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Teaching Programs - School Year 2016-2017

Beginner level and 1 (3 to 5 years pre-school & year R/ equiv PS and MS of kindergarten)

This level is intended to develop oral fluency and to enrich vocabulary, improve pronunciation, reinforce grammatical and syntactic structures. By reading or listening to stories, nursery rhymes.

 

The capital of French culture will also be enriched via themes and/or activities related to history (period of prehistory -dinosaurs- and medieval castles), geography, literature, festivals and traditions, gastronomy…from France and/or French-speaking countries.

 

EXPRESSION

I can

  • express the time of an event through a paraphrase or a temporal phrase or the conjugation of the verb,

  • express the number and gender of subjects and objects using the appropriate markers (articles, endings) even if it is random.

  • ask a question, make comparisons, construct a negative sentence.

  • count to at least 20.

  • copying words, labeling images, writing my name.

 

Level 1: I can write a short sentence to illustrate an image, a situation

 

UNDERSTANDING

  • I recognize simple written traces including my name, family members, even some other first names that I know.

 

Level 1: I recognize words related to a topic discussed.

Level 2 (5-6 years equiv. Year 1/equiv. GS kindergarten)

This level aims for a first approach to simple or new grammatical notions as well as the discovery of pronunciation and use of letters already acquired in the language of schooling and to reinvest them for use in French.

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EXPRESSION

  • I use

  • appropriate markers to express tenses, numbers, genders in a more meaningful way I know

  • consonants and simple vowels as they are used in French,

  • consonant sounds with double spellings (2 letters) common to English and French (, )

  • certain non-consonantal/related sounds (as in [long], as in [air]…) and know how to spell them.

  • everyday vocabulary words and I can spell them.

I say

  • that some double spelled sounds in English are not pronounced/do not exist in the same way in French (, , , …), I know their French equivalents.

 

UNDERSTANDING

I can

  • read and understand a simple story with the support of images,

  • construct sentences orally by agreeing subjects and regular verbs and auxiliaries in a satisfactory manner.

I am sensitive

  • to the agreements of the adjectives,

  • word order including noun/adjectives

 

Theme of CULTURAL DISCOVERY in history: the Gauls. In addition, the geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 3 (6-7 years old year 2/ CP equivalent)

This level is intended for children who have mastered reading in their language of schooling and who have introduced other sounds with complex and/or multiple spelling specific to French. The grammatical notions acquired are explained and deepened, the conjugations of the auxiliaries in the present are approached and appropriate, those in the past are approached

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EXPRESSION

I know

  • the spelling of the most common complex spelling sounds (2 or 3 letters).

  • the spelling of invariable words in common use, all the persons of the two auxiliaries as well as the verb aller in the present tense.

  • the conjugation of the 2 auxiliaries in the present

I say

  • identify the components of a simple sentence and use them in making the required chords.

  • use the conjugation of future tenses and past tenses to express the notion of time of an event.

  • How to conjugate a verb in the past tense.

  • What the accents and cedilla correspond to.

 

UNDERSTANDING :

  • I can read/hear a simple story with pictures and discuss it.

  • I understand instructions and can put them into action.

  • I can recognize if a sentence is in the present, past or future.

 

Theme of CULTURAL DISCOVERY in history: the Middle Ages. In addition, the geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 4 (7-8 years old year 3/equiv. CE1)

At this level the discovery of sounds with complex and/or multiple continuous spellings and the deepening of the conjugations of the indicative of regular verbs is acquired and appropriate. The emphasis is on reading and acquiring fluency and comprehension. The vocabulary is enriched as well as the pronunciation and certain spelling subtleties are learned

 

EXPRESSION

I know :

  • most sounds with complex spellings, the normal use of the double "S",

  • the use and meaning of common homonyms,

  • and I use other pronouns than the definite and indefinite articles. (possessive, demonstrative pronouns),

  • the conjugation of the verbs of the first group in the present and that of the auxiliaries in the future and in the past-compound.

I say

  • agree the regular adjectives with the noun in gender and in number,

  • identify the grammatical groups of a sentence,

  • conjugate certain verbs in the present, future and past tense.

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UNDERSTANDING

I can

  • read stories and render their meaning under oral questioning,

  • follow simple written instructions.

  •  

Theme of CULTURAL DISCOVERY in history: the rebirth. In addition, the geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 5 (8 -9 years old year 4/equiv.CE2)

The regular reading practiced at this level requires a good command of reading accompanied by a thorough understanding of the meaning of the text read. Work on manipulating sentences and exercises on semantics and overlapping/associations help to enrich vocabulary and refine spelling.

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EXPRESSION

I know

  • the use of grave and acute accents on the letter,

  • the spelling of most sounds with complex spellings,

  • the inflections of demonstratives and possessives according to gender and number,

  • The ending in the present of certain verbs of the second group,

  • The future of auxiliaries and verbs in -er and -ir.

I say

  • build sentences in the interrogative, negative, affirmative and imperative modes wisely,

  • match nouns and adjectives in gender and number,

  • identify the different grammatical groups of a sentence.

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UNDERSTANDING

I can

  • Read a short simple text without an image and report its meaning,

  • guess the meaning of a word from the context of the sentence/text,

  • answer questions about a text I have just read,

  • guess the meaning of a text heard based on certain words that I know.

 

Theme of CULTURAL DISCOVERY in history: the 18th century: Age of Enlightenment and discoveries In addition, geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 6 (9-10 years old year 5/equiv. CM1)

This level consolidates the achievements and notions that have been studied and appropriated. This is where a true analysis of language and language tools begins through reflection and a systematic study of the different parts of the sentence. The vocabulary is refined and becomes more specific.

