French: Second Language - Scope and sequence 7-10 (Year 7 entry)
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
French: Second Language – Scope and sequence 7–10 (Year 7 entry)
Year 7 Year 8 Year 9 Year 10
Communicating
Socialising Interact with peers and known adults Maintain interactions with peers and Initiate and maintain interactions with Initiate and participate in sustained
orally and in writing to exchange known adults orally and in writing to others orally and in writing to discuss interactions with others orally and in
information about self, family and exchange information and discuss and compare events of significance in writing to exchange ideas, opinions,
friends and interests, for example, aspects of home, school and social life, the lives of young people, including experiences and thoughts about making
Bonjour la classe. Je m’appelle Marc, et compare routines, interests and leisure holidays, special events and travel, for choices for today and in the future,
toi ?; J’ai quatorze ans. Quel âge as-tu ?; activities, for example, Fais-tu des tâches example, Cette année, pour mon including health and physical activity,
J’ai les yeux bleus et les cheveux bruns. Je ménagères ? Je donne à manger au chat anniversaire …; Es-tu libre samedi having a part-time job, learning a
suis de taille moyenne.; Je te présente tous les jours et chaque soir je sors la prochain ? Je t’invite à ma fête language and my future, for example,
mon copain, Henri. Il est intelligent et poubelle.; Je range ma chambre deux d’anniversaire.; Que fait-on le 14 juillet Qu’est-ce que vous étudierez l’année
marrant !; Nous voici — la famille fois par semaine.; Je me lève à sept en France ?; Qu'est-ce que vous faites prochaine et pourquoi ?; Quels sont vos
Mercier !; J’ai deux sœurs et un frère.; heures.; Tu es en quelle classe ? Je suis pendant la fête de Pâques ?; Que projets futurs ?; J’ai l’intention de
J’aime nager et le foot. en année 8.; Ce que je déteste/j’adore, faites-vous pour célébrer le réveillon du devenir avocat.; Après mes études,
c’est la musique.; J’aime beaucoup Jour de l’An ? Eh bien, nous nous j'étudierai peut-être le business. Et toi, tu
regarder des vidéos sur YouTube.; Tu réunissons avec des amis et la famille fais quoi ?; C’est difficile pour vous
aimes lire ?; Lundi après-midi, je fais de pour le dîner.; Etes-vous parti en voyage d’apprendre le français ? Moi, je trouve
la natation et le week-end je joue au cet été ? Je suis allé à Geraldton, puis je que …; C’est comment pour toi ?;
tennis avec mes amis.; L’été, on va suis parti pour Broome.; Je suis resté Internet vous aide avec vos études de
souvent à la plage. chez des amis de mes parents qui français ? Pas du tout !
habitent à Paris. Et toi ?
Engage in individual and collaborative Engage in individual and collaborative Engage in individual and collaborative Engage in individual and collaborative
tasks, such as making arrangements with tasks, such as making arrangements to tasks, such as exchanging information, tasks, such as planning or debating with
a friend, planning for a class celebration cater for events, celebrations or outings, making arrangements or obtaining goods peers to initiate a school campaign to
or performance, or working together to for example, an excursion to a French or services, for example, when travelling promote awareness of a wellbeing issue
create displays, presentations or restaurant or organising a class event in a Francophone country, arranging an for teenagers, or organising a real or
performances to showcase their outing, purchasing souvenirs or using simulated forum to raise awareness of
language learning for family, friends or transport the use of social media at school, or
school community presenting a speech on their language
learning experiences
2020/18707 [PDF: 2020/26420] 1
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry)Year 7 Year 8 Year 9 Year 10
Participate in classroom routines and Participate in classroom routines and Develop classroom language to Use classroom language to question,
interactions by responding to teacher interactions by asking and answering contribute to structured discussions and elicit and offer opinions, compare ideas
talk, following instructions, asking and questions, requesting information, reflect on learning experiences by and participate in reflective activities
answering questions, requesting expressing feelings, opinions and making suggestions, asking questions for and evaluations, for example, Au
assistance or permission, asking others personal preferences and responding to clarification and expressing agreement contraire !; Je ne suis pas d’accord.;
how they are and offering wishes, for others’ contributions, for example, C’est or disagreement, for example, C’est une Après tout …; Il faut le dire …; Encore une
example, Écoutez !; Monsieur, s’il vous mon frère — il est sympa !; Excuse-moi bonne idée.; Non, je ne suis pas fois ...
