Course Profile   International Languages, Level 2, Academic, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

Acknowledgments

Public District School Board Writing Teams – International Languages

Lead Board

Toronto District School Board

Superintendent

John Reynolds

Project Manager

Armando Cristinziano, Toronto District School Board

Lead Writer

Bruce Galbraith, Toronto District School Board

Units 1, 3, 5

Joan Boms, Toronto District School Board

Jon Ruhnke, Peel District School Board

Subject-specific Contributers:  Activites and Resources (Academic, Levels 1 and 2)

Maria Angeli – Greek

Janet Fong – Mandarin

Vicki Karantonis – Greek

Edith Lam – Mandarin

Suen Sing Lee – Cantonese

Andrea Opdebeeck – Japanese

Ruth Simpson – Japanese

Kimiko Tsuji – Japanese

Ken Wong – Cantonese

Yaeko Yasumura – Japanese

Units 2, 4, 6

Joan Boms, Toronto District School Board

Mark Botnick, Peel District School Board

Lynda Di Prospero-Burlon, De la Salle College

Heidemarie Floerke, Toronto District School Board

Paola Gardini, Toronto District School Board (retired)

Sandra Hryhor, Toronto District School Board

Irene Kiaupa-Hook, Toronto District School Board

Julia Lamoca, Toronto District School Board

Roberto Machado, Toronto District School Board

Jon Ruhnke, Peel District School Board

Course Overview

International Languages, Level 2, Academic

Description/Rationale

International Language programs focus on developing the language knowledge and communication skills students will 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 encourages students to explore related areas of study such as history, geography, music, art, business, and world issues.

The Level 2 Academic course is appropriate for those students wishing to continue their study of the language in preparation for studies at a post-secondary institution. Students expand their knowledge of the structures of the language and learn more about the culture of its speakers, and its importance in a world context. Students gain knowledge, skill, and practice in all of the strands—Oral Communication: Listening, Oral Communication: Speaking, Reading, and Writing. Students expand their ability to communicate effectively in the language of study.

Unit Titles (Time + Sequence)

Note: The number of hours totals more than 110. An effort has been made to provide more than the minimum requirements for a complete course. Teachers may choose not to use all of the activities suggested or may find that they are able to complete the tasks more quickly than anticipated.

Unit Organization

Note: Each unit has been developed with reference to a specific language: Japanese, German, Mandarin, Spanish, Greek or Italian. The activities within the unit may be adapted by teachers of other international languages. See Course Notes for further details.

Unit 1:  Friends

In this unit, students use the language of study to explore and gain knowledge and skill about organizing and holding a party. The students use a variety of media to learn about Japanese recipes, seasonal festivals, popular games, and music played at celebrations. Using vocabulary associated with celebrations, students advance from discussing preparations to the execution of their plans. The teacher uses a variety of assessment tools to measure students’ communication and comprehension skills. (Japanese)

Unit 2:  The Arts

Students learn about art forms and the lives of artists, find information on the art community of the countries of the language of study, plan a night out, going for dinner and a show or exhibit. They find out about various fairy tales originating from areas that speak the language of study, create a comic strip, and participate in planning a fashion show. The teacher provides information and assesses and guides students through the unit activities which lay the foundation for more in-depth research skills. (German)

Unit 3:  Pastime Activities

Students explore how they spend their free time. Using sub-themes such as hobbies, dining out, shopping, entertainment, and vacation time, students practise and are evaluated on their oral communication, reading, and writing skills. Technology affords access to a wide variety of information that is used to create practical projects: a survey, a pamphlet for a restaurant, a poster, a report on a visit to a city, and a report on a holiday. (Mandarin)

Unit 4:  The World of Work

Students explore the world of work. They become aware of the value of their contributions to home and society. Students learn that their job opportunities are expanded if they have a working knowledge of several languages. Evaluation throughout the unit is varied and ongoing. With the guidance of the teacher, students research jobs and identify the tasks and requirements of several of them. By completing a personal inventory, they discover their areas of interest and strength. Students learn basic job search skills, write a résumé, and, through role play, gain confidence in being interviewed for a job. (Spanish)

Unit 5:  The World of Advertising

Students examine different kinds of advertising closely, then question the value of advertising in daily life. Through a series of activities, students develop the necessary language knowledge and cultural information to understand advertising both here and in Greece. The teacher uses a range of assessment and evaluation tools that allow students to demonstrate their knowledge in all skill areas as they find information on their favourite Greek singer, examine various types of ads, then create a want ad and a poster or CD cover. As a final activity, students research effective marketing practices. (Greek)

Unit 6:  A World of Culture

In this unit, students further enhance their knowledge of the language of study through an exploration of cultural activities. With the teacher’s help, students research and discuss topics such as historical sites and figures, traditions, festivals, geography, art and music. Oral and written activities provide opportunities for students to demonstrate what they have learned, and for the teacher to assess and evaluate their progress. In addition, students expand their learning outside of the classroom by preparing and conducting an interview with a native speaker of the language. (Italian)

Course Notes

This profile contains six fully developed units, written in two phases. For additional ideas and activities, please refer to the corresponding Open Course Profile.

The six international languages chosen give a real context to the activities and evaluation. 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 these languages, 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. Some sources for multi-language resources and some web sites that include a number of international languages have been included, and specific resources relevant to other languages can easily be found.

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 avoid bias, and reflect an awareness of violence prevention within the school environment. Input from special education and ESL teachers will help teachers to meet the needs of 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). Wherever appropriate, activities in this profile encourage collaboration and integration with other school departments and the community to broaden students’ perceptions, to help them make important connections, and to link them to the world beyond the classroom walls.

Expectations from the strands of Oral Communication: Listening and Speaking, as well as 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, reading, both in class and at home, is essential for the improvement of vocabulary and language structures, and teachers are encouraged to provide as many reading opportunities as possible. The International Languages Policy document prescribes a minimum of 50 pages of text for Level 2, Academic. 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 – Level 2 Academic Expectations (codes) of this profile lists all codes and the full text for all of these expectations.

Teaching/Learning Strategies

A wide variety of teaching and learning strategies are suggested 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 tests

·       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:

·       listening and reading comprehension tests

·       written examination

·       composition

·       comprehensive oral presentation

·       teacher/student interview

·       project (written and/or oral)

Accommodation

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 for specific information, for obtaining materials related to assessment and evaluation, or for 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

·       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 incorporate changes for the future

 

 

Continue to Unit 1 | Back to Course Profiles main menu