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Modern Foreign Language Goals and Objectives • Back To All Pages »

Modern Foreign Language Goals and Objectives

Students enrolled in French I a should examine the column entitled "Beginning" underneath the Progress Indicators table.  French 2 students are listed under "emerging" while French 3 students are found under the heading "expanding":

Modern Foreign Language Goals and Objectives

GOAL ONE: Communicate in Languages Other Than English

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • give and follow simple instructions.
  • express personal likes and dislikes.
  • exchange everyday information with peers.
  • express basic needs and courtesies.
  • exchange information using time, date, and location.
  • exchange greetings and personal information.
  • exchange written information with peers and familiar adults.
  • express memorable previous experiences.
  • plan and carry out activities in groups.
  • give and follow directions and instructions.
  • acquire goods and services through basic negotiation and monetaryexchange.
  • create simple descriptions within a context.
  • exchange personal feelings and persuade others in the target language.
  • exchange information from international media.
  • express personal feelings and opinions on authentic literary texts.
  • collaborate to develop and propose solutions to contemporary and historical problems.
  • manage complicated situations and communicate successfully.
  • converse and communicate on a wide variety of topics using social amenities.

Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • comprehend simple oral messages.
  • discern main ideas and identity principal characters from age appropriate media.
  • understand everyday brief, written messages and short personal notes.
  • recognize and appreciate phrase grouping and voice inflection when listening.
  • identify people and objects from oral and written descriptions.
  • assimilate main ideas, themes, and details from age appropriate media and literature.
  • comprehend content of simple written messages.
  • gain meaning of oral messages and announcements when listening to peers and familiar adults.
  • sustain listening comprehension on less familiar topics.
  • recognize common oral phrase groupings and structures.
  • individually collect data on familiar topics.
  • gain meaning of complicated oral and written messages using context clues.
  • show understanding of main ideas and details of discussions, lectures, and oral presentations.
  • demonstrate knowledge of main elements of magazine and newspaper articles on current and historical topics.
  • understand linguistic and cultural information in written and spoken language.

Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • present simple, oral presentations about family, friends, school, and home.
  • list activities that take place in their daily lives.
  • recite proverbs, short poems, songs, and anecdotes.
  • write short, informal notes or messages about themselves, friends, family, and school activities.
  • prepare video or taped messages on topics of personal interest in their daily lives.
  • summarize plot and briefly describe characters in selected poems, short stories, and folk tales.
  • make brief reports on topics that have been studied.
  • present short plays, recite selected poems, and perform songs.
  • perform scenes from plays and recite poems or excerpts from selected short stories.
  • create stories, poems, and skits on personal experiences.
  • summarize and discuss content of an article.
  • write a letter or article describing and analyzing an issue.

GOAL TWO: Gain Knowledge and Understanding of Other Cultures

Standard 2.1 Students demonstrate knowledge and understanding of daily life, traditional ideas and perspectives, institutions, literary and artistic expressions, and other components and aspects of the cultures being studied.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • identify and compare patterns of behavior or interactions in a variety of everyday settings.
  • use appropriate gestures and oral expressions for greetings, leave-takings, and common classroom interactions.
  • experience products of the culture such as songs, stories, games, traditional celebrations, and art.
  • describe tangible products of everyday living such as housing, food, and dress.
  • observe and discuss typical patterns of behavior and use appropriate verbal and non-verbal behavior for daily activities among peers and adults.
  • participate in age-appropriate cultural activities including sports, music, and other entertainment.
  • experience (read, listen to, observe, perform) expressive products of the culture (e.g. literature, music, art).
  • identify, discuss and compare aspects of everyday life such as school transportation, clothing, and foods.
  • catalog and discuss patterns of behavior and interact successfully in a variety of cultural contexts involving both peer-groups and adult activities.
  • identify and experience expressive forms of the culture, including books, periodicals, films and music.
  • know and examine historical periods, places and persons, and evaluate their influence on cultural perspectives and behavior.
  • identify and experience expressive forms of the culture classified as literature and the fine arts.
  • name, discuss and analyze social, economic, and political institutions, and their relationship to the culture.
  • recognize, discuss, analyze, and evaluate the relationships among the products, practices, and perspectives of the culture.

