Course Profile International Languages, Level 3, Open, Public

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

Time: 27.5 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

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 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)

Strand(s) & Learning Expectations

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Overall Expectations: LIV.01, SPV.01, REV.01, WRV.01.

Specific Expectations: LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05.

Unit Synopsis Chart

Activity	Description	Time
1. What are my interests and strengths?	Students discuss their interests and strengths and possible career choices. They practise giving and responding to compliments and constructive criticism.	250 minutes
2. What’s out there?	Students explore the various kinds of work available in the community where the language is spoken as well as language-related careers and opportunities.	300 minutes
3. How do I prepare?	Students prepare for job interviews, give each other advice on personal presentation, explore ways to improve the language-related aspects of their résumés, and write résumés with cover letters.	400 minutes
4. Getting experience	Students practise phoning for job interviews and being interviewed, and explore possibilities for getting experience in the language of study.	350 minutes
5. Will I get the job?	Students create videos to incorporate the content of the previous activities. Students create scripts for good and bad job interviews and act them out on video.	350 minutes

Activity 1: What Are My Interests and Strengths?

Time: 250 minutes

Description

Students progress from discussing their interests and strengths and career choices to reading and writing about them. An ideal springboard for the discussion of the usefulness of international languages, this activity guides the language-learner through self-analysis to possible career plans.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

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).

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).

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).

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

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).

WR1.04 - 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).

Prior Knowledge & Skills

· basic vocabulary and structures needed to discuss jobs and interests;

· present, future and past tense of verbs;

Grammar & Language Knowledge

· modal verbs (review and expansion);

· negative constructions (review and expansion);

· vocabulary: personal interests and career options.

Planning Notes

The teacher:

· finds overheads or pictures of people and their interests or places of employment;

· writes sample sentences on overhead, using presentation software, or on the board and covers them with bristol board;

· photocopies visuals and the inventory;

· prepares listening, reading and writing exercises;

· prepares a model for the basic paragraph;

· develops a list of interest-related websites;

· creates groupings for the group work and dialogue;

· prepares a substitution dialogue.

Teaching/Learning Strategies

1. Whole class: The teacher introduces vocabulary orally, using overheads or pictures of people at their hobbies or demonstrating their abilities, uncovering sentences as each one is used.

2. Whole class: Using the same pictures, students try to recall the vocabulary and suggest what kind of employment the individual in the picture would find satisfying (e.g., She likes communicating with people and travelling. She wants to work for an airline.). The teacher assists with pronunciation and structure, as required.

3. Small group: Using photocopies of the same or similar visuals, students practise making simple sentences orally. The teacher circulates to assist with pronunciation and structure.

4. Individual: The teacher distributes an interest/strength inventory. Students complete the inventory sheet about their own interests and strengths.

5. Pair: Students read each other’s interest inventories and write a response, suggesting areas of employment which could interest their partner (e.g., You like helping people and working with computers. You will become an information technologist.).

6. Individual: Students complete listening, reading and writing exercises based on similar inventories. The teacher circulates to assist with accuracy, vocabulary, and structures.

7. Small group: Students take turns discussing their interest/strength inventory and the response they have received. Other group members give input.

8. Whole class: Students assist the teacher in composing a basic paragraph about a student’s interests and possible career goals on an overhead (e.g., I think I will become a…).

9. Individual: Using a model, visual and/or bilingual dictionaries and websites, students write a rough copy of a basic paragraph about their interests, strengths, and career goals.

10. Pair: Students give each other feedback on their compositions, then hand them in to the teacher for assessment.

11. Individual: Students correct their compositions and submit their polished work to the teacher.

12. Small group: Using a substitution dialogue, students write and perform a skit about a poor job interview.

Assessment & Evaluation of Student Achievement

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	LI1.01, LI1.02, SP1.01, SP1.02	Observation	Students practise using vocabulary (interests, strengths, career options), modal verbs, nouns as indirect objects.
Application	RE1.01, RE1.02	Observation	Students practise reading by completing an interest/strength inventory.
Communication Thinking/ Inquiry	LI1.01, LI1.02, SP1.01, SP1.02	Oral peer feedback	Students respond to each other’s inventories.
Application	WR1.01, WR1.04	Rating scale: Sentences (4 3 2 1) Organization (4 3 2 1) Vocabulary (4 3 2 1) Flow (4 3 2 1) Content (4 3 2 1)	Students write a paragraph about possible career options related to their interests and strengths.
Application	LI1.01, LI1.02, SP1.01, SP1.02	Oral presentation rubric	Students perform a skit about a job interview.

Accommodations

· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written language.

· Repeat listening exercises as many times as required.

· Use mixed ability groupings for the group work.

· For enrichment, bring in a speaker of the language and have students practise their interviews with him/her.

Resources

Please see Overview for Community Resources and Print and Technological Resources in Chinese, German, Italian, Japanese and Spanish for each of the four units.

Activity 2: What’s Out There?

Time: 300 minutes

Description

Students explore the various kinds of work available in the community where the language is spoken. Using the web and newspapers, students develop a list of language-related careers. Future goals integrate the language classroom with student APEs (Annual Education Plans) and experiential learning opportunities. Discussing and reading about career paths prepare students to create, perform and analyse scenarios where things can go right or wrong for an individual.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

Specific Expectations

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).

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).

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).

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);

WR1.05 - 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).

Prior Knowledge & Skills

· modal verbs

Grammar & Language Knowledge

· vocabulary in classified ads, newspapers

· imperative mood

· negative constructions

Planning Notes

The teacher:

· finds overheads or pictures of people at their jobs;

· writes sample sentences on overheads, or presentation software, or on the board and covers them with bristol board;

· prepares a list of websites about work opportunities in the language of study;

· finds and photocopies classified ads;

· prepares a fill-in worksheet for the web activity;

· finds a reading about a famous person’s career path;

· prepares the questions for the reading;

· creates groupings for the group work.

