Course Overview

International Languages, Level 3, Open, LBACO–LYXDO

Course Description

This course provides students with further opportunities to develop their communication skills in the international language and to increase their confidence in applying them in a variety of practical situations, including contexts related to future employment. Students engage in a variety of activities, with resources that allow them to use the language in various real-life situations. They also continue to explore aspects of the cultures of the countries where the language is spoken, and to investigate careers that require facility in the language. (The Ontario Curriculum, Grades 11 and 12: Classical Studies and International Languages, 2000)

This course leads to Level 4, International Languages, Open. It is appropriate for students wishing to continue to acquire proficiency in the language for personal or professional reasons, such as future travel or business. Students continue to gain knowledge and practice of practical, everyday vocabulary and structures that enable them to communicate effectively in the language.

The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 provides essential information on aspects of policy relating to program planning and the assessment, evaluation, and reporting of student achievement. The curriculum establishes high standards of education for secondary students, and has been designed to ensure that graduates are well prepared to lead satisfying and productive lives and to compete successfully in a global economy and a rapidly changing world. Clear and detailed curriculum expectations and descriptions of achievement levels assist teachers in their assessment and evaluation of students’ work. The curriculum integrates material pertaining to violence prevention, anti-discrimination education, and native education where relevant.

Course Organisation

In this course profile, four thematic units have been developed for a complete course. Each unit takes 27.5 hours to complete. One unit has been fully developed, and can be used as a model for any language and for any other theme. For the other three units, themes have been suggested and tables provide suggestions for clustered expectations, activities, links to the categories of the Achievement Chart, and a focus for each activity.

More than 65 international languages are taught in Ontario schools. In order to make this resource as useful as possible to all teachers, English is used in the profile, with reference to resources in several languages. Some language-specific information and resources are contained in this Overview. In many languages, consideration and sensitivity must be shown to the cultural and regional nuances associated with the language, and to the idiosyncrasies and unique features of the particular language. Some languages have writing that are not phonetic, some are tonal, and others may stress the oral over the written components. The grammatical descriptions used in these course profiles apply more to European languages. Teachers of non-European languages need to identify the appropriate features of their particular language to teach at this level. Normally, a “standard” form of the language is taught in our schools. In many languages, however, regional dialects and levels of language may exist. It is hoped that teachers would make students aware of these variations, to increase their knowledge and appreciation of the richness of the language of study. International language teachers should maintain close contact with the language community (where it exists) in order to keep abreast of changes in the language as they occur.

Teachers may use this course profile to supplement or adapt activities contained in existing textbooks or may use it as a complete framework for a course of study where texts are not available. In this case, suitable resources would have to be found in the language of study to carry out the chosen activities. Where possible, this profile provides references to resources in a number of other languages. Resources for Chinese, German, Italian, Japanese, and Spanish are found in Resources towards the end of this overview.

Course Notes

The sample unit of this course profile can be used as a model for any unit of an international language course. The theme chosen is applicable to most languages; however, languages other than European ones would have to modify the grammar and language knowledge component to fit the needs and structures of their particular language. At this level, listening and speaking activities continue to play an important role in the classroom experience of students, while increasing emphasis is placed on reading and writing activities.

Overall and specific expectations from Oral Communication, Reading, and Writing are the basis of each unit and the starting point for planning an activity or an entire unit. Listening, speaking, reading, and writing are always taught and practised in combination, and so it is logical to cluster expectations from several of the strands in the planning of unit activities. Some suggested clustered expectations (coded), along with focus activities, links to the Achievement Chart categories, and tools for assessment and evaluation are presented in chart form following each unit description. In addition to the Oral Communication, Reading, and Writing strands, grammar and language knowledge are an integral part of international language courses and are always taught in context. Suggestions are made for the introduction and teaching of specific grammar and language knowledge expectations (for European languages) for all units.

Reading and writing take on additional importance at this level. According to The Ontario Curriculum Grades 11 and 12, Classical Studies and International Languages, 2000, students are expected to read at least 60 pages of text (30 intensive, 30 extensive). Appendix A of this profile contains reading strategies and suggestions for teachers to use in international language classes. These strategies help students acquire good reading skills and make comprehension and discussion more effective. The acquisition of good reading strategies in any language reinforces literacy in the first language of the student, and is a goal for teachers of any discipline.

Appendix B of the profile contains three sample rubrics for assessing student progress in using reading strategies. Appendix C is a glossary of terms. Appendix D provides a list of performance tasks that could be used in a language class for language practice, assessment or evaluation, and Appendix E is directly related to the fully developed unit.

Teachers should be familiar with school and board policies regarding acceptable use of the Internet. Close monitoring of student use of the Internet is very important to avoid misuse. A prime concern of teachers is always the physical safety of students within their jurisdiction, and the prevention of violence within the school environment. Teachers should plan classroom activities that avoid linguistic or cultural/stereotyping. Procedures and guidelines regarding community involvement in school activities (see Ministry of Education and Training Policy Memo No. 124) need to be known and practised. Wherever appropriate, activities that promote collaboration and integration with other school departments and the community are encouraged. These activities broaden students’ perceptions, help them to make important connections, and link them to the world beyond the classroom walls.

Units: Titles and Time

* Unit 1	Full Steam Ahead: Preparing for the World of Work	27.5 hours
Unit 2	Wide World of Sports	27.5 hours
Unit 3	When in Rome, Do as the Romans Do: Social and Cultural Traditions	27.5 hours
Unit 4	Legendary Figures and Contemporary Heroes/Heroines	27.5 hours

* This unit is fully developed in this Course Profile.

Unit Descriptions

Unit 1: Full Steam Ahead: Preparing for the World of Work

Students explore their interests and strengths. The students’ language skills and their self-awareness develop as they progress through a series of activities related to the reality of the work world, preparation of résumés, language-related opportunities, and the interview process. In connection with this unit, students may also:

· find community service placements in the community using the language of study;

· link this unit with a cooperative education experience in the community using the language of study;

· job-shadow someone who uses the language of study in his/her work;

· incorporate decision-making and action-planning into their Annual Education Plan.

(See: Cooperative Education and other opportunities for experiential learning, Ontario Ministry of Education, 2000)

Note: Grammatical structures mentioned in the Focus column apply to European-based languages.

Expectations	Assessment/Evaluation		Focus
Expectations	Achievement	Tools	Focus
1. LI1.01, LI1.02, SP1.01, SP1.02, RE1.01, RE1.02, WR1.01, WR1.04	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Inventory chart of interests and strengths	- Discussing students’ interests and strengths - Reviewing modal verbs - Reviewing and expanding negative constructions
2. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Portfolios - Rating scale - Written/oral presentation rubrics	- Exploring kinds of work available in the community - Finding information on language-related careers and opportunities for immersion - Using negative constructions - Using the imperative mood
3. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Observation - Self-evaluation - Rating scales - Writing rubric	- Preparing for a job interview - Giving each other advice on personal presentation - Exploring ways to improve the language-related aspects of résumés - Writing résumés with cover letters - Using indirect objects - Using pronouns as objects of prepositions
4. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Self-evaluation - Peer feedback - Objective-question quiz based on reading - Portfolio submissions - Oral presentation rubric	- Practising phoning for job interviews - Going through the interview process - Exploring possibilities for work experience in the language of study - Using the future tense
5. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.03, RE1.05, WR1.02, WR1.03, WR1.04, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Group presentation rubric - Group writing rubric - Peer evaluation - Rating scale - 3-skill unit test - Oral interview rubric	- Creating videos to incorporate the content of the previous activities - Writing scripts for good and bad job interviews, then acting them out on video

Unit 2: Wide World of Sports

Students learn about geographical regions, countries and capitals. They identify the international Olympic signs for sports and present a mini Olympic Parade of Nations in class. They role-play an interview with an international sports figure. Guided by the teacher, they discuss the personal habits that lead to success in sports as well as in school and the business world.

Note: Grammatical structures mentioned in the Focus column apply to European-based languages.

Expectations	Assessment/Evaluation		Focus
Expectations	Achievement	Tools	Focus
1. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, WR1.02, WR1.04	Knowledge/ Understanding	- Paper-and-pencil quiz	- Introducing names of countries, geographical areas, maps
2. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.02, RE1.03, WR1.01, WR1.05	Knowledge/ Understanding Application	- Quiz: match Olympic sports symbols to names of sports	- Discussing international Olympic sports symbols - Introducing sports vocabulary
3. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, WR1.01, WR1.03, WR1.05	Application	- Rubric for oral presentation - Checklist for writing	- Presenting a mini Parade of Nations - Learning adjectives of nationality
4. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, WR1.01, WR1.03, WR1.05	Thinking/ Inquiry Communication	- Rubric for oral and written presentation of a sports hero	- Discussing sports heroes, medal winners, Paralympic competitors - Using adjectives describing character traits - Using comparative and superlative of adjectives
5. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, WR1.01, WR1.03	Thinking/ Inquiry Communication	- Rubric for oral presentation - Rubric for peer evaluation of student participation in group discussions and presentations	- Developing good personal habits - Learning reflexive pronouns

Unit 3: When in Rome, Do As the Romans Do: Social and Cultural Traditions

Through a series of guided activities, students investigate everyday etiquette, cultural traditions such as birthday and wedding celebrations, and special festivals in countries where the language of study is spoken. Based on the information gathered, they make a presentation to the class. They report on a musical or other event that they have attended. Then, as a final task, they plan an event or celebration related to the culture of the language of study.

