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CYCLE 3
Living languages

(Foreign or regional)

In Cycle 3, the teaching of the foreign language,

The acquisition of skills and knowledge that allow more
Assured and more effective use of a language other than the French language. Situations of
Age, cognitive abilities, student interests,
Contribute to the construction of language knowledge, making it possible to
Level A1 of the Common European Framework of Reference for Languages (CEFR)
In the five language activities. For the pupils, it is necessary to reach
Cycle 3 level A1 of the CEFR in the five language activities and level A2
Of the CEFR in at least two language activities. The A1 and A2 levels of
CECRL correspond to the "level of the elementary user". From A1
At A2, students leave "the level of discovery" to enter the "level
Intermediate ". It is important to keep in mind the age of Cycle 3 students in the
Choice of cultural and linguistic content.

Linguistic knowledge and knowledge about lifestyles and

To the culture of the country or countries or region where the language is spoken
use. It is the regular and daily exposure to the language that promotes progress
students ; Its use in context gives meaning to acquisitions. A beginning
The functioning of the language allows students to acquire a
Autonomy in reception and in production and strengthens the
Of language. It is inseparable from the learning of the language, the enlargement of the
Cultural diversity promotes awareness of certain differences, develops curiosity
And want to communicate. Contacts with schools in countries or regions
The resources available through e-mail, the operation of
Audiovisual documents contribute to the discovery of ever wider spaces and
More and more distant and to develop the sense of the relative, the critical spirit, the otherness.
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Skills worked

Listen and understand

"Listening and understanding simple oral messages in everyday life, stories

Simple.
Exercise short and long term memory to memorize words, expressions
common.
"Use sound and visual clues to deduce the meaning of unknown words from a message.
Fields of the base: 1, 2

Read and understand

"Use context, illustrations and knowledge to understand a text.
Recognize isolated words in a statement, a short text.
"Rely on tool words, simple structures, ritual expressions.
To perceive the relation between certain graphemes and phonemes specific to the language.
Fields of the base: 1, 2

Speak continuously
Memorize and reproduce statements.
"Speak audibly, modulating throughput and voice.
Participate in simple exchanges by mobilizing his phonological, grammatical,
Lexical, to be understood and understood in some diversified situations of daily life.
Fields of the base: 1, 2, 3

To write
Write words and phrases whose spelling and syntax have been memorized.
Mobilize simple structures to write sentences based on a known pattern.
 Fields of the base: 1, 2, 3
Reacting and Dialogue
"Ask simple questions.
"Mobilize adequate statements to the context in a succession of ritualized exchanges.
"Use very simple procedures to begin, continue and end a brief conversation.
Fields of the base: 1, 2

Discover the cultural aspects of a foreign and regional living language

Identify some of the major cultural milestones in the daily environment of students of the same age
In the countries or regions studied.
Mobilize cultural knowledge to describe or tell real or imagined characters
ners.
Fields of the base: 1, 2, 3, 5

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Language Activities

Listen and understand

Expected end of cycle

A1 level (introductory level or discovery): The student is able to understand words

Familiar and very common expressions about himself, his family and his immediate surroundings.
(Especially school).

A2 level (intermediate level): The student is able to understand a brief intervention if

Is clear and simple.

Knowledge and skills Examples of situations, activities

related
Understanding all instructions
Used in class.
Follow the instructions given.
Understand familiar words and
Common expressions.
Follow the thread of a simple story (tale,
legend...).
Identify the subject of an oral short message
duration.
Understanding and extracting information
And resources for the student
Put yourself in a listening position.
Using extralinguistic (visual)
And sound).
"Relying on the situation of enunciation (which
Speak, where, when?).
To infer a feeling from a
intonation.
Rebuilding meaning from elements
(According to the languages, emphasis
Phrase, word accents, word order,
 Essential for an oral message of short duration. keywords...).
Lexicon: repertoire of isolated words, expressionsLocate the basic connectors and
Simple and cultural elements relating to Identify some chronological benchmarks
Information about the person, his or her daily In a speech, a narrative, a dialogue.
its environment. "Relying on cultural clues.
Grammar: recognition of some Using digital media and tools
Structures and simple grammatical forms (Mp3 files, mp4, screens ...).
Belonging to a stored directory.
Phonology: recognition of sounds,
Accentuation, rhythms, and curves
Intonations specific to each language.

Progressivity benchmarks

Level A1

The speaker (s) speak slowly and distinctly.

Listening media (audio-video recordings, classroom speeches, etc.) are very short
duration.
Oral instructions and instructions are very short, simple, reserved for im-
The school environment (classroom, schoolyard, etc.).

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The words and phrases to be spotted are familiar, very elementary.

They
Itsconcern
concretethe
andstudent,
immediate
his / environment,
her family, some well-known cultural elements.
The story, which the pupil must follow the thread, is simple and accompanied by appropriate aids (visual ...).

Level A2

The speaker (s) speak clearly and simply.

The listening media are more varied (conversations, information, advertisements, fictions ...) and less
Only at A1 but not more than one minute.
"The instructions and instructions to be understood are not limited to the school
Also the concrete needs of everyday life.
Words and phrases to be spotted are familiar and common. They concern everyday life,
The presentation of other persons or persons and some cultural elements of the country or countries
The region whose language is being taught.

The narrative (tales, anecdotes, chosen proverbs, songs, poems, nursery rhymes ...)
Follow the thread is simple and short, but the aid provided is fewer than at level A1.

Read and understand

Expected end of cycle

 A1 level (introductory level or discovery): The student is able to understand words
Familiar and very simple phrases.

A2 level (intermediate level): The student is able to understand short, simple texts.

Knowledge and skills Examples of situations, activities

related And resources for the student
Understanding Short and Simple Texts Identify the type of document.
(Instructions, correspondence, poetry, "Draw on the textual clues and
Recipe, informative text, fictional text ...) Paratextuels to make assumptions about
Accompanied by a visual document, On the content of the document.
Based on known elements.
Recognizing single words in a statement
Lexicon: repertoire of isolated words, expressions Or a short text.
Simple and cultural elements relating to
Rely on the words tools, structures
Information about the person, his or her daily Simple.
its environment.
Identify significant elements (graphics,
Grammar: recognition of some
Syntactic, morphological, lexical,
Structures and simple grammatical forms Cultural activities) to rebuild the
Belonging to a stored directory.
Meaning of the text.
Phonic / graphic link: perception of the relationship
Between certain graphemes, signs and phonemes Gathering writings of different natures and
Refer to it.
Specific to the language.
Using digital media and tools
(Web pages, screens ...).

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Progressivity benchmarks

Level A1
The texts are very short and simple; The words are familiar and the expressions very elementary.
Visual materials help the student to gain meaning.
The student gets an overall idea of the content of a simple text.

Level A2
The texts are short and simple.
There are fewer visual aids.
"- The pupil understands the text as a whole and collects information from it.
- The student follows a story.
Speak continuously

Expected end of cycle

 A1 level (introductory level or discovery): The student is able to use expressions and
Simple phrases to talk about him and his immediate environment.
A2 level (intermediate level): The student is able to produce in simple terms forward
About people and things.

Knowledge and skills Examples of situations, activities

related And resources for the student
Reproduce an oral model (repeat, Practice to reproduce statements and
recite...). to memorize.
Read aloud and expressively "Go through the hesitations and false-
Short text. Oral start-ups.
Present yourself orally and introduce others. Mobilizing your knowledge
Describe his / her daily environment, Phonological, grammatical, lexical and
People and / or cultural activities cultural.
connoted. Being audible.
Telling a short story with the help of Modulate his voice to appropriate the
Visual supports. Specific intonation schemes.
Make a brief announcement (date, anniversary, Register on digital media
Invitation ...) by locating the event in the (Audio or video).
Time and space.
Lexicon: mobilization of isolated words,
Simple expressions and cultural elements
For information about the person,
Needs, its environment.
Grammar: limited control of a few
Structures and simple grammatical forms
Belonging to a stored directory.
Phonology: reproduction of sounds,
Accentuation, rhythms, and curves
Intonations specific to each language.

