Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
CYCLE 4
Living languages
(Foreign or regional)
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Skills worked
259
Language Activities
The objectives and activities suggested are valid for the end of the cycle:
For LV1, at the end of cycle 4, all pupils must have at least reached level A2 in the
Five language activities. The proposed activities allow students to reach level B1
In several language activities;
For the LV2, the A2 level of the CEFR in at least two language activities.
In the coherence of the proposals put forward by the CEFR, the development of the same
Can be manifested and appreciated, or even validated, by similar language performances
Meeting evolving criteria in the passage from A1 to B1. The CEFR
For each language activity, which belongs to level A2 or level
Level B1 and thus makes it possible to define a relatively individual profile rather than a trans-
Versal uniformity. Thus, linguistic correction, sociolinguistic adequacy, oral fluency,
The extent of the vocabulary to writing can be as many variables to introduce to differentiate
Acquired within the "zones" A1, A2 or B1 or to determine degrees of progressivity and
Flexibility in the use of CEFR levels. One student may, for example,
B1 to "read" and "react and dialogue" and A2 in the other jurisdictions, one
Other students aim at B1 to "listen and understand", "read" and "speak continuously" and stick to A2
For the other activities, another student will aim A2 to "listen and understand" and to speak continuously
"And stick to A1 for other activities.
The students have acquired an A1 / A2 level in LV1 and are beginners in LV2 while adolescents
And adolescents, they see their experiences diversify and become more complex. The professors
Account of this gap between maturity and language skills, especially in LV2,
To approach the entry into the language, on the model of what is done in LV1, adapting it to the age
Students and discovering cultural themes common to the languages learned by adapting to
acquired skills. It is important, especially for LVER 2, to stimulate interest in
Adolescents and encourage them to "try their hand", to take risks by mobilizing
The linguistic means at their disposal, in order to enrich them better by contact with new contributions.
Level A1
Can understand familiar words and expressions about himself, his family and his family
environment.
Level A2
Can understand a brief intervention if it is clear and simple.
Level B1
Can understand factual information on simple subjects by distinguishing the general idea from the
Points of detail, provided the articulation is clear and current accent.
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Progressivity benchmarks
Level A1
Identify simple sound clues.
Isolate very simple information in a message.
Understand the essential points of a simple oral message.
Understand an oral message in order to answer concrete needs or carry out a task.
Level A2
Identify the subject of a conversation.
Understand an oral message to accomplish a task or enrich a point of view.
Understand familiar expressions of everyday life to meet needs.
Understand the essential points of a brief oral message, a conversation.
Level B1
Understand a continuous oral message on a point of personal interest.
To follow the main points of a discussion of a certain length on a familiar subject or to ac-
ality.
Understand the main lines of an adversarial debate.
Follow the general plan of short presentations on familiar topics.
Read
Level A1
Can include very short and very simple texts, sentence by sentence,
Familiar words and very elementary expressions and rereading if necessary.
Level A2
Can include short simple texts on common subjects with a high frequency
Of everyday language.
Level B1
Can read direct factual texts on subjects related to his field and interests with a level
Satisfactory understanding.
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Level A1
Locate basic textual clues.
Isolate simple information in a short narrative text or in a simple informative statement.
Understand simple, short messages on a postcard.
To get an idea of the content of a simple informative text, especially if accompanied by a
Visual document.
Follow brief and simple instructions.
Level A2
Understand written instructions (to perform a task).
Identify targeted information on informational documents.
Understand a simple and brief personal letter.
Identify relevant information on most simple writings describing facts.
Find specific and predictable information in simple documents such as prospectuses,
Menus, announcements, schedules.
Understand common signs and signs in public places, at school, for guidance,
Instructions, safety.
To grasp the narrative frame of a narrative if it is clearly structured.
Level B1
Understanding a factual narrative, expressing feelings and wishes in correspondence
With a peer.
Level A1
Can interact briefly in previously known situations using words and phrases
Simple and with a slow flow.
Level A2
Can interact with reasonable ease in well-structured situations and short convergences
Provided that the speaker provides assistance where appropriate.
