Saginaw Valley State University
World Languages Scope and Sequence
Intermediate Low-Mid Level (High School)
|STRAND 1: COMMUNICATION |
|1.1 Interpersonal Communication |1.2 Interpretive Communication |1.3 Presentational Communication |
|Interpersonal Speaking/ Listening (SL) |A. Interpretive Language-Listening (L) |A. Presentational Language-Speaking (S) |
|Socializing |a. Oral classroom language comprehension (1.2.M.L.a) |a. Skits or short plays (1.3.M.S.a) |
|a. Gestures (1.1.M.SL.a) |Listening exercises |b. Retell a story to an audience (1.3.M.S.b) |
|School |conversations in a restaurant |c. Present brief oral reports on a variety of topics (1.3.M.S.c) |
|Shopping |conversations in a store |School |
|Dining |conversations in a doctor’s office |Community |
|Personal space |b. Interpersonal communication comprehension (1.2.M.L.b) |Personal experiences |
|Greetings |Spoken messages |d. Produce a short video (1.3.M.S.d) |
|Farewells |family |Newscast |
|Eye contact |community |Talk show |
|Social distance |school |Game show |
|b. Formal vs. informal register (1.1.M.SL.b) |Group discussions |B. Presentational Language-Writing |
|Talking to friends |family |a. Illustrate and present materials in the target language (1.3.M.W.a) |
|Family vs. teachers |community |Informational brochures |
|Boss |school |Instructions for completing a task |
|Elders |c. Main idea/supporting detail- Visual (1.2.M.L.c) |b. Original writing (1.3.M.W.b) |
|Making an appointment |Plays |Compositions |
|Shopping (to the clerks) |TV shows |Journal entries |
|c. Requests/Offers (1.1.M.SL.c) |Movies |c. Present brief written reports (1.3.M.W.c) |
|Make requests |Commercials |Personal experiences |
|phrases “I would like” |d. Main idea/supporting detail- Audio (1.2.M.L.d) |School |
|“would you please” |Songs |Community happenings |
|“could you” |CDs | |
|“may I” |Podcasts | |
|manners |Lecture | |
|Making offers |B. Interpreting Written Language-Reading (R) | |
|“would you like” |a. Reading comprehension (1.2.M.R.a) | |
|“can I help you” |Dialogues in a restaurant | |
|Invite |Dialogues in a store | |
|proper etiquette (if you invite, you buy e.g.) |Dialogues in a doctor’s office | |
|differences in generations |Descriptions of stores/restaurants | |
|Responses |Descriptions of family | |
|It would be my pleasure |Descriptions of school | |
|I would be honored |b. Main idea/supporting detail- summarizing (1.2.M.R.b) | |
|I can’t…because…(offering a reason when not able to do something) |Textbook content | |
|no thank you, yes please |Magazines | |
|I’m busy |Newspaper articles | |
|Identifying and Describing |Advertisements | |
|d. Physical, character & personality traits (1.1.M.SL.d) |Websites | |
|Physical appearance of famous people & family members |Poetry | |
|He, she is… |Short stories | |
|tall, short, fat, skinny |c. Written interpersonal communication comprehension (1.2.M.R.c) | |
|adjective & noun order |E-mails | |
|gender & number order |Letters | |
|hair & skin color |Messages | |
|Character/Personality of famous people, friends, self & family members |Notes | |
|What is he/she like? |Text messages | |
|He/she is… |Facebook messages | |
|Funny, athletic, intelligent, caring, adventurous | | |
|Synonyms (using more descriptive adjectives) | | |
|e. Feelings, emotions and health of famous people & self (1.1.M.SL.e) | | |
|To be (state of being verbs) | | |
|How are you? How are you feeling today? | | |
|What is wrong? | | |
|I’m feeling… | | |
|Gender & number agreement | | |
|Idiomatic expressions to describe health | | |
|My ______ hurts | | |
|I hurt myself | | |
|I broke my… | | |
|X-rays, health conditions (cold, flu, etc.) | | |
|f. Places & Things (1.1.M.SL.f) | | |
|Weather, climate | | |
|tropical, rainforest | | |
|snowstorms | | |
|hurricanes, tornadoes, earthquakes | | |
|humid/dry | | |
|mountains | | |
|Typical characteristics of the locale | | |
|city vs. countryside | | |
|Streets, highways, stoplights | | |
|Buildings, skyscrapers | | |
|Stores, businesses | | |
|Transportation | | |
|Buses | | |
|Metro (maps of metro systems) | | |
|Cars | | |
|Trains | | |
|Ferries | | |