Teaching/Learning Strategies

1. Whole class: The teacher introduces orally newspaper and classified ad vocabulary, the imperative mood and negative constructions, using overheads or pictures of people at their jobs, uncovering sentences as each one is used.

2. Small group: Using the classified ads from newspapers in the language being studied and bilingual dictionaries, students search for vocabulary to describe language-related areas of work (e.g., network administrator, flight attendant, etc.) and write similar sentences to present to the class. The teacher assists with pronunciation and structure, as required.

3. Whole class: Students prepare to explore the web, by looking over a list of websites about work opportunities in the language of study.

4. Individual: Students explore the suggested websites and fill in the worksheet prepared by the teacher. Students who finish early surf the net for other sites in the language of study.

5. Whole class: The teacher asks students for answers to the website worksheet and writes them onto an overhead. Students contribute further findings they have found while surfing the Internet.

6. Individual: Students establish future goals using their AEP’s (see Appendix E).

7. Individual: Students complete listening, reading, and writing exercises about work opportunities in the job market. The teacher circulates to assist with accuracy, vocabulary, and structures.

8. Individual: Students read about a famous person’s career path and answer multiple-choice, true/false and short-answer questions. The teacher circulates an answer key for students to check their answers.

9. Whole class: The teacher discusses with the students the key factors, which have led to the famous person’s success.

10. Pair: Students cut out a picture of a person from a magazine. One student invents an unsuccessful career path and one student invents a constructive career path for the individual. The pair does not read each other’s written work until after the teacher has given input on the rough draft.

11. Individual: Students write the good copy of their career path.

12. Whole class: Once the teacher has posted the negative and positive career paths on the wall, students circulate to read each other’s work. Using a rating scale, students assess the submissions for creativity, while the teacher evaluates the writing using a rubric.

13. Small group: Using one of the career paths as a springboard, students write and perform a skit in which a career goes right or wrong.

14. Individual: Students create job ads.

15. Small group: With the teacher’s assistance, students give each other input on their ads. The teacher assembles these into a classified newspaper spread on the bulletin board (or posts them on the computer) and students improvise phoning for a job interview.

Assessment & Evaluation of Student Achievement

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	LI1.01, LI1.02, SP1.01, SP1.02	Observation	Students practise using classified ad vocabulary, the imperative mood and negative constructions orally.
Application	RE1.01, RE1.02, RE1.04, WR1.01	Observation	Students write sentences based on job ads in newspapers in the language of study and read them aloud.
Application Thinking/Inquiry	RE1.01, RE1.04, RE1.05	Fill-in worksheet	Students explore the web to learn about work opportunities in the language of study.
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, RE1.05, WR1.02, WR1.03, WR1.05	Observation Peer correction Answer keys	Students complete listening, reading and writing exercises using classified ad vocabulary, the imperative mood and negative constructions orally.
Application	RE1.01, RE1.03, RE1.04	Answer key for self-evaluation	Students read about a famous person’s career path.
Application Thinking/Inquiry	RE1.02, RE1.03, WR1.01, WR1.04	Rating scale: Creativity (4 3 2 1) Writing rubric	Students invent unsuccessful and successful career paths.
Communication Thinking/Inquiry	LI1.01, LI1.02, SP1.01	Oral presentation rubric	Students perform a skit about a career path.
Application	RE1.03, WR1.03	Observation	Students create job ads.
Communication	SP1.01	Observation	Students improvise phoning for a job interview.

Accommodations

· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written language.

· Repeat listening exercises as many times as required.

· Use mixed ability groupings for the group work, with an advanced technology student in each group.

Resources

Please see Overview for Community Resources and Print and Technological resources in Chinese, German, Italian, Japanese and Spanish for each of the four units.

Activity 3: How Do I Prepare?

Time: 400 minutes

Description

Students prepare for job interviews by analysing interview videos, giving each other advice on personal presentation, exploring ways to improve the language-related aspects of their résumés, attending a panel discussion about language opportunities, researching language-related careers, making a five-minute presentation to the class, and writing their own résumés with cover letters. Through analysing job-specific and general work skills, students develop a clearer understanding of the world of work.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

Specific Expectations

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).

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);

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

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);

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);

Prior Knowledge & Skills

· modal verbs

· imperatives

· negative constructions

Grammar & Language Knowledge

· vocabulary and structures for giving advice in a diplomatic way

· indirect objects

· pronouns as objects of prepositions

Planning Notes

The teacher:

· finds a video of job interviews;

· creates and photocopies a list of useful expressions for analysing job interviews;

· invites exchange representatives and arranges a panel discussion;

· prepares listening, reading and writing exercises based on giving advice, indirect objects and pronouns as objects of prepositions;

· checks with Library/Resource Centre re: resources, and organizes time and a schedule for the career research presentations;

· creates/finds sample résumés and cover letters;

· creates groupings for the group work, if necessary;

· creates a test.

Teaching/Learning Strategies

1. Whole class: The teacher introduces orally vocabulary, indirect objects and pronouns as objects of prepositions, using a video of job interviews (volume turned down if not in language of study), and pauses the tape to ask students ‘yes’ or ‘no’ questions, so that they repeat any new vocabulary and structures (e.g., “Does he have good posture?” “Yes, he has good posture.”) If no video is available, a student may volunteer to be critiqued by the teacher in a role-play in front of the class.

2. Pair: Referring to a list of helpful expressions, students role-play getting advice from a consultant on how to be interviewed. (Caution: A discussion about sensitivity to each other’s feelings and appropriateness is recommended before entering into this activity, so that students do not insult or inadvertently hurt each other’s feelings). The teacher circulates to assist with pronunciation and language.

