1 Directorate for Quality and Standards in Education Curriculum Management Department Subject Proficiency Assessment German Level 1 1. Introduction 2. Units Unit 1.01 Begrüßungen und Vorstellungen Greeting the world and introducing oneself Unit 1.02 Die Familie The family Unit 1.03 Zu Hause My home Unit 1.04 In der Schule At school Unit 1.05 Essen und Trinken Food and drinks Unit 1.06 Einkaufen Shopping Unit 1.07 Meine Hobbies My Hobbys *Unit 1.08 Noch einmal Rewind and revise *These lessons may be conducted as a final Unit or spread out as required throughout the programme. 3. Grammar structures 4. Assessment and Certification 5. Self Evaluation sheets
2 1. Introduction 1. The programme consists of 8 units of 9 lessons each and 9 extra lessons which may be utilised at any other time during the programme for further tasks, activities or project work. 2. The aim of the programme is to help learners achieve a level 1 on the Malta Qualifications Framework in the four basic skills in language learning. 3. Learners will develop basic A1 competence to engage in effective and meaningful interaction in various social contexts. The teaching and learning environment is based on an approach to teaching and learning which fosters social interaction and learner autonomy for both in and out of class learning. 4. The aim of the programme is to help learners develop basic skills, language and attitudes required for language learning. 5. The programme develops learners communicative competence in the foreign language. It helps learners to develop the necessary skills to be able to listen to and interact with others and understand the general sense of a variety of basic oral and written messages. 6. One may define level 1 as a basic introduction to the German language and culture. The cultural and intercultural aspects of language learning form an integral part of the programme. These aspects are reflected in the approach to teaching and learning adopted within each lesson throughout the programme and integrated within the material and resources utilised for teaching and learning. 7. The programme focuses on the development of the receptive and productive skills. All four skills (listening, speaking, reading and writing) are introduced in an integrated approach to teaching and learning. This is reflected in the types of tasks, material and resources made available to learners during the course of the programme. 8. The programme is flexible and does not necessarily define the moment when a particular linguistic item is to be included in the teaching programme. The teacher discusses the aims and objectives of the programme with the students and negotiates ways of how to arrive at the desired learning outcomes.
3 9. The teacher is encouraged to work at an approach which encourages the learners to take charge of their learning programme. Teachers are to provide learners with the opportunity to work according to their needs, interests and motivation and to direct them to find their learning paths. 10. Learners are encouraged to work beyond the language lesson and to expose themselves to the target language and culture. Exposure to the language may be achieved in a variety of ways and through both formal and informal learning tasks.
4 2. Units Unit 1.01 Begrüßungen und Vorstellungen Greeting the world Points to note: Learners are introduced to the sound of German and German-speaking countries. Learners knowledge of German words, phrases or elements from the German speaking world are explored. Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - express and understand basic greetings according to the time of the day - ask and say the name in German - ask, answer and understand questions on where one comes from and where one lives - identify, say and understand names of countries (limit to the most common ones) - identify, say and understand numbers from 1 to 20 - ask, answer and understand questions about one s age - orally present oneself briefly - recognize and spell correctly simple words in German - understand and use basic classroom instructions
5 Unit 1.02 Die Familie The family Points to note: Reference is made to the use of the indefinite articles and the formation of the negative kein / keine/ keinen. Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - identify, use and understand vocabulary related to family members - identify, use and understand the numbers 20 to identify, use and understand basic adjectives to describe a person - identify, use and understand statements about age - ask, answer and understand questions on family members - describe the relation between different members of the family - identify, use and understand vocabulary related to domestic animals - briefly talk about a pet
6 Unit 1.03 Zuhause Points to note: Reference to discourse markers is made. This is emphasised throughout the programme (Naja / Also das Haus ist ganz klein). Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - identify, use and understand vocabulary related to different types of homes - identify use and understand adjectives - identify, use and understand vocabulary related to rooms, furniture and areas in a house - Identify, use and understand vocabulary related to location (dort, hier, rechts, links, oben, unten) - briefly describe an area/ a room of a house (Es gibt ; Wir haben ; Oben haben wir ).
