World language level1

Level One
Curriculum Frameworks
SHELB Y COU NT Y SCH OOL S
MODERN LANGUAGES

© Shelby County Schools, Revised 2014
Department of Curriculum and Instruction
Level One Pre-Unit
Find us at: www.scsworldlanguages.weebly.com

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/

L e v e l 1 : P r e - U n i t
Welcome to Language Learning!
P R O F I C I E N C Y G O A L
How well are students expected to perform?
U N I T L E A R N I N G T A R G E T S
What will students be able to do with what they know?
INTERPRETIVE INTERPERSONAL PRESENTATIONAL
Listening Person-to-Person Speaking
p I can understand the purpose and
goals of proficiency and
performance targets.
p I can synthesize the need for second
language learning with proficiency.
p I can understand the rules,
procedures and expectations in our
classroom.
p I can understand a variety o reasons
for learning a new language.
p I can understand where the target
language is spoken and how it can
be useful in my future.
p I can explain what proficiency and
performance are and how they affect
my language learning.
p I can explain the importance of
proficiency to language learning.
p I can explain the difference between
performance assessment and other
sorts of assessment.
p I can explain the rules, procedures
and expectations in our classroom.
p I can persuade someone to learn a
new language.
p I can explain the course performance
targets and describe what those
performances looks like.
p I can create a powerful rationale for
second language learning that is
aligned to proficiency and
performance targets.
p I can present a convincing rationale
to my peers for the rules, procedures
and expectations in our classroom.
p I can present a convincing argument
for learning a target language
including why they should learn this
language.
C u l t u r e
What intercultural competencies will students be able to demonstrate with what they know?
PRODUCTS CULTURAL INTERACTIONS PRACTICES
p I can identify important people and
things that I am already familiar
with from the target culture
p I can explain why learning another
language is more than just learning to
speak another language.
p I can understand what people with
different accents are communicating.
p I can recognize that people speak with
different accents.
p I can acknowledge that having an
accent is part of the language learning
process.
p I can identify cultural stereotypes and
investigate their truthfulness.
p I can identify important traditions from the
target culture.
p I can recognize the value of learning a
new language in understanding a new
culture and my own culture.
Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
MODERN LANGUAGES

Level One Pre-Unit


U N I T P E R F O R M A N C E T A S K S
How will students demonstrate what they can do with what they know?
PRESENTATIONAL SPEAKING INTERPERSONAL PRESENTATIONAL WRITING
Create a PSA on the importance of
learning this target language specifically
and how to become proficient speakers
and writers.
Discuss with a classmate what your
proficiency goal is and how you can use
performance tools to help you reach that
goal.
Create a visual to encourage your peers
to use the performance scale in the
language classroom.
V O C A B U L A R Y / F U N C T I O N S
What will prepare students to demonstrate what they can do with what they know?
Vocabulary Chunks
My name is….
Good morning.
Good afternoon…
How are you?
Please.
Thank you.
You are welcome.
Class Specific Rules
Class Specific Procedures
ESSENTIAL VOCABULARY
Environment
Rules
Procedures
Expectations
Target Language
Countries & cities
Landmarks
Iconic Products & practices
Proficiency
Novice
Intermediate
Advanced
Sublevels
Performance
Novice 1 -4
Intermediate 1-5
Advanced
Superior
Modes of Communication
Interpersonal
Interpretative
Presentational
Performance assessment

Level One Unit One


L E V E L 1 : U n i t 1
It’s Nice to Meet You
A N N U A L T A R G E T
How well are students expected to perform at the end of the year?
Unit Performance Targets
Teach to… Lowest acceptable performance…
Intermediate
Listening Reading Person-to-Person Speaking Writing
p I can understand
some common
greetings and
expressions.
someone talking
about their age,
where they are
from, their phone
number and
birthday.
basic personal
information from
communications
such as e-mails,
personal profiles.
p I can identify some
cognates or
characters that
help me
understand the
meaning.
p I can greet and say goodbye to someone.
p I can introduce myself and ask someone
their name.
p I can answer questions about my name,
age, origin, and phone number.
p I can tell someone the date and time.
p I can tell someone when my birthday is.
p I can greet people.
p I can tell my age
and my birthday.
p I can tell where I
am from.
p I can tell the date
and time.
p I can tell my
telephone number.
p I can introduce
myself.
p I can write an
introduction of
myself.
p I can write my age
and my birthday.
p I can write where I
am from.
p I can write my
phone number.
p I can write the date
and time.
C u l t u r e
What intercultural competencies will students be able to demonstrate?
p I can identify some geographical features of
other countries.
p I can identify familiar landmarks.
p I can identify typical products from the target
culture.
p I can sometimes tell the way people
address each other differently based on
age and social standing.
p I can identify some common habits of
greeting associated with specific cultures.
p I can recognize some ways in which cultures
express time and dates.
p I can imitate appropriate greetings.
p I can sometimes recognize and imitate
culturally appropriate personal space, eye
contact, and body language when interacting
with others.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
Mid