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Progressivity benchmarks

Level A1
The lexical fields covered relate to the immediate environment of the student.
The student uses fixed and / or memorized elements.
The story told is very short. The sentences are very simple.
The visual aids used are very explicit.
"The statements are factual.
Level A2
"Lexical fields are becoming richer and relate to a wider environment.
 TheVery
student constructs statements similar to those encountered in class;
gradually.
It
Theenriches them
narrated and
story is makes themsimple
short. The more sentences
complex are related.
The visual aids are less numerous but remain explicit.
The statements remain factual, but the student is able to give his or her opinion succinctly,
Reason for a choice ...
To write

Expected end of cycle

"A1 level (introductory level or discovery): The student is able to copy a written model,
Write a short message and fill in a simple questionnaire.
"A2 level (intermediate level): The student is able to produce simple and brief statements.

Knowledge and skills Examples of situations, activities

related And resources for the student
Copy single words and short texts; Copy to save the spelling
To write under the dictation of known expressions; And syntax.
Complete a questionnaire. Mobilizing your linguistic and cultural achievements
To produce sentences or text
Produce autonomously a few Staff by relying on a
Sentences about oneself, the others, the Known (of a message, a letter, a
Real or imaginary characters. Poem, informative texts, narrative ...).
Describe objects, places. Rereading to improve productions
Telling succinctly about experiences written.
Lived or imagined. Putting your skills at the service of a writing
Writing a short and simple letter, Creative (level A2).
With reference to models (message Writing with a keyboard adapted to the language
Electronic, postcard, letter). studied.
Lexicon: mobilization of isolated words,
Simple expressions and cultural elements
For information about the person,
Needs, its environment.
Grammar: limited control of a few
Structures and simple grammatical forms
Belonging to a stored directory.
Phonic / graphic link: perception of the relationship
Between certain graphemes, signs and phonemes
Specific to the language.

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Progressivity benchmarks

Level A1
The lexical fields covered relate to the immediate environment of the student.
The student uses fixed and / or memorized elements.
The story is very short. The sentences are very simple.
 "The student relies on help provided (models, guides, visuals ...) to write.
Level A2
"Lexical fields are becoming richer and relate to a wider environment.
The student constructs statements similar to those encountered in class;
It enriches
Very gradually.
them and makes them more complex
The story is short. The simple sentences are related.
The aids available to the student (models, guides, visuals ...) are less numerous.
Reacting and Dialogue

Expected end of cycle

"A1 level (introductory level or discovery): The student is able to communicate, so
Simple, provided that the interlocutor is willing to repeat or reformulate his sentences more slowly-
And to help him formulate what he is trying to say.
"A2 level (intermediate level): The student is able to interact in a simple way and to reformulate
Its purpose to adapt to the interlocutor.
Knowledge and skills Examples of situations, activities
related And resources for the student
Establish social contact (greet, present, Use the appropriate language
introduce someone...). Beginning, continuing and completing a
Ask someone about it and Simple and brief conversation;
Respond using polite formulas. "Rely on the communication situation,
Dialogue to exchange / get Intonational schemes and visual aids,
Information (route, schedule, price ...). Gesture, in order to deduce the meaning of a
Oral message and react;
"Dialogue on familiar topics (school,
Leisure, home ...). Answer simple questions and ask questions
To continue / restart the conversation;
Responding to proposals, in situations
Of life (thank, congratulate, To store common expressions for
Apologize, accept, refuse ...). Indicate that he understood or did not
To request the repetition, for the purpose of
Lexicon: mobilization of isolated words, Expressing one's tastes and feelings,
Simple expressions and cultural elements Request the opinion of the interlocutor, express his
For information about the person, Opinion, agreement, disagreement;
Needs, its environment.
Use some onomatopoeias and modulate
Grammar: limited control of a few His voice to express a feeling, a
Structures and simple grammatical forms Hesitation, surprise, disgust ...
Belonging to a stored directory.
Phonology: reproduction of sounds,
Accentuation, rhythms, and curves
Intonations specific to each language.

