Big Idea(s): - Bensalem Township School District / Overvie€¦ · Web viewPatterns of word relationships between two or more languages as well as ... Result will be to work together

Bensalem Township School DistrictCurriculum Template – Level II

Standards Link: Goal 1: Communication

12.1.S2.A: Know the basic sound system and spelling patterns of the target language.12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.12.1.S2.C: Recognize common vocabulary terms through listening and reading12.1.S2.D: Know simple sentence and question structures in order to communicate.

Big Idea: Enduring Understanding(s):

Language is essential for Interpretive and interpersonal communication.

Language connects people.

Speaking is not the only form of communication.

Prior language and communication skills are utilized while learning a new language.


Essential Question(s):


How can I use my existing communication skills and resources to learn a new language?

What skills and knowledge do I need to interact with others in a second language?

What are some good strategies to help us communicate with someone in the language we are studying?

What skills do we need to interpret written, spoken, and non-verbal forms of communication?

How can context help us guess at the meaning of vocabulary that is used in real materials (webpages, stories, videos) from the second-language culture.

Knowledge: Skill(s):


Vocabulary about people, places, Descriptions of self and others, surroundings

Vocabulary from authentic materials when clearly labeled or shown in context.

Strategies for getting help in understanding or expressing ideas

Process-writing/speaking techniques (e.g., idea-gathering, drafting, revising, final copy)

Speak and write common vocabulary, phrases and structures during activities with the teacher, classmates and family. (Interpersonal Skills)← Nationalities← Occupations← Age groups← Food and beverages← Sports and leisure← School

Anatomy←Comprehend simple spoken and written sentences using an expanded vocabulary in dialogs and short essays.← Question formation← Daily schedules and school

schedules← Personal information

exchangeDirections and commands

Past tense and reflexive verbs. Expand on Level I grammar concepts Negation

Assessment/Evidence of Learning:

Performance assessments (attached)

Quizzes/Testsa. listeningb. speakingc. writingd. reading comprehension

Formative assessments

□ Yes/No cards□ TPR


Learning Activities: Resources:

KWLGraphic OrganizersGroup evaluationConstructive responsesTeacher conferencingWord ScramblesCharadesScavenger HuntsReading LogsPuzzlesFlash cardsWhiteboards

Teacher ObservationRubricsWorksheets/templatesTextbookInternet/websites/webquestsWorkbooksAudio CDsVideoDictionaryNewspapers and MagazinesIPODs


Standards Link: Culture

12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.12.1.S2.C: Recognize common vocabulary terms through listening and reading

12.1.S2.D: Know simple sentence and question structures in order to communicate.

12.3.S2.A: Identify fundamental products and customs of the target culture.Big Idea: Enduring Understanding(s):

Culture and language are intertwined; they influence and reflect upon each other.

Language connects people.

Some gestures and expressions are culture-specific.

The target language and English have similarities and differences.

The language we use changes with the situation.


What is culture?

How does where I live shape who I am?

How can I explore other cultures without stereotyping?

Why study another culture?

How can learning about the practices and products of another culture give us insight into the values and viewpoints of the people of that culture?



Products, artifacts, and perspectives Students know…Contemporary and traditional artifacts from daily life (e.g., toys, sports equipment, clothing), Songs, dances, visual artwork; menus, schedules, ads, graphics from target culture.

Social interactions, practices, and perspectives Students know...Expressions of politeness and social amenities (e.g., greetings/leave-taking, apologies, thanks)

Find and share information in authentic materials( internet, magazines, children’s books) about cultural products

Connect products to attitudes and practices of the culture

Find and share information in authentic materials( internet, magazines, children’s books) about cultural products

Role play daily life situations as they would unfold in the target cultures


Standards Link: Communities

12.5.S2.A: Know where in the local and regional community the target language and culture are useful12.5.S2.B: Know where in the national community the target language and culture are experienced.12.5.S2.C: Know where the target language is spoken in the global community.12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.12.1.S2.C: Recognize common vocabulary terms through listening and readingBig Idea: Enduring Understanding(s):

The study of a World Language enables an individual to participate in a global economy and society.

Learning a second language will open doors for you professionally and personally.

Language is the thread that intertwines global cultures, communities, and societies.


Where in the local or world community can we use the second language we are learning?How may contact with native speakers in the local or world community enhance our language proficiency?How can we use technology to communicate with native speakers anywhere in the world?How does studying a language change an individual’s life after leaving school?



Interview questions to pose to a native speaker

Informational material before visiting a community venue or internet exchange where the language is spoken

Exchange information with a speaker from the community who visits the classroom or in his/her place of work

Give opinions and react to a performance or field trip where the world language is used

Standards Link: Comparisons

12.1.S2.E: Identify words from the target language that are commonly used in English.


Comparing and contrasting similarities and differences of one’s native language with the target language enables students to obtain new perspectives about themselves and the world in which they live.

By experiencing another language and culture, students better understand the function of their native language in relation to others.


Essential Questio(s):

How does comparing and contrasting the target language with English help us better understand the structure and vocabulary of English?

Why does comparing and contrasting cultural practices, products, and perspectives in the target culture help us better understand our own culture?

How does appreciation of cultural diversity enhance cross-cultural understanding?