3. Whole class: The teacher invites representatives from exchange agencies (preferably who speak the language of study) to a panel discussion about local and international exchange opportunities (e.g., trips, exchanges, e-pals, etc.). Students ask the panel questions and take notes about immersion opportunities for developing their language skills. This activity reinforces the practical need for the language of study in the world of work, before students explore the work skills they will need for specific jobs.

4. Small group: The teacher divides the class into small groups to brainstorm specific job skills and general work skills for a particular job requiring languages (e.g., flight attendant, tour guide, translator, business person, etc.). Using bilingual and visual dictionaries, students develop two lists and report back to the class. Groups give each other feedback to refine the lists they have brainstormed.

5. Whole class: The teacher distributes listening, reading and writing exercises based on specific job skills and general work skills, giving advice, indirect objects, and pronouns as objects of prepositions. The teacher circulates to assist.

6. Individual: Using résumés in the language of study, students answer questions about the quality of the candidates.

7. Pair/Whole class: Students read each other’s answers, then the entire class discusses the résumés.

8. Whole class: Students assist the teacher in drafting a résumé and a cover letter for an excellent candidate on an overhead.

9. Individual: Students create a real résumé and cover letter for themselves to apply for a specific job.

10. Small group: Using the résumés and cover letters created by the class, students role-play employers comparing applications they have received.

11. Individual: Students complete a test on language-related jobs, specific job skills, general work skills, résumés, cover letters, giving advice, indirect objects, and pronouns as objects of prepositions.

Assessment & Evaluation of Student Achievement

Categories	Expectations	Tools	Activities
Knowledge/ Understanding	LI1.01, LI1.02, SP1.01, SP1.02, SP1.03	Observation	Students practise vocabulary and structures while analysing a job interview video.
Communication	LI1.01, LI1.02, SP1.01, SP1.02	Observation	Students role-play getting advice from a consultant.
Communication Thinking/Inquiry	LI1.01, LI1.02, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04	Observation	Students ask an expert panel questions about local and international exchange opportunities.
Thinking/Inquiry	LI1.01, LI1.03, SP1.01, SP1.04	Observation	Students brainstorm specific job skills and general work skills for jobs requiring international languages.
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, RE1.05, WR1.02, WR1.03, WR1.05	Diagnostic self-evaluation using answer keys	Students complete listening, reading and writing exercises on job-specific skills and general work skills.
Thinking/Inquiry	SP1.03, SP1.04, RE1.01, RE1.04	Observation	Students study and discuss a variety of résumés.
Application	WR1.01, WR1.04	Writing rubric	Students create a résumé and cover letter.
Communication Thinking/Inquiry	LI1.01, SP1.01, RE1.01, RE1.04	Rating scale: Language (4 3 2 1) Content (4 3 2 1)	Students role-play employers comparing applications.
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, RE1.05, WR1.02, WR1.03, WR1.05	Paper-and-pencil test	Students complete listening, reading and writing exercises on exchange opportunities, language-related jobs, job-specific and general work skills, résumés, cover letters, giving advice, indirect objects, and pronouns as objects of prepositions.

Accommodations

· Repeat listening exercises as many times as required.

· Allow students to refer to cue cards for the presentations.

· Have students act as moderators for the panel discussion.

Resources

Please see Overview for Community Resources and Print and Technological resources in Chinese, German, Italian, Japanese and Spanish for each of the four units.

Activity 4: Getting Experience

Time: 350 minutes

Description

The students’ main goal is to discover ways to experience a working culture in which the language of study is spoken. Phoning for job interviews and practising being interviewed on a conference call also prepare students for the reality of the work world. Where feasible, students get work experience in the language of study (See: Cooperative Education and Other Opportunities for Experiential Learning, Ontario Ministry of Education, 2000.).

Strand(s) & Learning Expectations

Strands: Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

Specific Expectations

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).

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).

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);

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);

Prior Knowledge & Skills

· imperatives

· negative constructions

· indirect objects

Grammar & Language Knowledge

· vocabulary and structures for phone calls to get job interviews

· future tense

Planning Notes

The teacher:

· creates the script for the sample conference call;

· prepares listening, reading, and writing exercises based on phoning to get job interviews and the future tense;

· creates groupings for the group work;

· photocopies six-frame story-board worksheets;

· finds a reading about experiencing other cultures;

· invites a former students who has found a career in the language of study as a guest speaker;

· prepares questions for the reading;

· arranges the experiential learning process with the cooperative education teacher;

· prepares questions and arranges the schedule for the reports on work experiences.

Teaching/Learning Strategies

1. Whole class: The teacher introduces vocabulary and the future tense orally, by playing both roles in a role-play about phoning to get a job interview.

2. Small group: Using the script of a sample conference call as a model, students create a dialogue to present to the class (two interviewers, one interviewee). The teacher assists with pronunciation and structures, as required.

3. Individual: Students complete listening, reading, and writing exercises based on phoning to get job interviews and the future tense.

4. Small group: Students brainstorm ways to get language-related experience in order to enrich their résumés. Groups report their findings to the class and a master list is developed and copied for all to keep as a reference. Where feasible, a former student who has found work in the language of study may be brought in as a guest speaker.

5. Small group: Students write a story-board in six frames about a student getting experience using the language of study. A gallery of experiences is posted around the room for students to critique. Groups read written feedback from other groups.

6. Individual: With the teacher’s assistance, students read a scene from a play or a short story about experiencing other cultures, answering a variety of short-answer questions to guide them through. They complete an objective-question quiz to evaluate their comprehension.

7. Individual: Students visit a workplace in which the language of study is spoken (Note: The length of this visit may vary, depending on curricular links and other arrangements made with the Co-op department of the school.)

8. Pair: Using questions prepared by the teacher as a guide, students develop a five-minute report about their work experience to present to the class.

9. Whole class: Students present their reports and listeners are evaluated on the questions they ask afterward. If there is a wide enough range of jobs, the teacher may structure this activity as a mini-conference or job fair where students circulate to hear various presentations.

Assessment & Evaluation of Student Achievement

Categories	Expectations	Tools	Activities
Knowledge/ Understanding Communication	LI1.01, SP1.01, SP1.02	Observation	Students role-play making phone calls to get job interviews.
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, RE1.05, WR1.02, WR1.03, WR1.05	Answer keys for Self-evaluation	Students complete listening, reading and writing exercises based on phoning for job interviews and the future tense.
Communication Thinking/Inquiry	LI1.01, SP1.01, SP1.02	Observation	Students brainstorm ways to get language-related experience.
Application	RE1.01, RE1.03, RE1.04, WR1.01, WR1.03	Peer feedback	Students write a story-board and read each other’s work.
Application Thinking/Inquiry	RE1.01, RE1.04, RE1.05	Objective-question quiz	Students read a short piece of literature about experiencing other cultures.
Application Thinking/Inquiry	LI1.01, SP1.01, SP1.02	Oral report rubric	Students report orally to the class about an immersion work experience they have had.

Accommodations

· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written language.

· Repeat listening exercises as many times as required.

· Use mixed ability groupings for the group work.

· Model the story-board activity on the overhead first.

Resources

Please see Overview for Community Resources and Print and Technological resources in Chinese, German, Italian, Japanese and Spanish for each of the four units.

Activity 5: Will I Get the Job?

Time: 350 minutes

Description

Students create videos to incorporate the content of the previous activities in a culminating activity. Students create scripts for good and bad job interviews and act them on video, read a scene from a play or a short story about a job interview and role-play rejection and acceptance phone calls based on the student-created videos. As a culminating assessment, students complete listening, reading and, writing exercises based on rejection and acceptance phone calls and the imperfect tense, as well as an oral interview on future plans and careers.

Strand(s) & Learning Expectations

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

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

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

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

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

Specific Expectations

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).

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);

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

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);

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);

Prior Knowledge & Skills

· negative constructions

· future tense

Grammar & Language Knowledge

· vocabulary for rejection and acceptance phone calls

· imperfect tense

Planning Notes

The teacher:

· finds overheads or pictures of people at job interviews;

· prepares listening, reading, and writing exercises;

· prepares model dialogues;

· creates groupings for the group work and dialogues;

· arranges video-taping equipment;

· prepares a 3-skill unit test and oral interview questions.

Teaching/Learning Strategies

1. Whole class: Students review vocabulary and structures orally, by asking questions about overheads, a video or pictures of people at job interviews.

2. Whole class: The teacher introduces the use of the imperfect to describe a job interview.

3. Individual: Students complete listening, reading, and writing exercises based on job interviews and the imperfect. The teacher circulates to assist with accuracy, vocabulary, and structures.

4. Small group: Using model dialogues, students write and act out their own script for one poor job interview and one good job interview to be videotaped. After the teacher has assessed the script and given input on its content and language, groups videotape their two dialogues.

5. Whole class: All videotapes are viewed and the class evaluates the interviews. The teacher assesses the dialogues using a rubric.

6. Individual: Students answer objective or short-answer questions about a scene from a play or a short story involving a job interview. Following discussion of the story, students complete a short objective-question quiz.

7. Individual: Students write the script for a rejection or acceptance phone call for one of the interviews they videotaped earlier on. These are submitted to the teacher for editorial input. Then students correct their compositions and submit their polished work to the teacher for evaluation.

8. Pair: Students act out one of their phone conversations in front of the class. As a follow-up, students discuss with the teacher whether the rejection or the acceptance was justified and fair. The teacher evaluates each student’s use of language in the skits as well as during the follow-up discussion.

9. Individual: As a culminating activity, students complete a three-skill unit test (listening, reading, and writing) and an oral interview with the teacher on the topic of their future plans.

Assessment & Evaluation of Student Achievement

Categories	Expectations	Tools	Activities
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, WR1.02, WR1.03	Observation	Students complete listening, reading and writing exercises based on rejection and acceptance phone calls and the imperfect tense.
Communication Thinking/ Inquiry	SP1.01, WR1.01	Observation Group writing rubric	Students write and act out one poor and one good job interview on video.
Thinking/ Inquiry	LI1.01, SP1.01, SP1.03, RE1.01, RE1.02	Peer evaluation using list of recommendations Dialogue rubric	Students view each other’s videotaped scenarios.
Application	LI1.01, LI1.02, SP1.01, RE1.01, RE1.03, RE1.04, WR1.02	Observation during discussion	Students read about a job interview and answer short-answer questions.
Thinking/ Inquiry	WR1.01, WR1.02, WR1.04	Writing rubric	Students write the script for rejection and acceptance phone calls.
Communication	LI1.01, LI1.02, SP1.01. SP1.03	Oral presentation rubric	Students act out rejection and acceptance phone calls.
Communication Application	LI1.01, LI1.02, SP1.01, SP1.03	Rating scale: Ideas (4 3 2 1) Language (4 3 2 1)	Students discuss the realism of the portrayals with the teacher.
Application	LI1.01, LI1.02, LI1.03, RE1.01, RE1.04, RE1.05, WR1.02, WR1.03, WR1.05	3-skill unit test	Students complete listening, reading and writing exercises based on rejection and acceptance phone calls and the imperfect tense.
Application Communication Thinking/ Inquiry	LI1.01, LI1.03, SP1.01, SP1.02, SP1.03, SP1.04	Oral interview rubric	Students complete an oral interview on future plans and possible careers.

