World Language
	Course Preface Printable Version (pdf)

 

Course Description

 

Core Standards of the Course

Level 1: Standard 1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

a.
Participate in brief guided conversations related to needs, interests, likes, and dislikes. (e.g. State what you like to do on the weekend; Talk about what you like to eat and don't like to eat).

b.
Understand and use culturally appropriate responses and non-verbal gestures. (e.g. Greet and take leave; Respond with an appropriate wish or comment in a variety of interpersonal situations).

c.
Make introductions, present classmates, adults, family members, and friends. (e.g. Introduce yourself to a new classmate; Introduce yourself to your new teacher or the parents of a friend).

d.
Ask and answer simple questions (e.g. Ask simple questions to solve problems; Find out what time it is).

e.
Make routine requests in the classroom and in public places. (e.g. Ask permission to go to the restroom, to sharpen a pencil, etc.; Ask for help in a store; Ask for directions).

f.
Describe state of being in simple phrases. (e.g. Ask and respond appropriately to questions about emotional and physical state of being; Ask and respond to questions about hunger, thirst and health).

g.
Express basic agreement and disagreement. (e.g. Agree or disagree with others' preferences; Disagree with statements made by your partner about the weather).

Level 1: Standard 2
Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

a.
Respond to routine requests in the classroom and in public places. (e.g. Respond through physical action to classroom commands; Follow simple directions given by the teacher or another student).

b.
Read, comprehend and respond to words and phrases in a variety of situations. (e.g. Read and order from a menu; Read a train schedule and plan your departure and return time).

c.
Exchange descriptions of people and products through oral and written descriptions. (e.g. Write a brief description of a friend or classmate and present it to the class; Describe what you are wearing; Write a list of the things you have in your bedroom).

d.
Identify ideas and topics from simple texts. (e.g. Identify important dates and holidays found on a calendar from the target culture; Read and present weather reports about the target country; Read a letter from a pen pal and respond to simple comprehension questions; Read a TV guide from the target country to determine the viewing day and times of shows).

e.
Read short narrative texts on simple topics. (e.g. Read "books" written and illustrated by classmates on familiar topics such as home life, families, favorite foods and activities; Read newspaper headlines in the target language and identify what the topic is; Read a simple poem, identify and discuss the themes).

Level 1: Standard 3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

a.
Write and share familiar words, phrases and sentences. (e.g. Write a post card to a pen pal; Write and present a skit with classmates; Write and present a dialogue on a scene at a restaurant).

b.
b. Give short oral presentations. (e.g. Memorize and present a poem in the target language; Present an artist from the target culture; Sings songs in the target language; Present your family tree with names and ages of each member of the family).

Level 1: Standard 4
Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.

a.
Demonstrate culturally appropriate behaviors for introductions, greetings and leave-taking in a variety of social situations. (e.g. Participate in a simulated first day of school in the target culture; Role-play introductions, employing appropriate social register).

b.
Use appropriate courtesy expressions. (e.g. Match correct expressions for "thank you, you are welcome, please and excuse me" with the correct illustration in the book; Show a mastery of the correct courtesy expressions by using them regularly in the classroom).

c.
Make simple polite requests. (e.g. Participate in a survey of classmates to find out how many of them have telephone numbers with the same prefix; List questions that could be asked to find out about a classmate's likes and dislikes).

d.
Examine cultural differences (e.g. Identify similar holidays, foods and customs that the two cultures share and then identify some differences in celebration; Examine the correct notation for time and dates in the target culture; Show the appropriate method of counting with one's fingers in the target culture).

Level 1: Standard 5
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

a.
Identify major products of the target culture. (e.g. Create a map illustrating products of a target country; Collect samples of magazine and movie ads, product labels, or newspaper articles from the target culture).

