Listening and speaking

Listen and show understanding of longer texts / conversations covering a range of topics and with more unfamiliar language.

Listen to a range of longer texts of different types and note the main points and some details.

Listen and respond to a wide range of spoken language.

Communicate orally demonstrating an ability to be creative with language. Use a mixture of longer complex sentences  and short simple sentences which include a range of language structures and

a wide vocabulary.

Initiate and engage in longer conversations  recycling language from a range of topics.

Express and justify opinions on a range of topics.

Ask for an opinion and start to agree/ disagree with another opinion.

Ask for clarification using a range of phrases (“I’m sorry, I don’t understand.”, “I’m not sure what you mean.” Could you explain it again” “What do you mean?”)

Use phonic knowledge to pronounce familiar and unfamiliar language with more confidence and accuracy.

Use intonation in spoken language confidently and with increasing accuracy

Give spoken presentations using longer and more complex sentences on a wider range of topics and answer simple questions about them

Perform own story/poem to an audience.

Begin to participate in simple class debates.

Reading:

Read and show understanding of increasingly complex fiction and non -fiction texts, with appropriate accuracy.

Answer detailed comprehension questions on a text and provide evidence from the text to support answers.

Confidently use a dictionary/ online dictionary to locate meaning of words

Decode a fiction/non fiction text using their well developed grammatical knowledge and increasing vocabulary

Writing:

Write a paragraph independently using a range of simple and complex sentences.

Adapt a written text to demonstrate to increased grammatical awareness e.g. move from 1st -3rd person or from present to simple future.

Use a bilingual dictionary, glossary or online tools with increasing accuracy to improve and develop a piece of writing

Write a variety of short texts independently demonstrating increased

grammatical awareness using a variety of sentence starters and structures. e.g.a postcard

Je suis à Paris dans le nord de la France. Lundi j’ai visité La tour Eiffel. 

Il fait beau ici, donc Je vais jouer au foot.  J’adore Paris en été parce que j’aime les cafés près de la rivière.

Produce an extended piece of writing by redrafting previously written short texts

Grammar:

Revision, consolidation, and extension of all grammar taught

Understand how formality is conveyed by using a different pronoun for you. (e.g. vous instead of tu when addressing adults?)

Revision, consolidation, and extension of all grammar taught

With an ever increasing vocabulary children select the adjectives they want to use to create interesting and atmospheric pieces of writing.

Adjectives:

Greater variety

long,  cher, petit, court,

grand , énorme, fort, fâché

start to be able to do comparison of adjectives(e.g. plus fort que toi)

Create interesting mix of sentences  on a range of topics using a variety of conjunctions (e.g. parce que, car,  quand’ et, mais, où, qui, puis)

Recognise prepositions in stories and poems and Use a wide range of prepositions to give precise instructions (e.g.

sur, sous, dans, devant, derrière, à côté de, de nouveau, Ici, à gauche, à droite, à gauche, à droite, tout droit)

Extend knowledge of adverbs and use in writing e.g. (trop, très, là-bas ! ici,de nouveau)

Revision and consolidation of ‘er’ verbsin  present tense e.g. porter je porte/portes/porte/portons/portez/portent in negative/ imperative/ reflexive/infinitive forms

conjugation of some common Irregular verbs:

être- suis/es/est/sommes/êtes/sont

aller- vais/ vas/ va/allons/allez/ vont

metre – mets/mets/met/mettons/mettez/mettent

Increased knowledge of grammar reflected in sentence structure  and vocabulary choices  confidently writing more varied sentences.