modern languages curriculum guide
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NATIONAL CURRICULUM GUIDE
MODERN LANGUAGES
KEY STAGE 3
INTRODUCTION
Rational
Languages are part of the cultural richness of our society and the world in which we live and work. Learning any language contributes to a sense of appreciation and per
Students learn to appreciate different societies, cultures, practices and people through the acquisition of a foreign language. The development of linguistic skills creates t
the study of languages and supports the development of literacy skills in the first language of the student.
Aims of the Curriulum
The learning and acquisition of a foreign language contributes to the linguistic development of the student. These modern languages curriculum guide aims to ensure
school students who study rench and Spanish will be able to!
". discover the similarities and differences between the #nglish language and another foreign language$
%. develop linguistic competence which aims at developing the students& skills of reading, writing, listening and speaking in various situations and conte'ts$
(. apply, linguistic knowledge to understand and communicate effectively in a foreign language$
). oster students appreciation of the rench and Spanish and of learning language in general$
*. +evelop students& awareness of and respect for, fundamental values that are common to all human societies.
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). the grammar, vocabulary and other written forms of both modern languages
CURRICULUM GUIDE #RITING TEAM
/harlene hite0/hristian 1sc. 2sc. 2phil 2odern Languages /oordinator 2inistry of #ducation and 3uman esource
4udris 5no 1aptiste 4s. 6ualified Teacher 3ead of oreign Languages +epartment /onvent 3igh School
2agalie /elestine 1sc. 2sc. 3ead of oreign Languages +epartment 7orth #ast /omprehensive School
4ffina Toussaint 8alerie 4s. 6ualified Teacher rench Teacher 9oodwill Secondary School
4rl 4nselm 1sc. 2a.+ean of 4cademics St 5ohn&s 4cademy
+elroy att 1sc.Spanish Teacher /astle 1ruce Secondary School
#dith ran:ois 6ualified Teacher rench Teacher +ominica 9rammar School
5ulien St 5ean 1sc. 2sc. 3ead of oreign Languages +epartment ;saiah Thomas Secondary School
5ulien Lloyd 1en
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YEAR SUMMARY
$ORM ONE
TERM ONE %&& #EEKS' TERM T#O %&( #EEKS' TERM T)REE %*
UNIT+ TO,IC #EEKS UNIT+TO,IC #EEKS UNIT+TO,IC
UNIT & Cultural emer!ene >ne ?"@ UNIT * #ell -ein! Three ?(@ UNIT &3 #eather
.atterns
UNIT ( Salutations an" fare/ells >ne ?"@ UNIT &0 ,h1sial "esri.tion our ?)@ UNIT &2 Classroom
items
UNIT 3 The ,honeti s1stem >ne ?"@ UNIT && ,ets Two ?%@ UNIT & )ouse4 home
an" "istrit
UNIT 2 Self Intro"ution an"
.ara!ra.hs
Two ?%@ UNIT &( Time an" "ates Three ?(@ UNIT &5 ,ersonal
.referene
UNIT $amil1 an" frien"s Two ?%@ UNIT &6 Res.onse to
situations
UNIT 5 Grammar an"
7oa-ular1 enhanement
Two ?%@
UNIT 6 Num-ers &8&00 >ne ?"@UNIT 9 Colours an" animals Two ?%@
$ORM &
T#2 >7# ?"@
+A4T;>7 #L#8#7 ?""@ ##BS
7A21# > A7;TS #;93T ?C@
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ATTAINMENT TARGET: The learners /ill -e a-le to ommuniate in the tar!et lan!ua!e4 "emonstratin! their om.etene in the four s;ills of listenin!4 s.ea;
/ritin! an" their a/areness of ultural .raties an" one.ts .ertinent to to.is "isusse" at the s.eifi 1ear le7el & /ee;
". #'plore and discuss the
SpanishDrench speaking
world$
;dentify the countries that
communicate primarily in the
target language$
#spaEa
/olombia
4rgentina
8ene-uela
/uba
/hile
=anamF
2G'ico
La rance ?La 2artinique , La
9uadeloupe, La 9uyane@
Le /anada
La 1elgique
Le 2ali
La Suisse
L&3aHti
Le Lu'embourg
S.ea;in!
Asing a map, locate and list
SpanishDrench I speaking
countries of the world.
O-ser7ation
ead about v
Spanish spea
a work sheet
questions on
LEARNING
OUTCOMES
SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM
UNIT ( > Salutations an" fare/ells 8 & /ee;
%. Listen to, and
understand greetings,
welcomes and farewells
within a cultural conte't$
Students should be able to!
greet, welcome and bid
farewell to others$
#'press common
SeEor, SeEora, SeEorita, queridoDa
1uenos dJasDbuenas tardesDnoches
3ola, K6uG talD K/Mmo estFs
2uy bienDegularD7ada de nuevo
2onsieur, 2adame,
2ademoiselle, chGri?e@
1on
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specific letter sounds in the
#nglish phonetic system in
comparison to that of the
target language$
[a], g [e],
ll [a], h [a], ch [a], fi [a], v [a],
rr [a]
U +iphthongs, e.g., ie, ia, a, uo,
ua, iu, u
+iphthongs, e.g., oi, oy, oui, ui,
ien, ail, eilDeille, euilDeuille,
ouille, ieu
S.ea;in!
Teacher sounds out
syllablesDwords which the
students repeat.