Patterns of word relationships between two or more languages as well as false cognates

Words that carry different visual meaning in two or more languages (e.g. “bread” may be translated as “pain” or “pan” or “brot” but its image is of a different product in each culture

Identify how certain products and traditions are important to the second

culture and how that may be similar or different in their own (e.g., celebrations,

religious practices, arts, foods, work and leisure time

Expand their vocabulary by working with borrowed words, foreign phrases and mottoes, prefixes and suffixes

Connect the meaning of vocabulary with the cultural context of the world language

Standards Link: Connections

12.1.S2.F: Know how the target language has influenced other school curriculum areas.


The study of World Languages helps students enhance learning and links them to other disciplines and perspectives.

Language connects people through different types of media.

The target and native languages have similarities and differences.

Language acquisition ties student learning to other areas of discipline.



How does second language study help us in other areas of the curriculum?What knowledge and insight can we gain from world language study that otherwise would not be available to usWhat print and non-print resources are available to help us connect with another language and culture?


Authentic but highly visual materials that address subject matter from other courses (e.g., Earth Day materials in the target language, food pyramids)

Identify terms in the world language that describe concepts they have learned in other subjects

Performance Assessment

Desired Understanding: Clothing (7)

Goal: The students will create a multicultural fashion show, which will incorporate the native customs of the target language speaking countries.

Role: Your job is as follows: research your target country and their native dress, decide roles (director, model, announcer, fashion designer, sound – authentic target language music, lighting, runner, hair/makeup, etc.)

models - will demonstrate the apparel that is describeddirector – keeps things moving smoothly, order, fluidity, stage directionsannouncer – describing the different clothing of the modelsfashion designer – choose the styles, attire, outfitssound – providing and maintaining sound, authentic target language musiclighting – coordinate strobe lights or other lighting sources as appropriate

Audience: will be judges (to judge authenticity of the clothing of the models), models must convince judges that their presentation is most authentic, contains most authentic, contest of which group presents the most authentic

Situation: a fashion show


Performance: Modeling and presentation of the participants are aligned.Each student writes a critique/review of the fashion show.Discuss opinions about the fashion show.

Criteria for Success: Result will be to work together to put on a fashion show production.Successful result will incorporate clothing, colors, cultural elements (e.g., music), descriptive vocabulary, and presented using standard pronunciation.

Performance Assessment French 2 Chapter 8

Desired Understanding: Airport and Plane Travel

Objective: Develop a conversation demonstrating knowledge of airport and travel vocabulary.

Concepts:

Use of “ir” regular and irregular verbsAir travel vocabulary.Use of interrogative question word QuelUse of adverb “tout”Review of 24 hour clock

ProcessYou are checking in at the airport for your flight to Paris. Have a conversation with the airline agent (your partner) at the ticket counter. Write as much as you can about your experience at the airport.

TaskDialog must include current 20-25 vocabulary words and verbs. Paper must include at least 2-3 paragraphs.

Assessment


Check Rubric

Desired Understanding: Train Travel (9)

Objective:

Compare and contrast the advantages and disadvantages of train, bus and plane travel.

Concepts:

Regular and irregular “re” verbs Train travel vocabularyUse of demonstrative adjectives (Ce, Ces)Review of numbers, the metric system, and the 24 hour clock

Process:

After reviewing a train schedule, debate with a friend or acquaintance about the advantages and disadvantages of train, bus and plane travel. Topics of discussion may include time, distance, price, and preferences.

Task:


Dialog must include current 20-25 vocabulary words and verbs.Paper must include at least 2-3 paragraphs with at least one paragraph detailing advantages and one paragraph detailing disadvantages.

Assessment:

Check Rubric


Desired Understanding: Sports and Physical Activities/Past Tense

Objective: Commentate last 3 minutes on a play-by-play action of a chosen sport and interview the MVP of the game. Write a newspaper article of the game.

Concepts:

Sport and Team VocabularyFormation of regular passé compose with avoir.Conjugation of boire, devoir and recevoir

Process

In groups of 2 commentate 3 minutes of a live sport. One of you becomes the MVP of the selected sport and the other a sport reporter for a French paper. The reporter will prepare an interview with the MVP about the game. Together, the pair will edit the information and write a report for tomorrow’s paper..

TaskCommentary must include 20 vocabulary words and 5 passe compose. Interview must have 5 questions using vocabulary and passé compose.


Paper must include 10-15 sentences in the passé compose.

AssessmentCheck Rubrics

Performance AssessmentFrench 2 Summer/Winter Activities (11)

Desired Understanding: Summer and Winter Weather and Activities Objective: Choose a culturally authentic beach or winter resort and send a postcard about your

vaction.

Concepts:

Weather vocabularySummer and Winter Activities vocabularyFormation of irregular passé compose with avoir and etreFormation of Negative statements

ProcessResearch and find an authentic location. Write and describe your vacation using real sites.

Task


Postcard must include 5 sentences with avoir passé composé, 5 sentences with etre passé compose and 10 vocabulary words. The front of the post card must have a drawn picture or clipart with another 10 vocabulary words labeling the scene.



Desired Understanding: Basic Daily activities

Objective: To create and illustrate a children’s book.


Concepts:

Reflexive verbsToiletriesDaily activityPasse Compose

Processo Create and illustrate a children’s book describing a character’s daily

activities.

Task12 reflexive verbs15 vocabulary words 5 regular or irregular household activites.