Level 1: Standard 6
Students reinforce and further their knowledge of other disciplines through the world language.

a.
Identify the major geographical features of countries or regions where the target language is spoken. (e.g. Create a topographical map; List major cities, capitals and regions of a country where the target language is spoken).

b.
Identify key historical events in target cultures. (e.g. Name important leaders who carried out political or social reforms; Draw a timeline of important historical events of countries where the target language is spoken).

c.
Apply mathematical skills in the world language. (e.g. Use math skills to estimate costs for travel and lodging in target language countries; Use math skills to convert dollars to the currency of a target language country).

d.
Identify typical cuisine and the variation of cuisines in the different cultures that use the target language. (e.g. Share a recipe from the target culture; Prepare food from the target culture using metric measurements).

e.
Demonstrate an awareness of music and art from the target cultures. (e.g. Learn popular children's songs from the target culture; Learn a dance from the target culture; Present a virtual art tour from the target culture).

f.
Identify parts of speech and sentence structure comparable to the English language. (e.g. Make a chart comparing parts of speech in both languages; Listen to comparable speech samples from both languages).

g.
Apply technology in the target language. (e.g. Prepare visual presentations such as children's books or travel brochures; Listen to pod casts recorded in the target language).

Level 1: Standard 7
Students acquire information and recognize the distinctive viewpoints that are only available through studying the target language and its culture.

a.
Examine authentic literature. (e.g. Collect selections from children's literature, poetry, folktales and songs; Read newspaper headlines and predict content of the article).

b.
Study authentic media in order to recognize different cultural viewpoints. (e.g. Examine authentic movie ads and TV guides).

Level 1: Standard 8
Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

a.
Identify and use borrowed words and cognates in the students' own language and in the target language. (e.g. Study maps and identify place names that originated in the target language; Identify and compare cognates in both languages).

b.
Identify basic idiomatic expressions in the students' own language and use some of them in the target language. (e.g. Express state of being and age; Discuss likes and dislikes).

c.
Recognize differences in the writing systems among languages. (e.g. Write a paragraph demonstrating appropriate punctuation and structure; Compare formal and informal discourse).

d.
Recognize that other languages and/or dialects may be spoken by people within the target culture. (e.g. Listen to samples of different dialects in the target language).

e.
Recognize and use the appropriate register. (e.g. Participate in a skit or simulation presenting formal and informal language; Identify different registers while watching video clips).

Level 1: Standard 9
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

a.
Identify similar and different behavioral patterns, including the use of non-verbal gestures, between the target culture and the student's own culture. (e.g. Identify similarities and differences in teacher-student relationships in the target culture; Describe similarities and differences in behaviors such as greetings, attire, shopping and ordering food).

b.
Identify the similarities and differences in cultural reaction to local and world issues. (e.g. Read newspaper articles in both languages about current events).

c.
Recognize cultural stereotyping. (e.g. Discuss students' impressions of the target culture; Identify problems associated with stereotyping).

Level 1: Standard 10
Standard 10: Students use the language both within and beyond the school setting.

a.
Identify uses for the target language within both local and national communities. (e.g. Identify occupations in want ads and Internet job searches for which the target language would be helpful; Identify news stories about the target cultures).

b.
Practice the target language with family, peers, or community members. (e.g. Share the target language with parents or siblings, specific to class vocabulary or assignments; Outside of class, initiate a conversation or respond to questions from the teacher in the target language).

c.
Share with the school or community an event or product from the target culture. (e.g. Organize language club activities, which benefit the school or community).

Level 1: Standard 11
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

a.
Demonstrate interest in and appreciation of the target language. (e.g. Identify art, architecture, cuisine, music and business products, etc., representative of the target culture in the community; Read or view information about the target culture from a variety of media sources).

b.
Use the target language beyond the school setting. (e.g. Participate in language club activities which benefit the school or the community).

