Foreign Language State Goal 30



STATE GOAL 30: Use the target language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines.

Why This Goal Is Important: Knowledge of a foreign language relies on communication, culture, and context. The term context here applies to the situations in which students will use the target language. To prepare for those situations, students reinforce and further their knowledge of other areas including academic, technical and recreational. Standards and benchmarks within this goal are meant to reamplify content and skills learned in economics, mathematics, science, physical development, health, career exploration and vocational courses. Combined with the cultural contexts found in goal 29, the standards and benchmarks in this goal contain direct parallels in target language development to the Illinois Goals and Standards in the other six learning areas in addition to vocational education.

A. Use the target language to reinforce and further knowledge of other disciplines.

|Stage One |Stage two |stage three |stage four |stage five |

|Beginning |Beginning Intermediate |intermediate |advanced intermediate |advanced |

|30.A.1a Recognize the |30.A.2a Identify products |30.A.3a Identify differing |30.A.4a Identify major |30.A.5a Describe and explain |

|currency of the country(ies) |that are from the countries |systems of trade and exchange |sources of employment and |factors affecting economic |

|where the target language is |where the target language is |in target language |income in target language |conditions in target language |

|spoken and compare values with|spoken and that are found in |country(ies) (e.g., bartering |country(ies) compared to the |country(ies) compared to the |

|United States currency.* |the United States economy.* |and bargaining) compared to |United States.* |United States.* |

| | |the United States.* | | |

|30.A.1b Use the target |30.A.2b Use the target |30.A.3b Use the target |30.A.4b Use the target |30.A.5b Use the target |

|language to solve simple math |language to make, use and |language to gather and |language to analyze and solve |language for math skills such |

|exercises (e.g., identify |estimate measurements (e.g., |organize data to solve math |math problems based on |as statistical analysis, |

|simple geometric shapes, use |time, linear, monetary). |problems. |timetables, schedules, charts |estimating and approximating |

|numbers to count and do math | | |and graphs in the target |in experiments or research |

|computations). | | |language. |projects. |

|30.A.1c Use target language |30.A.2c Use target language |30.A.3c Use the target |30.A.4c Use the target |30.A.5c Use the target |

|vocabulary to identify simple |vocabulary to identify and |language to describe the |language to analyze the impact|language to analyze current |

|science terms referring to |describe basic earth science |physical and geological |of human activity on the |science issues (e.g., ecology |

|weather and nature (e.g., |content (e.g., mountain |features, vegetation and |natural environment in areas |and the environment, space |

|clouds, wind, trees, common |range, coast, desert) and life|animal life indigenous to |where the target language is |exploration, health) from the |

|animals). |forms. |areas where the target |spoken. |perspective of speakers of |

| | |language is spoken. | |the language. |

|30.A.1d Use target language |30.A.2d Use the target |30.A.3d Use the target |30.A.4d Use the target |30.A.5d Use the target |

|vocabulary while participating|language to participate in |language to identify diet, |language to describe and |language to analyze and |

|in physical activities (e.g., |and/or describe games, dances |nutrition and physical fitness|compare daily diet, nutrition |contrast diet, nutrition and |

|games, dances). |and sports. |issues in areas where the |and physical fitness regimens |physical fitness programs in |

| | |target language is spoken. |in areas where the target |areas where the target |

| | | |language is spoken. |language is spoken with those |

| | | | |of the United States. |

B. Use the target language to demonstrate knowledge and understanding of a variety of career options.

|Stage One |Stage two |stage three |stage four |stage five |

|Beginning |Beginning Intermediate |intermediate |advanced intermediate |advanced |

|30.B.1a Use target language |30.B.2a Use the target |30.B.3a Use the target |30.B.4a Use the target |30.B.5a Use the target |

|vocabulary to identify common |language to describe |language to identify and |language to compare various |language to analyze data |

|professions and occupations. |activities and characteristics|describe occupations unique to|occupations in terms of their |relating to job opportunities,|

| |of selected occupations and |areas where the target |roles, status and |preparation, wages/salaries, |

| |work places. |language is spoken. |qualifications in areas where |etc., of occupations in areas |

| | | |the target language is spoken|where the target language is |

| | | |and in the United States. |spoken. |

|30.B.1b Use target language |30.B.2b Use the target |30.B.3b Use the target |30.B.4b Use the target |30.B.5b Use the target |

|vocabulary to identify a |language to explain and |language to explain in detail |language to analyze |language to evaluate a career |

|variety of professions in |describe general career |the preparation for and |connections between specific |option which requires |

|which the target language may |choices in which the target |activities of specific careers|businesses and industries in |proficiency in the target |

|be used. |language can be used. |in which the target language |areas where the target |language through a career |

| | |can be used. |language is spoken and in the |exploration or |

| | | |United States. |education-to-careers activity.|

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