Course Profile International Languages, Level
2, Open, Public
Unit 1: Friends
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6
Students develop and apply their oral communication skills, and increase their confidence in using the language in practical and real-life situations. The teacher presents and assesses new vocabulary and structures, and students practise their oral communication, reading, and writing skills in a variety of activities. They write a letter to a pen/key pal, learn to order food in a restaurant, and design birthday invitations. At the end of the unit, students demonstrate their language skills as they role-play a student exchange situation with a partner.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1. 04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08, GL1.09, GL1.10.
|
Activity 1 |
Introducing My Friends |
180 minutes |
|
Activity 2 |
The Ideal Friend |
180 minutes |
|
Activity 3 |
Finding a Friend |
180 minutes |
|
Activity 4 |
At the Café |
180 minutes |
|
Activity 5 |
At the Party |
180 minutes |
|
Activity 6 |
The International Exchange |
300 minutes |
· grammar and language knowledge for the International Languages, Academic/Open, Level 1 as set forth in The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, p. 28.
· The teacher gathers the resources listed.
· The teacher refers to the Achievement Chart, which is found in The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999, to establish the criteria checklists for the assessment and evaluation of student learning throughout the unit.
· The teacher prepares the criteria checklists for the unit activities prior to introducing the unit.
· The teacher pre-teaches/reviews the functional language (structures, theme vocabulary) required for the successful completion of the tasks in the unit.
· The teacher and students discuss the learning goals of the unit/activities.
· In this unit, the following teaching/learning strategies will be used: brainstorming, oral communication in practical, structured dialogues and presentations, collaborative/co-operative learning, reading of age- and language-appropriate passages for practical purposes, responding to different reading sources, note- taking, writing for a variety of purposes, student-teacher conferences, recognizing and using appropriate language structures in all three strands.
· oral/aural quizzes: teacher- and course-generated tests
· observation: formal and informal
· self-assessment
· conferencing: student/teacher
· paper and pencil quizzes: teacher- and course-generated tests
· performance: formal written assignment, role performances
· tools: anecdotal comments, probe questions, checklists, rating scales, quizzes, rubrics for oral and written assignments
· formal written assignments, listening and reading comprehension tests, oral presentations
Best, Shirley. ¡Todos ganan!. Portland: J. Weston Walch, 1985. ISBN 0-8251-0251-0
Dreke, Michael, Wolfgang Lind, and Margaret Schluback-Ruping. Español en parejas. Berlin: Langensheidt, 1991. ISBN 3-468-49998-1
Frobose, Mark. Relatos divertidos. Portland: J. Weston Walch, 1988. ISBN 0-8251-1303-2
Giannetti, George. The Spanish Teacher Book of Lists.
Portland: J. Weston Walch, 1989.
ISBN 0-8251-1503-5
Giannetti, George. Un Calidoscopio de palabras. Portland: J. Weston Walch, 1987. ISBN 0-8251-1211-7
Juntos. New Jersey: Prentice-Hall, 1997. ISBN 0-13-838905-5
Lennon, Patricia and Douglas E.
Moore. Sígueme. New York: Proficiency
Press Co., 1993.
ISBN 1-879279-07-X
León, Vicki. 70 Spanish Activities. Portland: J. Weston Walch, 1984. ISBN 0-8251-0248-0
Marion, Caroline. Bravo. Portland: J. Weston Walch, 1989.
McConnell, Mary. Snappy Starters. Portland: J. Weston Walch, 1991.
Morrow, Patricia. Buscapalabras en español. Portland: J. Weston Walch, 1991. ISBN 0-8251-1873-5
¿Qué tal? London: Mary Glasgow Magazines-Scholastic, 1999. ISBN 0033-5940
Repaso. Lincolnwood: NTC, 1997.
Sacks Da Silva, Zenia. Persona a Persona 1. New York: MacMillan
Publishing Co. Inc., 1982.
