Julie Bayha

Unit Overview

Course Title: Level I

Unit Title: Introduction to the Language

Summary of Unit: In this introductory unit, students begin to learn basic commands and functions of the target
language. Students build knowledge of the target language and culture by making comparisons to their native language
and culture.

Approximate Unit Length: 3 weeks

Unit Learning Goals
Students will respond appropriately to written and spoken introductory tasks presented in the target language.
(Overarching Goal #1, 2, #5)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
...exchange greetings and pleasantries within the community.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● How do my native language and customs differ from ● customs such as greetings, farewells and
that of the target language/culture? introductions vary from those of their native
language/culture.

● direct/literal translations rarely occur between the
target and native language.

● special characters alter the sounds of letters and/or
meaning of words.

● How can I use knowledge of my native language to ● recognizing cognates increases vocabulary in the
better understand the target language? target language.

ACQUISITION

Key Knowledge Key Skills
To achieve these goals, students will need to be skilled at…
To achieve these goals, students will need to know…
Vocabulary:

● Greetings/Intros/Pleasantries, such as: Interpersonal Communication - Novice
○ Hello; Hi ● communicating on some very familiar topics using
○ Goodbye words and phrases that they have practiced and
○ How are you? memorized, such as:
○ Well/badly/so-so ○ Greetings, farewells, pleasantries (including
○ What is your name? cultural gestures)
○ My name is ○ Introduce self
○ What is his/her name? ○ Respond to introductions
○ His/her name is... ○ Consideration of register (formal/informal)
○ Please in greetings/pleasantries
○ Thank you
○ You’re welcome Presentational Speaking - Novice
○ Titles: Miss, Mrs., Mr. ● presenting information about self and some other
○ Nice to meet you very familiar topics using single words or
○ This is/I present to you... memorized phrases, such as:
○ And you? ○ Counting
○ I am from… /I come from ○ State name and where they are from
○ Where are you from? ○ State address and phone number
○ Alphabet
● Classroom objects, such as: ○ List everyday items (pen, paper…)
○ pen
○ pencil Presentational Writing - Novice
○ paper ● copying some familiar words, characters/accent
○ book marks, or phrases, such as
○ trash can ○ List/label everyday items (pen, paper…)
○ desk
○ board/screen Interpretive Listening - Novice
○ notebook/folder ● recognizing some familiar and memorized words &
phrases when they hear them spoken, such as:
● TPR Commands, such as: ○ Greetings/Farewells
○ stand up/sit down ○ Consonant/Vowel sounds
○ Numbers

○ open/close ○ Expressions of gratitude
○ repeat ○ Introductions
○ take out ○ When asked for their name (or name of
○ turn in
○ listen others)
○ look/watch ○ Pleasantries
○ show ○ Register (recognizing formal/informal)
○ raise Interpretive Reading - Novice
○ put/place ● recognizing a few learned and memorized words
● Alphabet and phrases, and sentences within short and simple
● Numbers texts related to everyday life, such as:
● Pop-up grammar, such as: ○ short, simple dialogues exchanging greetings
○ gender
○ articles and pleasantries
● Relevant cultural information: ○ lists of classroom objects and commands
○ Physical contact with greetings

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1

Stage 2 - Evidence

Unit Learning Goal: Students will respond appropriately to written and spoken introductory tasks presented in the
target language.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● use greetings/farewells/pleasantries/expressions of gratitude
● introduce self
● recite alphabet and letter sounds
● use numbers

When writing in the target language, the target language, the student will:
● use greetings/farewells/pleasantries
● introduce self
● use numbers

When listening in the target language, the student will recognize:
● greetings/farewells/pleasantries/expressions of gratitude
● consonant/vowel sounds
● numbers
● when asked for their name (or name of others)
● classroom commands

When reading in the target language, the student will recognize:
● greetings/farewells/pleasantries/expressions of gratitude
● numbers
● when asked for their name (or name of others)

