ENGLISH:
In cycle 3, the teaching of a modern foreign or regional language aim at the acquisition of skills and knowledge which allow the more assured and more effective use of a language other than the French language. Communication situations adapted to the age, cognitive capacities and interests of the pupils contribute to the construction of language skills, making it possible to reach level A1 of the Common European Framework of Reference for Languages (CEFR) in the five activities language. For all students, the aim is to reach at least level A1 of the CEFR in the five language activities. The activities offered are not limited to level A1 because level A2 can be reached by a large number of pupils in several language activities. Levels A1 and A2 of the CEFR correspond to the “elementary user level”. By moving from A1 to A2, the pupils leave “the level of discovery” to enter the “intermediate level”. The age of cycle 3 pupils should be kept in mind when choosing cultural and linguistic content.
Linguistic skills and knowledge of the ways of life and culture of the country or countries or region where the language is spoken support this use. It is the regular and daily exposure to the language which favors the progress of the pupils; its use in context gives meaning to acquisitions. A beginning of reflection on the functioning of the language allows the pupils to acquire a certain autonomy in the reception and in the production and reinforces the mastery of the language. Inseparable from language learning, the widening of cultural references promotes awareness of certain differences, develops curiosity and the desire to communicate. Contacts with schools in the countries or regions concerned, the resources offered by electronic messaging, the use of audiovisual documents help to discover ever wider and more distant spaces and to develop a sense of the relative, critical spirit, otherness.
Skills worked
Base domains
Listen and understand
Listen and understand simple oral messages relating to everyday life, simple stories.
Exercise short- and long-term auditory memory to memorize words and common expressions.
Use sound and visual clues to deduce the meaning of unfamiliar words, of a message.
Read and understand
Use context, illustrations and knowledge to understand a text.
Recognize isolated words in a statement, a short text.
Rely on tool words, simple structures, ritual expressions.
To perceive the relationship between certain graphemes and phonemes specific to the language.
Talking continuously
Memorize and reproduce statements.
Express yourself audibly, modulating flow and voice.
Participate in simple exchanges by mobilizing their phonological, grammatical and lexical knowledge, to be heard and understood in a few diverse situations of everyday life.
To write
Write words and expressions whose spelling and syntax have been memorized.
Mobilize simple structures to write sentences based on a known framework.
React and dialogue
Ask simple questions.
Mobilize statements appropriate to the context in a succession of ritualized exchanges.
Use very simple procedures to start, continue and end a short conversation.
Discover the cultural aspects of a living foreign and regional language
Identify some major cultural references in the daily environment of pupils of the same age in the countries or regions studied.
Mobilize your cultural knowledge to describe or tell real or imaginary characters.
Language activities
Listen and understand
Expected end of cycle
Level A1 (introductory or discovery level):
The pupil is able to understand familiar words and very common expressions about himself, his family and his immediate environment (especially school).
Level A2 (intermediate level):
The pupil is able to understand a brief intervention if it is clear and simple.
Associated knowledge and skills
Examples of situations, activities and resources for the student
→ Understand all the instructions used in class.
→ Follow the instructions given.
→ Understand familiar words and common expressions.
→ Follow the thread of a simple story (tale, legend ...).
→ Identify the subject of a short oral message.
→ Understand and extract essential information from a short oral message.
Lexicon: repertoire of isolated words, simple expressions and cultural elements concerning information about the person, his daily life and his environment.
Grammar: recognition of a few simple grammatical structures and forms belonging to a memorized repertoire.
Phonology: recognition of sounds, accentuation, rhythms, and intonation curves specific to each language.
→ Put yourself in a listening position.
→ Use extralinguistic cues (visual and sound).
→ Rely on the situation of enunciation (who is speaking, where, when?).
→ Deduce a feeling from an intonation.
→ Reconstruct meaning from significant elements (depending on the language, phrase accents, word accents, word order, keywords, etc.).
→ Identify the elementary connectors and identify some chronological landmarks in a speech, a story, a dialogue.
→ Rely on cultural clues.
→ Use digital media and tools (mp3, mp4 files, screens, etc.).
Read and understand
Expected end of cycle
Level A1 (introductory or discovery level):
The pupil is able to understand familiar words and very simple sentences.