Level 2: Standard 1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

a.
Ask questions regarding routine activities. (e.g. Ask your partner about leisure time activities; Ask about a typical school day).

b.
Participate in conversations on a variety of familiar and everyday topics. (e.g. Role-play a telephone conversation about plans for the weekend; Interview a classmate about weather conditions in your region; Conduct a class survey about sport preferences).

c
Give and respond to oral directions and commands. (e.g. Use a map to give and respond to directions; Reorder scrambled instructions; Role-play a street scene in the target culture asking for information on how to use public transportation).

d.
Interact in a variety of situations for basic survival and to meet personal needs. (e.g. Role-play a situation in a world post office and make appropriate requests for stamps and envelopes, cost of mailing a post card or letter to the US via air mail, etc.; Express basic needs and problems such as I don't have any paper. Do you have some paper; Role-play a restaurant situation, using a menu and target culture currency).

Level 2: Standard 2
Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

a.
Understand and interpret authentic writing, video and music. (e.g. Read ads in target culture newspapers; View videos about the target culture in the target language; Research products from the target culture via the Internet; Listen to and sing music from the target culture).

b.
Understand and interpret written messages and announcements on topics of interest. (e.g. Read about sporting events in newspapers and magazines in the target language; Follow oral and written directions for daily classroom activities; Read daily television schedules in the target language).

c.
Understand and interpret simple personal written communication such as notes, invitations, and letters. (e.g. Exchange letters or emails with a pen pal in the target language; Write an appropriate engagement announcement, wedding invitation and birth announcement for the target culture; Analyze plots, characters and themes in target culture literary works).

Level 2: Standard 3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

a.
Write and share short texts at the paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share simple texts such as dialogues, simple plays and skits; Write and present a poem in the target language; Record daily activities in a journal in the target language).

Level 2: Standard 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

a.
Identify significant cultural practices and behaviors in the target culture. (e.g. Find information about a wedding in the target culture; Learn and use everyday or traditional expressions unique to the target culture).

b.
Identify similarities and differences for everyday life in the United States and the target culture. (e.g. List the similarities and differences in dining practices of the two cultures; View and discuss clips of movies from the target culture that show family life).

Level 2: Standard 5
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

a.
Identify and describe various products or symbols of the target culture. (e.g. Study samples of food products found in the students' culture influenced by the target culture; Study the differences in education between the two cultures).

b.
Identify and describe examples of artistic expression in the target culture. (e.g. Compare and contrast architectural styles; Examine and present the work of an artist from the target culture).

c.
Study current events from the target culture. (e.g. Read target cultural newspapers about current events; Listen to a newscast from a target culture).

d.
Study the geography and history of the target culture. (e.g. Complete a world map illustrating all countries using the target language; Identify and make a timeline of significant historical events of the target culture).

Level 2: Standard 6
Students reinforce and further their knowledge of other disciplines through the target language.

a.
Demonstrate knowledge of key historical and current events in the target culture. (e.g. Identify important dates relating to the political or economic development of the target country).

b.
Apply more advanced mathematical skills in the target language. (e.g. Convert Fahrenheit and Celsius temperatures; Simulate major purchases such as automobiles, homes and stocks).

c.
Continue to demonstrate an awareness of music and art in the target culture. (e.g. Listen to examples of folk music and name the instruments used; Discuss a picture of contemporary art).

d.
Apply composition techniques learned in English class to writing in the target language. (e.g. Write a simple, well-organized paragraph in the target language; Write a letter to a pen pal).

e.
Transfer technology skills to the target language classroom. (e.g. Exchange e-mail with students from the target culture; Use clip art to practice and review vocabulary and grammar; Prepare reports in the target language using a word processing program).

Level 2: Standard 7
Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.

a.
Examine and discuss authentic literature. (e.g. Present a memorized poem to an audience; Create a schedule for a typical school day).

b.
Access media from the target culture to gain information and to identify different perspectives. (e.g. Analyze and compare views of current world events in the target culture; Explain different perceptions of beauty represented in popular media).

