Listening and speaking:
Listen and understand a series of short sentences on a familiar theme.
Listen to information and respond with words, actions and pictures. This may involve an ordering activity e.g. listening to a song/poem and putting the lines in the correct order.
Listen to the language and respond confidently to a range of instructions and simple questions.
Communicate orally using familiar vocabulary and high frequency structures.
Speak 2 or 3 simple sentences independently.
Start to join sentences together using simple connectives
Ask and answer several simple and familiar questions independently. (e.g on myself, the weather ).Take part in role-plays
Express likes and dislikes e.g. j’aime les chats, mais je déteste les rats!
Ask for a simple clarification, e.g. something to be repeated or to speak more slowly
Extend phonic knowledge through rhymes, songs and poems.
Start to understand the link between accented letters and pronunciation
Begin to link sound to spelling
Use phonic knowledge to pronounce familiar words accurately, and to predict the correct pronunciation of some unfamiliar words
Copy intonation in spoken language
Understand the meaning of intonation, especially when asking a question
Present information using a wider range of phrases and short sentences. (e.g. about myself / the weather /animals)
Participate in longer role-plays
Perform a story, playlet or poem in a group or individually
Give a series of simple of simple instructions and ask for things in the classroom in French
Read and show understanding of short sentences and a range of more complex familiar phrases.
Read and understand familiar language in rhymes, poems, songs and stories.
Be familiar with the layout of a bi-lingual dictionary.
Use a bi-lingual dictionary to find the meaning of individual wordse.g. to find different adjectives to describe a member of family (unit 3) or a pet (Unit 4)
Start to use strategies for working out the meaning of unfamiliar words and phrases.
Write familiar phrases and short sentences from memory.
Start to join sentences together usingconjunctions (et ,mais, puis)
Begin to write a complex sentence using parce que or quande.g Quand il pleut, je regarde la télévision.
Complete short gapped tasks then use them to write sentences.
Copy and adapt sentences using a writing frame
Write a short description with support (e.g. changing key words in a given model)
Write a short description of 3 -5sentences using high frequency, rehearsed language in simple sentences e.g. Voici mon chat. Il s’appelle Maxi et ii est noir. Il aime les lapins mais il detéste les chiens.
Explain and demonstrate use of the word classes outlined below and state the differences and similarities with English:
Can sort nouns by their gender and understand the significance of the article/determiner
Recognise that most nouns have a plural form which can change how it is pronounced and spelt.
Start to use possessive adjectives and understand how they change according to the gender of the noun.
Start to make adjectives agree with the nouns they qualify
Start to understand that although most adjectives come after the noun (e.g. colours) some adjectives come in front of the noun (e.g. grand, petit)
Start to use conjunctions to make longer complex sentences e.g. parce que and quand
conjunctions: et, mais, puis, parce que, quand, donc
Begin to recognise prepositions in songs and rhymes and use dans, sur,and en and àwhen talking about where they live and when giving weather forecasts
Start to recognise adverbs and use them occasionally (e.g.vite, lentement, doucement, très, , ici, trop, bien, après, plus tard, bientôt,))
Start to use the present tense of common ‘er’ verbs e.g. (mange, regarde, refuse, marche, monte, arrive,joue, etc) and some common irregular verbs (avoir, être, faire and aller) in the 1st, 2nd and 3rd person singular
Understand and use reflexive verbs in 1st and 3rd persons in the context of daily routines e.g.( je me lève/lave/brose les dents/habille ; il/elle se lève/lave/brose les dents/habille )
reflexive verbs .
Give opinions and develop an awareness of the pattern of negative structures e.g.(Je n’aime pas)
je/il/elle aime/adore/déteste/ n’aime pas
Begin to construct longer and more complex sentences using more conjunctions and adjectives spelt correctly.
Unfortunately not the ones with chocolate chips.
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