Note: Grammatical structures apply to European-based languages.

Expectations	Assessment/Evaluation		Focus
Expectations	Achievement	Tools	Focus
1. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02	Knowledge/ Understanding	- Quiz joining main clauses and main and subordinate clauses	- Discussing social/cultural etiquette (e.g., visiting, preparing food, banking, borrowing) - Learning coordinate and subordinate conjunctions
2. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.05, WR1.01, WR1.03	Knowledge/ Understanding Thinking/ Inquiry	- Portfolio item - Interview with teacher - Written quiz	- Discussing special celebrations e.g., Carnival, Chanukah, Diwali, Christmas, Lunar New Year - Using demonstrative adjectives
3. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, WR1.01, WR1.04, WR1.05	Thinking/ Inquiry Application	- Portfolio item - Cloze exercise	- Introducing birthday celebrations, name days, weddings, etc. - Using the partitive with nouns - Learning possessive forms of nouns
4. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.02, RE1.04, WR1.01, WR1.03, WR1.04	Application Communication	- Rubric for oral presentation	- Reporting on a musical event
5. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.04, RE1.05, WR1.01, WR1.03, WR1.05	Application Communication	- Rubric for oral and written presentation	- Culminating activity: planning a cultural or sports event or celebration related to the language of study

Unit 4: Legendary Figures and Contemporary Heroes/Heroines

(Note: See International Languages, University Preparation, Course Profile, Unit 4 for a fully developed unit on the same theme.)

Students identify legendary figures and real or fictional heroes and heroines of the 20th and 21st centuries and discuss the qualities that make them role models. They read comics in the international language of study and gather information on a legendary figure or modern hero/heroine. The teacher introduces heroes/heroines found in literature, poetry, music, theatre, opera, and art and explains how to tell a story in the past tense. Students present a legendary or modern hero/heroine, retell folktales using pictures and unscramble a plot sequence. As a culminating activity, students view videos or live productions of folk/fairytales and create a storyboard to retell the story in their own words and pictures.

Note: Grammatical structures mentioned in the Focus column apply to European-based languages.

Expectations	Assessment/Evaluation		Focus
Expectations	Achievement	Tools	Focus
1. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, WR1.01, WR1.02	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Observation- Rubric for oral presentation - Quiz: cloze exercise	- Discussing legendary figures and modern heroes/heroines - Role-playing an interview between a reporter and a heroic figure - Reviewing the perfect tense - Using the imperfect tense
2. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.03, WR1.01, WR1.03	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Rubric for oral presentation - Rubric for written work	- Retelling and presenting a comic book story scene - Using the perfect and imperfect tenses to tell a story
3. LI1.01, LI1.02, LI1.03, SP1.01, SP1.03, SP1.04, RE1.01, RE1.03, WR1.01, WR1.03	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Quiz on listening and reading comprehension - Rubric for oral participation - Rubric for oral presentation	- Reading an abridged folk/fairytale or poem - Using hand gestures and body language to retell a story that has been read - Reviewing the comparative and superlative forms of adjectives and adverbs
4. LI1.01, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.03, RE1.04, WR1.02, WR1.03, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Informal observation - Listening comprehension quiz - Rubric for oral presentation/written work - Student-created true/false quizzes	- Listening to excerpts from an opera/musical play, works of famous composers based on folk/fairy tales - Reviewing the possessive form of nouns
5. LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.02, RE1.04, WR1.01, WR1.03, WR1.05	Knowledge/ Understanding Application Communication Thinking/ Inquiry	- Rubric for oral presentation and written work - Rubric for assessing group work	- Reading about legendary figures or modern heroes/ heroines - Creating a storyboard to tell the tale

Teaching/Learning Strategies

It is important that students have opportunities to learn in a variety of ways: individually and cooperatively, independently and with teacher direction, through hands-on activities, and through practice in all the skill areas. The strategies chosen should vary according to the curriculum expectations and the needs of the students.

The following considerations will guide teachers in the planning of international language courses.

· Assessment: time permitting, completing assessment packages before teaching a unit allows both the teacher and the students to share a clear understanding of the expectations. With a culminating activity in view, students are more motivated and better prepared to progress through diagnostic and formative activities.

· Learning styles: students learn in a number of different ways. Activities should take these learning styles into consideration.

· Groupings: a variety of individual, pair, small group, and whole class activities allow students to practise language skills and to interact with their peers and with the teacher in different situations and contexts. Some strategies to consider are:

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

· pair/small group: e.g., collaborative/cooperative learning activities, interviewing, creating and performing dialogues and skits, peer editing, simulating, problem solving, projects;

· whole class: e.g., brainstorming, problem solving, presenting/introducing, discussion.

· Practice: in order to develop strong language skills, practice in all areas is essential after the introduction of vocabulary and structures. Teachers should provide adequate practice for students in all strands in a variety of situations.

· Technology: information technology provides a variety of resources to facilitate and enrich language learning. Software programs and CD-ROMs also offer students a rich variety of experiences–both linguistic and cultural–to which they might otherwise not have access. The Internet allows students access to a wealth of information, news, and texts in the language of study. Through organisations and sites that organize e-mail discussions, students can communicate with speakers of various languages from around the world. These activities need to be closely monitored by the teacher.

· ESL/ESD: European-based international language programs support ESL/ESD students in their efforts to develop communication skills, and can be beneficial to them in understanding the fundamental principles that are operative in the English language. Teachers should work closely with parents, colleagues, guidance counsellors, school administrators, and community support networks to ensure that ESL/ESD students learn to make connections between languages with similar structures and/or vocabulary (e.g., cognates, how adverbs are used, verb tenses).

· Exceptional students: because language instruction is a complex process, international language teachers must take particular care to adapt their teaching approaches and strategies to the needs of their students, as set out in the Individual Education Plan. Because the study of languages promotes creative thinking and problem solving, as well as the development of essential communication skills, international language courses have particular benefits for exceptional students and increase their chances of success in other areas of the curriculum.

· Cooperative education and career education: students enrolled in international language programs can derive great benefit from cooperative education placements that allow them to apply the language skills they have developed in the classroom in practical situations. International language programs prepare students for careers in a wide variety of fields, and equip them for careers that require well-developed thinking, analytical, and communication skills.

· Community: community organizations, cultural centres, consulates and embassies, as well as native speakers of the language of study who live in the community provide rich resources for students of international languages. Wherever appropriate, community resources should be integrated into language programs.

Assessment & Evaluation of Student Achievement

The recent emphasis on assessment and evaluation and its impact on the planning of classroom activities under the new curriculum is reinforced in the editorial in Orbit, OISE/UT’s Magazine for Schools, Volume 30, Number 4, 2000, which states:

“Assessment and evaluation are central to educational reform initiatives all over the world. Not only are countries, provinces, and states relying on large-scale assessments as measures of the progress and success of their initiatives, but also classroom assessment has become a major part of the agenda for improving student learning.

The changes that are occurring in classroom assessment are not just superficial tampering. They represent major shifts in thinking about learning, about accountability, about schools, and about teaching. Classroom assessment reform is much more than using a variety of new techniques. It means teachers using their judgments about children’s knowledge or understanding to improve the teaching process and to determine what to do for individual children. It means providing descriptions of student performance and sharing the decision-making. It means making assessment criteria visible and bringing parents and students into the process. It means making a fundamental shift in thinking about how and why assessment and teaching are integrally connected.” (Used with permission of the editor)

The primary purpose of assessment and evaluation, then, is to improve student learning. Data gathered help teachers to determine students’ achievement of the curriculum expectations in each course and provide valuable information to students and parents regarding progress and steps toward improvement.

Assessment is the process of gathering information from a variety of sources (including assignments, presentations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations. The main purpose of assessment is to provide descriptive feedback to students to guide their efforts towards improvement.

Evaluation is the process of judging the quality of students’ work on the basis of established criteria, and assigning a value to represent that quality.