Teachers uses rhymes and tongue
twisters
e.g
$RENC)
petit pot de beurre
un chasseur sachant chasser
chasse sans son chien
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sauces
tas de ri- tas de rats ta de ri- tend
tant et tas de rat tentGs
tas de ri- tend tant tant tas tas de
rat tentGs
tas de rats tentGs tata tas de ri- ten
tant
S,ANIS)
2i mamF me mima y yo mimo a
mi mama
=oquito a poquito =aquito em
paca poquitas copitas en pocos
paquetes
#l vino vino pero el vino no vino
vino el vino vino vinagre
UNIT 2 8 SEL$ INTRODUCTION AND ,ARAGRA,)S 8 ( #EEKS
LEARNING
OUTCOMES
SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM
). ;ntroduce self and
others and respond
appropriately in a polite and
familiar setting$
;ntroduce oneself and
others$
4ddress persons
appropriately$
ormal and ;nformal
TeDLe presento a Y..
2ucho gusto
encantado0a
2e llamo YD
2i nombre es
ormal and ;nformal
8oici Y.
/omment tu tQappelles
5e mQappelleYY
7om Y. =rGnomY
/omment :a s&Gcrit
S.ea;in! an" Listenin!
Teacher will introduce self and
allow students to do likewise.
Teacher will introduce students to
double surnames and comment on
the cultural conte't for this.
O-ser7atio
Students wil
dialogue wit
personal info
in #nglish a
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TZ vs usted
[ste esDGsta es...
2ucho gusto
K/Mmo te llamas
2i apellido esY
K/uFntos aEos tienes
\o tengo Y aEos
K+Mnde vive?s@
8ivo enY
K/uFl es tu nacionalidad
Soy dominiquenseDinglesa
K6uFl es tu nZmero de telGfono
2i nZmero de telGfono esY
/Qest quand tonDvotre
anniversaire
2on D ton anniversaire est
6uel ]ge as0tu
5&ai Y. ans.
>^ habites0tu
5QhabiteY..
Tu vs8ous
An petit0fils
Ane marraine
Ane belle0mNre
=ossessive ad
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8ender
ecibir
8ivir
asistir
la madre la abuela
el padre el tJo
el hermano la tJa
la hermana el primo
el esposo la prima
la esposa
el abuelo
=erdre
endre
La mNre la grand0mNre
Le pGre la tant
Le frNre l&oncle
La s_ur le cousinDla
cousine
Le mari
La femme
Le grand pNre
using one of each type of verb information
UNIT 5 8 NUM?ERS & 8 &00 & #EEK
LEARNING
OUTCOMES
SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM
`. #'press numbers from
0" in the target
language$
/ount and write
numbers from 0" in the
target language$
Los nZmeros des a " Les numGros de P " Rea"in!
Teacher places a bin containing
numbers 0" on a front desk$
students dip for a number which
heDshe places in the blank space
ne't to the appropriate number
name on the chart.
The teacher makes any necessary
corrections to the chart.
Oral
/ocoricoDepa
O-ser7ation
".
Students wil
and engaged
%.
#'press simp
problems in
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An, deu' trois, quatre,
/>/>;/>, si', sept, huit, neuf
/>/>;/> etc.
Ano, dos, tres, cuatro, #=4 , seis,
siete, ocho, nueve,#=4 etc.
e.g
%"(?dos y
%"( ?deu'
UNIT 6 8 COLOURS
LEARNING
OUTCOMES
SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM
. ;dentify colours and
animals by name in the
target language$
+escribe ob
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http://www.google.dm/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=eIDpyGqK46MZYM&tbnid=BaaEiV5YBmbYEM:&ved=0CAUQjRw&url=http://www.chillola.com/at/printout%20spanish.html&ei=z9zeUYL3Ouih4AP4lIGYAg&psig=AFQjCNEBjKFjxHMKbvGugE3zhb-Wbb2wrw&ust=1373646272440636http://www.google.dm/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Okr_iHVEmnMr9M&tbnid=F4OWNeNJ3CG_3M:&ved=0CAUQjRw&url=http://teachstarter.com/spanish-paint-blob-colours/&ei=ytveUY3RJvG54AP57YCoBQ&bvm=bv.48705608,d.dmg&psig=AFQjCNEDAMwh-V94r7d6p_d7odD7kPLLVQ&ust=1373646141396434 -
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T#2 T> ?%@
+A4T;>7 #L#8#7 ?""@ ##BS
7A21# > A7;TS #;93T ?C@
UNIT &0 > #ELL ?EING > 3 #EEKS
LEARNINGOUTCOMES
SUCCESS CRITERIA CONTENT S,ANIS) CONTENT $RENC) SUGGESTED ACTI=ITIES ASSESSM
". ;dentify and describe
the physical stature of
self and others$
List the parts of the
body in the target language
+escribe the physical
attributes of self and others
La cabe-a
Los o
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ore
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Tiene ?una@ fiebreD un
resfriadoD?la@ gripe.
/omment va ton pNre
;l a la grippeD la fiNvreD le
rhume
L&aspirine
Les mGdicamentseading
Ase comic strips to introduce
various verbs
TenerD4voir
\o tengo dolor de estMmago
5&ai mal a la tte
(. ;dentify, describe and
e'change information
about pets and other
domestic animals$
/reate a list of
domestic animals
+escribe their pets
;nquire information
from others about their pets
#l perro
#l gato
#l ratMn
#l elefante
#l lGon#l serpiente
KTienes animales en casa
KTiene animales en casa
K6uG animales tienes
Le chien
Le chat
La souris
L&GlGphant
Le lionLe serpent
4ve-0vousDas0tu un animalD
des animau' che- vousDtoi
6uels animau' as0tuD
4ve-0vousY
An chien
An chat
+es poissons
S.ea;in!
Students will sing song on
animals
>ld 2c +onald had a farm
or
Tu as un animal..
#ritin!
9roup work! make a collage of
a family and create
descriptions of the persons.
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+es oiseau'
). #'press dates and time
of the year in the targetlanguage$
;nquire of others the
date and time of day in thetarget language
;dentify and state the
time and date in the target
language
lunes, martes, miGrcoles,
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". ;nquire and describe
weather patterns in the
target language$
;nquire of others what
the weather is like in the
target language
+escribe local and
international weather
conditions in the targetlanguage
K6uG tiempo hace
3ace buenDmal
tiempoDfrescoDcalorD
frJoDsolDviento
3ace mucho calorDfrJo
#stF lloviendo
3ay huracFnDtormenta
6uelle temps fait0il
;l fait beauDmauvaisD
;l fait chaudDfroid
;l fait du soleilD du vent
;l pleut
;l y a du cycloneD ouragan
Listenin! an" S.ea;in!
Students will be e'posed to the
web page below to familiari-e
themselves with the
vocabulary needed.
http!DDe'change.smarttech.comD
details.htmlid"`e)0)cf0)a*0Cd`0
`d(`)((b
Listenin! an" S.ea;in!
4n authentic weather report
that is presented in the target
language will be played a
minimum of three times to the
students.
Students will then discuss the
weather conditions that e'ist
within the said report and
otherwise.
http://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033bhttp://exchange.smarttech.com/details.html?id=016e9704-4cf9-49a5-87d6-6d073694033b -
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%. ;dentify and locate
items in the classroom$
;dentify and locate ob
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(.+escribe and e'change
opinions and ideas about
home and district$
;dentify parts of the
home and state items
found in different rooms$
+iscuss the types of homes
that they live in
+escribe different rooms in
their homes
+escribe their villageDdistrict
+iscuss businesses found
within their district
2i barrioDpueblo
2i casa es
grandeDpequeEaDcMmoda
Tiene I
cuartosDdormitorios
#stF pintado?a@ de ro
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). ;nquire and e'press
personal likes and
dislikes and that of
others.
4sk others what are their
likes and dislikes
State their personal likes and
dislikes
KTe gusta...Dte gustan...
2e gustaDno me gusta
singular noun
2e gustanDno me gustan...
K6uG quieres
tomarDcomerDbeber
6uiero una arepa, etc.6uiero beber un
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47S#L2 4rl1#7542;7 Lloyd/#L#ST;7# 2agalie
/A;/ALA2 9A;+#S>2 T> ?%@2>+#7 L479A49#S
L#47;79 >AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3
T#2 "
+emonstrate knowledgeof shopping in arenchDSpanish country
Students should be able to!
0identify some renchDSpanishshops0shop for food
Le@is
0la boucherie, lapharmacie, laboulangerie
Le@is
0la carnicerJa, Lafarmacia, lapanaderJa,
Listenin! an" s.ea;in!
0Teacher uses graphicorgani-ers, for e'ample!drawings, flashcards depicting
O-ser7ation of .
0Students will roshopping scene awill be noted on
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0understand what the shopkeepersays0discuss where to go shopping0say there isn&t any or there is nomore of something0identify food and things to buy0say how much of something youwant to buy0talk about money and prices
05e voudraisY0/&est combien Y08ous dGsire-0/&est tout>^ est0ce qu&onpeut acheterY.0;l n&y a pasdeDd&Y0une baguette
+u saucisson0l&argent0la monnaie0un euro, uncentime
Grammar
7egativee'pressions;l n&y a pas deDd&
0#'pressions ofquantityAne boRte, un kilo,0# verbs! acheter#0 8endre;0 /hoisir7umbers 0"
0\o quiero0K/uFnto cuestaY0K6ue quiere usted0#s todoD K+eseaalgo mFs, K+Mndepudo compraY0 7o hay Y0 An pan0 La salchicha
0dinero0/ambio0un peso, un centavo
Grammar
7egativee'pressions7o hay0#'pressions ofquantityAna lata, una
botella, unkilogramo,4r verbs! comprar,#r! vender, escoger;r! ;r de7egative e'pression0#'pressions ofquantity07umbers 0"
different shops and items soldthere to present topic to students.0Students listen and repeatstructures and vocabulary usedby teacher.09raphic stimulus for e'ampleposters, photos, videos of marketor shop scene with items for sale.Students look at the stimulus and
answer questions.09ame! ; am going to the marketor shop to buy Y0Students work in groups tocreate conversation about thepurchasing of an item thenpresent it to the class. >therstudents will be asked to assessthe conversation.0Students listen to, watch,practise and dramati-e dialogueson different shopping scenes.
Rea"in!
-Students read dialogue onshopping with correct intonation,pronunciation and e'pression.
#ritin!
0Students name five differentshops and make a list of itemsthat could be purchased in each.0Students match items to variousshops.
pronunciation, ine'pression.
09ame! $or 38 .Contents:) shopboards, (` pictur
(` question cO-et of the !a
first to fill a shop
Settin! u. the !is the grocer, the shoppers. The quplaced face downgrocer. The pictuplaced face up inshoppers.)o/ to .la1: Thquestion card oveasks the question?Qui voudrais aplayer needing th
shopping bag resOui. Je voudraiscovers it with thepicture. The winnshopper to fill theJai fini.