GOAL THREE: Connect with Other Disciplines and Acquire Information

Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • use information from the foreign language class in other school subjects.
  • use data from other subjects in the foreign language class.
  • recognize some famous figures whose native language is the target language.
  • comprehend age appropriate authentic materials.
  • assimilate articles and short videos in the target language on topics being studied in other classes.
  • use acquired information as it relates to the foreign language classes in order to make comparisons and contrasts.
  • name and read about famous speakers of the language and their contributions.
  • use topics from other school subjects including sports, music, fashion, customs and life in the country of the target language.
  • acquire information from a variety of authentic materials about a topic being studied in other school subjects.
  • evaluate accomplishments and achievements of famous speakers of the language.

Standard 3.2 Students acquire information and recognize the distinctive view points that are only available through the foreign language and its cultures.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • use new information and perspectives to expand their personal knowledge.
  • use new information and perspectives to compare their experiences with those of their peers in the target culture.
  • use new information and perspectives to analyze the differences between the foreign culture and their own,and to begin to explain the reasons for such differences.

GOAL FOUR: Develop Insight into the Nature of Language and Culture

Standard 4.1 Students demonstrate understanding of the nature of language through comparison of language studied and their own.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • recognize "borrowed" words and cognates.
  • be familiar with differences in sound system, writing system, and word order in two languages.
  • identify idiomatic expressions in both languages.
  • demonstrate awareness of formal and informal forms of greetings and leave-takings as well as expressions of politeness.
  • recognize gender in foreign languages.
  • distinguish world relationships based on cognates and idiom awareness.
  • note differences as expressing respect and status.
  • perceive derivatives.
  • analyze time elements in both languages.
  • discuss relationships between word order and meaning and hypothesize how this may reflect a world view.

Standard 4.2 Students demonstrate understanding of concept of culture through comparison of cultures studied and their own.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • compare simple patterns of behavior.
  • demonstrate awareness and importance of gestures.
  • compare and contrast tangible products.
  • compare and contrast intangible products.
  • contrast verbal and nonverbal behavior for certain activities in both cultures.
  • understand origin and existence of cultural differences, perspectives, and practices.
  • express knowledge of music, art, and literature from the target culture.
  • identify origins of idioms as reflections of culture.
  • compare nuances of the meanings of words, idioms, and vocal inflections.
  • compare and contrast relationships between perspectives and practices in both countries.
  • compare and contrast relationships between perspectives and certain literary genres in both cultures.

GOAL FIVE: Participate in Multicultural Communities and Global Society

Standard 5.1 Students will use the language both within and beyond the school setting with representatives of the target cultures in a variety of ways.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • demonstrate awareness of nonverbal communication through dance, gestures, art, etc.
  • locate on a map and pronounce the names of countries and cities in which the target language is spoken.
  • understand messages found on signs, posters, maps, etc.
  • research a particular historical period in the target language culture to identify historical figures and landmarks.
  • interact directly with native speakers in the target language either through oral or written conversation, such as memos, letters, etc.
  • identify cultural similarities and differences observed while viewing a film from the target culture.
  • adjust target language vocabulary appropriately to a given situation and audience.

Standard 5.2 Students use the language for leisure and personal enrichment.

Progress Indicators: What Students Are Able To Do
Beginning Emerging Expanding
  • use materials and/or media from the target language and culture for enjoyment.
  • demonstrate awareness of the importance of people, holidays, geography and history of the language and culture.
  • distinguish between cultural similarities and differences.
  • recognize contributions of the culture and language studied to American society and other nations.
  • identify foods on a menu of the culture being studied.
  • consult various sources in the language to obtain information or topics of personal interest.
  • use various media from the target language and culture for entertainment.
  • use authentic messages found in contextualized materials.
  • use various media from the language and culture for entertainment or personal growth.
  • be familiar with major geographical features, historical events, and political structures of foreign countries in which the target language is spoken.
  • establish and/or maintain interpersonal relations with speakers of two languages.
  • identify the historical figures on the coinage/ currency in the target language culture.
  • seek help in crisis situations.