Assessment and evaluation are based on the curriculum expectations (by strands) and the achievement levels outlined in the policy document The Ontario Curriculum Grades 11 and 12, Classical Studies and International Languages, 2000. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

· address both what students learn and how well they learn;

· are based both on the categories of knowledge and skills and on the achievement level descriptions given in the Achievement Chart;

· are varied in nature, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learning;

· are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

· are fair to all students;

· accommodate the needs of exceptional students and ESL/ESD students;

· ensure that each student is given clear directions for improvement;

· are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

A final mark is recorded for each Level 3 International Language Course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:

· 70% of the grade is based on assessments and evaluations throughout the course;

· 30% of the grade is based on a series of final evaluations (examination, performance task, project, interview, etc.) administered near the end of the course and comprehensive in nature. The components of the final evaluation should reflect the weighting of the strands (Oral Communication, Reading, and Writing) that has been followed throughout the year.

The final mark, following the weighting of three strands and the expectations contained in each of them, should also reflect the levels described in the Achievement Chart. It should not be based on a numerical average, but rather should reflect the most consistent achievement of the student.

The suggested weighting for Level 3 international language courses is as follows:

Oral Communication (Listening and Speaking)	40% - 50%
Reading	25% - 30%
Writing	25% - 30%

This weighting reflects a change from Levels 1 and 2, where there was more emphasis on the listening and speaking skills (50% - 60%), and less emphasis on reading and writing (20% - 25% each).

All types of assessment/evaluation–diagnostic, formative and summative–need to be used. Diagnostic and formative assessment provides valuable information and feedback to students to enable them to improve their skills. Carefully chosen summative evaluation activities provide students with opportunities to demonstrate their skill and knowledge in situations that integrate their language skills.

Some appropriate tools for diagnostic and formative assessment in an international language class include: observation (formal and informal), student-teacher conferencing, dictations, cloze exercises, oral/aural quizzes, teacher-generated and course-generated tests, formal written assignments, creative writing assignments, role performances, simulations.

Some appropriate tools for summative evaluation include: formal written assignments, listening and reading comprehension tests, projects, oral presentations, complex and varied performance tasks.

Rubrics for oral and written assignments, checklists and rating scales provide useful information to students. They clarify what is expected of them and how the teacher and/or peers make judgements on their performance. A common understanding of what is expected makes feedback to students more valuable. In addition, the above-mentioned tools, that establish clear criteria for evaluation, help to ensure consistency by different teachers within a department.

Accommodations

The learning of a language 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 (by speaking and/or writing). 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 maximize their chance of success in the course.

The following considerations must be kept in mind:

· students’ Annual and/or Individual Education Plans;

· the variety of learning styles of students;

· individual differences in students’ abilities, backgrounds and needs;

· special circumstances (e.g., extended absences due to illness, exchange trips, athletics);

· enrichment materials/activities available;

· alternative or independent assignments or projects;

· flexible groupings/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).

Resources

This resource list is divided into three sections: A – a list of language-related websites that provide links to other useful sites; B – a list of Community resources in Chinese, German, Italian, Japanese, and Spanish; C – a list of resources related directly to the themes of the four units (print and technological) in the languages mentioned above.

In addition, teachers should consult the Course Profiles for International Languages (Open and Academic) for Levels 1 and 2. These contain community, print, and technological resources for the above languages and a number of others.

For additional resources and for other international languages, teachers should contact individual publishers and distributors. For many languages, community resources will be very helpful: community organisations, clubs, embassies, consulates, travel agents, newspapers, radio and television stations, theatres, and native speakers from the community. Teachers should ensure that all resources are free of bias and stereotyping, and that they are appropriate to the age and interests of students in the Level 3 course.

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

A. Websites of interest to language teachers:
All of these sites were active at the time of publication:

· www.google.com - a multi-lingual search engine

· http://school.discovery.com/schrockguide/assess.html - assessment rubrics

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

· www.caslt.org - Canadian Association of Second Language Teachers

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

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

· www.itp.berkley.edu/~thorne/HumanResources - From Arabic to Yiddish, a selection of quality international and native language sites and resources

· http://members.aol.com/maestro12/web/wadir.html - Internet activities for foreign language classes, including sample web lessons and links to teacher resource pages

· http://libraries.mit.edu/humanities/flnews/ - Links to electronic journals, newspapers and magazines in Chinese, French, German, Italian, Japanese, Portuguese, Russian and Spanish

· http://www.bizforms.com/search.htm - Foreign Language Internet Search Engines. A foreign language search engine directory categorized by country, from Argentina to Venezuela

· www.eleaston.com/languages.html - Materials for teaching and learning—grammar, reading, listening, dictionaries, key pals, culture, proverbs, jokes, publishers, and much more

· www.members.tripod.com/~shirish_kalele - National Anthems from around the World—with music in MIDI format and English translations of the words

· www. acs.appstate.edu/dept/fll - Foreign Language and Literature: A university site with language papers, resources, internet courses and study abroad programs

· www.travlang.com/languages - Foreign Languages for Travellers—vocabulary grouped by theme, language course information, translating dictionaries, currency information, and more

· www.uebersetzung.at/twister - International Collection of Tongue Twisters. A fun site with the world’s largest collection of tongue twisters. Entries in 75 languages

· www.odyssey.on.ca/~elaine.coxon/ - The Staff Room for Ontario Teachers: links for planning, teaching using technology, rubrics, assessment, evaluation and reporting, using the Internet in the classroom, and more

B. Community Resources

Chinese

· Chinese Community Centre, 84 Augusta Ave., Toronto, ON, M5T 2L1. Tel: (416) 603-1917

· Chinese Cultural Centre of Greater Toronto, 5183 Sheppard Ave. East, Scarborough, ON.
Tel: (416) 292-9293

· Chinese Information & Community Services, 3852 Finch Avenue East, Suite 310, Scarborough, ON,
M1T 3T7. Tel: (416) 292-7510

· Consulate General of the Peoples’ Republic of China, 240 St. George St., Toronto, ON, M5R 2N5.
Tel: (416) 964-7260

· Hong Kong Economic and Trade Office, 174 St George St., Toronto ON. Tel: (416) 924-5544

· Hong Kong Tourist Association, 9 Temperance St., Toronto, ON. Tel: (416) 366-2389

· Taipei Economic and Cultural Office—Cultural Centre, 888 Progress Ave. Scarborough, ON,
M1H 2X7. Tel: (416) 439-8889

· Taipei Economic and Cultural Office, 151 Yonge St., Suite 310, Toronto, ON, M5C 2W7
Tel: (416) 360-8778

· Toronto Chinese Community Association, 310 Spadina Avenue, #301, Toronto ON,
Tel: (416) 977-4026

German

· Austrian Consulate General, 360 Bay St. Toronto, ON M5H 2V6. Tel: (416) 863-0649

· Consulate General of Germany, 77 Admiral Road, Toronto, ON, M5R 2L4. Tel: (416) 925-2813

· Consulate General of Switzerland, 154 University Ave., Suite 601, Toronto, ON, M5H 3Y9.
Tel: (416) 593-5371

· Embassy of the Federal Republic of Germany, 1 Waverley St., Ottawa, ON, K2P 0T8
Tel: (613) 232-1101

· Goethe-Institute Ottawa, University of Ottawa, 25 University, Ottawa, ON, K1N 6N5
Tel: (613) 235-5124

· Goethe-Institute Toronto, 163 King St. W., Toronto, ON, M5H 1V8. Tel.: (416) 593-5257

· Deutsche Presse (German community newspaper), 455 Spadina Ave., Toronto, ON M5S 2G8.
Tel.: (416) 595-9714.

Italian

· Consulate General of Italy, 136 Beverley St., Toronto, ON, M5T 1Y5. Tel. (416) 977-2193.
Fax (416) 977-5422. http://www.italconsulate.org

· Ente Nazionale Italiano per il Turismo, 175 Bloor St. E. Suite 907, Toronto, ON, M4W 3R8.
Tel: (416) 925-4882, 1-800-482-5907 http://www.italiantournism.com

· Istituto Italiano di Cultura, 496 Huron St., Toronto ON, M5R 2R3. Tel: (416) 921-3802/-0499.
Fax (416) 962-2503. http://www.iicto-ca.org

· Radio and TV stations (e.g., CHIN International radio and TV station)

Japanese

· Association for Japanese Culture, 6 White Leaf Cres., Scarborough, ON, M1V 3G2.
Tel: (416) 298-7657

· Embassy of Japan in Canada, 255 Sussex Drive, Ottawa ON, K1N 9E6. Tel: (613) 241-8541

· The Japan Foundation of Toronto, 131 Bloor St. W., Suite 213, Toronto, ON, M5S 1R1.
Tel: (416) 966-1600

· Japan Information Centre, Consulate General of Japan, Suite 3300, Royal Trust Tower, TD Centre,
77 King St. W., Toronto, ON, M5K 1A1. Tel: (416) 363-7038

· Japan National Tourist Organization, 165 University Ave., 5th floor, Toronto, ON, M5H 3B9.
Tel: (416) 366-7140

· Japanese Canadian Cultural Centre, 6 Garamond Court, North York, ON, M3C 1Z5.
Tel: (416) 441-2345