7 Unit 1.04 In der Schule At school Points to note: Consolidation of numbers from 20 to 100. Reference to time may be restricted to the 24 hour clock (e.g. Um dreizehn Uhr zwanzig). Learners may be introduced to the similarity between the time in English and in German (Quarter past / Viertel nach). Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - identify, use and understand vocabulary related to the classroom / school environment - describe briefly the classroom/school (Es gibt ) - ask, answer and understand questions on school subjects - identify, say and understand the days of the week - ask, answer and understand questions on school subjects - can express one s preferences using short memorised phrases (Deutsch gefällt mir / nicht)
8 Unit 1.05 Essen und Trinken Food and drinks Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - identify, use and understand vocabulary related to food and drink - ask, answer and understand questions about favourite food - use short phrases to express likes and dislikes (gern / nicht gern) - identify and understand vocabulary related to the main meals of the day - read single items/ short phrases from a menu at the restaurant - place/take an order at a restaurant (using simple phrases) - ask for the bill
9 Unit 1.06 Einkaufen Shopping Duration: 9 lessons of 40 minutes (6 hours) Learning Outcomes - identify, use and understand numbers from 20 to ask, answer and understand questions about price - identify, use and understand vocabulary related to types of shops - identify, use and understand vocabulary related to colours and adjectives - engage in a simple conversation in order to buy a particular item - identify, say and understand vocabulary related to time and opening and closing hours
10 Unit 1.07 Meine Hobbies My hobbies Duration: 18 lessons of 40 minutes (12 hours) Learning Outcomes - identify, use and understand vocabulary related to free time activities - ask, answer and understand questions about hobbies - identify, use and understand vocabulary related to adverbs of time - ask, answer and understand questions about the weather - can express preferences when talking about hobbies
11 Unit 1.08 Noch einmal Rewind and revise Points to note: Duration: 18 lessons of 40 minutes (12 hours) The following generic outcomes are a summary of what has been covered in the previous units and serve as a framework in preparation for the final assessment. Learning Outcomes - label pictures / describe pictures - select language and copy simple words and phrases / write short phrases in relation to themes - fill in a form / from information in a text (reading / listening) - take part in a short conversation - listen for specific information - open and close a simple conversation/dialogue (Hallo, auf Wiedersehen, bis bald, vielen Dank) - use and understand some of the most common discourse markers (also, naja etc)
12 3. Grammar structures LEVEL 1 Note: language skills which need to be focused upon (listening, reading, speaking, writing) are listed below following the grammatical notions. Phonetics and spelling - Use and recognize the alphabet (Speaking, Reading - Read words which contain letters and syllables that do not have direct phonetic correspondence: e.g. heiße, mein, Deutsch - Gain awareness of international words in the target language and others which contain similarities to the learners mother tongue / other languages learners are familiar with. Reading, Writing - Use of capital letters and use of commas in German (Nouns in German) (Writing) Vocabulary - Recognise and use numbers from Listening, Reading, Speaking - Identify, say and understand vocabulary related to the colours. Listening, Reading, Speaking - Identify, use and understand vocabulary related to the school environment and school subjects. Listening, Reading, Speaking, Writing - Identify, use and understand vocabulary related to the house and furniture. Listening, Reading, Speaking, Writing - Identify, use and understand vocabulary related to food and drink. Listening, Reading, Speaking, Writing - Identify, use and understand vocabulary related to the family. Listening, Reading, Speaking, Writing - Identify, use and understand vocabulary related to domestic animals. Listening, Reading, Speaking, Writing - Say and understand expressions used to present oneself, greet others and say goodbye. Listening, Reading, Speaking - Identify, say and understand vocabulary related to time (24 hour clock ) and opening and closing times. Listening, Reading, Speaking - Identify, say and understand the days of the week, the months and the seasons. Listening, Reading, Speaking - Identify, use and understand vocabulary related to shops. Listening, Reading, Speaking, Writing - Identify, use and understand vocabulary related to free time activities. Listening, Reading, Speaking, Writing
13 Nouns, adjectives and articles - Use most commonly used nouns and adjectives. Listening, Reading, Speaking - Use the singular and plural of nouns. Listening, Reading, Speaking, Writing - Use definite and indefinite articles. Listening, Reading, Speaking, Writing. - Use the possessive adjectives in the singular, masculine and feminine. (mein, dein, sein, ihr etc). Listening, Reading, Speaking, Writing. For writing, emphasis should be on the first, second and third person singular, masculine and feminine. Pronouns - Use the personal pronouns (ich, du, er, sie, es, wir, ihr, sie, Sie ). Listening, Reading, Speaking, Writing. Prepositions - identify and use prepositions (awareness of changes in articles is raised however learners are to learn prepositions in context and as phrases (In der Schule haben wir...; Im Modegeschäft kaufe ich...) Listening, Reading, Speaking, Writing. Verbs - Use and understand the infinitive. Listening, Reading, Speaking, Writing. - Identify, use and understand the present tense of the verbs haben and sein. Listening, Reading, Speaking, Writing. - Identify, use and understand the present tense of the irregular verbs (lesen, fahren...) Listening, Reading, Speaking. - Recognise and use the present tense of the regular verbs. Listening, Reading, Speaking.
14 Adverbs - Use adverbs of time and place (e.g. heute, morgen, jetzt, dann, hier, dort, in der Nähe, weit, rechts, links etc). Listening, Reading, Speaking. - Use affermative and negation adverbs and other adverbs that express doubt and/or possibility (e.g. ja, stimmt, nein, vielleicht etc.) Listening, Reading, Speaking. Interjections and discourse markers - Open and close a dialogue (e.g. Hallo; Wie geht s? Tschüs; bis bald). Listening, Reading, Speaking. - Make a request (e.g. bitte; Entschuldigen Sie ). Listening, Reading, Speaking. - Express gratitude (e.g. Vielen Dank! Bitte ). Listening, Reading, Speaking. - Show appreciation (e.g. sehr gut!; Interessant!). Listening, Reading, Speaking. - Use and understand some basic discourse markers (e.g. ja/nein; stimmt; genau). Listening, Reading, Speaking.
15 4. Content Unit 1.01 Begrüßungen und Vorstellungen Unit 1.02 Die Familie Unit 1.03 Zuhause Begrüßungen Hallo! / Guten Tag! / Grüß Gott Sich vorstellen ich bin / heiße; wie heißt du? Wie geht s? Danke, es geht; Gut, danke. Das ist Frau / Herr. Wie geht es Ihnen? / Freut mich Ist das Maria? Ja / nein, das ist...das ist nicht Maria. Doch, das ist Maria. Wo wohnst du? Woher kommst du? Ich komme aus Malta. Und das ist Paul...aus England. Ist Herr Konig da, bitte? Tut mir leid. Er ist nicht hier. Entschuldigen Sie, wie ist Ihr Name, bitte? Wie schreibt man das? Ich habe ein Haustier / Ich habe einen Hund. Der / die / das Familienmitglieder Das ist mein / meine ; sein /e ; ihr /e Sohn Ich habe eine / einen (Schwester, Bruder, Onkel...) Mein / Meine (Vater heißt Robert) ; Er / Sie... Hast du eine Schwester? Ja/ Nein Wie heißt deine Mutter? Wie alt ist er/ sie? S Mein Bruder ist sportlich/ groß. Er ist 14 Jahre alt. Mein Hund ist klein. Er ist schwarz. Das Haus / Die Wohnung Zimmer im Haus Wie ist das Haus? klein / modern /... dort, hier, rechts, links, oben, unten Kleinanzeigen: Häuser in der Stadt / im Dorf Wie viele Zimmer hat das Haus? Das Haus / Zimmer beschreiben (Adjektive und Farben)
16 Unit 1.04 In der Schule At school Unit 1.05 Essen und trinken Food and drinks Unit 1.06 Einkaufen Shopping Unit 1.07 Meine Hobbies My hobbies Die Schule Schüler und Lehrer Klassenzimmer, Lehrerzimmer... Es gibt 15 Stühle und Schreibtische. Wir haben... Schulfächer und Stundenplan Gefällt dir Deutsch? Mein Lieblingsfach ist... Wann hast du / lernst du Deutsch? Montag bis Freitag / Am Montag habe ich Deutsch. Die Mahlzeiten Frühstück, das Mittagessen, das Abendessen Was trinkst / isst du? Mein Lieblingsessen ist.. Das schmeckt ich esse gern / nicht gern Im Restaurant die Speisekarte / bestellen Was nimmst du? Ich nehme eine Pizza. Einen Tisch reservieren Zahlen Einkaufen gehen in die Stadt gehen Wo ist die Bäckerei? hier links / erste Straße rechts Die Geschäfte hier kauft man... Tage der Woche Öffnungszeiten Montag bis Freitag / ausser Freitag Im Modegeschäft kann ich Ihnen helfen? Kleider Ich möchte einen Pullover - Welche Farbe? Was kostet das? Hobbies: Was machst du gern? Wann spielst du Basketball? Wie oft / mit wem? Wann trainierst du? Was machst du heute / morgen? Am Freitag spiele ich Tennis. Ich schwimme einmal die Woche / zweimal / oft / selten Im Sommer gehe ich schwimmen / Spielst du gern Fussball? / Ich fahre gern rad. Steckbriefe : Name / Alter...
17 5. Assessment & Certification The Subject Proficiency Assessment programme has, as one of its specific aims, to establish the individual student s language ability and describe the learner s language skills. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages. The programme offers a fully comprehensive assessment of the four basic skills or abilities in a language, namely speaking, listening, reading and writing. 1. The SPA has three levels in line with the Malta Qualifications Framework from Level 1 for the most basic user to Level 3 for the independent user. 2. Proficiency tests, unlike achievement tests, are intended to measure a learner s command of a language irrespective of his/her background in that language and therefore do not depend on particular class content or course materials. 3. There will be no traditional half-yearly exams but throughout the year students will be continuously assessed in class. 4. All students following the SPA programme at Form 3 (both at State and Non State schools) can take the SPA exams for Level 1 at the end of the scholastic year. 5. Students who obtain a pass mark in at least 2 of the 4 language skills will be promoted to the next Level of SPA, whereas those students who do not reach the grade at Form 3 will, at Form 4, continue to follow the Level 1 programme of studies. 6. There will be one national examination session per year at the end of the scholastic year and students will be required to register for SPA exams at their respective schools. 7. The productive skills (speaking and writing) and the receptive skills (reading and listening) will be assessed. 8. A certificate will be issued specifying the skills and marks obtained in each test 9. Prospective students are encouraged to consult the SPA Syllabus describing the competences in the individual language skills required for each level. The Syllabus describes the typical communicative situations and topics used in the tests and the knowledge of grammar structures expected. It also describes the criteria of evaluation.
