Unit: #1 Personal Identification Grade: Level 1 (8th ... · hoobies/activities, physical & personality traits, numbers, adjectives ... -Powerpoint slide show; they listen to questions

Spencer-Van Etten School District Revised 3/11/10

Unit: #1 Personal Identification Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

NYA 1.1

Understand the main idea and some details of simple informative materials written for native speakers

NYA 1.2

Compose short, informal notes and messages to exchange information with members of the target culture

NYA 1.3

Comprehend language consisting of simple vocabulary and structures in face-to face conversation with peers and familiar adults.

NYA 1.5

Call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English

NYA 1.6

Use appropriate strategies to initiate and engage in simple conversations with speakers of the same age group, and providers of common public services

NYA 2.1

Use some key cultural traits of the societies in which the target language is spoken

N1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

N1.2 Students understand and interpret written and spoken language on a variety of topics

N 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

N4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

N 5.1 Students use the language both within and beyond the school setting. Major Concepts: Introducing self and others Describe themselves – physical, personal traits, factual information, activities Essential Understandings: Know vocabulary of physical & psychological characteristics, hobbies, sports, other activities, and biological information Know their own biological information


Essential Questions: What do you/others look like? What are you/other like? (personality) What is your address, phone number, nationality, etc.? What do you like to do? Essential S-VE Exit Behaviors: self-discipline & effective communicator Skills needed for mastery (& possible teaching strategies):

• Cultural differences – greetings, hand signs & gestures, hand shakes, kissing, hugging, socializing (unannounced), music & dancing

• Greetings – for example; How are you? What’s up? Hello, Hi, bye, • Grammar – pronouns; the four you’s • Physical characteristics • Vocabulary

- flashcards, worksheet, overhead - websites - vocab games

• Writing piece - self portrait & label characteristics - “I am unique” poster project (see Lisa)

• Grammar – (verbs) to be, to have & subject pronouns & adjectives/articles & gender and number of adjectives and nouns

- worksheets - picture cards - flash cards - websites

** Warm ups – verbal conversation (listening & speaking) between teacher and student on characteristics

• Psychological characteristics • Speaking part

- students stand up and say 5 things about themselves (physical & psychological)

- students stand up and say 5 things about another student (phy. & psych)

• Vocabulary • Grammar – to be (both forms), pleasing verbs

**Provide warm ups to answer foreign language personal ID questions (writing) • Activities

- (speaking) stand up and say 3 things that you like/dislike to do - (speaking) stand up and say 3 things that another student

likes/dislikes to do


- (reading, writing, speaking) Group activity using teacher made charts, students find activities that are in common and not (see Maria)

• Vocabulary - provide pictures of activities and students label them - play charades

• Grammar – regular verbs - repetition, singing, chants - experts, games - websites

• Biological information – numbers, birthdates, telephone, address, months - BINGO - (Writing) create an invitation

• Vocabulary • Grammar – to be, to have, • Reading piece – short passages describing people and what they do

Key Terms: to be, to have, to like, to dislike, Spanish – ar & some er verbs & French er verbs, subject pronouns (grammar) Mastery checks/culminating assessments:

• Vocabulary quizzes • End of unit assessments: performance and paper tests

Unit: #2 Family life Grade: level 1 (8th) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.5


NYA 1.6


NYA Use some key cultural traits of the societies in which the target language


2.1 is spoken N1.1 Students engage in conversations, provide and obtain information,

express feelings and emotions, and exchange opinions N1.2 Students understand and interpret written and spoken language on a

variety of topics N 2.1 Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied. N4.1 Students demonstrate understanding of the nature of language through

comparisons of the cultures studied and their own. N4.2 Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own. N 5.1 Students use the language both within and beyond the school setting.