|Types of residence | | |
|hotels | | |
|homes | | |
|apartments | | |
|Demographics | | |
|nationalities | | |
|religions | | |
|ethnicity | | |
|race | | |
|Exchanging Information | | |
|g. Personal, Social, community & current events (1.1.M.SL.g) | | |
|Personal | | |
|religious views | | |
|family traditions | | |
|Social &Community | | |
|church | | |
|extra-curricular activities | | |
|jobs | | |
|grocery stores | | |
|Current events | | |
|news articles | | |
|news broadcasts | | |
|government | | |
|politics (elections, debates on controversial issues) | | |
|h. Everyday situations (1.1.M.SL.h) | | |
|Directions | | |
|asking for & giving directions (and understanding the cultural | | |
|differences), specifically when lost | | |
|asking about a bus route, how to get somewhere by car, by foot, by bus, | | |
|by metro, etc. | | |
|telling a taxi driver where to go | | |
|Shopping | | |
|asking to try things on, asking for help, I’m looking for… | | |
|making a purchase | | |
|currency used, currency conversion, | | |
|Restaurants | | |
|tipping customs | | |
|sending food back when it is not to your liking | | |
|Phone conversations | | |
|leaving a message for somebody on the phone | | |
|listening to a message | | |
|making a reservation on the phone | | |
|Idiomatic expressions related to the target language | | |
|Exchanging Opinions | | |
|i. Interviewing (1.1.M.SL.i) | | |
|Ask a classmate about preferences & opinions | | |
|I prefer | | |
|I hate | | |
|I love | | |
|I dislike | | |
|Giving reasons for your opinions/ preferences | | |
|I think that… | | |
|I believe… | | |
|j. Share opinions & individual perspectives on contemporary issues | | |
|(1.1.M.SL.j) | | |
|Talking about immigration, marriage, family, traditions, abortion, | | |
|socially accepted sports, holidays/celebrations, pets, smoking, | | |
|attitudes toward alcohol/drinking age, sporting events, homosexuality, | | |
|crime/justice system, teenage pregnancy | | |
|I am in favor of… | | |
|I am against… | | |
|I agree with …because | | |
|Interpersonal Reading/Writing (RW) | | |
|Socializing | | |
|a. Everyday topics (1.1.M.RW.a) | | |
|School and community events | | |
|e-mails | | |
|text messages | | |
|blog | | |
|web pages | | |
|letters & notes | | |
|To whom it may concern… | | |
|Dear__________ | | |
|Sincerely, | | |
|Esteemed | | |
|b. Register/honorifics (1.1.M.RW.b) | | |
|Dear sir/Madame | | |
|Mr., Mrs., Ms. | | |
|c. Request, offer, invite (1.1.M.RW.c) | | |
|You are cordially invited to… | | |
|Identifying and Describing | | |
|d. Written personal descriptions (1.1.M.RW.d) | | |
|Physical appearance of famous people & family members | | |
|He, she is… | | |
|tall, short, fat, skinny | | |
|adjective & noun order | | |
|gender & number order | | |
|hair & skin color | | |
|Character/Personality of famous people, friends, self & family members | | |
|What is he/she like? | | |
|He/she is… | | |
|funny, athletic, intelligent, caring, adventurous | | |
|synonyms (using more descriptive adjectives) | | |
|essay describing somebody in detail | | |
|e. Written descriptions of feelings, emotions and health of famous | | |
|people & self (1.1.M.RW.e) | | |
|To be (state of being verbs) | | |
|How are you? How are you feeling today? | | |
|What is wrong? | | |
|I’m feeling… | | |
|essay describing how you felt after a particular incident | | |
|Gender & number agreement | | |
|Idiomatic expressions to describe health | | |
|My ______ hurts | | |
|I hurt myself | | |
|I broke my… | | |
|x-rays, health conditions (cold, flu, etc.) | | |
|filling out forms at a hospital | | |
|f. Places & Things (1.1.M.RW.f) | | |
|Written descriptions of weather, climate in different regions | | |
|tropical, rainforest | | |
|snowstorms | | |
|hurricanes, tornadoes, earthquakes | | |
|humid/dry | | |
|mountains | | |
|Written typical characteristics of the locale | | |
|city vs. countryside | | |
|streets, highways, stoplights | | |
|buildings, skyscrapers | | |
|stores, businesses | | |
|description of a downtown area | | |
|Written description of transportation | | |
|buses | | |
