Grade 02: French

In this unit, 'Family and friends', you learn to name family members. 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 'Family and friends' 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 family members, 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 family words with my. mon père [my father], ma mère [my mother], mon frère [my brother], ma sœur [my sister], mon grand-père, ma grand-mère [my grandfather, my grandmother]. Use mon with masculine nouns and ma with feminine nouns.
2. Step 2, Introduce your family. Voici ma famille. [Here is my family.] Voici mon frère. Il s'appelle [prénom]. [Here is my brother. His name is (name).] Voici ma sœur. Elle s'appelle [prénom]. [Here is my sister. Her name is (name).] Use il for a boy and elle for a girl.
3. Step 3, Talk about friends. Voici mon ami et mon amie. [Here are my friend (a boy) and my friend (a girl).] Nous jouons ensemble. [We play together.] Note mon amie: before a vowel sound even a feminine noun takes mon.
4. Step 4, Short dialogue. Élève A : C'est qui ? [Who is it?] Élève B : C'est ma grand-mère. Elle s'appelle [prénom]. [It is my grandmother. Her name is (name).] Élève A : Elle est gentille ! [She is kind!] Élève B : Oui, je l'aime beaucoup. [Yes, I love her very much.]
5. Step 5, Fix an error. A child says ma frère. Correction: mon frère, because frère is masculine. Another slip is mon mère; say ma mère. Check the noun first, then choose mon or ma.
6. Step 6, Your turn: introduce your mother and your brother with their names. Model answer: Voici ma mère. Elle s'appelle [prénom]. Voici mon frère. Il s'appelle [prénom]. [Here is my mother. Her name is (name). Here is my brother. His name is (name).]

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 family members: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'My school', you learn to name school objects. 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 'My school' 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 school objects, 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, Name school objects with un or une. un cahier [a notebook], un stylo [a pen], un livre [a book], une règle [a ruler], une trousse [a pencil case], une chaise [a chair], une table [a table]. Point to each and say its name.
2. Step 2, Ask and answer. Qu'est-ce que c'est ? [What is it?] C'est une règle. [It is a ruler.] C'est un cahier. [It is a notebook.] Ask about five objects in your classroom and answer with C'est un or C'est une.
3. Step 3, Say where things are. Où est ma trousse ? [Where is my pencil case?] Elle est dans mon sac. [It is in my bag.] Où est mon livre ? [Where is my book?] Il est sur la table. [It is on the table.] Use dans [in], sur [on], sous [under].
4. Step 4, Learn classroom instructions. Ouvrez vos livres. [Open your books.] Fermez vos cahiers. [Close your notebooks.] Asseyez-vous. [Sit down.] Écoutez, s'il vous plaît. [Listen, please.] Respond with the action and say Oui, madame.
5. Step 5, Fix an error. A child says C'est un règle. Correction: C'est une règle, because règle is feminine. Another slip is Il est dans mon sac for a trousse; use Elle est dans mon sac, because trousse is feminine.
6. Step 6, Your turn: say what a ruler is and where your pen is. Model answer: C'est une règle. Mon stylo est sur la table. [It is a ruler. My pen is on the table.] Then give a command: Ouvrez vos cahiers. [Open your notebooks.]

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 school objects: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Animals and body', you learn to name animals and body parts. 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 'Animals and body' 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 animals and body parts, 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, Name animals. le chat [the cat], le chien [the dog], le cheval [the horse], la vache [the cow], l'oiseau [the bird], le poisson [the fish]. Say each one and make its sound or movement.
2. Step 2, Name body parts. la tête [head], le nez [nose], la bouche [mouth], la main [hand], le pied [foot], les yeux [eyes], les bras [arms], les jambes [legs]. Touch each part as you say it.
3. Step 3, Describe with avoir. J'ai deux yeux et un nez. [I have two eyes and a nose.] Le chien a quatre pattes. [The dog has four legs.] L'oiseau a deux ailes. [The bird has two wings.] Use a for he or she has.
4. Step 4, Ask and answer. Tu as un animal ? [Do you have a pet?] Oui, j'ai un chat. Il s'appelle [nom]. [Yes, I have a cat. His name is (name).] Il est petit et noir. [He is small and black.]
5. Step 5, Fix an error. A child says deux œil. Correction: deux yeux, because œil [eye] has an irregular plural. Another slip is saying the final s in les bras; in les bras the s of bras is silent.
6. Step 6, Your turn: say your pet has four legs and a long tail, and that you have two hands. Model answer: Mon chien a quatre pattes et une longue queue. J'ai deux mains. [My dog has four legs and a long tail. I have two hands.]

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 animals and body parts: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Songs and rhymes', you learn to sing short songs. 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 'Songs and rhymes' 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: sing short songs, 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 a short rhyme I made. Un, deux, trois, quatre, je tape des mains. [One, two, three, four, I clap my hands.] Cinq, six, sept, huit, je dis bonjour au matin. [Five, six, seven, eight, I say hello to the morning.] Clap on each number.
2. Step 2, Work out the meaning line by line. je tape des mains means I clap my hands. je dis bonjour means I say hello. au matin means in the morning. Mime each action slowly, then say the line again with a steady beat.
3. Step 3, Notice the rhyme. mains and matin end with a similar sound, the nasal in. Other pairs with the same sound: main and pain, chien and bien. Say each pair twice, making the sound come through the nose.
4. Step 4, Perform in two groups. Group A sings Un, deux, trois, quatre, je tape des mains. Group B answers Cinq, six, sept, huit, je dis bonjour au matin. Then everyone sings both lines together, faster each time.
5. Step 5, Fix an error. A child says the s in mains and the t is dropped in huit. Correction: in mains the s is silent, but in huit you hear the t, so say weet. Count again from un to dix with correct sounds.
6. Step 6, Your turn: make a second verse with the days using the same tune. Model answer: Lundi, mardi, je saute bien. Mercredi, jeudi, je chante bien. [Monday, Tuesday, I jump well. Wednesday, Thursday, I sing well.]

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. Sing short songs: 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 02 French is at this level. Its units include Family and friends; My school; Animals and body; Songs and rhymes.

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.