Major Concepts: To know the family structure and understand cultural differences Be able to talk about their family, and activities Essential Understandings: Family member/pets vocabulary Common activities Common occupations Physical and personality traits (review) Numbers (review) Special birthdays Role of government in family Role of pets in household Essential Questions: Who are the members of your family? What are your family members like? What are their likes and dislikes? What activities do family members do with other family members? How are American families different from (French/Spanish) families? (keep question open for pets, family structure, cultural traditions, &/or role of government) Essential S-VE Exit Behaviors: Effective communicator & social responsibility Skills needed for mastery :

• Vocabulary – Introduce new vocabulary for family members, occupations, and pets

- Review previously learned vocab that work with this unit: hoobies/activities, physical & personality traits, numbers, adjectives


• Grammar: - Review previously learned grammar: to be, to have, regular verbs (ar, ir, er) & adjective pacement - New grammar: to go, to go to, (conjugating), to have to, + new verbs (*see vocab. List) -possessive adjectives – ie; my family -possession ( ‘s) – word order

• Expressing thoughts in conversation – describing their family members - ball toss game (same something about that family member – see Maria) - 3X5 cards with members listed – say one sentence describing that person -expert game – answering questions and earn points for correct answers

** Warm ups – teacher writes 2-3 sentences on board with some mistakes and students need to fix it. Go over as a class.

• Cultural differences - Spanish: quincenera, extended family, godparents, elderly, role of pets, religion, religious holidays, birthdays & saints day, importance of music and dancing - French: role of pets, government involvement – payments for multiple children, birthdays & Saints day

• Reading passages - passages from text books -magazine passages - passages from the internet (school island) -classroom website -read to themselves, underline words they don’t know (which become homework writing sentences combining 2-3 of the underlined words), have students help each other to determine unknown words, teacher reads out loud and students then answer questions or paraphrase in English what was read, then students read it out loud for pronunciation

• Writing – turn it around; instead of the passage about the author rewrite it to be about yourself

• Question words - Explicitly teach question words what, when, where, how **Warm ups – answering questions such as How old is your aunt? What is grandfather like?

• Listening – teacher reads passages out loud - audio tapes or CDs -Powerpoint slide show; they listen to questions and then speak the answers in the microphone for teacher to review later.

• Computer lab activities - matching games, concentration, hang man, from rags to riches (teacher created)


- search information on cultural differences on the internet • Writing activity;

- tell who has what kind of pets in family -in 50 words describe your family -in 50 words describe your favorite relative -in 50 words describe activities you do with certain family members -using a picture – write a story describing the family in the picture

• Speaking - divide students into pairs and have them describe their families to each other -in pairs students describe what activities they enjoy doing with their families

Key Terms: to go, to go to, to have to, possessive adjectives, possessions Mastery checks/culminating assessments: Speaking assessment Unit Exam – Family Life Unit: #3 Education Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.5


NYA 1.6


NYA 2.1



N1.2 Students understand and interpret written and spoken language on a


variety of topics N 2.1 Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied. N3.1 Students reinforce and further their knowledge of other disciplines

through the foreign language N4.1 Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own N5.1 Students use the language both within and beyond the school setting N5.2 Students show evidence of becoming life-long learners by using the

language for personal enjoyment and enrichment Major Concepts: To describe their schedules, classes, times, teachers, activities Cultural differences between educational systems Essential Understandings: Know Education vocabulary Telling time in English and foreign language Items found in a classroom Know American class schedules, courses, teachers Know the American educational system Ordinal numbers Classroom rules (review) Essential Questions: What is your school day like? What classes do you have? What are your teachers like? What do you need for each of your classes? What do you already have? What do you want? What after-school activities do you do? What time is it? What time is ______ class? In what ways are the American and French/Spanish school systems different? Essential S-VE Exit Behaviors: effective communicator & self esteem Skills needed for mastery: *warm ups should be short readings on school scenarios, in pairs describe their favorite/least favorite class or list all the items in their backpacks, or write what is in their backpacks or describe their classes, schedules.

• Cultural differences -schedules -uniforms


-grading (11th grade in US = 1st grade in France) -classroom grades; A-F = 1-6 -private universities vs. state colleges -public elementary schools; no kindergarten in Spain, some only go to third -choose future career path earlier in life -School year calendars are different -Religion is involved in the school -Textbook is most important -Some textbooks are printed by government -No bussing in some countries or not free -Final year has a big test; have to pass it to go on to college -13th year -some countries – students stay in room teachers rotate classes -gender roles – girls take sewing, boys take plumbing -to change schools must take placement test -lunch times; go home and come back -club sports not school sports -stand up to answer a question -amount of homework -more responsibility is placed on the student rather than the teacher -foreign languages learned

