World Languages Pacing Guide
Level 1 and 2
To successfully complete level 1 and 2 of the World Languages the learner will
Core Standard 1: Communication: Write and speak a language other than English.
Learners engage in written spoken conversations on a variety of topics.
9/10.1.1
9/10.1.2
9/10.1.3
9/10.1.4
9/10.1.5
9/10.1.6
9/10.1.7
9/10.1.8
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Learning Targets/Outcomes
Observe and mimic common everyday situations such as greeting one another, asking directions and ordering in a local restaurant.
Express basic feelings such as likes and dislikes verbally (i.e., in an E-Mail / letter) and written.
Share basic information about such things as family, home, school and directions verbally (i.e., in an E-Mail / letter) and written.
Request basic information about such things as family, home, school and directions verbally (i.e., in an E-Mail / letter) and written.
Key Vocabulary
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
MCAS World Languages Pacing Guide Level 1 and 2
1
Core Standard 2: Communication: Interpret information in a language other than English.
Learners interpret written and spoken language on a variety of topics.
9/10.2.1
9/10.2.2
9/10.2.3
9/10.2.4
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Learning Targets/Outcomes
Respond to simple classroom commands, requests, and instructions in the target language.
Recite and recognize the alphabet and sounds of the language both in speaking and reading.
Respond to simple questions concerning a level appropriate text in the target language.
Demonstrate comprehension of a text from context clues using cognates and unfamiliar vocabulary.
Key Vocabulary
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
MCAS World Languages Pacing Guide Level 1 and 2
2
Core Standard 3: Communication: Present information in a language other than English.
Learners present to an audience of listeners or readers on a variety of topics.
9/10
9/10
9/10
9/10
9/10
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3.1
3.2
3.3
3.4
3.5
Learning Targets
Present simple dialogues/skits based on everyday situations such as introducing oneself, or asking another’s phone number.
Read passages in the target language aloud to practice pronunciation, pitch, and tone.
Write words and simple sentences in the script of the target language to describe everyday objects, such as personal possessions or
classroom objects.
Describe everyday objects and places, such as one’s room or school and people such as self or family in written and oral language, in
simple terms.
Key Vocabulary
World
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
World of Work
MCAS World Languages Pacing Guide Level 1 and 2
3
Core Standard 4: Cultures: Develop awareness of other cultures.
Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the
cultures studied.
9/10.4.1
9/10.4.2
9/10.4.3
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Learning Targets/Outcomes
Explain basic practices in the target culture: i.e. schools, transportation, holidays and free time activities.
Identify and demonstrate common interactions at culturally appropriate times: i.e., table manners and appropriate behavior when using
public transportation.
Begin to identify and associate certain products with the target culture, i.e. Nutella and bread types.
Identify and explain influences on cultural practices: i.e. geography, weather and where one lives.
Key Vocabulary
World
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
World of Work
MCAS World Languages Pacing Guide Level 1 and 2
4
Core Standard 5: Connections: Make connections to other content areas.
Learners use the target language to expand their knowledge of and make connections among multiple content areas.
9/10.5.1
9/10.5.2
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Learning Targets/Outcomes
Apply skills acquired in other content areas in the target language such as: calculating distances or finding geographic points.
Demonstrate ability to incorporate skills and concepts in other content areas through related activities such as: singing songs and
teaching them to someone else or responding to questions about U. S. geography.
Key Vocabulary
World
Leisure Time
Meeting personal needs
School & Education
Travel & Transportation
MCAS World Languages Pacing Guide Level 1 and 2
5
Core Standard 6: Connections: Access and connect information through various media.
Learners use target language to expand their knowledge of and make connections among multiple content areas.
9/10 6.1
9/10 6.2
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Learning Targets/Outcomes
Students build vocabulary by reading short selections from an on-line magazine/ newspaper.
Compare television or on-line commercials to those of the student’s native language and culture.
Key Vocabulary
World
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
World of Work
MCAS World Languages Pacing Guide Level 1 and 2
6
Core Standard 7: Comparisons: Investigate the nature of language and culture.
Learners understand the nature of language and culture through comparisons of the target languages and cultures studied
and their own.
9/10.7.1
9/10.7.2
9/10.7.3
9/10.7.4
9/10.7.5
9/10.7.6
9/10.7.7
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Learning Targets/Outcomes
Recognize and state some words common to both languages: i.e., cognates and false cognate.
Recognize and use simple language structures such as present and past tense.
Recognize and apply basic forms of address in situations appropriate to the target culture.
Compare, contrast and understand living patterns of the target culture: i.e., holidays, celebrations, mealtimes, and foods.
Analyze influences target culture has had on one’s own culture.
Key Vocabulary
World
Leisure Time
Meeting personal needs
School & Education
Family & Home
MCAS World Languages Pacing Guide Level 1 and 2
7
Core Standard 8: Communities: Become an active global citizen by experiencing languages and cultures in multiple
settings.
Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal
enrichment and civic engagement.
9/10.8.1
9/10.8.2
9/10.8.3
9/10.8.4
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Learning Targets/Outcomes
Share experiences from the world language classroom with others in school and community: i.e., teach what has been learned to family
and friends and/or to an elementary class.
Reflecting on our community and area; see where the target culture has left its footprint: i.e., restaurants, work places, etc.
Compare and contrast our community and area to see where the target culture could play a positive role and share.
Apply the target language and culture: i.e., watching movies in the target language, listening to the music of the target language,
visiting restaurants and eating the foods of the target culture, write E-mails or letters to a foreign pen pal, and travel to the
countries of the target language.
Key Vocabulary
Leisure Time
Meeting personal needs
School & Education
Family & Home
Travel & Transportation
World of Work
2008
MCAS World Languages Pacing Guide Level 1 and 2
8