Subject: French
Summary/Overview:
Unit: 1 Accès Studio
Basic introduction to French, key language, such as greetings, likes/dislikes, age, birthdays, classroom equipment and school equipment
Key concepts: masculine, feminine (plural)
Literacy / Numeracy Opportunities:
Spelling, phonics in French, links to other languages, accents
Basic numbers, simple sums, date in numeric form
Key words
Bonjour!/Salut!
Au revoir!/À plus! Comment t’appelles-tu? Je m’appelle …
Ça va? (Oui), ça va bien, merci. Pas mal, merci. (Non), ça ne va pas.
Ça s’écrit comment? Ça s’écrit …
the alphabet in French, numbers 1 – 31, months,
un agenda, un cahier, un crayon, un livre, un portable, un stylo, une calculatrice, une gomme, une règle, une trousse, des cahiers
Dans mon sac, il y a … le bureau, le professeur, le tableau, le tableau interactif, l’ordinateur, la chaise, la fenêtre, la porte, la table, la salle de classe,les
livres, les élèves
Learning Habits Focus:
Enthusiasm and zest, grit and tenacity
MFL Curriculum skills:
GV2 (gender), GV4, LC2, LC4
Content, Knowledge and Understanding
Developing students should be able to:
Secure students should be able to:
Exceeding students should be able to:
Receptive skills:
Will need visual clues or some repetition /
gesture when listening to understand a few
familiar words, phrases and short sentences.
Receptive skills:
May need visual clues or some repetition /
gesture when listening to understand a few
familiar words, phrases and short sentences.
Receptive skills:
May need limited visual clues or limited
repetition / gesture when listening to understand
a few familiar words, phrases and short
sentences.
Resources needed for language which is not
similar to English
Resources sometimes needed for language which
is not similar to English
Resources rarely needed for language which is
not similar to English and actively used for
unknown language.
Can identify extra detail where appropriate.
Resources used for unknown items or can make a
considered attempt to understand unknown
items.
Productive skills:
Speaking:
Can respond to simple, pre-learnt questions, with
some support. Repeat single words, phrases and
short sentences, attempting authentic
pronunciation
Productive skills:
Speaking:
Can respond to simple, pre-learnt questions,
little need for support. Repeat single words,
phrases and short sentences, attempting
authentic pronunciation
Productive skills:
Speaking:
Can respond to simple, pre-learnt questions, with
very limited support. Attempts authentic
pronunciation when meeting unknown words.
Shows knowledge of phonics of the language in
unfamiliar contexts.
Writing:
Can copy single words correctly from clearly
written text.
Can attempt simple sentences semi-accurately
when copying.
Writing:
Can select and copy single words correctly from
clearly written text.
Can attempt simple sentences mostly accurately
when copying.
Writing:
Can select and copy single words correctly from
clearly written text.
Can attempt simple sentences accurately when
copying. Simple pre-learnt sentences can be
produced from memory.
Generic and Subject Specific Skills
Developing students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise basic message /
gist.
Secure students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise main points.
Exceeding students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise key points and
attempts to deduce meaning in unfamiliar
contexts.
Memorisation:
Can memorise basic information of a given task
occasionally, with the use of a cue card
Memorisation:
Can memorise mostly pre-prepared / learnt
material, with the use of a cue card
Memorisation:
Memorised language means that spontaneity is
possible. Can recall material appropriately
without the use of a cue card.
Pronunciation:
Accurate pronunciation attempted when copying
from a clear model. Pronunciation often
inaccurate when speaking from memory with a
lot of English/first language interference.
Pronunciation:
Accurate pronunciation attempted when copying
from a clear model. Pronunciation sometimes
mostly accurate when speaking from memory
with some English/first language interference.
Pronunciation:
Accurate pronunciation when copying from a
clear model. Only occasional English/first
language interference. Basic phonics of the
target language understood so can attempt
unknown words semi-accurately.
Reasoning:
Can occasionally deduce unknown words /
meaning using context and links to English or
other languages to make assumptions, mainly
using cognates or other strongly evident clues.
Reasoning:
Can usually deduce unknown words / meaning
using context and links to English or other
languages to make assumptions, using cognates
or their knowledge of wider vocabulary in
English. They use different parts of the text /
spoken language to make a considered response.
Reasoning:
Always attempts to deduce unknown words /
meaning using context and links to English or
other languages to make assumptions, using
cognates or their knowledge of wider vocabulary
in English. They use different parts of the text /
spoken language to make a considered response
and can apply a linguistic structure / phrase
appropriately.
Resourcefulness:
Uses resources when directed to do so and for
clearly indicated phrases.
Resourcefulness:
Uses resources without prompting, attempts to
create / understand language from a range of
different sources e.g. verb table, vocabulary list,
adjective pattern grid
Resourcefulness:
Actively uses resources to seek out information
that has not been taught in the lessons.
Subject: French
Summary/Overview:
Unit: Accès Studio
Basic introduction to French, key language, colours, animals, where you live, weather
Literacy / Numeracy Opportunities:
Spelling, phonics in French, links to other languages, accents, use of apostrophe
Basic numbers
Key words
blanc, bleu, gris, jaune, marron, noir, orange, rose, rouge, vert
un chat, un cheval, un chien, un cochon d’Inde, un hamster, un lapin, un oiseau, un poisson rouge, un serpent, une souris, une tortue, Je n’ai pas d’animal.
mon cousin, mon frère, mon grand-père, mon père, mon oncle, ma cousine, ma grand-mère, ma mère, ma sœur, ma tante
(Mon frère) s’appelle … (Mes sœurs) s’appellent …, (Mon frère) a … (Mes sœurs) ont …
J’habite dans …
une ferme, une maison, un appartement, un château, un grand/petit appartement, une grande/petite maison
à la campagne, à la montagne, au bord de la mer, dans un village, dans une ville, dans la forêt,
le pays de Galles , la France, la Belgique, l’Écosse, l’Angleterre, l’Irlande
gallois(e), français(e), belge, écossais(e), anglais(e), irlandais(e Quel temps fait-il?