SPANISH PERFORMANCE ASSESSMENTS:

PERFORMANCE ASSESSMENT

Desired Understanding: Airport and Travel

Objective: Create a dialogue about a trip that you and friends/family are taking.

Concepts: Minimum of 10 vocabulary words from chapter. Minimum 5 Direct object pronouns (DOP). Minimum 2 indirect object pronouns (IOP) Minimum of 4 lines spoken by each group member. Must be memorized!! Must use props!!! AS ALWAYS CREATIVITY COUNTS!!!!

Task: a. Something goes wrong at the airport.b. Someone or Something is left behind.c. Someone famous is at the airport.

Process:

The scene should take place in the airport either departing for a trip or arriving from a trip. Within the dialogue one of the following must happen:

Assessment:


Check Rubric


Desired Understanding: Culture of Mexico - Dia de los Muertos Celebration

Objective: Write a postcard to a friend or family member back home describing your experience to them.

Concepts:

The postcard must include a letter in English using and explaining the Spanish vocabulary related to the celebration of Dia de los Muertos

The postcard must include a drawing that depicts an aspect of día de los muertos.

The letter must include the following:

An explanation of the holiday:o A brief historyo Who, what, where, and why it is celebrated

Bensalem Township School DistrictCurriculum Template – Level IITask:

A description of your experience celebrating with the locals:o Must include ALL vocabulary words learned in the documentary.o Must have a complete description of the festivities in which you took part

that day

Process: Pretend that you are a tourist in Oaxaca, Mexico on November 1st and 2nd during the celebration of día de los muertos.

Assessment:

Check rubric


Desired Understanding: Vacation & Travel (use of vocabulary and numbers)

Objective: Create a fake telephone number to inquire about activities and travel itineraries during vacation

Concepts: 1. Must come up with 5 questions using vacation activities and travel

2. Must use vacation/travel vocabulary

3. Must include use of time in Spanish

4. Write responses in complete sentences.

Task: Groups of 6 in a circle

Process:

Call one of the numbers on your list

Bensalem Township School DistrictCurriculum Template – Level IIEach person calls once, the rest listenPractice use of numbers and vocabulary

Assessment:

Check Rubric


Desired Understanding: Parts of the Body & Clothing

Objective: Each person has to describe 1 person from cabeza a dedo de pie

Concepts: each description must include:

1. 3 uses of quedar, with I.O.P usage2. 2 uses of verbs like “gustar”3. 6 articles of clothing4. must be creative5. must have energy

Task: Groups of 3 or 4Plan the theme for your fashion show, music, etc.

Bensalem Township School DistrictCurriculum Template – Level IIProcess:

Write out your description of one person in your group on separate sheet of paper and turn it in.

Assessment:

Check Rubric


Desired Understanding: Daily routine

Objective: Create a mini conversation about their daily routine

Concepts: 1. Must ask questions using verbs in the present tense

2. Questions much include at at least once: tener, tener que, ir a, estar, hacer

3. Write responses in complete sentences

Task: To be able to have a mini conversation (30 seconds – 1 minute total) Questions/answers

Process:

Create 3-5 questions of your own using the vocabularyWrite the responses Evaluate person (match preferences)


Assessment:

Check Rubric

World Languages 2009-2010Speaking Performance Assessment

Speaking Criteria Maximum Credit

5 points

Partial Credit

3 points

Minimum Credit

1 pointContent Complete, the speaker

clearly conveys the main idea and provides details that are relevant and interesting.

Somewhat complete,the speaker conveys the main idea, but details are absent or irrelevant.

Incomplete, the main idea is unclear. Details are nonexistent.


Communication/Fluency The student speaks very clearly without hesitation. Pronunciation and intonation sound natural.

The student hesitates frequently. Problems with pronunciation and intonation distort meaning.

Frequent hesitations and extreme problems with pronunciation.

Accuracy Grammar and vocabulary are used correctly.

Problems in usage distort meaning

Problems in usage completely distort meaning and inhibit communication.

Effort Inclusion of details beyond the minimum predictable response.

Fulfills minimum requirements and shows evidence of thoughtful evidence.

Does not fulfill minimum requirements or demonstrate thoughtful input.

World Languages Writing Performance Assessment

Writing Criteria Maximum Credit 5 Points

Partial Credit

3 Points

Minimum Credit1 Point

Content Students cover topic and provides relevant supporting details

Topic is explained and somewhat developed

Topic is not discernable and details are non-existent or irrelevant

Communication Description is organized and easy to follow.

Parts of description are organized and easy to follow.

Unorganized and difficult to follow.

Bensalem Township School DistrictCurriculum Template – Level IIAccuracy Grammatical

structures and vocabulary are used appropriately and correctly.

Minor problems in usage or vocabulary do not distort meaning.

There are many grammatical and spelling errors. Message is distorted or confusing.

Effort Inclusion of details beyond the minimum requirements and shows evidence of thoughtful input.

Fulfills the minimum requirements of the assignment but does not show evidence of thoughtful input.

Does not fulfill the minimum requirements of the assignment or provide evidence of thoughtful input.

