LEVEL 1
Theme(s): Communication and Media
Unit: Getting to know each other
Essential Question: How is getting to know a person from a different country different or similar from getting to know somebody from your own country?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), social media, radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Understand some everyday words, phrases and questions about me, my personal experiences, and my surroundings, when people speak slowly and clearly or there is repetition.
· Understand familiar words, phrases, and simple sentences.
· Read and comprehend basic meaning of simple texts: brochures, surveys, e-mail, blogs, and websites.
· Answer questions about familiar topics and understand information previously received. / · Ask and answer basic questions to get to know another person.
· Ask and answer basic questions about what they read/heard about a person.
· Discuss and evaluate basic information about name, age, likes, dislikes, basic personal information.
· Compare/contrast the USA with views in studied cultures in regards to register (formal vs. informal), greetings and farewells in different regions, dialect, and basic personal information. / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Introduce self and others using speaking and writing skills in a variety of settings (dialogues, skits, plays, speeches, simulated interviews, demonstrations, power point presentations, etc.)
· Produce text using a variety of techniques (poster, informal letter/post card, e-mail, a blog, website, speech, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Family and Community
Unit: Family Life
Essential Question: How is family life the same or different in other countries?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, and websites.
· Answer questions and restate information. / · Ask and answer questions about family life.
· Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (family unit, chores and responsibilities, family traditions, holidays).
· Apply personal perspective and describe their own family life / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe family life.
· Express hopes and desires
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, simulated interviews, demonstrations, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Customs & Traditions
Unit: Holidays
Essential Question: How do holidays influence our lives?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (holidays, traditions, celebrations, religious and social events, and art depicting holidays and traditions).
· Apply personal perspective and describe what they would do in similar circumstances / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Discuss issue as it affects the world
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, advertisement, informal letter/post card, informational brochure, e-mail, a blog, website, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Leisure
Unit: Leisure Activities
Essential Question: How do people in different countries use their leisure time?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (hobbies, sports, sporting events, gaming by age group, gender, social status, etc.)
· Apply personal perspective and describe what they would do in similar circumstances / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe and discuss differences and similarities concerning leisure activities
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, simulated interviews, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, advertisement, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
· Synthesize, analyze, hypothesize, and evaluate through written and oral response.
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Health
Unit: My healthy body
Essential Question: How can we maintain a healthy body?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary (body parts, basic food items, exercise options) and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, and online newspaper sources.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (what is a healthy body, body image, food items, exercise)
· Explain the concept, its effects on the world
· Apply personal perspective and describe what they do to maintain a healthy body / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe what will or might be.
· Express hopes and desires
· Discuss issue as it affects the world
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, simulated interviews, demonstrations, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, advertisement, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, a speech, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Science & Technology
Unit: The role of technology in our life
Essential Question: How does technology influence our life?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, and online newspaper sources.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures
· Explain the concept, its effects on the world
· Apply personal perspective and describe what they would do in similar circumstances / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe what will or might be.
· Express hopes and desires
· Discuss issue as it affects the world
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, poem readings with analysis, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, persuasive essay, poster, newspaper article, advertisement, a letter to a government agency, letter to the editor, informal letter/post card, informational brochure, e-mail, a blog, website, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Global issues
Unit: Places around the world
Essential question: How do our surroundings influence us?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning in terms of countries, languages spoken, as well as words that describe the environment.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss/debate/evaluate information.
· Compare/contrast the USA with views in studied cultures (countries, languages spoken, environment/nature)
· Apply personal perspective and describe how their surroundings influence themselves / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe what will or might be.
· Express hopes and desires
· Develop speaking skills in a variety of settings (dialogues, skits, plays, simulated interviews, demonstrations, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, etc.).
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
LEVEL 1
Theme(s): Cultural Diversity / Self Identity
Unit: Diversity and Stereotypes
Essential Question: How does diversity influence our lives?
INTERPRETIVE/RECEPTIVE / INTERPERSONAL/INTERACTIVE / PRESENTATIONAL/PRODUCTIVEListening/Reading
Audio, Visual, Written/Print, Interpretive Communication
Students can… / Listening/Speaking – Reading/Writing
Spoken, Written Interpersonal Communication
Students can… / Speaking/Writing
Spoken/Written Presentational Communication
Students can…
· Build vocabulary and make connections between what they know and what they are learning.
· Understand and respond to speech at the learner’s comprehension level and authentic speech using resources from textbook(s), internet (current events), radio, television, podcasts, songs and film clips, as well as maps, charts and photographs.
· Read and comprehend a variety of texts: brochures, surveys, e-mail, magazine articles, graphics, blogs, websites, informational texts, online newspaper sources, short stories and literary excerpts.
· Answer questions and restate information. / · Ask questions about what they read/heard.
· Discuss and evaluate information.
· Compare/contrast the USA with views in studied cultures (stereotypes, language diversity, religious diversity, population diversity, and non-verbal communication)
· Apply personal perspective and describe themselves in terms of diversity / · Utilize appropriate vocabulary and social register (consider formal/informal audience)
· Describe what will or might be.
· Express hopes and desires.
· Develop speaking skills in a variety of settings (dialogues, skits, plays, speeches, debates, simulated interviews, demonstrations, power point presentations, etc.)
· Produce a type of text using a variety of techniques (pamphlet, poster, informal letter/post card, personal journal entry, informational brochure, e-mail, a blog, website, etc.)
What structures or grammar skills are necessary?
Lesson Suggestions:
Resource Links:
SLCSD August 2012