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● repeat single words and phrases such as: greetings/farewells/pleasantries/expressions of gratitude,
introduce self, recite alphabet and letter sounds, use numbers
When writing in the target language, the student will:
● write single words and phrases such as: greetings/farewells/pleasantries/expressions of gratitude,
introduce self, recite alphabet and letter sounds, use numbers
When listening in the target language, the student will:
● recognize basic vocabulary such as: greetings/intros/pleasantries/expressions of gratitude, classroom
commands, and objects
When reading in the target language, the student will:
● recognize basic vocabulary such as: greetings/intros/pleasantries/expressions of gratitude and
classroom objects
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with help

Unit Overview
Course Title: World Languages - Level I
Unit Title: Personal and Public Identities
Summary of Unit: In this unit students consider their personal and public identities. Using the target language vocabulary they
acquire throughout the unit, students will describe their personalities and their physical traits. Students further explore their
personal and public identities by identifying their likes and dislikes about school and other activities. By the end of the unit,
students will understand that culture has an impact on one’s identity. Students will engage with a variety of authentic and pseudo-
authentic materials to expand their vocabulary and deepen their understanding of the theme.
Approximate Unit Length: 6 weeks

Unit Learning Goals
● Students will be able to describe personality and physical characteristics of themselves and others. (Overarching Goals #1,

#2, #4)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
identify personal and public identities using the target language.

MEANING

Essential Questions Enduring Understandings

Students will consider… Students will understand that…
● What is my personal identity? ● An individual’s culture is part of one’s identity.
● What is my public identity? ● Personal identity may differ from public identity.
● What influence does culture have on one’s identity?

Key Knowledge ACQUISITION
Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ boy/girl Interpersonal Communication - Novice
○ teenager ● communicating on some very familiar topics using single
○ student words and phrases that they have practiced and
○ tall/short memorized, such as:
○ answer yes/no questions
○ big/small ○ answer either/or questions
○ respond to Who, What, When, Where questions
○ thin/fat ○ answer questions about likes/dislikes
○ long ○ provide basic, personal information, such as:
○ pretty/ugly personality and physical characteristics
○ good/bad ○ provide basic information about others
○ old/young
○ average Presentational Speaking - Novice
○ typical/normal ● presenting information about self and some other very
○ hair (blonde, brunette, red-haired) familiar topics using a variety of words, phrases, and
○ eyes (blue, green, brown, hazel) memorized expressions, such as:
○ nice/mean ○ describe self and others using personality and
○ funny physical characteristics
○ stupid/intelligent ○ express likes and dislikes related to sports and
○ silly classes
○ good-looking/handsome ○ list classes (on his/her school schedule) and what
○ friendly time they begin/end
○ fun
○ talkative/shy Presentational Writing - Novice
○ athletic ● writing lists, memorized phrases, and short
○ studious
○ interesting/boring messages on familiar topics, such as:
○ difficult/easy ○ list likes/dislikes related to sports and classes
○ favorite ○ list classes with start/end times
○ class/course ○ Introduce and describe self (character and
○ school subjects (math, science, history, English, physical traits)
○ Describe others (friend, celebrity..)

P.E., Spanish/German/French) Interpretive Listening - Novice
○ schedule ● understanding familiar words, phrases, and simple
○ grades sentences when they hear them spoken, such as:
○ homework ○ interpret descriptions of others
○ quiz ○ recognize names of some body parts (hair, eyes…)
○ test ○ understand questions/statements about
○ sports (wrestling, baseball, football, soccer, friends/classmates
○ questions about how old he/she is
tennis, volleyball, basketball, cheerleading, ○ questions about his/her personality
swimming, track & field, golf)
○ coach Interpretive Reading - Novice
○ team ● when reading, understand familiar words, phrases, and
○ member sentences within short and simple texts such as:
○ club ○ names of classes and instructors on a school
○ activity schedule
○ musical instruments ○ short, simple descriptions with the help of
● Relevant verbs, such as: pictures (related to physical descriptions or
○ to be personality traits)
○ to have ○ the interests described by an e-pal
○ to like
○ to play
○ to listen
○ to study
○ to dance/sing
● Pop-Up Grammar, such as:
○ subject pronouns
○ conjugations of the unit relevant verbs
○ gender
○ adjective agreement (French/Spanish)
○ negation (German-nicht only)
● Relevant high frequency vocabulary.
● Additional vocabulary as needed to interpret the

materials (such as authentic materials, readers, articles,
podcasts, videos, music, etc.)
● Relevant cultural information related to personal and
public identities:

○ School systems (grading, schedules, non-school
related extracurricular activities)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to describe personality and physical characteristics of themselves and others.

4. The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.
0

3.0 When speaking in the target language, the student will:
● provide basic personal information
● describe personality and physical characteristics
● provide information about self and others
● express likes and dislikes related to sports and classes

When writing in the target language, the student will:
● introduce and describe self (character and physical traits)
● describe others (friend, celebrity, family member, etc.)

When listening in the target language, the student will:
● interpret descriptions of others
● interpret questions about his/her personality

When reading in the target language, the student will:
● interpret descriptions of others
● interpret questions about his/her personality

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information such as: describe personality and physical characteristics, of self and others, and express
likes and dislikes related to sports and classes
When writing in the target language, the student will:
● provide basic information such as: introduce and describe self (character and physical traits) and others (friend,
celebrity, family member, etc.)
When listening in the target language, the student will:
● recognize basic vocabulary such as: interpret descriptions of others and questions about his/her personality
When reading in the target language, the student will:
● recognize basic vocabulary such as: interpret familiar words, phrases, and sentences within short and simple text with
pictures related to personality and physical descriptions
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview

Course Title: World Languages - Level I
Unit Title: Families and Communities

Summary of Unit: In this unit students talk about their families. Using the target language vocabulary they acquire
throughout the unit, students will describe members of their family and their relation to one another. Students further
develop their cumulative language skills by describing the physical and personality traits of their family members. By the
end of the unit, students will understand that culture has an impact on one’s family and relationship with their
immediate community. Students will engage with a variety of authentic and pseudo-authentic materials to expand their
vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 4 weeks

Unit Learning Goals
Students will describe their family members and familial relationships in the target language. (Overarching Goal #1, #2)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…

Use the target language to identify family members and roles within a community.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…
● What constitutes a family in the native culture? ● Culture impacts a society’s view of a family.

● What constitutes a family in the target culture?

Key Knowledge ACQUISITION
Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary:
○ son/daughter Interpersonal Communication - Novice
○ mother/mom ● communicating on very familiar topics using a
○ father/dad variety of words and phrases that they have
○ parents practiced and memorized, such as:
○ brother/sister ○ speak or write about family members
○ husband/wife/spouse ○ ask about someone’s family
○ grandmother/grandfather
○ uncle/aunt Presentational Speaking - Novice
○ cousin ● presenting information about self and some other
○ niece/nephew very familiar topics using a variety of words,
○ grandson/granddaughter phrases, and memorized expressions, such as:
○ only child ○ describe family relationships
○ baby ○ describe his/her family members (including
○ relative their personal and public identities)
○ family
○ married/divorced/single Presentational Writing - Novice
○ older ● writing lists, memorized phrases, and short
○ the oldest messages on familiar topics, such as:
○ younger ○ list family members, their ages, their
○ the youngest relationships to him/her, and what they like
○ boyfriend/girlfriend to do
○ friend ○ write simple statements about where he/she
○ person/people lives
○ teacher ○ describe his/her family and friends
○ pet/cat/dog ○ describe photos (such as a family tree)
○ adult
Interpretive Listening - Novice
● recognizing familiar words, phrases, and simple
sentences when they hear them spoken, such as:
○ recognize vocabulary related to families and