• Vocabulary – school terms, time • Speaking/listening: in pairs – students describe a person from the school

and partner tries to guess who is being described • Vocabulary – review numbers and telling time -ordinal numbers up to 10th , last, then, after, later on • Grammar – conjugation;

- review to have (tener, avoir) - new terms: to get (sachar,) to arrive (llegar) what is this? (qu,est-ce quec,?) there is (il y a), should have (must have)

• Speaking – called upon students have to describe one class and tell what materials are needed for that class

• Writing/ Reading/listening; Class rules, schedule and study habits in foreign language

-in groups students write their own rules, schedule and study habits - students read their rules etc to their groups while peers listen then take key parts for class rules

• Reading: students read sample report cards -students read sample student schedules


• Distance learning: (if possible) - share report cards and schedules with school from another country

• Reading: text book samples • Listening: -videos from text, students answer questions in text • Speaking:-practice various speaking situations from old proficiencies • Writing: -in a boarding school in 8th grade, write a letter to a parent

describing school and classmates. • Reading- Students take written letter home and translate it to their parent • Speaking/listening: students in pairs give directions to different rooms

around the school, using direction words: next to, far away from, upstairs, downstairs

Key Terms: there is, there are, to need, to have, to want, to prefer, to be (difference between both forms) Mastery checks/culminating assessments: -Performance assessment (speaking) -Written unit exam Unit: #4 House and Home Grade: level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.5


NYA 1.6


NYA 2.1


N1.1 Students engage in conversations, provide and obtain information,


express feelings and emotions, and exchange opinions N1.2 Students understand and interpret written and spoken language on a

variety of topics N1.3 Students present information, concepts, and ideas to an audience of

listeners or readers on a variety of topics. N 2.2 Students demonstrate an understanding of the relationship between the

products and perspectives of the culture studied. N4.2 Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own. N 5.1 Students use the language both within and beyond the school setting.

Major Concepts: To know rooms and basic furniture and chores in the house and cultural differences. Be able to compare houses, describe a house, and give simple directions to a house. Essential Understandings: Know vocabulary: chores, rooms, basic colors, furnishings, etc. Oral / written descriptions Directionality words Essential Questions: What are the main rooms in the house? What are the main furnishings in the house? What are some of the outside features? What colors are the house/ rooms? How are Hispanic/French houses different? What are the chores you and your family members do? How do you get to your house? What tools do you use to communicate with other people? (tel. web/ computer) Essential S-VE Exit Behaviors: Effective communicator & social responsibility Skills needed for mastery :

• Introduce vocabulary – rooms & furnishings, review colors • Grammar – review possessive adjectives, review to have & to need, review

to be (estar) • Reading – short passages either from texts or magazines • Reading –

o read classified ads from another country and have students look for an apartment o Read classified ads from another country and have students look for


furnishings to buy • Writing –

o Students draw a picture of their house/room and then write a description of it. o Students write a letter to pen pal asking what pen pal’s house is like

• Expressing thoughts in conversation – describing a room/house (using a 3X5 card with different rooms labeled on the cards)

• Listening – students recreate a drawing of a house following teacher’s directions (put a chair by the window, color the bathroom blue, possibly done in the computer lab using teacher created clip art)

• Introduce vocabulary – chores & communication devices, review rooms and furnishings, review to like/not like

• Writing – create a list of chores for someone else to do • Grammar – prepositions, introduce to have to, to need to, & should • Expressing thoughts in conversation – describing chores done around the

house, what, when, how often • Expressing thoughts in conversation – comparing houses (similarities &

differences) • Cultural differences –

o High vs. low economic levels; block houses vs. shacks o American vs. Hispanic/French; apartment living

• Vocabulary – directions; turn left/right, straight, stop, in front of, close to, next to, far away from

• Reading/listening – a map with teacher made directions for students to travel from place to place by reading/listening the directions

• Writing – email a classmate directions to their house • Expressing thoughts in conversation – providing simple directions to a house

Key Terms: chores & house vocab., to have to, to need to, should, review possessive adj. Mastery checks/culminating assessments: Speaking assessment Unit Exam – House and Home


Unit: #5 Meal Taking Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.5


NYA 1.6


NYA 2.1




N2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied


N4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Major Concepts:

• Prepare a meal (shopping) • Conversation at mealtime • How to order a meal • Cultural differences


Essential Understandings: • Types of food • Purchasing food (prices/money) • Read a menu • Behavior at meals • Times for meals • Different foods • Talk & write about a meal

Essential Questions: • How can I help/serve you? What would you like to order? • How is the meal? How is your food? • What is your favorite/least favorite food? • What do you need to buy to prepare your meal? • What foods do you eat in America?