|Metro (maps of metro systems) | | |
|cars | | |
|trains | | |
|ferries | | |
|Written description of types of residence | | |
|hotels | | |
|homes | | |
|apartments | | |
|Demographics | | |
|nationalities | | |
|religions | | |
|ethnicity | | |
|race | | |
|Exchanging Information | | |
|Personal, Social, community & current events (1.1.M.RW.g) | | |
|Written descriptions of personal views | | |
|religious views | | |
|family traditions | | |
|Written descriptions about communities | | |
|church | | |
|extra-curricular activities | | |
|jobs | | |
|grocery stores | | |
|Written description of current events | | |
|news articles | | |
|news broadcasts | | |
|government | | |
|politics (elections, debates on controversial issues) | | |
|Everyday situations (1.1.M.RW.h) | | |
|Online purchases | | |
|Written descriptions of transportation services | | |
|Written directions for how to get somewhere | | |
|Written descriptions of stores & their services | | |
|Exchanging Opinions | | |
|i. Questionnaire (1.1.M.RW.i) | | |
|Ask a classmate about preferences & opinions | | |
|I prefer | | |
|I hate | | |
|I love | | |
|I dislike | | |
|Giving reasons for your opinions/ preferences | | |
|I think that… | | |
|I believe… | | |
|Write a summary of the questionnaire answers | | |
|j. Share writing opinions & individual perspectives on contemporary | | |
|issues (1.1.M.RW.j) | | |
|Writing about immigration, marriage, family, traditions, abortion, | | |
|socially accepted sports, holidays/celebrations, pets, smoking, | | |
|attitudes toward alcohol/drinking age, sporting events, homosexuality, | | |
|crime/justice system, teenage pregnancy | | |
|I am in favor of… | | |
|I am against… | | |
|I agree with …because | | |
|Arguments for and against a theme | | |
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World Languages Scope and Sequence
Intermediate Low-Mid Level (High School)
|STRAND 2: CULTURES |
|2.1 Practices/Perspectives |2.2 Products & Perspectives |
|A. Understanding impact of historic/governmental system within the target culture(s) (H) |A. Understanding impact of geography/natural resources (G) |
|a. Major historic events (2.1.M.H.a) |a. Regions/distinctive characteristics (2.2.M.G.a) |
|Spain: |Spain: |
|colonization and expansion |Castilla |
|Roman Empire |Andalucia |
|Moorish influence |Cataluna |
|Reconquista |Galicia |
|Inquisition |Vascongadas |
|Empire (discovery of the New World) |Valencia |
|modern |France: |
|France: |Paris |
|colonization and expansion |Alsace |
|Roman Empire |Normandy |
|foundation of the monarchy |Savoie |
|Medieval France |Haute Savoie |
|French expansion |French Riviera |
|French revolution |Provence |
|Napoleonic era |Brittany |
|Governmental/Political system (2.1.M.H.b) |Champagne |
|Organization of government |b. Major geographic features (2.2.M.G.b) |
|monarch/democracy/dictatorship/ republic |Mountain ranges |
|branches of government |Spain: Pyrenees & ranges in the south |
|Principal offices |France: Pyrenees & Alps |
|Current leadership |Rivers |
|Political issues (2.1.M.H.c) |Spain: Guadalquivir, Ebro |
|Revolution/war |France: Seine, Rhone, Loire, Rhine |
|Ethnic groups and racism |Regions |
|Nationalism and separatism |agricultural |
|International relations |high plateau |
|Economics (European Union) |La Mancha |
|Environmental |Extremadura |
|Effects of catastrophic events |coastal |
|Current events (2.1.M.H.d) |c. Neighboring countries (2.2.M.G.c) |
|Social life and events |Spain: |
|Economics |Gibraltar |
|Entertainment |Portugal |
|Sports |France |
|Media (TV, Internet, YouTube, radio, newspaper, magazines) |France: |
|Immigration issues |Switzerland |
|Linguistic/cultural expansion (2.1.M.H.e) |Belgium |
|Spain: |Spain |
|autonomous communities |d. Climate/Seasonal weather (2.2.M.G.d) |
|differences of dialects and languages |Four seasons |
|influences/development of Spanish language |Northern climate |
|celtibero |Central climate |
|Roman/Latin |Southern climate |
|Germanic |B. Understanding the importance of cultural and creative heritage within the target culture (C) |
|Arab |a. Describe the significance of current cultural icons (2.2.M.C.a) |