Level 2: Standard 8
Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

a.
Recognize cognates. (e.g. Identify cognates and their meanings as a listening or reading comprehension strategy).

b.
Recognize idiomatic expressions. (e.g. Identify idiomatic expressions in a variety of simple texts).

c.
Recognize and use differences in grammatical structures among languages. (e.g. Write a simple composition demonstrating good use of punctuation and structure).

d.
Recognize differences in pronunciation within the target language. (e.g. Read aloud in the target language with appropriate intonation and pronunciation; Compare and contrast different dialects in both languages).

Level 2: Standard 9
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

a.
Understand and use appropriate verbal and non-verbal communication of the target language. (e.g. Create dialogues using both familiar and polite forms of speech; Use appropriate verbal and non-verbal forms of greetings).

b.
Analyze the similarities and differences in cultural reaction to local and world issues. (e.g. Read and respond to current events; Write an editorial for the school newspaper).

c.
Recognize contributions and influences on the target culture to the United States. (e.g. Collect and prepare recipes of the target culture; Compare and contrast holiday celebrations of both cultures).

Level 2: Standard 10
Students use the language both within and beyond the school setting.

a.
Practice the target language with family, peers, or community members. (e.g. Write and illustrate a simple story and present it to others; Teach a mini-grammar or culture lesson to others; Correspond with a pen pal by email or letter).

b.
Participate in school and community events related to the target cultures. (e.g. Prepare food representative of the target cultures to be presented at a target culture event; Perform in the target language for a school or community celebration; Participate in a language club activity).

c.
Identify community resources to expand student awareness of the target cultures. (e.g. Investigate various professions and careers available to speakers of the target language; Compile a list of community individuals with expertise in the target language and/or about the target cultures; Interview native speakers in the community).

d.
Identify examples of the interdependence of the world's communities. (e.g. Discuss international business relations in the community).

Level 2: Standard 11
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

a.
Demonstrate interest in and appreciation of the target language. (e.g. Travel with family to countries of the target language; Attend a film, play, concert, or festival related to the target culture in the community).

b.
Use the target language beyond the school setting. (e.g. Exchange information about topics of personal interest).

Level 3: Standard 1
Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal)

a.
Interact in a variety of social situations beyond the classroom. (e.g. Give basic directions to a visitor or exchange student from the target country; Extend, accept, and refuse invitations, formal and informal, oral and written, using appropriate expressions and behavior).

b.
Provide and exchange detailed information on familiar topics. (e.g. Describe food and leisure time preferences to a native speaker of the language such as a host family member; Inquire about price, size, and availability of items while simulating shopping in the target culture; Use the target language to greet one another and engage in conversation about everyday topics, such as weather, friends, school and family).

c.
Describe and explain state of being and feelings (e.g. Share opinions, preferences and feelings in the target language with classmates; Compare and contrast opinions about sporting events, films or popular music in the target culture; Exchange information about personal events and memorable experiences).

d.
Express agreement and disagreement, and support opinions with simple reasoning. (e.g. Use culturally appropriate expressions to manage conversations, such as expressions used to interrupt a conversation, to apologize, or to express agreement or disagreement; Use the target language to support opinions and individual perspectives on a variety of contemporary topics; Use the target language to discuss and propose solutions to issues and problems in the community).

Level 3: Standard 2
Students understand and interpret written and spoken language on a variety of topics.

a.
Identify main ideas and topics in a variety of authentic written materials. (e.g. Identify and personalize the main ideas in an authentic reading on leisure activities by listing them and then ranking the activities according to preference; Select potential pen pals from a "personals" section of an appropriate target language newspaper or magazine; Demonstrate comprehension of a written description of a target culture mealtime customs and etiquette; Demonstrate understanding of target language apartment rental or real estate ads).

b.
Understand short literary selections. (e.g. Read and analyze in some detail poems written in the target language; Present or write a summary of a short story written in the target language).

c.
Comprehend and respond to main ideas in language spoken by native speakers on familiar/simple topics. (e.g. Follow directions given in the target language, such as use of telephone, use of automated parking, use of an ATM in a role-play; Demonstrate an understanding of information on target language Internet sources on a variety of topics, such as weather, current events and sports).

