Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)
2.1.1 Ask questions regarding routine activities.
Example: Request clarification about a party, e.g., time, place, invited guests, what to bring, etc.
2.1.2 Participate in conversations on a variety of everyday topics.
Example: Role-play a telephone conversation about social plans, e.g., what to do, what time, where to meet, how to get there, etc.
2.1.3 Give and respond to oral directions and commands.
Example: Role-play a street scene in the foreign culture, eliciting information on directions, time, and the use of public transportation.
2.1.4 Interact in a variety of situations to meet personal needs.
Example: Role-play a situation in a foreign post office and make appropriate requests, e.g., for stamps and envelopes, cost of mailing a post card or letter to the US via air mail, etc.
Example: Express basic needs and problems such as I don’t have any paper., Do you have some paper?
Example: Role-play a restaurant situation, using a menu and foreign culture currency.
Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)
2.2.1 Identify ideas and topics from simple texts.
Example: Identify important dates based on a foreign culture calendar, e.g., birthdays, holidays, etc.
Example: Scan a letter and identify information such as date of letter, who sent the letter, and to whom it was sent.
Example: Demonstrate understanding of spoken language by appropriately sequencing correlated visual cues or illustrations.
Example: Determine the viewing day and time of shows, based on a foreign culture TV schedule.
Example: Select a foreign culture destination and determine the best way to arrive there based on a subway or bus route map of a city in the foreign country.
Example: Identify items of personal interest in an ad from a foreign culture newspaper.
Example: Group key words from a foreign culture recipe, e.g., food items, measurements, cooking terms.
2.2.2 Comprehend messages and announcements on topics of interest.
2.2.3 Comprehend
simple personal written communication such as notes, invitations, and letters.
Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)
2.3.1 Write postcards, e-mail messages, personal notes, and letters, using culturally appropriate format and style.
Example: Write a letter to a pen pal, eliciting information about the pen pal’s family.
Example: Write a polite note to the teacher making a personal request such as change of seat, after-school tutoring, or questioning current grade.
Example: Write letters to friends living in the foreign country.
Example: Send e-mail messages to key pals.
Example: Write a note to the teacher, explaining inappropriate behavior, such as arriving late or not doing homework.
Example: Write a postcard to the teacher from a vacation spot in the foreign culture.
2.3.2 Prepare and present audio or video recorded messages or announcements.
Example: Write an announcement inviting another class to attend an ethnic festival.
2.3.3 Produce and/or present simple creative works with teacher guidance, e.g., poetry recitation, skits, fashion show, etc.
2.3.4 Convey personal information or personal state of being, orally or in writing.
Example: Explain daily routine at certain times and days of the week.
Example: Share a memorable experience from childhood in some detail, e.g., age at the time, where the experience occurred, what happened, personal feelings about what happened.
Example: Write simple journal entries.
Example: Give directions home from the school.
2.3.5 Express preferences pertaining to everyday life.
Example: Write descriptions of clothing preferences based on a foreign culture catalog.
Example: Select a restaurant from authentic menus and explain reasons for the choice.
Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.4.1 Identify significant cultural practices and behaviors in the foreign culture.
Example: Use knowledge of perception of time in the foreign culture to predict guest arrival time at a party or other social event.
Example: Identify common practices for “special” days in the foreign culture, e.g., el dia de los muertos.
Example: Recognize everyday or traditional expressions unique to the foreign culture, e.g., Bon Appetit.
2.4.2 Identify similarities and differences of everyday life in the US and the foreign culture.
Example: Make lists of cultural similarities and differences observed in table manners and greetings as observed in cartoons or videos from the foreign culture.
Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
2.5.1 Demonstrate an awareness of current events in the foreign culture.
Example: Collect English language newspaper articles pertaining to the foreign culture and summarize them orally or in writing.
2.5.2 Demonstrate an awareness of the foreign culture’s artistic expression.
2.5.3 Identify and describe various products of the culture.
Example: Identify examples of architectural elements in students’ own community that originated in the foreign culture, e.g., roofs, arches, doorways, windows.
2.5.4 Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.
Example: Name different types of several basic architectural styles found in the foreign culture and identify the main distinguishing features, e.g., Gothic, Romanesque, Classical.
Example: Identify significant historical events of the foreign culture and sequence them chronologically.
Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.
2.6.1 Transfer composition techniques learned in English class to writing in the foreign language.
Example: Write a simple well-organized paragraph in the foreign language, applying elements of composition learned in English class.
2.6.2 Transfer technology skills to the foreign language classroom.
Example: Exchange e-mail with foreign culture key pals.
Example: Use appropriate software to practice and review foreign language vocabulary and grammar.
Example: Use word-processing software to prepare specified written assignments.
2.6.3 Share information acquired in the foreign language classroom in other disciplines when appropriate.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
2.7.1 Access identified media from the foreign culture to gain information and to identify a cultural perspective different from students’ own viewpoint.
Example: Identify elements representative of perceived beauty in the foreign culture, as depicted in selected popular magazines from the foreign culture.
Example: Describe celebrities of the foreign culture based on current media samples.
Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
2.8.1 Recognize differences in grammatical structures among languages.
Example: Contrast word order of the foreign language with English.
2.8.2 Recognize idiomatic expressions.
Example: Read a simple passage or dialogue and underline idiomatic expressions.
2.8.3 Recognize differences in pronunciation systems among languages.
Example: Listen as the teacher reads similar words from the foreign language and English and identify which language is used.
Example: Read aloud in the foreign language with appropriate intonation and pronunciation.
Example: Recite proverbs, short anecdotes, or poetry.
2.8.4 Recognize cognates.
Example: Identify cognates and their meanings as a pre-reading exercise.
Standard 9: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
2.9.1 Understand appropriate verbal and non-verbal communication of the foreign language.
Example: Recognize the difference between familiar and polite forms of address in both the foreign culture and the students’ own culture.
Example: Recognize the verbal and non-verbal differences between greeting and leave-taking in both the foreign culture and their own.
2.9.2 Recognize contributions of the foreign culture to the US, e.g., foods, holidays, celebrations, etc.
2.9.3 Describe traditional dress and how it represents culture.
2.9.4 Compare celebrations and holidays common to the cultures of the foreign language and the US.
Example: Determine whether the same or similar holidays exist in the students’ culture as in the foreign culture, identifying similarities and differences.
Standard 10: Students use the language both within and beyond the school setting.
2.10.1 Make use of the foreign language orally or in writing with family, friends, or peers.
2.10.2 Participate in school/community events related to the foreign language or foreign culture.
Example: Prepare food representative of the foreign culture to be sold at a foreign language club event.
Example: Write and read announcements for the whole school during foreign language week at students’ school.
2.10.3 Identify community resources useful for research in the foreign language or about the foreign culture.
Example: Investigate various professions and careers available to speakers of the foreign language.
Example: Compile a list of community individuals with expertise in the foreign language and/or about the foreign culture.
Example: Interview native speakers to discover what brought them to the community.
Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
2.11.1 Participate in selected excursions to places or events of cultural significance.
2.11.2 Use the foreign language outside the classroom.
Example: Exchange e-mail in the foreign language.
2.11.3 Develop language skills and cultural insight through travel.
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