Il fait chaud, Il fait froid, Il y a du soleil, Il y a du vent, Il y a du brouillard, Il y a des nuages, Il y a de l’orage, Il pleut, Il neige, Il gèle.
au printemps, en été, en automne, en hiver
Learning Habits Focus:
Enthusiasm and zest, grit and tenacity
MFL Curriculum skills:
GV1 GV2 (gender, adjectival agreement, verb endings 3rd person singular and plural), GV4, LC2, LC4
Content, Knowledge and Understanding
Developing students should be able to:
Receptive skills:
Listening:
The student can understand and respond to a
few familiar spoken words and short phrases,
spoken slowly and clearly. They can follow along
Secure students should be able to:
Receptive skills:
Listening:
The student can understand and respond to a
few familiar spoken words and short phrases.
They can pick out key detail from a longer
Exceeding students should be able to:
Receptive skills:
Listening:
The student can pick out key detail from a longer
passage with some information irrelevant to the
task. They are beginning to deduce meaning by
and repeat key words from a song, rhyme or
poem.
passage with some information irrelevant to the
task.
using familiar language or structures in unknown
contexts.
Reading:
The student can understand single words and
very short passages made up of familiar words
and basic phrases. They can identify the gist of
the passage. They can use dictionaries or other
resources to look up key words.
Reading:
The student can read and understand a longer
passage made up of familiar words or phrases.
They can pick out this detail which contains some
simple unknown language. They can use
dictionaries or other resources to look up key
words
Reading:
The student can read and understand a longer
passage. They can pick out simple detail from
the passage which contains unknown language
and is beginning to deduce meaning using
familiar words or structures in unknown
contexts. They can use dictionaries or other
resources to look up key words
Productive skills:
Speaking:
The student can ask and answer simple prelearned questions from memory. They can
indicate that there is a problem using a prelearned phrase. They can repeat and say familiar
words and short simple phrases, using
understandable pronunciation. They can read
aloud some very familiar words and short
phrases with accurate pronunciation. May be
restricted to a couple of topics covered in class.
May not understand the formation of questions
and answers.
Writing:
The student can write simple words and short
phrases from memory with understandable
spelling. They can substitute one element in a
simple phrase or sentence to vary the meaning.
Using a model in the target language, they may
rely on resources to substitute elements to
achieve this.
Generic and Subject Specific Skills
Developing students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise basic message /
gist.
Productive skills:
Speaking:
The student can rehearse and perform short role
plays drawing on one topic, with several
exchanges and secure pronunciation. They can
use simple pre-learned words and phrases for
routine situations. They can produce short preprepared phrases on a familiar topic, with secure
pronunciation. They can match sound to print, by
reading aloud familiar words and phrases.
May still not understand how to form questions /
answers independently.
Writing:
Relying on guidelines in English, the student can
write several short, simple sentences from
memory with understandable spelling. These can
be in short bullet-point form as opposed to a
continuous paragraph.
Secure students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise main points.
Productive skills:
Speaking:
The student can ask and answer simple questions
on the current topic producing short phrases,
from memory, with good pronunciation. Shows
knowledge of phonics of the language in
unfamiliar contexts.
The student is able to understand how to form
questions / answers independently with some
degree of accuracy.
Writing:
The student can write a simple paragraph using
connectives from memory, using simple
sentences from one familiar topic with
reasonable spelling. They can write sentences on
more than one topic using a model, e.g. a writing
frame to help them achieve this.
Exceeding students are able to
Listening:
Be quiet and actively listen when in the
classroom and can recognise key points and
attempts to deduce meaning in unfamiliar
contexts.
Memorisation:
Can memorise basic information of a given task
occasionally, with the use of a cue card
Memorisation:
Can memorise mostly pre-prepared / learnt
material, with the use of a cue card
Memorisation:
Memorised language means that spontaneity is
possible. Can recall material appropriately
without the use of a cue card.
Pronunciation:
Accurate pronunciation attempted when copying
from a clear model. Pronunciation often
inaccurate when speaking from memory with a
lot of English/first language interference.
Pronunciation:
Accurate pronunciation attempted when copying
from a clear model. Pronunciation sometimes
mostly accurate when speaking from memory
with some English/first language interference.
Pronunciation:
Accurate pronunciation when copying from a
clear model. Only occasional English/first
language interference. Basic phonics of the
target language understood so can attempt
unknown words semi-accurately.
Reasoning:
Can occasionally deduce unknown words /
meaning using context and links to English or
other languages to make assumptions, mainly
using cognates or other strongly evident clues.
Reasoning:
Can usually deduce unknown words / meaning
using context and links to English or other
languages to make assumptions, using cognates
or their knowledge of wider vocabulary in
English. They use different parts of the text /
spoken language to make a considered response.
Reasoning:
Always attempts to deduce unknown words /
meaning using context and links to English or
other languages to make assumptions, using
cognates or their knowledge of wider vocabulary
in English. They use different parts of the text /
spoken language to make a considered response
and can apply a linguistic structure / phrase
appropriately.
Resourcefulness:
Uses resources when directed to do so and for
clearly indicated phrases.
Resourcefulness:
Uses resources without prompting, attempts to
create / understand language from a range of
different sources e.g. verb table, vocabulary list,
adjective pattern grid
Resourcefulness:
Actively uses resources to seek out information
that has not been taught in the lessons.