○ man/woman familial relationships (such as listening to a
○ child description of a family)
○ boy/girl ○ questions about where he/she lives
○ apartment/house Interpretive Reading - Novice
○ school ● when reading, understand familiar words, phrases,
● Pop-Up Grammar, such as: and sentences within short and simple texts such as:
○ to have (all forms) ○ identify family member words on a family
○ to live (all forms) tree
○ possessive adjectives ○ understand basic information in an article or
○ er/ir verbs (French/Spanish) a story about someone’s family
○ savoir / connaitre (French)
○ direct objects (German)
● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to families
and communities:
○ Family structure
○ Family celebrations
○ Acquisition of last names (Spanish)

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1/a, c 2 1 1
2/a, c 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will describe their family members and familial relationships in the target language.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● talk about family members
● describe family relationships
● describe his/her family members (including their personal and public identities)

When writing in the target language, the student will:
● list family members, their ages, their relationships to him/her, and what they like to do
● write simple statements about where he/she lives
● describe his/her family and friends
● describe photos (such as a family tree)

When listening in the target language, the student will:
● recognize familiar words related to families and familial relationships (such as listening to a
description of a family)
● understand questions about where he/she lives

When reading in the target language the student will:
● identify family member words on a family tree
● understand basic information in an article or a story about someone’s family

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:

● provide basic information, such as: talking about family members
When writing in the target language, the student will:

● provide basic information, such as: listing family members, their ages, their relationships to him/her,
and what they like to do, writing simple statements about where he/she lives, describe his/her family
and friends, and describing photos (such as a family tree)

When listening in the target language, the student will:
● recognize basic vocabulary such as: vocabulary related to families and familial relationships (such as
listening to a description of a family) and questions about where he/she lives

When reading in the target language, the student will:
● recognize basic vocabulary such as: identifying family member words on a family tree and
understanding basic information in an article or a story about someone’s family

However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

UNIT OVERVIEW

Course Title: World Languages - Level I

Unit Title: Contemporary Life

Summary of Unit: In this unit students talk, at a basic level, about modern life on topics relating to obligations and
leisure activities. Using the target language vocabulary they acquire throughout the unit, students describe how they
interact with others outside of the classroom. Students also discuss their likes and dislikes with regard to both activities
and foods. By the end of the unit, students understand that culture has an impact on one’s daily activities and concept of
leisure and community interactions. Students engage in a variety of authentic and pseudo-authentic materials to expand
their vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 7-8 weeks

UNIT LEARNING GOALS

● Students will be able to discuss their interests and activities that they do in their free time. (Overarching Learning
Goals #1, #3, #5)

● Students will be able to order food in a restaurant and discuss foods and drinks that they like and dislike.
(Overarching Learning Goals #1, #2, #3, #4, #5)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…use the target language to identify aspects of contemporary
life in the native and target cultures.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What cultural products, practices, and perspectives ● Their own society may have different ideals
influence contemporary life? compared to another society.

● What are the challenges of contemporary life? ● There are several challenges in contemporary life.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know: To achieve these goals, students will need to be skilled at…
● Vocabulary: Interpersonal Communication - Novice
○ free Time
■ life ● communicating and exchanging information on very
■ weekend familiar topics using a variety of words, phrases,
■ free time and simple sentences that they have practiced and
■ movie memorized, such as:
■ board games ○ talk about what he/she eats, learns and does
■ game/match ○ talk about where he/she is going
■ videogames ○ respond to questions about likes/dislikes
■ music
■ party ● participating in short social interactions in everyday
situations by asking and answering simple questions