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Level B1
Can express an opinion, express a feeling and give some simple elements of context on
An abstract or cultural subject.
Progressivity benchmarks
Level A1
Manage elementary non-verbal communication.
Spell familiar words.
Establish social contact.
Ask and give information on familiar topics, immediate needs, ask questions
Questions and answer questions about the situation in space, the expression of taste, needs,
Possession, time, price, time.
Level A2
Establish social contact, be able to manage very short social exchanges.
Request and
Dialogue, providefamiliar,
exchange information.
familiar topics, common situations.
Responding to proposals, situations.
Level B1
Exchange information.
React spontaneously.
Express feelings and react to expressed feelings.
Reformulate an element of a conversation for someone who did not understand.
Synthesize the essential information of a document.
Flexible use of a wide range of simple language to cope with most situa-
Which may occur during a trip.
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Speak continuously
Level A1
Can produce simple, isolated expressions about people and things.
Level A2
Can describe or simply present people, living conditions, daily activities,
Whether we like it or not, by short series of expressions or phrases.
Level B1
Can easily carry out a direct and uncomplicated description of various subjects in his
By presenting it as a linear succession of points.
Progressivity benchmarks
Level A1
Read aloud and expressively a short text after repetition (a short dialogue
Brief welcome speech, a short fictional, informative text).
Reproduce an oral model.
Present or describe: present and describe oneself, talk about one's intentions, describe people,
Objects or animals, describe their favorite activities.
Telling: juxtaposing simple sentences to tell a short story using images.
"The pronunciation of a very limited repertoire of stored expressions and words is understandable
For a native speaker accustomed to speakers of the language group of the learner.
Level A2
Make a presentation or description.
Present a project.
Tell.
Explain.
The pronunciation is generally sufficiently clear to be understood in spite of a clear accent
Foreign or regional, but the speaker may have to repeat.
Level B1
Reformulate, present, describe.
Tell.
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Level A1
Can write simple expressions and simple sentences.
Level A2
Can write a series of simple phrases and sentences connected by simple connectors such as
, "And", "but" and "because".
Level B1
Can write a simple and brief statement on familiar or known topics.
Progressivity benchmarks
Level A1
Copy, write under dictation.
Write a simple message, write a guided text about oneself, imaginary characters, where they
Live, what they do.
Produce autonomously a few sentences.
Indicate some personal information by answering a simple questionnaire.
Level A2
Complete an information sheet.
Write a simple message.
Write a short story, imaginary biographies and short and simple poems.
Write a short description of an event, past activities and personal experiences.
Write simple short notes in relation to immediate needs.
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Level B1
Reformulate.
Take notes / format them.
Write in response to a message or situation.
Write a story.
Realize.
To summarize.
Write personal notes and letters to request or transmit information of interest
The points considered to be important.
They are common to LV1 and LV2 in order to facilitate interlanguage and inter-
Disciplinary lessons in the field of practical interdisciplinary teaching, and
Cultural dimensions of the common core of knowledge, skills and culture. According to
LV1 or LV2, the use of these different themes must take account of the linguistic-
Students and the knowledge gained through Cycles 2 and 3. Professors choose
Therefore the most appropriate order and manner to approach these four themes according to the level of the class.
The construction of the pupils' language skills is articulated with the progressive construction of
Cultural competence
Students to the culturethrough the to
of others, exploration
teach themoftothese themes
decode and in
putorder to raise awareness
into perspective and open up
elements
Of reciprocal culture to gradually project themselves into a dynamics of mobility. This
Is part of the coherence of both the Parcours Avenir and the preparation for the
Citizenship open to cultural diversity and has the following main objectives:
Connecting the classroom and the world outside the classroom, by developing methods of observation
To understand the different views and visions of the world: ways of life, traditions
And history, artistic expressions, the presence of languages in the immediate environment and in the
Pathways.
Decentralize to learn about oneself and others, to distance oneself from one's own
References, overcoming stereotypes.
Discover the imagination of other cultures: explain the characteristics of one's own culture and
Of the language learned, to perceive the diversity and the variation internal to all culture, to restore an ex-
Perception by taking into account the culture of the interlocutor, to identify sources of incomprehension,
Cultural conflicts, seek to solve them by providing information and knowledge,
Aware of the importance of linguistic and cultural diversity for the future (his and others).
"Managing the mobility experience: moving from guided collective mobility to individual mobility,
Become familiar with virtual mobility, prepare for physical mobility, communicate
With a partner in a balanced way, look for points of interest and curiosity to share
Information, mobilize its linguistic and cultural resources and
The exchange experience, accept the differences, the richness and the aim of the exchanges.
Reporting, interpreting, including in case of failure.
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languages
Socio-cultural codes and geographical and historical dimensions. Graphs, diagrams, maps,
Logos, tables.
Media, modes of communication, social networks, advertising. Extracts from country textbooks
Or region of the target language.
Artistic languages: painting, music and songs, poetry, cinema and theater, literature, comics,
science fiction. Representations of sculptures, paintings, architectural works, monuments.
Grammar
Name and nominal group.
Gender, personal pronouns complements and reflections.
Determination: articles, quantifiers.
Verbal group.
Expression
Simple and of the present,
complex of the past, of the future. Modal. Passive. Construction of verbs.
statements.
"Coordination. Subordination. Related. Indirect speech. Indirect questioning. Connectors.
Phonology
Become aware of the regularities of the oral language.
To become aware of the phonic and phonological variations in the uses of the same language.
Aim for fluency, intelligibility, personal linguistic security in oral production: do not
Aiming for "native accent".
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In the coherence of domain 1 of the pedestal, it is a question of going in the direction of a language education
overall. Work and reflect on languages among themselves, including French and languages
Should contribute to the establishment and transfer of diversified and thoughtful strategies
Learning and communication skills that directly involve skills and knowledge
Language, lexical and cultural. Thus, in learning the second foreign language or
Students can use the skills developed in the first language studied and
The other languages of its repertory, including French, to learn faster and develop
A certain degree of autonomy. Compare some aspects of how languages work
Or known, including French (highlighting proximities and differences), mobilizing skills and
Language skills acquired in other languages (curriculum, family, regional) for
Progress in new languages, building on the strategies
Strategies for the transfer and transfer of a language to others correspond to training
To be implemented in Cycle 4 to mobilize, relate and use language learning.
The work between disciplines brings a diversity of forms of discourse, (descriptions, narratives,
Explanations, arguments, presentations, stories ...) of the media used, the modalities of activities (ex-
Positions, slideshows on the ENT, web diary, archived videos for students of the following year.
Cultural, collective or individual, physical
Or virtual ...). This is an opportunity to develop reflective practices with the help of the teacher.
The use of resources of different types (school and out-of-school), for language learning
(Eg use of digital translators).
Some examples of interdisciplinary work are given below. For each PPE and no-
Science, Technology and Society "and" Body, Health, Welfare and Safety ", projects and
Activities can be carried out partly in the target language.
These examples are not intended to be exhaustive, they give possible directions and are not
Compulsory.
Languages and Cultures of Antiquity and Foreign and Regional Languages and Cultures
In connection with the languages and cultures of Antiquity, French, another foreign language
regional
Languages, some differences and convergences, compare the linguistic systems of which the French
English and ancient languages, reflect on the production of vocabulary and the meaning of words, address
The history of languages. Building learning strategies that are common to the various
dies.
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In connection with the languages and culture of Antiquity, French, history and geography, the history of
arts.
Myths, beliefs, heroes ... Explore narratives, artistic works, archaeological heritage.
Draw on cultural themes common to languages to help understand the world.
"In connection with moral and civic education, French, history and geography, teaching
Moral and civic values.
Observing, comparing, debating, school systems, school climate, college well-being, struggle
Against harassment, stereotypes.
In connection with geography, the visual arts, mathematics, the sciences and life of the Earth and the
French, the history of the arts.
Landscape and urban planning, human action on the environment: protection, prevention, adaptation
here and elsewhere.
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