Accommodations

· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written language.

· Repeat listening exercises as many times as required.

· Use mixed ability groupings for the group work.

· Allow students to use cue cards for the videotaping.

Resources

Please see Overview for Community Resources and Print and Technological resources in Chinese, German, Italian, Japanese and Spanish for each of the four units.

Appendix A

Reading In The International Language Classroom

Strategies to support students before, during, and after reading

(with thanks to the TDSB English and ESL departments)

Reading in the language of study is often a challenging activity for language learners. Students in a language class are required to read a variety of texts (letters, articles, stories, websites, e-mails, recipes, textbooks, reports, essays, etc.) and for a variety of purposes (to find information, to identify main ideas, to find out how to do something, to complete a task by following directions, for example).

Students in language classes normally are required to read both intensively (in class, with the help of the teacher) and extensively (on their own). Both intensive and extensive reading selections should be carefully chosen, taking into account the interests and abilities of students in the class. Reading passages or stories must avoid of bias and stereotype (unless the aim of the teacher is to address this issue), and should provide a basis for discussion and follow-up activities. Teachers will choose techniques and activities that best prepare students of their particular language to become effective readers. International language teachers play a key role in teaching the necessary skills and strategies to their students. Many of the techniques described below can be implemented in Level 3, with additional strategies and more challenging activities introduced at Level 4. Because this course profile is written for teachers of many languages, certain strategies suggested may be more appropriate to some languages than others. Teachers will use their professional judgement in making decisions that most benefit the students in their particular classes.

In addition to the specific pre-, during, and post-reading strategies that follow, the techniques suggested below are offered as aids to second (or third) language learners:

Pre-teach key words.	Choose and present words that will be essential for comprehension of the text. Use pictures, synonyms, cognates, clear contexts or analogies to aid comprehension.
Focus on important high-frequency words.	Choose words/expressions that students will need to hear, say, read, or write during the lesson or unit, and that will also be useful in other contexts.
Write and say new words.	Present new words in written form and say them, pointing to syllables and articulating clearly.
Provide pronunciation practice.	Students must be given opportunities to recognize and use new words orally as well as in print.
Provide visual support.	Models, charts, flash cards, posters as well as facial expressions, gestures and mime will help learners to get meaning from what the teacher says.
Read aloud to students.	Clear pronunciation and phrasing can make the meaning clearer for many students.
Post lists of words.	Lists of important vocabulary and new words can be written on chart paper, with sample sentences to provide a context for each word. Keep the lists displayed in the classroom and refer to them regularly.
Use audio resources.	Use audio cassette/audio CD programs where available to expose students to a variety of native speakers and structured activities.

Appendix A (Continued)

Establish a clear context.	Ensuring that students understand clearly the cultural or situational context of a reading passage facilitates comprehension.
Lower the risk factor.	Encourage students to share ideas and responses in small groups rather than in front of the whole class. Many more students get to speak in this type of situation and it is less stressful than speaking or reading in front of the class.
Consider multiple intelligences.	We all possess different combinations of intelligences. Information should be presented and activities organized in ways that allow all students to learn through their strengths.
Encourage group collaboration.	Have students take responsibility for something (e.g., key vocabulary or main ideas from a previous lesson), that they can use to interact with others in a small group situation.
Total Physical Response (TPR)	Engaging students in activities that require some form of physical action/ response is often an effective language-learning strategy. It is an aid in internalizing new concepts or vocabulary, and in recycling those already learned.
Teach dictionary skills.	Students need to learn how to use dictionaries effectively and need to practise using them. Provide dictionaries in the classroom.
Explain figurative language/idioms	A student may understand every individual word in an expression in the language of study, e.g., the English expression to “take a stab at it”, but have no idea what the expression means!
Understand and use cultural richness.	The cultural backgrounds of students should influence the way a topic or reading passage is introduced and treated. Sharing of knowledge or experiences by students from many different cultures will enhance the global awareness of students and allow them to make connections to a Canadian context.
Create cloze passages based on vocabulary.	Cloze passages help students apply the new vocabulary and review content at the same time.

Avoid these assignments in a language class

· “Look up the words and copy the definitions.” Students may copy and even memorize definitions, but will still be unable to use the words independently.

· “Use the new words in sentences of your own that show the meaning.” If students could do this, they wouldn’t need to! Most students need more supported practice, such as cloze exercise, to help them use new words.

· Word search activities: Word searches can be confusing for second/third language learners. In addition, word searches depend only on word recognition, not comprehension.

Appendix A (Continued)

Pre-Reading Strategies

Pre-reading strategies help students:

· access prior knowledge and build a knowledge base

· Have students brainstorm what they know about the topic (ex., think-pair-share, mind map)

· Use video, discussion, field trips, speakers, artefacts, etc. to increase students’ knowledge about the topic.

· make predictions

· Use the title/cover art/ format of a reading selection to ask students what they think the text will be about. If recorded, these can later be confirmed or revised, after reading the text.

· Construct a “before and after chart”, and invite students to predict what will happen at various points in the text.

· Use a selection of carefully chosen pre-taught words from the text (10-15) and ask students to sort them into different categories. Ask them to explain their categorization, and to make some suggestions/predictions about the content/subject matter of the text.

e.g.,	ship	vast	spirits	harbour	fear
	soar	hearts	home	new	prosper
	life	begin	joy	land	sails

· link with text and increase students’ motivation

· Explore students’ experiences to make connections with the topic and engage their interest.

· Link with students’ background knowledge, taking into account their cultural origins.

· Use both open-ended (What would you think if....?) and structured (If......., would you say yes?) prompts to elicit information from students. They can then be asked to share responses and make predictions.

