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North Hills Prep 2004/01/29 (2)January 29, 2004
Mr. Jim Witt
City Manager
255 Parkway Blvd.
P. 0. Box 478
Coppell, TX 75019
Dear Mr. Witt:
Sincerely,
`1 a-v'Jda
Marlene Yanelli
Grant Manager
NORTHHJLLS
SCHOOL
A college preparatory school
with an international perspective
606 E. Royal Lane • Irving, Texas 75039 USA • 972.501.0645 • Fax 972.501.9439
At the end of the last school year, the two TNHS teacher involved in using the Primary
Instructional Materials for teaching French completed the 2002 -2003 year -end grant
surveys.
With all the commotion of starting the new school year, I inadvertently missed getting
them in the mail. Enclosed are the original surveys for your review. Please excuse my
oversight.
APPENDIX B
North Hills Staff Survey — Primary Program
How many hours per week did your students use the workbooks, flash vocabulary cards
and tapes, which comprise the Primary Instructional Materials?
Workbooks: 1 2 3 4 5 1 /A
Flash cards: 1 2 3 4 5 N/A
Tapes: C1)2 3 4 5 'rn — v -ri - - cz,
. ; E &. U cr -rye r'c J -----
How do the materials enhance the teaching of foreign language to primary students by
helping them obtain the following objectives? Use the numbers listed next to the
objectives
1 Understand short utterances when listening and respond orally;
S&tc Compk:led by:
Sabr t;yi a- RD we I
Fore+) lzthg. Dept. Nta&
TeA6a„s frevict-' d-a &r4ts
- t. S6 F�� it. M
• impact of workbooks (circle one) significant moderate marginal
• impact of flashcards (circle one) significant moderate marginal
• impact of-- shy-- (circle one_ significan moderate marginal
2 Produce learned words, phrases, and sentences when speaking and writing;
• impact of workbooks (circle one) significant moderate marginal
NiA • impact of flashcards (circle one) significant moderate marginal
• impact of f s (circle on significant Moderate marginal
3 Detect main ideas in familiar material when listening and reading;
NIA
N/A
impact of workbooks (circle one) significant moderate marginal
impact of flashcards (circle one) significant moderate marginal
impact of flaslicarcts (circle one) significant moderate marginal
4 Make lists, copy accurately, and write from dictation; and
• impact of workbooks (circle one) significant moderate
NIA :• impact of flashcards (circle one) significant moderate
• impact of fl she (circle one) significant moderate
5 Recognize the importance in communication of knowing about other cultures
I•3"■ • impact of workbooks (circle one) significant moderate marginal
• impact of flashcards (circle one) significant moderate marginal
• impact of flashcards (circle one) significant oderate arginal
marginal
marginal
How do you assess the impact these materials have on your students' progress in class?
Please attach copies of any assessment materials that you are using for this
purpose. ,-DrK
b,
YNC h cU i 1"-) p c n rcI&r to cc,
What measurable results have your students achieved through assessment of the use of
the language materials? Se.bz-ir Ukfok.
p con vvr") orb
Identify one or more areas for improving the primary instructional environment through
modified use of these materials. Please be specific so adjustments can be implemented.
AL th 4 rece_tv c 3c
.)
t3 ho
oc cxt h PTher
bej t 0\re, 6
--
o -ecurA-1 k \ri n w.
t
-- cDot L ima± o o n
• t+m 1 cr C re-
--1 47 7 he, Y`jOrtb400,
cDpsfilPt_ GQAD-e PNaiviTY)
•
• • ' •.` • ' • '• • ••••!, • • •.`• ,
'■Av
. 1 , 111/4\ W W •• •,‘N n IWAX,
._::••••••
4,
•• .
o ule ami l
•••■\\•\, •
•
•"rWW rrrArri f
Give directions to the following places:
1. De l'ecole au commissariat de police
2. De l'hOtel a l'hOpital
3. De la poste a l'autoroute
4. De la cabine telephonique a la banque
Listen to the following statements:
A. La poste est a gauche de la banque
B. L'h6tel est.& drolte du parc
C. L'ocole est gauche de !'autoroute
D. La cabine tole honique est a cote du parc
E. La banque est en face de la poste
1
3
5
Page 24
2
4
Statement A goes
Statement B goes
Statement C goes
Statement D goes
Statement E woes
with picture
with picture
with picture
with picture
with picture
Place a red dot on the items called by the speaker.
10
Atit41.
Listen for some new vocabulary:
le sol sol) = the floor
l'evier (leh-vyeh) = the sink
le four (luh foor)= the oven
le gazon (luh gah-zohn) = the lawn
Circle the pictures as the speaker calls them out.
Draw a line from a picture in the left column to a
matching picture in the right column.
1. Ecoutez!
2. Draw a circle around the number as each picture
is called out.
3. Place an. X. over each number as each picture is
wed- out in a different order.
10 100 1,000
20 200 2,000
30 300 3,000
40 400 4,000
50 500 5,000
60 600 6,000
70 700 7,000
80 800 8,000
90 900 9,000
27
24
25
Number the pictures in the order the mayor's wife mentions them in the song.
APPENDIX B
North Hills Staff Survey — Primary Program
How many hours per week did your students use the workbooks, flash vocabulary cards
and tapes, which comprise the Primary Instructional Materials?
Workbooks:
Flash cards:
Tapes:
2 3 4 5 l 1e vC('rteS
2 3 4 5
2 3 4 5
How do the materials enhance the teaching of foreign language to primary students by
helping them obtain the following objectives? Use the numbers listed next to the
objectives
1 Understand short utterances when listening and respond orally;
• impact of workbooks (circle one) significan moderate marginal
• impact of-flashcards (circle one) significan moderate marginal
• impact of (circle one) signs ican moderate marginal
2 Produce learned words, phrases, and sentences when speaking and writing;
• impact of workbooks (circle one) si&nifica moderate marginal
• impact of flashcards (circle one) s lgnific e moderate marginal
• impact of ilasds (circle one) signlfican9 moderate marginal
c,
3 Detect main ideas in familiar material when listening and reading;
SLArVe Co
vv.% p
I.e kc( .
V ; c-4-o he Y (+€-&ckeS
sack t' M t did
r
• impact of workbooks (circle one) i ifica moderate marginal
• impact of flashcards (circle one) signiflcan moderate marginal
• impact of (circle one) signifi t) moderate marginal
4 Make lists, copy accurately, and write from dictation; and
• impact of workbooks (circle one) si: ificant marginal
• impact of flashcards (circle one) 'significant mo erate marginal
• impact of #lashrards (circle one) gn1 scant) moderate ' marginal
5 Recognize the importhnce in c ommunication of knowing about other cultures
p g tures
• impact of workbooks (circle one) lfica moderate marginal
• impact of flashcards (circle one) significant � ant moderate marginal
• impact of flashcards (circle one) s gnlficant moderate marginal
How do you assess the impact these materials have on your students' progress in class?
Please attach copies of any assessment materials that you are using for this
purpose. l6u tU - p-e- S <funk 5-6 Pic rS 4tr&P ( et olA S re
cxc *cttfLr5 1 M.r“-- s (ftelt9Alt t k 1 • L o r lL (mks tit 1-7'e5 1U--tp Criiictatd> rein i cam,
1& vU 1 • ,,, x'0 V OA) td taco( A c ,i 4 -e-
What measurable results have your students achieved through assessment of the use of
the language materials? ? vw-f),vov e i
vet,.S k-t:k
(� S Ul-P�E (,715 s i�i■1�►' read,(' V Ctt1 ck ik,�r '.1 t/ { e•'
' r1
Identify one or more areas for improving the primary instructional environment through
modified use of these materials. Please be specific so adjustments can be implemented.
e_ wup., Ire,e v .(Z c(„ 5 eAk t 'pc
S ki ` �( ' o � d- o
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Name \'IC -7 bt A Date
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