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CYCLE 3
Living languages
(Foreign or regional)
Skills worked
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
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Language Activities
Progressivity benchmarks
Level A1
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Level A2
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.
A2 level (intermediate level): The student is able to understand short, simple texts.
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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
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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
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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
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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.
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.
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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Page 9 ROUND 3 LANGUAGES (FOREIGN OR REGIONAL)
Lexicon
Possess an elementary repertoire of single words, simple expressions and cultural elements for
Information about the person, the daily needs, the environment ...
Have limited control over a few simple grammatical structures and forms belonging to a
Stored directory.
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 ...);
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.
Intonation
Perceive and restore intonation patterns: the characteristic intonation of the different types
statements.
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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