· understand text features and text structure

· Guide students through the textual features of the reading selection (e.g., table of contents, headings, sub-headings, illustrations, photographs, maps, graphs).

· understand key vocabulary and develop strategies to handle unfamiliar vocabulary

· Have students work in groups to preview or skim the text and identify unfamiliar words.

· Repeat key words clearly and have students repeat them to connect the sound to the spelling of a word or phrase.

· Model how to define words (category to which concept belongs and specific features that distinguish that concept from other members of the category (e.g., hammer – a tool for driving nails).

· Help students use context clues (sentence in which word appears, as well as preceding and following sentence).

· Revisit key vocabulary after students have read the text.

· select appropriate reading strategies

· Reading strategies depend on the complexity of the text, and the purpose for reading (skimming for the overall picture; scanning for specific information; re-reading complex text for detailed information-a recipe, for example; reading slowly to make notes).

Appendix A (Continued)

· choose an appropriate text

· For individual readers, give a book talk to help students select an appropriate one.

· understand the reading process

· Use a “think aloud” process to model what effective readers do when they read: check cover, examine text features, notice headings, skim for associations, reread to check meaning, predict what will happen next, go back to another section of the text, etc.

During-Reading Strategies

During reading strategies help students:

· monitor their comprehension

· Divide the text into manageable “chunks” for reading, and have students summarize the text as they go–in pairs–orally or in writing.

· Show students how to use stick-on notes to “mark” sections that confuse them.

· visualize or “think through” the images in the text

· Select a piece of text with strong visual images and model “think alouds” for students (e.g., “Now I see...., I feel..., I picture..., I wonder if..., Oh he means....”).

· handle unfamiliar vocabulary

· Have students use stick-on notes to mark difficult/unfamiliar words, terms or phrases as they read.

· Demonstrate how students can use classroom resources (classmates, teacher, dictionaries) to clarify meaning.

· Have students keep track of key vocabulary on index cards or in a notebook section.

· Have fun explaining idiomatic expressions.

· modify their reading strategies

· Show students when to speed up and skim portions of text, and when to slow down and read more carefully.

· Help “word-by-word” readers focus on comprehension and context by using cloze activities.

· Use choral reading. It is a non-threatening way to help students handle complex syntax and longer sentences, and to practise intonation.

· understand paragraph structure

· Show students how the main idea in a paragraph can be found in different places--beginning,

· middle, end.

· Show students how the main idea can also be implied, rather than explicitly stated.

· make assumptions

· Have students role-play characters and make character sketches.

· Encourage risk-taking by treating errors in comprehension with humour and sensitivity.

Appendix A (Continued)

Post-Reading Strategies

Post-reading strategies help students:

· respond personally to text

· Model effective responses for students, using the overhead or blackboard.

· Use drama, re-telling, art, music, electronic slide presentations, storyboards and a range of other vehicles to allow students to demonstrate their understanding.

· respond critically to text

· Teach students about the elements of fiction (character, plot, setting, conflict, etc.) and how they contribute to the development of the text.

· Have students analyse how the author created particular effects/moods (e.g., suspense, surprise, fear, etc.).

· For non-fiction texts, teach students how to detect bias, and what is “not” in the text

· Have students learn to differentiate between fact and opinion.

· Teach students to analyse the language of fiction and non-fiction texts (e.g., imagery in poetry, “loaded” words in advertising, for example).

· identify and extract important concepts and information

· Encourage students to summarize information in a variety of ways, including written forms (paragraphs, essays), oral forms (discussions, presentations), media forms (slide presentations, webpages), dramatic forms (role plays, simulations), and visual forms (posters, collages).

· draw conclusions, make judgements

· Have students interview characters, write newspaper reports, and do other activities that have them show proof of understanding and critical thinking.

· Invite students to debate issues that arise from their reading.

· Have students write/present/video book reviews for specific audiences.

· understand and appreciate point of view

· Invite students to change the point of view of a fiction or non-fiction reading selection.

· Have students prepare to argue both sides of an issue. They learn which side they are arguing only after they have prepared.

· demonstrate note-making skills

· Teach students how to use headings, charts, and point-form notes to record important information.

· Show students how to develop paragraphs from their notes (link reading and writing).

Some Reading Resources

Archer, Lynn, Cathy Costello, Debbie Harvey, Reading and Writing for Success. Harcourt Canada Ltd., 1997. ISBN 0-7747-0197-8

Graves, Michael F., Connie Juel, and Bonnie B. Graves. Teaching Reading in the 21st Century, 2nd ed., Allyn & Bacon, 2001. ISBN 0-205-32513-0

Walker, Barbara J. Diagnostic Teaching of Reading: Techniques for Instruction and Assessment,
4thed. Prentice-Hall, Inc., 2000. ISBN 0-13-083752-0

Appendix B

Rubric 1 – Reading Rubric

A sight passage containing visuals/graphics
(prepared, 1-2 pages, intensive)

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding Comprehension of main ideas (Objective test: fill-ins, true/false, multiple choice)	- identifies characters, plot, setting, conflict, etc. with limited accuracy	- identifies characters, plot, setting, conflict, etc. with some accuracy	- identifies characters, plot, setting, conflict, etc. with considerable accuracy	- identifies characters, plot, setting, conflict, etc. accurately
Thinking/Inquiry Inference (Short answer questions)	- makes limited assumptions based on evidence	- makes some assumptions based on evidence	- makes several assumptions based on evidence	- makes well-reasoned assumptions based on evidence
Communication Summarize (Written assignment: re-tell the story in five sentences)	- re-tells the content in limited detail	- re-tells the content including some main points and details	- re-tells the content including several main points and details	- re-tells the content including most main points and details
Application Strategies (Interview with teacher)	- explains how answers were sought to a limited extent	- explains how answers were sought to some extent	- explains how answers were sought to a considerable extent	- explains how answers were sought to a great extent

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Note: Each category can be assessed on separate short sight passages over a period of time. Using the same rubric, the student’s progress can be recorded and measured, from diagnostic to formative to summative evaluation, using different colours for each assessment. The length of the sight passage may be more than one- or two-pages, as long as the length and level of difficulty are consistent among assessments.