Spanish

· Centre for Spanish-Speaking Peoples, 1004 Bathurst St., Toronto (416) 533-8545

· Consulate General of Spain, 200 Front Street, Suite 2401, Toronto, ON, M5V 3K2
Tel: (416) 977-1661

· Embassy of Spain in Canada, 74 Stanley Ave., Ottawa, ON, K1M 1P4. Tel: (613) 747-2252/7293

· Embassy of Spain Education Office, 74 Stanley Ave., Ottawa, ON, K1M 1P4. Tel: (613) 741-8399

· Language Plus, 76 Park Lawn Road, Toronto Telephone; (416) 251-6877 (library in centre)
e-mail: _spacen@inforamp.net

· Spanish Centre for Language and Culture, 40 Hayden St., Toronto M4Y 1V8 Tel: (416) 925-4652 or (416) 515-2752 (video and audio tapes, attached bookstore for comics, magazines, newspapers)

· Spanish Tourist Office, 2 Bloor St. W., 34th floor, Toronto, ON, M4W 3E2. Tel: (416) 961-3131

C. Unit Resources

Unit 1: Full Steam Ahead: Preparing for the World of Work

Generic Resources

· Brand, Margaret, Ann Olney Sparkes, Eastern Townships School Board. Success In The Workplace (A Student Guide), Mississauga, Ontario: Copp Clark Pitman Ltd., 1990. ISBN 0-7730-5004-3
pp. 2-17: ideas for interest inventories

· Kennedy, Dora. Exploring Languages. Lincolnwood, Illinois, USA: National Textbook Co., 1994. Bourgon, Edward. Foreign Languages and Your Career. Guilford, Connecticut, USA: Jeffrey Norton Publishers, Inc., 1978.

· Kirk, Janis Foord. SurvivAbility (Career Strategies for the New World of Work). Kelowna, British Columbia: Kirkfoord Communications Inc., 1996. ISBN 0-9695936-1-9 Chapter 8: ideas for interest and strength inventories

· Misener, Judi, Susan Kearns. Expanding Your Horizons (A Career Guide). Toronto, Ontario: McGraw-Hill Ryerson Ltd., 1993. ISBN 0-07-551392-7 Chapter 2: ideas for interest inventories

· Ontario Ministry of Education, 2000. Cooperative Education and other opportunities for experiential learning. ISBN 0-7794-0318-5

· Community newspapers

Technological

· “A Piece Of The Puzzle” (video). Toronto District School Board.

· website, www.excite.ca/careers

· website, www.infoseek.go.com

· website, www.lycos.com (enter name of language and careers, e.g., German careers)

· website, www.mediainfo.com

· website, www.webcrawler.com

· website, www.yahoo.com (enter careers)

· Job interview video (sound turned down if not in language of study)

Chinese Resources

· Wu yu-qing, Lingting ji shuohua nengli xunlian, Hong Kong Educational Publishing Ltd.
ISBN 962-290-7601 - planning, setting and writing up of future goals

· Mingpao daily news, Singtao daily news, The World Journal Daily News - reading a newspaper

· Feng shi, Xiandai yingyongwen shouce, Zhongliu Publishing Co. - résumé

· Xinbian Putonghua jiaocheng (chuji) Joint Publishing Co. Ltd. ISBN 962.04.0688.5 Lesson 9:
job interview

· New Chinese 300 A Beginning Language Course, Cheng & Tsui Company. ISBN 0-88727-001-8
– acceptance/rejection call

German Resources

· Aufderstraße, Hartmut, Heiko Bock, Mechthild Gerdes, Jutta Müller, Helmut Müller. Themen neu 1. Ismaning: Max Hueber Verlag, 1994. ISBN 3-19-001566-X Chapter 12: Schule, Ausbildung, Beruf; Chapter 14: Industrie, Arbeit, Wirtschaft

· Aufderstraße, Hartmut, Heiko Bock, Mechthild Gerdes, Jutta Müller, Helmut Müller. Themen 2. Ismaning: Max Hueber Verlag, 1984. ISBN 3-19-001372-1 Chapter 2: Schule, Ausbildung, Beruf

· Briggs, Lol and Bryan Goodman-Stephens, Paul Rogers. Zickzack 2. Surrey: Thomas Nelson and Sons Ltd., 1989. ISBN 0-560-15011-3 Chapters 1 and 2: free time, jobs, exchanges; Chapter 7: Schule

· Briggs, Lol and Bryan Goodman-Stephens, Paul Rogers. Zickzack 3. Surrey: Thomas Nelson and Sons Ltd., 1988. ISBN 0-17-439311-3 - pp. 134-139: personal ads, jobs

· Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999. ISBN 0 340 72059 X - Chapter 19: Die Medien

· Holt, Rinehart, Winston. Komm Mit 2, Harcourt, Brace & Company, 2000. ISBN 0-02-052087-8 -
p. 17: giving and responding to compliments; p. 151: writing a realistic dialogue; p. 202: writing an interview dialogue

· Kraft, Wolfgang S, Roland H. Specht, Shawn C. Jarvis, Isolde Mueller. Deutsch Aktuell 3. St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1999. ISBN 0-8219-1702-1 - p. 203: job interview

· Moeller et al. Blickpunkt Deutschland. Boston: Houghton, Mifflin Company, 1973.
ISBN 0-395-13690-3 - p.62: short story Und einer verkauft z.B. Zeitungen

· Moeller, Liedloff, Kent. German Today 2, 4th ed. Boston, Houghton Mifflin Company, 1989.
ISBN 0-395-47135-4 - Kapitel 11: choosing a career

· Winkler, George and Margrit Meinel Diehl. Unbedingt Lesen! Orland, Florida: Harcourt Brace Jovanovich, Inc., 1985. ISBN 0-15-383673-3 - pp. 35-36: Der junge Rechtsanwalt

Technological

· Video series Lernexpress 1. BBC Educational Publishing, PO Box 234, Wetherby, West Yorkshire, 1990. ISBN 0-563-34823-2 - Unit 9: Auf dem Land, discussion of career traditions within families

· Video series Alles Gute. Inter Nationes, Kennedyallee 91-103, D-5300 Bonn 2, 1989 -
Episode 11: employees’ meeting

· website, www.career.de

· website, www.lycos.com (enter German careers)

Italian Resources

· Cristinziano, Armando, Rocco Mastrangelo, Quaderni di Termi Pratici: Il Mondo Del Lavoro: Terza Serie. North York: North York Board of Education, 1984. pp. 18, 19, 24, 44, 45-58.

Technological

· website, http://www.unilibro.it/libro/l184644.htm - how to find a job in the 20th century in Italy

· website, http://www.unilibro.it/libro/l184644.htm - jobs and professions in the world

· website, http://www.lavorare.com/

· website, http://www.lavorare.com/mestprof/ - information about “work” and lists of jobs and professions and how to acquire skills for a certain trade and/or profession

Japanese Resources

· Koyama, Tomoko. Japan: A Handbook in Intercultural Communication. National Centre for English Language Teaching and Research, Macquarie University, Sydney, 1992. ISBN 0-85837-734-9 Chapter 5: Living in Society; Chapter 7: Values-Thinking in Society

Technological

· website, http://homepages.go.com/*nishijin/japanfaq.htm - a guide to assist those who are planning to go to Japan

· website, http://dmoz.org//Regional/Asia/Japan/Business_and_Economy - a directory that provides a good list of areas related to business

Spanish Resources

· Funston, James F., Alejandro Vargas Bonilla, Daphne Helms Sherman. (Somos así) LISTOS (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000.
ISBN 0-8219-1913-X - Chapter 7: Las noticias; Chapter 9: Hablando del futuro; pp. 374-375: Asistir a la universidad and Oportunidades section in every chapter.

· Funston, James F., Dolores M. Koch, Alejandro Vargas Bonilla. Somos así 2. Saint Paul, Minnesota: EMC/Paradigm Publishing, 1997. ISBN 0-8219-0993-2 - Unit 8: Sueños y aspiraciones; Unit 16: El lenguaje del cuerpo

· Funston, James F. (Somos así) ¡YA! (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1937-7 - p. 9: completing an application;
pp. 450-461: looking at job ads; pp. 462-473: interviews and Oportunidades section in every chapter

· Funston, James F. (Somos así) En Sus Marcas (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1888-5 - pp. 402-403: El correo electrónico; Oportunidades section in every chapter

· Gonzalez M., L. Kettle & M.E. Placencia, Sueños World Spanish, NTC Publishing Group, BBC Worldwide Ltd.,1995. ISBN 0-8442-0541-9 - Unit 17: talking about your dreams and ambitions

· Samaniego, Fabian, M. Carol Brown, Patricia Hamilton Carlin, Sydney E. Gorman and Carol L. Sparks. ¡Dime! 2. Lexington: D. C. Heath and Company, 1994. ISBN 0-669-23996-8 - Unit 7: looking for jobs

Technological

· website, www.sispain.org/english/mediapress/ Spanish newspapers on the Internet

· website, www.espanol.yahoo.com Click on Economia y negocios and you will find information on business, curriculum vitae, job applications.

