By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.

By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.

By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.

By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.

By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.

By the end of MS & GS levels, learners are generally able to:

• Expanded vocabulary on familiar topics: family, animals, clothing, food, weather, emotions, parts of the body, school items.
• Simple sentence structures (e.g., J’ai un chat, Il fait beau, Je m’appelle…)
• Understanding and following classroom instructions in French.
• Introducing oneself and others, asking and answering simple questions (e.g., Comment tu t’appelles ?, Quel âge as-tu ?)
• Recognizing and using numbers (up to 20 or 30), days of the week, and basic time expressions.
• Participating in songs, chants, and short dialogues.
• Beginning to recognize French sounds and letters, especially if literacy is introduced in their native language.
• The focus remains on oral comprehension and expression, with gradual exposure to reading and writing if appropriate for their development and school program.