NCSSFL-ACTFL Can-Do Statements:Given a time frame, I can express my hopes and desires for the future. Given a specific event, I can express my hopes and desires for the outcome.
![Japanese 201 - Lab 13 (日本語201ラボ第[番号])](https://img.oercommons.org/160x134/oercommons/media/courseware/lesson/screenshot/courseware-lesson-75230.png)
NCSSFL-ACTFL Can-Do Statements:I can interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.I can present personal information about my life and activities, using simple sentences most of the time.
This is a beginner-level Japanese lesson that lasts five weeks. In the first week, students will learn Hiragana and Katagana to acquire the basic Japanese syllables. Students will comprehend ordinary words that are commonly used in everyday life during the second week, providing the groundwork for the following weeks of class. Students will introduce themselves and others in the third week. Name, nationality, major, and year of study are all included. Students will study Japanese food culture in the fourth week, including how to engage in Japanese restaurants and differentiate service from their own culture. The last week is a summative assessment. Students will be required to deliver a presentation to demonstrate what they have learned over four weeks. Notes: This course is for students in China, so there is no standard to refer to at this time.
There are three separate lessons on the branches of government: executive, legislative, and judicial. We recommend teaching these lessons in that particular order, as some content builds on the previous lesson. Covers civics test items 13, 37, 38, 39, and 40.
These are listening comprehension recordings for K-2 developed by ELPA. They align with ELP listening comrehension standards.
kitchen utensils
Brettspiel für den Unterricht zum Wiederholen der Kennenlernphrasen inklusive kurzer Anleitung und Kontrollblatt.
In this lab, students will learn how to read and distinguish different sounds in Korean. They will be able to answer simple yes or no questions.NCSSFL-ACTFL Can-Do Statements:I can identify memorized or familiar words when they are supported by gestures or visuals in informational texts.I can express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.In my own and other cultures I can identify some typical practices related to familiar everyday life.
In this lab, students will practice introducing themselves. They will be able to say their names, nationality, interests, and their jobs.NCSSFL-ACTFL Can-Do Statements:I can introduce myself using practiced or memorized words and phrases, with the help of gestures or visuals.I can answer questions about my favorite weekend activities.I can fill in a chat box by answering who, what, where, and or when questions.
In this lab, students will be practicing asking and answering questions by participating in lost and found activity. They will also practice numbers by learning how to provide their phone numbers in Korean.NCSSFL-ACTFL Can-Do Statements:In my own and other cultures, I can identify some typical products related to familiar everyday life.I can name very familiar people, places, and objects using practiced or memorized words and phrases, with the help of gestures or visuals.I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.
In this lab, students will be describing the locations of items. They will be arranging their bedroom, and they will have a friend who is helping them to move furniture. They will converse with their friend to place the furniture in the correct location. NCSSFL-ACTFL World-Readiness Standards:Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Standard 1.2: Students understand and interpret written and spoken Korean on a variety of topics.
In this lab, students will be providing the locations of different states in the United States. They will be looking at various pictures to identify the placements of different objects. Lastly, they will describe the locations of campus buildings with the expressions they have learned. NCSSFL-ACTFL Can-Do Statements:I can describe where Idaho is located based on the map of the United States.I can find an object with a description. I can navigate to the correct campus building with the description that I was given.
In this lab, students will learn how to shop in Korea. Students will discuss the phrases used for shopping, and they will practice using the phrases by pretending to be a customer and a salesperson. They will also compare and contrast popular products from Korea and from their own culture.NCSSFL-ACTFL Can-Do Statements:I can ask and respond to simple questions about popular products.I can pay for products I am trying to buy.I can use rehearsed behaviors when shopping in a familiar type of store
Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. NCSSFL-ACTFL Can-Do Statements:I can state multi-step instructions for completing a process, such as preparing a recipe.I can work with a partner to determine what to order at a restaurant.I can interact with others to ask for restaurant recommendations.
Lesson plan template for final project of Teacher Exchange program.
In this activity students will be asked to make comparisons between the Italian society and the American society with a focus on the family structure, the nativity rates and the different ways people decide to leave together as a family.
The activity is suitable for a beginner level as a cultural analysis in a unit focusing on family vocabulary and numbers. It can be appropriate for an intermediate level to practice comparatives and family vocabulary.
The volume is designed specifically for language teachers who are turning toward content-based instruction to promote content learning and language learning in their classes. Through the exploration of topics related to civic education, language teachers can help their students master English and simultaneously become more knowledgeable citizens of the world. The combination of improved language skills and increased knowledge can enhance students' studies, work, and ability to become more active and conscientious participants in their communities.
Peace Education offers topics and issues that touch the lives of our students every day such as resolving conflicts, clarifying values, and understanding diversity. The language classroom also offers us the opportunity to help students address these issues through activities and tasks that are related to the content and that require the practice of language skills, social interaction skills, and critical thinking skills
The content is related to an aspect of building or maintaining a Civil Society— topics that affect students' personal or professional lives on a daily basis. Each chapter has four basic parts, including a brief background on and discussion of the topic(s) presented, classroom activities designed for a lower intermediate class (but which can be adapted to a more advanced level), other resources for authentic materials (internet, books, videos, etc.), and references for what has been presented. Paradigms, theories, and techniques have been developed to aid the instructors in their tasks. Techniques such as scaffolding help to make the content more accessible to the student. Theories such as learning strategies and multiple intelligences help instructors to appropriately design their lessons for maximum benefit to each student's own academic culture. Choices of activities such as reading, discussion, and interviews aid the instructor to focus on strengthening the students' basic language skills (listening, speaking, reading, and writing) in an integrated way that will foster communication and promote the students' self-reliance in the target language.
When to use this lesson?This lesson is best to use with beginner students looking/needing to develop functional language skills. Functional language skills are essential for students to have so they can interact in real-life situations. So, this does not aim to introduce grammar and instead vocabulary in different contexts to create meaning. The point of this lesson is for students to gain language skills that they can use in their everyday lives, particularly in the classroom.You can also use this lesson as a practice or break lesson with more intermediate students. Simply just ask your more experienced student to speak more, expand on concepts and formulate sentences independently. Regardless, at any learning level, students will appreciate your encouragement and guidance. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.