Colletion of .r
Students will subdialogue.0Students will pr
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on a particular tytarget language.0Sheet work
Con7ersation:
0=eer feedback0StudentDteacher
L#47;79 >AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3
+iscuss vacation plans Stu"ents shoul" -e a-le to:0talk about different countries in#urope and elsewhere
0 talk about different means oftransport0say what you are going or notgoing to do0say when you are going to dosomething0talk about what you can andcan&t do0ask permission
Le@is
0La rance0Lspagne
0Les =ays01as0Le /anada0Le 2e'ique0Les [tats0Anis0en avion0en voiture0P pied0P vGlo05e vais passer unesemaine en [cosse0+emain0Lundi0La semaine
Le@is
0La #spaEa0La rancia
0La 3olanda0#l /anadF0#l 2G'ico0Los #stados Anidos0 #n aviMn0#n carro04 pie0#n bicicleta0\o quiero pasaruna semana en#scocJa0maEana0lunes
Listenin! an" s.ea;in!
0/reate discussion on modes oftransportation
Rea"in!
0Students will read a shortpassage about countries and theircapitals associated with the targetlanguage. ?rancophone and3ispanic countries@
O-ser7ation of .
0Students will ide
renchDSpanish scountries on a ma
0Students will satravel to school oplaces in the targ
Colletion of .r
0Students will crepostcard.
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prochaine0>n peut visiter lech]teau07on, on ne peutpas faire :a.0#st0ce qu&on peutfaire du ski
Grammar
=repositions withgeographiclocations ! au, en,au', P0The verbs ! partir,venir04llerinfinitive0=ouvoirinfinitive0Telling the time
0La semana =rM'ima0Se puede visitarmuseos, casias.07o, no se puede0K=odemos ir aesquiar
Grammar=repositions withgeographicLocations! al, en, ala.0The verbs ! partir,venir0;r a infinitive0=oder infinitive0Telling the time
#ritin!
02atch countries to their capitals02atch vocabulary related tomodes of transportation tophotographs or picturespresented.
0Students will catravel preference
0Students will deimaginary trip.
Con7ersation:
0ole play0TeacherDstudent0=eer feedback
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Grammar
0efle'ive verbs !se laver, s&habiller,se coucher0the verbsapprendre,
comprendre,vouloir, dire, lire,Gcrire0/omparisonsusing plusad^ sont lestoilettes 0faire la cuisine0faire les courses0promener le chien06u&est0ce que tuas fait ce matin 0 /e matin,
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04u revoir02erci#'pressions of pasttime ! hier, leweek0end dernier
Grammar
0=erfect tense ofregular verbs with
I4voir0+emonstrativeadui
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0;l y a Y0=our commencer^ as0tu mangGhier
Grammar
0;rregular past
participles0negatives in theperfect tense!ne..pas, ne..plus7&a pas, n&ont plus0use the verb boire
0K+Mnde comisteayer
Grammar
0;rregular past
participles0 negatives in theperfect tense!7oY, 7iY, noYnada,0Ase the verb beberDtomar
#ritin!
0Ase information on a menu tocomplete a dialogue
presentatrestauranact out thwaiter, anappropriatarget lanshould orfoods, askamong ot
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L#47;79 >AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3
+emonstrate awareness oforgani-ing a trip to aforeign country.
Stu"ents shoul" -e a-le
4sk for information about trainbserve an itinerary and answer
comprehension questions
#ritin!
rite a composition to describe aday trip
O-ser7ation of .
;n groups, studenan airportDimmig
Colletion of .r
Students will credialogues betweeand a traveller by
Students researchinternet to find thvacation spot andabout it
orking in groupstudents will creadiscussing holidaincluding preferedestinations
Students will fill
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0Ane AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3
T#2 (
+escribe person&s physicalappearance
+iscuss health and well0being
Stu"ents shoul" -e a-le to
0talk about clothes and what towear0describe people and things0describe appearance0describe parts of the body0say that you feel ill
0e'plain what&s wrong0understand what the doctor asksyou and what you are told
Le@is
0une chemise0un pantalon0des baskets0la mode05e n&ai rien P memettre0dGcontractG?e@
0
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L#47;79 >AT/>2#S SA//#SS /;T#;4 />7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T#7/3 S=47;S3
+iscuss outing andentertainment plans
Stu"ents shoul" -e a-le to
0understand information aboutevents0make plans0discuss what&s on0e'change contact details0accept or decline invitations0buy tickets0talk about football and othersports0make comparison
0describe a recent weekend
Le@is0l&entrGe0gratuit0un spectacle06u&est0ce qu&onva faire 0>n y va 06u&est0ce qu&il ya au cinGma 06u&est0ce qu&il ya P faire ce week0end 0Tu as un
portable 06uel est tonnumGro detGlGphone 0 a cotecombien 0+eu' places s&ilvous plaRt.0marquer un but0le championnat0la /oupe dumonde0le tournoi
Le@is0La entrada0gratuita0un espectFculo0K6ue vas a hacer0K=odemos ir K7osvamos0 K6uG hay en elcine K6uG va aponer en el cineK6uG vas a hacereste fin de lasemana
KTienes un ?telGfono@celular0K/uFl es tu numerocelular,0K/uFnto cuestaestoDaDe0Ana mesa para dospersonas por favor.0 macar un gol0#l campeMn0La copa mundial0#l torneo0#s el mene studea student in the cguess who it is. the correct persodescribe another.
