World Language Curriculum Guide
Geography
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| 1
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| Locate target country(s) on both world and regional
maps.Identify neighbor nations.
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- Model target vocabulary with a variety of
prompts/materials. - Model correct pronunciation and structures. - Ask questions in the target language and then model appropriate responses using gestures to help clarify their meaning. - Provide "situations" for which students will need to act out a dialogue/skit. |
- Make up skits. - Develop accurate pronunciation through class drill. - Create flashcards. - Respond to questions using appropriate structures. - Sing songs. - Play games. - Create map of target country(s). |
- Evaluate student conversation. - Evaluate verbal student responses. - Evaluate performances of students in skits, dialogues, role playing, videos.
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- Produce a video. - Converse with native speakers (community members, exchange students, pen-pals, Internet). - Produce a children's book related to country's geography. - Write a song incorporating important geographical regions or details. - Design a cartoon, mural, etc. related to topic.
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- Posters. - Total Physical Fun - AV materials (Films, video, cassettes, CD-rom). Puppets. - Teacher-generated materials. - Weather Channel |
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| 2
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| Identify and locate major landforms: mountains, rivers,
transportation routes, etc.
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- Direct student question and replies through drill and
repetition going around class to each individual student. - Use a variety of AV material (Film, CD-roms like Rosetta Stone, cassettes, etc.).
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- Identify major landforms: mountains, rivers, transportation
routes, etc. on personal map. - Develop dialogues in pairs or small groups. - Complete teacher-generated materials individually or in groups.
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- Evaluate oral and written presentations. - Quizzes/Tests. - Accuracy of information on map, clarity, spelling and visual appeal.
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- Model, role play in pairs spontaneously in front of class. - Interactive homework (involving family or friend). |
- Flashcards. - Textbooks and supporting written material. - Appropriate Research materials (books, pamphlets, newspaper, periodicals interview, Internet, etc.)
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| 3
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| Identify and locate capitals, major cities, industrial and commerce centers. | - Provide teacher generated materials to reinforce
proficiency. - Facilitate classroom discussion by providing prompts. - Facilitate in-class reading and writing activities.
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- Identify and locate capitals, major cities, industrial and
commerce centers on personal maps. - Read/research appropriate materials in preparation for classroom discussion/activity/written assignment.
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Evaluate performance on teacher-generated
activities/materials.
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Research and report on related topics as specified by
teacher. Create a multi-media travelogue showing important geographical information. Share
with class.
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Same as above.
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| 4
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| Describe the topography and its historical, economic and
social impact on the target country(s).
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Same as above incorporating advanced grammar, vocabulary and structures. | Same as above, incorporating advanced grammar, vocabulary and structures. | Same as above evaluating advanced grammar and structures as well as vocabulary and pronunciation. | Same as above incorporating advanced grammar, vocabulary and
structures.
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Same as above. | |
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| 5
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| Compare/contrast target country(s) with U.S. relative to topography and its impact. | Same as above incorporating advanced grammar, vocabulary and
structures.
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As above, incorporating advanced grammar, vocabulary and structures. | Same as above evaluating advanced grammar and structures as
well as vocabulary and pronunciation.
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Same as above incorporating advanced grammar, vocabulary and
structures.
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Same as above. | |