plaȋt ?; Je ne comprends pas.; Cliquez sur Sophie, mais …; À mon avis …; Je pense d’accord.; À mon avis …; Je pense que …
l’image du chȃteau !; Répondez aux que …; Bien sûr …; Je ne suis pas
questions !; J’ai une question. Comment d’accord.; C’est génial !; C’est une bonne
dit-on … en français ?; Comment ça idée.; Pouvez-vous le répéter plus
s’écrit ?; Qu’est-ce que c’est ?; C’est …; lentement, s’il vous plaît ?; Qu’est-ce que
Ce sont …; Salut, Natalie, ça va ? Pas ça veut dire ?; Je peux recommencer ?
mal, et toi ?; Bonsoir, Madame Legrand,
comment allez-vous ?; À demain,
Mademoiselle.; À bientôt !; Bon
courage !; Bonne fête, Solange !
Informing Identify topic, gist and specific points of Identify key information and supporting Identify information and ideas from a Identify information and ideas from a
information from a range of spoken and details from a range of spoken and range of texts related to aspects of their range of texts related to aspects of their
written texts related to aspects of their written texts related to aspects of their personal and social worlds, state personal and social worlds, and establish
personal and social worlds, and use the personal and social worlds, and use the opinions, compare views and present how culture and context influence the
information in new ways information in new ways information in different formats to presentation of ideas
inform or interest others
Convey information and ideas from a Convey information and ideas from a Convey information, ideas and opinions Convey information, ideas and
range of texts related to aspects of their range of texts related to aspects of their on texts related to aspects of their experiences, and compare diverse
personal and social worlds, using personal and social worlds, using personal and social worlds, using perspectives on texts related to aspects
different modes of presentation different modes of presentation that different modes of presentation that of their personal and social worlds, using
take account of context and audience take account of context, purpose and different modes of presentation that
audience take account of context, purpose and
audience
Creating Respond to imaginative texts by Respond to imaginative texts by Respond to traditional and/or Respond to traditional and/or
describing aspects, such as characters, describing and discussing aspects, such contemporary imaginative texts by contemporary imaginative texts by
events and/or key ideas as characters, events and/or ideas summarising, expressing opinions, or discussing ideas and considering how
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 2Year 7 Year 8 Year 9 Year 10
modifying aspects, such as characters, these relate to contemporary society
events and/or ideas and own culture
Create simple own or shared imaginative Create own or shared imaginative texts Create own imaginative texts in different Create own imaginative texts in different
texts by reinterpreting or adapting by experimenting with different modes modes and formats, using imaginary modes and formats, using imaginary
familiar texts and/or using modelled and formats, and creating moods and characters, to inform or entertain, or to characters, places and/or experiences, to
structures and language effects suitable for different audiences convey experiences or express ideas entertain, or express ideas, attitudes
and/or perspectives
Translating Translate and interpret phrases and Translate and interpret short texts from Translate and interpret texts from Translate and interpret texts from
short texts from French to English and French to English and vice versa, French to English and vice versa, French to English and vice versa,
vice versa, noticing which words or comparing different versions of a text identifying how cultural concepts are identifying how cultural concepts are
phrases translate easily and which do and suggesting reasons for differences embedded in language and explaining embedded in language and explaining
not and mistranslations differences in meaning differences in meaning
Reflecting Reflect on own and others’ responses to Engage with French speakers and texts, Engage with French speakers and texts, Engage with French speakers and texts,
interactions and intercultural reflecting on how interaction involves reflecting on how interaction involves recognising how own cultural
experiences, and use these reflections to culture as well as language culture as well as language and being assumptions, practices and beliefs
improve intercultural communication aware of audience and context influence language and content, and
choosing whether and how to make
adjustments
Reflect on experiences of learning and Reflect on own identity, including Reflect on the experience of learning Reflect on the experience of learning and
using another language, and share identity as a learner and user of French, and using French and how it might add using French and how it might add
aspects of own identity, such as age, through experiences or in attitudes to further dimension to own identity further dimension to own identity