Level A2 (intermediate level):
The pupil is able to understand short and simple texts.
Associated knowledge and skills
Examples of situations, activities and resources for the student
→ Understand short and simple texts (instructions, correspondence, poetry, recipe, informative text, fictional text ...) accompanied by a visual document, based on known elements.
Lexicon: repertoire of isolated words, simple expressions and cultural elements concerning information about the person, his daily life and his environment.
Grammar: recognition of a few simple grammatical structures and forms belonging to a memorized repertoire.
Speech / writing link: perception of the relationship between certain graphemes, signs and phonemes specific to the language.
→ Identify the type of document.
→ Rely on textual and paratextual clues to make meaningful assumptions about the content of the document.
→ Recognize isolated words in a statement or a short text.
→ Rely on the words tools, simple structures.
→ Identify significant elements (graphics, syntax, morphology, lexical, cultural) allowing him to reconstruct the meaning of the text.
→ Gather writings of different natures and refer to them.
→ Use digital media and tools (web pages, screens, etc.).
Talking continuously
Expected end of cycle
Level A1 (introductory or discovery level):
The student is able to use simple phrases and sentences to talk about himself and his immediate environment.
Level A2 (intermediate level):
The pupil is able to produce statements about people and things in simple terms.
Associated knowledge and skills
Examples of situations, activities and resources for the student
→ Reproduce an oral model (repeat, recite ...).
→ Read a short text aloud and expressively.
→ Introduce yourself orally and introduce others.
→ Describe their daily environment, people and / or culturally relevant activities.
→ Tell a short story using visual aids.
→ Make a brief announcement (date, birthday, invitation, etc.) situating the event in time and space.
Lexicon: mobilization of isolated words, simple expressions and cultural elements for information on the person, daily needs, his environment.
Grammar: limited control of a few simple grammatical structures and forms belonging to a memorized repertoire.
Phonology: reproduction of sounds, accentuation, rhythms, and intonation curves specific to each language.
→ Practice reproducing statements and memorizing them.
→ Go through the hesitations and false starts specific to speaking.
→ Use your phonological, grammatical, lexical and cultural knowledge wisely.
→ Be audible.
→ Modulate your voice to appropriate specific intonation patterns.
→ Record on digital media (audio or video).
To write
Expected end of cycle
Level A1 (introductory or discovery level):
The student is able to copy a written model, write a short message and complete a simple questionnaire.
Level A2 (intermediate level):
The student is able to produce short, simple statements.
Associated knowledge and skills
Examples of situations, activities and resources for the student
→ Copy single words and short texts;
→ Write well-known expressions from dictation;
→ Fill in a questionnaire;
→ Autonomously produce a few sentences about yourself, others, real or imaginary characters;
→ Describe objects, places;
→ Briefly recount real or imagined experiences;
→ Write a short and simple letter, with reference to models (electronic message, postcard, letter).
Lexicon: mobilization of isolated words, simple expressions and cultural elements for information on the person, daily needs, his environment.
Grammar: limited control of a few simple grammatical structures and forms belonging to a memorized repertoire.
Speech / writing link: perception of the relationship between certain graphemes, signs and phonemes specific to the language.
→ Copy to memorize the spelling and syntax.
→ Mobilize their language and cultural skills to produce sentences or a personal text based on a known framework (a message, a letter, a poem, informative, narrative texts, etc.).
→ Reread yourself to improve your written productions.
→ Put your skills at the service of creative writing (level A2).
→ Write using a keyboard adapted to the language studied.
React and dialogue
Expected end of cycle
Level A1 (introductory or discovery level):
The pupil is able to communicate, in a simple way, provided that the interlocutor is willing to repeat or reformulate his sentences more slowly and to help him to formulate what he is trying to say.
Level A2 (intermediate level):
The student is able to interact in a simple way and to reformulate his remarks to adapt to the interlocutor.
Associated knowledge and skills
Examples of situations, activities and resources for the student
→ Establish social contact (greet, introduce yourself, introduce someone ...);
→ Asking someone for their news and reacting using polite expressions;
→ Dialogue to exchange / obtain information (itinerary, schedule, price, etc.);
→ Dialogue on familiar subjects (school, leisure, home, etc.);
→ React to proposals, in everyday situations (thank, congratulate, apologize, accept, refuse ...).
