Revised 2008
Douglas County Pragmatic Overview
Modern Languages
What Students Can Do At The End of Level 1 in the Modern Languages
Accompanied by Essential Questions
1.
Respond to basic questions dealing with
1. weather
7. age
13. self/personality 19. school
2. foods/breakfast, lunch, dinner 8. colors-basic 14. pets
20. sports
3. vacation and leisure time
9. places in town 15. family
21. numbers
4. geographical expressions
10.time
16. store/shopping
(cardinal
5. home/rooms
11.clothes
17. time
and
6. classroom routine
12.traditions & 18. body parts
ordinal)
festivals
* Note many of these topics are handled in greater depth in 2nd year. Consider 2nd year
Pragmatic Overview for clarification.
2.
Repeat basic questions asking them of another student
3.
Recite sequences such as the alphabet, days of the week, months, seasons, numbers
4.
Respond to visual cues dealing with topics listed above
5.
Seek and exchange information
6.
Express confusion or lack of understanding
7.
Follow and give directions
8.
Make excuses and give explanations
9.
Ask and give permission
10.
Express emotions
11.
Understand and use appropriate greetings and leave-taking
12.
Describe using appropriate adjectives
13.
Understand and pronounce typical male and female names
14.
Use non-verbal communication, including gestures
15.
Understand, seek, and give personal information in a two- or three-sentence sequence
16.
React appropriately in uncomplicated social situations
17.
Give answers to factual questions based on cultural information from countries where
the language is spoken
18.
Express likes/dislikes in single sentences using vocabulary from the topics listed
above
19.
Understand and participate in simple conversations
20.
Express agreement and disagreement with other students’ likes and dislikes
21.
Express regret or acceptance to social situations
22.
Demonstrate understanding of perspectives and social customs
23.
Look for contextual cues in comprehending reading
Sample Essential Questions
Introductory French: Qui es-tu? (Who are you?) Comment es-tu? (What are you like?)
Qu’est-ce que tu fais après l’école? (What do you do after school?)
Quel temps fait-il? (What’s the weather like?)
Où vas-tu? (Where are you going?)
Introductory Spanish: ċAdónde vas? (Where are you going?)
ċQuién eres? (Who are you?)
ċCómo eres? (What are you like?)
ċQué haces después de clases? (What do you do after school?)
ċQué tiempo hace? (What’s the weather like?)
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Revised 2008
Modern Languages Level 1
These are the topics that will enable students to meet the expectations of Level 1.
TOPICS:
1. Alphabet
2. Days of the week, months, seasons
3. Numbers 1-100
4. Weather
5. Colors
6. Time and time expressions
7. Family
8. Places: i.e. park, museum, beach
9. Body parts
10.Classroom objects
11.Classroom routines, including homework
assignments
12.Names (typical male and female)
13.Age
14.Animals-family pets
15.Appropriate greetings, leave-takings, and
and courtesy expressions
16. Leisure activities
17. School events
18. Foods
19. Traditions & holidays
20. Sports
21. Typical school day-for example name
of classes
22. Clothes
23. Stores/shopping
24. Interjections and rejoinders of pleasure,
surprise, disappointment, and frustration
25. Expressions of politeness
26. Appropriate idiomatic expressions
27. Language: cognates, roots, affixes,
similarities, and differences
CONCEPTS: Asterix indicates concepts of priority importance for
Mastery
*1.Present tense of commonly used and
11. Nouns and modifiers
auxiliary verbs to include12. Possessions-possessive adjectives and
French: er/ir/re verbs; être, faire, aller avoir,
possession with de
venir. Spanish: ser estar, tener, ir; ar/er/ir
13. Contractions
2. Selected present tense forms of verbs
14. Appropriate descriptive adjectives,
dealing with health, weather, time
agreement and syntax-basic physical
3. Imperatives of verbs commonly used in
description, basic personality description
classroom activities
and colors
4. Selected forms of frequently used verbs
15. Appropriate adverbs (today, tomorrow,
(permit me, I would like, I am sorry)
well, badly, etc.)
5. Expressions of “there is/are” and “are there/ 16. Adverbs and adjectives of time (present
is there?”
