STANDARD COURSE OF STUDY

Group and pair work are especially successful with middle school adolescents as long as the group and pair work are centered on well-defined tasks which are broken down into manageable parts since students this age often feel overwhelmed by long range assignments. In the classroom, young adolescents need assistance with organization and responsibility to help them move toward independence. 

At this level, students can work well from patterns and facts, but they have difficulty making applications. They have little tolerance for ambiguity. For this reason, they need explicit practice with a model. Since they have little patience for anything which is different, teachers will want to stress similarities rather than differences especially when dealing with culture.

• 6-8 program for the students in a beginning sequence,
• 6-8 program for students in a continuing sequence, and
• 6-8 program for students in an exploratory program.

In a beginning sequence, focus is placed on the development of the listening and speaking skills first. Reading and writing are integrated later on.

Students use basic language to interact with their peers about familiar topics. They are able to understand contextualized directions, commands, key words and phrases, and they can make inferences from the materials they hear or read. They rely heavily on visual cues and/or props. They are involved in short presentations including poems, songs, and other internalized materials.  

They gain some insights into other cultures as well as their own. They are able to apply learning strategies and processes from other disciplines and they can develop their own strategies to help them learn better. Their experience with the language is not limited to the classroom. They are encouraged to take their language outside of the classroom by accessing the Internet, participating in e-mail or regular correspondence, and interacting with their community.

Their study includes broader areas of knowledge and interest to reflect their age group and language level. 

Students communicate orally and in writing with their peers and others using more complex language. They are able to understand main ideas and some supporting details without relying as heavily on visual cues or props. They can tell or retell a story. They can present skits, songs, poetry, and personalized statements to a variety of audiences.  

They continue to familiarize themselves with other cultures by participating in activities characteristic of young adolescents in the target cultures. They explore viewpoints and attitudes behind traditions, celebrations, people’s attitudes and by doing so they reflect on their own culture and language. They continue to look for connections between the target language and other disciplines and they apply strategies learned in various contents. To make language relevant, they access technology and other media and they apply their language outside of the classroom.

This is a non-sequential program which does not lead to the development of communicative proficiency. The stated goals and objectives apply to students at 6th, 7th, and 8th grades in a daily program meeting 6-9 weeks; however, modifications need to be made if the program meets for longer or shorter periods of time.  

The emphasis of this program is on:

• Communication through learned words and phrases dealing with familiar topics.
• Pre-reading/writing activities through oral language.
• Connections to the grade level curriculum.
• Awareness of other cultures.
• Comparison of culture and language to the students’ own culture and language.
• Awareness of the importance of learning another language and culture.

Exploratory programs traditionally begin in the sixth grade with students enrolled in foreign language study for a 9 week span usually scheduled on the exploratory wheel. In the schools these programs are usually followed by:  

a) a beginning sequential program in the seventh grade. Goals for the beginning sequential program are found under Grade 7 - Beginning Sequence.

b) another level of exploration. Goals for the exploratory program at the sixth, seventh, and the eighth grade are the same and can be found in the Exploratory section.

Grade 6
(Beginning Sequence)

The Beginning Sequential Program described in this document is designed for students starting the study of the language for the first time and/or for those who have had minimal exposure to the language at previous grade levels.

This middle school program is sequential and expanded upon at grades 7 and grade 8. However, in many cases it may begin at grade 7 and developed at grade 8. The stated goals and objectives may be modified to accommodate scheduling variance and students’ previous knowledge.

The beginning program is an introduction to the study of the target language and its culture. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to the listening and speaking skills first within a given context extending outside of the classroom setting when possible. The context focuses on the adolescents’ lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout and is selected according to the language needs (functions).

A general introduction to the culture, its products (e.g., songs, games, foods), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated into all instruction. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own.

Integration of other disciplines is on-going throughout instruction.

1.02 Use basic words and short memorized phrases during interactions orally and in writing. 

1.03 Ask and answer questions using learned material orally and in writing. 

1.04 Share likes and dislikes, feelings and emotions with each other orally and in writing. 

1.05 Engage in conversation to exchange information about everyday topics. 

1.06 Use culturally acceptable vocabulary and idiomatic expressions in conversation orally and in writing.

2.02 Demonstrate understanding of words, phrases, and sentences from simple oral or written texts about basic personal needs and familiar topics. 