Standards Link: LEVEL 2

LYNNE, JAFFE, 05/09/12,

Common Core Connections Speaking, Listening, and writing Standards 6–12: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Reading Standards for Literacy Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to different domains. Anchor assessment: R8.B.1.2 - Make connections between texts College and Career Readiness (CCR) anchor standards: 1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


12.1.S2.A: Know the basic sound system and spelling patterns of the target language.12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.12.1.S2.C: Recognize common vocabulary terms through listening and reading12.1.S2.D: Know simple sentence and question structures in order to communicate. 12.1.S2.F: Know how the target language has influenced other school curriculum areas.

12.3.S2.A: Identify fundamental products and customs of the target culture.12.3.S2.C: Describe similarities and differences of life skills and social structures in personal interactions between cultures.

12.5.S2.A: Know where in the local and regional community the target language and culture are useful12.5.S2.B: Know where in the national community the target language and culture are experienced.12.5.S2.C: Know where the target language is spoken in the global community.

Examen finalFrançais 2

I. Trouvez le synonyme:

1. siègea. vol b. place c. écran

2. un magasin a. en soldes b. une boutique c. un vendeur


3. quitter a. partir b. décoller c. descendre

4. plein a. un aller simple b. en premier c. comble

5. bloquer a. gagner b. perdre c. arrêter

6. lancer a. passer b. monter c. descendre

7. des baskets a. des chaussures b. des pantalons c. des serveurs

II. Trouvez l’antonyme : 8. assis a. tableau b. debout c. avion

9.vendre a. acheter b. répondre c. descendre

10. monter a. entendre b. remplir c. descendre

11. perdre a. décoller b. prendre c. gagner

12. apres a. avant b. souvent c. tôt

13.se reveiller a. se raser b.se coucher c. se laver

14. tôt a. tard b. tout c. temps

15. froid a. frais b. chaud c. vent

16. une fois a. un panier b. par-dessus c. beaucoup

17. allera. rester b. dire c. plonger

18. allumer a. perdre b. éteindre c. composter

19. ouvert a. quelques b. depuis c. fermé

20. important a. debout b. sauf c. ça m’est égal

III. Choose the correct response to each question :

21. Il fait quel temps en été?a. Il fait beau et il fait chaud b. Il fait froid c. Il neige

22. Notre train part d’où ?a. du guichet b. de la voie numero 9 c. de la queue

23. Tu aimes aller à la plage ?a. Oui, j’adore nager dans la mer.b. Oui, j’adore nager dans la piscine.c. Oui, j’adore descendre les pistes

24. Il a égalisé le score ?a. Oui, il a gagné le match.b. Oui, il a perdu le match.c. Oui, il a marqué un but.


25. Tu as mis de la crème solaire, tes lunettes de soleil, et ton anorak ?a. Oui, je vais à la plageb. Oui, je vais faire du ski.c. Oui, il fait tres chaud.

26. Marie choisit sa place dans l’avion ?a. Oui, elle fait ses valisesb. Oui, elle veut un siege cote couloirc. Oui, elle remplit le papier

27. Elle a vu queleu’un ?a. Elle n’a rien vu.b. Elle n’a vu personnec. Non, quelqu’un a pris sa place.

28. Tu vas faire la queue au guichet ?a. Oui, je vais monter en voiture.b. Oui, je vais composter mon billet.c. Oui, je vais acheter un aller-retour.

29.Il y a un penalty.a. L’arbitre donne le ballon au joueur.b. Il n’y a beaucoup de places libres.c. Le stade est comble.

Choose the correct completion :

30. La plage est _________________.a. au bord de la mer b. sur une planche c. dans une piscine

31.Un guardien de foot _____________ .a. envoie le ballon b. marque un but c. siffle

32. Quand le stade est plein,_________________.a. il n’y a pas de spectateurs b. il y a quelques spectateurs c. il est comble

33. Quand il fait chaud,__________________.a. il y a de la neige b. il y a du soleil c. il y de la glace

34. Dans une piscine, on peut__________________.a. plonger b. skier c. faire du patin

35. Avant de voyager, il faut_________________.a. acheter un billet b. parler au controleur c. perdre

36. Il a perdu, il est arrivé _______________-.a. le dernier b. en retard c. dernier

37. Je me regarde dans un _____________.a. un savon b. un peigne c. un miroir

38. Elle se brosse _______________.a. la figure b. les mains c. les cheveux

Bensalem Township School DistrictCurriculum Template – Level II39. Le soir, il _______________.a. se couche b. se reveille c. s’habille

40. Une piece est divisé en _______________.a. entractes b. acteurs et actrices c. actes

41.Les sous-titres sont pour________________.a. les films doublés b. les films étrangers c. les séances

42. Les voyageurs__________________ le train sur le quai.a. attendent b. perdent c. vendent

43.On ______________ les dents.a. se maquille b. se couche c. se brosse

44. On ___________ tot le matin.a. s’habille b. se lève c. se lave45. On zappe avec la ______________ pour éviter les publicitésa. évier b. télécommande c. lave-vaisselle

46. On _______________pour sortir.a. s’habille b. se couche c. s’appelle

47. Les skieurs ______________________ les pistesa. montent b. descendent c. nagent

48. Si, tu ne peux pas aller au cinéma, tu peux ________________ vidéo.a. louer b. jouer c. remplir

49. À la plage, il faut mettre ______________ si on ne veut pas attraper de coup de soleil.a. un baton b. de la crème solaire c. des lunettes