|Medieval Spanish |Art |
|“limpieza de sangre”/lineage |Spain: 20th century artists such as Dali, Picasso, Gaudi, etc. |
|France: | |
|linguistic minorities |Architecture |
|Brittany |Music |
|Corsica |Literature |
|Provencal |Film, media, TV, newspapers |
|Alsace-Lorraine |Internet copy of newspaper from major cities |
|Development of the French Language |b. Describe the significance of historic cultural icons (2.2.M.C.b) |
|Latin |Spanish/French Artists |
|Franks |Velazquez |
|Medieval French |Monet |
|B. Understanding role of family/community (F) |El Greco |
|a. Family structures/role of friends (2.1.M.F.a) |Renoir |
|Extended family |Picasso |
|Male/female roles |Gauguin |
|Godparentship |Dali |
|Dating/engagement/marriage/divorce |Monet |
|b. Daily routines and perceptions of time (2.1.M.F.b) |Gaudi |
|Time |Van Gogh |
|Meals |Spanish/French Architecture |
|Workday |Ibero |
|Vacation |Gallo-Roman |
|School |Roman |
|Travel |Gothic |
|c. Daily Needs and community infrastructure (2.1.M.F.c) |Moorish |
|Housing |Baroque |
|Shopping |Gothic |
|Food preparation |Modern |
|Transportation |Spanish/French Literature |
|Health care |Ministral oral traditions |
|Public services |Troubador oral traditions |
|d. Leisure activities (2.1.M.F.d) |Cantar del mio Cid |
|Social activities with family |Picaresque novel (Lazarillo de Tormes) |
|Social activities with friends |Cervantes – the novel |
|movies/cinema |Generation of 1898 |
|Clubs |Film, media, TV |
|Café “culture” |C. Understanding the artifacts associated with family and community life within the target culture (F) |
|Parties and get-togethers |a. Products needed for daily routines and basic needs (2.2. M. F a) |
|Cultural and historical attractions |Housing |
|churches |rooms of the house |
|museums |carpeting/wood flooring |
|e. Holidays (2.1.M.F.e) |wallpaper, wall decorations |
|Religious |laundry room location |
|Pascua/Holy week (semana santa) -Spain |air conditioning/central heating |
|Civil |closet space |
|Regional |apartments, villas, private homes |
|La Tomatina (Spain) |Furniture |
|Running of the Bulls (Spain) |emphasis on modern/space efficient |
|Personal/family |bidet |
|C. Understanding education/employment/economy |bathtub vs. shower |
|a. Education (2.1.M.E.a) |Appliances |
|Educational system |no dishwashers, dryers |
|Method for advancement |juicers |
|Curriculum considered important |oven controls |
|Extra-curricular activities |electric outlets |
|Exit/entrance examination |Stores |
|Tracking of students |newspaper advertisements |
|High school to college transition |individual shop/specialty boutique/malls |
|b. Economic system (2.1.M.E.b) |store directory |
|European Union |floor numbers |
|Taxation |elevators |
|c. Role of work (2.1.M.E.c) |bagging |
|Work attitudes |selecting product |
|Role of adolescents in the work world |smoking/pets in stores |
|Length of work week |Food preparation |
|Compartmentalization of work and leisure |daily shopping/less use of refrigeration or freezer |
| |serving of wine or water with meals |
| |breakfast foods |
| |variety of food offerings |
| |desserts |
| |Transportation |
| |Metro/bus pass/purchase |
| |train – euro pass |
| |24-hour system and transportation time schedules |
| |maps (city & metro) |
| |Health care |
| |pharmacy vs. drugstore |
| |prescriptions |
| |home offices for doctors |
| |hospital set-up |
| |Public Services |
| |b. Native products to the community, region or country (2.2.M.F.b) |
| |Arabic influence on food, architecture, literature, etc. |
| |Animals native to country |
| |Clothing styles and fashions |
| |Jewelry |
| |c. Leisure activities within the communities, regions, or cultures (2.2.M.F.c) |
| |Beach/beachwear |
| |Modes of transportation (walking, biking) |
| |Mountain regions/skiing |
| |Stadiums |
| |Museum |
| |Country/resort home |
| |d. Compare the significance of the products associated with important cultural happenings (2.2.M.F.d) |
| |Birthday celebration vs. saint’s day |
| |Parades |
| |Regional celebrations such as Tomatina, Running of the Bulls, etc. |
