In seventh grade, students continue to expand their listening and speaking skills as developed and reinforced in sixth grade. This year, reading and writing are introduced as part of the curriculum.  The seventh-grade course begins with a review of the sixth-grade topics.  

French 7

During the review period, students review how to:

• • greet others and ask about their health

  • identify other classmates

  • tell the day, date, month, year

  • identify classroom objects

  • tell the color of these objects

  • spell their names and others' names

  • count in and out of sequence from 0 to 100

  • talk about the day's weather and tell the season

  • ask and answer questions regarding name, health, age, residence

  • use the first, second, and third-person singular

• Chapter 1: Une Amie et Un Ami and
  Chapter 2: Les Copains et Les Cours
  
  Language Goals - Students will:

  • identify themselves and others

  • describe themselves and others

  • describe people and things

  • talk to people formally and informally

  • tell what subjects they take

  • indicate whether they are difficult or easy

  • talk about their schedule: time of classes, days that they meet

  • tell time

  • tell time using the 24-hour clock

• Cultural Understandings - Students will:

  • compare how Americans and French identify themselves

  • discuss how Americans and French students get together after school

  • discuss where French is spoken in the world

  • compare American and French school systems

  • compare a typical student's day in the U.S. and in France

  • compare and contrast school subjects

  • know when to use the 24-hour clock

• Chapter 3: En classe et Après les cours
  
  Language Goals - Students will:

  • describe what they do in school

  • describe some things they do after school

  • talk about people in general

  • express “some” or “not any”

  • tell what they like and don't like to do

• Cultural Understandings - Students will:

  • compare American and French school days

  • discuss the French grading system

  • compare a typical student's activities after school in the U.S. and in France

• Chapter 4: La Famille et La Maison
  
  Language Goals - Students will:

  • talk about their family

  • describe their home

  • give today's date

  • give the day of their birthday and that of others

  • give their age and ask someone else's age

  • tell what belongs to them or to others

  • use adjectives to describe people and things

• Cultural Understandings - Students will:

  • compare housing in France and the U.S.

  • compare family life and traditions in France and the U.S.

• Chapter 5: Au Café et au Restaurant
  
  Language Goals - Students will:

  • order food or beverages at a café or restaurant

  • give their phone number

  • tell or ask where people go

  • ask someone how he or she is

  • give locations

  • tell what belongs to them or others

  • tell what they or others are going to do

• Cultural Understandings - Students will:

  • compare some American and French dining habits

  • discuss the differences between cafés and restaurants in France

  • recognize some typical French foods and beverages

•  

• Chapter 6: On Fait les Courses
  
  Language Goals - Students will:

  • shop for food in a French-speaking country

  • ask for the quantity they want

  • find out prices

  • express what people don't have or don't do

  • talk or ask about activities they or others do

  • tell things they are able to do

  • tell what they want to do and invite someone to do something

• Cultural Understandings - Students will:

  • contrast some French and American food shopping customs

  • recognize French stores and markets, and know which products they sell

  • use the metric system

•  

• Chapter 7: L'Aéroport et l'Avion
  
  Language Goals - Students will:

  • check-in for a flight

  • talk about some services on board

  • get through the airport after deplaning

  • describe people's activities

  • express “which” and “all”

  • describe people and things

• Cultural Understandings - Students will:

  • describe international airport functions

  • compare and contrast American and European passports

•  

• Chapter 8: À la Gare
  
  Language Goals - Students will:

  • use words and expressions related to train travel

  • buy tickets and read a train schedule

  • describe their activities and those of others

  • point out people or things

  • express “to put” or “to place”

• Cultural Understandings - Students will:

  • identify different types of trains and rail services in France

  • discuss the T.G.V. – the French bullet train

  • tell some differences between train travel in France and the U.S.

•  

• French Country Project:
  Framing questions:

  • Where is French spoken

  • What are some cultural understandings/differences from what we are familiar with and comfortable with? 

