It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Overview

International Languages, Level 1, Open

Description/Rationale

International Language programs focus on developing the language knowledge and communication skills students need to function effectively in the international community, both as professionals and as private citizens. Students learn to listen, speak, read, and write with precision and confidence, and develop thinking and analytical skills. In addition, the interdisciplinary nature of language allows students to explore related areas of study such as history, geography, music, art, business, and world issues.

The Level 1 Open course is an introductory language course appropriate for those students wishing to acquire proficiency in the language for personal or future professional reasons, such as travel or business. Students acquire knowledge and practice of practical, everyday vocabulary and structures that will enable them to communicate effectively in the language.

Unit Titles (Time + Sequence)

Unit 1	About Me	18 hours	German	Summary unit
Unit 2	About My Family	18 hours	Italian	Fully developed unit
Unit 3	About My World	20 hours	Spanish	Summary unit
Unit 4	On the Move	18 hours	German	Fully developed unit
Unit 5	On the Go	16 hours	Italian	Summary unit
Unit 6	On the Town	20 hours	Spanish	Fully developed unit

Unit Descriptions

Note: In order to present activities in a real context, each unit has been developed with reference to a specific language: German, Italian, or Spanish. These activities may be adapted by teachers of other international languages. See the section Course Notes below for further details.

Unit 1: About Me

The teacher introduces beginning language students to basics of the language of study. Students learn to talk about themselves, to inquire about others, as well as to use vocabulary and expressions related to their classroom environment. They begin to adapt and perform simple dialogues and are assessed on their listening and speaking skills. The unit assists students to learn more about themselves and others in their classroom, and creates the foundation to begin to communicate in the language of study. (German)

Unit 2: About My Family

In this unit, students continue to learn to function in the language of study. The teacher organizes a variety of activities relating to the family, family members and traditions. Individual, pair, and whole class activities give students opportunities to begin to practise the language and to use it in a variety of communicative situations. The teacher assesses student progress in all skill areas. A design-your-own-pizza project and a culminating storyboard activity help students to review and consolidate the vocabulary and structures of the unit. (Italian)

Unit 3: About My World

Students participate in a variety of practical, structured activities that provide opportunities to listen, to discuss, to read, and to begin to write about their school environment (their personal timetable, the subjects and teachers they have). Other relevant themes such as their hobbies, their leisure activities, places of entertainment, weekend activities, and famous parks are introduced and developed through brainstorming, structured dialogues, and some reading and writing activities. Assessment tools for the teacher include observation, true-false quizzes, interviews, and oral presentations. A tourist brochure about a natural or theme park is produced at the end of the unit. (Spanish)

Unit 4: On the Move

In this unit, students chart their weekly activities and prepare a personal agenda. They begin to look at the geographical locations where the language of study is spoken, and explore typical daily schedules in some of those regions. They act out a scene about planning an activity with a friend on the phone, participate in choosing a film from a list, and gather information for a short magazine article based on an interview. A variety of assessment opportunities provides continuous feedback to the teacher on the students’ developing skills and knowledge. Teacher-directed and structured activities place students in practical everyday situations and prepare them linguistically for more in-depth exploration of travel plans in the following unit. (German)

Unit 5: On the Go

In this unit, students use the language of study to explore the world of leisure activities and travel, with specific reference to the countries in which the language is spoken. Students use authentic materials (e.g., city/road/tourist maps, application for a student card, bus/train/plane tickets) to learn vocabulary associated with leisure activities, transportation, directions, and the geography of the countries where the language of study is spoken. The teacher uses a variety of assessment tools to measure students’ comprehension and communication skills. The focus of this unit is vocabulary acquisition and application in real-life situations. (Italian)

Unit 6: On the Town

In this unit, students discuss, read and write about the world of food and the world of fashion. In practical contexts, students learn how to describe clothing and how to shop for various items. Through structured activities, they learn how to express their likes and dislikes of foods, how to select a restaurant, and how to order a meal. The teacher provides a variety of opportunities for students to practise and consolidate their language knowledge. Students demonstrate their learning through discussion and through the preparation and presentation of a menu and a meal. (Spanish)

Course Notes

In order to provide a real context for strategies, activities, evaluation, and resources in this course profile, three international languages were chosen: German, Italian, and Spanish. The profile is written as generically as possible, but with specific references in individual units to one of these languages and cultures, and often with specific examples in the language, especially in the appendices. Teachers of other international languages will be able to adapt the majority of these activities to their particular language and culture, and so benefit from the experience and expertise of the writers of these profiles. Specific resources relevant to other languages can be found, and some sources for multi-language resources and web sites that include a number of international languages have been included here.

This profile contains six units: three fully developed and three summary units which include expectations, activity titles, prior knowledge required, planning notes, a summary of assessment and evaluation tools, and teaching/learning strategies, as well as resources. For additional ideas and activities, please refer to the corresponding Academic course profile which fully develops the summary units contained in this Open profile. Some suggestions are made in the Teaching/Learning Strategies of fully developed units to adapt activities for students in Academic courses.