and future)
*6.Future time with the present tense of
17. Prepositions and adverbs of location and
commonly used verbs dealing with topical
distance (example near, far, next to)
vocabulary-such as allert infinitive for
*18. Appropriate interrogatives (who, what,
French - ir+a+infinitive for Spanish
when, where, why, which, how much,
7. Infinitives used after conjugated verbs
how many)
8. Word order and intonation in declarative
19. Appropriate idiomatic expressions with
sentences, both affirmative and negative
common verbs
9. Word order and intonation of yes/no and
20. Formal and informal address
information questions
21. Agreement of: pronouns, verbs,
10.Number and gender
adjectives
22. Gestures and non-verbal communication
23. Dictionary skills
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Revised 2008
CULTURE:
1. Reading and writing numerals, addresses,
phone numbers
2. Differences in capitalization
3. Recognition of 24-hour clock
4. Expressing dates
5. Concept of time (Cultural attitudes in
reference to time)
6. Privacy/personal space
7. Recognition of metric system
8. Comparative school customs/behaviors
9. Concepts of formality vs. informality
10.Common gestures and non-verbal
communication
11.Names and titles
12.Extended family
13.Birthdays and holidays
14.Vacations
15.Weekend activities
16.Sports
17.School system
18. Geographical areas where the target
language is spoken
19. Current events
20. Street maps, street names and numbers
21. Currency
22. Abbreviations
23. Social customs in daily living
24. Meals
25. Pastimes
26. Style of dress
27. Appropriate songs, rhymes, poems,
proverbs
28. Do’s and don’ts
29. Art
30. Literature
31. Music
32. History
33. Famous people
34. Cultural similarities and differences and
stereotypes
35. Classroom expressions
36. Core: TPRS vocabulary
RESOURCES:
FRENCH I
Music: Etienne Series, Oh là là, (Sample Packet), Genération 4 francaise, Quiche series
Written Materials:
Rubrics Cubed 2002 by Wade Peterson (Teacher’s Discovery)
Text, Images, Scott Foresman Readers, Pauvre Ana
Look I Can Speak French, Blaine Ray
Lectures pour tous
Websites – French I
www.streaming.discoveryeducation.com
www.cortland.edu/flteach - list of foreign language links
www.dna.fr - newspaper website (TV schedules, weather)
www.uptoten.com - games, graphics, cartoons
www.tomlitoo.com - for parents of little French children-great printable understandable
materials (thematic) very helpful for teachers-pictures
mcdonalds.fr – commercials
www.laposte.fr - look at stamps, Père Noël site where students can write to Père Noël
(Tennessee Bob’s Famous French Links) www.utm.edu/department/french/french.html
(Puzzlemaker) – http://www.puzzlemaker.com
FNAC.fr – purchase French music
Galerieslafayette.fr – shopping
rubistar.4Teachers.org
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Revised 2008
(Susan Gross website)
Enchanted Learning
GLC website
www.french-music.org – Louise Attaque. Self Titled: “Fatiguant” (adjectives)
Audio Visual: [It is the responsibility of teachers to preview all videos]
Etre et Avoir (seasons excerpt) – DVD extra material
Rick Steves Travel Video
Muzzy I, II, III
Discovering French Videos
SPANISH I
Written/Printed materials:
Ventanas uno
Spanish is Fun textbook and workbook
Spanish Teachers Book of Lists (Teacher’s Discovery)
Un Viaje a Mexico reader (Hayes Publishing)
Sueňos, level 1 reader (Scott Foresman)
Qué tal magazine (Scholastic)
Spanish Resource Guide binder
Pobre Ana
Audio Visual: Sweet 15 video
Selena-video
Amor Prohibido-song
La Bamba-song
Ever After-movie (Teacher’s Discovery) Media
Eres tú-song
*Sing, Dance and Eat Tacos-CD music (Teacher’s Discovery)
*Alphabet song, countries song
Cantos y Ritmos-tape (Teacher’s Discovery) Caminar-verb song
Me Gusta-video (Teacher’s Discovery)
Websites:
Quia.com
Studyspanish.com
http://uts.cc.utexas.edu/~annw/gramatica.html
http://polyglot.lss.wisc.edu/lss/lang/span/spanban.html
(comprehensive site includes grammar, culture, history, literature, news)
Tennesseebobs.com
Langpix.com (clip art)
www.conjuguemos.com
www.mexicoweb.com.mx
www.spainexchange.com/es/sistema_educativo
www.inm.es/web/mensup.html
www.spainembedu.org/materials
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Revised 2008
POSSIBLE INSTRUCTIONAL SEQUENCE - Spanish I, Level 1, Day 1
1. Greet the students – saludos
2. Model and teach telling name and answering
3. Student practice around the room, partners, groups (model repeat st. interaction)
4. Introduce self and others
5. Name game – i.e. Hotchi Potchi or Ball Toss
6. Introduce elementary alfabeto using visuals, board – practice spelling saludos, nombres
7. Saying good-bye
Additional suggestions
1. Ask how are – positive and negative
examples – act out, use plate faces or puppets
2. Mini conversation with partners
3. Signature sheet? Names, how are
4. Cognados – introduce-practice-homework
5. Numbers 0-10 then 0-20
Content Sequence – Espaňol, Level 1 (Unit 1, Lecc. 3)
Description
1. Introduce Adjective – using pictures, real people, self 0 write word
2. Yo soy – Model and write
3. El es – Model and write
Ella es
4. Si o no – use picture or sts.
Es alto
5. Es alto o bajo (voc)
6. m, f
(gram)
7. ċCómo eres tú? Write description of self (homework)
ċCómo es _______?
POSSIBLE INSTRUCTIONAL SEQUENCE – French I, Level 1, Day 1
First Day Needs to be Conducted Entirely in French
1. Greet students in the language
2. Have students practice greetings with a partner
3. Ask students how they are and give positive and negative responses
4. Practice with a partner
5. Introduce yourself (perhaps use puppets) and have students introduce themselves to a
partner
6. Repeat entire mini-conversations with partner
7. Introduce alphabet using board or visuals
8. Varied practice with alphabet
9. Name Games
Suggested Activities:
 Etienne Song
 Students with one letter spelling out names
 Spell words from dictation
5
Revised 2008

Hochi Pochi: Students in a circle with one student chosen as detective and one
as Hochi Pochi. The detective asks names to find Hochi Pochi and then
everyone moves and all including the detective.
FRENCH I – CONTENT INSTRUCTIONAL SEQUENCE

Où vas-tu?
1.
Using TPR w/cities (flashcards/pictures on the wall) teacher models then
students “go” to a city – use all verb forms
2.
Étienne aller song
3.
Reincorporate places in town vocabulary using pictures on walls/photo visuals
(be sure to use à and point out difference)
*students tell each other to go places
4.
Turn to partner and ask where each other is going after school/on weekends
(talk to several people)
5.
Wrap around activity (En vacances/je vais à la plage)
a. Où vas-tu en vacances
b. Response card – Je vais à la plage
c. Où vas-tu le dimanche
6.
Pull place out of jar – using aller, find your match.
7.
Culminating Activity
 Art project with places in town – make and label a town map
 Write a letter/itinerary to a family member/friend telling them where you
are going/where your friends are going/where your parents are going
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