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0/&est un meilleur
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YEAR SUMMARY
$ORM T)REE
5AL;#7 ST 5#47 0 ;S4;43 T3>24S S#/>7+4\ S/3>>L
#+;T3 47/>;S 0 +>2;7;/4 94224 S/3>>L
+#L>\ 4TT 0 /4STL# 1A/# S#/>7+4\ S/3>>L
TERM & TERM ( TERM 3
UNIT+TO,ICS #EEKS UNIT+TO,ICS #EEKS UNIT+TO,ICS
UNIT & $amili1
relationshi.
Two ?%@ UNIT 6 Sho..in! Three ?(@ UNIT &( Means of trans.ortation
UNIT ( )o--ies an" .ast
time
Two ?%@ UNIT 9 Restaurant Three ?(@ UNIT &3 #ritin! s;ills ?Letter an
composition writing@UNIT 3 )ealth Three ?(@ UNIT * Bo-s Three ?%@ UNIT &2 Tra7el+holi"a1
UNIT 2 Countries an"
nationalities
>ne ?"@ UNIT &0 Com.uter+internet Two ? %@ UNIT & $uture .lans+ ,rofessions
UNIT #eather an"
future
Three ?(@ UNIT &&
$ORM 3
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T#2 >7# ?"@
+A4T;>7 #L#8#7 ?""@ ##BS
7A21# > A7;TS ;8# ?*@
4TT4;72#7T T49#T! The learner will be able to communicate in the target language demonstrating the four competence skills$ speaking, listening, reading an
awareness of cultural practices at hisDher specific year level.
LEARNING
OUTCOME
SUCCESS
CRITERIA
CONTENT SUGGESTED ACTI=ITIES ASSESSMENT
$RENC) S,ANIS)
+emonstrate
knowledge of the
different members of
the family, types of
family structures and
marital s tatus of
members of the
family.
Talk about and discuss
family relationships.
Students will be able
to enquire about
identify and
e'change
information about
families.
=ossessive ad
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4d
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L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3?3obbies and =ast
time@
+emonstrate
awareness of various
hobbies and leisure
activities one engages
in.
Students will be ableto!
Talk and write about
things they like to do
in their free time.
4sk and respond to
6ue fais0tu pendant tontemps libreDtes moments
libres.
faire une promenade.
passer le temps.
surfer l&internet
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questions on leisure
activities and
hobbies.
6uels sports pratiques0
tu
6uels sont tes passe0
temps
Tu prGfNresD5&aime
Tu
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5e me passionne pour D 5e
suis unDune passionnG?e@
5e suis fan deY
\o soy aficionadoDa ..
Students match pictures to social
activities."
a' 5e fais de
lequitation.
2ontar a
caballo
%
-' 5adore les
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others$ /omment alle-0vousD K/Mmo estF usted
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.
elate information
pertaining to health.
others$
make a medical
appointment
read and follow the
instructions of
simple medical
prescriptions.
/omment alle- vousD
vas0tu
Oa va
Le corps humain
5e suis maladeD fatiguG?e@
5&ai mal P la tteDP
l&estomacDau dosDau'
yeu'
/omment va ton pNre
;l a la grippe D la fiNvreD
le rhume .
5e suis enrhumG?e@DgrippG?e@
Les mGdicaments
L&aspirine
+es pastilles, des
cachets, une crNme
contre les piqres
K/Mmo estF usted
K6ue te pasa
K6uG tal
#l cuerpo humano
#stoy enfermoDa
cansadoDa
2e duele la cabe-aD
Tengo dolor de cabe-a.
K/Mmo estF tu padre
Tiene la grippeDfiNvre
Los medicamentos, La
4spirina
Las =astillas, crema
contra las picaduras de
insectos,
Jai 'al ( la t)te
Elle a 'al au ventre
*engo un dolor de ca+ea
*engo un dolor de
est
-'aco
S.ea;in!4 Listenin!4 #ritin!
=eer work! ;nterview classmates about
health and record answers.
S.ea;in!
#'plain to teacher reasons for absence
caused by sickness.
COLLECTION O$ ,RO
Students will fill out
displays the different part
body
Students create a
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d insectes,
4voir des allergies
;n
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g
particular illness.
L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
$RENC) S,ANIS)
?/ountries 7ationalities@
+isplay awareness of
rancophone and
3ispanic countries
Students will be able
to talk about
countries and
nationalities in target
language.
Students will able to
6uelle est taDvotre
nationalitG D Tu esD8ous
etes de quelle
nationalitG
5e suis dominiquais?e@
5e suis francais?e@
K/uFl es tu D su
nacionalidad
Soy
+ominiquenseD+ominico
Soy francGsDa
Listenin! an" S.ea;in!
8isuali-ation of graphic stimuli
depicting scenes of countries to be
e'plored.
Je suis francais e/, je viens de la
O?SER=ATION O$ ,R
2ini role play in w
interrogate each other
countries, nationalities a
live.
COLLECTION O$ ,RO
say in which country 5e suis haHtien?ne@ \o soy haitianoDa 0rance Label the map w
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y y
one lives.
Students will be able
to identify locate
SpanishDrench
speaking countries
on a map.
? @
8enir de ! 5e viens de la
2artiniqueDde St.
2artin Dd&3aHtiD du
5aponD de l&4ustralie
=resent tense of venir
Les pays ! les #tats0Anis
L&4frique, lspagne
La St. Lucie etc.
#'pressing in with
countries! 5&habite en
;talie, au /anada, au'4ntilles
y
K+e dMnde eres
Soy de 2artinica D St.
2artin D 3aitJ D 5apMn D
4ustralia
=resent tense of Ser
Los =aJses! #stados
Anidos frica, #spaEa
Santa Lucia etc.