Teachers should be familiar with school and Board policies regarding acceptable use of the Internet and the physical safety of students within their jurisdiction. Classroom activities should reflect avoidance of bias, and awareness of violence prevention within the school environment. Input from special education and ESL teachers will help teachers to meet the needs of their students enrolled in these programs. Teachers should also be aware of procedures and guidelines regarding community involvement in school activities (see Ministry of Education and Training Policy Memo No. 124). A high priority should be collaboration and integration with other school departments and the community in order to broaden students’ perceptions, to help them make important connections, and to link them to the world beyond the classroom walls.

The strands of Oral Communication: Listening, Oral Communication: Speaking, Reading, and Writing form the basis of each unit and are the starting point of each activity. Although it is difficult in this course profile to be specific about reading passages, both in-class and supplementary reading are essential for the acquisition, improvement, and consolidation of vocabulary, idiomatic expressions, and language structures. Teachers are encouraged to provide as many and as wide a variety of reading opportunities as possible. The International Languages Policy document prescribes a minimum of 15 pages of simple text for Level 1, Open.

Grammar and language knowledge, as well, are an integral part of international language courses and are always taught in context. Grammar and language knowledge expectations have been included in code form at the beginning of each unit, and are reintroduced in the assessment/evaluation charts of each activity. Appendix A-01: Level 1 – Open Expectations and Appendix A-02: Level 1 – Grammar and Language Knowledge Expectations of this profile lists all codes and the full text for all expectations.

Teaching/Learning Strategies

A wide variety of teaching and learning strategies have been provided to maintain the interest of students and maximize the success of all types of learners. Among strategies used are:

· whole class: brainstorming, problem solving, presenting/introducing, general discussion;

· small group: collaborative/co-operative learning activities, interviewing, creating and performing dialogues and skits, simulating, projects;

· individual: note making, gathering and organizing information, reading age- and language-appropriate materials, writing, questioning, conferencing.

Suggestions for the use of information technology have been included in all units. Technological and community resources have been included throughout the profile and teachers are encouraged to use them wherever possible.

Assessment/Evaluation Techniques

Diagnostic and Formative Evaluation

· observation: formal and informal by the teacher

· reflection: teacher, peer and self-assessment

· aural comprehension tests

· paper and pencil quizzes: teacher- or course-designed

· conferencing: student/teacher

· performance: projects, creative writing assignments, role performances, simulations

· tools: checklists, rating scales, video/audio tapes, quizzes (aural/oral, written/reading), anecdotal comments, probe questions, rubrics for oral and written assignments

Summative Evaluation

· paper and pencil assessment: teacher and course-designed tests

· performance: application assignments, guided and free compositions, oral presentations, unit tests

· projects reflecting knowledge acquired in unit(s) of work

Final Evaluation

A combination of items requiring synthesis of knowledge acquired during course:

· written examination

· composition

· comprehensive oral presentation

· teacher/student interview

· project (written and/or oral)

· listening and reading comprehension tests

Accommodations

For students, the learning of a language at any level is a complex task, and requires skills in a number of areas: specifically, the ability to listen and comprehend, to read and understand, and to respond to what is heard or read. All aspects of these tasks are recognized, practised, assessed, and evaluated by the teacher. Every attempt is made by the teacher to accommodate students’ individual needs, in order to increase their success in the course.

· consideration of students’ Annual and/or Individual Education Plans

· enrichment materials/activities available

· alternative or independent assignments or projects

· flexible grouping/roles of students according to needs and assignment

· flexible time for preparation of assignments or presentations

· resource packages or reinforcement sheets for extra practice

· simplification of terminology or instructions

· extra models and examples provided for oral or written assignments

· class time planned for teacher and/or peer assistance

· flexibility in presentation of assignment (e.g., cassette recorder or computer as alternative to hand-written assignment/response)

Resources

Teachers will find specific resources in the units and activities that follow. The listing of resources in the unit overview at the beginning of each of the six units has complete bibliographical information on both print and technological resources. For additional resources and for other international languages, teachers should contact individual publishers and distributors. In addition, community resources will be very helpful: community organizations, clubs, embassies, consulates, travel agents, newspapers, radio and television stations, theatres, and native speakers from the community.

As a starting point, the following web sites may prove useful in searching for specific information, in obtaining materials related to assessment and evaluation, or in finding information related specifically to language and culture. Many sites provide links to other useful sites. All of these sites were active at the time of publication:

www.google.com
An elegant multi lingual search engine

http://school.discovery.com/schrockguide/assess.html
Kathy Schrock’s Guide for Educators – Assessment Rubrics

http://webhome.idirect.com/~omlta/
Ontario Modern Language Teachers’ Association

http://www.actfl.org/
American Council on the Teaching of Foreign Languages

http://www.mla.org/
Modern Language Association of America

OSS Policy Applications

Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999.

