ALEX Resources

   View Standards     Standard(s): [WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This printable resource offers a visual reference for French students as they learn idiomatic expressions used to express agreement and disagreement. This resource can be printed individually for students or printed as a poster for teachers to use as a reference in the classroom. This resource will be particularly useful to intermediate low, mid, and high students as they work to vary their responses and enhance their vocabulary.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

In this intermediate low to intermediate-high French activity, students will brainstorm useful expressions for agreeing with, disagreeing with, and uncertainty about situations. Students will then practice using these expressions in conversation. All necessary resources are provided including a printable chart that offers a variety of idiomatic expressions that can be used to agree and disagree, printable statement cards and a slide show that guides the teacher and class through the activity. As students work, they will use presentational speaking skills to agree or disagree with target language statements that are provided on the statement cards.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :

3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 10 :

10) Interact using the target language within the classroom and globally in a variety of time frames.

a. Exchange information with speakers of the target language in person or virtually.

b. Identify skills necessary to enter different professional fields.

c. Simulate interactions that would occur in the target culture.

In this novice-high to intermediate-low French activity, students will learn to give and follow commands as they use mass transit maps to get from one place to another. With a partner, they will choose from the provided city maps and figure out how to get from point A to point B using the best option for public transportation (bus, metro, train, ferry, walk). Students will then take turns presenting their routes and following the routes created by others showing that they can both give and follow directions/commands in the target language and simulate interactions that are likely to happen in the target language.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This intermediate-low to intermediate-high Spanish activity encourages students to push their vocabulary skills to the next level. Students play an interactive game in which they draw one of 30 topics and then spend 90 seconds writing down as many adjectives that they can associate with this topic. After 90 seconds, students compare notes. Students only receive points if no one else has a specific word. (Similar to the scoring in the game Scattergories.) If a word is duplicated in the classroom then no one gets the point for that word. This encourages students to recall less common words, a skill that will assist in improving their overall speaking and writing skills.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This novice high to intermediate mid-French activity allows students to gather information from four different heritage French speakers: Franck, J-C, Stephanie, and Virginie. Students are asked to gather information as the speakers describe their future using the future and conditional tenses. This activity is split into two different audio sections that can be used as a group or separately. There are also French questions to aid in interpersonal conversations as students discuss their future plans. The links to the interviews used in this activity are posted in the comment section below. Each video provides optional French and English transcripts.

Key grammar points in these audio clips include: Future Tense, Conditional Tense

   View Standards     Standard(s): [WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This intermediate low to intermediate mid-Spanish writing assignment requires students to write a 10-15 sentence paragraph using the subjunctive mood. This assignment guides students through the writing process, making it a perfect assignment for students who have just started learning to use the subjunctive mood. The topic of the writing assignment requires students to use space and technology vocabulary to write about an experience in space. However, this assignment can easily be adjusted to work with any vocabulary topic.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 5 :

5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 7 :

7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This novice high to intermediate low Spanish activity introduces students to foods from Spain. Students start by reading a target language article and answering a series of multiple-choice comprehension questions to check for comprehension. Afterward, students are asked to watch a series of target language videos, each introducing students to a dish that is unique to Spain. Students are asked to select one dish to focus on as they create a presentation for the class. During the presentation, they introduce the dish, where in Spain it is from, the ingredients, and how to prepare the dish. If students are familiar with commands then this activity would allow them to review this grammar topic while using commands in context to explain how to prepare the chosen dish.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This intermediate mid to intermediate Spanish activity allows students to gather information from an authentic resource, specifically focusing on informal commands. Students start this activity by participating in an interpersonal conversation about their grandparents. Then they use interpretive skills to gather information as a native speaker describes their grandparents and the advice that their grandparents would give. Finally, students work in groups to present a list of affirmative and negative informal commands that grandparents would give to their grandchildren.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This Spanish resource is a collection of 19 audio activities on a variety of intermediate-low, intermediate-mid, and intermediate-high topics. Each audio clip provides an interview with a native or heritage speaker, a theme, objectives, before viewing question with keywords, during the video activity, after the video questions, and personal reflection questions. Vocabulary topics covered include family, food, celebrations, school, clothing, shopping, identity, language, hobbies, and weather. Grammar topics covered include ser and estar, present tense, present progressive, preterit, imperfect, and future tenses.

   View Standards     Standard(s): [WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Intermediate low to Intermediate mid-Spanish students are asked to create a digital advertisement for a product of their choice using a mix of formal commands and impersonal subjunctive expressions. To complete this presentational writing assignment, a set of slides with instructions and a project example is included. The link also provides a planning checklist for students and a grading rubric. 

