World Languages Department
Vanessa Hawkins- Resource Teacher
-- Phone: 240-740-1359
-- Spanish 1, Spanish for Spanish Speakers 3
-- French 1, French 4, French 5
-- Honors Spanish 3
-- Spanish 2, Spanish for Spanish Speakers 2
-- American Sign Language (ASL) 1, 2 and 3
-- Honors Spanish 4, Spanish for Spanish Speakers 1
MCPS Philosophy on World Languages Instruction
The goal of the Montgomery County Public Schools World Languages Program is to enable students to be active members of our global community through the study of world languages and cultures. Students will learn to use world languages for meaningful communication in both spoken and written form. The world language program emphasizes language as used in real-life situations and transitions to a more complex level of communication on a range of topics including literature, politics, and culture. Through world language study students develop sensitivity to the cultural and linguistic heritage of other groups, understand their influence on American culture, and become prepared to participate in a society characterized by linguistic and cultural diversity.
All Blake students will enroll in a world language course every year of high school in order to enhance their academic processing skills, increase their college and career readiness and become more culturally proficient and aware of world affairs.
-For teachers to create a love of language learning by building relationships with students, using authentic materials, and teaching culturally relevant and meaningful lessons.
-Incorporate core practices of world teaching world languages to increase proficiency in speaking, reading, writing and listening.
-Teach learners how to be independent language learners who apply higher order thinking skills to express their ideas in the target language.
- French 1A Vocabulary Lists
- French 1B Vocabulary Lists
- French 2A Vocabulary Lists
- French 2B Vocabulary Lists
- French 3A Vocabulary Lists
- French 3B Vocabulary Lists
- Ms. Maione's Twitter
- Ms. Maione's YouTube
- "Bien Dit" Online Textbook for Levels 1-3
- French/English and English/French Online Dictionary
- French Verb Conjugations
- Spanish 1A Vocabulary Lists
- Spanish 1B Vocabulary Lists
- Spanish 2A Vocabulary Lists
- Spanish 2B Vocabulary Lists
- Spanish 3A Vocabulary Lists
- Spanish 3B Vocabulary Lists
- Spanish Dictionary
- Spanish Verb Conjugation Trainer
The Spanish/French and ASL Honor Societies offer free tutoring on different days and locations. There is Spanish tutoring during lunch every Tuesdays and Thursdays (by request) in B123 and French tutoring on Tuesdays in C133 during lunch. ASL Honor Society offers regular Peer Tutoring every Tuesday at lunch in B113.
- French 1A & Spanish 1A
- French 1B & Spanish 1B
- French 2A & Spanish 2A
- French 2B & Spanish 2B
- French 3A & Spanish 3A
- French 3B & Spanish 3B
- French 4A & Spanish 4A
- French 4B & Spanish 4B
- French 5A & Spanish 5A
- French 5B & Spanish 5B
- French 6A & French 6B
- AP French Language and Culture & Spanish Language and Culture
- American Sign Language 1A & 1B
- American Sign Language 2A & 2B
- American Sign Language 3A & 3B
- Spanish for Spanish Speakers 1 & 2
- Spanish for Spanish Speakers 3
Students begin to learn to communicate orally and in written form. They learn to understand and produce simple expressions. The emphasis is on vocabulary development, although simple grammatical structure is taught as a means to understanding and producing meaningful utterances. Throughout the course, students apply language skills to real-life communication. Students in this course learn to exchange information in simple terms about family members, leisure activities, personal identification, schoolrooms and schedules, classroom expressions, clothing, weather, months, and seasons. Students also learn the foreign language alphabet and numbers to 100. Students are introduced to the culture of the people whose language they are studying in relationship to the contexts or situations in which they might find themselves expected to communicate. They learn to identify countries where the language is spoken. Current events in countries where the target language is spoken are discussed.
Building on what was learned in Level 1A, students continue to develop the skills to communicate in oral and written form. The emphasis on vocabulary development is continued. Students also acquire additional simple grammatical structures as needed for meaningful communication. In Level 1B, students learn to understand and produce simple language related to identifying parts of the body; describing health; identifying basic foods, food groups, and food preferences; expressing quantities up to 1,000; identifying modes of transportation and use of the 24-hour clock; describing future travel plans; identifying common household animals/pets; naming rooms in a house and their basic furnishings; identifying places in the community. Students learn about contributions of major artistic, literary, and/or historical figures of the target culture and discuss relevant current events. Students continue to learn about the culture of the people whose languages they are studying in relation to each of the contexts, or situations, in which students might find them selves expected to communicate.
Students expand their vocabulary while continuing to learn increasingly complex expressions and structures needed for communications. In this course students are enabled to identify and describe occupations; state occupational preferences; follow, ask and give directions to specified locations; identify general weather conditions from an authentic broadcast; describe past weather conditions; extend/accept an invitation; identify types of stores and their merchandise; request sales assistance; use numbers when shopping; identify and describe simple routines involved in leisure-time activities; identify, describe, and state personal preferences about clothing and colors. Students will exchange biographical information such as likes/dislikes, physical and character traits, and significant past events. Students continue to learn about the culture of the people whose language they are studying, including famous performing artists, athletes, and popular pastimes in the target culture. Current events in the countries where the target language is spoken are discussed.
Building on material teamed in Level 2A, students continue to grow in their ability to communicate in oral and written form. As in Level 2A, vocabulary development is emphasized. Students also learn increasingly complex expressions and grammatical structures. In this course, students are enabled to describe and exchange information about health conditions; comprehend a simple menu; comment on or inquire about menu selections; compare past and present school classes and activities: describe daily household routines and chores; describe and summarize past or future travel activities; identify and name furnishings in a residence. Students continue to learn about the culture of the people whose language they are studying including contributions of major artistic, literary and/or historical figures of the target culture. Current events in countries where the target language is spoken are discussed.
In Level 3A, students learn to describe and evaluate personality and physical characteristics of a fictional or a prominent personality; summarize characteristics, skills, and daily responsibilities of a given occupation; follow, provide, clarify and/or restate detailed directions to different locations: describe ingredients and preparation of regional dishes found in the target culture; and state and support opinions relating to an educational setting. Students continue to learn about the culture of the people whose language they are studying, stressing culturally appropriate communication. Students describe, compare, and summarize important aspects of major holidays and traditions in the target culture; identify major geographical features in target culture countries, and discuss relevant current events.
Students in this course continue to build on skills developed in Levels 1,2, and 3A. Students learn to comprehend, describe, explain, and request advice regarding health and physical concerns and complications. The student will support a personal opinion of a film, broadcast or leisure time activities; express satisfaction/dissatisfaction with a product or service; exchange information on past and future travel plans derived from authentic tourist information; and describe clothing and accessories with highly descriptive vocabulary. Students continue to learn about the culture of the people whose language they are studying in relationship to each of the contexts or situations in which they might find themselves expected to communicate. Students will continue to discuss current events.
In Level 4A, students learn to understand main ideas from authentic edited materials. They participate in extemporaneous conversations on familiar topics; are able to narrate present, past and future events', and take notes in the target language. They are expected to demonstrate knowledge of specific topics and information that form the course content.
By the end of level 4B, students are able to use listening, speaking, reading, writing skills to provide details and supporting statements to explain main ideas and express ideas and opinions with limited supporting statements. They write short compositions using a variety of tenses and structures, increase their ability to initiate and sustain conversations with increasing complexity of expression, and learn how to make simple adjustments in language appropriate to their audience. They are expected to demonstrate knowledge of specific topics and information that form the course content.
Students in this course continue to increase their proficiency in understanding others and expressing themselves in a foreign language. They paraphrase information from authentic edited or unedited materials, make predictions based on background knowledge and textual information, express ideas and justify opinions, and comprehend and exchange detailed information. They are expected to demonstrate knowledge of specific topics and information that form the course content.
In Level 5B students learn to use their listening, speaking, reading, and writing skills to summarize an authentic article or broadcast. They seek and give advice on a course of action, compare and evaluate different points of view, analyze and draw conclusions based on relevant details, and continue to learn to modify their language to reflect their audience. They are expected to demonstrate knowledge of specific topics and information that form the course content.
Students continue to work at a highly advanced level of language development and cultural knowledge. As in Levels 4 and 5, authentic materials are used extensively for development of listening and reading skills. Students participate extensively in activities that involve extemporaneous use of oral skills. Writing skills continue to be refined. Culture is closely aligned with communication skills as students continue to develop skills in understanding and producing communications in a culturally appropriate manner. Students critique a film, event, work of art, or literature. They also learn to infer a native speaker's/writer's intended message, present a persuasive argument, and analyze and explain both sides of an issue. They are expected to demonstrate knowledge of specific topics and information that form the course content.
Building on Level 6A students continue to work at a highly advanced level of language development and cultural knowledge. Authentic materials are used extensively for the development of listening and reading skills. Students participate in activities that involve extemporaneous use of oral skills. Writing skills continue to be refined. Culture is closely aligned with communication skills as students continue to develop skills in understanding and producing communications in a culturally appropriate manner. In Level 6B, students learn how to identify how the author/speaker uses language to influence the reader/listener; infer motives of a writer; speaker of fictional character; elicit and respond to divergent points of view; and tailor their language to suit their audience. They are expected to demonstrate knowledge of specific topics and information that form the course content.
AP French Language and Culture is a course designed for French students interested in college level work. The course links language and culture while developing students’ proficiency in speaking, listening, reading, and writing. Students read, discuss, and react to variety of texts orally and in writing in preparation for the Advanced Placement Examination.
AP Spanish Language and Culture is a course designed for Spanish students interested in college level work. The course links language and culture while developing students’ proficiency in speaking, listening, reading, and writing. Students read, discuss, and react to variety of texts orally and in writing in preparation for the Advanced Placement Examination.
Students use American Sign Language to communicate about daily life with basic vocabulary and simple grammatical structures. They explore the cultural and linguistic heritage of the Deaf community and its influence.
This course is a continuation of ASL 1 focusing on the fundamental elements of American Sign Language in a cultural context. Emphasis is placed on the progressive development of expressive and receptive skills. Upon completion, the students should be able to comprehend and respond with increasing accuracy to expressive American Sign Language and demonstrate cultural awareness.
Spanish for Spanish Speakers 1 & 2
Spanish for Spanish Speakers provides language instruction for students with proficiency in Spanish, either because it is their first language or it is spoken extensively in their home. Each course integrates history, culture, language, and connections related to the Spanish-speaking world.
Last Updated: 12/5/2019