St. Bernadette School
80 University Blvd East
Silver Spring, MD 20901
Tel: (301) 593-5611
Fax: (301) 593-9042

Kindergarten, 1st and 2nd Grades
Book: Viva el Español! - National Textbook Company

 

Materials: Regalia, flash cards, tapes, videotapes, posters, storybooks, songs, games and activities. 

System A: The first system develops listening and speaking proficiency.  Begins with topics:

 

• colors
• numbers
• school
• members of the family
• parts of the body 

 

Basic vocabulary with simple expressions to make the introduction to Spanish and the Hispanic Culture interesting and to help to students feel comfortable and willing to participate in class. 

 

The students will comprehend basic vocabulary, structures, and expressions essential for everyday communication.  They will be able to respond to simple questions, statements and commands using words, phrases, and in some instances, shore sentences. 

 

At the beginning, accuracy is not emphasized: children are not forced to answer precisely, but they are encouraged to use the language as much as possible. 

 

 

Third, Fourth, and Fifth Grades

 

• To encourage students to communicate confidently in Spanish.
• To stimulate students to have fun learning a foreign language.
• To learn the importance of learning a foreign language.
• To review the study of the basics:  alphabet, colors, numbers, etc.
• To expand the students' vocabulary through the study of different categories:  the community, occupations, the weather, clothing, parts of the body, time, holidays, animals, etc.
• To use supplementary materials to reinforce students' interests.
• To encourage students to name objects at home, in school and other places in Spanish.
• To simplify learning vocabulary words through singing Spanish songs, playing games and other classroom activities.

 

 

Sixth, Seventh and Eighth Grades

Book: Paso A Paso- A  Genview Il.  
Scott Foresman 1997

 

The Spanish Foreign Language Curriculum offered is introduced and developed in the following format:

 

• Introduction of objectives through the use of regalia, flash cards, objects, tapes and videos in order to internalize the objectives.
• Presentation of objectives through vocabulary comprehension, writing, audio and visual.
• Daily work, warm-up, reviews and activities to reinforce further understanding of  the objectives.
• Language acquisition, is developed through extended periods of listening, positive reinforcement, communication with peers and low stress learning environment.
• The final step is assessment of objectives to ensure understanding of language, verbal, auditory and written.

 

Objectives for modern foreign languages: Middle School 6th, 7th and 8th grades Level 1A

 

• exchange information on family members, including simple descriptions and compare cultural family roles in the US and target language.
• identify significant current events in target culture.
• identify and name target language countries on the map.
• express quantities using the numbers 0 -100, interpret handwritten numerals and demonstrate culturally appropriate address format (numbers written as Arabic numerals).
• exchange information on sports and leisure times activities including individual preferences and identification of basic equipment.
• identify personal characteristics, provide personal information found on forms requesting personal data.
• identify rooms in a school, indictors of time (i.e., days of week, 24 hour clock), exchange information on school schedules, preferred subjects and school activities.
• identify and describe weather conditions, months and season in relation to time of year.
• comprehend basic classroom expressions and vocabulary. 

 

Instructional Guide for Foreign Language 

 

Lesson Format:  

 

• Objective
• Materials
• Daily Warm-up
• Review
• Presentation
• Activities
• Closing
• Assessment

 

Lesson Objectives: 

 

• Statement of lesson objectives and listing of the vocabulary and structure to be presented.
• Structure
   a. Vocabulary Words to be used repeatedly. 
   b. Gradually introduce the students to vocabulary that relates to them and their environment.

 

Materials: Regalia, flash cards, objects, tapes & videos.

 

Daily warm-ups: Practice greetings, questions and learned vocabulary in brief, informal conversations. 

 

Objective: getting students used to hearing the language spoken and familiar words.

 

Review: Review section reinforces the vocabulary from previous lessons by using: 

 

 1. TPR Commands 
 2. Activities 
 3. Games 
 4. Songs

 

  Suggestions: 

 

• Vocabulary cards to manipulate when they respond to TPR commands.
• Play games to reinforce the vocabulary words.
• Make transparencies to reinforce words.
• Use posters to point-out vocabulary words that have been introduced.

 

Presentation: 

 Scheme for new vocabulary words: 

 1. Introduce using flash cards, vocabulary cards, or objects as visual aids. 

 

•   New vocabulary words in combination with TPR Commands:
     e.g. Using visual cue describe the picture or the object, 
•    repeating the corresponding vocabulary several times .
•   Have the students repeat the words.
•   Have the students repeat the words by themselves.

 2. Give TPR Commands in conjunction with flash cards, real objects or vocabulary cards.  You might also ask either/or questions, for which the child chooses between on vocabulary item and another. 

 

 When presenting a new TPR Command 

 

 1. Introduce and model command first. 
 2. Practice with class before using in conjunction with a new vocabulary word. 
 3. Present both question and answer response and model them. 
     Note responses to check comprehension include: 

  a. Movement 
  b. Pointing 
  c. Nodding one's head 
  d. Stating a word or name.

 

Teachers need to supplement speech with: Body movements, gestures, visuals, other teachers aids to underscore your message. 

To foster a positive attitude it is necessary to accept and encourage any attempts to use the Spanish Language, even if they are ungrammatical or incomplete. 

 

Do not expect or force speech production. Gradually introduce the written word forms of new vocabulary during presentation.  It is important that students do the activity willingly and with complete understanding. 

 

Activities: 

 

Follow-up 

The activities builds on the vocabulary learned while maintaining a relaxed atmosphere. 

 

 1. They encourage students to use the language. 
 2. Game Day!, to keep interest and anticipation high. 
 3. The students should be encouraged to: 

  a. Move 
  b. Stand-up