2.03 Identify key words and main idea(s) from simple oral and written passages. 

2.04 Demonstrate understanding of oral and written questions about familiar topics. 

2.05 Comprehend and make inferences from simple oral and written passages (e.g., conversations, dialogs, narratives, advertisements, songs, rhymes, chants, and adolescent readings) about familiar topics. 

2.06 Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.

3.02 Write familiar words, phrases, and sentences in context. 

3.03 Give simple directions and commands orally and in writing. 

3.04 Present memorized materials such as poetry, songs, rhymes, and skits.

4.02 Recognize and use common verbal everyday greetings and idiomatic expressions of the target cultures.  

4.03 Participate in activities and celebrations which are characteristic of young adolescents in the target cultures. 

4.04 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features. 

4.05 Identify important people and products of the target cultures. 

4.06 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.  

4.07 Identify commonly held positive and negative generalizations about the culture(s) studied.

5.02 Develop an awareness of the structural patterns in the target language and compare them to his/her own language(s). 

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s). 

5.04 Develop an awareness that there are words, phrases, and idioms that do not translate directly from one language to another. 

5.05 Identify connections among languages by recognizing cognates and loan words. 

5.06 Develop an appreciation for cultural differences by comparing simple patterns of behavior or interaction in cultural settings including his/her own.  

5.07 Identify similarities and differences of tangible and intangible products (e.g., food, dwellings, music, sports, clothing, folktales) between the target culture and his/her own culture(s).  

5.08 Examine the cultural traditions and celebrations that exist in the target culture and other cultures and recognize the viewpoints behind them. 

5.09 Recognize viewpoints and attitudes of people in both the target cultures and his/her own culture(s) relating to family, home, school, work, and play. 

5.10 Identify the mutual contributions of the target cultures and his/her own culture(s).

6.02 Share information about topics from other disciplines in the target language. 

6.03 Recognize and apply learning strategies and processes from other disciplines 

6.04 Develop learning strategies in the target language which can be used in other disciplines.

7.02 Share knowledge of the target language and cultures with others.  

7.03 Interact with people of other cultures in the target language about familiar topics. 

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 

7.05 Identify occupations within the community and beyond that require proficiency in the target language. 

7.06 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.

Grade 7
(Beginning Sequence)

The Beginning Sequential Program described in this document is designed for students starting the study of the language for the first time and/or for those who have had minimal exposure to the language at previous grade levels.

This middle school program is sequential and expanded upon at grade 8. However, in many cases it begins at grade 7 and is developed at grade 8. The stated goals and objectives may be modified to accommodate scheduling variance and students’ previous knowledge.

The beginning program is an introduction to the study of the target language and its culture. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to the listening and speaking skills first within a given context extending outside of the classroom setting when possible. The context focuses on the adolescents’ lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout and is selected according to the language needs (functions).

A general introduction to the culture, its products (e.g., songs, games, foods), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated into all instruction. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own.

Integration of other disciplines in on-going throughout instruction.

1.02 Use basic words and short memorized phrases during interactions orally and in writing. 

1.03 Ask and answer questions using learned material orally and in writing. 

1.04 Share likes and dislikes, feelings and emotions with each other orally and in writing. 

1.05 Engage in conversation to exchange information about everyday topics. 

1.06 Use culturally acceptable vocabulary and idiomatic expressions in conversation.

2.02 Identify key words and main idea(s) from simple oral and written passages 

2.03 Demonstrate understanding of words, phrases, and sentences from simple oral or written connected passages dealing about familiar topics. 

2.04 Demonstrate understanding of oral and written questions about familiar topics. 

2.05 Make inferences from simple oral and written passages (e.g., conversations, dialogs, narratives, advertisements, songs, rhymes, chants, and adolescent readings) about familiar topics. 

2.06 Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.

3.02 Write familiar words, phrases, and sentences in context. 

3.03 Give simple directions and commands orally and in writing. 

3.04 Present memorized materials such as poetry, rhymes, and skits.

4.02 Recognize and use common verbal greetings and idiomatic expressions of the target cultures.  

4.03 Participate in activities and celebrations which are characteristic of young adolescents in the target cultures. 

4.04 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features. 

4.05 Identify people and products and their importance to the target cultures. 

4.06 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.  

4.07 Identify commonly held positive and negative generalizations about the culture(s) studied.

5.02 Develop an awareness of the structural patterns in the target language and compare them to his/her own language(s). 

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language. 

5.04 Develop an awareness that there are words, phrases, and idioms that do not translate directly from one language to another. 