| |Catholic influence (icons, Holy Week floats, Virgin Mary statues, etc) |
| |Weddings |
| |D. Understanding the artifacts associated with education, employment, and the economy in the target cultures|
| |(E) |
| |Products for education (2.2.N.E.a) |
| |Division of education levels |
| |technical vs. college-bound |
| |entrance exams |
| |grading procedures |
| |Absence of modern technology |
| |Uniform |
| |Private vs. public |
| |School schedules |
| |Classroom mobilization |
| |b. Natural resources, services and industries (2.2.N.E.b) |
| |Agriculture |
| |Spain: oranges, olive, lemons, salt, cheese, ham, sherry & wines |
| |France: wine, spring water, cheese |
| |Minerals & other natural resources |
| |Commercial products |
| |Spain- purses, shoes, damascene, jewelry, tile work & ceramics, fans, Toledo steel |
| |France- cosmetics & perfume |
| |Industries |
| |Spain- tourism, fishing (seafood) |
| |France- tourism, fishing (seafood), iron (mining) |
| |Currency (2.2.N.E.c) |
| |Euro |
| |Conversion rates |
| |Comparison of value of euro to us dollar |
World Languages Scope and Sequence
Intermediate Low-Mid Level (High School)
|STRAND 3: CONNECTIONS |STRAND 4: COMPARISONS |STRAND 5: COMMUNITIES |
|3.1 Knowledge |4.1 Comparing languages |5.1 Use of Language |
|a. Reinforcement (3.1.M.a) |a. Vocabulary (4.1.M.a) |a. Exchange information (5.1.M.a) |
|European sports |Not always direct translation/translate meaning |Field trips to museums, churches, restaurants and other areas where |
|Weight & clothing size (conversion/metric system) |idiomatic expressions |target language is spoken |
|24 hour time system |ethnic group differences |Web pages |
|Social studies |use of world language dictionaries |Internet pals/pen pals |
|influences on Spain/France by other countries |cognates |Foreign exchange students |
|alternative view points of historical events (French revolution, Spanish|borrowed words |Travel abroad |
|Civil War, WWII, inquisition, colonial conflicts & wars, etc.) |b. Grammatical structure (4.1.M.b) |b. Provide services (5.1.M.b) |
|Music, art, & literature |Sentence order (adjectives, nouns, question order)/Semantic syntax |Translate at parent teacher conferences |
|Racial tolerance/intolerance |Indirect object verb phrases |Conversation partners with English learners |
| |Reflexives |Partnership with exchange students |
|3.2 Point of view |Spain- leismo | |
|a. Materials (3.2.M.a) |Commands |5.2 Personal Enrichments |
|Music |Reverse verbs |a. Opportunities outside of classroom (5.2.M.a) |
|Authentic artifacts from country (realia) |Spain: gustar, interesar |Spanish restaurants, telenovelas |
|Film |French: manquer |b. Print & electronic materials (5.2.M.b) |
|YouTube/internet |c. Register/honorifics (4.1.M.c) |Newspapers, magazines |
|Field trips (museums, Spanish restaurant) |Use of formality/informality (Spanish- tú vs. Ud.) (French- tu vs. vous)|YouTube & websites |
|Newspapers/magazines |Use of definite article (Spanish) |Blogs, journals |
| |Don/doña (Spanish) |World language internet sites |
| |Different levels of formality in question/imperative formation |c. Career (5.2.M.c) |
| |d. Phonological features (4.1.M.d) |Explore testing e.g. to expose students strengths |
| |Dialect/pronunciation/intonation differences |Research projects/reports on common jobs where knowledge of a language |
| |Vosotros, Vos (Spanish) |would be useful |
| |Alphabet | |
| |Rules of accentuation/stress | |
| |Dropping of syllables/letters | |
| |pa’ca, como esta’(Spanish) | |
| |Relaxed pronunciation | |
| |t’as, j’suis (French) | |
| | | |
| |4.2 Comparing cultures | |
| |a. Cultural practices (4.2.M.a) | |
| |Appreciation for differences | |
| |Recognizing similarities to American culture & practices | |
| |Values, beliefs, superstitions, customs generic to all speakers of | |
| |target language | |
| |b. Cultural products (4.2.M.b) | |
| |Influence of geography on culture/lifestyle | |
| |Influence of religion on culture | |
| |Concept of “it’s not wrong, it’s different” | |
| |Recognizing cultural identify, heritage & pride | |
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