Course Profile    International Languages, Level 1, Academic, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Public District School Board Writing Teams – International Languages

Lead Board

Toronto District School Board

Superintendent

John Reynolds

Project Manager

Armando Cristinziano, Toronto District School Board

Lead Writer

Bruce Galbraith, Toronto District School Board

Units 1, 3, 5

Joan Boms, Toronto District School Board

Jon Ruhnke, Peel District School Board

Subject-specific Contributers:  Activites and Resources (Academic, Levels 1 and 2)

Maria Angeli – Greek

Janet Fong – Mandarin

Vicki Karantonis – Greek

Edith Lam – Mandarin

Suen Sing Lee – Cantonese

Andrea Opdebeeck – Japanese

Ruth Simpson – Japanese

Kimiko Tsuji – Japanese

Ken Wong – Cantonese

Yaeko Yasumura – Japanese

Units 2, 4, 6

Joan Boms, Toronto District School Board

Mark Botnick, Peel District School Board

Lynda Di Prospero-Burlon, De la Salle College

Heidemarie Floerke, Toronto District School Board

Paola Gardini, Toronto District School Board

Sandra Hryhor, Toronto District School Board

Irene Kiaupa-Hook, Toronto District School Board

Julia Lamoca, Toronto District School Board

Roberto Machado, Toronto District School Board

Jon Ruhnke, Peel District School Board

Course Overview

International Languages, Level One, Academic

Description/Rationale

International Language programs focus on developing the language knowledge and communication skills students will need to function effectively in the international community, both as professionals and as private citizens. Students learn to listen, speak, read, and write with precision and confidence and develop thinking and analytical skills. In addition, the interdisciplinary nature of language allows students to explore related areas of study such as history, geography, music, art, business, and world issues.

The Level 1 Academic course is an introductory course appropriate for those students wishing to gain a solid understanding of the structures, culture, and literature of the language, and who may be considering pursuing language studies at the post-secondary level.

Unit Tiles (Time + Sequence)

Unit Organization

Note: In order to present activities in a real context, each unit has been developed with reference to a specific language: German, Cantonese, Spanish, Greek, Italian or Japanese. These activities may be modified by teachers of other international languages. See the section Course Notes below for further details.

Unit 1:  About Me

Time:  18 hours

The teacher introduces beginning language students to basics of the language of study. Students learn to talk about themselves and to inquire about others, as well as to learn vocabulary and expressions related to their classroom environment. They begin to perform and write simple dialogues and are assessed on their listening, speaking, and writing skills. The unit assists students to learn more about themselves and others in their classroom and creates the foundation to begin to communicate in the language of study. (German)

Unit 2:  About My Family

Time:  18 hours

In this unit, students continue to learn to function in the language of study. The teacher organizes a variety of activities relating to the family, family members, and traditions. Individual, pair, and whole-class activities give students opportunities to understand the structure of the language and to use it in interactive communicative situations. The teacher assesses student progress in all skill areas. Students consolidate vocabulary and grammar structures learned throughout the unit by producing and presenting a project about families. (Cantonese)

Unit 3:  About My World

Time:  20 hours

Students broaden their vocabulary and grammar knowledge of the language of study. A variety of activities provide opportunities to listen, to discuss, to read, and to write about the school environment (personal timetable, subjects, and teachers). Other relevant themes such as hobbies, leisure activities, places of entertainment, weekend activities, and famous parks are introduced and developed through brainstorming, dialogues, reading, and writing. The teacher assesses throughout the unit. Unit 3 finishes with an information-gathering project on a natural or theme park. (Spanish)

Unit 4:  On the Move

Time:  18 hours

Students chart their weekly activities and prepare a personal agenda. They look at their own likes and dislikes and those of their classmates. They gather information about the Greek community, then discuss what food is typically served in a Greek restaurant. As a culminating activity, students look at Greek geography. A variety of assessment opportunities provide continuous feedback to the teacher on the students’ developing skills and knowledge. Teacher-directed and structured activities place students in practical, everyday situations and prepare them linguistically for more in-depth exploration of travel plans in the following unit. (Greek)

Unit 5:  On the Go

Time:  16 hours

The focus of this unit is vocabulary acquisition and its application in simple travel situations. Students use the language of study to explore the world of leisure and travel, with specific reference to the countries in which the language is spoken. Students learn vocabulary associated with transportation, directions, and geography. Evaluation is diverse and enables students to demonstrate their abilities in all skill areas. Some research and organizational activities, balanced with practical ones like applying for a student card and passport, increase students’ knowledge, skills, and cultural awareness. (Italian)

Unit 6:  On the Town

Time:  20 hours

In this unit, students discuss, read, and write about the world of food and about shopping at a department store. Students learn about popular Japanese food, about ordering in a restaurant, about following instructions in making simple dishes, and about eating etiquette. Students also learn how to ask for directions, the date and time, and the price of items. Students learn about the kimono. Using a variety of tools, the teacher evaluates student achievement in language knowledge and skill in oral communication, reading, and writing. Students demonstrate their learning through discussion and through the writing and presentation of a meal and a menu. (Japanese)

Course Notes

In order to provide a real context for strategies, activities, evaluation, and resources in this course profile, six international languages were chosen: German, Cantonese, Spanish, Greek, Italian, and Japanese. The profile is written as generically as possible, but with specific references in individual units to one of these languages and cultures and often with specific examples in these languages, especially in the appendices. Teachers of other international languages will be able to adapt the majority of these activities to their particular language and culture and so benefit from the experience and expertise of the writers of these profiles. Specific resources relevant to other languages can be found, and some sources for multi-language resources and web sites that include a number of international languages have been included here.