IV. Les Verbes et La Grammaire : Choose the correct completion of the sentence with the new subject.

50. Nous partons à l’heure. Je _________________.a. parte b. parties c. pars

51. Il boit beaucoup d’eau. Ils _______________ beaucoup de jus.a. buvons b. boivent c. boit

52. Qu’est-ce que tu dis ? Qu’est-ce que vous ________________ ?a. dites b. disez c. disons

53. Elles dorment. Elle _______________.a. dort b. dors c. dormis

54. Vous écrivez des cartes postales. Tu ___________.a. écrives b. écrit c. écris

55. Vous descendez au prochain arret ? Je _____________.a. descends b. descende c. descendis

56. On répond aux questions du prof. Vous __________________.a. répondez b. repondissez c. réponds

Bensalem Township School DistrictCurriculum Template – Level II57. Il finit ses devoirs. Ils________________.a. finit b. finissent c. finissez

58. Nous choisissons une place. Je _______________.a. choisis b. choisit c. choisissis

59. Je sers du café. Il _____________ du thé.a. servit b. sert c. servent

V. Choose the correct form of the passé composé.

60.The past participle of er verbs is___________.a. é b. i c. u

61. The past participle of ir verbs is_____________.a. é b. i c. u

62. The past participle of re verbs is___________.a. é b. i c. u

VI. Choose the correct auxiliary verb.

63. écrirea. avoir b. être

64. allera. avoir b. être

65. fairea. avoir b. être

66. partira. avoir b. être

67. venira. avoir b. être

68. finira. avoir b. être

69. remplira. avoir b. être

VII. Choose the completion of each sentence with the correct form of the passé composé.

70. Ils _______________ (lire) le journal.a. ont lu b. lit c. sont lu

71. Vous _____________(mettre) la table.a. mettez b. avez mis c. avez mettu

72. Tu ___________ (voir) le film hier.a. vois b. as vu c. a vu

73. Nous ________________ (prendre) l’autobus.

Bensalem Township School DistrictCurriculum Template – Level IIa. prennent b. avons pris c. avons prendu

74. Il ____________ (faire) les devoirs hier soir.a. a fait b. fais c. a fais

75. Ils _____________(aller) à la plage ensemble.a. sont allés b. sont alleés c. ont allés

76. Je ______________ (sortir) vendredi soir.a. ai sorti b. vais sortir c. suis sorti

77. Nous ______________ (partir) en retard.a. sommes parti b. allons partir c. sommes partis

78. Elle ____________(dire) la vérité.a. est dit b. va dire c. a dit

79. Vous ___________ ( dormir) toute la nuit.a. avez dormi b. allez dormir c. etes dormis

VIII. Choose the correct question to the following sentences. Pay careful to the italicized words!

80. Marie va à Nice.a. Elle va où? b. Elle va quand? c. Elle va qui ?

81. Elle écrit une carte postale.a. Qu’est-ce qu’elle écrit ? b. Quoi est-ce qu’elle écrit ? c. Qui est-ce qu’elle écrit ?

82. Je dine avec Marie.a. Avec quoi dines- tu ? b. Avec qui dines- tu ? c. Pourquoi dines-tu ?

83. Elle travaille lundi.a. Elle travaille pourquoi ? b. Elle travaille comment ? c. Elle travaille quand ?

84. Je chante bien.a. Comment chantes- tu ? b. Quand chantes-tu ? c. Pourquoi chantes-tu ?

IX. Answer the following questions negatively.

85. Elle écrit quelque chose?a. Elle n’écrit plus b. Elle n’écrit rien c. Elle n’écrit jamais86. Il lit souvent ?a. Il ne lit jamais b. Il ne lit rien c. Il ne lit pas

87. Tu vois quelqu’un ?a. Je ne vois rien b. Je ne vois personne c. Je ne vois jamais

88. Tu vas au cinéma quelque fois ?a. Je ne vais rien b. Je ne vais personne c. Je ne vais jamais

89. Tu fais toujours le devoir ?a. Je ne fais personne b. Je ne fais rien le devoir c. Je ne fais plus le devoir

X. Choose the correct completion.

Bensalem Township School DistrictCurriculum Template – Level II90. _____________ les spectacteurs sont assis.a. Tout b. Tous c.Toutes

91. _____________l’équipe japonaise joue bien.a. Tout b. Toute c. Toutes

92. On annonce le depart de _________ vol ? Le vol à Paris.a. quel b. quelle c. quels

93. Tu aimes ____________ classe ? J’aime la classe de français.a. quel b. quelle c. quelles

94. _________ train n’arrete pas.a. ce b. cet c. cette

XI. Complete the sentence with the correct form of the present tense of the indicated verb.

95. Je ____________ ( se laver) tôt le matin.a. se lave b. lave c. me lave

96. Nous ________________ (se dépêcher) parce que nous avons peu de temps.a. se dépêchons b. dépêchons c. nous dépêchons

97. Pierre __________ (se raser) le figure.a. se rase b. rase c. te rases

98. Tu ________________ (s’amuser) avec tes copains ?a. t’amuses b. amuses c. s’amuse

99. Ils _____________ ( se coucher) à onze heures.a. vous couchez b. se couchent c. couchent

XII. Complete the sentence with the correct form of the past tense of the indicated verb.

100. Elles ________________ hier soir à onze heures et demie.a. s’est couchée b. se sont couchés c. se sont couchées

101. Elle ________________ la figure.a. s’est lavé b. s’est lavée c. se sont lavées

102. Il _______________ à la classe.a. s’est dépêché b. s’est dépêchée c. se sont dépêchés

103. Nous _____________ à huit heures ce matin.a. nous sommes levé b. se sont levés c.nous sommes levés

XIII. Choose the correct completion.

104. Elle __________ où est le musée.a. sait b. connait

105. Ses amis ______________________ sa famille.a. savent b. connaissent

106. Je _____________ nager.a. sais b.connait

Bensalem Township School DistrictCurriculum Template – Level II107. Tu __________ son numero de téléphone.a. sais b. connais