5.05 Identify connections among languages by recognizing cognates and loan words. 

5.06 Develop an appreciation for cultural differences by comparing simple patterns of behavior or interaction in cultural settings including his/her own.  

5.07 Identify similarities and differences of tangible and intangible products (e.g., food, dwellings, music, sports, clothing, folktales) between the target cultures and his/her own culture.  

5.08 Examine the cultural traditions and celebrations that exist in the target cultures and other cultures and recognize the viewpoints behind them. 

5.09 Recognize viewpoints and attitudes of people in both his/her own culture and the target cultures relating to family, home, school, work, and play. 

5.10 Identify the mutual contributions of the target cultures and his/her own culture.

6.02 Share information about topics from other disciplines in the target language 

6.03 Recognize and apply learning strategies and processes from other disciplines. 

6.04 Develop learning strategies in the target language which can be used in other disciplines

7.02 Share knowledge of the target language and cultures with others.  

7.03 Interact with people of other cultures in the target language about familiar topics. 

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 

7.05 Identify occupations within the community and beyond that require proficiency in the target language. 

7.06 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.

Grade 8
Beginning Sequence

The Beginning Sequential Program described in this document is designed for students starting the study of the language for the first time and/or for those who have had minimal exposure to the language at previous grade levels.

This middle school program is sequential. It can begin at grade 6, 7, or 8. However, in many cases it begins at grade 7 and continues at grade 8. The stated goals and objectives may be modified to accommodate scheduling variance and students’ previous knowledge.

The beginning program is an introduction to the study of the target language and its culture. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to the listening and speaking skills first within a given context extending outside of the classroom setting when possible. The context focuses on the adolescents’ lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout and is selected according to the language needs (functions).

A general introduction to the culture, its products (e.g., songs, games, foods), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated throughout all instruction. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own.

Integration of other disciplines in on-going throughout instruction.

1.02 Use basic words and short memorized phrases during interactions orally and in writing.

1.03 Ask and answer questions using learned material orally and in writing.

1.04 Share likes and dislikes, feelings and emotions with each other orally and in writing.

1.05 Engage in conversation to exchange information about everyday topics.

1.06 Use culturally acceptable vocabulary and idiomatic expressions in conversation.

2.02 Identify key words and main idea(s) from simple oral and written passages

2.03 Demonstrate understanding of words, phrases, and sentences from simple oral or written connected passages about familiar topics.

2.04 Demonstrate understanding of oral and written questions about familiar topics.

2.05 Make inferences from simple oral and written passages (e.g., conversations, dialogs, narratives, advertisements, songs, chants, and adolescent readings) about familiar topics.

2.06 Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.

3.02 Write familiar words, phrases, and sentences in context.

3.03 Give simple directions and commands orally and in writing.

3.04 Present memorized materials such as poetry, rhymes, and skits.

4.02 Recognize and use common verbal greetings and idiomatic expressions of the target cultures.

4.03 Participate in activities and celebrations which are characteristic of young adolescents in the target cultures.

4.04 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features.

4.05 Identify people and products and their importance to the target cultures.

4.06 Explore aspects of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

4.07 Identify commonly held positive and negative generalizations about the culture(s) studied.

5.02 Develop an awareness of the structural patterns in the target language and compare them to his/her own language(s).

5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language.

5.04 Develop an awareness that there are words, phrases, and idioms that do not translate directly from one language to another.

5.05 Identify connections among languages by recognizing cognates and loan words.

5.06 Develop an appreciation for cultural differences by comparing simple patterns of behavior or interaction in cultural settings including his/her own.

5.07 Identify similarities and differences of tangible and intangible products (e.g., food, dwellings, music, sports, clothing, folktales) between the target cultures and his/her own culture.

5.08 Examine the cultural traditions and celebrations that exist in the target cultures and other cultures and recognize the viewpoints behind them.

5.09 Recognize viewpoints and attitudes of people in both the target cultures and his/her own culture relating to family, home, school, work, and play.

5.10 Identify the mutual contributions of the target cultures and his/her own culture.

6.02 Share information about topics from other disciplines in the target language.

6.03 Recognize and apply learning strategies and processes from other disciplines.

6.04 Develop learning strategies in the target language which can be used in other disciplines.

7.02 Share knowledge of the target language and cultures with others.

7.03 Interact with people of other cultures in the target language about familiar topics.

7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures.

7.05 Identify occupations within the community and beyond that require proficiency in the target language.

7.06 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.