ISBN 0-02-270230-X
Sacks Da Silva, Zenia. Usted y yo. New York: MacMillan Publishing Co. Inc., 1969.
Samaniego, F., M. Carol Brown, Patricia Hamilton Carlin, Sydney E. Gorman, and Carol Sparks. ¡Dime! Uno. Lexington: D.C. Heath and Company, 1997. ISBN 0-669-43328-4
Small, Albert H. Spanish à la cartoon. Lincolnwood: Passport Books, 1996.
Snyder, Barbara. Spanish Vocabulary-Lotería. Lincolnwood: NTC, 1984.
Stauback, Charles N., Adalberto M. Guerrero, and Alejandrina M. Bonilla. Lengua Activa 1. Lexington: Ginn and Company, 1975. ISBN 0-663-31124-1
Terrell, Tracy D., Elías Miguel Muñoz, Linda Paulus, Mary Rogers, Barbara Snyder, Eduardo and Kathleen Kirk. ¡Bravo! 1. McDougal Littell/Houghton Mifflin, 1995. ISBN 0-8123-8700-7
Valette, Jean-Paul and Rebecca Valette. Spanish for Mastery 1. Lexington: D.C. Heath and Company, 1984. ISBN 06172-7
Batalla de palabras. Roanoke: Gessler Publishing Co., Inc., 1987. (software)
Brown, Paul S. Spanish Emergency Lesson Plans. New York: Gessler Publishing Co., 1992. (video)
Chamorin, Gérard C. and Antonio
Gomez. Caminando. Roanoke: Gessler
Educational Software, 1991.
(software)
Gaiero, Robert D. Spanish, Bit by Bit 1, 2, 3. St. Catharines: Tutor Enterprises, 1996. (software)
Gordon, Cheryl and Ana Luisa
Solas-Porras. Survival Spanish. New
York: Gessler Publishing Co., 1992.
(video)
Portwood, Gene and Lauren Elliot.
¿Dónde está Carmen Sandiego? Madrid:
Broderbund, 1990.
(software)
Spanish Contest. Hamilton: Tralco Educational Services Inc., 1994 (software)
Spanish for Everyone. Cambridge: The
Learning Company, 1997. ISBN 0-7630-1489-3
(CD-ROM)
Internet
Community organizations, consulates, bookstores, radio/television stations
Library
Time: 180 minutes
In this activity students review basic salutations as well as physical descriptions in order to further develop their oral communication skills and increase their confidence. Using a model, students write a paragraph in simple language appropriate to the level. The activity culminates with a collage of personal photos.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences).
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation.
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending).
· basic salutations
· nouns – gender
· articles – gender
· adjectives – agreement endings
· subject pronouns – singular and plural
· present tense of the verb to be
· vocabulary associated with describing people (physical and personality characteristics)
· interrogative words
· The teacher finds a photo of a friend.
· The teacher prepares bulletin board space for the display of a collage.
· The teacher instructs students to bring a non-returnable picture of themselves (keeping in mind that some students might be sensitive about their self-image).
1. Whole class: the teacher and students use basic salutations to make general introductions.
2. Pair: students introduce themselves to each other.
3. Whole class: students introduce their partner to the rest of the class.
4. Whole class: the teacher describes him/herself using basic descriptive adjectives emphasizing physical characteristics (e.g., tall, thin, handsome) and then asks for individual descriptions from various students asking such questions as “What are you like?” (If need be, the teacher and students brainstorm familiar, descriptive adjectives).
5. Pair:
students choose a different partner and create a structured dialogue based on
the following questions: “What is your name?, What are you like?” Alternative for Academic course: students
write creative dialogues.
6. Small group: students present the dialogue created in # 5 above.
7. Whole class: the teacher presents a photo of a friend and introduces this friend orally. The teacher says, for example, “This is my friend. My friend’s name is Mary. She is tall, thin, and athletic.” The teacher asks questions based on the content of the information supplied and models a structured, written paragraph on the board/overhead projector.