XIV. Substitute the appropriate pronoun for the italicized word(s). Select the correct sentence as it should be written.

108. Je connais Jean et je trouve Jean très sympa.a. Je le connais et je le trouve sympa. b. Je lui connais et je le trouve sympa.c. Je le connais et je lui trouve sympa.

109. Elle parle à ma cousine.a. Elle la parle. b. Elle lui parlec. Elle leur parle

110. Je donne les billets à mes parents.a. Je la donne les billets b. Je les donne les billetsc. Je leur donne les billets

READING SECTION ( Questions 111-118)

Read the following selection and answer the question with A. True or B. False

111. Les élèves ont eu un mois de vacances

112. Ils ont pris le train pour aller à Montréal.

113. Montréal est une petite ville ?

114. Les élèves sont montés à ski au sommet de la montagne

115. Pour faire du ski, ils ont mis des batons.

116. Ils ont pris la piste rouge pour les très bons skieurs.

117. Ils ont fait aussi du patin à glace.

118. Les pistes vertes sont pour les débutants.

LISTENING SECTION

I. You will hear 7 statements. Decide whether each statement you hear is in the past or the present tense and darken the appropriate letter. (Questions 119-125)

A. Present B. Past


II. You will hear 10 statements. Choose the letter of the illustration that is being described. (Questions 126-135)

A. B.

C. D.


E.

Teacher Script

I. You will hear 7 statements. Decide whether each statement is in the past or the present and darken the appropriate letter.

A. present B. past

119. Ils ont acheté les billets

120. Ils ont pris l’autobus

121. Il fait la queue.

122. Elle est allée a la plage.

123. Elle a nagé dans la mer.

124. Je bois du jus d’orange.

125. Tu as fini les devoirs.

Section II. You will hear 10 statements. Choose the letter of the illustration best being described. (126-135)

126. L’avion décolle à l’heure.

127. Il a bloqué le ballon


128. En été, Il fait chaud. Il a mis de la crème solaire à la plage.

129. On peut prendre le telesiege pour monter au sommet de la montagne.

130. Elle se brosse les cheveux.

131. Ils attendent le train sur le quai.

132. Elle a reussi un beau panier

133. Il va au comptoir pour faire enregistrer ses bagages.134. Le stade est comble.

135. Il se couche à 8h.

Directions: Pick the word that does NOT fit.

1. a. atlético b. organizado c. el maestro d. estudioso

2. a. almorzar b. rubio c. beber d. escribir

3. a. la biblioteca b. la piscina c. el centro d. ir

4. a. miedo b. la fruta c. el pollo d. la naranja


5. a. estar b. ser c. tener d. las verduras

6. a. contentas b. clases c. ocupadas d. cansadas

7. a. calor b. sed c. frío d. tranquilo

8. a. quiero b. puedo c. tengo d. servimos

9. a. rubio b. amarillo c. pelirrojo d. negro

10. a. el pescado b. el fútbol c. el béisbol d. el básquetbol

Directions: Manolo is telling Clara about some incidents his family had at the airport and on the plane. Choose the letter that best completes each sentence.

11. Primero, para facturar el equipaje tuvimos que _______ por una hora.a. pasar por la aduanab. confirmar el vueloc. hacer colad. tomar un taxi

12. Entonces mi madre________ problemas con la llave de metal (key) que traía.a. tuvob. caminóc. escribiód. estuvo

13. Luego, mi hermana perdió su ________ y no pudo _______ con nosotros al avión.a. pasaporte/reclamar el equipajeb. equipaje/ir a la oficina de turismoc. maleta/llamard. tarjeta de embarque/abordar

14. Más tarde, ________ no me trajo la comida porque yo dormía.a. el auxiliarb. el pasajeroc. el agente de viajesd. el reclamo de equipaje

Directions: Pick from the below answers, letters a-d, that correspond to the appropriate question 15-18. (Reir = to laugh)

15. Hola, ¿Puedo hablar con Joaquín? Soy Sofía.a. No quiero verla, tengo miedo con películas de horror.b. Un momento, por favor.c. Perfecto. Esas películas me hacen reír.d. Sí, me encantaría. ¿Qué película quieres ver?

16. Hola, Joaquín, Te llamo para invitarte a ir al cine. ¿Quieres ir?a. No quiero verla, tengo miedo con películas de horror.b. Un momento, por favor.c. Perfecto. Esas películas me hacen reír.d. Sí, me encantaría. ¿Qué película quieres ver?


17. ¿Quieres ver una película de terror?a. No quiero verla, tengo miedo con películas de horror.b. Un momento, por favor.c. Perfecto. Esas películas me hacen reír.d. Sí, me encantaría. ¿Qué película quieres ver?