■ dance ○ order a meal
■ concert ○ accept/reject invitations to do something or
■ band
■ Internet go somewhere
■ online ○ make simple plans with someone to go
■ cell phone
■ text message somewhere
■ song ○ respond to simple questions based on graphs
■ television
■ tv program or visuals that provide information
■ channel Presentational Speaking - Novice
■ time
■ money ● presenting information about self and some other
■ rich/poor very familiar topics using a variety of words,
■ date/appointment phrases, simple sentences, and memorized
■ busy expressions, such as:
■ grounded ○ express his/her likes/dislikes of foods,
○ Food & Drink drinks, and activities
■ food/meal ○ discuss foods/activities based on pictures or
■ breakfast/lunch/dinner/snack/dessert photos
■ hamburger ○ discuss other’s likes/dislikes related to food,
■ pizza drinks, and activities
■ french fries ○ discuss his/her favorite musical group, actor,
■ chips author
■ hot dog ○ discuss after school and/or weekend
■ sandwich activities
■ cookies
■ ice cream Presentational Writing - Novice
■ cheese ● writing lists, memorized phrases, and short
messages on familiar topics, such as:
○ shopping lists
○ to-do lists
○ weekend activities
○ likes/dislikes such as favorite foods/drinks,

■ chocolate sports or freetime activities
■ meat ○ lists of topics or categories using vocabulary
■ steak
■ chicken related to food, drinks, and activities
■ ham ○ what happens after school or on the weekend
■ turkey Interpretive Listening - Novice
■ butter ● recognizing familiar words, phrases, and simple
■ jelly sentences when they hear them spoken, such as:
■ bacon ○ names of foods, food groups, meals
■ sausage ○ leisure activities
■ fish ● recognizing pieces of information and sometimes
■ vegetables understand the main topic of what is being said
■ salad ○ questions about what he/she does for leisure
■ lettuce ○ simple transaction between a customer and
■ tomato
■ onion clerk or server
■ broccoli Interpretive Reading - Novice
■ cucumber
■ pepper ● understanding familiar words, phrases, and
■ carrot sentences within short and simple texts such as:
■ potato ○ identify healthy nutritional categories
■ corn ○ identify labeled aisles in a supermarket
■ beans ○ choose a restaurant from an online list
■ fruits ○ identify artists, titles, and music genres
■ grapes ○ check off words/phrases on a grocery list
■ melon ○ simple information in a text message from a
■ watermelon friend
■ apple ○ basic, familiar information from an ad
■ orange ○ purpose of a brochure
○ information from a movie poster
○ identify categories on a graph/visual (like
food groups)

■ banana/plantain

■ strawberries

■ yogurt

■ eggs

■ rice

■ bread

■ soup

■ water

■ coffee

■ soda

■ juice

■ milk

■ tea

■ iced tea

● Pop-up Grammar:
○ to go
○ to eat
○ to drink
○ to take (in)
○ to order
○ to cost
○ to pay
○ to give
○ to be able to/can
○ to want/prefer
○ may/be allowed to (German)
○ would like
○ near future (French/Spanish)
○ partitive article (French)
○ future I (German)

● Relevant high frequency vocabulary

● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)

● Relevant cultural information related to
contemporary life:
○ food specialties
○ free time (leisure) activities
○ sports (national pastimes)

STANDARDS ALIGNMENT
Missouri Learning Standards for World Languages

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss their interests and activities that they do in their free time.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● talk about what he/she likes to do
● talk about where he/she is going
● respond to questions about likes/dislikes
● express likes/dislikes of activities
● discuss after school and/or weekend activities

When writing in the target language, the student will:
● write about weekend activities
● write likes/dislikes such as favorite sports or freetime activities

When listening in the target language, the student will:
● recognize familiar words related to likes and dislikes of leisure activities

When reading in the target language the student will:
● understand simple information in a text message from a friend

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information such as: talk about what he/she does, talk about where he/she is going, and
respond to questions about likes/dislikes
When writing in the target language, the student will:
● provide basic information such as: write lists or short sentences about weekend activities and
likes/dislikes such as favorite sports or freetime activities
When listening in the target language, the student will:
● recognize basic vocabulary such as: familiar words, phrases, and simple sentences about leisure
activities, likes, and dislikes when they hear them spoken
When reading in the target language, the student will:
● recognize basic vocabulary such as: understand simple information in a text message from a friend
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Learning Goal: Students will be able to order food in a restaurant and discuss foods and drinks that they like and dislike.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 When speaking in the target language, the student will:
● talk about what he/she eats
● talk about where he/she is going
● respond to questions about likes/dislikes of food and drinks
● order a meal

When writing in the target language, the student will:
● write about likes/dislikes such as favorite foods and/or drinks

When listening in the target language, the student will:
● recognize food and drink-related vocabulary words
● recognize the main topic of what is being said in a simple transaction between a customer and clerk or server

When reading in the target language the student will:
● understand familiar words and phrases on a menu

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● perform basic processes, such as: talking about what he/she eats, where he/she goes, responding to questions about
food and drink preferences, and ordering a meal
When writing in the target language, the student will:
● perform basic processes, such as: writing about food and drink preferences
When listening in the target language, the student will:
● recognize basic vocabulary such as: food and drink-related vocabulary and basic interactions between customers,
clerks, and servers
When reading in the target language, the student will:
● recognize basic vocabulary such as: foods and drinks on a menu
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

UNIT OVERVIEW

Course Title: World Languages - Level I

Unit Title: Beauty and Aesthetics

Summary of Unit: In this unit students learn to talk about clothing and fashion. Using the target language vocabulary
they acquire throughout the unit, students will describe the concept of style in modern society as it relates to popular
culture and famous figures in both their native culture and that of the target culture. Students further develop their
cumulative language skills by describing the physical aspects of a community, including clothing, fashion, and body
parts. By the end of the unit, students will understand that culture has an impact on one's global perception of fashion
and stereotypes. Students will engage with a variety of authentic and pseudo-authentic materials to expand their
vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 4 - 5 weeks

UNIT LEARNING GOALS
● Students will be able to discuss their personal preferences and style in regard to fashion. (Overarching Goals #1,

#2, #4)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…
...recognize cultural perspectives of beauty and aesthetics using the target language.

Essential Questions MEANING
Enduring Understandings

Students will consider… Students will understand that…

● What makes something aesthetically pleasing? ● People in the target culture and native culture may
● What are their stereotypes about the target culture? have similar interests pertaining to fashion.

● Not all stereotypes about the target culture are true.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at:
● Vocabulary: Interpersonal Communication: Novice
○ clothes
○ brand ● communicating on very familiar topics using a
○ jeans variety of words and phrases that they have
○ t-shirt practiced and memorized, such as:
○ boots ○ describe what someone is wearing
○ sweatshirt ○ answer questions about clothing
○ sweater
○ sandals Presentational Speaking - Novice
○ shoes ● presenting information about self and some other
very familiar topics using a variety of words,
phrases, and memorized expressions, such as:

○ shirt ○ describe family and friends regarding what
○ blouse they are wearing
○ scarf
○ belt Presentational Writing - Novice
○ cap ● writing lists, memorized phrases, and short
○ hat messages on familiar topics, such as:
○ pants ○ describe what someone is wearing
○ shorts
○ bathing suit Interpretive Listening - Novice
○ skirt ● recognizing familiar words, phrases, and simple
○ dress sentences when they hear them spoken, such as:
○ coat ○ recognize colors
○ jacket ○ recognize body parts
○ purse/bag ● recognizing pieces of information and sometimes
○ eyeglasses understand the main topic of what is being said
○ sunglasses ○ understand descriptions of clothing
○ socks
○ jewelry Interpretive Reading - Novice
○ necklace ● when reading, understand familiar words, phrases,
○ bracelet and sentences within short and simple texts such as:
○ earring ○ understand website descriptions of clothing
○ ring items to make an appropriate purchase
○ to be in style/fashionable ○ understand basic information from an ad
○ fashion ○ understand simple captions under photos
○ beautiful
○ handsome/good-looking
○ body
○ head
○ face

○ eyes
○ lips
○ skin
○ hand
○ foot
○ mouth
○ hair
○ arm
○ leg
○ teeth
○ ear
○ nose
○ neck
○ fingers
○ toes
○ model
○ actor
○ actress
○ singer
○ celebrity
○ famous
○ athlete
○ magazine
○ advertisement
○ clothing/shoe size
○ color
○ red
○ orange
○ yellow