Level 3: Standard 3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

a.
Write and share texts at the multi-paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share texts such as dialogues, journal entries, letters and short compositions; Prepare and present an oral report on a topic of interest).

b.
Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Prepare, illustrate and present an advertisement for a product; Perform scenes from target language plays, live or on video).

Level 3: Standard 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

a.
a. Explain cultural practices and behaviors of everyday life in the target culture. (e.g. Interview a native about a typical school day for someone from the target culture; Compare interpersonal relationships as observed in videos from the target culture).

b.
Demonstrate appropriate non-verbal communication in a variety of social contexts. (e.g. Use appropriate gestures as a means of communication in the target culture; Respond appropriately to non-verbal cues).

Level 3: Standard 5
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

a.
Identify major contributions from the target culture. (e.g. Analyze the scientific contributions of the target culture; Research the technology of the target country and its global influences).

b.
Identify geographical features, historical events and political structures of various target countries. (e.g. Watch and discuss a video clip from a historical movie; Compare the political systems of the two countries).

Level 3: Standard 6
Students reinforce and further their knowledge of other disciplines through the target language.

a.
Transfer knowledge and understanding of history to the study of the target language and its culture. (e.g. Create an historical timeline of events in the European Union, using knowledge gained in social studies classes; Explain the influence of historical events on the target language and English).

b.
Transfer and apply reading and process-writing strategies to the target language classroom. (e.g. Identify themes and main ideas of newspaper or magazine articles from the target culture using reading strategies learned in English class; Write multi-paragraph essays on selected topics, following the steps of process-writing).

c.
Transfer knowledge and understanding of the basic elements of art to the study of the target culture. (e.g. Identify the basic elements of style, color, and content in selected paintings representative of the target culture).

d.
Apply the grammatical knowledge acquired in the target language to achieve a better understanding of English grammatical structures and vocabulary. (e.g. Apply knowledge and skills learned in the target language to improve writing in English).

e.
Apply the information learned through target language resources to other disciplines. (e.g. Apply knowledge and skills gained in the target language to make connections to other content areas and real world situations).

Level 3: Standard 7
Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.

a.
Demonstrate an understanding of various topics by examining them from the perspectives of other cultures where the language is spoken. (e.g. Read and listen to poetry, folk tales, songs and short stories written for native speakers of the target language; Read magazines, newspapers, and electronic media for information about the target culture; Access target language Internet sites to locate authentic target culture recipes).

b.
Use target-language skills to acquire new information and discover new cultural perspectives. (e.g. Find and report on information found in target language newspapers and magazines on weather information and current events in target country).

Level 3: Standard 8
Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

a.
Analyze the process of translation. (e.g. Compare a direct translation of a passage from English to the target language with a native translation).

b.
Integrate the use of idiomatic expressions. (e.g. Write a composition describing your friends using appropriate idiomatic expressions; Interview a classmate about a sporting event or social activity using appropriate idiomatic expression).

c.
Apply more complex structural patterns of the target language. (e.g. Write a passage using complex sentences; Create a lexicon of common words and their usage in both languages).

Level 3: Standard 9
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

a.
Use the target language in a manner acceptable to native speakers. (e.g. Use culturally appropriate behavior in a variety of settings such as dining, traveling, working, shopping and entertaining).

b.
Explain similarities and differences in verbal and non-verbal behavior between cultures. (e.g. Discuss differences in verbal and non-verbal behavior as observed in videos; Compare marketing strategies of both cultures).

c.
Explain the impact of the target culture on the student. (e.g. Identify possible future encounters when studying or traveling in a target country).