Level One Unit One


You have received an acceptance letter stating
that you have been chosen to attend a summer
camp in Quito, Ecuador. They have asked that
you call a toll-free number to give them some
information about yourself. You call the camp,
but an answering machine picks up. Leave a
message.
You are going to be hosting a Memphis in May
exchange student from the (target country) this
spring. In order to prepare for your first meeting,
you ask your (Target language) teacher to
practice with you.
You decided to get an e-pal from a target
language speaking country because you’ll be
going to a camp in Ecuador this summer.
Write a message introducing yourself to your
e-pal.
V O C A B U L A R Y C H U N K S
What will prepare students to demonstrate what they can do?
Functional Language Chunks
What is your name? My name is…
I’d like to introduce you to… Pleased to meet you
How are you? I am…(well, ok, bad)
How old are you? I am ____ years old.
What day is today? Today is…
When is your birthday? My birthday is…
Where are you from? I am from ...
What is your nationality? I am…
What time is it? It is…
Greetings: Good Morning, Good Afternoon, Good
evening
Goodbyes: Ciao!, Goodbye!, See you later, See you soon
And you? You are welcome!
V o c a b u l a r y B a s i c s
Vocabulary should be selected to support student interests. The words below represent a starting
point. Student interest should be gauged before finalizing any taught vocabulary.
Expressing Manners The Date
Please Monday, Tuesday, Wednesday, Thursday, Friday…
Thank you Tomorrow is….
Expressions of Time January, February, March, April, May, June…
in the morning It is the first...of…
in the afternoon It is the second, third, fourth …. of…..
in the evening Happy Birthday!
Noon/midnight Numbers 1-31
C O M M U N I C A T I V E S T R U C T U R E S
• Embedded in language chunk

Level One Unit Two


L E V E L 1 : U n i t 2
Who Am I?
Intermediate
p I can understand when I
hear descriptions of
people
p I can understand simple
questions about myself
or someone else.
p I can understand some
basic personal
information found in
short readings.
p I can answer questions
about physical
characteristics, personality.
p I can ask questions to find
out basic information about
someone else.
p I can describe myself
including personality
and physical
characteristics.
p I can describe
someone else
including age,
personality, and
physical
characteristics.
p I can write about
myself including my
personality and
physical
characteristics
someone else
including age,
personality and
physical
characteristics.
C u l t u r e
p I can recognize some traditional and
popular music/songs and dance styles.
p I can describe some famous
people/characters from the target
culture.
p I can tell you about popular sports in the target
culture.
p I can tell you about how popular music/dances
in the target culture are similar/different than
what’s popular in the U.S.
p I can describe people using socially
acceptable vocabulary in the target culture.
p I can identify common technology used
across cultures.
p I can make use of cultural references, such
as a song or movie, in a conversation.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
Mid

Level One Unit Two


You are joining the international club at your
school so that you can work on your language
skills. Each new member is paired with a
student from a country where the language of
the new member is spoken. You have been
asked to use Google voice to leave your new
friend a message describing yourself. Tell
him/her what you look like and about your
personality.
You have been assigned an epal in your
language class. Write your epal an email
telling him/her about you. Describe what you
look like, and something about your
personality. Make sure to ask your new epal
what he/she is like.
You have found an online blog for teens who
speak the language you are studying.
Everyone is blogging about themselves and
you decide to participate. Write a blog
describing yourself. Be sure to include you
personality and your appearance.
Language Chunks
What are you like? I am…/ I am not…
What is he/she like? He/she is…/ He/she is not…..
I have… He/she has…
How old are you? (R) I am…
How old is he/she? He/she is…
What are you like? I am…/ I am not…
What is he/she like? He/she is…
Vocabulary should be selected to support student interests. The words below represent a
starting point. Student interest should be gauged before finalizing any taught vocabulary.
Personality Descriptors Extra words
Nice sociable very (R) (best) friend
mean athletic then boy/girl
funny studious My your
serious foolish Numbers
smart lazy 1-31 (R) 1-31 (R)
• S u b j e c t p r o n o u n s : I , Y o u ,
h e / s h e
• V e r b s : t o b e & t o
h a v e ( s i n g u l a r )
• N e g a t i v e s
• A d j e c t i v e s : g e n d e r / n u m b e r
a g r e e m e n t & p l a c e m e n t

