroom practice, "Hangman" and other games, projects such as designing a family tree and a menu. Bingo, Jeopardy, quizzes and unit tests 2. Comprehend and respond appropriately to simple oral and written communications. 3. Read and respond to developmentally appropriate material and identify the main idea. TPR, TPRS (see definitions), responding to a fictitious pen-pal, order from a menu. Students have available in the classroom posters, advertisements, menus, and short paragraphs in the text using limited vocabulary Classroom practice feedback, observation of TPR/TPRS performance Mostly passive, some translation and dictation

3 Communication Standard 3: Students convey information, concepts, and ideas to listeners and/or readers for a variety of purposes. 1. Give directions, commands, and TPR, "Ball" game, normal classroom TPR Performance, picture cue tests instructions. instructions 2. Give a description orally and/or in writing using simple phrases. Students tell what someone in their family is like, write a paragraph talking about their family; use colors and size to describe clothing (notion of gender) Unit test, quizzes, Jeopardy 3. Write a personal communication (e.g., note, letter, invitation). 4. Summarize main idea of selected authentic and/or contextualized material. Teach letter greetings and practice dictation using letter format. Paraphrase a paragraph about my family, make guesses about content based on cognates written response to a note from a fictitious pen-pal Unit 5 test.

4 Cultures Standard 4: Students Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied, and use this knowledge to interact effectively in cultural 1. Identify significant cultural perspectives and practices. Teach use of formal and familiar "you", discuss "hora espanola", official time clock, mealtimes, Christmas customs and "Dia de los Muertos"/"Cinco de Mayo" Extra credit questions on the theme test; Jeopardy 2. Recognize and interpret language and behaviors that reflect the culture. Teach and practice some gestures and body language class practice 3. Identify objects, images, symbols, products, and other contributions of the culture. 4. Identify the expressive forms of the culture (e.g., architecture, music, dance). Introductory map study of the 19 Spanish-speaking countries, major exports and flags, regional costumes Discuss "Three artists" "Three musicians" from text bringing examples of their work. Wall decorations include pictures of famous buildings, clothing Students match country and its map location, can name capital cities and describe the flags of Mexico and Spain. class disscussion

5 Connections Standard 5: Students reiniforce and increase his/her knowledge of other disciplines through world languages. 1. Identify and apply, within a familiar context, information and skills shared by the language classroom and other disciplines. Students practice simple arithmetic using numbers ; dates of historical significance (ie 1492) Tests, quizzes, oral and written performance, Jeopardy 2. Identify, through world language resources, information for use in other disciplines. not significantly done na

6 Connections Standard 6: Students acquire information and perspectives through authentic materials in world languages and within cultures. 1. Gather information from sources intended for native speakers of the language. There are ads, schedules, weather charts etc in the text and on posters, class discussion of monetary exchanges Unit quiz, prices on menu 2. Use authentic sources to identify perspectives of world cultures. same as above Class discussion

7 Comparisons Standard 7: Students recognize that different languages use different patterns and can apply this knowledge to his/her own language. 1. Identify sound patterns of the target Thorough teaching of the Spanish spelling and dictation quizzes, student language and compare them to the student's own language. sound system, cognates, intonation patterns recording of a reading of a paragraph that they play back to themselves 2. Identify structural patterns of the target language. Identify nouns, adjectives (including definite and indefinite articles, gender and number);20 basic questions and a variety of answers (no formal discussion of verb conjugation) Oral and written response 3. Identify idiomatic expressions of the target language. use of tener for age, chain practice; memorizing common "proverbs" Oral and written performance; extra credit for proverbs 4. Identify connections among languages. Discuss roots of the Romance languages, point out similarities between Spanish, Italian and French and English words with Latin roots Extra credit questions on Unit tests

8 Comparisons Standard 8: Students demonstrate understanding of the concept of culture thorugh comparisons f the culture studies and his/her own. 1. Recognize similarities and Discuss mealtimes, use of official time Vocabulary quizzes, Unit differences, including behavior patterns, among target cultures and students' own cultures using evidence from authentic sources. for formal schedules, popular foods, monetary exchanges tests,jeopardy

9 Communities Standard 9: Students apply language skills and cultural knowledge in daily life. 1. Identfiy the target language in the student's daily life and share that knowledge with others. Discuss "borrowed" words and adoption of Mexican food Jeopardy 2. Locate connections with the target culture thorugh the use of technology, media, and authentic sources. Find a variety of products made in Spanish-speaking countries, display food lables class project 3. Locate resources in the community to learn about the target culture. Invite guest speakers as available class discussion