18 Assessment for learning (AFL) - Assessment for learning uses continuous assessment methods to gauge a student's progress over a period of time in various language learning contexts. Evidence of specific skills and other items at one particular time and language performance and progress over time is collected in all four abilities (listening, speaking, reading and writing,) or in all three communication modes (interpersonal, interpretive, and presentational). Using a combination of testing instruments lends validity and reliability to the assessment process. - Assessment for learning promotes positive student involvement. Students are actively involved in and reflecting on their own learning. The student s self-confidence increases as well as the student's ability to assess and revise work. Student motivation to continue studying and succeeding in language learning tends to grow in such an environment. - Assessment for learning is incorporated fully into instruction: there is no time lost on assessment since every learning experience, activity, student s action is considered as evidence and therefore gives the opportunity to both teacher and learner to act upon it. The following can do statements are linked to the learning outcomes at Level 1 in all the 4 language skills: Listening Speaking Reading Writing follow speech which is very slow and produce simple mainly isolated understand very short, simple texts, a carefully articulated with long pauses for him/her to assimilate meaning. phrases about people and places. single phrase at a time, picking up familiar names, words and basic phrases and re-reading as required. understand instructions addressed carefully and slowly to him/her and follow short, simple directions. ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. ask and answer questions about themselves and other people, where they live, people they know, things they have. ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to say less familiar words and to repair communication. get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. write simple isolated phrases and sentences. copy out single words and short texts presented in standard printed format. write numbers and dates, own name, nationality, address, age, date of birth, such as on a hotel registration form. ask for or pass on personal details in written form.
19 Testing Each level consists of four tests that assess language competence in the four skills: listening, reading, writing and speaking. Each of the 4 skills will have a total score of 20. Continuous assessment will have a weighting of 5 marks per skill. Skill Continuous Assessment Final Assessment Total Pass mark Duration (minutes) Description of tasks Listening Speaking Reading Writing % 80% 100% 15/ tasks may include pictures and texts 15/ tasks may include short self presentation, describe picture, free conversation 15/ tasks may include 1 text and 1 picture 15/ tasks for a total of about 50 words
20 6. Self evaluation sheets At the end of each unit, the student is asked to fill in a short self-evaluation form. This should also serve as feedback for the teacher. = Yes, I can = I still have difficulties = No, I cannot UNIT 1.01: Begrüßungen und Vorstellungen Greeting the world and introducing oneself NAME: At the end of this unit, I can: CLASS: Student Teacher express and understand basic greetings according to the time of the day ask and say my name in German ask, answer and understand questions on where I live identify, say and understand numbers from 1 to 20 ask, answer and understand questions about my age orally present myself briefly recognize and spell correctly simple words in German understand and use basic classroom instructions
21 = Yes, I can = I still have difficulties = No, I cannot UNIT 1.02: Die Familie The family NAME: At the end of this unit, I can: CLASS: Student Teacher identify and understand vocabulary related to family members ask, answer and understand questions on family members describe the relation between different members of the family identify, use and understand vocabulary related to domestic animals briefly talk about a pet = Yes, I can = I still have difficulties = No, I cannot
22 UNIT 1.03: Zuhause My home NAME: At the end of this unit, I can: CLASS: Student Teacher identify, use and understand vocabulary related to different types of homes identify, use and understand vocabulary related to rooms in a house identify, use and understand vocabulary related to furniture in a house identify, use and understand vocabulary related to areas in a house briefly describe an area/a room of a house = Yes, I can = I still have difficulties = No, I cannot
23 UNIT 1.04: In der Schule At school NAME: At the end of this unit, I can: CLASS: Student Teacher Identify, use and understand vocabulary related to the classroom Identify, use and understand vocabulary related to the school environment Identify, use and understand vocabulary related to days of the week describe briefly the classroom/school ask, answer and understand questions about my subjects at school identify, use and understand vocabulary related to my school timetable = Yes, I can = I still have difficulties = No, I cannot
24 UNIT 1.05: Essen und Trinken Food and drinks NAME: At the end of this unit, I can: CLASS: Student Teacher Identify, use and understand vocabulary related to food and drink ask, answer and understand questions about favourite food use short phrases to express likes and dislikes identify, use and understand vocabulary related to the main meals of the day read single items/ short phrases from a menu at the restaurant place/take an order at a restaurant (using simple phrases) ask for the bill = Yes, I can = I still have difficulties = No, I cannot
25 UNIT 1.06: Einkaufen Shopping NAME: At the end of this unit, I can: CLASS: Student Teacher identify, use and understand cardinal numbers, in multiples of ten, from 20 to 100 ask, answer and understand questions about price identify, use and understand vocabulary related to types of shops engage in a simple conversation in order to buy a particular item identify, say and understand vocabulary related to time and opening and closing hours = Yes, I can = I still have difficulties = No, I cannot
26 UNIT 1.07: Meine Hobbies My hobbys NAME: At the end of this unit, I can: CLASS: Student Teacher identify, say and understand different kinds of hobbies identify, say and understand the months of the year identify, say and understand the four seasons Ask, answer and understand questions on the weather ask, answer and understand questions about my hobbies express my preferences using short memorised phrases = Yes, I can = I still have difficulties = No, I cannot
27 UNIT 1.08: Noch einmal! Rewind and revise NAME: At the end of this unit, I can: CLASS: Student Teacher copy single words or phrases label pictures write short phrases fill in a form take part in a short conversation listen with understanding for specific information describe pictures open and close a simple conversation/dialogue recognize and use punctuation marks recognize and use some of the most common discourse markers = Yes, I can = I still have difficulties = No, I cannot
28 NAME: At the end of level 1, I can: CLASS: Student Teacher LISTENING: Listen to and understand simple, basic statements and questions related to everyday topics. Listen to and understand simple, clearly articulated questions and information. SPEAKING: Answer questions and produce simple information on topics of immediate relevance. Connect simple phrases and sentences to describe pictures and to talk about personal and familiar topics. READING: Read and understand short and simple texts. Read and understand specific printed information. WRITING: Fill in forms by writing personal details as required. Perform simple tasks in writing.
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The University of Toronto Fall 2009/German 100 Y Texts: Deutsch Na Klar!, (5th. edition) Di Donato, Clyde and Vansant. McGraw-Hill College One notebook GER 100 Course Coordinator: Mike Hager, 324 Odette
Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence
LESSON NOTES MORGEN WIRD ES AUßERGEWÖHNLICH KALT... In this lesson you ll learn to talk about the weather in the present and in the future. You ll also learn to tell the time in German, and find out how
I) Reading comprehension a) Read the text. A letter from Australia Dear Peter! I m having the best time of my life here in Australia. The flight was very long, but o.k. I m so glad I won this trip at school.
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INFORMATION ABOUT AUSTRIA GRANT PAYMENT Scholarship/grant payments are made by the relevant OeAD Regional Office at the place of study. Scholars must pick up their scholarship/grant instalments in person
Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1 How do Spanish-speaking people living in New York City celebrate their Where do teenagers go during their free time in Florida?
German II Grades 9-12 CURRICULUM PITTSGROVE TOWNSHIP SCHOOLS ARTHUR P. SCHALICK HS PITTSGROVE TOWNSHIP PUBLIC SCHOOLS PITTSGROVE, NJ REVISED JUNE 2012 BOARD OF EDUCATION Melissa Conover, President Cheryl
English for academic year Class 1 Years R and 1 Reading Word Reading Reception Children (Foundation Stage) read and understand simple sentences use phonic knowledge to decode regular words and read them
Instructional Unit 01. Appearance Kapitel 01 - Aussehen: wichtig - The students will be The students will speak and essay writing, class oder? able to express their write in the target language. discussion,
Copyright State of New South Wales, Department of Education and Training 2005. Published by Centre for Learning Innovation (CLI) 51 Wentworth Rd Strathfield NSW 2135 Copyright of this material is reserved
French Outline Syllabus YEAR 1 Michaelmas Term Greetings Saying your age Fruit Numbers 1 to 10 Lent Term Review of core vocabulary Numbers 11 to 20 Saying you are hungry Likes/dislikes Countries French
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1 German 2, Section 001 Fall 2010 Penn State Altoona Course Outline and Syllabus 143 Hawthorn, Monday and Wednesday 10:00 AM 10:50 AM 143 Hawthorn, Friday 10:00 AM 11:50 AM Instructor: Dr. Ilse-Rose Warg
QCF Qualifications in Languages German For teaching from September 2012 SPOKEN GERMAN: Communicating Personal Information Assessment Criteria 1.1 and 1.2 Task: Meeting New People CC- BY-SA 2007 Miraceti
GCE EXAMINERS' REPORTS GERMAN AS/Advanced JANUARY 2014 Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en
Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an
You and Me Unit 1 9 1 Übung Unit 1 9, You and Me Write the numbers and plurals strawberry (14) fourteen strawberries class (50) fifty classes toe (10) ten toes boy (12) twelve boys foot ( 11) eleven feet
VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,
This booklet provides you with a quick and easy way to review and reinforce what you have learned during your audio course. The booklet should be used after you have begun working through the CDs as it
Scheme of Work: German - Form 3 2015/16 Textbook: Schritte International 2 and 3 Four per week 1 st Term Dates Aims and Objectives No. of Lessons 28 th Sept - 12 th Oct Unit 12: Der Kunde ist König (cont.)
