Curriculum
and the New
Teacher
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page 5 (end of New Teacher)
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Interrelationship of the Five
Program Goals
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The five Program Goals form the
foundation of current LOTE programs. The first goal,
Communication,
is the vehicle by which students reach the other four goals,
Cultures,
Connections,
Comparisons,
and
Communities.
In language classrooms, students are always communicating.
Communication is the vehicle students use to become
linguistically proficient. What students communicate about
(topics, themes, literature, etc.) and in what contexts
their communication takes place (in person, in writing, via
the Internet, etc.) can be viewed as the content of the LOTE
subject areas.
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Interrelationship of the Five Program
Goals
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PROGRAM GOALS: The content of the
five C's
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Each of the five
C's is made up of specific content areas. For each
content area, there are Knowledge and Skills. Performance
Expectations. Example Progress Indications. Learning
Snapshots, and Progress Checkpoints. These are discussed
below.
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Communication
Cultures
Connections
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Interpersonal mode Practice and Perspectives Access to Information
Interpretive mode Products and Perspectives Other Subject Areas
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Comparisons
Communities
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Nature of Language Within and Beyond the School
Concept of Culture Personal Enrichment and Career Development
Influence
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Vocabulary -
Spanish
alphabet
days of the week, months, seasons
numbers 1-100
weather
colors
time and time expressions
family
classroom objects/routine/school subjects
names
age
appropriate greetings, leave takings
and courtesy expressions
leisure time (hobbies and pastimes)
vacations
sports
holidays
food
expressions of politeness
clothing
parts of body
house / rooms / furnishings
Grammatical Elements
definite / indefinite articles
singular / plural nouns
personal pronouns
-ar, -er, -ir verbs
questions
negative sentences
verb ir
ir a + infinitive
agreement and position of descriptive adjectives
preposition de
forms and uses of ser and estar
verbs tener, hacer, podar and querer
possessive adjectives
prepositions
numbers 0-100
emphasize accuracy capitalization
and pronunciation spelling
(including accent marks)
Vocabulary -
French
alphabet
days of the week, months, seasons
numbers 1-100
colors
time and time expressions
family
classroom objects / routine / school subjects
names (typical male / female)
age
greeting, leave taking expression
hobbies and pastimes
sports
holidays
food
expressions of politeness
clothing
Grammatical Elements - French
Definite / indefinite articles
singular / plural nouns
personal subject pronouns
-er, -ir, re verbs
questions (yes / no / information)
negation
aller +infinitive
agreement and position of adjectives
preposition
verbs être, aller
possessive adjectives
"de" as used in possession
emphasis accuracy in spelling, punctuation
and accent marks
Vocabulary -
German
alphabet
days of the week, months, seasons
numbers 1-100
weather
colors
time and time expressions
family
classroom objects and subjects
names
age
appropriate greetings, farewells, introductions
and courtesy expressions
leisure time (hobbies, pastimes and vacations)
holidays
food
clothing
popular proverbs
Grammatical Elements
personal pronouns
present tense verb forms
formation of questions
definite and indefinite articles
irregular verbs: haben, sein, wissen
word order
zu Hause and nach Hause
cases: nominative and accusative
singular and plural forms of nouns
model auxiliaries
negation
future tense
likes and dislikes
possessive adjectives
capitalization / punctuation / spelling
Functions: socialize, exchange information, express opinions and
attitudes, experience feelings and emotions, extend and respond to
invitations, and persuade.
The student will:
greet classmates
express oral and written numbers 0 - 100
introduce him / herself
recognize and use accent marks
express the value of studying language
recognize the names of famous individuals
recognize cognates
express likes, dislikes, and preferences
ask and give personal information
agree and disagree
ask and give information
ask for and express opinions
refer to something he / she cannot name
make and respond to requests
express and inquire about needs
seek information
express surprise, enthusiasm, or disappointment
express possession
say when and with whom an activity is done
tell likes and dislikes
exchange information
make, accept, and refuse suggestions
indicate frequency
order food and beverages
read a menu
talk about eating customs
elicit agreement
make inquiries
express an opinion
make plans
arrange meetings
express amazement, satisfaction, or disappointment
identify and introduce people
describe people and pets
ask, give, and refuse permission
make, accept, and decline requests
offer, accept, refuse food
tell someone what to do
express needs
Functions: to socialize, to exchange information,
to express feelings and emotions, to
persuade, and to express attitudes and opinions.