18. Entonces, vamos a ver “El professor loco.” Es una comedia.a. No quiero verla, tengo miedo con películas de horror.b. Un momento, por favor.c. Perfecto. Esas películas me hacen reír.d. Sí, me encantaría. ¿Qué película quieres ver?


19. a. acostarse b. arreglarse c. ducharse d. la toalla

20. a. secarse b. el desodorante c. el jabón d. el peine

21. a. luego b. la pasta c. primero d. por fin

22. a. la cara b. la garganta c. el dedo d. entonces

23. a. entrenarse b. dormirse c. despertarse d. acostarse

24. a. me baño b. te secas c. tener prisa d. se lava

Directions: Ana is showing Ricardo some pictures from her previous school. Fill-in the correct form of “Ser” or Estar” in the blank.

25. Las fotos ___________ del último día de la clase de español.a. son b. están

26. La chica que __________al lado de la profesora.a. es b. está

27. ___________ Martita.a. es b. está

28. Ella ____________ muy bonita e inteligente.a. es b. está

29. Las otras chicas ______________ Isabel, Téresa, y Clara.a. son b. está

30. Ellas no ____________ alegres porque yo no estoy en sus clases nada más.a. son b. están

31. También, Roberto y yo ____________ muy buenos amigos.a. somos b. estamos


32. En la foto de aquí todos nosotros _________ con la profesora delante de la escuela.a. somos b. estamos

Directions: Fill-in the blank with the correct vocabulary word.

33. Primero quiero ir a __________. Necesito unos cuadernos para la clase de español.a. la librería b. el aeropuerto c. la panadería d. la gorra

34. Mi padre necesita pan para la cena. Vamos a ____________.a. la falda b. la panadería c. la biblioteca d. la joyería

35. Yo necesito comprar __________ para la fiesta mañana.No tengo zapatos de verano.a. unas botas b. unas gorras c. unas faldas d. unas sandalias

36. Estas sandalias están muy de moda, pero me quedan pequeñas. Necesito______ más grande.a. un número b. un cinturón c. un traje d. una taller

37. ¡Ay no! La tienda está ________. Tenemos que volver mañana.a. floja b. abierta c. seria d. cerrada

Directions: Pick the verb that is appropriate.

38. Yo __________por la tarde todos los días.a. salgo b. hago c. traigo d. digo

39. Tú ___________ dinero para comprar una camisa nueva.a. dices b. sabes c. tienes d. sales

40. Yo ____________ a la escuela con mis amigas.a. vengo b. tengo c. digo d. traigo

41. Yo ____________ al cine con mi familia par aver una película cómica.a. salgo b. sales c. sale d. salemos

42. Yo ____________ la información de la clase de ciencias.a. sé b. conozco c. sabes d. sabe

43. Ella ______________ a la profesora de español.a. sabe b. sale c. conoce d. conocemos


44. a. acampar b. pescar c. tomar fotos d. el collar

45. a. anteayer b. ahora c. el año pasado d. el mes pasado

46. a. el recuerdo b. el collar c. regatear d. la tarjeta postel

47. a. dinero b. bello c. caro d. demasiado

48. a. fui b. fue c fuimos d. van

Bensalem Township School DistrictCurriculum Template – Level II49. a. hace b. hice c. hizo d. hicimos

50. a. doy b. di c. dio d. dieron

51. a. visité b. visito c. visitó d. visitaste

Directions: Read the following questions and pick the correct response.

52. ¿ ____________ hablaste en español a tu abuela y a tus tíos y _________entendieron?a. les/meb. les/tec. te/lesd. los/les

53. La tarjeta postal de España que ________ mandaste a mí es muy bonita. a. me b. te c. se d. le

54. Dicen que la comida mexicana es muy buena. ¿Te gustó?a. Sí, te gustó y la comiste mucho.b. Sí, le gustó y la comió mucho.c. Sí, me gustó y la comió mucho.d. Sí , me gustó y la comí.

55. ¿_________ ustedes excursiones par aver las atracciones? ¿ Adónde________?a. Hiciste/ fuisteb. Hicieron/ fueronc. Dieron/ vierond. Hiciste/ fueron

56. ¿Fuiste tú al Mercado al aire libre?a. Sí, fui y vio muchas cosas bellas.b. Sí, fuimos y viste muchas cosas bellas.c. Sí, fui y vi muchas cosas bellas.d. Sí, fuiste y viste muchas cosas bellas.

Directions: Pablo calls his friend Elena to make plans. Read the dialogue and choose the letter that best completes each sentence.

57. Pablo: Hola, Elena, soy Pablo. ¿Qué estás _________________? ¿ Quieres venir conmigo?a. hacesb. hacec. haciendod. hiciste

58. Elena: Me encataría, pero __________ que ir a la biblioteca con Ana para estudiar. ¿ Quieres venir _____________?a. tengo/con nosotros

Bensalem Township School DistrictCurriculum Template – Level IIb. salgo/con nosotrosc. hago/conmigod. digo/con ustedes

59. Pablo: ¿Quién es Ana? No __________ella.a. sé ab. séc. conozco ad. conozco

60. Elena: Ana es mi amiga de la clase de ingles. Ella ____________ a mi fiesta de cumpleaños y tú bailaste con______________.a. estuve/ellab. viniste/lac. estuvo/led. vino/ella

61. Pablo: Tienes razón. Yo ___________ y ___________ de mi casa ahora.a. me lavo/traigob. me arreglo/salgoc. me acuesto/vengod. me pongo/hago

Directions: Pick the verb that is in the preterit past form.