Essential S-VE Exit Behaviors: Effective communicator/social responsibility Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies):

• Introduction of vocabulary (food types) - Using prior knowledge - Cognates – spinach, banana - picture cards - categories of types of food - flash cards: create sentences orally & written - worksheets - vocabulary games - web sites - useful phrases - **Be sure students are using vocabulary in speaking, listening, writing,

& reading *following vocabulary introduction on food types – provide periodic quizzes on vocab.

• Verbs- grammar - review conjugations - introduce new verbs (want, prefer, eat, drink, try, pay, order) - idiomatic expressions (ex: avoir and tener idioms) - worksheets, flashcards, overhead

• Cultural differences – foods eaten in other countries - video on cooking show, French commercials - research on computer different countries types of foods or what


meals are created in different regions of the culture - bulletin board of different types - many uses of a certain ingredient: ie. Corn - reading piece on meal differences – order of courses, use of utensils,

table setting • prepare a meal • writing piece – letter writing

- to host parent about favorite foods - to host parent about where they are going shopping & what they are

buying - to pen pal about a favorite restaurant

• planning a meal – ingredients to create meals - create a shopping list - party for the class and what do they need to have - quinceanera – 15 years old birthday for girl

• Reading piece - read a recipe - read a menu

• shopping – money, stores to buy ingredients - exchange rate between U.S. and chosen country - how to say monetary amount - commas instead of decimals - explanation of open farm markets - no carts – canvas bags

• cooking - students make food in class – let Marcie know in advance for possible

college help - watch cooking shows – you tube?, taped shows, ACE

• How to order a meal (conversation- listening and speaking) - reading from a menu - Role playing: host, waiter, and guest – ordering a meal

• Conversation at mealtimes - Role playing: host, waiter, and guests

• Problems - food too cold, burnt, something in it - missing something, need a utensil - waiter doesn’t bring something soon enough - bill is wrong

• how food was prepared – preferences: likes and dislikes


• writing piece – descriptive paragraph - restaurant scene - family eating dinner

Key grammar: pleasing verbs (like/dislike), to want, to prefer, to need to, to go, subject/adjective agreement, Assessments: Performance assessment (speaking) Written exam – to include listening component Unit: #6 Community and Neighborhood Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.5


NYA 1.6


NYA 2.1




N2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied





N5.1 Students use the language both within and beyond the school setting. Major Concepts:

• Know buildings, stores, basic goods & clothing, time, and currency • Know professions that go with buildings • Differences between USA and Hispanic or European communities

Essential Understandings: • Vocabulary with this topic • Shopping patterns and currency • Common occupations • Common activities • Directionality vocabulary

Essential Questions: • Where can you buy specific products? • What are the differences in businesses in USA vs Hispanic/European? • How do you get from one place to another? • What are some activities you can do in the area? • Where do specific people work? (teacher-school, banker-bank) • Who works in a ____________? • What are the staples you buy everyday?

Essential S-VE Exit Behaviors: Effective communicator/social responsibility Skills needed for mastery: Vocabulary

• Review food • Introduce food shopping, specialty stores (bakery, etc.)

Cultural differences • everyday purchases (example bread) • Store hours, currency

Grammar (Review) • To buy, to be (location & permanent), to need, to want

Conversation skills • Buying groceries

Listening practice • Telling what has to be purchased

Reading – grocery shopping • Textbook selections

Writing – • Create a grocery list • Note to a friend thanking for dinner


Vocabulary • Department stores • Clothing • Review adjectives (colors, sizes, etc.)

