Listening and speaking:
Listen and show understanding of longer sentences, short texts and conversations containing familiar and unfamiliar language.
Listen for information in short messages, dialogues, short texts/stories and note the main points.
Listen and respond to a range of questions.
Communicate orally using a variety of different word classes and basic language structures.
Speak 3 or more sentences independently and include complex sentences.
Hold simple conversations on familiar topics.
Express opinions and understand the opinions of others.
Start to justify an opinion e.g. j’aime manger le fromage parce que c’est bon pour la santé.
Ask for help or clarification e.g. for the meaning of a word in English
Extend knowledge of sound/spelling links and improve spelling
Identify patterns of language in
familiar songs, poems and short texts
Start to predict the pronunciation of unfamiliar words in sentences/ short texts using phonic knowledge, liaison and silent letter rules
Use intonation when reading aloud with increasing accuracy
Give a spoken presentation using a series of sentences on a given topic
Retell a story using drama and spoken language to an audience
Read and show understanding of longer complex sentences using familiar language.
Read and show understanding of more short texts, both fiction and non-fiction
Express opinions on a range of short texts and start to justify them
Use a bilingual dictionary confidently to find the spelling, meaning, gender and word class of words
Children to use a range of strategies and sources e.g. picture clues / contextual clues/ prior knowledge/ to understand or predict the meaning of unfamiliar words in a short text
Write 3 or more sentences from memory/ independently using a variety of grammatical structures and range of vocabulary.
Copy and adapt longer complex sentences using a writing frame.
Start to adapt short texts with the support of a dictionary.
Use a bilingual dictionary and phonic knowledge to support the accurate spelling of new words.
Write longer descriptions using a variety of simple and complex sentences and grammatical structures.
Revision and consolidation of grammar introduced in previous two years. A better understanding of the differences and similarities with English.
Know that common letter strings e.g. ion can help to extend vocabulary
Start to recognise and use the partitive article, particularly when ordering food
singular and plural personal pronouns used correctly (je,tu, il/elle, nous, vous, ils/elles)
Revision and consolidation of determiners:
un,une, des/le, la,l’, les/mon, ma, mes/ ton, ta, tes/ son, sa, ses
du, dela, de l’, des
Je,tu,il/elle, nous, vous ,ils/ells
Spelling of adjectives more accurate
Start to understand exceptions for agreements(e.g. adjectives after c’est don’t agree)
intéressant ennuyeux, facile, difficile, amusant
Number of adjectives that children use is increasing (e.g. bon, mauvais, fort, nul, énorme, gros which is beginning to have an impact on their writing
Confidently use a wide range of conjunctions in speaking and writing e.g.( et, mais, puis, parce que, quand, donc )
Start to use en, à (including à la, à l’, au, aux correctly, particularly when explaining places they are going to visit
Start to be aware of adverbs and how they can improve a sentence (e.g. time phrases: après cela, enfin, plus tard, avant, après
Start to conjugate regular ‘er’ verbs the present tense e.g. je joue/tu joues/il/elle joue/nous jouons/ vous jouez/ ils/elles/ jouent
Understand how to write ‘er’ verbs in the negative form e.g. je ne joue pas
Understand how to write ‘er’ verbs in the imperative form e.g. trouvez!
Understand how to write er’ verbs in the infinitive form e.g. jouer to play
Start to conjugate some common Irregular verbs:
avoir - ai/as/a/avons/avez/ont
faire – fais/fais/fait/faisons/faites/font
Increased knowledge of grammar reflected in sentence structure and spelling in writing.
Unfortunately not the ones with chocolate chips.
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