Communication
Associating
with others
through
language
Communities
Cultures
Using language
for selfenjoyment and
enrichment
Understanding
others'
customs and
traditions
Comparisons
Reflecting on
multiple ways
to view our
world
World
Languages
Connections
Understanding
links to other
disciplines
World Languages Philosophy
The Epping School District World Language Program seeks to encourage and support the
maximum number of students as they engage in the magnificent adventure of discovering a
new language, culture and world vision. During this voyage, students connect their newfound
knowledge to other disciplines leading to enriched experiences in their school and community.
Goals for World Language
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We encourage as many students as possible to pursue and master a second language.
We expect our students to become proficient in communicating in their target language.
We expect our students to develop a deep appreciation of the cultures where the target
language is spoken.
We encourage our students to share their learning with their classmates, with other
students in the school as well as with the wider community.
World Language Competencies
Communication – Students will demonstrate the ability to communicate in meaningful and
appropriate ways with users of other languages.
Cultures –Students will gain knowledge and understanding of other cultures by mastering the
cultural contexts in which the language occurs.
Connections – Students will demonstrate the ability to connect with other disciplines and
acquire information that may be unavailable to the monolingual English speaker.
Comparisons –Students will develop insight into the nature of language and the concept of
culture and realize that there are multiple ways of viewing the world.
Communities – Students will demonstrate the ability to participate in multilingual communities
at home and around the world in a variety of contexts and in culturally appropriate ways.
How do World Language Students Think?
 Plan
o To decide which strategy to use
 Listen
o To gain understanding
 Infer
o To gain a deeper meaning
 Synthesize
o To build upon ideas
 Reflect
o To evaluate and apply the day’s learning activities
Is this page about students? Is it repeated in the following page? Does it need to be included?
Efficient Language Learning Strategies
One of the most frequently used strategies by all second language students is that
of MAKING CONNECTIONS:
- Refer to one’s native language to identify similarities and differences
between the two languages.
Another common strategy is that of VISUALIZING:
- Create visual models of sentence and grammatical structures.
Learners often use the strategy of ASKING QUESTIONS:
- Ask how to apply new information and grammatical rules learned.
Learners also use MAKING INFERENCES:
- Learn to read the foreign language by making predictions, using
vocabulary in context, and gaining deeper understanding of the texts.
- Use cognates appropriately.
Students build upon new ideas by SYNTHESIZING:
- Stimulate prior knowledge of native language skills to build upon and
create new or similar skills in second language.
Finally students IDENTIFY STRATEGIES USED:
- Identifying the learning strategies that will help students make
conscious decisions about the learning process and the strategies that
are best adapted to personal learning styles.
World Language Sequence of Topics Levels 1 – 4/5
Area 1: Communication
Level 1
1.1 – Interpersonal
Communication:
Students will be able to:
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greet others and respond to
greetings;
share likes and dislikes with each
other;
make requests;
introduce people and respond to
instructions;
obtain and give information in
the present and near future;
talk about and describe aspects
of target language world (in
English)
1.2 – Interpretive
Communication:
Students will be able to:
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Follow instructions in target
language related to daily
classroom activities;
Demonstrate an understanding
of oral and written statements;
Read and listen to descriptions
and identify corresponding
Level 2
Level 3
Level 4/5
Students will be able to:
Students will be able to:
Students will be able to:
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greet others and respond to
greeting;
share opinions, preferences and
feelings with others;
make requests and receive
information;
discuss basic ideas from reading
selections, songs and videos
from target language cultures;
exchange information in the
present, past, and near future;
give and follow instructions
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engage in conversation in the
presents, past and future;
share opinions preferences and
feelings;
make requests and ask for and
comprehend clarification;
discuss and share opinions about
reading selections, audio, and
video from target language
cultures;
narrate and understand
narration in the present, past,
and future
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initiate, engage, and close a
conversation;
give and understand advice and
suggestions;
use target language to problem
solve in real life situations;
explain and support and opinion
Students will be able to:
Students will be able to:
Students will be able to:
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Follow instructions in target
language related to daily
classroom activities;
Demonstrate an understanding
of oral and written statements;
Read or listen to short reading
selections or oral narratives from
target language cultures;
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Read texts accessible to teenage
readers such as: magazines
articles, short stories;
Listen to level appropriate
spoken and recorded materials
such as songs and videos
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Analyze plots, characters and
themes in target language
literary works such as poetry and
short novels;
Listen to authentic spoken and
recorded materials
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images and illustrations;
Understand simple songs, videos,
and brief written or spoken
messages
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Understand information from
simple target language materials
1.3 Presentational
Communication
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
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Prepare and present short
personal descriptions
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Prepare short announcements
such as dates, times and weather
Prepare brief reports or original
materials
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Create and present original
works on a variety of topics in
target language;
Prepare, illustrate, and present
reports in target language;
Dramatize short reading
selections in target language.
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Create and present original
works on a variety of topics in
target language;
Prepare, illustrate, and present
reports in target language;
Dramatize short reading
selections in target language
Evaluate, analyze, and critique
the content of authentic printed
material, video, or dramatic
production in target language
Area 2 – Cultures
Level 1
Level 2
Level 3
Level 4/5
2.1 – Practices of Culture:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
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Use appropriate gestures and
expressions;
Identify social customs
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Observe and use appropriate
verbal and non-verbal greetings
in conversation;
Participate in age appropriate
cultural activities;
Be aware of the diversity of
social customs in the target
language world
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Observe and use appropriate
verbal and non-verbal greetings
in conversation;
Participate in age appropriate
cultural activities;
Be aware of the diversity of
social customs in the target
language world;
Identify similarities and
differences between their own
Discuss cultural generalizations;
Analyze social, economic,
geographic, and historical factors
that affect cultural practices in
various target language cultures
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region and one or more target
language regions.
