CCSLC Modern Languages Syllabus - Caribbean Examinations ...

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SPECIFIC OBJECTIVESSPANISHCONTENTFRENCHSUGGESTED TEACHING ANDLEARNING ACTIVITIESASSESSMENTStudents should be able to:parque/a la bibliotecaPor la tardePor la noche vamos…Aller au parc/à labibliothèqueLe soir, nous allons5. express time and scheduleof various activities(starting time, finishingtime, duration, how often,from……to);¿Qué haces?¿Cuándo?La hora¿Qué hora es?¿A qué horacomienza/termina lapelícula?La película es a las cincode la tarde.El fin de semana¿Cuántas veces a lasemana practicasfútbol?L’heureQuelle heure est-il?A quelle heurecommence/termine lecours de géographie- à 2 heures de l’aprèsmidi- à 14 heuresTu as l’anglais combien defois par semaine/chaquesemaine?Teacher will give the studentspictures or cards with personsengaged in different activities atdifferent times of the day andstudents will respond toquestions posed by the teacher.Students will ask one anotherquestions in order to fill in gapsin a schedule or time table.Students listen to a series of selectionsand respond to questions about timeschedules.Marks will be allocated forcomprehension of stimuli.¿Cuántas veces a lasemana tienes elinglés?Le cours dure 40 minutesde dix heures à onzeheures moins vingt.La clase dura cuarentaminutos de las diez a lasonce menos veinte.6. request and provideinformation about travel¿Cómo vas a la escuela?Tu vas à l’école comment?Quel moyen de transportTeacher will play audio tape oruse flash cards or show a videoUsing graphic stimuli, for example,pictures, drawings, video presentations,<strong>CCSLC</strong>/ML/O4/12 21
SPECIFIC OBJECTIVESSPANISHCONTENTFRENCHSUGGESTED TEACHING ANDLEARNING ACTIVITIESASSESSMENTStudents should be able to:to and from school;(b) Daily Routine7. describe and compare atypical day in their lives;¿Qué modo detransporte usas para ira la escuela?Voy en cocheen autobúsa pieCaminoTodos los díasCada día/mañanaA veces AmenudoEl/Los martesMe levantoMe acuestoDesayunoAlmuerzoCenoa lasa lasToco la guitarra/juegoal fútbol, veo latelevisiónTengo más/menosratos libres que tú.utilises- tu pour voyager àl’école?Je vais en voitureJe vais en autobusJe vais à piedJe marcheTous les joursChaque jour/matinQuelquefoisSouventmardi/le mardiJe me lèveJe me coucheJe prends le petitdéjeuner/le déjeunerA – heuresJe joue de la guitare/Jejoue au footballJe regarde la téléJ’ai plus/moins de tempslibre que toi.àdealing with persons usingdifferent modes oftransportation and providerelevant vocabulary andstructures.Teacher will use dialogues toelicit information from studentsabout modes of transportation.Teacher will present flash cardsto introduce vocabulary andrelevant structures on the topic. Students will read shortselections about daily activitiesin the life of a student anddiscuss content.Students will role play a rapperor singer or calypsonian and willcompose an imaginary routineand present it orally to class.Teacher will give students anumber of randomly sequencedsentences, describing preschool,during school and afterschool routines of a group ofstudents. Students will arrangesentences to reflect a properstudents will respond to questionsposed by teacher on modes oftransportation used by individuals.Marks will be allocated forappropriateness, correctness ofexpression and vocabulary.Students describe daily routines usingcues such as Cada mañana/chaquematin; a las siete/á sept heures; eldomingo a las …../dimanche á … heuresand reflexive verbs.Marks will be allocated forappropriateness, correctness ofexpression and vocabulary.<strong>CCSLC</strong>/ML/O4/12 22
Page 3 and 4: Please note that the syllabus was r
Page 5 and 6: INTRODUCTIONCaribbean Certificate o
Page 7 and 8: OUTCOMES OF THE CURRICULUMThe curri
Page 9 and 10: GENERAL OBJECTIVES COMPETENCIES TO
Page 11 and 12: The formative assessments are neces
Page 13 and 14: Grading SchemeScores from the Schoo
Page 15 and 16: 7. The mark allocation for this sub
Page 17 and 18: SPECIFIC OBJECTIVESSPANISHCONTENTFR
Page 23 and 24: Key - French1 Nom:Prénom:MaloneyJa
Page 27: SPECIFIC OBJECTIVESSPANISHCONTENTFR
Page 31 and 32: SCHOOL-BASED ASSESSMENT(i)(ii)Readi
Page 33 and 34: Section 2Written responses to situa
Page 35 and 36: MODULE 3:LET’S LIVE IT UP!This Mo
Page 45 and 46: Role Play: Spanish - ExampleCarlos
Page 47 and 48: LEVEL OFPERFORMANCEMARKSSPEAKING(10
Page 55 and 56: Section 2 - Example - E-mail; Facsi
Page 57 and 58: Section 2 - Composition of e-mails,
Page 63 and 64: MARKING CRITERIAStudents will be aw
Page 65 and 66: LEARNING GRIDCURRICULUM LEARNING GR
Page 67: CURRICULUM LEARNING GRIDKEY COMPETE

CCSLC Modern Languages Syllabus - Caribbean Examinations ...

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