  • What is family life like? School?House?Foods?

• Research goals:

  • Participate in library research of guide books, Google map, and Google earth (find a school),  Culture Grams, ABC CLIO, SMS Library web page for the project

  • Review world map, continent, country geography

  • Learn correspondence format

  • Structural Concepts

  • Speak and write in simple French

  • Use weather expressions to express the seasonal concept

  • Use and respond to leading questions

  • Use and respond to leading questions 

• Vocabulary and Culture topics:

  • Weather, seasons

  • Location prepositions, map directions

  • Family relationships

  • Describe a house/home 

  • When/Who goes to school/vacations

  • Meal names/times, the national dish

• A Sample of the Activity:

  • une carte postale; utilise je.Écris      

  • Comment s’appelle le pays où tu habites?

  • Quelle est la capitale?     

  • Où est ce pays?    

  • Est-ce que tu habites dans une maison ou dans un appartement?

  • Avec qui?

  • Comment est ta maison/ton appartement?

  • Combien de pièces et d’étages y a-t-il ?

  • Y a-t-il un jardin ?

  • Quand/À quelle heure manges-tu?

  • Que manges-tu?

  • Dans quelle pièce manges-tu?

  • Ton pays a un plat régional.Quel est le nom de ce plat* ?

  • Quel temps fait-il?

  • Quelle saison est-ce?

  • Est-ce que tu vas à l’école?

  • Comment vas-tu à l’école?

  • Combien de personnes y a-t-il dans ta classe?

  • Est-ce que tu habites près de ou loin de l’école?

  • Est-ce que tu portes un uniforme pour l’école?

  • Quand sont les vacances ?Pourquoi aimes-tu ce pays/ce village/cette famille ?

•  

• Spanish 7:
  
  Review period:
  Chapter 1: ¡Mucho Gusto! LOCATION: Spain
  Chapter 2: ¿Organízate?: Location: Spain
  
  Language Goals - Students will:

  • say hello and goodbye.

  • introduce people and respond to an introduction.

  • ask how someone is and say how he/she is.

  • ask and say how old someone is.

  • ask where someone is from and say where he/she is from.

  • talk about likes and dislikes.

  • tell what is in their room

  • talk about what they want or need

  • talk about what they need and want to do

• Cultural Understandings - Students will:

  • give details about the extended family

  • describe school uniform

  • discuss apartment in Spain/sharing a TV set.

  • identify “Los Saludos”

  • explain, ¿Qué necesitas para el colegio?

•  

• Chapter 3:
  Nuevas clases, nuevos amigos: Location: Mexico
  
  Language Goals - Students will:

  • talk about classes and sequencing events

  • discuss the time of day

  • tell at what time something happens

  • talk about being late or in a hurry

  • describe people and things

  • talk about things they like and explain why

• Cultural Understandings - Students will:

  • compare class schedules in Spanish-speaking countries and the U.S.

  • compare the grading system in Spanish-speaking countries and the U.S.

  • discuss the custom of the siesta in Spanish-speaking countries

  • use titles of respect appropriately

  • compare a typical school day in Spanish-speaking countries and the U.S.

•  

• Chapter 4:
  ¿Qué haces esta tarde? Location: Mexico
  
  Language Goals - Students will:

  • talk about what they and others like to do

  • talk about what they and others do during free time

  • tell where people and things are

  • talk about where they and others go during free time

• Cultural Understandings - Students will:

  • identify Hispanic athletes and discuss their impact in the world of sport

  • refer to and greet friends

  • describe sights and activities typical of Cuernavaca, Mexico

  • use tú and Usted in various social contexts

  • discuss the tradition of the paseo in the Spanish-speaking world and compare how teens socialize in Spanish-speaking countries and in the U.S.

  • compare where teens go during their free time in Spanish-speaking countries and in the U.S.

•  

• Chapter 5:
  El Ritmo de la Vida Location: Florida, U.S.A.
  
  Language Goals - Students will:

  • discuss how often they do things

  • talk about what they like to do with their friends

  • talk about what they do during a typical week

  • give today's date

  • talk about the weather

• Cultural Understandings - Students will:

  • identify games and activities that are common in Spanish-speaking countries

  • identify places where young people go in order to spend time together

  • identify the different weather patterns in Spanish-speaking countries

  • understand how countries in the southern hemisphere experience the seasons differently from those in the northern hemisphere

  • understand how the seasons do not vary as much for countries closer to the equator

• Chapter 6:
  Entre Familia Location: Florida
  
  Language Goals - Students will:

  • describe a family

  • describe other people

  • describe things a family does together

  • discuss problems and give advice

• Cultural Understandings - Students will:

  • understand the relationship between godparents, godchildren and their families

  • understand and come up with nicknames that family members often have for one another

  • understand the importance of family in Latin-American culture

•  

• Chapter 7:
  ¿Qué te gusta hacer? Location: Ecuador
  
  Language Goals - Students will:

  • talk on the phone

  • extend and accept invitations

  • make plans

  • talk about getting ready

  • politely turn down an invitation and explain why

  • listen to telephone conversations in Spanish and respond to questions about the conversation

  • write a note accepting or turning down an invitation

• Cultural Understandings - Students will:

  • use different telephone greetings based on which country they are in

  • compare public transportation in Spain, Latin America, and the U.S.

•  

• Chapter 8:
  !A comer! Location: Ecuador
  
  Language Goals - Students will:

  • talk about meals and food

  • comment on food and make polite requests

  • order dinner in a restaurant

  • ask for and pay the bill in a restaurant

  • listen to restaurant conversations and respond to questions about the conversations

  • read recipes

  • discuss specific foods eaten in different parts of the Spanish-speaking world

• Cultural Understandings  - Students will:

  • compare meal times, customs, and traditions in Spain, Latin America, and the U.S.

  • describe how different fruits, vegetables, and dishes can have different names throughout the Spanish-speaking world: for example, a “tortilla” in Mexico is very different form a “tortilla” in Spain

  • compare table manners during the meal and social customs after the meal

•  

• Spanish Country Project:
  Framing questions:

  • Where is Spanish spoken?

  • What are some cultural understandings/differences from what we are familiar with and comfortable with?

  • What is family life like? School? House? Foods? Sports?

• Research Goals:

  • Describe utilize maps, guidebooks, and Internet resources to conduct research

  • Respond in the target language to factually based questions about their country

  • Introduce themselves in the target language to an imaginary host family

  • Collate information about the following topics: climate, food, sports, art, geography, and holidays of a Spanish-speaking country. Present their research in the target language using Google docs or a creative portfolio, and a Keynote presentation

  • Structural concepts  

  • AR, ER, IR verbs in the present tense 

  • Irregular verbs in the present tense

  • Interrogative Words

  • Helping verbs (tener, querer, ir, pensar, necesitar)

•  

• Grade 7 Vocabulary topics as per attached set of questions
  A sample of the activity:

  • Produce a portfolio that includes a letter, a basic fact sheet, and 2 research entries about their country

  • Describe a unique feature of their country to the class

  • Questions to answer:

  • ¿Cuáles son la capital y la ciudad más grande?

  • ¿Quién es el presidente?

  • ¿Cuáles países o océanos están al lado de tu país?

  • ¿Cuántas personas viven en tu país?

  • ¿Cuáles son tres lugares naturales de interés?

  • ¿Cómo se llama el dinero?

  • ¿Cómo se llaman dos celebridades de tu país?

  • ¿De qué color es la bandera?

  • ¿Cuántos años tiene el país?

  • ¿Cuáles idiomas habla la gente?

• Research Topics:

  • economía

  • música 

  • arte y literatura

  • historia

  • comida

  • deportes

  • días festivos y festivales

  • diversión familiar