Level 3: Standard 10
Students use the language both within and beyond the school setting.

a.
Exchange written and oral information with others who use the target language. (e.g. Write to a pen pal or an inter-class student in the target language).

b.
Use authentic sources to understand the relationships between the target culture and the United States. (e.g. Read articles from newspapers, magazines, and the Internet; Research current events in the target culture and present to class).

Level 3: Standard 11
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

a.
Access a variety of target language sources for entertainment or personal growth. (e.g. Visit the art museum to view a special exhibit of art from or representative of the target cultures; Watch television, movies, sporting events, and listen to radio broadcasts related to the target culture; Travel to the target country with either family or with an organized group).

b.
Use the target language beyond the school setting to participate in a cultural activity. (e.g. Order food at a restaurant in the target language; Participate in a language fair).

Level 4: Standard 1
Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

a.
Ask and respond to a variety of questions giving reasons for answers. (e.g. Engage in conversations discussing current and past events; Express opinions and preferences regarding events, experiences and school subjects).

b.
Interact in complex social situations. (e.g. Role-play a conversation at a party asking and answering questions about leisure activity preferences; Develop and propose solutions to issues and problems related to the school or community).

c.
Express and support opinions. (e.g. Share opinions with classmates on familiar topics of interest, such as films, musical groups and sports teams; Discuss orally or in writing current or past events that are of significance in the target culture).

d.
d. Analyze and react to expository and literary texts in the target language. (e.g. Engage in conversation with peers and/or native speakers of the target language about themes and points of views in authentic texts; Present an analysis of a poem or short story written in the target language; Share points of view with peers and/or native speakers about an article in a target language newspaper).

Level 4: Standard 2
Students understand and interpret written and spoken language on a variety of topics.

a.
Understand selected authentic written and oral materials on topics of personal interest. (e.g. Read and discuss a subject of interest found in a target culture magazine such as an article on a popular singer or actor; Read and discuss cultural nuances of meaning in written and oral materials in the target language).

b.
Demonstrate an understanding of the main ideas and some details of live and recorded discussions in the target language. (e.g. Write a summary of a newscast recorded in the target country; Analyze the main plot, subplot, and characters in a recorded version of a play in the target language).

c.
Comprehend and respond to formal written communication. (e.g. Demonstrate understanding of an authentic travel guide written in the target culture; Write a culturally appropriate letter requesting hotel accommodations; Write a culturally appropriate wedding invitation or birth announcement).

d.
Demonstrate comprehension of authentic literary selections. (e.g. Read and analyze target-language literary texts, such as poems, short stories and novels; Read authentic literary texts and discuss the use of humor and plays on words).

Level 4: Standard 3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

a.
Write and share texts using culturally appropriate language with increasing accuracy. (e.g. Write and present a play in the target language using culturally appropriate discourse; Present a dramatic reading of a poem from the target culture; Write and present a publicity campaign for a target-culture product).

b.
Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Simulate a television newscast in the target language; Role play a job interview in the target language).

Level 4: Standard 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

a.
Identify differences in cultural practices among same-language cultures. (e.g. Describe similarities and differences in family roles observed in films or literary works; Compare pronunciation differences between speech samples of different same-language countries).

b.
Recognize sociolinguistic features of the target culture. (e.g. Demonstrate knowledge of the use of gestures in the target culture(s); Role-play greetings based on levels of formalities).

c.
Interpret the cultural connotations of common words, phrases, and idioms. (e.g. Write a comparison of idiomatic expressions from the target language and English; Read authentic language samples to identify idiomatic expressions).

d.
Discuss unfounded generalizations and stereotypes. (e.g. Discuss the stereotypes presented about the American culture in a movie from the target culture; Read and discuss newspaper and magazine articles in the American media about the target culture).

e.
Discuss social and geographic factors that affect cultural practices. (e.g. Research the food preferences of the regions in a target culture and how they are influenced by bordering countries; Discuss the ways that geography has affected the development of sports and their popularity).

Level 4: Standard 5
Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

a.
Describe various aspects of the culture, including major historical events and political structures. (e.g. Discuss the current events in the target culture and their influence on your culture; Discuss the differences in social practices as they relate to the workplace, home and leisure activities).

b.
Identify and discuss major artistic periods and genres of at least one of the target cultures. (e.g. Compare and contrast the work produced in a target country and the United States during any given art period; Examine the hip-hop music of the United States and one of the target cultures; Research the different architectural styles of a target country and present your findings to the class).

Level 4: Standard 6
Students reinforce and further their knowledge of other disciplines through the target language.

a.
Read and discuss authentic literature. (e.g. Identify and discuss elements of literature such as plot development and characterization).

b.
b. Conduct traditional and electronic research on selected topics related to the target language and culture. (e.g. Conduct Internet research on contemporary cultural practices and products of the world culture; Report on topics of interest in the target culture; Report on the role of major contemporary and historical figures or events from the target culture).

Level 4: Standard 7
Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.

a.
Access a variety of entertainment media available to speakers of the language. (e.g. View videos, films and television programs from the target country to understand the roles of males and females in the target culture; Use a variety of authentic sources to prepare reports on topics of personal interest, comparing the target culture perspectives to America's).

b.
Read and interpret short stories, poetry, or plays in the target language. (e.g. Write an interpretative essay from an American viewpoint; Perform a play in the target language from an American perspective; Recite orally in class a poem and then discuss its symbolism).

c.
Expand knowledge, through the target language, of other subject areas. (e.g. Report orally or in writing in the target language on topics being studied in other classes; Discuss worldwide issues in the target language).

Level 4: Standard 8
Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

a.
Analyze differences between identified grammatical structures of English and the target language. (e.g. Apply the correct possessive structures used in the target language; Demonstrate correct word order in writing and speaking).

b.
Identify the historical and cultural reasons for cognates, loan words, and borrowed words. (e.g. Explain the historical reasons for specified place names in the United States).

c.
Use correct stress and intonation patterns to communicate in particular contexts. (e.g. Read a poem with correct intonation, phrasing, and stress; Sing with correct pronunciation and phrasing).

Level 4: Standard 9
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

a.
Identify and compare current issues in the target culture and student's own culture. (e.g. Interview a native speaker about current political issues; Research and present findings on immigration policies for both cultures).

b.
Discuss the impact of specific contributions of the world culture to student's own culture. (e.g. Study art and architecture of the target culture and its influence in the United States; Discuss the importance of imports and exports for both countries).

c.
Compare and contrast artistic contributions of the world culture with artistic contributions of the United States. (e.g. Attend concerts, art exhibits, films and sporting events representative of the target culture; Organize a small group presentation on contemporary authors, artists and musicians).

Level 4: Standard 10
Students use the language both within and beyond the school setting.

a.
Communicate orally or in writing with members of the target culture on a variety of topics. (e.g. Ask questions after a formal presentation or when encountering a speaker of the target language; Invite professionals to explain their use of the target language in their occupations, such as health care, law enforcement, social services and business; Host an exchange student).

Level 4: Standard 11
Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

a.
Access a variety of target language sources for entertainment or personal growth. (e.g. Attend a performance of a ballet or theatrical play representative of the target culture; Play games or sports from the target culture).

b.
Use the target language beyond the school setting to participate in a cultural activity. (e.g. Discuss a target-culture experience with friends, family and colleagues; Listen to music, sing songs, or play musical instruments from the target culture).

 

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.

 

For more information about this core curriculum, contact the USOE Specialist, Gregg Roberts or visit the World Language Home Page. For general questions about Utah's Core Curriculum, contact the USOE Curriculum Director, LYNNE GREENWOOD . UEN Contact Info: 801-581-2999 | 800-866-5852 | Contact Us