 | Peace Corps Language Training Curriculum (Peace Corps, 1994, 158 p.) |
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Sample format for the language curriculum
This sample curriculum outline (taken from Topic II: Classroom Orientation) uses English as the target language and the United States as the target culture to show a possible format for organizing any Peace Corps language curriculum.
Topic II: CLASSROOM ORIENTATION
UNIT FOCUS: In this unit, students learn appropriate behavior for the host country classroom, including following classroom commands, requesting permission to do something, asking for clarification and finding out the target language for unknowns. Since telling the time and date are common functions of a classroom, these are also included in this topic.
Competency 2.1: Follow Simple Instructions
Functions: Instructing others to do something; following instructions
Situation: In the classroom
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Listen. Repeat. Come |
imperatives |
There are certain |
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here. Go to (location.) | |
standard classroom |
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Open/close your book. | |
commands that most |
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Take a break. Copy |
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teachers in the U.S. use. |
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(this). Stand up. Sit | |
Students learn quickly |
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down. Please be quiet. | |
to understand these |
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commands because they |
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are used daily. Placing |
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please in front of a |
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command adds |
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politeness. |
TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Topic 2: CLASSROOM ORIENTATION
Competency 2.2: Make polite requests
Functions: making and acknowledging requests; expressing and acknowledging gratitude.
Situation: in the classroom; in the community
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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A: Please open the |
Imperatives |
Polite requests are |
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window. | |
preceded by please. |
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B: O.K. |
Formulaic Expressions |
O.K. or All right are used |
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to acknowledge a |
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request. |
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A: Thank you |
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Americans expect to be |
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thanked for performing |
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an action. However, the |
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effusiveness of the |
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thanks depends on the |
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importance of the |
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action. |
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B: You're welcome. |
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TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Topic 2: CLASSROOM ORIENTATION
Competency: 2.3: Observe Classroom Etiquette
Functions: apologizing; granting forgiveness: getting attention; asking and granting/refusing permission
Situation: in the classroom
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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A: I'm sorry. I'm late. |
Verb To Be: Simple |
Being on time is |
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B: That's o.k. |
Present |
important to Americans |
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A: Excuse me, teacher. |
Modals of permission |
Certain behaviors are |
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May I (smoke)? |
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not allowed in a U.S. |
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B: I'm sorry. You can't. | |
classroom. |
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(Yes, you may) |
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TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Topic 2: CLASSROOM ORIENTATION
Competency 2.4: Express lack of understanding/ask for clarification
Functions: expressing confusion, requesting others to do something; clarifying
Situation: in the classroom; within the host community
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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I don't understand. |
Simple present tense: |
Americans expect you to |
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Please repeat. Again |
negative. |
ask for clarification if |
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please. Please speak |
Imperatives |
you don't understand. A |
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slowly/louder. I don't | |
few basic phrases will |
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speak (target language) | |
get a statement |
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repeated with a different |
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speed & volume. |
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A Would you like to go | | |
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to the movies on |
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There are a number of |
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Monday at 7:30.? |
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ways to ask for |
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B: What time? |
WH questions |
clarification in English. |
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Where? | |
One way is to isolate the |
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To the what? |
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part of the sentence |
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At 7:30? |
Question intonation |
that you don't |
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Monday or Tuesday? |
Or questions |
understand. |
TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Topic 2: CLASSROOM ORIENTATION
Competency: 2.5: Find out target language for unknowns
Functions: Asking for information; identifying
Situation: in the classroom; in the host community
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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What's this/that/these |
Demonstrative |
Americans expect a |
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/those? pronouns; |
WH questions |
person to ask for |
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information if he does |
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not know something. |
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What's this called in |
Simple Present Tense: | |
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(language)? |
Verb To Be | |
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What does (word) mean? |
Auxiliary Do |
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This/that/these/ those | | |
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is/are (name). |
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TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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LANGUAGE GRAMMAR CULTURE
Topic 2: CLASSROOM ORIENTATION
Competency: 2.6: Tell time
Functions: requesting time; giving time
Situation: in the classroom; in the host community
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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What time is it? |
WH questions |
Time is very important |
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It's (time). |
Indefinite 'it' |
to Americans. |
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What time is class? |
WH questions |
Students are expected |
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From (8:00 to 12:00). |
Prepositions of time |
to be on time for class. |
TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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Topic 2: CLASSROOM ORIENTATION
Competency 2.7: Tell date
Functions: requesting date; giving date
Situation: in the classroom
ENGLISH EXAMPLES:
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LANGUAGE |
GRAMMAR |
CULTURE |
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What day is today? |
WH questions |
In the U.S., the date is |
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It's (Monday). |
Indefinite "it." |
often written on memos, |
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Today is Monday. |
Simple present: To Be |
forms, letters and people |
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Yesterday was Sunday. |
Simple past: To Be |
often ask each other |
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Tomorrow is Tuesday. |
Time words. |
these questions. |
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What's the date? |
WH questions |
The date is given month |
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August 5, 1990 |
Ordinal vs. cardinal nos. |
first, then day (using |
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What was the date |
Questions: Simple |
ordinal numbers) then |
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yesterday? |
present tense: To Be; |
the year. It is written |
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What's the date |
Simple past tense: To |
8/15/90 with the month |
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tomorrow? |
Be |
first, then the day, then |
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Time words. |
the year. The day is |
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read using ordinal |
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numbers. The year is |
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read in blocks: for |
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example, nineteen |
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ninety. |
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When do we have class? |
WH questions; Simple |
The school week is |
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Monday to Friday. |
present tense |
usually Monday to |
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Friday. The weekend is |
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Saturday and Sunday. |
TARGET LANGUAGE:
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LANGUAGE |
GRAMMAR |
CULTURE |
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