CARAP teaching and learning materials

Descriptors:

This descriptor is 1  K 1.2.3.1    Knows that grammatical gender and sexual gender are not the same thing.

This descriptor is 2  K 6.7.1    Knows that languages may use different ways to indicate °categories / relations° {agreement / plural / possession...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 0  A 1.1.2    °Considering / apprehending° °linguistic / cultural° phenomena as an object of °observation / reflection°.

This descriptor is 1  A 15.1    A feeling of familiarity linked to °similarities / proximities° °between languages / between cultures°.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 0  S 1.1    Can °make use of / master° processes of °observation / analysis (/breaking down into elements / classifying / establishing relationships between them/)°.

This descriptor is 2  S 3.1    Can apply procedures for making comparisons.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.5    Can perceive global similarities between °two / several° languages.

This descriptor is 2  S 7.7.3.1    Can benefit from previous use of skills and knowledge in °his / her / another / other° language(s) in learning a new language.

This activity, based on explicit and inductive teaching, is designed to teach students how to use possessive determiners in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for possessive determiners’ agreement in German. The activity consists of 4 tasks using family trees as a learning support (vocabulary of kinship/family). In Task 1, students have to read a short text in German in which possessive determiners play an important role for content understanding. In Task 2, students are asked to formulate hypotheses about how the German system works by means of crosslinguistic reflection with English and French. Task 3 requires students to produce questions and provide answers about particular family trees in order to discover a secret character. Task 4 is designed to consolidate learning (possessive determiners, vocabulary) through group discussions about the activity and the crosslinguistic strategies used to formulate and confirm hypotheses. The material is in French (source language) and in German (target language) (Spanish and English to come). Duration: 1 session (3 hours). Card compiled by: Myriam Paquet-Gauthier

Themes: comprehension strategiesfamilygrammar/syntax/morphology

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). Les déterminants possessifs. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 1  K 1.2.3.1    Knows that grammatical gender and sexual gender are not the same thing.

This descriptor is 2  K 4.2.3    Knows that certain “loans” have spread across a number of languages (taxi, computer, hotel...).

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  A 14.3.1    Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.7.1    Can compare sentence structures in different languages.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

This activity, based on explicit and inductive teaching, is designed to teach students how to use the accusative case in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for accusative case agreement in German.

Themes: comprehension strategiesdaily lifehabitat

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). L’accusatif. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  A 14.3.1    Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 5.1    Can construct °a set of hypotheses / a “hypothetical grammar”° about affinities or differences between languages.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

This activity, based on explicit and inductive teaching, is designed to teach students how to express time in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for telling the time in German. The activity consists of 4 tasks using timetable planning as a learning support (vocabulary of daily activities). In Task 1, students have to read a short text in German in which the ways to tell the time play an important role for content understanding. In Task 2, students are asked to formulate hypotheses about how the German system works by means of crosslinguistic reflection with English and French. Task 3 requires students to produce questions and provide answers about particular timetables in order to discover a secret character. Task 4 is designed to consolidate learnings (expressing time, vocabulary) through group discussions about the activity and the crosslinguistic strategies used to formulate and confirm hypotheses. The material is in French (source language) and in German (target language) (Spanish and English to come). Duration: 1 session (3 hours). Card compiled by: Myriam Paquet-Gauthier

Themes: comprehension strategiesdaily lifetime

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). Les heures. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  K 7.3    Knows that one can learn better if one has a positive attitude towards linguistic differences .

This descriptor is 2  K 8.4    Knows that the members of each culture define (partially) specific °rules / norms / values° about °social practices / behaviours°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 4.2    Accepting the fact that another °language / culture° may function differently from one’s °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  A 19.2.1    Self-questioning on °adapted / specific° comprehension strategies used when faced with an unknown °language / code°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 2  S 5    Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language.

This descriptor is 2  S 6.4    Can communicate “between languages”.

Dans le cadre d’un mini-projet les élèves discutent des contenus de chansons pop et découvrent ce faisant les structures grammaticales complexes des phrases conditionnelles à l’irréel du présent, en transférant les connaissances d’une langue bien maîtrisée (anglais) sur une nouvelle langue à apprendre (espagnol, français, italien, portugais, [allemand]). A la fin, ils comparent la formation des phrases conditionnelles à l’irréel du présent dans toutes ces langues. Le transfert et la mise en réseau des connaissances en langues étrangères développent la conscience linguistique et la conscience de l’apprentissage. Après une introduction reprenant des éléments travaillés antérieurement en classe à propos des contes, une première étape traite des rêves pour permettre aux apprenants d’entrer dans le thème. Viennent ensuite un clip musical, une révision de la forme et de la fonction des "if clauses" en anglais, un travail d’expression à partir du contenu des chansons, puis une tâche finale. Des prolongements (débat sur les genres, une conscientisation de l’apprentissage par la mise en lien de langues étrangères) sont également prévus. Nombre de séances (de 55 min) : 5