8. Pair: students provide a
photo of themselves for their partner who, in turn, writes a structured
paragraph about the partner. Students exchange paragraphs for peer editing.
Students return the paragraph to the partner. Each reads the paragraph out
loud. Alternative for Academic course:
students write original paragraphs either about themselves or an imaginary
person, containing a number of descriptive details.
9. Whole class: students construct a collage consisting of the photo and the matching paragraph to be displayed on the class bulletin board.
|
Categories |
Expectations |
Tools |
Activities |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02 |
Observation |
Students use basic salutations. |
|
Communication Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, GL1.01, GL1.03, GL1.04, GL1.05, GL1.08 |
Observation rubric |
Students present dialogue to the class. |
|
Application Communication |
RE1.01, RE1.02, WR1.01, WR1.03, GL1.01, GL1.04, GL1.05, GL1.08 |
Rubric for written work |
Students write descriptive paragraph. |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with tasks.
· Allow more time to complete tasks.
· Minimize memorization for oral presentation.
· For strong students, require more elements in dialogue and/or paragraph.
Printed Matter
textbook
dictionaries
Time: 180 minutes
Students further develop their knowledge of descriptive adjectives of personality traits by describing the most and least desirable characteristics of a friend, reading and composing personal ads, and writing a dictation.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs).
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences).
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation.
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· simple adjectives and their agreement
· descriptive adjectives (personality)
· adjectives – agreement endings
· vocabulary related to personality traits
· The teacher prepares a questionnaire on the ideal friend.
· The teacher provides samples of personal ads using familiar descriptive adjectives.
· The teacher prepares dictation.
· The teacher prepares rubric for written assignment.
1. Whole class: the teacher distributes a questionnaire on the ideal friend. Students check off Yes or No on a list of familiar descriptive adjectives. The class discusses the results together.
2. Whole class: the teacher describes an ideal friend emphasizing personality traits (e.g., generous, intelligent, sincere). The teacher and students brainstorm the vocabulary of other positive and negative personality traits (e.g., boring, unpleasant, foolish). Students copy this list.
3. Small group: the teacher distributes samples of personal ads for the students to read out loud. Students discuss which ad portrays an ideal friend or a disastrous date. Alternative for Academic course: students invent their own personal ads without a model.
4. Whole class: each group reports on its findings.
5. Individual: half of the students write a personal ad which depicts the ideal friend while the other half writes a personal ad depicting an undesirable friend, following a prearranged format.
6. Whole class: the teacher posts all personal ads around the classroom. Students circulate, reading all ads. They select the most ideal and least ideal friend by writing a plus (+) or a minus (-) sign on the ads themselves.
7. Whole class: the teacher asks a member of the class to read the attributes of students’ top two choices.
8. Whole class: dictation of sentences expressing physical and personality attributes.
|
Category |
Expectations |
Tool |
Activity |
|
Application |
OL1.01, OS1.01, OS1.02, RE1.01 |
Checklist |
Students complete questionnaire. |
|
Communication |
OL1.01, OS1.01, OS1.02, OS1.03 |
Observation |
Students brainstorm vocabulary of personality traits. |
|
Application Thinking/Inquiry |
OL1.01, OS1.01, OS1.02, RE1.01 |
Observation |
Students read ads. |
|
Knowledge/ Application |
RE1.01, RE1.02, WR1.01, WR1.03, GL1.05 |
Rubric for written assignment |
Students write ads. |
|
Knowledge/ |
OL1.02, WR1.05 |
Dictation |
Students listen to and write dictation. |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with tasks.
· Allow more time to complete tasks.
· Simplify the content of the ads.
· Reduce or increase the required elements for the written ads.
Printed Matter
Valette, Jean-Paul and Rebecca Valette. Spanish for Mastery 1, p. 90
dictionaries
Time: 180 minutes
Students learn how to structure and write paragraphs using planning webs. They further develop their reading and thinking/inquiry skills. As a concluding activity, students write a letter to a pen pal/key pal.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs).
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences).