Appendix B (Continued)

Rubric 2 – During-Reading Strategies Rubric

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Vocabulary	- writes down and looks up some unfamiliar words	- writes down and looks up unfamiliar words necessary for basic comprehension	- uses resources (dictionary, peers, teacher) to learn and record unfamiliar words necessary for comprehension	- uses strategies (e.g., sticky notes) and resources (e.g., dictionary, peers, teacher) to learn and record unfamiliar words and idiomatic expressions necessary for extensive comprehension
Application Strategies	- uses some general reading strategies (e.g., text features and structure-headings, graphs, illustrations, etc.) to aid comprehension	- uses a variety of reading strategies (e.g., text features and structure, skimming, scanning for information, re-reading) to aid comprehension	- selects the most appropriate reading strategies for the specific passage to aid comprehension	- selects the most appropriate reading strategies for the specific passage to aid comprehension, and seeks help with any remaining problems
Knowledge/ Understanding Comprehension	- makes an attempt to monitor comprehension by making limited notes	- monitors comprehension using one or more strategies	- monitors comprehension using a variety of strategies that suit the reading passage	- monitors comprehension using a variety of effective strategies and makes inferences based on the text
Application Structure	- uses structure to find the main idea	- uses structure to find the main idea and supporting ideas	- finds the main idea and understands that the structure of the reading passage supports that idea	- finds the main idea and analyses how the structure of the passage supports and aids comprehension of that idea

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Note: The teacher assesses these categories of the student’s reading skills whenever possible over a period of time to arrive at an evaluation of student progress. Using the same rubric, the student’s progress can be recorded and measured, from diagnostic to formative to summative evaluation, using different colours for each assessment.

Appendix B (Continued)

Rubric 3 – Post-Reading Strategies Rubric

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Personal response to text	- uses some medium (e.g., art, drama, music, re-telling) in a limited way to demonstrate understanding of text	- uses some medium somewhat successfully to demonstrate understanding of text	- uses some medium quite successfully to demonstrate understanding of text	- uses some medium highly successfully to demonstrate understanding of text
Knowledge/ Understanding Critical response to text	- using at least one element (e.g., character, plot, setting, conflict, conflict), demonstrates a limited understanding of text	- using at least one element, demonstrates some understanding of text	- using at least one element, demonstrates considerable understanding of text	- using at least one element, demonstrates complete or almost complete understanding of text
Thinking/ Inquiry Making judgments	- does an activity (e.g., interview, report, debate, presentation) that shows a limited amount of judgment based on the text	- does an activity that shows some amount of judgment based on the text	- does an activity that shows a considerable amount of judgment based on the text	- does an activity that shows an extensive amount of judgment based on the text
Application Note-making skills	- makes notes to record a limited amount of general information on the text	- makes notes to record a certain amount of general information on the text	- makes notes to record a considerable amount of information on the text	- makes notes to record an extensive amount of detailed information on the text

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Note: This rubric is not to be used to assess one piece of reading in isolation, but rather to monitor a student’s use of variety over a series of assignments. The teacher can also use this rubric to assess her/his own use of variety in post-reading assignments. It is a good idea to provide an assignment sheet before each reading, in which the teacher lists several suggestions of creative response possibilities under each category.

Appendix C

Glossary of Terms

Accommodations: changes in the delivery, assessment or evaluation of curriculum for exceptional students to enable them to achieve the same curriculum expectations as the rest of the students.

Achievement Chart: a chart included in policy documents for each discipline, providing a reference point for all assessment practices and a framework within which to assess and evaluate student achievement. Each chart is organized into four broad categories of knowledge and skills.

Assessment: the process of gathering information from a variety of sources 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.

Cloze passage: a selected passage of text in which certain words are deleted and replaced with blanks. The student reads the passage and fills in the blanks with an appropriate word.

Clustering: the grouping of expectations that are used together by students in carrying out activities. Language activities almost always involve the use of expectations from more than one strand – i.e., listening and speaking, listening and writing, reading, speaking and writing.

Expectations: the knowledge and skills that students must develop and demonstrate in their class work, on tests or in activities on which their achievement is assessed and evaluated.

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

Levels of Language: the various possibilities of vocabulary, expressions and grammar chosen by a speaker (ranging from slang to very formal) according to the individual or group being addressed (i.e., friends, a teacher, a prospective employer).

Portfolio: samples of student work collected over a period of time, usually in written form, but possibly in oral form recorded on tape or video, providing a dynamic record of the learning process of a student. The teacher can use the information in a portfolio to provide feedback to students for improvement and to evaluate a student’s progress in the language.

Reflection Journal: a notebook in which students record, over a period of time, their personal reactions and reflections on a variety of topics.

Rubric: an instrument for assessing broad levels of student performance in a variety of categories according to clear descriptors for each level. For the Ontario curriculum, there are four levels: level 4 (80-100%), level 3 (70-79%), level 2 (60-69%) and level 1 (50-59%).

Strands: the areas of language use into which the curriculum is organized. The strands for international languages are: Oral Communication, Reading and Writing.

Three-skill quiz/test: a quiz or test that requires students to demonstrate ability in three of the language skills, e.g., listening, speaking, and writing.

Tones: different pitches used in certain languages to distinguish words that have the same pronunciation.

APPENDIX D

Ideas for performance assessment tasks in a language classroom

· Write a newspaper or magazine article.

· Devise and describe a game.

· Participate in a debate.

