Grade 03: French

In this unit, 'Presenting a friend', you learn to describe a friend. 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 'Presenting a friend' 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: describe a friend, 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, Present your friend with name and age. Voici mon ami [prénom]. [Here is my friend (name).] Il a huit ans. [He is eight years old.] Voici mon amie [prénom]. [Here is my friend (name).] Elle a neuf ans. [She is nine years old.] Use il for a boy and elle for a girl.
2. Step 2, Describe what he or she looks like. Mon ami est grand et il a les cheveux noirs. [My friend is tall and has black hair.] Mon amie est petite et elle a les yeux bleus. [My friend is small and has blue eyes.] Notice petite takes an e because my friend is a girl.
3. Step 3, Describe character and likes. Mon ami est gentil et drôle. [My friend is kind and funny.] Il aime le football. [He likes football.] Mon amie est sportive. [My friend is sporty.] Elle aime la danse. [She likes dancing.] Add one thing you do together.
4. Step 4, A short dialogue. Maman : Comment est ton ami ? [What is your friend like?] L'enfant : Il est grand et très sympa. [He is tall and very nice.] Maman : Comment s'appelle-t-il ? [What is his name?] L'enfant : Il s'appelle [prénom]. [His name is (name).]
5. Step 5, Fix an error. A child says Mon amie est grand. Correction: Mon amie est grande, because my friend is a girl and the adjective adds an e. Another slip is Il a neuf ans for a girl who is nine; say Elle a neuf ans.
6. Step 6, Your turn: present a boy friend, ten years old, short, kind, who likes drawing. Model answer: Voici mon ami. Il a dix ans. Il est petit et gentil. Il aime dessiner. [Here is my friend. He is ten. He is small and kind. He likes drawing.]

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

In this unit, 'The verbs to have and to be', you learn to use avoir and etre. 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 'The verbs to have and to be' 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: use avoir and etre, 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 avoir [to have]: j'ai, tu as, il a, elle a, nous avons, vous avez, ils ont, elles ont. Example: J'ai un frère. [I have a brother.] Nous avons un chat. [We have a cat.] Say the full row aloud with a pointing finger.
2. Step 2, Learn être [to be]: je suis, tu es, il est, elle est, nous sommes, vous êtes, ils sont, elles sont. Example: Je suis content. [I am happy.] Elles sont à l'école. [They are at school.] Say the full row aloud.
3. Step 3, Choose between them. Use être for what someone is: Il est grand. [He is tall.] Use avoir for age and possessions: J'ai dix ans. [I am ten.] Elle a une bicyclette. [She has a bicycle.] Make three sentences with each verb.
4. Step 4, Dialogue. Élève A : Tu as quel âge ? [How old are you?] Élève B : J'ai neuf ans. Et toi ? [I am nine. And you?] Élève A : J'ai dix ans. Nous sommes amis ! [I am ten. We are friends!] Élève B : Oui, nous sommes dans la même classe. [Yes, we are in the same class.]
5. Step 5, Fix errors. A child says Je suis dix ans. Correction: J'ai dix ans. Another says Il a content. Correction: Il est content. Also keep ont and sont apart: Ils ont un chat [They have a cat] but Ils sont contents [They are happy].
6. Step 6, Your turn: write about yourself using three forms of avoir and three of être. Model answer: Je suis [mon prénom]. J'ai huit ans. Mon frère a six ans. Nous sommes contents. Ils sont gentils. [I am (my name). I am eight. My brother is six. We are happy. They are kind.]

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

In this unit, 'Adjectives and plural', you learn to use simple adjectives and plurals. 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 'Adjectives and plural' 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: use simple adjectives and plurals, 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, Feminine adds an e. grand [tall, masculine] becomes grande [feminine]; petit becomes petite; content becomes contente; vert becomes verte. Say each pair aloud and listen for the final consonant. In petit the t is silent, in petite it is heard.
2. Step 2, Plural adds an s. un chat noir [a black cat] becomes des chats noirs [black cats]. une maison blanche [a white house] becomes des maisons blanches [white houses]. The adjective agrees in gender and number with the noun.
3. Step 3, Put it in position. Many short, common adjectives go before the noun: un petit chat, une grande maison, un bon livre. Colour adjectives go after: un chat noir, une voiture rouge. Say these four phrases aloud with their pictures.
4. Step 4, Describe a picture. Voici une petite maison blanche. [Here is a small white house.] Il y a deux grands arbres verts. [There are two tall green trees.] Dans le jardin, il y a des chats noirs. [In the garden there are black cats.]
5. Step 5, Fix errors. A child says des chats noir. Correction: des chats noirs, because chats is plural. Another says une maison petit. Correction: une petite maison; the adjective must be feminine and goes before maison.
6. Step 6, Your turn: describe two girls who are tall and kind, and a small black dog. Model answer: Les filles sont grandes et gentilles. J'ai un petit chien noir. [The girls are tall and kind. I have a small black dog.] Check each adjective ending.

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. Use simple adjectives and plurals: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Free time and hobbies', you learn to talk about hobbies. 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 'Free time and hobbies' 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: talk about hobbies, 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 what you like to do. J'aime jouer au football. [I like to play football.] J'aime lire. [I like to read.] J'aime dessiner. [I like to draw.] After j'aime we use the infinitive, the form ending in er, ir or re.
2. Step 2, Use jouer à and faire de. Je joue au tennis. [I play tennis.] Je joue à la balle. [I play with a ball.] Je fais du vélo. [I ride a bike.] Je fais de la natation. [I swim.] à plus le becomes au; de plus le becomes du.
3. Step 3, Say how often and when. Le samedi, je joue avec mes amis. [On Saturdays I play with my friends.] Le soir, je lis un livre. [In the evening I read a book.] Je regarde la télé le dimanche. [I watch TV on Sundays.]
4. Step 4, Dialogue. Élève A : Qu'est-ce que tu fais le week-end ? [What do you do at the weekend?] Élève B : Je fais du vélo avec mon père. [I ride my bike with my father.] Élève A : Moi, je joue au foot. [I play football.] Élève B : On peut jouer ensemble ! [We can play together!]
5. Step 5, Fix an error. A child says Je joue le football. Correction: Je joue au football. Another says Je fais le vélo. Correction: Je fais du vélo. Remember that these verbs need à or de before the activity.
6. Step 6, Your turn: write three sentences about your hobbies using jouer, faire and aimer. Model answer: Je joue au basket. Je fais de la danse. J'aime lire des histoires. [I play basketball. I do dance. I like reading stories.]

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. Talk about hobbies: 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.

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.

This course: Grade 03 French is at this level. Its units include Presenting a friend; The verbs to have and to be; Adjectives and plural; Free time and hobbies.

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.