FSL Planning Resource for core French (A1-A2)

Oral-focussed, skill-based, situational, action-oriented

Key Skills
➔ Listen, speak, interact, understand, read, write (curriculum).
➔ Identify, ask, answer, describe, use, express, compare, invite, agree and disagree.

Fundamental / Embedded Skills

● I can greet someone, introduce myself, and introduce others.
● I can demonstrate politeness (eg. Monsieur, Madame, eye contact, merci, s’il te plaît,
pardon?).
● I can express basic needs (eg. bathroom, help, I would like, where is...?) and seek
permission.
● I can use gestures, simple expressions and questions to demonstrate my understanding or
ask for clarification.
● I can express a preference for something (eg. j’aime, je n’aime pas).
● I can understand and use the alphabet to spell names or clarify a word.
● I can give and accept simple apologies.
● I can understand and use key questioning words (eg. qui, quand, pourquoi, comment, où,
quel).
● I can understand when someone is asking a question or making a statement.
● I can understand when someone is speaking in the first, second or third person.
● I can understand when someone is speaking in the past, present, or future tense.
● I can retell key events in a text, story or situation I have heard or read.
● I can use simple phrases to react to situations and discussions (eg. ce n’est pas vrai, ah
oui?).

Situational / Action-oriented
● I can ask and answer questions in order to share information about myself and gather
information about others (eg. age, grade, school) / complete a simple form.
● I can identify, speak about, and introduce my friends and members of my family and my
pets.
● I can identify colours and sizes (eg. petit, grand) in order to describe items / sort items /
express preferences for items.

Compiled by Bruce Emmerton (@BruceEmmerton) from various resources, workshops, #fslchat. Special thanks to the Barrie Region
CEFR Project. Updated Feb 2022.
● I can identify the day, date, month and year in order to identify key events / make plans
with friends / identify birthdays / speak about the passage of time (e. demain, hier).
● I can identify items around the classroom in order to ask for supplies / match an action to
a required items (eg. pour couper il faut des ciseaux) / share items within my class.
● I can identify areas and people around the school in order to give a tour of my school /
identify where I have been or where I am going / identify people by their job (eg. directrice,
enseignant, concierge).
● I can identify major events, holidays and related symbols in order to describe my family
traditions and celebrations / provide timely greetings / ask others about their celebrations.
● I can identify and describe the seasons in order to speak about favourite activities and
holidays / speak about equipment and clothing for each season.
● I can use numbers and simple adjectives in order to express quantities (eg. beaucoup, peu
de) / count and estimate the number of items.
● I can use numbers in order to express time / discuss and schedules / describe key events in
the school day / discuss the duration of events / plan an event with friends.
● I can identify animals in order to express my preferences / sort animals by habitat / plan a
trip to the zoo / discuss animals as pets / describe physical and behavioral characteristics
(eg. poils, griffes, féroces, rapides).
● I can identify pieces of clothing in order to describe a lost item / point out people in a crowd.
● I can identify weather conditions in order to choose appropriate clothing and equipment for
outdoor activities / keep a weather journal and graph simple data / react to and predict
weather conditions.
● I can identify common foods in order to express preferences / assist with creating a menu
for my family / read a menu and order items in a restaurant.
● I can identify and describe where I live in order to speak about my neighbourhood / identify
key institutions in my city (eg. firehall, church) / describe features of my neighbourhood (eg.
le parc, le trottoir, mes voisins).
● I can identify areas of buildings and houses in order to identify the location of people and
items / give a tour of my home / describe my bedroom / illustrate a map or drawing of my
building.
● I can identify common activities in order to describe the sports I enjoy / teams and clubs to
which I belong / instruments I play / activities I enjoy with my friends and family / invite
someone to do an activity with me.
● I can use numbers to express currency in order to ask and react to prices (eg. cher) / keep
track of savings / make simple purchases.

Compiled by Bruce Emmerton (@BruceEmmerton) from various resources, workshops, #fslchat. Special thanks to the Barrie Region
CEFR Project. Updated Feb 2022.
● I can use numbers in order to measure and describe distance, weight, height, and
dimensions / describe and compare item size / chart measurement data / compare my
height to others.
● I can identify parts of my body in order to express when I am injured or hurt.
● I can identify emotions and states of being in order to express how I am feeling / ask how
others are feeling / advocate for others (eg. il est triste).
● I can identify methods of transportation in order to discuss my past and future trips / talk
about how I get to school / plan a trip with my family / use public transportation.
● I can identify key characteristics of people in order to describe and point out people by
height, hair colour and style, eye colour, skin colour, gender identity.
● I can understand and use common prepositions in order to describe the location of people
and items (eg. sur, au coin de, entre) / try to locate a missing item (eg. sur l’étagère, dans
mon pupitre) / provide directions to a location / ask for directions.
● I can identify adjectives in order to comment and express opinion on beauty (eg. beau,
jolie), engagement (eg. amusant, ennuyant, facile), and sound (bruyant, calme).
● I can identify common adjectives to describe and react to food choices (eg. croquant,
sucré).
● I can identify professions and workplaces in order to speak about future aspirations / the
jobs of people I know / describe job sectors which interest me (eg. les affaires, la santé).
● I can speak about responsibilities I have at home / tasks and chores I enjoy and those I do
not enjoy.
● I can identify provinces, countries and continents in order to discuss where I have
travelled / where I want to travel / identify French-speaking countries.

Compiled by Bruce Emmerton (@BruceEmmerton) from various resources, workshops, #fslchat. Special thanks to the Barrie Region
CEFR Project. Updated Feb 2022.