interests and family background, culture and intercultural communication
reflecting on how these impact on
intercultural communication
Understanding
Systems of Use features of the French sound Use features of the French sound Increase control of regular and irregular Increase control of regular and irregular
language system, including pronunciation of nasal system, including pronunciation, pitch, elements of the French sound system, elements of the French sound system,
sounds, and convey meaning with pitch, rhythm, stress and intonation to express including using liaison in unfamiliar building fluency and accuracy in
stress, intonation, rhythm, using liaison a variety of feelings, such as C’est nul !; contexts, building fluency and accuracy pronunciation of more complex syllable
in familiar contexts, and recognising the Ça suffit !; Quoi encore ?; Oh là là !; Aïe !, in pronunciation of more complex combinations, pitch, stress and rhythm
difference between statements, and increasing control of liaison in
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 3Year 7 Year 8 Year 9 Year 10
questions and commands, such as Vous unfamiliar contexts, including no liaison syllable combinations, pitch, stress and
écoutez la chanson.; Vous écoutez la with et, and common fillers, interjections rhythm
chanson ?; Écoutez la chanson ! and responses, such as Hein ?;
Bon ben ...; N’est-ce pas ?; Youpi !; Ça
Use the French alphabet for spelling alors !
words aloud, recognising similarities to
and differences from English and using
correct terminology for accents
Generate language for a range of Generate language for a range of Generate language for a range of Generate language for a range of
purposes in simple spoken and written purposes in simple spoken and written purposes in spoken and written texts, by purposes in spoken and written texts, by
texts, by recognising and using texts, by using context-related extending understanding and use of continuing to extend understanding and
context-related vocabulary and elements vocabulary and applying elements of the context-related vocabulary and elements use of context-related vocabulary and
of the French grammatical system, French grammatical system, including: of the French grammatical system, elements of the French grammatical
including: understanding that adjectives agree including: system, including:
using definite and indefinite articles in number and gender with the using le passé composé to recount using simple and compound
le, la, l’ and les; un, une and des noun, for example, de bonnes events that occurred in the past with sentences to structure arguments,
recognising substitution of the étudiantes and that des changes to avoir, for example, Elle a fait du and explain or justify a position in
indefinite article with de in negative de if the adjective precedes the noun shopping. relation to personal and social
sentences, for example, Non, je n’ai using parce que in compound recognising verbs conjugated with issues, such as les études, le sport et
pas de frère. J’ai une sœur. sentences être as the auxiliary in le passé la nourriture, l’environnement,
using singular and plural forms of forming and using adverbs, for composé have agreement between l’avenir, les passe-temps
nouns, for example, le chien/les example, Il parle lentement.; Je cours subject and past participle, for using connectives, for example,
chiens, une femme/des femmes, vite. example, Madeleine est allée en parce que, à cause de, puisque and
including some irregular plural forms, forming and using partitive articles, France pour rendre visite à sa famille en plus
such as l’œil/les yeux, le nez/les nez, for example, Nous mangeons de la française. using le présent, l’impératif, le futur
l’animal/les animaux viande tous les jours. understanding the forms and proche, le passé composé and
beginning to recognise that recognising comparatives, such as functions of reflexive verbs, and the l’imparfait
adjectives agree in number and plus … que, moins … que, use of être and agreements in le understanding and using infinitive
gender with the noun, for example, aussi … que + adjective, for example, passé composé, for example, Je me verb forms and phrasal verbs, such
des élèves intelligents, de bonnes J’aime le français plus que les maths suis levée à sept heures pendant les as avoir besoin de faire quelque
étudiantes, and that des changes to car c’est plus intéressant. vacances.; Elle s’est entraȋnée … chose; commencer à faire …
de if the adjective precedes the noun identifying the forms and functions becoming familiar with l’imparfait understanding and using le futur in
understanding that most adjectives of reflexive verbs, for example, Il se when encountered in familiar simple constructions, for example,
in French follow the noun, for lève très tard le week-end.; Nous expressions and scaffolded language L’année prochaine, j’étudierai le
example, un élève intelligent, and nous promenons chaque soir.; Je contexts, for example, C’était …; J'ai français.