· website, http://cuvitae.com.ar/es/ - information on résumés, jobs

· website, www.eldirectoriolatino.com

· website, www.latpro.com (in English, Portuguese, Spanish)

· website, www.spanishmarketing.com (in English)

Unit 2: Wide World of Sports

Chinese Resources

· Putonghua keben Vol 1, Xianggang Putonghua Yanxishe (Lesson 11) - names of countries

· Cynthia Yu Wang, Paul Mercier, Learn Chinese Vol 1 & 2, Department of East Asian Studies, University of Toronto

· Huang zheng-cheng, Standard Chinese course Vol 4. Peking University Press ISBN 7-301-03408-3 - Lesson 35: sports vocabulary

· Chang, Peter and Alyce Mackerras, Yu Hsiu-ching, Hanyu 2 Chinese for beginners. Cheng & Tsui Company ISBN 9-780582-873810

· Xinbian Putonghua jiaocheng (chuji) Joint Publishing (H.K.) Co., Ltd. ISBN 962-04-0688-5
Lesson 12

· Wang, Cynthia Yu, Paul Mercier, Learn Chinese Vol 1 & 2, Department of East Asian Studies, University of Toronto - adjectives of nationality

· Chang, Peter, Alyce Mackerras, Yu Hsiu-ching, Hanyu 3 Chinese for beginners, Cheng & Tsui Company. ISBN 9-780582-874572 - Unit 4: adjectives describing character traits

· Huang zheng-cheng, Standard Chinese course Vol 4, Peking University Press. ISBN 7-301-03408-3
- Lesson 39: excelling at school

· Chinese folk tale: Father, son and the donkey - peer pressure vs. making one’s own decisions – This famous story can be found in many storybooks.

Technological

· website, www.china-contact.com/chinese/country.html

· website, http://chineseyahoo.com/Recreation_and_Life_/Sports/Athletes/ - sports heroes

German Resources

· Briggs, Lol and Bryan Goodman-Stephens, Paul Rogers. Zickzack 2. Surrey: Thomas Nelson and Sons Ltd., 1989. ISBN 0-560-15011-3 - Chapter 4: swimming and sports; Chapter 10: sports and sports clubs

· Briggs, Lol and Bryan Goodman-Stephens, Paul Rogers. Zickzack 3. Surrey: Thomas Nelson and Sons Ltd., 1988. ISBN 0-17-439311-3 - Chapter 1: swimming competition; pp. 154: good habits/bad habits

· Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999. ISBN 0 340 72059 X - pp. 85-90: pastimes, sports

· Kraft, Wolfgang S. Deutsch Aktuell 2. St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1998. ISBN 0-8219-1488-X - pp. 38-40: reading about a female sports car driver

· Kraft, Wolfgang S, Roland H. Specht, Shawn C. Jarvis, Isolde Mueller. Deutsch Aktuell 3 (Teacher’s Edition). St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1999. ISBN 0-8219-1702-1 -
Chapter 8: healthy living

· Winkler, George and Margrit Meinel Diehl. Unbedingt Lesen! Orland, Florida: Harcourt Brace Jovanovich, Inc., 1985. ISBN 0-15-383673-3 - pp. 6-9: Uli und der Sport

Technological

· CD-ROM: Practice Makes Perfect. Knoxville, TN, USA: The Learning Company.

· CD-ROM: The Rosetta Stone. Harrisonburg, VA, USA: Fairfield Language Technologies.
ISBN 1-58022-022-3

· CD-ROM: German for everyone. Cambridge, Mass.: The Learning Company, 1997 (2 disks).

· Video series Alles Gute. Inter Nationes, Kennedyallee 91-103, D-5300 Bonn 2, 1989.

· Video series Lernexpress 1. BBC Educational Publishing, PO Box 234, Wetherby, West Yorkshire, 1990. ISBN 0-563-34823-2 - Segment 5: Freizeit, leisure time; Segment 10: In den Ferien, holiday activities

Italian Resources

· Chiuchiù, A. and others. In Italiano: corso di lingua e civilitá a livello elementare ed avanzato. Perugia: Editrice Guerra, 1985 ISBN 88-7715-013-0 Unit 8: pp.177, 179, 180

· Lazzarino, Graziana. Prego!: An Invitation to Italian, 2nd ed. New York: Random House, 1984. ISBN 0-394-33630-5 Unit 10: pp. 215-217

· Merlonghi, Ferdinando and others. Oggi in Italia: A First Course in Italian, 2nd ed. Boston: Houghton Mifflin Company, 1982. ISBN 0-395-31872-6 Unit 15: p. 186; Unit 21: p. 274

Technological

· website, http://www.coppasabatini.com/ - section VOCABOLARIO - words and definitions related to all sports

· website, http://www.geodigit.com/sitosprt/ - sports information: Olympics, history of games, sport and the world of work, youth and sport, history, etc.

· website, http://www.nbn.it/125fgi/indice.html - history of the Olympic games from 1896 to 1992 and Olympic National Anthem

Japanese Resources

· Koyama, Tomoko. Japan: A Handbook in Intercultural Communication. National Centre for English Language Teaching and Research, Macquarie University, Sydney, 1992. ISBN 0-85837-734-9 - Chapter 2: The Land and the People; Chapter 4: Defining Self in Society; Chapter 6: Interacting in Society

Technological

· website, http://jin.jcic.or.jp - Japan atlas: maps of regions and festivals by regions

· website, http://www.graphicmaps.com/atlas/world.htm - atlas, maps and flags, quick "facts" information

Spanish

· Funston, James F. (Somos así) En Sus Marcas (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1888-5 - Chapter 7: pastimes

· Funston, James F. (Somos así) ¡YA! (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1937-7 - Chapter 8: sports, health, staying in shape

· Funston, James F., Dolores M. Koch, Alejandro Vargas Bonilla. Somos así 2. Saint Paul, Minnesota: EMC/Paradigm Publishing, 1997. ISBN 0-8219-0993-2 - pp. 355-363: soccer

· M. Gonzalez, L. Kettle & M. E. Placencia. Sueños World Spanish, NTC Publishing Group, BBC Worldwide Ltd.,1995 ISBN 0-8442-0541-9 - Unit 2: saying what your nationality is; Unit 13: sports and pastimes; p.134: sports heroes

· Samaniego, Fabian A., M. Carol Brown, Patricia Hamilton Carlin, Sidney E. Gorman, and Carol L. Sparks. ¡Dime! 2. Toronto, Ontario: D.C. Heath and Company, 1994. ISBN 0-669-23996-8 - pp. 4-7,
pp. 281-283: sports and disabilities; Chapter 5: healthy living; pp. 299-301: camping

Technological

· website, http://ado.es/home2.htm 2000 Oympics in Sydney site in Spanish

· website, http://espanol.yahoo.com Click on Deportes y ocio and you will open a page on sports.

Unit 3: When in Rome, Do As the Romans Do: Social and Cultural Traditions

Chinese Resources

· Huang zheng-cheng. Standard Chinese course Vol 4, Peking University Press. ISBN 7-301-03408-3 -
Lesson 39: everyday cultural traditions

· Elementary Chinese, Beijing Normal University Press. - Lesson 15, 16: special celebrations

· Zhongguo minsu jieri gushi, Guoyu Ribao ISBN 957-751-301-8

· Zhongguo de minsu, Zhuang pai-he, The Republic of China ISBN 957-9342-93-8

· Elementary Chinese, Beijing Normal University Press. ISBN 303-01052-1/G.628 - Lesson 4: birthday celebrations, name days, weddings

· Chang, Peter, Alyce Mackerras, Yu Hsiu-ching, Hanyu 2 Chinese for Beginners, Cheng & Tsui Company. ISBN 9-780582-873810

· Chang, Peter, Alyce Mackerras, Yu Hsiu-ching Hanyu 3 Chinese for Beginners, Cheng & Tsui Company ISBN 9-780582-874572 - Unit 5: planning an event

Technological

· website, http://chinese.yahoo.com/Holidays_and_Observations/

· website, http://edu.ocac.gov.tw/festival/

· website, http://chinese.yahoo.com/Weddings/

German Resources

· Briggs, Lol and Bryan Goodman-Stephens, Paul Rogers. Zickzack 2. Surrey: Thomas Nelson and Sons Ltd., 1989. ISBN 0-560-15011-3 - Chapter 2: exchanges, etiquette; Chapter 6: problems of communication, apologizing

· Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999. ISBN 0 340 72059 X - pp. 101-112: holidays, festivals

· Holt, Rinehart, Winston. Komm Mit 2, Harcourt, Brace &Company, 2000. ISBN: 0-02-052087-8 -
p. 263: an interview about attending cultural events

· Kraft, Wolfgang S. Deutsch Aktuell 2. St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1998. ISBN 0-8219-1488-X - pp. 117-121: homes and customs in the home in Germany; Chapter 8: festivals and holidays

· Kraft, Wolfgang S, Roland H. Specht, Shawn C. Jarvis, Isolde Mueller. Deutsch Aktuell 3 (Teacher’s Edition). St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1999. ISBN 0-8219-1702-1 -
pp. 118-120: rock festival

· Moeller, Liedloff, Kent. German Today 1, 4th ed. Houghton Mifflin Company, Boston, 1989.
ISBN 0-395-47122-2 - Kapitel 12: table settings, manners

· Moeller, Liedloff, Kent. German Today 2, Fourth Edition Houghton Mifflin Company, Boston, 1989. ISBN 0-395-47135-4 - Kapitel 7: everyday customs; Kapitel 10: Fasching, Fastnacht, Karneval

· Moeller et al. Blickpunkt Deutschland Boston:Houghton, Mifflin Company,1973.
ISBN 0-395-13690-3 - p.139: poem: Kleinstadtsonntag

· Winkler, George, Margrit Meinel Diehl. Unbedingt Lesen! Orland, Florida: Harcourt Brace Jovanovich, Inc., 1985. ISBN 0-15-383673-3 - pp. 46-49: where place names come from, Warum wir so heissen

Technological

· CD-ROM: Practice Makes Perfect. Knoxville, TN, USA: The Learning Company.

· CD-ROM: The Rosetta Stone. Harrisonburg, VA, USA: Fairfield Language Technologies.
ISBN 1-58022-022-3

· CD-ROM: German for everyone. Cambridge, Mass.: The Learning Company, 1997 (2 disks).

· Video series Alles Gute. Inter Nationes, Kennedyallee 91-103, D-5300 Bonn 2, 1989.

· Video series Lernexpress 1. BBC Educational Publishing, PO Box 234, Wetherby, West Yorkshire, 1990. ISBN 0-563-34823-2 - Segment 2: Mein Zuhause, at home; Segment 9: Auf dem Land, in the country

Italian Resources

· Chiuchiù, A. and others. In Italiano: corso di lingua e civilitá a livello elementare ed avanzato. Perugia: Editrice Guerra, 1985. ISBN 88-7715-013-0 - Unit 4: pp. 84-86; Unit 5: pp. 106-110; Unit 7: pp. 154-156; Unit 15: pp. 336-342; Unit 19: pp. 465-467; Unit 22: pp. 508-510; Unit 23: pp. 526, 527

· Danesi, Marcel. Adesso! A Functional Approach to Italian. Boston: Heinle & Heinle Publishers, 1992. ISBN 0-8384-1986-0 - Unit 4: pp. 434, 435

· Lazzarino, Graziana. Prego!: An Invitation to Italian, 2nd ed. New York: Random House, 1984. ISBN 0-394-33630-5 - Unit 7: p. 155; Unit 13: p. 278; Unit 14: p. 295: Unit 20: p. 413, 414; Unit 21: p. 431

· Licari, Carmen and Licari, Lidia. L’italiano in contesto: Corsa di lingua per stranieri. Bologna: Pitagora Editrice, 1982. ISBN 88-371-0113-9 - Unit 15: pp. 205, 206

· Merlonghi, Ferdinando and others. Oggi in Italia: A First Course in Italianm, 2nd ed. Boston: Houghton Mifflin Company, 1982. ISBN 0-395-31872-6 - Unit 1: p. 13; Unit 18: pp. 243-245;
Unit 19: p. 246; Unit 20: p. 258; Unit 22: p. 286; Unit 24: pp. 327, 329; Unit 25: p. 332; Unit 27:
p. 374

Technological

· website, http://www.linkitalia.net/menulink.htm - links to a variety of topics

· website, http://quotidiano.monrif.net/ - daily information on sport, music, internet, daily life, etc.

Japanese Resources

· Eibun Nihon Etoki Jiten: Festivals of Japan, Vol. 4. (Bilingual) JTB, 1987. ISBN 4-5330-0489-X

· Kataoka, Hiroko C. with Tetsuya Kusumoto. Japanese Cultural Encounters & How to Handle Them. Lincolnwood, Illinois, 1997. Passport Books/NTC Publishing Group,. ISBN 0-8442-8531-5 - Part II: etiquette, formalities, and customs

· Takada, Noriko, Rita L Lampkin. The Japanese Way: Aspects of Behavior, Attitudes, and Customs of the Japanese. Lincolnwood, Illinois. Passport Books, NTC/Contemporary Publishing Company, 1997. ISBN 0-8442-8377-0 - pages on dating and marriage, death and mourning, holidays and festivals, religion, etc.

· Pacific Friend: A window on Japan. A magazine distributed by Japan Publications Trading Co., Ltd., P.O. Box 5030, Tokyo International, Tokyo 100-8799, Japan.

Technological

· website, http://www.jijigaho.or.jp/index_e.html – up-to the minute articles on culture and daily life, sports, geography, politics, and more.

· website, http://home.ntt.com/japan/index.html - list and description of national holidays

· website, http://dmoz.org/Regional/Asia/Japan/South_and_Culture/celebrations_and_holidays - list and description of holidays and celebrations

· website, http://www.geocities.com/Tokyo/Ginza/3930/index.html - Culture Network (JP NET); list and description of holidays

· website, http://jin.jcic.or.jp – a list of festivals by region

· website, http://www.geocities.com/Tokyo/Ginza/8930/index.html - a list of holidays with description

· website, http://www.threeweb.ad.jp/~mciccone/marie3e.htm – Guide to Japan: Weddings – photos and terminologies

· website, http:/www.japan_guide.com/e/e2005.html – Schauwecker’s Guide to Japan: Table Manners - summary of eating etiquette

· website, http//www.peachstar.org/irasshai/culwww//lf7.htm - tips on etiquette from eating to bowing

Spanish Resources

· Funston, James F. (Somos así) En Sus Marcas (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1888-5 - Conexión cultural in every chapter;
Chapter 5: daily living; Chapter 8: home life

· Funston, James F. (Somos así) ¡YA! (Annotated Teacher’s Edition). Saint Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN 0-8219-1937-7 - Conexión cultural in every chapter;
Chapter 2: family; Chapter 6: travel

· Funston, James F., Dolores M. Koch, Alejandro Vargas Bonilla. Somos así 2. Saint Paul, Minnesota: EMC/Paradigm Publishing, 1997. ISBN 0-8219-0993-2 - Chapter 1: daily life; pp. 190-191: nationalities; Chapter 5: homes

· Gonzalez, M., L. Kettle & M. E. Placencia. Sueños World Spanish, NTC Publishing Group, BBC Worldwide Ltd., 1995. ISBN 0-8442-0541-9 - Unit 11: theatre, entertainment events

· Samaniego, Fabian A., M. Carol Brown, Patricia Hamilton Carlin, Sidney E. Gorman, and Carol L. Sparks. ¡Dime! 2. Toronto, Ontario: D.C. Heath and Company, 1994. ISBN 0-669-23996-8 - Impacto cultural in every chapter; pp. 411-413: travel and visiting

Technological

· website, www.espanol.yahoo.com Click on Sociedad then on Culturas and you will find information on festivals, social etiquette, holidays, weddings. After you open Sociedad, click on 1 item on the list e.g., Fiestas populares y dias festivos for information on all festivals or holidays

Unit 4: Legendary Figures and Contemporary Heroes/Heroines

Chinese Resources

· Li yuan-zhe de gushi, Yuanzhe Kexue Jiaoyu Jijinhui. (modern day heroes) ISBN 957-99088-1-8

· Hua mu-lan, Renmin Youdian Publishing Co. ISBN 7-115-07327-9/G.554 (comic book)

· Tales of the Twelve Animals, Hebei Juvenile and Children’s Publishing House. ISBN 7-5376-0304-9 (comic book)

· Cartooned Chinese Fables & Parables. Bo Yi Publishing Co. ISBN 962-17-0415-4 (comic book)

· Zhongguo mingren zhuanji. Newton Publishing Co.Ltd. ISBN 962-273-183-X (comic book)

· Lin bai-lian, Lidai liuchuan shenhua xuan. San Feng Publishing Co. ISBN 957-8867-46-9 (folk/fairy tale)

· Zhongguo shenhua gushi. Beijing: Zhongguo Shijieyu Publishing Co. ISBN 7-5052-0425-4 (poem about a mythical figure)

· Mulan ci. Beijing opera (poem based on folk tales of Hua mu-lan): The Monkey King, The Butterfly Lovers

Technological

· website, http://greatchinese.com

· website, http://chinese.yahoo.com/Society_and_Culture/Mythology_and_Folklore/

· website, http://edu.ocac.gov.tw/culturechinese/vod25html/vod25_01.htm

· website, http://edu.ocac.gov.tw/ocac99asp/familycorner/MIX/06MIX_frame.asp

· website, http://members.nbci.com/_XMCM/cultureweb/05.htm

· website, http://www.taiheng.net/malanhua.html

· website, http://www.sh.com/culture/opera/peking.htm (Peking Opera)

· website, http://www.sp.uconn.edu/~epk93002/ComicsScholarship/Entries/feiffer.html (Feiffer, Jules. The Great Comic Book Heroes)

· Using Google as your search engine, type in heroes and icons or legendary figures and Chinese. There are many websites with information on this topic.