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Progressivity benchmarks
 Level A1
The lexical fields covered relate to the immediate environment of the student.
The student uses fixed and / or memorized elements in ritualized exchanges.
The student can answer questions first, then he or she can ask questions
models.
"The student interacts very simply with a slow flow and may need breaks to look for
words.
The student may ask the interviewee to help him, to repeat and / or slowly rephrase his
message.

Level A2
"Lexical fields are becoming richer and relate to a wider environment.
"The student constructs statements similar to those encountered in class to interact and enriches them and
Complexises them very gradually during more spontaneous exchanges.
"The student is able to ask questions to his or her interlocutor more autonomously.
The student simply interacts with a suitable flow. He has less recourse to breaks.
Less often, the student needs to solicit the caller for help and rehearsals. It is
Encouraged to take risks, the error not being a brake to the intelligibility of the messages conveyed.

Cultural and linguistic activities

The cultural realities of the countries and regions whose language is studied remain the favored
Of learning. This knowledge is articulated to the skills to be developed and is used in
Communication situations in order to be part of the action
2005 in the teaching of modern languages. They take into account the age of the students and their
Maturity, over the three years of cycle 3. Themes or types of media (theater,
Nema, poetry, etc.) mentioned in Cycle 2 can be taken up with a progression
Compulsory schooling and avoiding redundancies, the aim of enrichment
Remaining linked to the other lessons learned.

In Cycle 3, cultural knowledge is divided into three axes:

"The person and everyday life;
Geographical, historical and cultural references in the language studied;
The imaginary.

Lifestyles, festivals and traditions, some historical and geographical landmarks, some
Media of the area concerned, famous monuments and works, tales, legends, nursery rhymes
Are discovered and studied in context thanks to the possibilities offered by class life, the activities
Rituals, interests and the various events that shape the school year.

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Lexicon

Possess an elementary repertoire of single words, simple expressions and cultural elements for
Information about the person, the daily needs, the environment ...

The person and everyday life

"The human body, the clothes, the ways of life.
The physical and moral portrait.
The urban environment.
Geographical, historical and cultural landmarks of cities,
Countries and regions whose language is studied
"Their geographical location.
Physical characteristics and cultural references.
Some historical, contemporary figures.
"Some great pages of history specific to the studied area.
imaginary
Youth literature.
"Stories, myths and legends of the country or region.
Heroes / heroines and characters from fiction, comics, series and cinema.
Grammar

Have limited control over a few simple grammatical structures and forms belonging to a
Stored directory.

The verbal group

The verb: its agreement with the subject; The expression of time: present, past, future; the auxiliaries ; the
complement.

The nominal group

The name and the pronoun; Gender and number; the articles ; possessives ; demonstrative ; the
Quantifiers; The main prepositions (of place, of time ...); The qualifying adjective: its place, its
Agreement; The genitive (if the language includes); Compound names; Some relative pronouns.

The phrase
Type and form of sentence: declarative, interrogative, exclamative, imperative, affirmative, negative;

The elementary syntax of the simple sentence: word order, some link words (and, or ...);

Some subordinates in so-called "complex" statements (because ...).

Phonology

Recognize and reproduce in an intelligible way sounds, emphasis, rhythms and curves
 Intonations specific to each language.

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phonemes
Perceive and reproduce the speech-specific phonemes.

Accents and rhythm

Perceive and restore the phrasing of a familiar utterance; Spot and respect the tonic accent.

Intonation
Perceive and restore intonation patterns: the characteristic intonation of the different types
statements.

Link to phonie / graphie

The alphabet (depending on the language).

Crossings between teachings

Language activities in foreign and regional languages are an opportunity to

Comparing the functioning of the target language with French, begun in Cycle 2.
Work on the same topic, a simple tale, for example, in the foreign or regional
Allows the students to understand the structure of the story through the language studied and in return
To better identify the functioning of the French language.

Interdisciplinary projects can involve the language course (foreign or regional)

And one or more of the following courses: French, history, geography, music education,
Tics, technology, physical and sports education ...

All language activities are convened over the three years of the cycle and can lead to
Projects of writing (written, sketched, theatrical ...), presentations of works realized
In plastic arts, in technology, in exchanges with foreign classes on themes
Or presented in the language studied.
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