· Discuss the main idea of a reading selection.

· Write a paragraph/composition.

· Propose and describe a way to resolve a problem.

· Develop a classification system for something and explain the categories you have chosen.

· Argue one point of view on an issue, then argue the opposing view.

· Given the information you know to date, predict what is going to happen.

· Write a summary of an article or reading selection.

· Lip-sync or act out a song.

· Draw conclusions from a text that has been read.

· Create a series of rules for a particular situation.

· Describe two courses of action, giving advantages and disadvantages of both.

· List and explain how many solutions to a problem you can come up with.

· Discuss what information you need to solve a problem.

· Describe a pattern in a series of events or objects.

· Write a short play in a group, and act it out.

· Choose two things from the same category—one which you like and one which you dislike. The class asks up to three “detective” questions to discover which you like and which you dislike.

· Conduct a survey and create a “Family Feud” type show (based on 1st, 2nd and 3rd choices, etc).

· In teams, produce an advertising video for your country, province, city, town, school or class.

· Identify the culture/country/time period from which works of art, music or dance have come.

· Write a newspaper article on a show at an art gallery or museum.

· Classify works of art or music according to the period or culture they represent.

· Review a concert.

· Write a theatrical review.

· Compare/contrast works of art/music that deal with the same theme.

· Adapt a short story in dramatic form.

· Adapt a historical event in dramatic form.

· Re-arrange segments of a story to match what you have heard/read.

· Write an e-mail from one character to another in a short story.

· Make an “alphabet video”, creating storyboards for a certain number of letters. (e.g., Q – QUIET - a shot of the whole class sitting quietly; L - LUNGS – two people breathing in and out).

· Write a health-related public service announcement.

· Describe a sport.

· Invent a game and explain the rules.

· Make a decision based on weighing the advantages and disadvantages of something.

· Write your own ending to a story.

· Create and present (live or on video) a job interview.

· Produce your own self-development training video entitled “Be a better person.”

· Evaluate the claims made in an advertisement.

APPENDIX D (Continued)

· Explain what problem a literary character faced and how it was resolved.

· Compare and contrast two characters in a story.

· Retell a story in your own words.

· Write a radio newscast.

· Write a weather report.

· Create an advertisement.

· Write a letter to the editor about an environmental (or other) issue.

· Write a letter to a friend.

· Write a letter to a famous person.

· Write a letter to an elected official.

· Write and present a biography of a famous person.

· Write and present a biography of someone you know.

· Write a poem and read it aloud.

· Invent and “market” a new business to a group of investors.

· As a famous person, give a press conference, with questions from a variety of “reporters.”

· Use a bus, train or plane schedule to plan a trip.

· Develop and present an itinerary for a trip, given budget and time restrictions.

· Conduct an opinion poll, and create a chart or graph to show the results. State conclusions.

· Propose and describe an invention that fills some need.

· Pretend you live in another time, place or culture. Describe a typical day.

· Write an interview with a contemporary or historical figure.

· Participate in a mock job interview.

· Create a travel or tourist brochure.

· Choose the contents of a time capsule and describe why you have chosen them.

· Write a newspaper article about an historic or current event.

· Interview native speakers of the language of study to gather information about a specific topic/issue.

· Create true/false questions about a reading passage (with answer key).

· Participate in a mock trial or interrogation.

· Describe the best/worst gift you have ever received.

· Design a test to determine which of several products is the best.

· Write a creative story describing a future time period.

· Create a webpage based on an existing one.

· Given a budget, decide what to do/eat/drink at a friend’s birthday (or other) party.

· Plan a menu to feed a large group. Estimate quantities, compare prices, order and serve the food.

· Compare prices of products at different stores.

· Describe an embarrassing moment or experience.

· Enact a scene between a salesperson and a difficult client.

· Use words and another medium to describe/illustrate a concept.

· Interpret the significance of events in a story.

· Keep track of and report on everything you eat for a week.

· Devise a healthy diet, describing meals for a week.

· Write your own ending to a story.

· Narrate a virtual city tour using presentation software.

· Produce a series of sentences giving clues about various cities, and run a map-touching game with the class.

· Choose your best piece of work from a portfolio, and write/describe why you have chosen it.

APPENDIX E

To be used in conjunction with Unit 1, Activity 2 (AEP). Translate the items into the appropriate language as shown below (in German).

Entscheidungen treffen und planen (Jährlicher Bildungsplan)

Decision-making and action planning (Annual Education Plan)

Ziele/Goals

Wer bin ich?

Who am I?

Welche Gelegenheiten stehen mir zur Verfügung?

What are my opportunities?

Mit wem teile ich meine Gemeinde?

With whom do I share my community?

Wofür bin ich verantwortlich (für mich und Andere)?

What responsibilities do I have to myself and others?

Was will ich werden?

What do I want to become?

Plan/Action Plan

Welche Gelegenheiten stehen mir zur Verfügung?

What are my opportunities?

Was für Gemeinden sind da für mich, welche Beziehungen werde ich zu ihnen haben?

What kind of communities do I envision, what will be my relationships with them?

Wie sind meine Pläne, um meine Ziele zu erreichen?

What are my plans to achieve my goals?

Wie kann ich mich auf die Herausforderungen des Lebens vorbereiten?

How can I prepare to respond to life challenges?

Neuer Plan/Revised Action Plan

Was war mein Plan?

What was my plan?

Was funktioniert?

What’s working?

Was muß verbessert werden?

What needs work?

Feedback Von Eltern Und Klassenrat/Feedback From Parents And Teacher-Adviser

Was funktioniert?

What’s working?

Was muß verbessert werden?

What needs work?

Wie kann ich behilfich sein?

How can I help?

* based on questions in Peel District School Board’s Annual Education Plan

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