AGRUPAMENTO DE ESCOLAS DR. VIEIRA DE CARVALHO ESCOLA BÁSICA E SECUNDÁRIA DR. VIEIRA DE CARVALHO DEPARTAMENTO DE LÍNGUAS PLANIFICAÇÃO ANUAL DE INGLÊS 7º ANO 1º PERÍODO ANO LECTIVO 2015-2016 NO. OF LESSONS:
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A4 I m looking for... Karte / card Ergänzen Sie eine passende Entsprechung für Karte. 1. At a kiosk Yes, please? I m looking for a of the south of England. Not just a plan of London, but the whole of the
Lesson Overview of Lesson Plan Numbers 1&2 Introduction to Cambridge KET Handing Over of GMAT.cz KET General Preparation Package Introduce Methodology for Vocabulary Log Introduce Methodology for Grammar
Scheme of Work: German - Form 3 Textbook: Schritte International 2 and 3 1 st Term Dates Aims and Objectives No. of 26 th Sep 5 th Nov Unit 13: Neue Kleider Vocabulary: Learning vocabulary regarding clothes
Haslingden High School MFL Faculty Year 8 Block C - German 1 st Language (sets 1 and 2 ) Fernsehen und Freizeit Name: Form: German Teacher: Date Given: Date to Hand in: Level: Effort: House Points: Comment:
Modern Foreign Languages Curriculum Summary French Learning a language enables children to experience the joy of another culture and to further their knowledge of the world around them. Our aim is to help
KAPITEL 2 Familie und Freunde Vor dem Anschauen A. Was wissen Sie schon? What do you know already about Lily, Paul, Anton, und Hülya: True or false? 1. Lily ist Pauls Kusine. 2. Lily und Paul wohnen in
Communicating Strand Sub strand Description Thread Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10 Socialising Interacting orally and in writing to exchange ideas, opinions,
American English File and the Common European Framework of Reference Karen Ludlow Starter 2 Int r o d u c t i o n What is this booklet for? The aim of this booklet is to give a clear and simple introduction
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Subject: Spanish as a Foreign Language Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication skills. The kindergarten class is designed as an introductory
1 (A1) Starter/Beginner reading and writing skills, and explore themes and topics in order to develop intercultural competence. In this starter course, you will learn essential English vocabulary and simple
Writing must haves Y1 Spelling children will know how to: - spell words containing the 40+ phonemes they have learnt in letters and sounds - spell common exception words, e.g. they, there, come and days
CANYONS SCHOOL DISTRICT WORLD LANGUAGES: SPANISH Beginning Language Level 1 Learner Profile- By the end of Level 1, students should be able to function at a Novice-Mid level on the ACTFL proficiency scale.
Olena Shypilova German for beginners in 7 lessons Study course 2012 German for beginners in 7 Lessons Thank you for choosing and joining our on-line German course. The course consists of 7 lessons. Due
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1. Preamble KENYATTA UNIVERSITY SCHOOL OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF FOREIGN LANGUAGE CERTIFICATE COURSE IN FRENCH French has been offered at Kenyatta for more that thirty years : first