Listening practice • Tell where have to go to buy items • Teacher describes how a student is dressed and students guess who is

being described Grammar – to wear, to change, to return Review time – military vs. 12 hour clock Reading- use of media

• Sales ads • Textbook selections

Conversation skills – able to interact with sales people ( to purchase, to return, to ask for help/advise) Writing – plan a party

• What to buy • Where to buy it • What to wear

*Mid-unit exam* Vocabulary

• Review common activities (hobbies, sports, etc.)

Vocabulary – occupations, government buildings • Introduce: student, teacher, engineer, artist, athlete, secretary, banker,

accountant, lawyer, sculpture, painter, gardener, policeman, fireman, mail carrier

• Introduce government buildings: school, post office, bank, police and fire stations, hospitals, clinics, church

Cultural differences

• No separation of church and state

Grammar – review verbs, to work, to be, review adjectives Reading

• Descriptions of occupations • Textbook selections • Descriptions of activities • Services provided at government buildings


Conversation skills • Obtaining services from … (police, fire, post office, etc.) • Asking for directions to, from … • Interaction with personnel (teacher, banker, athlete, etc….) • Buying goods (food, clothing) • Speaking with a partner about common activities (likes, dislikes)

Listening practice • Listen to directions to someplace • Sports announcement (game commentary) • Ads on the internet

Writing • Letter writing on planning to do an activity • Invite a friend to go … • Plan a trip • Question on responsibilities for a certain occupation

Key grammar: to go to, to be (location), to be (permanent), to want to, to need, to prefer, to send, to buy, to use, to wear, to go shopping, to change, to return Assessments: Quizzes, homework, warm ups, classroom activities Mid unit exam – to include speaking and written assessments End of unit exam: Performance assessment (speaking) Written exam – to include listening component, written piece 50 words Unit: #7 Health & Welfare Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3



NYA 1.5


NYA 1.6


NYA 2.1






N3.1 Students reinforce and further their knowledge of other disciplines through the foreign language



Major Concepts: Identify body parts Describing minor medical symptoms Name common medical professions Cultural differences in health and medical care Essential Understandings: Know vocabulary of the human body, medical symptoms, and occupations Understand own culture Understand idiomatic expressions Essential Questions: What are the different parts of the human body? If you are ill, what is wrong? What are the common professions in the medical field? Essential S-VE Exit Behaviors: effective communicator Skills needed for mastery : Vocabulary

• Intro new vocab – illness, symptoms, body parts, treatments • Review old vocab – medical professions, clothing as it pertains to weather


(to stay healthy) Cultural differences

• Hispanic -Medical help – doctors will make house calls

-Pharmacies will deliver medicines on bikes and give shots. -some prescription drugs in USA are over the counter in Mexico -dosages are not regulated (can vary) -Clinics are more like a hospital (an extended stay) -not as much insurance (no Medicaid) have to afford healthcare • France

-doctors make house calls ?? -Cost of Health care in France ( a lot less or it’s free)

-The green cross symbolizes the pharmacy Grammar

• Tener idioms, avoir idioms. • Review to be (estar)

Conversational skills • Going to the doctor’s office • Explain to teacher that you are ill and make plans to take a test at another

time • Phone calls to explain what is wrong (why need an appointment); in groups • Possible mini-play of a mom taking a kid to the doctor’s office

Listening practice • Video on health (a child goes to the doctor’s office and what he does

afterwards) • Listening passages from textbooks

Reading • Textbook selections • Authentic readings (Newspapers/magazines from other countries)

Writing • Write a note explaining your illness • Write a description or story about a picture • Write recommendations for what to do for a cold, stomach virus, etc. • Write descriptions on what the medical professions do (possibly one-two

sentences) Key Terms: to ache/to have bad, to vomit, to be, to have (tener), Help me!!, doctor, nurse, dentist, pharmacist, ambulance, clinic, hospital, pharmacy, appointment, head to toe body parts Mastery checks/culminating assessments:

• Vocabulary & grammar quizzes • End of unit assessments: performance and paper tests


Unit: #8 Physical Environment Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.4

Comprehend the main idea of more extended conversations with some unfamiliar vocabulary in structures as well as cognates of English words.