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This resource provides 6 separate video clips of French speakers, each of which illustrates the task of reacting, recommending, and making requests. Students use interpretive listening skills to identify main ideas and examine how imperative and subjunctive moods are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include conjugations that take the subjunctive, imperative mood, irregular subjunctive, past subjunctive, regular subjunctive, and subjunctive usage.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This resource provides 14 separate video clips of French speakers, each of which illustrates the task of speaking about past actions. Students use interpretive listening skills to identify main ideas and examine how the imperfect, simple past, and compound past tenses are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include: imparfait; passé composé, and passé composé vs imparfait.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This resource provides 21 separate video clips of French speakers, each of which illustrates how to use descriptions in conversation. Students use interpretive listening skills to identify main ideas and examine how descriptions enhance conversation through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include an introduction to adjectives; introduction to negations, gender, introduction to nouns, irregular adjectives, number - singular and plural, participles as adjectives, present tense, and relative pronouns.

   View Standards     Standard(s): [WLAN] WNLP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Recognize key words and phrases in the target language.

Examples: colors, numbers, animals, weather, days of the week

b. Identify people and objects in their environment.

Examples: clothing, classroom items, family members

c. Understand basic instructions.

Examples: turn on lights, look at board

d. Interpret the meaning of gestures, intonation, and other auditory cues.

[WLAN] WNLP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates.

b. Differentiate formal and informal forms of language.

c. Compare sound systems of the native and target languages.

[WLAN] WNMP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Recognize everyday words and phrases on topics related to personal experiences.

Examples: Places to go, careers, leisure time activities

b. Identify cognates.

c. Categorize vocabulary in predictable topic areas.

d. Differentiate among statements, questions, and exclamations.

[WLAN] WNMP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates and hypothesize about why languages might need to borrow words.

b. Compare word order of native and target languages.

c. Compare patterns of spoken communication such as intonation and pronunciation.

[WLAN] WNHP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Report on content of a brief written or spoken message on familiar topics.

Examples: Emails, personal notes, letters, text messages

b. Identify the main idea in various media such as texts, posters, videos, etc.

c. Identify the main characters of a story.

d. Recall details in simple texts that contain familiar vocabulary.

[WLAN] WNHP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare similarities and differences in writing systems of native and target languages.

b. Recognize idiomatic expressions in the target and native languages.

c. Compare and contrast patterns of spoken communication such as intonation and register.

d.Compare and contrast patterns of written communication such as style, syntax, and audience.

[WLAN] WILP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. React to news clips, articles, or reports on current issues.

b. Describe main themes with significant details on topics of current interest.

c. Find basic information in an announcement, article, or other text.

[WLAN] WILP (0-8) 6 :

6) Investigate and analyze similarities and differences between the target and native languages.

a. Identify words in the target language that have no translation in English.

b. Hypothesize about the similarities of language based on awareness of cognates and idioms.

c. Analyze idiomatic expressions in the target language.

[WLAN] WIMP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected texts.

c. Determine the main idea of a text with unfamiliar vocabulary.

[WLAN] WIMP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare how different time frames are expressed.

b. Describe shades of meaning expressed by different time frames.

c. Identify and compare language appropriate to specific social settings.

[WLAN] WIHP (0-8) 2 :

2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Restate information from short texts.

b. Relate main ideas and significant details on unfamiliar topics.

c. Use knowledge acquired in other settings to comprehend texts in the target language.

[WLAN] WIHP (0-8) 6 :

6) Investigate, analyze, and synthesize similarities and differences between the target and native language.

a. Compare syntax functions.

b. Explain discrepancies between sound and writing systems in the target and native languages.

c. Hypothesize about the origins of idioms.

[WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 8 :

8) Identify characteristics of the target language and the native language.

a. Observe formal and informal forms of language.

b. Identify word order for dates and placement of descriptors.

c. Identify high-frequency idiomatic expressions.

d. Identify cognates.

[WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL5 (7-12) 2 :

2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 8 :

8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

This resource provides a large variety of authentic audio and video clips by native speakers from around the Spanish-speaking world. Clips are organized by proficiency level (beginner, novice, intermediate, advanced, and superior) and by topic. Each video clip provides resources to assist in interpretive listening activities including a Spanish language transcript, an optional English translation, a list of related vocabulary, and review of covered grammar points. These audio and video clips make it easy for students to analyze spoken language as they explore various dialects and compare language usage with their own.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :

1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :

3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This intermediate-low French activity encourages students to talk about daily routines using reflexive vocabulary. A Google slide presentation guides the teacher and students through a warm-up, main activity, and wrap-up. In the warm-up, students observe a series of photos and describe the actions that appear in one of the photos. Classmates then use interpretive listening skills to determine which photo is being described. The main activity is a game in which students roll dice to determine which questions they will need to answer. The question sheet is included but teachers will need to provide 2 dice - one with numbers and one with colors.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :

1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :

3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :

5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

This intermediate-mid to intermediate-high French lesson focuses on describing plazas and giving directions.  A Google slide presentation guides the teacher and students through the lesson. First students are provided a map and asked to work in pairs to describe how to get from one place to another. (The map can easily be changed to reflect your own hometown.) Afterward, students are provided one of six plaza cards depicting photos of popular plazas in France, Belgium, Morocco, and Canada. Using guiding questions students, discuss various aspects of each plaza and compare them with locations found within their own culture.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :

1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :

3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 5 :

5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :

6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL2 (7-12) 11 :

11) Describe opportunities to use the target language beyond the classroom environment.

a. Participate in student exchange opportunities locally, globally, or virtually.

b. Explore the internet to find sites of personal interest where they can use the target language.

[WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 11 :

11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

This intermediate-low to intermediate-high Spanish activity examines audio and written examples of autobiographies, a concept also covered in other disciplines. Students will interpret auditory and written resources as they listen to the song ¨Autobiografía¨ by Luis Enrique on YouTube and read a written autobiography about his life. This lesson relies heavily on past tenses as students examine Luis Enrique's life and compare the two resources before preparing their own autobiography. By introducing students to authentic musical resources, students are encouraged to continue exploring the artist outside the classroom. All printed resources required for this activity are included on the link.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

This resource provides 3 separate video clips of French speakers, each of which illustrates the task of asking and responding to questions. Students use interpretive listening skills to identify main ideas and examine how questions are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include:  interrogative and exclamative quel; interrogative pronoun lequel; interrogative pronouns; interrogative words: où, quand, comment; introduction to interrogatives; questions with subject/verb inversion; yes/no questions: est-ce que, n’est-ce pas

   View Standards     Standard(s): [WLAN] WNLP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates.

b. Differentiate formal and informal forms of language.

c. Compare sound systems of the native and target languages.

[WLAN] WNMP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates and hypothesize about why languages might need to borrow words.

b. Compare word order of native and target languages.

c. Compare patterns of spoken communication such as intonation and pronunciation.

[WLAN] WNHP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare similarities and differences in writing systems of native and target languages.

b. Recognize idiomatic expressions in the target and native languages.

c. Compare and contrast patterns of spoken communication such as intonation and register.

d.Compare and contrast patterns of written communication such as style, syntax, and audience.

[WLAN] WILP (0-8) 6 :

6) Investigate and analyze similarities and differences between the target and native languages.

a. Identify words in the target language that have no translation in English.

b. Hypothesize about the similarities of language based on awareness of cognates and idioms.

c. Analyze idiomatic expressions in the target language.

[WLAN] WIMP (0-8) 6 :

6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare how different time frames are expressed.

b. Describe shades of meaning expressed by different time frames.

c. Identify and compare language appropriate to specific social settings.

[WLAN] WIHP (0-8) 6 :

6) Investigate, analyze, and synthesize similarities and differences between the target and native language.

a. Compare syntax functions.

b. Explain discrepancies between sound and writing systems in the target and native languages.

c. Hypothesize about the origins of idioms.

[WLAN] WL1 (7-12) 8 :

8) Identify characteristics of the target language and the native language.

a. Observe formal and informal forms of language.

b. Identify word order for dates and placement of descriptors.

c. Identify high-frequency idiomatic expressions.

d. Identify cognates.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL5 (7-12) 8 :

8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

This free online site offers a variety of online French grammar games that can be used to review grammar concepts at all levels of instruction. An organized guide provides a well-organized list of grammar topics. Topics include Nouns, Adjectives, Adverbs, Pronouns, Possessives, Demonstratives, Indefinites, Prepositions, Verb Conjugations (Present, Past, Future, Conditional, Subjunctive, Imperatives, Participles & Gerunds), Questions, Negations, Comparisons, Conjunctions, Passive Voice, Expressing Time, and more. As an added bonus, most topics include a printable resource or study guide explaining each specific grammar topic. This PDF file is available in both French and English.

   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :

1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :

3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 4 :

4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 6 :

6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :

7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 8 :

8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL2 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 1 :

1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :

3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 6 :

6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 7 :

7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 9 :

9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

This Spanish unit provides activities to go along with the TPRS book Esperanza by Carol Gaab. The unit resources are available free but the book must be purchased. This linked unit includes a pre- and post-assessment that measures how well students feel they can meet the Can Do Statements associated with the unit. Activities in this unit include KWL using Padlet, Smashboards (with rubrics) to illustrate each chapter and an interactive choice board that provides a variety of differentiated assessment options. The unit also includes a project using Thinglink in which students research places in Guatemala and present their findings in a formal presentation. Throughout the unit, students will participate in interpersonal conversations, presentational writing, presentational speaking, grammar explorations, cultural explorations of products, practices, and perspectives, and connect with other classes as they explore topics like the Civil War in Guatemala, immigration, amnesty, and civil rights.