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LEVELS I, II & III
Curriculum
and
methodology
The curriculum of the
FLES Program is aligned with the Montgomery County Public School system’s
7th grade French and Spanish curriculum. The FLES curricululm
is standardized to provide consistency of instruction across the county—among
the teachers, as well as from year to year. FLES provides every new teacher
with extensive training in the use of the FLES curriculum, which includes
vocabulary, dialogues, visuals, games and songs. Our standardized curriculum
ensures that if a substitute or replacement is needed, she/he can step into
the regular teacher’s class with an overall feel for the children’s level
of skill and knowledge. Also, if a student moves from one school to another
that offers the FLES program, she/he will be able to continue taking FLES
classes in the new school.
Except for the
very first few days of classes, all FLES classes are conducted entirely
in the new language. This creates an atmosphere of immersion, which is
proven to be the most effective way to teach a new language, and makes optimal
use of small amount of time the FLES teacher has in contact with the students.
Conducting classes entirely in the language of instruction, allows children
to attune their ears to the sounds of the language and become more used
to hearing it spoken. FLES teachers give the students authentic
names to enhance the atmosphere of immersion.
The FLES Methodology Involves THREE Fundamental Principles:
I. TEACH IN INCREMENTS
First FLES teaches the word as part of the sentence “This is the---"
Next FLES puts words into sentences or expressions, questions and answers.
Then, FLES asks questions the students recognize, understand and can answer
in a complete sentence.: Finally, FLES teaches students to put sentences
together into brief dialogues-which they vary over the course of the year
as they learn new vocabulary related to the same topic.
II. PRACTICE MAKES PERFECT!
FLES introduces new words, using a lot of repetition, in short sentences,
by alternating between several statements and questions, such as: “This
is the ---.” “Is this the ---- or the ----?” and "What is this?"
III. THREE: LESSON PLANS MUST FLOW!
FLES teachers
move imperceptibly from one subject or topic area to another by linking
them together; for example: from numbers to time using numbers, from colors
to classroom objects using the color of a classroom object, from classroom
object to family by asking how many children in the class and how many children
in someone’s family, etc.
EVERY FLES CLASS CONSISTS OF...
...An
opening routine - Review of old material interwoven withIntroduction of new
material and a Closing routine
In Level I, the FLES teacher begins by teaching the fundamentals
of a short opening routine, which includes: greeting, roll call, the weather,
and the calendar. Once the students are comfortable with these standard questions,
they become part of the beginning of every class (hence, “Opening Routine”).
The teacher builds on the standard questions so that she can vary the questions
from class to class.Next, the FLES teacher spends the bulk of the class time
teaching the “Core Material” of the class. She will review (in
a different way than she introduced it) the material covered in the previous
classes. Then, she will teach two to three new words (or concepts) pertaining
to a variety of subjects. [For example: several new numbers, a few new classroom
objects, a new color, and perhaps part of a new song.] FLES teachers link
one topic to another so that your lesson plan flows smoothly. Every FLES class
ends with a song, game or activity that incorporates the material that was
reviewed in class that day.
The Objectives of the FLES Program (by Level and Unit) includes the
following:
Level
I
UNIT
1
*
GREETINGS . *
NUMBERS. *
THE CALENDAR
* COLORES & SHAPES.
* THE VOWELS
OBJETIVES: The
children learn to -
Introduce
themselves and talk about themselves.
Identify how they feel. Greet using the informal (
tú ) & formal
( usted ) forms of greeting. Count from zero to one
hundred.
State the days of the week and the months of the year, and
the date.
Identify basic colors using masculine & feminine. Recognize geometric
shapes. Pronounce and identify the vowels.
UNIT
2
*
THE CLASSROOM. *WEATHER.
*
TELLING TIME *
PARTS OF THE BODY
OBJETIVES:
The children learn to
-
Identify classroom objects.
Describe the weather using corresponding expressions.
Tell time using the hour and half hour. Name the parts of the body.
UNIT
3
*
THE FAMILY. * AUTOBIOGRAPHY
*
BIRTHDAY CELEBRATION WITH CULTURAL NOTE
OBJETIVES:
The children learn to -
Talk about the members of their family.
Talk about themselves stating their name, age, and
all
about their person. Describe & comment on a birthday celebration.
UNIT
4
*
BREAKFAST.
* THE FARM
OBJETIVES:
The children learn to -
Learn to name typical Spanish and American
breakfast foods. Express their likes and dislikes with regard to food.
Recognize some customs of a few Spanish-speaking countries.
Identify farm animals and the sounds they make.
LEVEL
II
UNIT
1
*
THE ALPHABET & STEPS FOR READING.
*
NUMBERS
*
TELLING TIME.
* SEASONS/THE CALENDAR.
OBJETIVES:
The children learn to
-
Recite the alphabet, and to pronounce each letter
vowels as well as consonants. Read and write basic texts. Count
to one thousand. Tell time using minutes. Identify the seasons
and their corresponding weather.
UNIT
2
*
THE CLASSROOM. *
PREPOSITIONS
*
SPORTS AND HOBBIES *
THE OUTSIDE OF A HOUSE
OBJETIVES:
The children learn to -
Recognize additional classroom objects and expressions
related to them. Identify and use prepositions. Name sports and hobbies,
and talk about their preferences in relation to them. Identify items
comprising the exterior of the house.
UNIT
3
*
PHYSICAL CHARACTERISTICS.. *
LUNCH AND SNACK FOODS
*
TELEPHONE CONVERSATIONS
OBJETIVES:
The children learn to
-
Identify different physical characteristics of people of various
races. Name and recognize typical Spanish lunch and snack foods.
Make and receive telephone calls.
UNIT
4
*
THE INSIDE OF THE HOUSE *
THE ZOO
OBJETIVES:
The children learn to -
Identify the rooms that comprise a house, as well as the items
in
each room. Name and describe zoo animals and the food they eat.
LEVELIII
UNIT
1
*
CLOTHING *
DINNER
OBJETIVES:
The children learn to
-
Recognize clothing articles. Describe what they normally wear
and what they wear for special occasions. Recognize Spanish
food items, and to state their preferences in relation to dishes
of different hispanic countries.
UNIT
2
*
THE COMMUNITY. *
MEANS OF TRANSPORTATION *
HOBBIES.
OBJETIVES:
The children learn to
-
Identify the components of a typical hispanic community,
and the activities that take place in each of the establishments
that comprise it State the primary means of transportation.
Initiate and sustain a conversation about their favorite hobbies.
UNIT
3
*
THE FAMILY *
QUALIFYING ADJECTIVES
OBJETIVES:
The children learn to-
Identify the names and titles of the members that comprise
an extended family. Utlize qualifying adjectives to describe
physical characteristics.
UNIT
4
*
A. GEOGRAPHY *
THE MAP OF THE AMERICAS.
*
THE MAP OF EUROPE.*
THE TROPICAL FOREST OF JUNGLE.
OBJETIVES:
The children learn to
-
Become familiar with the map of Spain and
the Americas.
Pronounce the names of different countries, and learn
their locations.
Identify the some plants and animals that live in a tropical forest or jungle.
7210 Hidden Creek Road
Bethesda, MD 20817
Phone: (301) 229-3419
Fax: (301) 229-5417
Email: classes@fles.org
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