Themes: customs/social normsmusic/songssex difference / social gender

Source: Adaptation pour une classe française par Christine Héraud (Lycée Saint-Exupéry, Saint-Dizier (52), France) du document : "Mehrsprachiges Grammatikprojekt mit Poposongs" ("Projet multilingue avec des chansons pop") (auteur: Götz Wirth), extrait de "„Mehrsprachigkeit im Fremdsprachenunterricht : Vergleichen - kombinieren – profitieren Unterrichtsvorschläge für den Fremdsprachenunterricht ab Klasse 8“ , Klett Verlag (« Plurilinguisme en cours de langue étrangère : comparer – combiner – en tirer profit », Propositions pour les cours de langue étrangère à partir de la 8ème classe (=classe de 4ème en France)".

Descriptors:

This descriptor is 1  K 2.2    Knows that each individual belongs to at least one linguistic community and that many persons belong to more than one linguistic community.

This descriptor is 1  K 2.5    Knows some of the characteristics of one’s own linguistic °situation / environment°.

This descriptor is 2  K 5.7    Is aware of the existence of situations of °multilingualism / plurilingualism° in one’s own environment and in other places, near or far.

This descriptor is 1  K 6.7    Knows that words may be constructed differently in different languages.

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 1  K 14.4    Knows that °bi/pluricultural / bi/plurilingual° identities exist.

This descriptor is 0  A 1.1    Attention °to language (to semiotic manifestations) / to cultures / to persons° in general.

This descriptor is 1  A 2.5    Sensitivity to plurilingualism and to pluriculturalism in the immediate or remote environment.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 0  A 10.1    The will to possess a °more considered / less normative° view of °linguistic / cultural° phenomena {loans / linguistic or cultural mixes / etc.}.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 1  S 1.7.2    Can analyse schemata used for interpreting behaviour (/ stereotypes /).

This descriptor is 1  S 4.4    Can argue about cultural diversity {advantages, disadvantages, difficulties …} and construct one’s own opinion about this.

University teacher Hans Arndt introduces over 7 pages the subject of “Language and society” and proposes different exercises. In exercise 1 (chapter: “Globalisation”) the students have to reflect on their plurilingual competences on different levels and evaluate the plurilingual competences represented in the classroom. In exercise 2 (chapter “The languages in Denmark”) the students define the concept of bilingualism/plurilingualism and discuss the advantages and disadvantages of bilingualism/plurilingualism. In exercise 3 (chapter “The languages in Denmark”), the students translate a simple phrase from Danish to the languages represented in the classroom and analyse their differences and similarities. At the end, they discuss their attitudes to different languages and the reason and origin of those attitudes. N.B.: The following descriptors correspond to the third exercise only: S-1.1.3; A-3.2.1; K-6.8; K.

Themes: cultural/linguistic mediation/translationlanguage contactslanguage variation/diversity

Source: Arndt, H. (2003). Sproget – Hverdagens mirakel, Chapter 2: Sprog og samfund. Univers, pp. 265-276. Available online:

Descriptors:

This descriptor is 1  K 1.4    Knows that languages work in accordance with °rules / norms°.

This descriptor is 1  A 1.1.3    Attention to [paying attention to] the formal aspects of °language in general / particular languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  A 9.2    Considering °° °languages / cultures° // °linguistic / cultural° diversity // °linguistic / cultural° “mixes” // the learning of languages // their importance // their utility …°° as objects about which questions may arise.

This descriptor is 2  A 12.4    Disposition to reflect on the differences between °languages / cultures° and on the relative nature of one’s own °linguistic / cultural° system.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.7.1    Can compare sentence structures in different languages.

The student compares sentences in English and in German which contain/do not contain a modal verb (must / muss; can / kann…). The learner translates them into his/her own language, and then compares the structures to the two original languages: noting the position of the verb and formulating a rule for the position of the modal verb in German. Having done this, the learner completes an exercise of sentence construction in German with words presented in a haphazard order.

Themes: grammar/syntax/morphology

Source: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber.

Descriptors:

This descriptor is 2  K 6    Similarities and differences between languages   Knows that there are similarities and differences between °languages / linguistic variations°[1].

This descriptor is 1  A 2.3    Sensitivity to °linguistic / cultural° similarities.

This descriptor is 1  A 7.3    Readiness to face difficulties linked to °plurilingual / pluricultural° situations and interactions.

This descriptor is 1  A 9.2    Considering °° °languages / cultures° // °linguistic / cultural° diversity // °linguistic / cultural° “mixes” // the learning of languages // their importance // their utility …°° as objects about which questions may arise.

This descriptor is 0  A 14    °Having self-confidence / Feeling at ease°.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 0  A 19.2    Interest °in learning techniques / in one’s own learning style°.

This descriptor is 1  S 2.3.1    Can °identify [recognise]° °loans / words of international origin / regionalisms°.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 1  S 5.3.2    Can carry out *transfers of (semantic) content*  < can recognise core meanings within correspondences of meaning > .

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Learners of German as a foreign language are given a newspaper article in German which discusses the testing of Airbus A 320. The students will try to understand the article. After a first reading, they indicate all they have understood, and then discuss this in pairs. They then list the words which helped them to understand (similarity to English, to their mother language, numbers, words they have already met). Finally, they indicate words which they do not know and can understand through the context.

Themes: comprehension strategiestransports

Source: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber.

Descriptors:

This descriptor is 2  K 1.2.3    Knows that grammatical categories are not “the” replica of reality but one way of organising this in language.

This descriptor is 1  K 6.1    Knows that each language has its own system.

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  K 6.6    Knows that there is no word for word equivalence from one language to another.

This descriptor is 1  A 1.1.3    Attention to [paying attention to] the formal aspects of °language in general / particular languages / cultures°.

This descriptor is 0  A 7.4    Disposition to share one’s °linguistic / cultural° knowledge with others.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  A 9.1    A will to ask questions relative to °languages / cultures°.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

The material includes a detailed lesson plan. At the beginning of the lesson the different functions of the present tense in French are discussed. Later, the French examples of the present tense which describe an action in progress at the moment of speaking are contrasted with the present continuous, which has to be used in English, rather than the present simple, to express such actions. The above comparison leads to the conclusion that whereas in French only one form of the present tense is used to express both a permanent habit and an action in progress 'now,' in English two forms are needed, namely the present simple and the present continuous, to express the two different functions. The comparison of the differences between the two languages is followed by a variety of practice activities suited to the age and linguistic level of the learners.

Themes: animalsdaily lifegrammar/syntax/morphology

Source: (FR) Line Audin (coord.). (2005). Enseigner l'anglais de l'école au collège. Comment aborder les principaux obstacles à l'apprentissage Paris : Hatier, Institut national de recherche pédagogique.

Descriptors:

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 2  K 6.7.1    Knows that languages may use different ways to indicate °categories / relations° {agreement / plural / possession...}.

This descriptor is 1  K 6.9.3    Knows that similar sounds may be represented graphically in completely different ways in different languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 4.2    Accepting the fact that another °language / culture° may function differently from one’s °language / culture°.

This descriptor is 1  A 4.3.2    Accepting the existence of signs and typographies which differ from those of one’s own language {inverted commas, accents, “ß” in German, etc.}.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 1  S 1.4.3    Can access, at least partially, the meaning of an utterance in a little known or unknown language by identifying words and by analysing the °syntactic / morphosyntactic° structure of that utterance.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 1  S 2.5    Can identify languages on the basis of identification of linguistic forms.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 5.3    Can make interlingual transfers (/transfers of recognition  < which establish a link between an identified feature of a known language and a feature one seeks to identify in an unfamiliar language >  / transfers of production  < an activity of language production in an unfamiliar language >  /) from a known language to an unfamiliar one.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves doivent identifier des expressions relevant de la présentation de soi et de son pays en italien et en espagnol. Une activité les invitera à repérer et à produire des phrases puis à réfléchir en petits groupes sur les différences et les ressemblances des 3 langues latines observées, à savoir -la ponctuation de l’ interrogation en français, en espagnol et en italien -l’utilisation du pronom sujet en français, espagnol et italien -la proximité des trois langues. L'objectif final c'est d’accroître la motivation des élèves à apprendre une troisième langue étrangère dans la famille des langues romanes en les encourageant à réfléchir sur les ressemblances, la proximité entre leur propre langue et d’autres langues de la même famille.

Themes: history of languages/language familiesgreetings/language ritualsvocabulary

Source: Author: Vega Llorente Pinto, teacher of Spanish at the Escuela Oficial de Idiomas of Salamanca, Spain

Descriptors:

This descriptor is 2  K 4.1.1    Knows about some families of languages and of some languages which make up these families.

This descriptor is 2  K 6.3    Knows that categories used to describe the workings of a language (/the mother tongue / the language of education/) may not necessarily exist in others {number, gender, the article...}.

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.8    Can compare grammatical functions of different languages.

This descriptor is 2  S 7.4    Can profit from transfers made (/ successfully / unsuccessfully/) between a known language and another language in order to acquire features of that other language.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

The overall aim of this activity is to introduce students to a way of expressing future plans in Italian and explore this grammatical structure in itself, as well as in comparison to other romance languages (French and Spanish). The students are supposed to read an email and answer questions about it. Apart from practicing their reading comprehension, this activity is used to introduce the future tense.The students are then asked to fill in a table with instances of verbs in future forms found in the email and discuss the ways these constructions are formed. In the end, the students are supposed to compare the future forms in Italian, French and Spanish and note possible similarities and differences between the formation and use of the future tense. N.B. There are equivalent activities available in French, Italian and Spanish in the same textbook collection. Duration:1x30

Themes: daily lifegrammar/syntax/morphologylanguage(s) of family

Source: Rückl et al. (2012) Scopriamo l’italiano. Italienisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Wien: Verlag Hölder-Pichler-Tempsky, p. 116-117

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

In Spanish (as in Italian), the verb “to like” is used in a form similar to the English “to please” or the German “gefallen”. The forms “me gusta”, “me gustan” are introduced in the first lessons of the material, to allow students to quickly express preferences. In this didactic unit, students’ attention is drawn to similar forms in several languages and they are trained in using the Spanish form.

Themes: leisure/sports/games

Source: IUSI: Italienisch und Spanisch interlingual lernen - http://blogas.fhnw.ch/iusi/

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8.1    Knows that the order of words may differ from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

L’ordre des mots usuel dans les langues romanes correspond à la suite S-V-O. Cela s’enseigne dès le début dans les matériaux didactiques, et on y apprend aussi que les pronoms sont toujours devant le verbe conjugué (sauf lorsqu’il y a un verbe modal). Cette unité didactique introduit en complément la question des pronoms directs/indirects. Des comparaisons avec d’autres langues attirent l’attention sur les ressemblances dans l’ordre des mots.

Themes: daily life

Source: Projet IUSI (IUSI: Italienisch und Spanisch interlingual lernen)

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

La négation est souvent traitée de façon non globale dans les matériaux d’enseignement de langues étrangères. Le plus souvent, ce sont des aspects isolés qui sont soulignés, répartis sur plusieurs leçons. Dans cette unité didactique, on s’intéresse à des formes complexes de négation, telles que « ne plus », « non plus », « pas encore », etc. Ces formes ont recours à des mots différents selon les langues. L’unité didactique vise à faire découvrir les différences, mais aussi les ressemblances, pour éviter les transferts négatifs et renforcer les transferts positifs.

Themes: daily lifeleisure/sports/games

Source: IUSI: Italienisch und Spanisch interlingual lernen - http://blogs.fhnw.ch/iusi/

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.2.3    Can perceive proximity and distance between sounds at °morpheme / word° level.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

Les élèves écoutent des textes d’auto-présentation dans trois langues – français, anglais et italien, langue qu’ils/elles n’apprennent pas. Ils/elles doivent découvrir une petite différence de contenu entre le texte français et les textes en anglais et en italien. Puis ils/elles soulignent en petit groupe les mots parallèles, d’abord dans le texte anglais (parallélismes avec l’allemand et le français), puis dans le texte italien qu’ils/elles cherchent à déchiffrer. Ils/elles comparent leurs résultats avec ceux d’autres groupes. D’autres langues peuvent être ajoutées. (Malheureusement, les versions orales des textes ne peuvent pas être proposées ici.)

Themes: comprehension strategiesdaily lifefamily

Source: Klee, Peter ; Egli Cuenat, Mirjam ; Wirrer, Michael (2013), „Brücken zwischen Envol und Open World (Voices, New Inspiration) - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule.

Descriptors:

This descriptor is 1  S 1.2.1    Can listen °attentively / in a selective manner° to productions in different languages.

This descriptor is 2  S 6.5.1    Can °vary / alternate° °languages / linguistic codes / modes of communication°.

Une partie des élèves décrit une personne, un animal ou une chose qui se trouve sur un dessin, soit en français, soit en anglais. Les camarades essayent de deviner le mot. On peut également imaginer une alternance fluide entre les langues. Le jeu peut être adapté au niveau des élèves en langue cible, par exemple en permettant que la réponse soit donnée soit en français soit en anglais.

Themes: geographynature/environmenttown/region/country

Source: Klee, Peter ; Egli Cuenat, Mirjam ; Wirrer, Michael (2013), „Brücken zwischen Envol und Open World (Voices, New Inspiration) - Unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule.