It is essential to "review." In reality every world language class is a "review" of previously "learned" material via spiralling because of the normal progression of building upon a communicative foundation. The task for the FLES teacher is to provide learning experiences to fulfill the curriculum goals linked to constructing this solid foundation. It is necessary to review and then assess periodically if the children are "getting it" at the beginning and end of every instructional unit. Periodic reviewing is also necessary because it takes a while for internalization of material so that production becomes "automatic."
Reviewing familiar materials is also necessary to wake up the brain again to the new world language in late August/September after a summer hiatus. Most children are on the track again after a few weeks of hearing and using the language regularly again.
The important thing is to review basic/key material in a COMPLETELY DIFFERENT context for each grade level with appropriate transitional content. In that way, even though the teacher is "reviewing," the children are not bored with "having to do the same thing as last year."
For example in my district, six types of fruit are introduced in second grade; the students learn the names of the fruit, review colors and sizes as well, and express preferences.
In third grade, the topic of fruit appears again, but now the major focus is on where the particular fruit grows --- in tropical or non-tropical areas (i.e. Puerto Rico vs. Connecticut) and if it grows on a plant or a tree. (Pineapple amazingly grows on a plant! This trips everyone up.) And more fruit names are learned, and second grade basics are touched upon/reviewed.
In fourth grade, the topic of the fruit is again presented but this time in terms of New World vs. Old World via the Columbian Exchange. For example, peaches, pears, oranges, melons, limes, bananas came from the Old World, and pineapple and tomato came from the New World. We learn more fruit names and begin learning names of vegetables as well and touch upon/review second and third grade basics.
In fifth grade, fruit is again "reviewed," but we focus on learning what fruits and vegetables grow in México and in what months and in what specific geographical areas and review second, third, and fourth grade topics.
Various theme-related songs, poems, chants, and games accompany each "fruit" unit theme but are completely different for each grade -- although children do enjoy singing "old" songs and reciting "old" poetry and chants, too.
Using this "different-context approach" guarantees that classes will be fresh, exciting, and interesting both for the teacher and for the children during the first weeks of school when it is critical to get off to a good start to pave the way for a successful year and periodically throughout the year. This approach also helps in organizing materials and manipulatives which should also be mostly distinct/unique for each grade level. Using different contexts as learning platforms practically ensures that there is a high level of engagement in new and old learning on the part of the children and their teacher.
