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High schoolers participate in a role play of being a waiter or waitress while studying a foreign language. They ask and answer questions to obtain a food order. This is done using the language of study. Assessment is provided by teacher observation using the rubric included in the lesson.
Students practice participating in various types of interviews. In groups, they role-play various roles with a counselor or teacher to help them prepare for job interviews. They must also ask questions in the foreign language they are studying and reply in complete sentences.
Learners role-play the role of museum docents in their classroom. In groups, they give their classmates a tour of the artwork displayed while noting the key aspects of the artist's work. They also give a brief history of the art and artist while asking questions in the target foreign language.
Students use the internet to research the geography of an area where the foreign language they are practicing is spoken. In groups, they use this information to write a short report on the geographical features and how it affects the people living there. They are graded on a rubric presented to them at the beginning of the lesson.
Eighth graders examine the linguistic and cultural impact of the Arabic language and Islamic culture on the Spanish language. They analyze and label maps, listen to and differentiate between Spanish and Arabic music, and compare and contrast modern Eastern and Western popbmusic with traditional flamenco music and modern pop fusions.
Students relate the written form to the spoken form of familiar language (e.g., simple greeting, basic vocabulary, numbers, dates, time). They practice counting objects, identifying numbers when presented on flash cards in random order and reading number words in the target language. They indicate correct answers by writing the number next to the word.