that common adjectives precede the veux m’asseoir à côté de toi. joué au foot avec mes amis hier recognising le conditionnel, for
noun, for example, une bonne après-midi. C’était amusant. example, J’aimerais voyager après
étudiante mes études.
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 4Year 7 Year 8 Year 9 Year 10
understanding that subject pronouns increasing control of regular –er, –re understanding the differences in use using relative pronouns qui, que, où,
je, tu, il, elle, on, nous, vous, ils and and –ir verbs, être, avoir, aller, faire, between le passé composé and dont and lequel
elles determine verb conjugations devoir, vouloir, savoir in le présent l’imparfait, for example, Il faisait using direct object pronouns me, te,
and substitute for noun subjects, for recognising le passé composé is used beau.; Je suis allé au Louvre. le, la, nous, vous, les
example, Voilà le frère de Michel. Il to recount events that occurred in using the infinitive as the second using indirect object pronouns, for
est beau, n’est-ce pas ? the past, for example, Il a regardé la verb, for example, Tu veux venir au example, me, te, lui, nous, vous, leur
using regular –er verbs, and irregular télé.; J’ai mangé un croissant. cinéma ce soir ? recognising that in le passé composé
conjugations of high-frequency verbs using le futur proche to describe understanding the function of verb past participles agree with the
être, avoir, aller and faire in le immediate future events, for tenses to situate events in time, for preceding direct object when the
présent example, Il va regarder la télé. example, Ils vont partir demain verb is conjugated with the auxiliary
becoming familiar with regular –ir becoming familiar with using matin.; Je suis allé en France quand verb avoir, for example, Les
and –re verbs in le présent emphatic pronouns moi, toi, lui, elle, j’avais six ans. adolescentes que vous avez
recognising the function of irregular soi, nous, vous, eux understanding the function of verb rencontrées sont des volontaires.
verbs, such as avoir, être and faire in using the negative ne … pas in simple tenses to express intention or desire, extending knowledge of additional
expressions, such as avoir faim, avoir statements, questions and for example, Je voudrais bien aller à negative forms, such as ne … plus,
13 ans and faire beau commands, for example, Je n’aime Tunis l’année prochaine ! ne … rien, ne … jamais, ne … que,
becoming familiar with l'impératif, pas l’histoire.; Tu ne viens pas au using relative pronouns qui, que ne … personne
for example, Asseyez-vous !; cinéma ?; Ne mange pas les using emphatic pronouns moi, toi, exploring how choices of words, such
Dis-moi ! bananes !, including the use of de lui, elle, soi, nous, vous, eux as nouns and adjectives can indicate
recognising how grammatical choices after a negative verb form, for beginning to use direct object values and attitudes, for example,
shade meaning and establish example, Je n’ai pas de photos. pronouns in conjunction with le C’est un bon à rien.; C’est un brave
register, for example, use of tu or recognising the functions of présent, for example, Je t’écoute.; jeune homme.