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet).
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions)
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices).
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare in itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· forms and agreement of regular and some irregular adjectives
· verb forms in present tense
· present tense of regular verbs
· present tense of regular verbs present tense of frequently used irregular verbs such as to be, to have, to want, to go, to do, etc.
· verbs in simple negative constructions
· The teacher prepares a total of four postcards from countries where the language of study is spoken.
· The teacher prepares sample planning webs.
· The teacher selects a reading passage on the theme of friends.
· The teacher investigates possibilities for pen pals/key pals in the countries where the language of study is spoken. (There are pen pal/key pal sites on the Internet.)
· The teacher makes dictionaries available.
· The teacher books computer lab for pen pal/key pal writing.
1. Whole class: the teacher announces that the class has received a postcard or a virtual card from a pen pal/key pal in a country where the language of study is spoken. The teacher reads it out loud and asks comprehension questions based on the content of the card.
2. Whole class: the teacher draws a brainstorming planning web on a personal theme (e.g., family activities, my favourite movies, pastimes) with the help of the class writing it on the board/overhead and the students copy it in their notebooks. For a planning web activity, start with a word in the centre, and attach words around it that are related (like a spider web). Each of these words may then have other words that are related to it. It may be a simple or as complex as the teacher wishes.
3. Individual: students draw their own personal planning web following the model provided.
4. Pairs: students exchange their personal planning webs and provide feedback to one another.
5. Individual: students convert their personal planning web into a paragraph, using dictionaries if necessary.
6. Whole class: the teacher and students take turns reading a selected passage on the theme of friends. The teacher asks comprehension questions and leads a general discussion on the activities that the students like to do with their friends. The teacher writes the vocabulary on the board/overhead as a review.
7. Whole class: the teacher announces the arrival of three more postcards from the same pen pal. Students read each postcard out loud and respond to probing questions asked by the teacher which lead to the formation of three new planning webs (school, friends, activities).
8. Individual: students develop three additional planning webs about themselves, based on the model provided, to add to the original personal planning web. Alternative for Academic course: students write more than three additional planning webs about themselves.
9. Individual: in the computer lab, students write a letter to a real or imaginary pen pal/key pal using a dictionary, if necessary. The letter will incorporate the four planning webs in four paragraphs.
|
Category |
Expectations |
Tool |
Activity |
|
Communication |
OL1.01, OS1.01, OS1.02, OS1.03. |
Observation |
Students brainstorm a cluster with the teacher. |
|
Knowledge/ |
WR1.01. |
Checklist |
Students draw their own cluster. |
|
Knowledge/ |
RE1.01, WR1.01, WR1.04. |
Rubric for written assignment |
Students write paragraph. |
|
Application Knowledge/ |
OL1.01, OL1.02, OS1.01, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, GL1.04, GL1.08. |
Observation |
Students read passage out loud. |
|
Knowledge/ |
WR1.01, WR1.03. |
Checklist |
Students develop four clusters. |
|
Thinking/Inquiry |
RE1.01, WR1.01, WR1.04, GL1.04, GL1.08. |
Rubric for written assignment |
Students write letter to a pen pal/key pal. |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with the tasks.
· Allow more time to complete tasks.
· Supply dictionaries for reading comprehension and for written activities.
· Reduce or increase the required elements for the written assignment.
Printed Matter
Samaniego, F., M. Carol Brown, Patricia Hamilton Carlin, Sydney E. Gorman, and Carol Sparks. ¡Dime! Uno. p. 56-57, p. 221
Valette, Jean-Paul and Rebecca Valette. Spanish for Mastery 1. p. 91
dictionaries
postcards
Time: 180 minutes
Students learn to use simple vocabulary associated with food, how to order, and how to ask for the bill. They continue to develop their oral communication and listening skills through the taping of dialogues and interviews.
Strand(s): Oral
communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs).
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place).
· forms of adjectives
· verb forms in present tense (regular and some irregular)
· verbs in simple negative constructions
· interrogative pronouns
· vocabulary related to food, ordering in a restaurant
· The teacher prepares eight to ten sentences as part of a dialogue in a café.
· The teacher makes available cassette players and blank tapes.
· The teacher provides a video camera, VCR, and TV.
1. Whole class: the teacher writes eight to ten sentences on the board/overhead about being at a café and he/she asks the students to put them in chronological order.
2. Whole class: the teacher and students brainstorm simple vocabulary related to food (e.g., hamburgers, sandwiches, cold drinks, desserts), how to order, and how to ask for the bill in a café.
3. Group of three: students invent a dialogue between a waiter/waitress and two friends at a café.
4. Whole class: students present their dialogues. The teacher records each of the dialogues using an audio-cassette player. Alternative for Academic course: students memorize their dialogues.
5. Whole class: the teacher asks students which cafés they frequent with their friends, the food and drinks they order, as well as the average amount they spend per day/week at a café and the reasons for their preferences.
6. Pair: students interview six friends about where they go and what they buy when they are hungry or thirsty and how much they spend per day/week at a café and the reasons for their preferences. Students videotape the interviews.
7. Whole class: the teacher shows the taped interviews to the class and students/teacher provide feedback.
|
Category |
Expectations |
Tools |
Activities |
|
Communication |
OL1.01, OS1.01, OS1.02, OS1.03, RE1.01 |
Observation |
Students brainstorm vocabulary related to food. |
|
Communication Application |
OS1.01, OS1.02, OS1.03, WR1.01, GL1.03 |
Rubric for oral presentation |
Students present café scene dialogue. |
|
Thinking/Inquiry Application |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, GL1.03 |
Rating scale/ Peer assessment |
Students interview friends. |
· Consult student’s Annual and/or Individual Education Plan.
· Minimize memorization for the dialogues.
· Assist with the taping of the dialogues.
· Assist with the videotaping of the interviews.
· Increase or decrease elements required for assignments.
Printed Matter
Samaniego, F., M. Carol Brown, Patricia Hamilton-Carlin, Sydney E. Gorman, and Carol Sparks. ¡Dime! Uno. p. 56-57, p. 251
Technological
Audio/visual equipment
Time: 180 minutes
Students review cardinal numbers and the days and months of the year. They further develop their oral and written skills in real life situations such as designing birthday invitations, inventing phone conversations and celebrating the culture of the language of study.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 -use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending).
· cardinal numbers
· days of the week, months of the year
· possessive adjectives
· vocabulary associated with birthdays, parties, celebrations
· The teacher prepares a sample invitation to a birthday party.
· The teacher prepares background information about the cultural festivity.
· The teacher provides a camera for photos.
1. Whole class: the teacher asks students their birth dates and whether they celebrate the occasion with a party.
2. Whole class: the teacher demonstrates the elements of a written invitation to a birthday party by asking the class for the pertinent information (e.g., when, where, what time, who is hosting, etc.).
3. Individual: students design a personal invitation to their birthday party following the written model and displaying their own creative abilities. Alternative for Academic course: students design their own personal invitation to their birthday party without a model.
4. Pair: students exchange birthday invitations and create an RSVP phone conversation. They confirm their attendance and ask at least two questions such as “What can I bring?, What do you want as a gift?, How can I get to your place?”
5. Whole class: students present their phone conversations to the class.
6. Whole class: the teacher and students determine the necessary items for throwing a classroom party celebrating a specific cultural festivity in the language of study (e.g., decorations, music, food, and drink, including invitations to special guests). Together they draw up a list of related responsibilities for the actual party.
7. Whole class: the teacher and students celebrate the cultural festivity. Photos are taken and later will be displayed together with the birthday party invitations on the bulletin board.
|
Categories |
Expectations |
Tools |
Activities |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02 |
Observation |
Students discuss birthday celebrations. |
|
Application |
RE1.01, RE1.03, WR1.01, WR1.03, GL1.05 |
Rubric for written assignment |
Students design a personal invitation. |
|
Application Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, GL1.05 |
Rubric for oral presentation |
Students role-play phone conversation. |
|
Communication Application |
OL1.01, OL1.03, OS1.01, OS1.02, WR1.03 |
Checklist |
Students discuss and prepare list of responsibilities for party. The teacher assesses the students’ contributions. |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with tasks.
· Allow more time to complete tasks.
· Minimize memorization for the oral presentation.
Printed Matter
Text: Juntos 1, p. 92-93
brochures, flyers, music, menus, maps, etc.
Time: 300 minutes
Students discuss the reasons for participating in an international exchange. They develop their oral skills through role playing, and their writing skills through the preparation of questions for a guest speaker.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands, using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare in itinerary for a trip, prepare a brief summary of weekly spending);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· forms and agreement of adjectives
· verbs in present tense, affirmative and negative constructions
· interrogative adjectives and pronouns
· This is a culminating activity with no new elements being introduced.
· The teacher prepares/finds information for possible student exchanges to the host country/countries.
· The teacher invites a guest speaker (e.g., a former exchange student, a representative from an exchange foundation, etc.).
· The teacher prepares a quiz based on the guest speaker’s presentation.
· The teacher prepares a summative evaluation with a reading passage on exchanges.
1. Whole class: the teacher questions students on the reasons for participating in an international student exchange and writes these on the board/overhead. The students copy down the reasons in a survey format as modelled by the teacher.
2. Small group: students survey one another about their personal reasons for participating in an international exchange using the copied list.
3. Whole class: each group adds its results to the master survey on the board/overhead. The results are tabulated and the students draw conclusions about the major reasons for participating in an international student exchange.
4. Whole class: the teacher pretends that he/she is going on a student exchange and asks the students for advice on how to prepare for it and what to take. A list of advice is made.
5. Pair: students role-play a scene where one student offers advice to his/her friend who is preparing to leave on an exchange, following the guideline established in # 4 above.
6. Whole class: students present their scene to the rest of the class.
7. Individual: students prepare a list of five to six questions to ask the guest speaker (a former exchange student, a representative from a student exchange foundation etc.).
8. Whole class: students and the teacher welcome the guest speaker and ask him/her the prepared questions.
9. Whole class: the teacher makes statements based on the guest speaker’s presentation, and the students answer.
10. Whole class: the teacher distributes a sight passage connected to the theme of student exchanges with comprehension questions/true or false/multiple choice, etc., as well as any pertinent grammar and language knowledge taught or reviewed in this unit.
|
Categories |
Expectations |
Tools |
Activities |
|
Communication |
OL1.01, OS1.01, OS1.02, WR1.01, WR1.03 |
Observation |
Students discuss and prepare survey. |
|
Application Thinking/Inquiry |
OL1.01, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, WR1.01, WR1.03 |
Roving conference Checklist |
Students survey each other using prepared list. |
|
Thinking/Inquiry Application |
OL1.01, OS1.01, OS1.02, OS1.03, WR1.01, 03, 05 |
Rubric for oral presentation |
Students role-play scenes. |
|
Thinking/Inquiry Application |
WR1.01, WR1.03, WR1.05 |
Rubric for written assignment |
Students prepare questions for guest speaker. |
|
Communication |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04 |
Rating scale True/false listening comprehension quiz |
Students listen to presentation of guest speaker and ask prepared questions. Students choose true/false based on oral statements by teacher. |
|
Knowledge/ Thinking/Inquiry |
RE1.01, RE1.03, RE1.04, WR1.01, WR1.02 |
Summative test |
Students complete test based on vocabulary and grammar of unit. |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with tasks.
· Allow more time to complete tasks.
· Minimize memorization for the scene.
· Increase or decrease number of questions required to ask the guest speaker.
· Allow dictionaries or student notes during the unit test.
Printed Matter
brochures on host international country/countries
maps, postcards, flyers, other realia
Community
invited guest speaker