62. a. estuve b. estoy

63. a. pongo b. puse

64. a. supiste b. sabemos

65. a. tuvieron b. tienen

66. a. pido b. pedí

67. a. pidió b. pide

68. a. duermo b. dormí

69. a. durmió b. duerme

70. a. hablas b. hablaste

71. a. busqué b. busco

72. a. pagué b. pago

73. a. empiezo b. empecé

74. a. vino b. viene

75. a. quiero b. quise

76. a. dije b. digo

Bensalem Township School DistrictCurriculum Template – Level II77. a. traje b. traigo

78. a. fuimos b. vamos

79. a. soy b. fui

80. a. juego b. jugué

LEERRead the following selection. Then answer the questions by deciding if they are (A)true or (B)false.

La Feria de Barranquitas

Mi familia y yo fuimos el verano pasado a la Feria Nacional de Artesanías de Barranquitas, en el centro de Puerto Rico. Fue muy divertido.

Cada año el Centro Cultural Luis Muñoz Rivera y el Instituto de Cultura Puertorriqueña organizan el festival. Hay eventos culturales, como conciertos de música tradicional. El Segundo día que estuvimos allí vimos al grupo Los Pleneros de Ponce por la tarde. Los siguió el Grupo Atabal. Tocaron muy bien y todos bailamos.

Allí también podemos ver, comprar y hacer artesanías. Para las personas artísticas siempre hay talleres artesenales, o pequeñas clases para aprender a hacer artesanías a mano, como esculturas, pinturas y más. Yo aprendí a hacer animals de madera. Mi hermana prefirió hacer joyas de piedras y metal.

Siempre hay mucho que hacer para los niños[children]también. Mis primos se vistieron de animales diferentes e hicieron una obra de teatro[play]. Otros niños compitieron en un concurso [contest] de canto.A)true or (B)false.

81. Barranquitas está cerca de la playa.

82. Los Pleneros de Ponce y el Grupo Atabal organizaron el evento.

83. En el festival hay personas que venden artesanías.

84. Josué pudo hacer esculturas de madera.

85. Su hermana prefirió hacer esculturas de metal.

86. Los primos de Josué compitieron en un concurso.

87. Josué y su familia hicieron actividades en la Feria.

88. Josué y su familia tocaron muy bien.

89. Ellos no pudieron comprar nada.

90. Los grupos musicales tocaron música clásica.

Bensalem Township School DistrictCurriculum Template – Level IIJuan and Ana meet in the hallway after school. Put their conversation in the correct order.

91. _______ a. ¿Historia? Yo también. ¿Por qué no estudiamos` juntos? ¿Es más divertido, no?

92. _______ b. Hola, Juan. ¿Qué tal?

93. ______ c. ¡Buena idea!

94. ______ d. Yo necesito estudiar también porque tengo un examen de historia mañana.

95. ______ e. Regular. Tengo dos examenes mañana. Necesito estudiar pero no quiero.

For each of the following statements, choose A if the statement is logical and B if the statement is not logical.

96. Hola, soy Maria Luque y tengo catorce años. Soy alta, extrovertida, y atlética. Me gusta mucho jugar al fútbol. ¿Qué te gusta hacer?

97. Antonio y yo estamos preocupados. Ya hicimos la torta para la fiesta pero todavía no compramos un regalo. ¿Nos puedes ayudar?

98. Alicia tiene trece años y asiste al Colegio Roble. Todas las mañanas Alicia se despierta a las siete. Normalmente gasta una hora en limpiar la casa pero está loca por la música. En sus ratos libres, ella toca el violín. Hace veinte años que toca el violín. .

99. Ana y Jorge juegan en el equipo de vóleibol. Claro, ellos son más aplicados que otros estudiantes y no son flojos para nada. Es importante estudiar mucho y ellos nunca prestan atención en la clase.

100. Yo llevo una vida muy sana. Es preciso seguir una dieta balanceada, hacer ejercicios, y dormir lo suficiente. Por ejemplo, ayer comí tres hamburguesas y dos helados. Dormí solamente tres horas y hoy estoy bastante cansado.


ESCUCHAR: Indicate who did each of the activities—A=Carolina, B= Inés or C=both

101. Fue de compras.

a. Carolina b. Inés c. both

102. Pasó horas en una joyería.


103. Tiene una falda azul.


104. Compró un suéter.


105. Compró sandalias


Decide if these statements are true (A) or false (B)

106. Hace una semana que las dos amigas fueron de compras.

a. cierto b. falso

107. Inés compró una falda en la tienda de ropa.

a. cierto b. falso

108. Carolina compró sandalias en la zapatería.

a. cierto b. falso

109. Fueron un poco tarde a la farmacia.

a. cierto b. falso

110. En la farmacia compraron champú bueno para el pelo.

a. cierto b. falso


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Big Idea(s): - Bensalem Township School District / Overvie€¦ · Web viewPatterns of word relationships between two or more languages as well as ... Result will be to work together