#'pressing countries of
residence ! 8ivo en ;talia,/anadF, el /aribe
1o2 es"a3ol,so2 de Es"a3a
Rea"in! an" #ritin!
/ompletion e'ercise! complete with
? P en, P la, au, au'@
Students imagine that the have
recently arrived in a new country and
create a post card to send home to a
friend giving basic information on new
country.
Listenin! an" S.ea;in!
Students will listen to audio recording
relating to countries and nationalities
and will answer questions based on the
listening passage.
p
renchDSpanish countries.
CON=ERSATION
Student0Teacher feed back
>ral assessment? T
Teacher student intervie
guestions pertaining to a c
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L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3?#4T3#@
+iscuss +escribe the
weather pattern.
Students will be able
to talk about the
weather in thepresent and future
tense.
Students will be able
to demonstrate
understanding of
simple weather
reportDforecast
La mGteoDle
mGtGorologue
6uel temps fait0ilD6ueltemps fera0t0il
=resentDuture tense of
faire
;l fait D feraY
beau DmauvaisDdu ventD
du soleilDdu brouillardD
froid
;l y aD;l y auraY
du vent, du soleilDdu
brouillard, de l&orageDdes
Gclairs
;l pleutDpleuvraD
#l tiempo D meteorMlogo
K6ue tiempo haceD 6uetiempo harF
=resentD uture tense of
hacer
3ace DharF
buen tiempo D mal tiempo
D viento D sol D frJo
.
3ay vientoD sol D
nieblaDnubesD tormenta D
rayos
#stF lloviendoDnevando
Listenin! an" Rea"in!
Students will listen to and look at
audioDvisual documents of weather
reports.
4l fait du vent 4l fait du soleil
5a2 viento 5ace sol
#ritin! an" S.ea;in!
Students will give weather conditions
based on their e'periences and actual
weather conditions.
S.ea;in! an" Listenin!
+iscussion on various weather
conditions e'perienced by different
countries.
Students pretend to be from various
countries and will interview each other
on the weather condition for their
O?SER=ATION O$ ,R
ith the aid of multime
sStudents role play a
meteorologist at T.8 staweather report. meteorolo
the various weather co
appear digitally in 8.=.4 r
lap top in classroom.
COLLECTION O$ ,RO
Students will create wea
their own to depict v
conditions.
CON=ERSATION
+iscussion on weather
Teacher0 Student feedback
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tasks related to and the items Le marchG #l mercado COLLECTION O$ ,R
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shopping.
Anderstand and
interpret s igns
related to shopping.
they sell$ what
items could be
bought there$
participate in
simple
conversation
discussing need
to purchase or
acquire variousproducts and
services$
L&hypermarchG
Le supermarchG
Les fruits
Les lGgumes
An kilo deDAn litre de
An litre deD une tranche
de
Ane dou-aine deD un
sachet de
Ane boRte de sardinesDune
boRte de chocolatDune
paire deDune bouteille de
4LL#
4llons aumagasinDacheter
5e vais payer les
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to simple
questions based
on the need to
acquire goods
and services$
e'press basic
ideas and
opinions about
items in shops$
on ferme P *h (D
"h(
/&est tout
8ous voule- autre
chose
5e voudrais D;l me
fautD5&ai besoin d& une
paire de chaussures ?encuir@
;l est en soieDcuir
Oa cote cinquante euros.
7ous avons des
chaussures de
7ikeDSebago
oulardD2adras
Ase of se ,
=assive se Defle'ive
se&
Se 8ende ropa aquJ.
Se cierra a las *h ( D
"h(
K#so es todo
K6uiereD+esea algo mFs
6uiero D +eseoD 7ecesitoun par de -apatos ?de
cuero@
#s de seda D cuero
/uesta cincuenta pesos.
Tenemos -apatos de
7ike D Sebago
Ana bandanaD /amisa
Students match items to various shops.
S.ea;in! an" Listenin!
9ame! ; am going to the market or shop
to buy !
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read and respond
to signs in a
shopping
situation$
listen to or readinstructions or
announcements
related to
shopping and
perform tasks as
suggested by
these instructions
pointureDtaille
5e fais du (DLD9D=D2
Tu veu'
m&accompagnerDm&achete
r quelque chose
Tu peu' m&aider
=rte0moi di' euros s&il te
plaRt
5e peu' l&essayer
1ureau de change
Super 9Gnial
/ette robe est chNreD bonmarchG
/es chaussures ne sont
pas P la mode.
5&aime les chaussures
avecD sans talons
/e n&est pas ma
pointureDtaille.
K/uFl es tu D su talla D
tamaEoDcal-ado
Aso el (DLD9D=D2
K2e acompaEas DK me
compras algo
K2e puedes ayudar
=rGstame die- pesos por
favor
K=uedo probarlo
/ambiar dinero
6uG maravillosoDbueno
#ste vestido es caro D
barato
#stos -apatos no estFn de
moda.
2e gustanD encantan los
Students work in groups to create
conversation about the purchasing of an
item and then present it to the class.
>ther students will be asked to assess
the conversation.
#ritin!
/omplete dialogues in conte't.
Rea"in! an" Listenin!
Students read dialogue on shopping
with correct intonation, pronunciation
and e'pression
Rea"in!44S.ea;in!4Listenin!Teacher presents items that can be
bought in different shops in the form of
graphic stimuli.
Rea"in!4 Listenin!4 #ritin! an"
S.ea;in!
Teacher presents a series of dialogues
or /a ne fonctionne pas -apatos con D sin tacones depicting various shopping situations.
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announcements$
read and respond
to graphic
stimuli, for
e'ample
advertisements$
create and write
basic forms ofadvertisements.
/a ne marche pas D
/&est cassG
5&aimeD
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=our
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#ssaieD#ssaye- I leDlaDles
4muse0toiD4muse-0vous
6ue c&est bonDsuper
6ue c&est embtant
9oute- I leD4muse- I
vous
/houette
9Gnial
=ruGbaloDlaD=ruGbeloDla
+iviGrteteD+iviGrtase
6uG bueno D e'celente
6ue molestia
TrFtalo, pruGbalo
6ue divino
#stupendo
an" S.ea;in!
Teacher presents
dialogue and discusses
the manner in which
characters present their
opinions.
#ritin!
Students compose
cartoons of different
shopping scenes.
Rea"in! an" S.ea;in!
Students will be
engagedin discussions
to e'press opinions on
shopping items.
e'pressing opinions on
articles.
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Listenin! Rea"in!
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Listenin!4 Rea"in!
an" S.ea;in!
Teacher presents
dialogues or
recordings or videos
depicting scenes where
persons request,
receive and respond to
specific information or
instructions.
Rea"in! an"
S.ea;in!
Students follow given
instructions and signs
erected in the
classroom and around
the school.
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Treasure hunt
Teacher presents
advertisements in
graphic form, such as,
posters, videos,
presentations, to
students for
discussion.
#ritin!
;n groups, students
create advertisements
about sales, and
bargains.
;n groups, students
create signs normally
found in shopping
areas.
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L#47;79
>AT/>2#
SA//#SS
/;T#;4
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#7/3 S=47;S3?estaurant@
#'press andunderstand simple
notions and
functions in a
restaurant conte't.
Students should be
able to!
e'press hungeror thirst$
order food,
drinks and
meals$ talk and
write about
ordering food
Le restaurantDle cafG;dioms with avoir
4voir faim Dsoif
9ar:on
6u&y a0t0il pour votre
service
#l restaurante D la
cafeterJa;dioms with Tener
Tener hambre D sed
/hicoD2uchacho
K#n que puedo servirle
S.ea;in!
+ramati-e a restaurant sceneto depictinteraction between client and
waiterDserver.
Listenin! an" S.ea;in!
Listen to a selection of about
reservations made by phone and using
a given seating plan of the restaurant,
O?SER=ATION O$ ,R
Students role play a restau
COLLECTION O$ ,RO
Students design a r
advertising the menu in
food, dessert.
and drink$ place customers in their correct seats
based on their preferences and needs.
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ask and respond
to questions on
food and drink,
including
invitations to eat
out$
6ue voule-0vousDveu'0
tu
Oa cote combien
/&est tout
6u&est0ce que tu veu'
mangerDboire 5e peu' voir la carte
5e peu' rGserver une
table.
;l y a une table libre
8ous ave- du coca
5e voudrais une
limonade, un coca, une
boisson
An
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#'press aproblems
encountered in a
restaurant
e'press their
preferences for
food and drink$
la vanille, au' fraises
An g]teau
6ue c&est dGlicieu' bon
1on appGtit
Tu veu' encore deYY
L&addition, La monnaieLe pourboire
8oiciD8oilP
5e n&ai pas de
fourchetteDverre, etc
Le verre est sale D ;l y a
une moucheDune chenille
dans ma soupe D salade
5e prGfNre le poulet frit
5&aime les crevettes
5e n&aime pas
5e dGteste
An pastel
6uG deliciosoD quG
bueno
1uen provecho
K+esea algo mFs
4demFs, el dinero4quJ tiene.
\o no tengo tenedor D
vaso, etc
#l vaso estF sucio D 3ay
una mosca D una oruga en
mi sopa D ensalada
2e gusta el pollo frito
2e encanta el camarMn
7o me gusta
\o odio
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L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3
?5>1S@
=rovide and request
information about
occupations and
professions, careers
and future plans.
Students should be
able to!
provide and
request
information
about
occupations and
professions$
Le mGdecin
l&infirmiNre
l&agent de policeDle
gendarme
le pilote
l&htesse de l&air
l&avocat
le comptable
le cadreDle gGrant
le programmeur
6uel est ton mGtier
/omment est0ce tu
gagnes la vie
6uelle est ta profession
Travailler P l&hpital
#l mGdico
La enfermera
#l policJa
#l piloto
La a-afata
#l abogado
La secretaria
#l contableDel contador
#l gerente
#l hombre de negocio
#l programador
K#n quG traba
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;ngGnieur de son mZsico
;ngeniero de sonido
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listen, read and
understand
interviews and
conversationsrelated to various
occupations,
careers and
future plans$
e'press basic
ideas and
opinions about
various
professions,
occupations and
future plans.
5e suis
athlNteDartisteDmGdecin
/&est un artiste cGlNbre.6u&est0ce que tu fais
dans ton mGtier
#nseigner
S&occuper de
Gparer les ordinateurs
Taper
/omment est le travail
6ue penses0tu de ton
mGtier
6uel est ton mGtier
4 mon avis
=our moi
Soy atletaDartistaDmGdico
#s un artista famoso.
K6uG haces en tu traba
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/&est intGressantD/est
nul
;l y a des aspects
mauvais
6ue de btise
+evoir
7o es oro todo lo que
reluce.
6uG tonterJa
Tener que Y
S.ea;in!
Students will imagine they are actors
nurses, teachers or bankers, and give
their opinions of these professions.
L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3?/omputer@
+emonstrate le'ical
competence in
relation to computer.
