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CYCLE 4
Living languages

(Foreign or regional)

In Cycle 4, students learn two foreign languages in parallel or


regional. They acquire, both orally and in writing, skills that enable them to
Understand, express, interact, transmit, create. In each language
And in the convergence between them, cultural discovery and the relationship between
Intercultural dialogue are, in close conjunction with language activities,
Of the cycle.

Language teaching from Cycle 2 to Cycle 4 is designed to


Continuity in learning which enables the consolidation of learning outcomes and
Continue to build communication skills in support of
Linguistic and cultural content and aimed, in particular at LV1, at a level
Autonomy and an increased ability to cope with communication situations
Various, even unforeseen. Learning a second living language from the start
Cycle 4 will be able to build on the knowledge and skills already
For another foreign or regional living language and French for
Cycles 2 and 3. The relationship between languages taught takes different forms:
Comparison of functioning, convergence or differentiation of approaches,
Transfer of strategies, cultural reflection, for foreign languages and
But also for French.

Cycle 4 is, in all disciplines, marked by greater complexity


Language of the documents and activities proposed to the pupils. The LVERs
Include this perspective, particularly as regards the activities of understanding and
Reformulation (report, summary, note-taking ... passage from written to oral
And vice versa). The diversity of the contributions made by digital technologies
Authorizes the selection of documentary sources and the processing of information
collected. Students are confronted with several types of languages and
Learn to choose the most appropriate. More broadly, they train to leverage
Resources that the media and digital media offer them to access the
Diversity of languages and the diversity of cultures. They are beginning to address
Languages learned from knowledge relevant to other disciplines. In addition,
The resources available to pupils and teachers are not limited to languages
Taught: the languages of the home, the family, the environment or
Regional neighborhood also have their place as in previous cycles, but
According to a more reflective approach.

Learning approaches aim to involve students in the construction


Knowledge and skills; The pedagogy of projects puts students in the

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Language and cross-curricular skills to


Situations, produce and create.

In the so-called "non-linguistic" disciplines (DNL), the use of language


Living in another discipline makes it possible to make the construction of
Knowledge and skills in a more accessible language by proposing
An indirect approach. The possibility of approaching other disciplines through
Of a living language also contributes to a better perception not only of
The way in which the specificities of this discipline are taken into account in
Other educational systems but also knowledge related to this discipline.
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Skills worked

Listen and understand


Understand oral messages and sound documents of varying nature and complexity.
Be familiar with the sound realities of the language, and practice remembrance.
Identify relevant, extralinguistic or linguistic clues to identify the situation
Of enunciation and deduce the meaning of a message.
Be able to read video documents and know how to relate images and sound documents.
Fields of the base: 1, 2
Read and understand
Understand written documents of varied nature and difficulties from various sources.
Develop reader strategies through regular readings.
"To take ownership of the document by using traceries of a different nature: extralinguistic indices,
Linguistic, reconstructing meaning, connecting meaningful elements.
Fields of the base: 1, 2
Speak continuously
Mobilize wisely lexical, cultural, grammatical knowledge to produce a
Oral text on various subjects.
Develop strategies to overcome a lexical lack when speaking, self-
And rephrase to make themselves understood.
"Respect a register and a level of language.
"Putting his speech into words by proper pronunciation, intonation and gestures.
"Speak to tell, describe, explain, argue.
Fields of the base: 1, 2, 3
To write
T Rely on oral strategies to learn how to structure one's writing.
T Mobilize the tools to write, correct, modify his writing.
T Reformulate a message, account, tell, describe, explain, argue.
Fields of the base: 1, 2, 5
Reacting and Dialogue
Develop oral comprehension strategies by identifying extralinguistic or
Linguistics and developing a common discourse.
"Reacting spontaneously to verbal solicitations, mobilizing statements appropriate to the context,
In a succession of exchanges that feed the message or contradict it.
Fields of the base: 1, 2
Discover the cultural aspects of a foreign and regional living language
To perceive the cultural specificities of the countries and regions of the language studied by going beyond the vision
Stereotypes and stereotypes.
Mobilizing cultural references to interpret the elements of a message, text,
sound document.
"Mobilize her cultural knowledge to describe real or imaginary characters, to tell.
Fields of the base: 1, 2, 3, 5

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Page 4 ROUND 4 LANGUAGES (FOREIGN OR REGIONAL)

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.

Indications and illustrations of possible implementations of the guidelines presented


In the examples of activities proposed in the tables that follow. In weights
Vary according to the contexts and the choices of the teaching teams, these orientations are
Both in the courses of a particular language and in a concerted
languages. They also materialize in practical interdisciplinary lessons.
Listen and understand

Expected end of cycle

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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Knowledge and skills Examples of situations, activities


related And resources for the student
Understanding oral texts of different genres: Locate extralinguistic clues,
Continuous message on a point of interest Recognizing, perceiving and identifying words,
staff. Expressions, prosodic patterns with
meaning.
"An outline of an adversarial debate.
To diversify the means of access to the meaning: to issue
Unfolding and intrigue of a narrative of fiction Assumptions from various indices, identify the
simple. status of enunciation.
Follow a conversation of a certain length Working from a newsletter
On a familiar or topical subject. In short, radio and / or video and / or paper on a subject
Manage a variety of oral supports for Shared news in different countries
Construct meaning, interpret, problematize. Or regions.

