MIFFLIN COUNTY SCHOOL DISTRICT PLANNED COURSE

Transcription

1 MIFFLIN COUNTY SCHOOL DISTRICT PLANNED COURSE COURSE TITLE: Foreign Language - Level I GRADE LEVEL: Grades 9, 10, 11, 12 TIME PERIOD REQUIRED: DATE APPROVED: February

2 ACADEMIC STANDARDS ADDRESSED BY COURSE: Communication #3, 6, 8 Mathematics #1 Citizenship #1, 7, 8 ASSESSMENT STRATEGIES USED: Formal and informal evaluations of listening, speaking, reading, and writing skills will be used. Both achievement and proficiency will be assessed. The student's understanding of the target culture will also be evaluated. Evaluation tools may include objective, knowledge-based tests and quizzes, open-ended situations, listening activities, oral activities, reading activities, and writing activities. Listing and labeling activities are also useful. At the Novice Proficiency Level, effort is as important as accuracy. ASSESSMENT OF STANDARDS: Communication standards can be assessed using: Teacher observation of classroom activities (listening, speaking, and communicative) Objective tests and quizzes Proficiency-oriented, contextualized test questions Projects involving vocabulary, listing, and labeling Homework and workbook activities Tape and video activities Oral descriptive presentations Mathematics standards can be assessed using: Listening, speaking, reading, and writing activities that involve cardinal numbers in contexts such as prices, temperatures, time schedules, and dates 2

3 Citizenship standards can be assessed using: Subjective evaluation of the student's willingness to accept cultural differences and his/her appreciation of cultural similarities Teacher observation of student's ability to work effectively in paired and group communication activities and/or cooperative learning activities. ESSENTIAL SKILL: Communication Content: (knowledge) Salutations Introductions Numbers Telling time Weather and seasons Vowel sound/pronunciations/alphabet Questions with affirmative or negative answers Information questions Subject pronouns Object pronouns Prepositional pronouns Singular and plural of nouns Singular and plural of adjectives Singular and plural of articles Regular verbs, present tense Selected irregular verbs, present tense General basic vocabulary Definite and indefinite articles Adjective usage and agreement Word order/basic sentence patterns Possession Basic prepositions Person Near future Skills: (process) Listening: Discriminate between sounds Comprehend some short, learned utterances Comprehend some words and phrases for simple questions Comprehend and/or follow high frequency commands Comprehend expressions of courtesy that refer to basic personal information or the immediate physical setting Recognize intonation patterns Speaking: Imitate native sounds \ Conduct basic conversations Use limited memorized materials in simple statement or question form Name/identify objects, people, and places State simple personal information Express agreement and disagreement 3

4 Demonstrative expressions Descriptions Actions in progress Cognates Case Basic command forms Basic impersonal expression Gender Pronunciation/intonation Cultural topics related to the language Read aloud Describe common objects and/or people Give simple position directions Reading: Recognize letter/sound correspondence Comprehend written material Comprehend cultural and/or historical material Pronounce accurately Recognize most symbols in the writing system Recognize isolated and contextualized words and expressions Pick out main ideas and key words in familiar material Read recombined short narratives and dialogues using familiar memorized material Writing: Take dictation Write responses to questions and visual cues Copy/transcribe simple material in familiar contexts List, identify, and/or label Supply simple biographical information on forms Write simple sentences using memorized or extremely familiar material 4

5 Activities: Listening: Practice with test-related tapes, CD's, and videos, using native voices Repetition Short, controlled student-to student conversation Bingo with numbers and vocabulary words Listening for the gist Listening with visuals Graphic fill-ins Selective listening Comprehension checks Dictations and variations Clue-searching (listening for clues to meaning in a text such as syntactic features, actor/action/object, etc.) Listening readiness (pre-listening activities) Physical responses to TPR activities Cultural awareness: Be familiar with geography and population statistics Be familiar with ethnic foods Understand social traditions and leisure-time activities Be familiar with sports Be familiar with currency Be familiar with the metric system Recognize and appreciate the influence of various cultures on American life Materials: Student materials: Basic text which promotes contextualized proficiencyoriented activities Workbook to accompany basic text Student magazine (individual subscription) Basic reader (such as Vistazos 1 or A Livre Absolument) Teacher materials: Teacher edition of text Teacher's edition of workbook All resource materials which accompany the text: audio/video cassettes CD's transparencies computer disks conversation cards resource manual 5

6 Paired partner activities Cooperative learning activities Speaking: Personalized questions Personalized completions Sentence builders Personalized true/false Word associations Surveys and polls Conversation cards Forced choice Directed dialogues Logical conclusions Oral drills Repetition of teacher-molded or taped materials Free response to questions Paired partner activities Cooperative learning activities Teacher copy of reader Teacher copy of student magazine Project supplies: poster board, experience paper, markers, construction paper Appropriate videos/movies in the target language or about the target culture Maps (classroom/individual size) CD player in each language classroom Realia (such, as newspapers, magazines, currency, tickets, programs, cookbooks) Tape recorder (classroom size for each teacher) VCR and TV in the department in each building Computer in each language classroom Reading: Pre-reading activities Reading short passages Reading vocabulary words Reading of realia Gisting Detecting functions of texts Extracting specific information Contextualized guessing Post-reading activities Simple cloze Computer software Paired partner activities Cooperative learning activities 6

7 Writing: Writing as a review activity Copying and transcribing Controlled personalized writing Puzzles Listing, identifying, and. labeling, including projects and posters that incorporate these activities Dictations, partial and complete Filling in forms Cloze passages Sentence building Simple descriptions Computer software Paired partner activities Cooperative learning activities Cultural awareness: Filmstrips Movies Video cassettes Stories Magazines and newspapers Posters Ethnic foods Maps Clubs Pen pals Student-created materials such as menus and catalogs Student magazines such as those published by Scholastic or other individual materials Computer software Paired partner activities Cooperative learning activities 7

8 Reteaching Strategies/Resources: Strategies: Recycling previous content by including it in new content activities (The cumulative nature of language acquisition lends itself to such a strategy.) Supplemental activities, both teacher-prepared and from published resource manuals, workbooks, puzzle and activity books Computer time with appropriate target language software Peer tutoring Resources: Supplemental workbooks and activity books Teacher-generated activities Software and computers Student tutors Expanded Opportunities (Enrichment): Computer time with appropriate target language software Vocabulary expansion activities Individualized vocabulary activities based on student interests Vocabulary projects/displays involving limited research Cultural projects/displays involving limited research Student-to-student instruction (preparing and delivering lessons to elementary students)

9 ACTFL PROFICIENCY GUIDELINES FOR FOREIGN LANGUAGE - LEVEL I The Novice level is characterized by the ability to communicate minimally with learned material. LISTENING Novice-Low: Novice-Mid: Novice-High: Understanding is limited to occasional words, such as cognates, borrowed words, and high-frequency social conventions. Essentially no ability to comprehend even short utterances. Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases for simple questions, statements, high-frequency commands and courtesy formulae about topics that refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. May require repetition, rephrasing and/or a slowed rate of speech for comprehension. 9

10 SPEAKING Novice-Low: Novice-Mid: Novice-High: Oral production consists of isolated words and perhaps a few high-frequency phrases. Essentially no functional communicative ability. Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quality is increased. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies. Utterances rarely consist of more than two or three words and show frequent long pauses and repetition of interlocutor's words. Speaker may have some difficulty producing even the simplest utterances. Some Novice-Mid speakers will be understood only with great difficulty. Able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombinations of their elements. Can ask questions or make statements involving learned material. Shows signs of spontaneity although this falls short of real autonomy of expression. Speech continues to consist of learned utterances rather than of personalized, situationally adapted ones. Vocabulary centers on areas such as basic objects, places, and most common kinship terms. Pronunciation may still be strongly influenced by first language. Errors are frequent and, in spite of repetitions, some Novice-High speakers will have difficulty being understood even by sympathetic interlocutors. 10

11 READING Novice-Low: Novice-Mid: Novice-High: Able to occasionally identify isolated words and/or major phrases when supported by context. Able to recognize the symbols of an alphabetic and/or syllabic writing system and/or a limited number of characters in a system that uses characters. The reader can identify an increasing number of highly contextualized words and/or phrases including cognates and borrowed words, where appropriate. Material understood rarely exceeds a single phrase at a time, and rereading may be required. Has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions, such as some items on menus, schedules, timetables, maps, and signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extra-linguistic background knowledge are supportive. 11

12 WRITING Novice-Low: Novice-Mid: Novice-High: Able to form some letters in an alphabetic system. In languages whose writing systems use syllabaries or characters, writer is able to both copy and produce the basic strokes. Can produce romanization of isolated characters, where applicable. Able to copy or transcribe familiar words or phrases and reproduce some from memory. No practical communicative writing skills. Able to write simple fixed expressions and limited memorized material and some recombinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information as well as some shore phrases and simple lists. Can write all the symbols in an alphabetic or syllabic system or characters or compounds in a character writing system. Spelling and representation of symbols (letters, syllables, characters) may be partially correct. 12

13 EXPECTED RANGE OF PROHCIENCY LEVELS NO SKILLS NOVICE INTERMEDIATE ADVANCED 0 Low Mid High Low Mid High Level 1 Level II Level III Level IV Level V