Level One Unit Three


L E V E L 1 : U n i t 3
What Do You Like to Do?
Intermediate
when someone
talks about
activities they
like or dislike.
simple questions
about my likes
and dislikes.
basic information
about activities
people like or
don’t like and
why.
p I can identify
some cognates
or characters that
help me
understand the
meaning. (R)
p I can answer questions about my likes
and dislikes.
p I can ask and answer questions about
activities including when, why, and
with whom.
p I can react to someone else’s likes or
dislikes.
p I can describe my activities in emails,
texts or conversations.
p I can express my
likes/dislikes
about activities.
p I can express
why I like or
dislike activities.
p I can say when
and with whom I
like or don’t like
to do something.
my likes/dislikes
about activities.
why I like or
dislike activities.
when and with
whom I like or
don’t like to do
something.
C u l t u r e
p I can identify familiar landmarks within
the target cultures.
p I can tell you what activities teenagers
will do with their friends.
p I can tell you about the popularity and
usage of email, texting, etc..
p I can recognize some similarities and
differences between my daily schedule
and that of a peer in another culture.
p I can sometimes identify diversity in
leisure activities in other cultures.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
High

Level One Unit Three


Your mother works at International Paper.
One of her clients from _______is in town
with his family, and she has invited the
family to have dinner out with your family.
When you get to the restaurant they
introduce you to Elena, a girl about your
age. She doesn’t speak much English and
asks you in ________ what you do in your
free time. Tell her briefly about some of the
things you do when you are not at school.
One of your mother’s co-workers is from
_____ and has a daughter your age. They
would like the two of you to get to know
each other. The co-worker’s daughter
doesn't speak much English. Since you are
studying ______ in school, you tell her what
activities you like to do and don't like to do
in different seasons of the year and why.
Your epal from ______ wrote you back. In
his email, he asked you what you like to do
in your free time. Write an email back and
tell him 3 activities that you like. You don’t
want to be rude, so be sure to ask him what
he likes to do as well.
What do you like to do?
I like…(and…)/I do not like … (and…)
I like… but not….
I like ….a lot. He or she likes/ does not like
I like…a little. I do not like at all.
What do you like more? I like…. more than…
Do you like….? I like….
When do you like to…..? I … at/in…
With whom do you like to….? I like…. with….
Why do you like to…? I like…because…
Activities Seasons/ Weather
Play videogames Use the computer Spring It is (very) cool
Ride a bike Listen to music Summer It is (very) warm
Go to school Dance Fall It is (very) sunny.
Play sports (baseball, scocer, tennis…) Winter It is (very) windy.
Spend time with friends It snows/it is snowing It’s rainy. (It is raining)
Watch tv Do homework It is (very) cold
Study I draw Connectors & additions
Play guitar, piano, etc. Sing Neither…nor Also
Read Write Or But
• Subject pronouns • Negatives
• to like • Transition words

Level One Unit Four


L E V E L 1 : U n i t 4
My School Life
Intermediate
what people say
about school
schedules,
subjects, and
class supplies.
when I hear
people talk about
locations within a
school.
information about
supplies for class.
short readings
that describe
classes and
teachers.
p I can say what classes and teachers I
have and when I have them.
p I can say what materials I have and
need for each class.
p I can describe my class.
p I can talk about
my school
schedule.
p I can tell
someone what
school supplies I
have and need.
p I can describe
my classes and
teachers.
p I can write
information
about my class
schedule.
p I can write a
description of my
classes and
teachers.
C u l t u r e
p I can read a school schedule in the target
culture
p I can sometimes tell the way people
address each other differently based
on age and social standing.
p Give some information about teenage
participation in sports in the target
culture(s).
p Tell you about school schedules in the
target culture(s).
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
High

