Henry County's foreign language curriculum consists of two stands, communication and culture. The strands have benchmarks that address student expectations at grades 2, 5, 8, and 12. These benchmarks have performance standards that more specifically delineate what is expected of students.
A. Listen to target language.
B. Read instructions, simple sentences, and simple paragraphs in target language.
C. Write simple sentences and simple paragraphs in target language
D. Speak in simple phrases and sentences in target language.
A. Compare "root" of target language and English.
B. Identify words "shared" by English and target language.
A. Interpret printed material dealing with basic human needs and interest.
B. Interpret relevant details and determine sequence of events.
D. Synthesize the data from a variety of printed materials, technological and audio/visual media (computer, etc.)
A. Share personal information in present, past, and future tenses.
B. Initiate, sustain, and bring to closure a wide variety of communicative tasks.
C. Express preferences, desires, and support opinions.
D. Discuss cultural issues such as geography, history, art, literature, political systems in the target language.
A. Take notes on oral and written discourse.
B. Write social letters and dialogues of real-life situations incorporating appropriate grammar, vocabulary of level appropriate topics, and revision techniques.
C. Outline and summarize key points of geography, history, political systems, and other disciplines relevant to the target culture.
A. Demonstrate recognition of basic syntactic patterns of speech.
B. Demonstrate comprehension of main ideas and details of connected discourse.
C. Answer questions demonstrating comprehension of speech in variety of contexts such as, interviews, short lectures, news and reports that use native speakers and technological sources.
D. Interpret relevant details and sequence of events.
A. Demonstrate an awareness and appreciation of diversity within a language.
B. Demonstrate broader use of native language vocabulary by making connections between the roots of the native language and target language.
A. Compare ways people greet and take leave of each other.
B. Compare holidays of target culture to native culture.
C. Compare roles family plays in society of target culture to native culture.
D. Identify and compare foods specific to target culture and native culture.
E. Compare educational systems of both cultures.
F. Compare ways of measurement of both cultures (i.e. sizes, time, speed, dates).
A. Locate on a map capitals, major cities, mountain ranges, and water sources of target culture.
B. Research and describe major events in history of target culture.
C. Identify and describe important figures in target culture.
A. Compare and contrast cultural issues presented in films and lectures.
B. Role play different aspects of native culture versus the target culture.
C. Respond appropriately to situations in the target culture.
D. Demonstrate an awareness of human similarities and difference.
A. Recognize key artistic figures, various artists and styles and major works in their respective cultural context.
B. Recognize and value the elements that have contributed to the existing musical forms of the target cultures.
C. Produce original art forms in any media appropriate to language level.
A. Speak knowledgeably in simple terms about current social, political, historical, and geographical topics.
B. Compare and contrast public services in native and target countries.
C. Report and discuss form of government and political movements in target countries.
D. Identify important events, achievements, and contributions in the countries where the language is spoken and show the influence on their own and other countries.
A. Identify advantages and uses of the target language in all careers and professions.