vous to distinguish relationship; use elements, such as prefixes and Elle les mange tous les jours ! understanding the function of
of nous to suggest inclusivity or suffixes, for example, désagréable, la using élision with direct object impersonal expressions, for example,
shared identity; use of on to suggest camionnette, la réorganisation, and pronouns and verbs beginning with a il faut, il est impossible de, il s’agit de
distance or to replace nous how word patterns and clusters vowel or h muet, for example, Il
using singular and plural possessive connect, for example, triste, la l’ignore. Continue to build metalanguage to talk
adjectives, for example, ses cheveux, tristesse; le marché, le marchand, la using negatives with le passé about vocabulary and grammar concepts
leur mère, mes copains marchandise composé, for example, Nous n’avons
forming and using cardinal numbers using the subject pronoun on with pas encore fini l’histoire.
to 100 the third person singular of the verb understanding additional negative
using exclamations, for example, forming and using cardinal numbers, forms, such as ne … plus, ne … rien,
Zut !; Bien fait ! including when used in dates, for ne … jamais
using prepositions à, en and dans example, Je suis né en 2007. using comparative and superlative
when describing where people live, using l'impératif, for example, forms of adverbs and adjectives, for
for example, Jean-François habite à Rangez vos affaires !; Allons-y !; example, vite, plus vite, le plus vite;
Montréal au Canada.; Ma copine Dites-le en français ! jolie, moins jolie, la moins jolie
habite en Australie.; La famille using expressions of quantity, for
Maréchal habite dans une ferme. forming and using articulated
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 5Year 7 Year 8 Year 9 Year 10
using the negative ne … pas in simple prepositions, for example, Elle va au Continue to build metalanguage to talk
statements, questions and parc quand elle veut être seule. about vocabulary and grammar concepts
commands, for example, Je n’aime forming and using ordinal numbers,
pas l’histoire.; Tu n’aimes pas le for example, Il arrive en sixième
bifteck ?; Ne recommence pas ! place.
becoming aware of three ways of using time phrases, for example, Les
forming a question, including a cours commencent à 9 heures moins
simple sentence with rising le quart.
intonation, for example, Tu as un
animal chez toi ?; inverting the verb Continue to build metalanguage to talk
and subject, for example, As-tu un about vocabulary and grammar concepts
animal chez toi ?; and using Est-ce
que … ?, for example, Est-ce que tu as
un animal chez toi ?
Build metalanguage to talk about
vocabulary and grammar concepts
Identify and use text structures and Identify, analyse and use text structures Apply understanding of the Apply understanding of the
language features of common spoken, and language features of common interrelationship between text interrelationship between text
written and multimodal texts, and spoken, written and multimodal texts, structures and language features to structures and language features to
compare with structures and features of and explain how different types of texts different types of texts, including simple different types of texts, including simple
similar texts in English are structured and use particular narrative, informative and persuasive narrative, informative and persuasive
language features to suit different texts texts
contexts, purposes and audiences
Language Examine linguistic features in texts to Examine linguistic features in texts to Analyse how French is used in varying Analyse how French is used in varying
variation develop an understanding that understand that French, like all ways to achieve different purposes ways to achieve different purposes, and
and change languages vary according to elements, languages, varies according to changes over time and place
such as register participants, roles and relationships,
situations and cultures
Understand that French, like all
languages, varies according to
participants, roles and relationships,
situations and cultures
Recognise that French is a global Understand the dynamic nature of Understand that language has power Understand that language has power
language, spoken with a variety of French, and how it influences and is and changes over time as a result of and changes over time as a result of
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 6Year 7 Year 8 Year 9 Year 10
accents and dialects in many regions of influenced by other languages and influences, such as contact with other influences, such as contact with other
the world, as well as in France cultures languages, globalisation and new languages, globalisation and new
technologies and knowledge technologies and knowledge
Role of Explore the relationship between Explore the relationship between Explore the ways in which language and Explore the nature of the relationship
language language and culture language and significant cultural values culture are used to establish between language, culture and
and culture or practices in French, English and other relationships, indicate social values and communication and how it impacts on
languages enhance intercultural exchange attitudes and beliefs
French: Second Language | Scope and Sequence | 7–10 (Year 7 entry) 7You can also read