German Resources

· Holt, Rinehart and Winston. Komm Mit, Level 1. Harcourt, Brace & Company, 1998.
ISBN 0-03-032519-6 – p. 5: contemporary German heroes

· Kernecker Herb, Flippo, Hyde. Deutsche Sagen und Legenden. National Textbook Company,1998 ISBN 0-8442-2075-2 2 - p.1: Siegfied der Drachentöter from the Ring of the Nibelungen; p.110: Die Lorelei by Heinrich Heine

· Kraft, Wolfgang S. Deutsch Aktuell 2, 4th ed. Saint Paul, Minnesota: EMC/Paradigm Publishing, 1998. ISBN 0-8219-1488-X - reading in English: die romantische Straße, pp. 41-43; reading in German, story of Lorelei: Den Rhein entlang, pp. 388-389

· Kraft et al. Deutsch Aktuell 3 (Teacher’s Edition), EMC/Paradigm Publishing, 1999 ISBN 0-8219-1702-1 - modern folktales: Weleda trifft Kali, pp. 2-5; Besuch von einer weisen Frau, pp. 22-25; Lenchens Geheimnis, pp.32-33; Weledas Zeitreise geht schief, pp. 38-40; Familiengeschichten, pp. 76-78; Weleda fährt zu den Berggeistern, pp.146-150; Kali bei den Piraten, pp. 188-192; Kali sucht seine Familie, pp. 224-227; Geschichten aus dem Harz, pp. 258-261; Familiensinn und andere Länder, pp. 294-297; Kali reist ab, pp. 334-337; Das Märchen vom kleinen Herrn Moritz, der eine Glatze kriegte, pp. 364-366; Poems: Klein Irmchen, p. 180; Die Beiden Esel, p. 181; Der Frühling kommt bald, p. 182; Herr Löffel und Frau Gabel, p. 183; Der Erlkönig, p. 219

· Lesekiste B, Mary Glasgow Publications, 1987. ISBN 1-85234-010-X - Heft 52: comic of Wilhelm Tell; Heft 43: Princessin Sophie

· Moeller et al. Blickpunkt Deutschland. Boston: Houghton, Mifflin Company,1973. ISBN 0-395-13690-3 - poem: Der Werwolf by Christian Morgenstern, p. 24; poem: Erlkönig by Goethe, p. 234; Die beiden Enten und der Frosch by Wilhelm Busch, p. 377

· Moeller, Liedhoff, Kent. German Today 1, 4th ed. Boston: Houghton, Mifflin Company, 1989.
ISBN 0-395-47122-2 - p. 373, poem: Es war ein alter König

· Moeller, Liedhoff, Kent. German Today 2, 4th ed. Boston: Houghton, Mifflin Company, 1989.
ISBN 0-395-47135-24 - Chapter 14: comic tale of Max und Moritz; The Brothers Grimm

· Winkler, George, Komm Mitt 2, Holt, Rinehart and Winston, 1998. ISBN: 0-03-032552-8 - What to see in Berlin: eine Oper: Die Zauberflöte von Mozart; eine Operette: Die Fledermaus von Strauß; ein Schauspiel: Andorra von Max Frisch; ein Ballett: Der Nussknacker von Tschaikowsky; ein Musical: Oklahoma von Hammerstein

· Winkler, George. Komm Mit, Book 3. Holt Rhinehart Winston, 1996. ISBN 0-03-032557-9 - excerpt from Astérix and Obélix; Rumpelstilzchen and predicting outcomes of a story, p. 144

· Winkler, George, Margrit Meinel Diehl. Unbedingt Lesen! Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1985. ISBN 0-15-383673-3 - Folktales/Fables: Rumpelstilzchen, pp. 1-4; Die Bremer Stadtmusikanten, pp. 50-53; Der Froschkönig, pp. 94-95; Das Märchen vom Frosch, p. 96; Fabeln, pp. 98-100; Der unzufriedene Kuckuck, p. 104; Zwerg Nase, pp. 107-111; Fernsehmärchen Nr. 2, pp. 127-128; Poem: Der Sperling und die Schulhof-Kinder, p. 86

· The Ring of the Nibelungen Book One: The Rhinegold (1 of 4). Dark Horse Comics

Technological

· website, wysiwyg://25http://www.imagi-nation.com/moonstruck/albm29.html (Stephen Sondheim’s Into the Woods)

· website, http://www.sp.uconn.edu/~epk93002/ComicsScholarship/Entries/feiffer.html (Feiffer, Jules. The Great Comic Book Heroes)

· website, http://www.time.com/time/time100/heroes/ (modern heroes and icons)

· website, http://faculty.acu.edu/~goebeld/maerchen/maermenu.htm (Learning German Through Fairy Tales)

· website, http://www.eiccd.cc.ia.us/~golson/makinglinks/lessonplans/german_tales.htm (Modern German Fairy Tales)

· website, http://www.adh.bton.ac.uk/schooldesign/MA.COURSE/01/LIABusch01. (illustrated poems by Wilhelm Busch, an illustrated alphabet and a Max und Moritz comic)

· website, http://www.comicflasher.de/kat_helden.asp (comic books in German)

· website, http://www.spin.de/axiom/ (German Axiom Online Comics

· website, http://www.jadukids.de/maerchen/geschichten/beowulf.html (story of Beowulf in German)

· website, http://www.eicid.cc.ia.us/~golson/makinglinks/lessonplans/german_tales.htm (a lesson plan on modern German fairytales)

· Using Google as your search engine, type in heroes and icons or legendary figures and German. There are many websites with information on this topic.

· Using Google as your search engine, type in German opera videos, German operettas, German ballet, German plays or German musicals, and you will find many useful websites.

Italian Resources

· Chiara, Piero, ed. Il Decameron: raccontato in 10 novelle. Milano: Arnoldo Mondadori, 1984.
- selections

· Chiuchiù, A. and others. In Italiano: corso di lingua e civilitá a livello elementare ed avanzato. Perugia: Editrice Guerra, 1985. ISBN 88-7715-013-0 - Unit 9: pp. 202-205; Unit 10: pp. 222, 223, 225; Unit 14: pp. 314, 315; Unit 24: pp. 552-554

· Lazzarino, Graziana. Prego!: An Invitation to Italian, 2nd ed. New York: Random House, 1984. ISBN 0-394-33630-5 - Unit 3: pp. 66, 67; Unit 4: pp. 87, 88; Unit 6: pp. 131, 132;
Unit 9: pp. 197, 198; Unit 16: pp. 335, 336; Unit 19: pp. 393

· Merlonghi, Ferdinando and others. Oggi in Italia: A First Course in Italian, 2nd ed. Boston: Houghton Mifflin Company, 1982. ISBN 0-395-31872-6 - Unit 2: p. 25; Unit 4: pp. 87, 88,
Unit 6: pp. 131, 132; Unit 9: pp. 197, 198; Unit 16: pp. 335, 336; Unit 19: p. 393

· Picchione, John and Lawrence R. Smith, eds. Twentieth-Century Italian Poetry: An Anthology. Toronto: University of Toronto Press Incorporated, 1993 ISBN 0-8020-7368-9 -selected poems

Technological

· website, http://folkitalia.freeweb.supereva.it/ - list of folkloristic events by regions of Italy

· website, http://web.tiscalinet.it/corsotex/html/fiaba2.htm - importance of fable and fairytales in the life of children

· website, http://utenti.tripod.it/webstar/copertina.htm - list of fairy tales from Fedro to the Grimm brothers

· website, http://cantastorie.freeservers.com/home.html - H.C. Andersen, La Fontaine, C. Dickens, E. Salgari, Old Tales of China, O. Wilde, Pictionary – in Italian, and English

· website, http://library.thinkquest.org/C001515/design/index.html - heroism in action: in English, Italian and Dutch - List of 20th century heroes and heroines - although heroism is subject to various interpretations, this site shows that real heroism is not simply about death-defying feats, but is about making a positive difference and improving lives.

· website, http://www.sp.uconn.edu/~epk93002/ComicsScholarship/Entries/feiffer.html (Feiffer, Jules. The Great Comic Book Heroes)

· Using Google as your search engine, type in heroes and icons or legendary figures and Italian. There are many websites with information on this topic.

Japanese Resources

· Kawauchi, Sayumi, Manga Nihon Mukashi Banashi 101 (101 Japanese Fairy Tales). Kodansha, 1997. ISBN 4-0620-8913-0

· Nihon Mukashi Banashi (Folk Tales of Old Japan). Japan Times, 1997. ISBN 4-7890-0905-X

· Takada, Noriko, Rita L. Lampkin. The Japanese Way: Aspects of Behavior, Attitudes, and Customs of the Japanese. Lincolnwood, Illinois: Passport Books, NTC/Contemporary Publishing Company, 1997. ISBN 0-8442-8377-0 – pages on myths, legends and folklore, shrines and temples, music and dance, etc.

Technological

· website, http://www.DL.ulis.acjp//oldtales - variety of folk tales in English, Japanese and French (parallel set up)

· website, http://www.jinjapan.org/kidsweb/index.html - Folklore and other topics of interest. A good source geared to young audience.

· website, http://www.fix.co.jp//kabuki/kabuki.html - Kabuki Bibliography; Kabuki for Everyone: information about kabuki

· website, http://www.iijnet.or.jp/NOH-KYOGEN/event/kanto.html - information about Noh

· website, http://www.sp.uconn.edu/~epk93002/ComicsScholarship/Entries/feiffer.html (Feiffer, Jules. The Great Comic Book Heroes)

· Using Google as your search engine, type in heroes and icons or legendary figures and Japanese. There are many websites with information on this topic.

Spanish Resources

· Barlow, Genevieve. Leyendas latinoamericanas. Chicago, Illinois, National Textbook Company, 1996. ISBN 0-8442-7239-6

· Funston, James F. and Alejandro VargasBonilla., YA! (Somos así) (Teacher’s Edition). St. Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN: 0-8219-1937-7 - Heroic tale: De la segunda salida de Don Quijote, pp. 285-287

· Gonzalez, M., L. Kettle & M. E. Placencia. Sueños World Spanish. NTC Publishing Group, BBC Worldwide Ltd.,1995. ISBN 0-8442-0541-9 - Unit 17: talking about your dreams and ambitions

· Met, Myriam, Richard S. Sayers, and Carol Eubanks Wargin. Paso a Paso 3. Scott Foresman and Company, 1996. ISBN 0-673-21674-8 - Capítulo 8: Myths and Legends

· Multicultural Connections fax 1-800-385-1020; e-mail bilingualbooks@mindspring.com (bilingual books for kids) e.g., Myths and Legends: Juan Ramón Jimenez, Platero y Yo; La lagartiiya yel eol, by Alma Flor Ada; El canto de las palomas by Juan Felipe Herrera; Two holiday folktales of Mexico by Anthony Ramirez

· Samaniego, Fabián A. et al., DIME! dos. Toronto, Ontario: D.C. Heath and Company, 1994.
ISBN 0-669-23996-8 - Folktales in comic form: El león y las pulgas, pp. 92-94; Tío Tigre y Tío Conejo, pp. 114-116; El sombreron, pp. 170-172; Untitled regional folktales, myths, song in comic form: pp. 22-24, pp. 38-40, pp. 58-60, pp. 76-78, pp. 132-134, pp. 150-152, pp. 170-172, pp. 188-190, pp. 204-206, pp. 224-226, pp. 240-242, pp. 258-260. pp. 278-280, pp. 296-298, pp. 314-316,
pp. 336-338, pp. 354-356, pp. 370-372, pp. 390-392, pp. 408-410, pp. 426-428; strategies for reading a poem; metaphors in poems, p. 440

Technological

· website, www.sispain.org/english/mediapress/ - Spanish newspapers on the Internet.

· website, www.yahoo en espanol.com (Choose arte y cultura, then Literatura)

· website, http://www.sp.uconn.edu/~epk93002/ComicsScholarship/Entries/feiffer.html (Feiffer, Jules. The Great Comic Book Heroes)

· Using Google as your search engine, type in Spanish operas and you will find many websites.

· Using Google as your search engine, type in heroes and icons or legendary figures and Spanish. There are many websites with information on this topic.

OSS Considerations

Ministry of Education. The Ontario Curriculum Grades 11 and 12, Classical Studies and International Languages, 2000

Ministry of Education. The Ontario Curriculum Grades 9 to 12, Program Planning and Assessment, 2000

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

Ministry of Education. The Ontario Curriculum Grades 11 and 12, Course Description and Prerequisites, 2000

Ministry of Education. The Ontario Curriculum Grades 11 and 12, Guidance and Career Education, 2000

Ministry of Education. Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000

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

Coded Expectations, International Languages, Level 3, Open,
LBACO–LYXCO

Oral Communication: Listening

Overall Expectation

LIV.01 · demonstrate an understanding of short oral messages in practical situations.

Specific Expectations

LI1.01 – demonstrate an understanding of vocabulary and language structures appropriate to the level by responding to statements, questions, and commands in a variety of situations (e.g., agree or disagree with statements made in a television or radio interview);

LI1.02 – demonstrate understanding of information conveyed verbally and visually (through gestures, facial expressions) through a variety of responses (e.g., take notes during a presentation, record directions given);

LI1.03 – demonstrate knowledge of the culture of countries where the language is spoken in a variety of activities (e.g., identify local customs of a country where the language is spoken).

Oral Communication: Speaking

Overall Expectation

SPV.01 · communicate orally in practical, real-life situations for a variety of purposes, using language appropriate to the level.

Specific Expectations

SP1.01 – use standard pronunciation and intonation with accuracy in the international language (e.g., in conversations, presentations);

SP1.02 – ask and answer questions, and convey and respond to messages, using vocabulary and language structures appropriate to the level (e.g., role-play an interview with a celebrity);

SP1.03 – express ideas and opinions in prepared and open-ended conversations (e.g., comment on a television program or a newspaper article);

SP1.04 – demonstrate knowledge of the culture of countries where the language is spoken in a variety of practical projects (e.g., prepare a presentation on the cuisine of a country where the language is spoken).

Reading

Overall Expectation

REV.01 · read age- and language-appropriate passages from different sources for a variety of practical purposes.

Specific Expectations

RE1.01 – read, for comprehension of main ideas and for expansion of vocabulary, selections from a variety of texts, * including a minimum of two genres (e.g., poems, short stories, magazine and newspaper articles);
* Note: students are expected to read at least 60 pages of text (30 intensive, 30 extensive) at this level;

RE1.02 – read aloud with expression, using standard pronunciation and intonation;

RE1.03 – demonstrate the ability to use a variety of strategies to understand messages and information of various kinds (e.g., rely on both the verbal and visual elements used to understand the meaning of an advertisement);

RE1.04 – respond to texts from a variety of sources and media in various ways (e.g., summarize events described in a newspaper article, list key pieces of information in a brochure or newsletter);

RE1.05 – demonstrate knowledge of the culture of countries where the language is spoken in a variety of practical projects, using both print and software resources (e.g., prepare a brief presentation on methods of travel in a country where the language is spoken).

Writing

Overall Expectation

WRV.01 · write for practical purposes and for different audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

WR1.01 – write sentences and paragraphs, including dialogues, using vocabulary and language structures appropriate to the level (e.g., write a short description of the skills and activities involved in a particular job);

WR1.02 – compose and answer a variety of questions;

WR1.03 – convey information in writing, using different forms and/or a model (e.g., write a memo or business letter);

WR1.04 – revise and edit their written work for accuracy of language, using input from teachers and peers and a variety of other resources (e.g., print and electronic dictionaries, spell-check feature of software programs);

WR1.05 – demonstrate knowledge of the culture of countries where the language is spoken in well-researched reports (e.g., write a report on language-related career opportunities in a country where the language is spoken).

Unit 1 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Organisation

Course Notes

Units: Titles and Time

Unit Descriptions

Unit 1: Full Steam Ahead: Preparing for the World of Work

Unit 2: Wide World of Sports

Unit 3: When in Rome, Do As the Romans Do: Social and Cultural Traditions

Unit 4: Legendary Figures and Contemporary Heroes/Heroines

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

A. Websites of interest to language teachers: All of these sites were active at the time of publication:

B. Community Resources

C. Unit Resources

Unit 1: Full Steam Ahead: Preparing for the World of Work

Generic Resources

Chinese Resources

German Resources

Italian Resources

Japanese Resources

Spanish Resources

Unit 2: Wide World of Sports

Chinese Resources

German Resources

Italian Resources

Japanese Resources

Spanish

Unit 3: When in Rome, Do As the Romans Do: Social and Cultural Traditions

Chinese Resources

German Resources

Italian Resources

Japanese Resources

Spanish Resources

Unit 4: Legendary Figures and Contemporary Heroes/Heroines

Chinese Resources

German Resources

Italian Resources

Japanese Resources

Spanish Resources

OSS Considerations

Oral Communication: Listening

Overall Expectation

Specific Expectations

Oral Communication: Speaking

Overall Expectation

Specific Expectations

Reading

Overall Expectation

Specific Expectations

Writing

Overall Expectation

Specific Expectations

A. Websites of interest to language teachers:
All of these sites were active at the time of publication: