Grade 01: French

In this unit, 'Greetings and introductions', you learn to introduce myself in French. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Greetings and introductions' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: introduce myself in French, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Say hello and your name. Bonjour ! [Hello!] Je m'appelle [mon prénom]. [My name is (your name).] Say your own first name in place of [mon prénom]. Use Salut ! [Hi!] with friends and Bonjour with teachers. Practise standing up and saying it clearly.
2. Step 2, Ask and answer about age and feelings. Tu as quel âge ? [How old are you?] J'ai six ans. [I am six years old.] Ça va ? [How are you?] Ça va bien, merci. [I am fine, thank you.] Note J'ai, not Je suis, for age.
3. Step 3, Act out a first meeting. Élève A : Bonjour ! Comment tu t'appelles ? [Hello! What is your name?] Élève B : Je m'appelle [mon prénom]. Et toi ? [My name is (my name). And you?] Élève A : Enchantée ! [Nice to meet you!] Élève B : Enchanté ! [Nice to meet you!]
4. Step 4, Say goodbye politely. Au revoir ! [Goodbye!] À demain ! [See you tomorrow!] Merci, madame. [Thank you, madam.] S'il vous plaît. [Please.] Say each phrase with the right gesture: wave for au revoir and nod for merci.
5. Step 5, Fix a common error. A child says Je suis appelle [mon prénom]. Correction: Je m'appelle [mon prénom], never je suis appelle. Another slip is Je suis six ans; say J'ai six ans, because French says I have six years.
6. Step 6, Your turn: introduce yourself with name, age and a goodbye. Model answer: Bonjour ! Je m'appelle [mon prénom]. J'ai sept ans. Ça va bien, merci. Au revoir ! [Hello! My name is (my name). I am seven. I am fine, thank you. Goodbye!]

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Introduce myself in French: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Numbers and colours', you learn to say numbers and colours. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Numbers and colours' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: say numbers and colours, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Count from one to ten: un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix. Say them with your fingers. The final x of deux is silent, but the x of dix sounds like s, and the t of huit is pronounced. Repeat three times, getting faster.
2. Step 2, Learn colours: rouge [red], bleu [blue], jaune [yellow], vert [green], noir [black], blanc [white]. Hold up coloured objects and ask: C'est de quelle couleur ? [What colour is it?] Answer: C'est rouge. [It is red.]
3. Step 3, Put numbers and things together. J'ai trois crayons. [I have three pencils.] J'ai deux balles rouges. [I have two red balls.] Combien de pommes ? [How many apples?] Cinq pommes. [Five apples.] Practise with real objects on your desk.
4. Step 4, Dialogue with a friend. Élève A : Quelle est ta couleur préférée ? [What is your favourite colour?] Élève B : Ma couleur préférée est le bleu. [My favourite colour is blue.] Élève A : Moi, j'aime le vert. [I like green.] Élève B : Super ! [Great!]
5. Step 5, Fix an error. A child says un balle. Correction: une balle, because balle is feminine. Say un crayon but une gomme. With colours, many add an e for feminine: une pomme verte [a green apple], une chaise blanche [a white chair].
6. Step 6, Your turn: say you have four yellow pencils and one blue ball. Model answer: J'ai quatre crayons jaunes et une balle bleue. [I have four yellow pencils and a blue ball.] Then ask a friend: Combien de crayons ? [How many pencils?]

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Say numbers and colours: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Fruits and food', you learn to name fruits and food. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Fruits and food' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: name fruits and food, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Learn fruit names with articles. la pomme [the apple], la banane [the banana], la fraise [the strawberry], l'orange [the orange], le raisin [the grapes]. Note that l' is used before a vowel. Say them while looking at pictures.
2. Step 2, Learn food words: le pain [bread], le lait [milk], le fromage [cheese], l'eau [water], le gâteau [cake]. Ask: Qu'est-ce que c'est ? [What is it?] Answer: C'est du pain. [It is some bread.] Practise with picture cards.
3. Step 3, Say what you like. J'aime les bananes. [I like bananas.] J'aime les fraises. [I like strawberries.] Je n'aime pas le fromage. [I do not like cheese.] Use les for plural fruit you like in general.
4. Step 4, Order at the table. Maman : Tu as faim ? [Are you hungry?] L'enfant : Oui, j'ai faim ! [Yes, I am hungry!] Maman : Tu veux une pomme ? [Do you want an apple?] L'enfant : Oui, merci. Je voudrais aussi de l'eau, s'il te plaît. [Yes, thank you. I would also like some water, please.]
5. Step 5, Fix an error. A child says J'aime le bananes. Correction: J'aime les bananes, because the noun is plural and needs les. Another error is une lait; say du lait or le lait, because lait is masculine.
6. Step 6, Your turn: say you like strawberries and do not like cheese, then ask for bread politely. Model answer: J'aime les fraises. Je n'aime pas le fromage. Je voudrais du pain, s'il vous plaît. [I like strawberries. I do not like cheese. I would like some bread, please.]

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Name fruits and food: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Days of the week and months', you learn to say the days and months. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Days of the week and months' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: say the days and months, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Say the seven days in order: lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche. Notice that French days begin with a small letter. Chant them like a song, clapping on each syllable.
2. Step 2, Say the twelve months: janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre. Months also use small letters. Say them in groups of four, then all twelve without stopping.
3. Step 3, Ask and answer. Quel jour est-ce aujourd'hui ? [What day is it today?] Aujourd'hui, c'est mardi. [Today it is Tuesday.] Demain, c'est mercredi. [Tomorrow it is Wednesday.] Hier, c'était lundi. [Yesterday it was Monday.] Use a classroom calendar.
4. Step 4, Talk about birthdays. Quand est ton anniversaire ? [When is your birthday?] Mon anniversaire est en mars. [My birthday is in March.] Mon anniversaire est le dix mai. [My birthday is on the tenth of May.] Ask three classmates and note their months.
5. Step 5, Fix an error. A child writes Lundi, Mardi with capital letters, as in English. Correction: lundi, mardi. Another slip is dimanche sounding like dee-manch with a hard English sound; keep the soft French sound of ch.
6. Step 6, Your turn: say today's day, tomorrow's day and your birthday month. Model answer: Aujourd'hui, c'est jeudi. Demain, c'est vendredi. Mon anniversaire est en octobre. [Today is Thursday. Tomorrow is Friday. My birthday is in October.]

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Say the days and months: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · First words and greetings

Notes: Greet someone, give your name and count to ten in French. Notes: teach Bonjour (hello) and Je m'appelle... (my name is...) with a smile and gesture; learners greet five classmates and say their own name, with no reading or writing needed yet.

This course: Grade 01 French is at this level. Its units include Greetings and introductions; Numbers and colours; Fruits and food; Days of the week and months.

On the slide: L2 Awareness · Sounds, spelling and simple phrases

Notes: Pronounce common French sounds and read short phrases about family, colours and food. Notes: show that final consonants are often silent, as in petit (small); learners read ten word cards aloud, then match each to a picture.

On the slide: L3 Foundation · Present tense and simple sentences

Notes: Write and say ten sentences about yourself using regular verbs and the verbs être (to be) and avoir (to have). Notes: give a gap-fill on Je suis... and J'ai...; learners complete it with their own details and swap with a partner to check agreement.

On the slide: L4 Practitioner · Past and future in conversation

Notes: Talk about yesterday and next week using the passé composé and the near future. Notes: model J'ai mangé (I ate) and Je vais manger (I am going to eat); learners interview a partner for three minutes, then write six sentences in the past and the future.

On the slide: L5 Specialist · Argument, texts and accuracy

Notes: Write a 250-word opinion piece and summarise an authentic article, using the subjunctive where needed. Notes: practise Il faut que je parte (I must leave); learners mark every verb in their draft, fix agreement errors, and defend one opinion in a spoken minute.

On the slide: L6 Advanced · Literature, linguistics and style

Notes: Analyse a literary or media text for style, register and historical context, and write a critical essay in French. Notes: choose one page of prose; learners find three stylistic choices, compare them with a modern translation, and argue in 600 words which reading is stronger.

On the slide: L7 Super expert · Research, translation and teaching

Notes: Plan and carry out an original piece of French-language research or translation with a documented method. Notes: choose a narrow question, such as how one word's meaning has shifted; collect twenty sources, code them, write up findings in French, and submit them for peer review.