Students will be able
to talk about
technology and the
internet
=arts of a computer
An Gcran, un clavier, une
imprimante, une souris,
un ordinateur, un cam,
une clG AS1, un /+
=arts of a computer
An monitor, un teclado,
una impresora,un ratMn,
una computadora, una
cFmara,una memoria
#ritin!
Students are given a drawing of
computer and are required to label the
different parts using the target
O?SER=ATION O$ ,R
4sk students to ident
computer
+iscuss computer
and internet
>2, une touche,
brancher,le logicielun e0
AS1, /+ >2, un
toque, conectar, correo
language. 4ctivity is done in groups. COLLECTION O$ ,RO
Students label the diffe
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activities. mail !courrier, arobase
Glectronique, un fichier,
en ligne, un site web,
effacer, un lien, un
moteur de recherche, un
mot de passe,tGlGcharger, tchater, taper
6u&est0ce que tu fais sur
;nternet.
5e suis
connectG?e@ DbranchG?e@ P
;nternet.
5e surfe sur ;nternet,
5&achNte des livres en
ligne.
5e lis des blogs. 5e fais
electronico, archivos,
lJnea, eliminar, enlace,
un motor de bZsqueda,
contraseEa, descargar,
charlar.
K6uG haces en la red
#stoy conectado ?a@ D a la
red.
7avego por la red,
/ompro libros en lJnea.
3ago investigaciMn.
2ando correos
6a souris el rat-n
6 $cran la "antalla
6e clavier el teclado
rite an email using the computer to
be sent to teacher online.
Students will carry out survey in targetlanguage to find out the various
reasons why peers use the computer.
computer
CON=ERSATION
Student0 Teacher feedback
des recherches.
5&Gcris des e0mails.
h b k
electronicos.
\o charlo en acebook
d d
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5e tchate sur acebook
5e tGlGcharge des filmsD
de la musique.
5e 2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3?3olidays, feasts
and wishes@
Students will be able
/&est quand taDvotre
fte
K/uando es tu fiestaD su
fiesta
Rea"in!4Listenin! an" S.ea;in!
presents graphic stimuli or audio
selection on holidays and feasts and
O?SER=ATION O$ ,R
rite an advertisement a
target language.
#'press wishes
associated with
h lid d f t
to
i h
/&est quand ton Dvotre
anniversaire D6uelle est
l d t d t D t
K/uando es tu D su
l E D / Fl
students respond to questions asked.
+i i l ti t f t d
eading information abou
in target language.
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holidays and feasts.
+isplay knowledge
of cultural
differences relating
to holidays andfeasts.
e'press wishes
related to different
feasts and holidays.
Students will be ableto compare
renchDSpanish
feastsDholidays with
that of their own
culture.
la date de tonDvotre
anniversaire
Le 7ol, Le
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L#47;79
>AT/>2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3
2ode of
transportation Students will be
able to
Le bus, le car, la voiture,
le vGlo, la moto, la
mobylette le camion la
4utobZs, el carro, la
motocicleta, el camiMn, la
camioneta el caballo el
Teacher uses graphic organisers to
create discussion on modes of
O?SER=ATION O$ ,R
Students will listen to
e'pressing how they get
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;dentify and provide
information about
various modes of
transportation
riting skills? Letter
able to
name various types
of transportation.
sSay how they gettoask and say how
people get to
various destinations
Students will be
able to write a letter
and composition
e'pressing
themselves in target
mobylette, le camion, la
camionnette, le cheval,
l&avion, le bateau, le
train, le mGtro, le shuttle,
le tram, scooter
/omment vas0tu P
l&GcoleDP l& Gglise
/omment vas0tu en
ville
5e vais P l&Gcole en
voitureDP bicyclette, P
pieds etc.
5e prends le bus pour
aller en ville DP la
campagne.
Letter writing
camioneta,el caballo, el
aviMn,el barco, el tren, el
metro,el transporte,
K/Mmo via
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Ase various strategies
and vocabulary to
produce letters,
compositions and
simple sentences in
target language
/omment :a va
/&est avec plaisir que
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+ abord, premiNrement
aprNs :a, aprNs,
#nsuiteDpuisDalorsD en fin
/on2#
SA//#SS
/;T#;4
/>7T#7T SA99#ST#+ 4/T;8;T;#S 4SS#SS2#7T
#7/3 S=47;S3?8acation and Rea"in!4 Listenin! an" S.ea;in!
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6uel est le numGro du
vol
1on voyage
K/uFl es el nZmero del
vuelo
1uen via
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listen or read and
respond
appropriately to
simple sentences,
short paragraphs or
notices related to
travel$
;l y a beaucoup de
circulation dans la rueDla
routeDle coinDle trottoir+Gfense de stationner
Limitation de vitesse
+anger
+Gfense de fumerDde
doublerDd&entrerDde
monterDde sortirDde
descendre
P droiteDP gauche
Tout droit
5usqu&P
=ar lP
Les feu'
5ai pris lavionD 5e suis
3ay mucho trFfico en la
calle D carretera D
esquina D acera=rohibido estacionar
+isminuir la velocidad
=eligro
=rohibido fumar D
doblar D entrar D Subir D
ba
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to write about their
past vacation.
e'press preferences
in the area of travel.
#iffel etcY
=asse compose of regular
and irregular, tre verbs
5e prGfNreD5e voudraisallerDvoyager
+ans la matinGe
la soirGe
#n fin de semaine
le weekend
lundi, mardi
=endant les vacances de
Le si' maiD
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