Lexicon: Mobilization of isolated words, simple expressions and cultural elements for information on the person, the daily needs, his environment.
Grammar: Limited control of a few simple grammatical structures and forms belonging to a memorized repertoire.
Phonology: Reproduction of sounds, stress, rhythms, and intonation curves specific to each language.
→ Use the appropriate language means to start, continue and end a simple and short conversation.
→ Rely on the communication situation, intonation patterns and visual aids, including body language, to deduce the meaning of an oral message and react.
→ Answer simple questions and ask them to continue / restart the conversation.
→ Memorize common expressions to indicate that he has understood or that he has not understood, to ask for repetition, to express his tastes and feelings, to seek the opinion of the interlocutor, to express his opinion, 'okay, disagreement.
→ Use a few onomatopoeias and modulate your voice to express a feeling, a hesitation, surprise, disgust ...
Cultural and linguistic activities
The cultural realities of the countries and regions whose language is studied remain the privileged entry point for learning. This knowledge is linked to the skills to be developed and is used in communication situations in order to be part of the action-oriented approach implemented since 2005 in the teaching of modern languages. They take into account the age of the pupils and their maturity, over the three years of cycle 3. The themes or types of media (theater, cinema, poetry, etc.) mentioned in cycle 2 can be taken up while ensuring offer progression over all compulsory education and avoid redundancies, the objective of linguistic enrichment remaining linked to the other courses provided.
In cycle 3, cultural knowledge is divided into three axes:
- the person and daily life;
- geographical, historical and cultural landmarks in the language studied;
- the imaginary.
Ways of life, festivals and traditions, some historical and geographic landmarks, some characters from the culture of the area concerned, famous monuments and works, tales, legends, rhymes are discovered and studied in context thanks to the possibilities offered by class life, ritualized activities, centers of interest and various events that punctuate the school year.
Lexicon
Possess an elementary repertoire of isolated words, simple expressions and cultural elements for information on the person, daily needs, his environment ...
The person and everyday life
The human body, the clothes, the lifestyles.
The physical and moral portrait.
The urban environment.
Geographical, historical and cultural landmarks of the cities, countries and regions whose language is studied
Their geographic location.
Physical characteristics and cultural landmarks.
Some historical, contemporary figures.
Some major pages of history specific to the area studied.
Imaginary
Children's literature.
Tales, myths and legends of the country or region.
Heroes / heroines and characters from fiction, comics, series and cinema.
Grammar
Have limited control over a few simple grammatical structures and forms belonging to a memorized repertoire.
The verbal group
The verb: its agreement with the subject; the expression of time: present, past, future; the auxiliaries; the complement.
The nominal group
The name and the pronoun; gender and number; the articles; possessives; demonstrative; quantifiers; the main prepositions (of place, time ...); the qualifying adjective: its place, its agreement; the genitive (if the language includes it); compound names; some relative pronouns.
The phrase
Type and form of sentence: declarative, interrogative, exclamative, imperative, affirmative, negative;
The elementary syntax of the simple sentence: word order, a few linking words (and, or ...);
Some subordinates in so-called "complex" statements (because ...).
Phonology
Recognize and intelligibly reproduce the sounds, accentuation, rhythms and intonation curves specific to each language.
Phonemes
Perceive and reproduce the phonemes specific to each language.
Accents and rhythm
To perceive and restore the phrasing of a familiar utterance.
Identify and respect the tonic accent.
Intonation
Perceive and restore intonation patterns: the characteristic intonation of different types of utterances.
Speech / writing link
The alphabet (depending on the language).
Crossroads between courses
Language activities in a foreign and regional modern language are an opportunity to continue the work of comparing the functioning of the target language with French, started in cycle 2. Work on the same theme, a simple tale for example, in the language foreign or regional, allows students to understand the structure of the tale through the language studied and in return to better identify the functioning of the French language.
Interdisciplinary projects may involve the modern language course (foreign or regional) and one or more of the following courses: French, history, geography, music education, plastic arts, technology, physical and sports education ...
All language activities are convened over the three years of the cycle and can lead to writing projects (sung, theatrical, written performances, etc.), presentations of works produced in the visual arts, technology, exchanges with foreign classes on various themes, or events presented in the language studied.