Students will:
welcome someone
respond to someone's welcome
extend good wishes
congratulate someone
ask and give information about places and travel
describe a place
discuss leisure activities
give directions
relate a series of events
point out where things are
make purchases
console others
ask how and tell one's feelings
inquire; expressing satisfaction and frustration
sympathize with someone
make excuses
express disbelief and doubt
ask and make suggestions
accept and reject advice
reprimand someone
give and respond to a compliment
emphasize likes and dislikes
express enthusiasm
express dissatisfaction
express difference
Students will:
renew old acquaintances
inquire, express enthusiasm and dissatisfaction
exchange information express indecision
make recommendations
order and ask for details
ask for and give directions
express impatience
reassure someone
express enthusiasm and boredom
ask and tell where things are
ask for, grant and refuse permission
express obligation
forbid and reproach someone
ask for and give opinions
ask which one(s)
point out and identify people and things
pay and respond to compliments
reassure someone
ask about and express intentions
express conditions and possibilities
ask about future plans
express indecision
give advice
request information
write a formal letter
make, accept, and refuse suggestions
make arrangements
make and accept apologies
show and respond to hospitality
express and respond to thanks
express strong disagreements and argue with
another
make suggestions
express doubt and certainty
ask for and give advice
express astonishment
caution someone
express fear
reassure someone
express relief
ask someone to convey good wishes
close a letter
express hopes or wishes
give advice and complain
express annoyance
make comparisons
Students will
express French individual independence
make comparisons of French and American
individual independence
express sport preferences and make comparisons
of French and American sports
make comparisons of French and American
education
make comparisons of regions of France and
the United States
make and use humor, French and American
plan for their future needs and wishes for
themselves as an adult
describe love and pain experiences
describe the French African
express needs of the French African
describe the third world French
express third world French needs
Advanced Placement
Advanced Placement Course Description,
The College Board, Suite 1050, 98 San Jacinto
Boulevard, Austin, Texas, 78701-4039, page 2-25.
The course
A school's course in AP ... (Language), emphasizing
the use of language for active communication, has
for its objectives the development of:
A. the ability to understand spoken ...
(language) in various contexts;
B. the ... (language) vocabulary sufficiently
ample for reading newspaper and magazine articles,
literary texts, and other nontechnical writings
without dependence on a dictionary; and
C. the ability to express oneself coherently,
resourcefully, and spoken ... (language).
Course content can reflect intellectual interests
shared by the students and teacher (the arts,
current events, literature, sports, etc.). Materials
might well include audio and video recordings, films,
newspapers, and magazines.
The course seeks to develop language skills
(reading, writing, listening, and speaking) that can
be used in various activities and disciplines rather
than to cover any specific body of subject mater.
Extensive training in the organization and writing of
compositions should also be emphasized.
For detailed information and practical
suggestions on teaching an AP ... (Language)
course, it is strongly recommended that teachers
consult the Teacher's Guide to AP Courses ... which
may be obtained by filing out the AP Publication
Order Form. (To view the site, click on the html below.)
http://cbweb1.collegeboard.org/index.html
http://cbweb1.collegeboard.org/ap/french/index.html
http://cbweb1.collegeboard.org/ap/spanish/index.html
http://cbweb1.collegeboard.org/ap/german/index.html
http://cbweb1.collegeboard.org/ap/latin/index.html
The Examination
The AP ... (Language) Examination is approximately two and
one-half hours in length. It is not based on any particular subject
matter but instead attempts to evaluate level of performance in
the use of the language, both in understanding written and spoken
... (language) and in responding in correct and idiomatic ...
(language). Listening and reading are based in the multiple-choice
section; writing and speaking are tested in the free-response
section. The portion of the examination devoted in each skill
counts for one-fourth of the final grade.
It is possible that students will have difficulty taking the
speaking part of the examination if they are not familiar with
operating the recording equipment. Teachers are therefore
encouraged to arrange a trial run of the examination equipment
and procedures with the students in advance of the actual
administration. Not that the student response tapes are offered
in cassette form only.
