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World Languages · Grade 1

Sound-Spelling Patterns and Accents

Spanish is spelled much the way it sounds, once you know a handful of patterns. Learners hear and read the five vowels and the special letters (h, ñ, ll, j, r and rr), learn the c/qu, g/gu and c/z spelling patterns, find the stressed syllable and decide when a word needs a written accent, and use the opening ¿ and ¡ marks. Every item is heard, tapped or typed; no microphone is needed.

  • 4 lessons
  • About 85 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

French Sounds, Accents and Spelling

French spelling follows patterns once you can hear them. Learners match vowel sounds to their spellings (u and ou, o/au/eau, é/è/ai, oi, eu), hear the nasal vowels and spot the letters French writes but does not say, learn what each accent and the cedilla does (including à/a and où/ou), and link words with elision and liaison. They also meet French punctuation: « » and the space before ? and !. Every item is heard, tapped or typed; no microphone is needed.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Arabic Sounds and Letter Forms

The starting point for reading Modern Standard Arabic. Learners see that Arabic runs right to left, meet all 28 letters through families that share one shape and differ only in their dots, train their ears on the sounds English does not have, and learn that most letters have four forms depending on where they sit in a word.

  • 4 lessons
  • About 90 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Introduce and Describe People

Learners meet new people in French: they greet, exchange names, ages and where they come from (choosing tu or vous), describe people with il est / elle est and adjectives that agree, and with avoir les cheveux… and les yeux…, understand short spoken and written introductions, and finally present a friend in a guided dialogue and in a short written introduction for a partner class.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Introduce and Describe People

Learners meet new people in Spanish: they greet, exchange names and where they are from (choosing tú or usted), describe people with es/son and adjectives that agree, understand short spoken and written descriptions, and finally introduce themselves and present a friend in a dialogue and a short written message for a partner class.

  • 4 lessons
  • About 85 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 1

Joining Rules and Short Vowels

Learners crack the code of written Arabic. They learn which six letters never join the letter after them, read the three short vowels and sukun to blend syllables, tell short vowels from long ones, hear the doubling sign shadda, and read the tanwin endings on nouns. By the end they can sound out fully vocalized words.

  • 4 lessons
  • About 90 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

School, Home and Everyday Objects

Learners describe the places they know best, their classroom and their home, for a partner class. They name objects with el/la and un/una and make plurals, say what there is with hay, describe objects with colors and sizes that agree, and say where things are (sobre, debajo de, al lado de). The course ends with a lost-object conversation and a written description of a room.

  • 4 lessons
  • About 90 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Gender and Agreement in Context

Every French noun is masculine or feminine, and the words around it follow. Learners name school and home objects with le, la, l', les and un, une, des, use word endings as hints, hear when something is plural even though the -s is silent, make adjectives agree and put them in the right place, and finally describe a classroom with il y a and say where people live (à Dakar, en France, au Canada, aux États-Unis).

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Read and Build Familiar Words

Learners put the code to work on real words for school, home and food. They read fully vocalized words and match them to meanings, learn how the article الْ (the) behaves with moon and sun letters, build and spell words from letters and syllables, and finish by reading two short lists and writing one of their own.

  • 4 lessons
  • About 90 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Present-Tense Actions in Context

Learners talk about what people do. They build present-tense forms of regular -ar, -er and -ir verbs, learn to read the verb ending to know who is doing the action (so pronouns can be dropped), and use a few essential irregular forms (voy, tengo, hago) with frequency words to describe a typical day. The course ends with an interview about routines and a written 'day in my life' for a partner school.

  • 4 lessons
  • About 95 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Present-Tense Actions and Routines

Learners describe what people do every day. They conjugate regular -er verbs and discover that parle, parles and parlent sound the same, choose the right subject pronoun (including on and polite or plural vous), use the four key irregular verbs être, avoir, aller and faire, and finally describe a daily routine with clock times, parts of the day and words such as toujours, souvent and parfois.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Introduce and Describe People

A real communicative task in Modern Standard Arabic: greet someone, ask and give names, say where people are from, and introduce and describe a friend or family member. Learners hear and read fully vocalized models, practise with feedback on the forms that change for a male or female listener, and finish by writing their own short introduction.

