Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal)
3.1.1 Interact in a variety of social situations beyond the classroom.
Example: Give basic directions to a foreign visitor, such as how to get to a particular room in the school or find a specific place in the community.
3.1.2 Provide and exchange detailed information on familiar topics.
Example: Describe food and leisure time preferences to a native speaker of the language such as a host family member.
Example: Inquire about price, size, and availability of items while shopping in the foreign culture.
3.1.3 Describe and explain state of being and feelings.
3.1.4 Express agreement and disagreement, supporting opinion with simple reasoning.
Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)
3.2.1 Identify main ideas and topics in a variety of authentic written materials.
Example: Identify and personalize the main ideas in an authentic reading on leisure activities by listing them and then ranking the activities according to preference.
Example: Select potential pen pals from a “personals” section of an appropriate foreign language newspaper or magazine.
Example: Demonstrate comprehension of a written description of foreign culture mealtime customs by identifying some table etiquette or table setting similarities and differences.
Example: Demonstrate understanding of foreign language apartment rental or real estate ads by matching appropriate residences with written descriptions of families.
3.2.2 Understand short literary selections.
3.2.3 Comprehend and respond to main ideas in language spoken by native speakers on familiar/simple topics.
Example: Demonstrate understanding of authentic directions, e.g., use of telephone, use of automated parking, self-service in a cafeteria, use of ATM, by following the directions in a role-play.
Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)
3.3.1 Read aloud with appropriate intonation and pronunciation.
3.3.2 Recite proverbs, short anecdotes, or poetry.
3.3.3 Relate a simple story about a personal experience or event.
Example: Describe a party for a family member.
3.3.4 Write paraphrases, summaries, and brief compositions.
Example: Write a description of a home in the foreign country.
3.3.5 Give commands, directions, and instructions in a variety of situations.
3.3.6 Give oral presentations on familiar subjects dealing with the foreign culture.
Example: Give an oral report to the class on a special event in the foreign culture, e.g., Tour de France, a bullfight, a Fasching celebration, a New Year’s celebration, etc.
Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
3.4.1 Describe cultural practices and behaviors of everyday life in the foreign culture.
Example: Describe dining practices in the foreign culture.
Example: Compare interpersonal spatial relationships as observed in videos from the foreign culture.
3.4.2 Employ appropriate non-verbal communication in a variety of social contexts.
Example: Demonstrate the appropriate gesture for a variety of situations, e.g., counting with one’s fingers, telling how one feels, etc.
Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.5.1 Demonstrate knowledge of the geographical features, historical events, and political structures of identified countries where the language is spoken.
3.5.2 Identify some major contributions that the foreign language and culture make and have made to American society and the world.
Example: Conduct research on the use of products from countries or regions where the foreign language is spoken.
Example: Conduct research on the influence of the foreign culture on the US in various areas, e.g., architecture, arts, science, celebrations.
Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.6.1 Transfer knowledge and understanding of history to the study of the foreign language and its culture.
Example: Explain the transformation of the Common Market to the European Union, using knowledge gained in social studies classes.
3.6.2 Transfer and apply process-writing and reading strategies to the foreign language classroom.
Example: Identify themes and main ideas of (otherwise inaccessible) newspaper or magazine articles from the foreign culture using reading strategies.
Example: Write multi-paragraph compositions on selected topics, following the steps of process-writing.
3.6.3 Transfer knowledge and understanding of the basic elements of art to the study of the foreign culture.
Example: Identify the basic elements of style, color, and content in selected paintings representative of the foreign culture.
3.6.4 Transfer electronic research skills to the foreign language class.
3.6.5 Apply the grammatical knowledge acquired in the foreign language to achieve a better understanding of English grammatical structures.
3.6.6 Apply the information gathered through foreign language resources to other disciplines.
Example: Share knowledge gained in French class about the Pasteur Institute with their classmates in biology.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
3.7.1 Read and interpret simple prose and poetry of the foreign culture.
3.7.2 Read selected magazines, newspapers, and electronic media for information about the foreign culture.
Example: Access foreign language Internet sites to locate authentic foreign culture recipes for use in FACS class.
Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
3.8.1 Demonstrate understanding that vocabulary in each language conveys a different range of meaning and cannot be translated directly from one language to another.
Example: Identify the cognates in short articles from a foreign newspaper and research the meanings of the cognates in the foreign language.
3.8.2 Integrate use of idiomatic expressions.
Example: Role-play or perform a skit utilizing appropriate idiomatic expressions.
3.8.3 Demonstrate understanding that vocabulary conveys different meanings in various contexts.
3.8.4 Contrast identified structural patterns of the foreign language to students’ own language.
Standard 9: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
3.9.1 Use the foreign language in a manner suitable to the etiquette of native speakers.
3.9.2 Explain similarities and differences in verbal and non-verbal behavior between cultures.
Example: Discuss differences in non-verbal behavior as observed in videos from the foreign culture.
Example: Discuss and compare tone of voice, volume, and pitch in verbal expression, as observed in videos from the foreign culture.
Example: Compare the family structure of the foreign culture to that of the US.
Example: Compare and contrast educational systems, e.g., school subjects, class schedules, etc., of the foreign culture with those in the US.
Example: Compare marketing techniques used in print media to “sell” products in the foreign culture and students’ culture.
3.9.3 Explain the impact of the foreign culture on students’ culture.
Communities
Standard 10: Students use the language both within and beyond the school setting.
3.10.1 Establish contact with a native speaker through Internet, e-mail, personal travel, etc.
3.10.2 Exchange information with others who speak the language.
3.10.3 Interact with members of the local community who are involved in a variety of professions that use the foreign language.
Example: Greet and engage in conversation with native speakers encountered in the community, when appropriate.
3.10.4 Use community resources to research a topic related to culture and/or language study.
Example: Access library, travel agency, or electronic resources to investigate travel opportunities to the foreign country.
Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
3.11.1 Independently access a variety of foreign language sources for entertainment or personal growth.
Example: Visit the art museum to view a special exhibit of art from or representative of the foreign culture.
Example: Watch selected television shows and listen to identified radio newscasts from the foreign culture.
Example: Maintain correspondence with a native speaker of the foreign language.
Example: Seek opportunities to listen to music representing the foreign culture.
Example: Travel to the foreign country either with family or an organized group.
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