This profile contains six fully developed units, written in two phases. For additional ideas and activities, please refer to the corresponding Open course profile. Some suggestions are made in the Teaching/Learning Strategies of fully developed units to adapt activities for students in Open courses.

Teachers should be familiar with school and Board policies regarding acceptable use of the Internet and the physical safety of students within their jurisdiction. Classroom activities should reflect avoidance of bias and awareness of violence prevention within the school environment. Input from special education and ESL teachers will help teachers to meet the needs of their students enrolled in these programs. Teachers should also be aware of procedures and guidelines regarding community involvement in school activities (see Ministry of Education and Training Policy Memo No. 124). A high priority should be collaboration and integration with other school departments and the community in order to broaden students’ perceptions, to help them make important connections, and to link them to the world beyond the classroom walls.

The strands of Oral Communication (Listening and Speaking), Reading, and Writing form the basis of each unit and are the starting point of each activity. Although it is difficult in this course profile to be specific about reading passages, both in-class and supplementary reading are essential for the acquisition, improvement, and consolidation of vocabulary, idiomatic expressions, and language structures. Teachers are encouraged to provide as many and as wide a variety of reading opportunities as possible. The International Languages policy document prescribes a minimum of 25 pages of simple text for Level 1, Academic.

Grammar and language knowledge, as well, are an integral part of international language courses and are always taught in context. Grammar and language knowledge expectations have been included in code form at the beginning of each unit and are reintroduced in the assessment/evaluation charts of each activity. Appendix A-01 – Level 1 Academic Expectations and Appendix A-02 – Level 1 Grammar and Language Knowledge Expectations list all codes and the full text for all expectations.

Teaching/Learning Strategies

A wide variety of teaching and learning strategies have been provided to maintain the interest of students, and maximize the success of all types of learners. Among strategies used are:

         whole class: brainstorming, problem-solving, presenting/introducing, general discussion;

         small group: collaborative/co-operative learning activities, interviewing, creating and performing dialogues and skits, simulating, projects;

         individual: note making, gathering and organizing information, reading age- and language-appropriate materials, writing, questioning, conferencing.

Suggestions for the use of information technology have been included in all units. Technological and community resources have been included throughout the profile and teachers are encouraged to use them wherever possible.

Assessment/Evaluation Techniques

Diagnostic and Formative Evaluation

         observation: formal and informal by the teacher

         reflection: teacher, peer, and self-assessment

         aural comprehension tests

         paper and pencil quizzes: teacher- or course-designed

         conferencing: student/teacher

         performance: projects, creative writing assignments, role performances, simulations

         tools: checklists, rating scales, video/audio tapes, quizzes (aural/oral, written/reading), anecdotal comments, probe questions, rubrics for oral and written assignments

Summative Evaluation

         paper and pencil assessment: teacher- and course-designed tests

         performance: application assignments, guided and free compositions, oral presentations, unit tests

         projects reflecting knowledge acquired in unit(s) of work

Final Evaluation

A combination of items requiring synthesis of knowledge acquired during course:

         written examination

         composition

         comprehensive oral presentation

         teacher/student interview

         project (written and/or oral)

         listening and reading comprehension tests

Accommodation

For students, the learning of a language at any level is a complex task and requires skills in a number of areas: specifically, the ability to listen and comprehend, to read and understand, and to respond to what is heard or read. All aspects of these tasks are recognized, practised, assessed, and evaluated by the teacher. Every attempt is made by the teacher to accommodate students’ individual needs, in order to increase their success in the course.

         consideration of students’ Annual and/or Individual Education Plans

         enrichment materials/activities available

         alternative or independent assignments or projects

         flexible grouping/roles of students according to needs and assignment

         flexible time for preparation of assignments or presentations

         resource packages or reinforcement sheets for extra practice

         simplification of terminology or instructions

         extra models and examples provided for oral or written assignments

         class time planned for teacher and/or peer assistance

         flexibility in presentation of assignment (e.g., cassette recorder or computer as alternative to hand-written assignment/response)

Resources

Teachers will find specific resources in the units and activities that follow. The listing of resources in the unit overview at the beginning of each of the six units has complete bibliographical information on both print and technological resources. For additional resources and for other international languages, teachers should contact individual publishers and distributors. In addition, community resources will be very helpful: community organizations, clubs, embassies, consulates, travel agents, newspapers, radio and television stations, theatres, and native speakers from the community.

As a starting point, the following web sites may prove useful in searching for specific information, in obtaining materials related to assessment and evaluation, or in finding information related specifically to language and culture. Many sites provide links to other useful sites. All of these sites were active at the time of publication:

http://www.google.com/
An elegant multi-lingual search engine

http://school.discovery.com/schrockguide/assess.html/
Kathy Schrock’s Guide for Educators – Assessment Rubrics

http://webhome.idirect.com/~omlta/
Ontario Modern Language Teachers’ Association

http://www.actfl.org/
American Council on the Teaching of Foreign Languages

http://www.mla.org/
Modern Language Association of America

OSS Policy Applications

Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999.

Ontario Ministry of Education and Training. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Course Evaluation

         collaborative pre-planning of assignments and units of work

         structured feedback from students regarding effectiveness of course (surveys, checklists, interviews)

         structured feedback from teachers regarding effectiveness of individual assignments and/or activities

         informal discussion among teachers regarding effectiveness of strategies or activities

         regularly scheduled department meetings to discuss, evaluate, and make changes to delivery of assignments and activities

         summative meeting at the end of the year to plan for the future

 

 

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