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EXPRESSION

I say

  • Differentiate homonyms by their spelling (accents, apostrophes, etc.),

  • Make the agreements of the past participles with and without auxiliaries,

  • Spell the verbs in -er in the present indicative (verb in-ger, in -cer, in -eler, and in - eter,

  • Spell the endings of substantives in -ail, -euil, -ouil, -eil according to gender and number,

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UNDERSTANDING

I know

  • The future, the past-compound of the verbs of the first group, the second group and the auxiliaries,

I can

  • Transform a sentence to change its mode, meaning,

  • Enrich a simple sentence with expansions of the different groups,

  • Read a text and find specific information,

  • recognize words of the same family.

 

Theme of CULTURAL DISCOVERY in history: the revolution. In addition, the geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 7 (10 -11 years old year 6/equiv.CM2)

An even more thorough reflection engages the discovery of new functioning of the language and new concepts of analysis are integrated, the vocabulary is also refined

 

EXPRESSION

I say

  • Use all accents wisely,

  • Building complex sentences and introducing clauses with conjunctions.

I can

  • demonstrate a good command of person/verb, noun/adjective agreements,

  • spell the vocabulary of the topics covered in class as well as the common and usual invariable words concerning positioning in time, in space, conjunctions, adverbs,

  • conjugate the verbs of the first group, the second group, certain verbs of the third group and the auxiliaries in the present, past tense and future.

​

UNDERSTANDING

I can

  • understand the use of the past tense and the imperfect in a narrative text,  

  • read a text with elaborately structured sentences, find precise literal information and also infer conclusions from what I have read, talk about it without being asked questions,

  • gather words by family or according to a semantic field, find their opposites or synonyms with or without a dictionary.

 

Theme of CULTURAL DISCOVERY in history: The 19th century - Napoleon. In addition, the geography, literature, festivals and traditions, gastronomy... of France and/or the Francophonie.

Level 8 (11 -12 years old year 7/equiv.6ème)

Pupils at this level will be encouraged to use their knowledge more systematically through studies of specific and particular grammar points such as, for example, those they should do on the occasion of an exam. GCSE-like. The emphasis will be on an introduction to writing and reading techniques.

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EXPRESSION

I say

  • Recognize the tenses I use, especially those of the indicative, the imperative and the subjunctive,

  • Manipulate sentences to change or clarify their meaning (negation, comparisons, etc.)

I can: 

  • Write a short text on a subject that I know,

  • Use coordinating conjunctions, certain expressions to express my preferences, my tastes, my opinions in particular,

  • Conjugating auxiliaries and most regular verbs in the present, future and past composes,

  • Use the conditional after expressions that require it.

 

UNDERSTANDING

  • Find specific information in a written text that is available to me in order to answer questions that are put to me in English or French.

  • Infer the meaning of a text or a speech even if it presents words or expressions that I do not know.

 

Theme of CULTURAL DISCOVERY: the 20th century and contemporary geographical and administrative France. A work of classic or modern literature in the form of short stories/poems/tales or other… can be studied as a whole or in part in order to make students aware of this kind of exercise.

GCSE level (12 and + 5th / equiv. Y8 and +)

The children who follow this level are in secondary school in an English school. They master a varied and rich lexicon, have acquired solid syntactic knowledge and handle many complex structures.

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While continuing their learning of the French language, they will deepen their reflection on the functioning of the language and work on written expression on a regular and sustained basis (essays).

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The capital of French/Francophone culture will continue to be enriched, extended and deepened in particular through the themes proposed for the examination of the GCSE and the IGCSE. Students will be prepared for GCSE and IGCSE exams.

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All four skills will be worked on. Students will be prepared for exams through the acquisition of techniques and the practice of mock exams from all the “exam boards”.

 

Learners will continue to deepen their knowledge of the culture of France and/or French-speaking countries through history, geography, literature, festivals and traditions, gastronomy...

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VOCABULARY

  • See topics below

  • Idiomatic expressions

  • Story

  • Geography

  • Culture

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GRAMMAR

  • Nouns (genders and numbers)

  • Adjectives  

    • genders and numbers

    • Irregular

    • Accords 

    • Position

    • Comparatives and superlatives

  • Adverbs

  • Negations

  • conjunctions

  • Verbs

    • Pronominals

    • Modals

    • reflexives

    • Past (past perfect, imperfect, more than perfect)

    • Here

    • Future (simple future, past future)

    • Conditional

    • Subjunctive (notions)

Post-GCSE level

In agreement and after discussion with the students, certain themes will be explored in depth through discussions, debates, studies of literary and/or artistic works (films, videos, etc.).

 

It will also be an opportunity to review certain points of grammar, to refine revision and examination techniques and finally to enrich your oral, lexical and syntactic skills and to develop your oral and written fluency.

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THEMES

  • Home and abroad o Life in the town and rural life o Weather and climate o Travel, transport and directions o Holidays and tourist information

    • Services (telephone, bank, post office)

    • Customs and religion o Everyday life, traditions and communities in a French speaking country

  • Education and employment

    • childhood

    • School life routine

    • Work/careers

    • Future plans

  • House, home and daily routines

    • Types of home

    • Information about self, family and friends

    • Helping around the house

    • food and drinks

  • The modern world and the environment

    • Current affairs and social issues

    • Environmental issues

    • The media (TV, film, radio, newspapers)

    • Information and communication technology (internet, mobile phones, emails)

  • Social activities, fitness and health

    • special occasions

    • Hobbies, interests, sports and exercise  

    • Shopping and money matters

    • Accidents, injuries, common foods and health issues

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TRANSLATION :

  • Theme

  • Version

E: bonjour@pekmaidstone.org.uk

T: 0333 050 6496

Palace Wood Primary School

Ash Grove

Maidstone

ME16 0AB

United Kingdom

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