NYA 1.5


NYA 1.6


NYA 2.1








Major Concepts:

• Weather (simple) • Seasons • Country • Geography • Animals


Essential Understandings: • Precipitation • Weather patterns • Activities • Clothing items • Occupations • Cities & suburbs

Essential Questions: • What is the weather like? • What kind of activities (basic) can you do in the _____? (summer, winter, etc,) • What are some farm animals? • What are some wild animals? • What are some Spanish speaking countries? • What is the geography of France, South America? And the surrounding countries?

Essential S-VE Exit Behaviors: self-discipline & effective communicator Skills needed for mastery :

• Review – days, months, numbers, telling time (military time), occupations, time of day

• Vocabulary (review)

- to do, to make, to be (estar)

• Introduce new vocabulary -geography -nature -Seasons -Weather -animals

• Culture

-Celsius vs. Fahrenheit -mountain ranges in countries

• Grammar - by the afternoon (Spanish-por)

• Introduce new vocabulary

-country -city -what is found in the country; animals, occupations, buildings, landscape -what is found in the city; animals, occupations, buildings, landscape


• Reading -charts -weather maps -textbook excerpts -magazine articles

• Writing

-write a description about the geography of a certain area -write a note describing the weather in each season -compare/contrast life in the country vs. life in the city -create & label a map of the country

• Weather Activity

-create a weather map/forecast -present to the class

• Listening -excerpts from textbook

• Speaking

-Describe your favorite season -describe the weather in favorite season -tell what activities you like to do in that season -tell what you would have to wear in that season -make plans for a snow day/ going on a picnic/going on a hike -alternate plans for if weather isn’t cooperative

Key Terms: weather expressions (ie: it is making rain, it is making sun) Mastery checks/culminating assessments:

• Vocabulary quizzes • End of unit assessments: performance and paper tests


Unit: #9 Travel Grade: Level 1 (8th ) Performance Indicators to be mastered in this unit:

Num

ber


NYA 1.1


NYA 1.2


NYA 1.3


NYA 1.4

Comprehend the main idea of more extended conversations with some unfamiliar vocabulary in structures as well as cognates of English words.

NYA 1.5


NYA 1.6


NYA 2.1








Major Concepts: Talk about vacations Basic transportation Traveling companions Accommodations


Destinations – names of countries Items needed Cultural perspectives Essential Understandings: Prepositions Telling time (review) Distance Different types of vehicles & modes of transportation( ie by foot) Family members (review) Clothing (review) Health (review) Essential Questions: Where are you going? How are you going to get there? What are you bringing? What are you going to do? Who are you going with? Where are you staying? Essential S-VE Exit Behaviors: self-discipline & effective communicator Skills needed for mastery : Vocabulary

• Review to be, to have, to want, to need, to be able to, possessive adjectives, to go + infinitive

Formal Communication

• Usted & vous conjugations • You will be using a more formal language when talking with strangers in a

different country

Culture • Greetings – kiss on the cheek • Youth hostels – places to stay • Siesta – banks, stores all close in Europe and Latin America • City of Paris – most popular places & monuments • Quebec – Carnival & popular places • Popular places & monuments in various Spanish speaking countries

Review • Family members • Clothing • Health


Vocabulary • Means of transportation • Prices (review money) • Signs & instructions • Names of countries • Travel items – luggage, passport • Places to stay – hotels, etc. • Activities – writing postcards, buying souvenirs

Review telling time • MILITARY TIME

Reading

• Readings about different locations that speak the language (French/Spanish)

• Read different ads from other language • Textbook excerpts • Magazine articles

Writing

• Write an itinerary, with items needed to take • Write a postcard describing what am doing right now on fictional vacation

Listening

• Spanish video – on students traveling in Mexico • Taped read alouds from textbooks (or teacher read alouds) •

Speaking

• Ask for information from a tour agency • Purchasing a ticket or making a reservation • Discuss upcoming trip plans

Key Terms: I would like, to go, I need, I need to Mastery checks/culminating assessments:

• Vocabulary & grammar quizzes • End of unit assessments: speaking performance task and paper tests

Documents

Unit: #1 Personal Identification Grade: Level 1 (8th ... · hoobies/activities, physical & personality traits, numbers, adjectives ... -Powerpoint slide show; they listen to questions