With the exception of directions, ... (language) is used
exclusively both in the test materials and in the student responses.
Use of dictionaries or other reference works during the examination
is not permitted.
Section 1. Multiple Choice
Listening
Listening skills are tested in two ways on the examination. First,
candidates are asked to listen to a series of brief exchanges between
two speakers. The exchanges are spoken twice, after which students
choose the most appropriate rejoinder from the four choices printed
in their test booklets. In the second portion of the listening part of
the examination, students listen to recorded dialogues or brief
monologues and then, after each, they are asked questions on the tape
about what they have just heard. The questions following the dialogues
are spoken twice.
Reading
This part of the examination comprises several prose passages
followed by multiple-choice questions on their content. Some questions
testing knowledge and understand of grammatical structure may be
among the questions following each reading passage.
Writing
On this part of the examination, students are asked to demonstrate
knowledge of ... (language) structure by filing in omitted words or verb
forms within paragraphs. They are also asked to show their ability to
express ideas in written ... (language) by writing a 40 minute essay on
a given topic. The essays are evaluated for appropriateness and range
of vocabulary, grammatical accuracy, idiomatic usage, organization, and
style.
Speaking
On the speaking part of the examination, students tape-record their
responses to questions based on a series of pictures or other visual
stimulus. The questions are printed in the test booklet and are also
heard on a master tape. Students may be asked to tell the story
presented in the pictures, to comment on the content of the pictures,
or to discuss a topic suggested by one of the pictures. Students are
given at least 30 seconds to respond to each of the questions. The
student tapes are later scored by school and college ... teachers
serving as examination readers.
...(language) Literature
The Advanced Placement Program in ... (language) Literature is
designed to introduce students who have advanced language skills to
the formal study of a representative body of literary texts in ...
(language).
The course
A school's course of AP ... (language) Literature has the following
objectives:
A. proficiency in the fundamental language skills that enable the
student to
1. read and understand prose and verse of moderate difficulty
and mature content;
2. formulate and express critical opinions and judgments in
correct oral and written ...(language);
B. the ability to read and analyze critically and to discuss perceptively
representative works of ... (language) literature.
The program is not to be construed as a formal survey of literary
history but rather as an introduction to representative works of prose,
poetry, and drama from different periods. Students should, however, be
aware of the cultural context of the works read. They should also acquire
the basic concepts and terminology of textual analysis. By learning to
identify and interpret the various elements that enter into the
composition of a literary text and to perceive their relationships,
students acquire a fuller understanding and appreciation of the art and
significance of literature.
For detailed information and practical suggestions on teaching an AP
... (language) Literature course, it is strongly recommended that teachers
consult the Teacher's Guide to "AP "Courses in ... (language) Literature... .
(To view the site, click on the html below. The site contains the
suggested reading list for students.)
http://cbweb1.collegeboard.org/index.html
http://cbweb1.collegeboard.org/ap/french/index.html
http://cbweb1.collegeboard.org/ap/spanish/index.html
http://cbweb1.collegeboard.org/ap/german/index.html
http://cbweb1.collegeboard.org/ap/latin/index.html
Nonsequential
Language Programs
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Course offerings under the rubric of
non sequential LOTE courses may be taught by districts
outside the standard Levels I-VII sequential programs. Two
categories of courses are approved for districts to offer.
Cultural and Linguistic Topics and Exploratory
Languages.
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Cultural and Linguistic
Topics
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Cultural and Linguistic Topics may be offered at the
elementary, middle, or high school level for one-half to one
credit with no prerequisites. These courses address the
history, geography, cultural aspects, and / or linguistic
aspects of selected regions or countries.
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Exploratory Languages
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Exploratory Languages courses may be offered at the
elementary, middle, or high school level for one-half to one
credit with no prerequisites. They are most typically
offered early in the middle grades, usually at Grade 6 or
Grade 7. These courses provide students with the opportunity
to investigate, compare, contrast, and come to appreciate a
variety of languages and cultures or to value the study of
another language. This type of experience is especially
valuable as it allows students to decide which language(s)
they may wish to study later in greater depth.
Although non sequential courses are not geared toward
the development of language proficiency, they do offer a
good opportunity for the enrichment of students who may not
be able to fit language courses into their schedule or who
are uninterested in pursing sequential program in
language.
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