Ontario Ministry of Education and Training. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Course Evaluation

· collaborative pre-planning of assignments and units of work

· structured feedback from students regarding effectiveness of course (surveys, checklists, interviews)

· structured feedback from teachers regarding effectiveness of individual assignments and/or activities

· informal discussion among teachers regarding effectiveness of strategies or activities

· regularly scheduled department meetings to discuss, evaluate, and make changes to delivery of assignments and activities

· summative meeting at the end of the year to plan for the future

Coded Expectations, International Languages, LBAAO - LYXAO

Oral Communication: Listening

Overall Expectations

OLV.01

– demonstrate an understanding of very simple spoken language in practical, structured situations, applying knowledge of basic vocabulary and language structures.

Specific Expectations

OL1.01

– identify sounds and demonstrate some understanding of basic vocabulary and language structures by giving brief answers to simple questions;

OL1.02

– use visual cues (e.g., facial expressions) and some verbal cues (e.g., intonation, tones) to understand simple oral messages in dialogues (e.g., interviews or conversations on videotape);

OL1.03

– identify cultural aspects of the international language (e.g., use of greetings, introductions).

Oral Communication: Speaking

Overall Expectations

OSV.01

– communicate orally in different practical, structured situations and for different purposes, using basic vocabulary and language structures.

Specific Expectations

OS1.01

– use standard pronunciation in the international language (for words and in phrases and sentences);

OS1.02

– use basic vocabulary and language structures to ask and answer short questions, and to make brief statements (e.g., order food in a restaurant);

OS1.03

– express likes and dislikes in brief, rehearsed conversations and dialogues;

OS1.04

– apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting).

Reading

Overall Expectations

REV.01

– read age- and language-appropriate passages from different sources for various practical purposes, applying knowledge of simple vocabulary and language structures.

Specific Expectations

RE1.01

– read short, simple texts (e.g., menus, schedules, dialogues) for comprehension, consolidation of oral skills, and expansion of vocabulary;

RE1.02

– read simple materials aloud to develop standard pronunciation;

RE1.03

– use visual cues (e.g., illustrations) and some verbal cues (e.g., context) to determine the meaning of messages in print and other media (e.g., advertisements, CD-ROMs);

RE1.04

– respond to materials read by answering short questions;

RE1.05

– demonstrate knowledge of the culture of countries where the language is spoken (e.g., identify and describe typical foods, celebrations).

Writing

Overall Expectations

WRV.01

– write for a variety of practical purposes, using basic vocabulary and language structures.

Specific Expectations

WR1.01

– write complete but simple sentences, using basic vocabulary and language structures (e.g., identify and describe favourite foods);

WR1.02

– write answers to simple questions;

WR1.03

– write for practical purposes, using a model (e.g., create a party invitation);

WR1.04

– use resources to communicate more effectively in their writing (e.g., bilingual, visual dictionaries);

WR1.05

– use knowledge of the culture of countries where the language is spoken in materials they write or create (e.g., design a poster for a special event).

Grammar and Language Knowledge

GL1.01 Nouns

– use of articles with nouns, – formation of the plural, – gender of nouns, – use of the partitive with nouns (e.g., some pizza, any hamburger)

GL1.02 Prepositions

– simple prepositions (e.g. to, at, of), – simple prepositions and articles (e.g., to the, at the, of the)

GL1.03 Pronouns

– subject pronouns, singular and plural, – interrogative pronouns (e.g., who, what)

GL1.04 Verbs

– present tense, regular verbs and frequently used irregular verbs (e.g., to be, to have, to want, to go) , – verbs in simple negative constructions

GL1.05 Adjectives

– regular adjectives and frequently used irregular adjectives (e.g., good), – expressions of quantity, – possessive adjectives (e.g., my, your, his, her), – demonstrative adjectives (e.g., this, that), – interrogative adjectives (e.g., which)

GL1.06 Conjunctions

– common conjunctions (e.g., and, or)

GL1.07 Adverbs

– adverbs used to modify verbs (e.g., She drives quickly.), – adverbs used to modify adjectives (e.g., I am very happy.),

GL1.08 Syntax

– word order in simple sentences, positive and interrogative, – subject-verb agreement (e.g. he is, boys are), – gender and number agreement in noun phrases

GL1.09 Vocabulary

– days of the week, months of the year, time of day, – names of colours, – words associated with the family, food, leisure, transportation, places (e.g., school, office, factory), – basic salutations, – words related to the topic of health, – names of school disciplines, – cardinal numbers (1-100)

GL1.10 Other Elements

– expressions useful in the classroom (e.g., expressions used to ask permission, simple commands), – idiomatic expressions, – essential characteristics of the writing system, as required

Acknowledgments

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: About Me

Unit 2: About My Family

Unit 3: About My World

Unit 4: On the Move

Unit 5: On the Go

Unit 6: On the Town

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Diagnostic and Formative Evaluation

Summative Evaluation

Final Evaluation

Accommodations

Resources

OSS Policy Applications

Course Evaluation

Oral Communication: Listening

Specific Expectations

Oral Communication: Speaking

Specific Expectations

Reading

Specific Expectations

Writing

Specific Expectations

Grammar and Language Knowledge