Level One Unit Four


Your family volunteered to host an exchange
student from ______ for two weeks as part
of an international program for your school.
You have just been introduced to (culturally
appropriate name). She will be attending
classes with you for a week. In _______, tell
her what to expect as she shadows you
throughout the week.
You are Skyping with a student from
________ who is planning to spend a
semester in school in Memphis. She has
asked you about your school and your
classes. Tell her about your school day
and describe three of your classes for her.
The guidance counselor has asked you to
write an email to (culturally appropriate
name), an exchange student from
__________. She will be coming to your
school in a few weeks, and she wants to
know about some of the classes and what
materials she will need. Write her an email
giving her the information about your
schedule.
What classes do you have? I have…(R)
How many classes do you have? I have…classes (R)
What do you need? I need…/ I need…and…
Which is your favorite class? My favorite class is….
What class do you dislike? I like (dislike)….class
What do you do in your classes? What do you do in school? I, he, she…
Do you like? (R) I like; I don’t like…(R)
School Supplies Descriptions
Pen/pencil Backpack Easy Hard
Piece of paper Book Interesting Practical
Notebook/folder Calculator Boring Interesting
Classes Activities in school
English PE Play an instrument Practice sports
Science Art Read Ask questions
Math Music Write Sing
Social Studies Technology Exercise (R) Discuss
German French Draw Use the computer
Spanish Japanese Teach Take quizzes and exams
Subject Pronouns Ordinal Numbers
• Likes and dislikes
• Expressing Need
• Present tense regular verbs
• To play
• Transition words

Level One Unit Five


L E V E L 1 : U n i t 5
Let Me Introduce My Family
Intermediate
p Understand what
people say in a
short
conversation
about family
members.
p Understand basic
descriptions of
family members.
p Understand
personal emails,
notes and other
short readings
about family.
p Ask and tell what my family members
look like and their personality.
p Ask and tell what members of my
family like to do and why.
p Describe my
family.
p Talk about what
members of my
family like and
don’t like and
what they do in
their free time.
p Describe my
family
p Write about what
members of my
family like and
don’t like and
what they do in
their free time.
C u l t u r e
p I can read an invitation to a family
celebration from the target culture.
p Provide a definition of “nuclear family”
in the target culture.
p I can talk about common family
celebrations within the target culture.
p Compare and contrast what a family
does together in different countries with
what my own does.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
High

Level One Unit Five


Your friend’s mom is a realtor here in
Memphis. She wants to make her listings
more accessible to (language)-speaking
clients. She has asked you to make a
recording about the house layout that you
see below. Describe the house. (Teacher:
find an image that works for you)
Your e-pal is coming to the airport. You
are not able to pick him up, but two of your
family members will be there to greet him.
You call your friend on his cell phone, but it
goes to voicemail. Leave him a message
in your language that describes your
family members so that he will
recognize them.
Your pen pal from (TL Country) has written
you about the latest US movie he saw and
the beautiful mansions he saw in it. He
asks you to describe what US homes are
really like. Write him a letter describing
what your home/apartment is like.
Who is this/that? This/that is my…. This/that is our…
What does …. like to do? He/she likes… He/she is……./ They are…..
We are How old is …. He or she has.,……
How many people are in
your family?
There are…. I am…/ I am not…
What is your…..like? What is his/her…. like? My…is…
Family Members Physical Descriptions
Grandmother Brother Handsome/ pretty Hair colors
Grandfather Sister Ugly Eye colors
Mother Cousin Short/ tall Straight hair
Father Son/daughter Fat/ skinny Curly hair
Aunt/uncle Husband/wife Dark eyes/ Light eyes Long hair/ Short hair
Well raised Spoiled Pets
Nice United Dog Bird
Big/Small Medium/average Cat Fish
Possessive Pronouns
My Your (S & PL) His/her Our
• Full usage of gender/number agreement
• To like (full usage)
• To be

Level One Unit Six


L E V E L 1 : U n i t 6
Free Time!
Intermediate
I CAN …
p Understand a
phone message
about when and
where to meet a
friend.
p Understand a
short audio
announcement
about an event
(when, where).
I CAN …
p Understand
information on
invitations, such
as cards, emails,
e-vites, and texts.
p Understand an
event
announcement,
such as a poster,
flyer, or
advertisement.
I CAN …
p Ask and give information about what I
do and where I go after school or on
the weekend.
p Invite someone to do something or go
somewhere with me.
p Give and find out information about
when and where to go.
p Accept or reject an invitation to do
something or go somewhere.
I CAN …
p Tell what I do
after school or on
the weekend.
p Give details
about my plans
such as when,
where, who and
what.
I CAN …
p Write about what
I do after school
or on the
weekend.
p Give details
about my plans
such as when,
where, who and
what.
p I can give written
details about my
plans such as
when, where,
who and what.
C u l t u r e
differences between the designs of
houses, buildings, or towns.
p I can imitate appropriate social
customs when accepting or declining
invitations.
p I can sometimes identify diversity in
leisure activities in other cultures.
p I can identify some common habits of
teens in the target culture.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
High

Level One Unit Six


You are working on learning to invite people
to go places and do things in your target
language class. IN preparation for an
upcoming performance assessment your e-
pal agrees to give you some pointers so you
can do your best! Record a message inviting
your e-pal to an event. Be sure to tell them
when and where it is, with whom you would
be going and any other important information.
There is a new student in your school from
_____ . You would like to invite her to
spend the day with you Saturday. When
you call her cell phone it goes straight to
voicemail. Leave her a message inviting
her to do two activities with you. Be sure to
tell her where you want to go, when and
who else will be there.
Your e-pal from ________ wrote you back.
In his email, he asked you what you like to
do in your free time. Write an email back
and tell him 3 activities that you do after
school and on the weekends. Be sure to
include where you go to do them and who
you do them with.
Would you like to go to…? I’m sorry…
Can you go to…? I can’t…
Where are you going for…? I have to…
When are you going to…? If I can…
Would you like…? If I want…
At what time… ? No, I don’t want…
With whom….? I’m busy.
When do you go…? I’m sick./ I’m tired.
With whom do you go to... I would like….
I am going to…. He/she is going to…
• Immediate future
• To have to; To go
• To want & to be able to
• Transition words
Vocabulary should be selected to support student interests. The words below represent a starting
point. Student interest should be gauged before finalizing any taught vocabulary.
Places Activities other
Library Store To go hiking With me/with you
Gym Stadium To go fishing At… (times)
Movies Pool To play … Tonight
Church/ synagogue/ mosque Shopping center To eat This weekend
Events To go shopping This afternoon
Baseball game (etc.) Dance To watch a movie or a game This week
Party Concert To ride a bike After-school/work

Level One Unit Seven


L E V E L 1 : U n i t 7
Let’s Eat!
Intermediate
some of what
people say about
food.
what I hear in a
restaurant
advertisement.
some of what I
read on a menu.
some of what I
read about a
restaurant in an
ad or review in a
newspaper,
brochure or
online.
p I can express that I am hungry or
thirsty.
p I can ask for and understand basic
information about what people eat.
p I can express my opinions about food.
p I can talk about what I eat for different
meals during the day.
p I can talk about
my food
preferences.
p I can give a
description of a
meal that I
typically eat.
p I can write a
description of my
favorite meal.
the foods that I
eat for different
meals of the day.
C u l t u r e
What intercultural competencies will students be able to demonstrate??
p I can identify and discuss cuisines from
different Spanish-speaking countries.
p I can read a menu from the target
culture.
p Recognize important foods/meals
(bread, eggs for dinner)
p I can recognize and imitate
appropriate table manners.
p I can interact appropriately with a
server.
p I can understand bills (tax, tips,
sometimes not itemized, etc.)
p I can demonstrate appropriate practice
regarding tipping
p I can sometimes identify which topics
are appropriate and inappropriate to
bring up when invited to a meal.
p I can recognizing different eating
schedules between home culture and
the target culture.
WORLD LANGUAGES

Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Novice
High

Level One Unit Seven


You are on Skype talking with a student from
________. She is on staff with her school’s
newspaper, and the editor has asked her to
write an article about what American
teenagers typically eat throughout the day.
Tell her what you prefer to eat during a
typical day.

You are in a ________ restaurant with your
family. Your aunt wants to hear you use
your _______ and wants you to order in
________. Tell the waiter what you and
the other people you are with want to eat
and drink.
There is a new student from ______ in
your math class. He knows you take
_______ and he writes you a note asking
what the cafeteria food is like. Write him
back and tell him what the cafeteria
typically serves for breakfast and/or lunch.
Language Chunks
What do you prefer….? I prefer….
What do you eat for…? I eat….
How delicious! Enjoy your meal!
How horrible! Disgusting!
I like….and… I do not like…
I like this….but not …. I do not like…but I like…
Food Fruit Vegetables
Food Hamburger Orange Lettuce
Breakfast Sandwich Strawberries Onion
Lunch Turkey Grapes Peas
Dinner Ham Apple Broccoli
Snack Cheese Pineapple Green beans
Eggs French fries Dessert Tomato
Bacon Pizza Cookie Corn
Toast Steak Cake Salad
Other word/expressions
Generally Good for your health Bad for your health Typically
• Formal v. informal questions
• To want & to prefer

World language level1

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to World language level1

Similar to World language level1 (20)

More from jnorbik

More from jnorbik (20)

Recently uploaded

Recently uploaded (20)

World language level1