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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Knowledge and skills Examples of situations, activities


related And resources for the student
Understand written texts of different genres. Read a school textbook from a country or
Capturing the Narrative Story of a Clear NarrativeThe region of the target language (geography, history,
structure. eg.).
Finding information in a text Memorize a poem or song.
A known theme. Memorize the lexicon and structures for
Manage a variety of written materials to Recognize and use them in other contexts:
Construct meaning, interpret, problematize. Informative texts for practical purposes;
Process information, relate it Literary texts whose lexicon is simple;
To ask a question.
"Elements of a text argument.
Appropriate and choose the methods and tools,
Including digital ones, the most effective
Keep track of the process and prepare for
Reformulate, restore.
Building a folder on a theme
And present it to the class in
Using digital media.

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.

Reacting and Dialogue

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.

Knowledge and skills Examples of situations, activities


related And resources for the student
Exchange information. Take oral formulation risks
Expressing feelings and reacting to As well as writing and reworking its production for
Feelings. improvement.
Reformulate a point for someone who has not Appreciate its own productions and those of
including. Others according to commonly developed criteria and
Understood by all.
Synthesizing the essential information of a
Document for someone who did not Record the written record orally
knowledge. On the digital working environment at
Available to all.
Writings of various textual genres (bulletin
Information, news, song, scene of a
Play, short story, how to use,
tutorial ...).

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

Expected end of cycle

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.

Knowledge and skills Examples of situations, activities


related And resources for the student
Present, describe: events, activities Sharing resources, managing
Past, personal experiences. Exchanges, support, co-build to
Production.
Telling oneself: origin, family, travel,
Imaginary, projects. Debate from a compilation of points of view and
arguments.
Explain to others a cultural fact.
To put in a voice, to interpret, to sing, to
Express your personal opinion on a Theater scene to build confidence in
Work, a fact of society, and argue. Self, fluency in speaking.
Formulating assumptions about content, Develop mental maps to memorize,
Event or future experience. Structure, synthesize, report.

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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Express your personal opinion.


Argue.
Make assumptions.
Explain.
The pronunciation is clearly intelligible even if a regional or foreign accent is sometimes
Perceptible and if pronunciation errors can still occur.

Writing and reacting to writing

Original French text:


Peut crire
Expected end of des expressions et phrases simples
cycle
isoles.

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.

Knowledge and skills Examples of situations, activities


related And resources for the student
Take notes / format and Resolving formal difficulties
Reformulate in an orderly manner. (Grammatical, lexical) encountered in
To summarize. Realize. Using various internal resources
Writing in response to a message or Or external (teacher, peers, resources
Situation. Digital, metalinguistic tools).
Write a story, an article, an advertisement. Keeping track of methodological tools
Linguistic studies in the classroom.
Write to the way of ... Collectively develop an audio guide for
Present an exhibition of student productions,
Of selected works for the history of the arts.

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.

Cultural and linguistic knowledge

As a follow-up to the cultural orientations of Cycles 2 and 3, four cultural


Summoned students who are confronted with gender and communication situations
Varied:
"Languages,
"School and society,
Travel and migration,
"Encounters with other cultures.

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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Lexicon related to cultural notions

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.

School and Society


Comparison of school systems. School and out-of-school activities. Discover the world of
job. Business cards.

Travel and Migration


School and tourist trips. Exile, migration and emigration. The imaginary, the dream, the fantastic.

Encounters with other cultures


Historical and geographical references. Historical and architectural heritage. Inclusion and exclusion.

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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Establish contacts between languages

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.

Crossings between teachings

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).

This work can be carried out in language teaching experiments, through


Such as "the teaching of a subject integrating a foreign language" (CLIL) and rely on
Digital teaching resources available in several languages (eg Mto France, Bri-
Tish Council, Edumedia, Science Kids, art history ...). It is possible to envisage exchanges
Via the eTwinning platform or to set up an exchange with institutions from other countries.

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.

Information, communication, citizenship

"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.

Ecological transition and sustainable development

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.

Culture and artistic creation


"In connection with the visual arts, French, history and geography, music education, history
Arts.
Intercultural currents and influences, artistic languages, heritage and contemporary works
porary.

"In connection with French, music education.


Accents, intonation patterns, expressive elements of speech, rhythm, articulation.

Economic and professional world

In connection with French, technology.


Discovery of the world of work; Comparison of professional worlds from one country to another or
From one region to another, narratives of experiences.

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