Discuss cultural generalizations
2.2 – Products of Culture:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
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Identify and recognize symbols
of the target language world;
Recognize and experience the
products of target language
cultures
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Identify and recognize products
reflecting the lifestyles of people
in target language world;
Recognize contributions from
target language cultures in areas
such as art, music, film, fashion,
science
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Identify and explore the
functions of products reflecting
the lifestyles of people in target
language world;
Explore and discuss contributions
from target language cultures in
areas such as art, music, film,
fashion, science
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Explore social, economic,
political, and scientific
institutions of target language
cultures;
Identify, discuss, and analyze
major target language social,
political, intellectual and
economic contributions
Area 3 – Connections
Level 1
Level 2
Level 3
Level 4/5
3.1 – Making Connections
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
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Expand their understanding of
topics covered in other classes
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Discuss topics from other school
subjects;
Read simple articles or view
video segments from other
school subjects
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Discuss topics from other school
subjects in target language;
Read simple articles or view
video segments from other
school subjects;
Read simple articles or view
video segments from other
school subjects in target
language
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Discuss topics from other school
subjects in target language;
Read simple articles or view
video segments from other
school subjects;
Read simple articles or view
video segments from other
school subjects in target
language
3.2 – Acquiring Information
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
 Compare and contrast another
culture with their own;
 Recognize target language songs,
videos, and texts
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Read, listen to, and talk about
target language folk tales written
for young people;
Gather information from
authentic target language
materials
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Read, listen to, and talk about
target language short stories and
poems that have been written
for young people;
Use target language to broaden
their knowledge of other subject
areas;
Gather information from
authentic target language
materials
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Use target language to expand
their knowledge of other subject
areas;
Gather and use information from
authentic target language
materials to produce personal
documents
Area 4: Comparisons
Level 1
Level 2
Level 3
Level 4/5
4.1 – Language Comparisons
Students will be able to:
 Demonstrate an awareness of
formal and informal forms of
greeting, leave takings, and
expressions of politeness in
target language;
 Cite examples of target language
words used in English and viceversa;
 Show awareness of cognates;
 Identify differences and
similarities between the sound
and writing systems of English
and target language;
 Recognize the existence of
grammatical gender;
 Recognize differences in word
order
Students will be able to:
 Demonstrate an awareness of
formal and informal forms of
greeting, leave takings, and
expressions of politeness in
target language;
 Recognize cognates as well as
idiomatic expressions;
 Demonstrate how English and
target language have their
critical sound distinctions that
must be mastered to
communicate meaning;
 Compare target language
grammatical structure to those
of English
Students will be able to:
 Accurately use cognates as well
as idiomatic expressions;
 Compare target language and
English linguistic elements;
 Compare target language and
English word order
Students will be able to:
 Accurately use rich vocabulary
and demonstrate control of
structures and idioms;
 Compare target language and
English linguistic elements
4.2 – Cultural Comparisons
Students will be able to:
 Compare common American
patterns of interaction with
those of target culture societies;
 Identify differences and
significance of gestures;
 Compare and contrast American
v. target culture products
Students will be able to:
 Compare aspects of target
language and American daily life
such as school schedules,
weekend activities, and
vacations;
 Compare and contrast holidays
in target language countries to
those in the United States
Students will be able to:
 Use target language to compare
American and target language
cultural practices in areas such as
sports, daily life, education, and
national holidays.
 Identify and describe target
language qualities of a product,
film, work of art, and literature
Students will be able to:
 Use target language to compare
American and target language
cultural practices in areas such as
sports, daily life, education, and
national holidays.
 Describe in detail target
language qualities of a product,
film, work of art, and literature
Level 2
Level 3
Level 4/5
Students will be able to:
 Perform in target language for a
classroom or a larger setting;
 Communicate in target language
in a limited manner with people
outside of the classroom
Students will be able to:
 Perform in target language for a
classroom or a larger setting;
 Discuss in target language in a
limited manner topics of mutual
interest with people outside of
the classroom;
 Explore ways in which target
language can be used in the “real
world”
Students will be able to:
 Perform in target language for a
classroom or a larger setting;
 Discuss in target language topics
of mutual interest with people
outside of the classroom;
 Explore ways in which target
language can be used in the “real
world”
Students will be able to:
 Participate in typical target
language activities and pastimes;
 Participate in target language
celebrations;
 Appreciate and prepare target
language foods
Students will be able to:
 Describe how the study of target
language has enriched their lives
Students will be able to:
 Describe how the study of target
language has enriched their lives.
 Participate in target language
activity
Area 5: Communities
Level 1
5.1 – School and Community
Students will be able to:
 Perform in target language for a
classroom or a larger setting;
 Communicate in target language
in a limited manner with people
outside of the classroom
5.2 – Lifelong Learning
Students will be able to:
 Participate in typical target
language activities and pastimes;
 Participate in target language
celebrations;
 Appreciate and prepare target
language foods