  • 4 lessons
  • About 85 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 1

Questions, Preferences and Negation

Learners run a class survey with a partner class in Lomé, Togo. They ask yes/no questions (intonation and est-ce que, with inversion recognised) and information questions with qui, que, où, quand, comment, combien, pourquoi and quel; talk about likes with aimer, adorer, préférer and détester, contrasting J'aime le pain with Je mange du pain; say no with ne…pas, ne…jamais and ne…rien (Je n'ai pas de chien); react with moi aussi, moi non plus, pas moi and moi si; and finally interview a classmate and report survey results.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Questions, Preferences and Negation

Learners run a class survey for a partner school in Montevideo. They ask questions with qué, quién, dónde, cuándo, cómo, cuántos and por qué, talk about likes with me gusta / me gustan, me encanta and prefiero, say no in several ways (no, nunca, nada, tampoco), react to others (A mí también. A mí no.), and finally interview a classmate and report the results.

  • 4 lessons
  • About 95 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 1

Simple Sentences and Agreement

Learners describe homes and everyday things in complete Arabic sentences. They build sentences that need no word for 'is', decide whether a noun is masculine or feminine, see how الْ turns 'a big house' into 'the big house' or 'the house is big', and add the endings for my, your, his and her. The course ends with a written description of a room.

  • 4 lessons
  • About 95 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 1

Read and Respond to Short Texts

Learners become confident readers of short, real-world Spanish texts. They use cognates and context to work out new words (and watch for false friends), scan posters, schedules and menus for times, prices and places, follow a short story for its main idea and details, and finally answer a pen pal's email.

  • 4 lessons
  • About 95 min
  • Quiz: 9 questions

World Languages · Grade 1

Read and Respond to Short Texts

Learners become confident readers of everyday French. They use cognates, word families and suffixes to understand new words while avoiding false friends (la librairie is a bookshop!), scan practical texts — a school timetable with 24-hour times, a canteen menu, a school-fair poster, a weather report and market prices in euros and francs CFA — follow the main idea, details and order of events in a short story from Martinique, and finally answer a pen pal's message from Kinshasa in French.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions

World Languages · Grade 1

Questions, Actions and Negation

Learners start talking about what people do. They learn the Arabic question words, the present-tense verb for I, you, he and she (أَكْتُبُ، تَكْتُبُ، تَكْتُبِينَ، يَكْتُبُ), and two ways to say no: لَا before a verb and لَيْسَ in a sentence without a verb. A school-newsletter interview brings it all together, and learners finish by answering interview questions about themselves.

  • 4 lessons
  • About 100 min
  • Quiz: 10 questions

World Languages · Grade 1

Read and Write Short Messages

Learners read the short messages of everyday life in Arabic: a text invitation and its reply, a note left on the fridge and a party invitation card. They find who, what, when and where, learn the polite openings, requests and closings (with the right form for a male or female reader), use the days of the week and simple times, and write and answer a message of their own.

  • 4 lessons
  • About 95 min
  • Quiz: 9 questions

World Languages · Grade 1

Write and Exchange Simple Messages

Learners write and answer real messages in French. They choose the right shape and register for a friend or an adult (Salut Léa ! … Bisous / Bonjour Madame, … Cordialement), make, accept and decline invitations with days, times and places using au, à la, à l' and aux, keep an exchange going by answering every question and asking follow-ups, and finally write, check and send a complete message.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions

World Languages · Grade 1

Write and Exchange Simple Messages

Learners write the messages people really send: notes to friends, invitations, replies and a polite email to an adult. They learn the shape of a message and when to be informal or formal, invite, accept and decline with days and times, keep a message thread going by answering every question and asking their own, and finish by writing and proofreading an invitation.

  • 4 lessons
  • About 95 min
  • Quiz: 9 questions

World Languages · Grade 1

A Guided French Story Project

The Foundation route ends with a creative project: learners write their own short story in French. They read a model story, Jour de neige à Moncton, and find its characters, setting, problem and solution; link events with d'abord, ensuite, puis, tout à coup, alors, enfin, et, mais and parce que; write accurate present-tense story sentences with être and avoir for descriptions and feelings (Zoé est triste, elle a froid), -er verbs, aller and faire, and dialogue in « » or with dashes; and finally plan, draft and revise a story for a class collection.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions

World Languages · Grade 1

A Guided Arabic Story Project

The Foundation route ends with a story. Learners read an original illustrated story, 'Yusuf's Kite', find its characters, setting, problem and solution, put its events in order with sequence words, and notice how story verbs in the past tense work (ذَهَبَ he went, ذَهَبَتْ she went). Then they plan, write, revise and share a short story of their own.

  • 4 lessons
  • About 110 min
  • Quiz: 10 questions

World Languages · Grade 1

A Guided Spanish Story Project

The Foundation route ends with a creative project: learners write their own short story in Spanish. They read a model story, find its characters, setting, problem and solution, learn connectors that move a story along (primero, de repente, entonces, al final), write accurate present-tense sentences with descriptions, feelings and dialogue, and then plan, draft and revise a story for a class anthology.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions

World Languages · Grade 4

Listening and Reading for Meaning

Learners who have finished the Foundation route become more independent listeners and readers of French. They predict before they listen or read and catch the gist on a first pass; pick out numbers from 60 to 100 and beyond (including septante and nonante), prices, 24-hour times, years and phone numbers read in pairs; infer feelings, reasons and purposes from clues; and use word families and affixes to work out new words before summarizing what they understood.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Read Connected Vowel-Supported Texts

Learners move from sentences to connected paragraphs. Reading fully vocalized texts about places in the Arabic-speaking world (Petra in Jordan, the Library of Alexandria in Egypt, a market in Muscat), they practise finding the main idea and details, tracking pronouns and connectors that hold a text together, working out unknown words from context, and summarising what they read.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Listening and Reading for Meaning

Learners who have finished the Foundation route become more independent listeners and readers. They predict before they listen or read, catch the gist on a first pass, pick out numbers, times and places in announcements, infer feelings and purposes from clues, and work out new words through word families before summarizing what they understood.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Roots, Patterns and Word Families

Arabic builds families of words from three-letter roots. Learners find the root inside a word, use four common patterns to predict meaning (the doer كَاتِبٌ, the thing done مَكْتُوبٌ, the place مَكْتَبَةٌ, the tool مِفْتَاحٌ), guess new words in context, and learn to look words up in a root-based dictionary.

  • 4 lessons
  • About 100 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 4

Describe Routines and Experiences

Learners describe their days and their lives in more detail. They use reflexive verbs for routines (me levanto, me ducho, me acuesto), the common stem-changing verbs (empiezo, puedo, duermo, pido, juego), and the present perfect to talk about experiences (¿Alguna vez has probado…? Nunca he…). They compare a school day in Madrid and Buenos Aires and finish by interviewing a partner and writing about their own routine and experiences.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Describe Routines and Experiences

Learners describe their days in more detail and talk about what they have just done and what they are going to do. They use pronominal verbs for routines (je me lève, tu te couches, elle s'habille, nous nous brossons les dents), the most common irregular present-tense verbs grouped by their stem patterns (prendre, venir, pouvoir, vouloir, devoir, boire, sortir, partir, dormir, lire, écrire, mettre), and the near future and recent past (je vais partir, je viens de finir). They compare school days in Lyon, Dakar and Montréal and finish with a written exchange about their own routine.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Verb Forms in Familiar Contexts

Learners complete the everyday verb system through daily routines and weekend plans. They add we, you (plural) and they to the present tense, conjugate the past for all eight common persons, talk about the future with سَـ / سَوْفَ, and say what did not happen or will not happen with لَمْ and لَنْ.

  • 4 lessons
  • About 105 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 4

Expand Questions and Connected Sentences

Learners move from short sentences to connected Spanish. They ask more precise questions (¿qué o cuál?, ¿adónde?, ¿con quién?, ¿desde cuándo?), link ideas with connectors (además, sin embargo, por eso, aunque, cuando, si), and combine sentences with que, donde and lo que. They read an interview with a young volunteer who protects sea turtles in Costa Rica and write a connected profile of someone they interview.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Connect Ideas and Ask Better Questions

Learners move from single sentences to connected French. They ask precise questions with inversion (Parle-t-il… ? A-t-elle… ?), question words with prepositions (avec qui, à quelle heure, depuis quand, d'où, pour quoi faire) and quel or qu'est-ce que; they link ideas with connectors of addition, contrast, cause, result, time and condition; they combine sentences with qui, que and où; and they turn an interview into a connected profile paragraph.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Connect Sentences and Narrate Events

Learners tell what happened in connected Arabic. Through a class trip that does not go to plan, they order events with time expressions (قَبْلَ أَنْ، بَعْدَ أَنْ، عِنْدَمَا), explain causes and results (لِأَنَّ، بِسَبَبِ، لِذٰلِكَ), show contrast (لٰكِنَّ، مَعَ أَنَّ، مَعَ ذٰلِكَ), combine sentences with الَّذِي / الَّتِي, and write a narrative of a memorable day.

  • 4 lessons
  • About 105 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 4

Narrate with Reviewed Time Expressions

Learners tell what happened. They form the passé composé with avoir (regular participles in -é, -i, -u and the common irregular ones such as fait, pris, vu, écrit) and with être for movement and change-of-state verbs and pronominal verbs, with agreement (elle est allée, ils sont partis, nous nous sommes levés), and they place the negation around the auxiliary. They anchor events in time (hier, il y a deux jours, le lendemain, pendant, depuis), set the scene with c'était, il faisait and il y avait, and finally read and write the story of a trip.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Narrate with Reviewed Time Expressions

Learners start telling what happened. They build the preterite of regular verbs (with the accents that separate hablo from habló and the spelling changes in busqué and leyó), use the key irregular forms fui, hice, tuve, estuve and vi, and anchor events with time expressions (ayer, la semana pasada, hace dos años, al día siguiente). The course ends with a trip to Cusco and Machu Picchu told in the past, and learners narrate an experience of their own.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Compare People, Places and Perspectives

Learners compare people, things and places accurately and discuss different points of view politely. They use plus / moins / aussi + adjective + que, plus de / moins de / autant de + noun, meilleur and mieux, and superlatives (la ville la plus froide, le meilleur, le mieux); they compare francophone cities from a table of approximate January temperatures without claiming more than the data shows; and they give, compare and answer opinions respectfully in a forum about the best way to get to school.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Compare People, Places and Perspectives

Learners compare people, cities and opinions. They use más/menos… que, tan… como and tanto… como, the irregular forms mejor, peor, mayor and menor, and superlatives (el más alto de…, altísimo). They compare Andean and coastal cities using a data table, read young people's views on city and country life, and practise agreeing and disagreeing respectfully before writing their own comparison with an opinion.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Compare People, Places and Perspectives

Learners compare two capitals of the Arabic-speaking world, Cairo and Muscat, and listen to two young people who love their own city for different reasons. They use the comparative pattern أَفْعَلُ مِنْ (أَكْبَرُ مِنْ), the superlative (أَكْبَرُ مَدِينَةٍ), words for similarity and difference (مِثْلَ، بَيْنَمَا، أَمَّا … فَـ), and opinion language (فِي رَأْيِي، أُفَضِّلُ … عَلَى …), and they learn to tell facts from opinions. This is the first Developing course with reduced vowel marks.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 4

Interpret Authentic-Style Adapted Texts

Learners read the kinds of texts people meet in daily life across the Spanish-speaking world, adapted to their level: a news brief about Bogotá's Sunday Ciclovía, a guacamole recipe, a school survey infographic, an advertisement, a tourism brochure and a social post about the Inti Raymi festival in Cusco. They identify type, audience and purpose, extract information from visuals and instructions, separate facts from claims, and describe the cultural products, practices and perspectives the texts reveal.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions

World Languages · Grade 4

Listen, Interpret and Respond

A listening course built on the kinds of Arabic people hear every day: an airport announcement, a voicemail from a friend, a weather forecast, a shop assistant and friends sharing news. Learners practise listening for the gist, catching details such as times, prices and places (including how Arabic says 25 as 'five and twenty'), reading feelings and intentions, and responding appropriately in a reply or a short message.

  • 4 lessons
  • About 100 min
  • Quiz: 9 questions

World Languages · Grade 4

Interpret Authentic-Style Adapted Texts

Learners read the kinds of texts people meet in daily life in the francophone world: news briefs, recipes, infographics, adverts, leaflets, social media posts and notices. They identify each text's type, audience and purpose; follow recipe instructions in the infinitive or the vous imperative with quantities and the partitive; read percentages; separate facts from opinions and persuasive claims; and describe the products, practices and perspectives behind la Chandeleur, attiéké in Abidjan and the cabane à sucre in Québec, comparing them respectfully with their own community.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions

World Languages · Grade 4

Create a Practical Written Exchange

Learners prepare for a student exchange in Guadalajara, Mexico, through real practical writing. They write polite formal requests (¿Podría…? Me gustaría… Quisiera…), understand and give instructions and advice with tú commands (pon, haz, ven, ten cuidado) and deberías, fill in a registration form and leave clear notes, and finally manage a multi-message exchange with their host family, including a problem and its solution.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions

World Languages · Grade 4

Create a Practical Written Exchange

Learners prepare for a school exchange with a host family in Québec through real practical writing. They write polite formal requests with vous and the polite conditional (Je vous écris pour…, Je voudrais…, Pourriez-vous… ?), give and follow instructions and advice with the imperative (sois, aie, va, fais, viens, prends, lève-toi) and tu devrais / il faut, complete a form the francophone way and leave clear notes, and manage a multi-message exchange with their host family, using the futur simple for arrangements and solving a problem politely.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions

World Languages · Grade 4

Write for a Practical Purpose

Learners write Arabic that gets things done: an email to a friend, a formal inquiry to a cultural centre about a calligraphy workshop, a registration form and a polite apology. They learn the parts of a practical message, the difference between informal and formal register, standard formal phrases (حَضْرَةَ …، تَحِيَّةً طَيِّبَةً وَبَعْدُ، أَرْجُو أَنْ …، مَعَ خَالِصِ الشُّكْرِ), how to give clear details, and how to write a message for a real purpose.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions

World Languages · Grade 4

Research and Present a Cultural Topic

The Developing route ends with a small research project. Learners write a focused research question about a cultural topic, judge which sources are reliable, take notes in their own words and cite them, organize a short presentation with clear signposting, and then prepare and deliver it with a cultural comparison. A model presentation about mate, the shared drink of Uruguay, Argentina and Paraguay, shows each step.

  • 4 lessons
  • About 120 min
  • Quiz: 9 questions

World Languages · Grade 4

Research and Present a Cultural Topic

The capstone of the Developing route teaches a small, honest research process in French. Learners turn a broad topic into a focused research question, judge sources by author, date, purpose and evidence, take notes in their own words and cite simply (Selon…, D'après…, Source : …), organise a presentation with clear signposts, and prepare a script and slides for a short cultural presentation (for example la Journée internationale de la Francophonie, le créole haïtien, le Carnaval de Québec or la teranga) with a respectful comparison. Speaking the presentation is optional and never scored by the app.

  • 4 lessons
  • About 120 min
  • Quiz: 9 questions

World Languages · Grade 4

Research and Present a Cultural Topic

The Developing route ends with a small research project in Arabic. Using Arabic calligraphy as the model topic, learners take notes from an article and an interview, judge which sources can be trusted and cite them, organise their findings into a presentation outline with presentation phrases, and write and give a short presentation on a cultural topic of their choice.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions

World Languages · Grade 9

Interpret Longer Connected Texts

Learners read longer, connected Spanish texts with confidence. Using an original feature article about the return of the bicycle in cities such as Bogotá, Sevilla and Mexico City, and an opinion column about phones in class, they track paragraph structure and discourse markers, follow references (esto, este cambio, ellos), separate main ideas from examples, infer the writer's attitude, work out vocabulary through word formation, and write a structured summary with a personal response.

  • 4 lessons
  • About 120 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 9

Read Longer Texts with Graduated Vowel Support

Most real Arabic is printed without vowel marks. Learners make the transition deliberately: they read a longer text about Oman's ancient falaj irrigation channels whose paragraphs move from fully vocalized to partly vocalized to unvocalized, and learn how readers supply missing vowels from patterns, grammar and context, how to resolve words that can be read several ways (كتب: كَتَبَ، كُتُبٌ، كُتِبَ), and how to summarise an unvocalized text.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 9

Interpret Longer Connected Texts

Learners read longer, connected French texts with a strategy instead of word-by-word translation. Using an original feature article on shared city gardens in Montréal, Paris and Dakar, a column on school start times and an opinion piece on rental e-scooters, they map paragraph structure through connecteurs logiques, follow reference words (celui-ci, ces dernières, y, en), separate main ideas from examples, read the writer's attitude (including the journalistic conditional), work out words through word formation, and write a structured résumé with a personal response.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 9

Refine Grammar and Precise Expression

Learners tighten the grammar that separates good Arabic from very good Arabic: the إِنَّ family and the كَانَ family and the case endings they cause, agreement with non-human plurals, duals and verb-first sentences, and precise word choice among near-synonyms. Every point is practised in short, realistic sentences and then applied to editing a paragraph.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 9

Refine Grammar and Register

Learners sharpen the grammar that makes intermediate Spanish precise: the preterite–imperfect contrast in narration, ser and estar with changes of meaning, por and para, direct and indirect object pronouns (including se lo), and the move from informal to formal register with courtesy forms and the present subjunctive after common expressions (Es importante que…, Le recomiendo que…). Each point is practised in context, from childhood memories to a formal email to an exchange program.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 9

Refine Grammar, Agreement and Register

Four pieces of grammar that separate a good intermediate writer of French from an accurate one: choosing the passé composé or the imparfait in a story, agreeing the past participle (with être, and with avoir when the direct object comes first), placing object pronouns le, lui, y and en in the right order, and shifting register from a text to a friend to a formal email, including the present subjunctive after il faut que and je voudrais que. Each point is taught in context, practised with targeted feedback and applied in a formal rewrite.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions
Free starter

World Languages · Grade 9

Compare Narratives and Informational Sources

Two texts, one topic: a grandfather's memory of his father's pearl-diving seasons and an informational article on the history of pearl diving in the Gulf. Learners identify the features and purposes of narrative and informational writing, compare what each text includes and how it positions the reader, weigh personal memory against documented facts, and write a comparative paragraph supported by quotations.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions
Free starter

World Languages · Grade 9

Compare Narratives and Viewpoints

One snowy afternoon in Québec City, told twice: by Océane, a student stuck on a school bus, in her blog, and by a local news brief. Learners identify who is telling each story and from which point of view, separate shared facts from details and interpretations, report what people said in indirect speech with the right tense shifts, and write a structured comparison of the two viewpoints.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions
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World Languages · Grade 9

Compare Narratives and Viewpoints

The same day can be told in very different ways. Learners read two original accounts of a school trip in Costa Rica where the bus broke down — a student's emotional diary and a teacher's formal report — and analyze point of view, what each includes or leaves out, facts versus interpretations, and tone. They learn to report what people said (dijo que estaba cansada, contó que había llegado tarde) and write a structured comparison of two viewpoints.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions
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World Languages · Grade 9

Sustain a Supported Exchange

Rémi in Moncton (Acadia, Canada) and Chloé in Nouméa (New Caledonia) must plan a joint class project by video call, across fourteen or fifteen hours of time difference. Following their conversation, learners practise keeping an exchange alive (openers, fillers, reactions, passing the turn, closing), asking for repetition and clarification, explaining a word they do not know by circumlocution, and negotiating a solution both sides accept. All checked items are tapped, chosen or typed; speaking practice is optional.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions
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World Languages · Grade 9

Sustain a Supported Exchange

Learners build the strategies that keep a real conversation going: opening, holding the floor and closing politely; using natural fillers and reactions (pues, a ver, ¡no me digas!); asking for clarification and checking understanding; explaining a word they don't know (es una cosa que sirve para…); and negotiating a solution to a problem, such as lost luggage at an airport. Every item is tapped, chosen or typed; spoken role-play is optional and never machine-scored.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions
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World Languages · Grade 9

Sustain a Supported Exchange

Learners keep an Arabic conversation going with the help of phrase banks and frames. Through a video call between exchange partners planning a joint project and a youth-council discussion about a new park, they practise opening and closing politely, asking follow-up questions and showing interest, asking for clarification and checking understanding, and agreeing or disagreeing respectfully.

  • 4 lessons
  • About 110 min
  • Quiz: 9 questions
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World Languages · Grade 9

Explain and Defend an Idea

Learners build a reasoned argument in Spanish about a school or community issue. Using an original opinion essay on homework at weekends as a model, they state a clear thesis, support it with reasons and examples, choose between the indicative and the subjunctive in opinions (creo que es… / no creo que sea…; es necesario que…), anticipate and answer a counterargument, and finally write and defend their own short argumentative essay.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions
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World Languages · Grade 9

Explain and Defend an Idea

Learners build a short argument in Arabic: a clear claim, reasons, examples and evidence, an honest look at the other side, and a response to it. They analyse a student's opinion paragraph about giving one school hour a week to a school garden, practise the language of claims, evidence and concession (أَرَى أَنَّ، عَلَى سَبِيلِ الْمِثَالِ، صَحِيحٌ أَنَّ … لٰكِنَّ …), defend an idea in a discussion, and write and present their own opinion paragraph.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions
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World Languages · Grade 9

Explain and Defend an Idea

Should volunteering be compulsory for high-school students? Starting from an original model essay, learners build an arguable thesis supported by reasons and examples, choose the right mood after expressions of opinion, certainty, doubt and necessity (je pense que c'est… / je ne pense pas que ce soit…), answer the other side with concession and rebuttal (certes… mais, bien que + subjunctive, même si + indicative), and write and defend their own short argument on a school or community question.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions
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World Languages · Grade 9

Investigate Cultural Contexts with Sources

Learners investigate a cultural question with several sources instead of one: how and when people eat their main meals in Spain and Mexico, and what the sobremesa (lingering at the table to talk) means. They move beyond stereotypes to diversity and change over time, judge sources for perspective and bias (an encyclopedia-style article, a grandmother in Oaxaca, a tourist's exaggerated blog, a clearly labeled fictional survey), synthesize them with citations, and write a short investigation report.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions

World Languages · Grade 9

Distinguish MSA and Selected Labeled Varieties

Arabic speakers live with two layers of language: Modern Standard Arabic (الْفُصْحَى) for reading, writing and formal speech, and many spoken varieties (often called اللَّهَجَاتُ) for everyday life. Learners explore where each is used, meet a small, clearly labelled set of everyday words and sounds from four varieties (Egyptian, Levantine, Gulf and Moroccan), connect them to the MSA they know, and choose the right register for a situation, with respect for every variety.

  • 4 lessons
  • About 105 min
  • Quiz: 9 questions

World Languages · Grade 9

Investigate Francophone Cultural Contexts

Learners investigate a cultural practice the way a careful researcher would. Their case is l'attaya, the tea ritual shared in Senegal: they analyze it through products, practices and perspectives, notice diversity and change instead of stereotypes, weigh four different sources (a reference article, a young Dakar resident's interview, a tourist brochure and a small survey), synthesize them with clear attributions, and write a short investigation report with a respectful comparison. The quiz transfers the method to the Québec cabane à sucre.

  • 4 lessons
  • About 125 min
  • Quiz: 10 questions

World Languages · Grade 9

Revise Extended Writing

Good writers revise. Using a student's two-paragraph draft about the public library in her city, learners practise the full cycle: revising content and organisation (topic sentences, relevance, order), improving cohesion (pronouns, synonyms, connectors), editing accuracy (agreement, endings) and the spelling points that trouble even fluent writers (ة / ه، ى / ي، hamza seats, hamzat al-wasl), checking Arabic punctuation, and producing a final draft with a reflection.

  • 4 lessons
  • About 115 min
  • Quiz: 9 questions

World Languages · Grade 9

Revise Extended Writing

Good writers revise. Learners take an original student draft about why to learn a second language and improve it in three passes: content and organization (a clear thesis, focused paragraphs, cutting what does not belong), cohesion (connectors, pronouns and synonyms instead of repetition, combined sentences), and accuracy (agreement, ser/estar, preterite/imperfect, por/para, mood and accents). They practise giving and using specific feedback and keep a revision log as they revise a draft of their own.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions

World Languages · Grade 9

Revise Extended Writing

Mathis has written a first draft for his school blog about an exchange trip to Liège. Learners revise it in three passes, from big to small: content and organization (a clear main idea, topic sentences, one idea per paragraph, relevant support), cohesion (connectors, reference chains, and combining sentences with qui, que, où, dont, lequel, ce qui and ce que), and accuracy with a personal checklist (agreement, auxiliaries, tenses, moods, negation, accents and the classic homophones a/à, et/est, son/sont, ces/ses/c'est/s'est, ou/où, on/ont). They then give specific, kind feedback and keep a revision log for their own text.

  • 4 lessons
  • About 120 min
  • Quiz: 10 questions

World Languages · Grade 9

Integrated Arabic Portfolio

The Advanced Readiness route ends with an integrated project on one theme, water in our lives. Learners read an article and listen to a radio segment, combine what they learned, plan a school water-saving campaign with a partner, write a campaign article and give a short speech, and then assemble a portfolio of their best Arabic work from the route with a self-assessment and goals for the next stage.

  • 4 lessons
  • About 125 min
  • Quiz: 8 questions

World Languages · Grade 9

Integrated Language Portfolio

The capstone of the Advanced Readiness route brings the three modes of communication together around one theme: growing up with several languages in Bruxelles, Dakar and Montréal. Learners interpret an article, a short spoken testimony and a chart; plan a Semaine des langues with a partner school in Bruxelles through formal and informal exchanges; write a sourced article for a school magazine through planning, drafting and revision; and assemble a portfolio with can-do self-assessment, evidence for each mode and specific goals.

  • 4 lessons
  • About 135 min
  • Quiz: 10 questions

World Languages · Grade 9

Integrated Language Portfolio

The Advanced Readiness route ends with an integrated portfolio on one theme: responsible tourism in the Spanish-speaking world. Learners interpret an article, a guide's spoken advice and a labeled fictional survey; take part in written exchanges to plan a responsible trip; produce a polished, sourced article with a revision log; and assess their own progress with can-do statements, selecting evidence and setting goals for the next stage.

  • 4 lessons
  • About 135 min
  • Quiz: 10 questions