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Modern Languages S1 Course Plan 18/19 Term 2

  • Curriculum Area:

    Listening & Talking

    Curriculum for Excellence ‘Benchmark’

    •    Listens, takes turns and contributes at the appropriate time when engaging with others in largely prepared conversations of increasing length. Demonstrates understanding of language used by the interlocutor through appropriate and increasingly spontaneous responses.
    • Shares information on familiar themes in longer conversations, with reasonable fluency. Copes with some unpredictable language from the interlocutor. Uses fuller sentences.
    • Applies non-verbal techniques such as eye contact, facial expressions and body language to support dialogue.
    • Sustains conversations appropriately in order to demonstrate understanding of basic structures and familiar vocabulary. Uses verbs, adjectives, connectors and word order mostly accurately.
    • Gives reasons for opinions shared within conversations.
    • Uses appropriate polite social terms to begin and end interactions.
    • Requests in the target language that others, for example, ‘repeat’, ‘slow down’, and ‘speak more clearly’.
    • Is able to tell the interlocutor if he/she does not understand.
    • Works with others to practise, for example, new vocabulary, structures or grammar in a variety of games in the target language, in digital and traditional formats, in paired-speaking exercises and in role-plays.
    • Participates in paired and group activities, with decreasing levels of support.
    • Works collaboratively on conversations and role-play tasks of an appropriate length, in order to demonstrate understanding of basic structures and familiar vocabulary in different contexts
    • Applies pronunciation rules to unfamiliar words by identifying and applying familiar letter patterns.
    • Pronounces familiar words clearly and uses a sustained range of vocabulary appropriate to the level.
    • Reads with some fluency and understanding, using appropriate pace and intonation.
    • Demonstrates an appropriate knowledge of grammatical structures including knowledge of more than one tense, over a range of talking activities.

    Activity

    Describe your daily routine

    Talk about getting ready to go out

    Talk about clothes

  • Curriculum Area:

    Reading

    Curriculum for Excellence ‘Benchmark’

    • Uses a variety of support, such as a glossary or a bilingual dictionary to gain understanding of texts containing more unfamiliar language and extended sentences.
    • Identifies the main points of the text and can communicate this to others.
    • Demonstrates understanding of longer texts in the target language by, for example, noting down facts from the text, answering some questions, or explaining to others the main points and some supporting detail of the text.
    • Identifies cultural differences through reading a range of texts about the country and its inhabitants in the target language.
    • Uses a bilingual dictionary or other reference sources to check and spell commonly misspelt or unfamiliar words.
    • Recognises common prefixes, suffixes and blends of letters. Identifies connections between words. Uses this knowledge to identify cognates in order to help work out the meaning of new words
    • Identifies parts of speech such as nouns, pronouns, adjectives, adverbs and verbs and applies this knowledge to support their understanding of texts.

     

    Activity

    Describe your daily routine

    Talk about getting ready to go out

    Talk about clothes