Children & Junior Classes

By the end of this level, learners are generally able to:

• Basic greetings and introductions (e.g., Bonjour, Au revoir, Ça va ?)
• Numbers (usually 1 to 10)
• Colors and shapes
• Simple classroom instructions (e.g., Écoute, Regarde, Assieds-toi)
• Common vocabulary such as animals, family members, toys, and body parts
• Songs and nursery rhymes in French
• Expressing basic needs or preferences with short phrases (e.g., Je veux, J’aime)

Pace: Regular

By the end of this level, learners are generally able to:

• Basic greetings and introductions (e.g., Bonjour, Au revoir, Ça va ?)
• Numbers (usually 1 to 10)
• Colors and shapes
• Simple classroom instructions (e.g., Écoute, Regarde, Assieds-toi)
• Common vocabulary such as animals, family members, toys, and body parts
• Songs and nursery rhymes in French
• Expressing basic needs or preferences with short phrases (e.g., Je veux, J’aime)

Pace: Regular

By the end of this level, learners are generally able to:

• Basic greetings and introductions (e.g., Bonjour, Au revoir, Ça va ?)
• Numbers (usually 1 to 10)
• Colors and shapes
• Simple classroom instructions (e.g., Écoute, Regarde, Assieds-toi)
• Common vocabulary such as animals, family members, toys, and body parts
• Songs and nursery rhymes in French
• Expressing basic needs or preferences with short phrases (e.g., Je veux, J’aime)

Pace: Regular

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.

Pace: Regular

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.

Pace: Regular

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.

Pace: Regular

By the end of this level, learners are generally able to:

• Introduce themselves and others (e.g., Je m’appelle Marie. Voici mon ami Paul.)
• Ask and answer simple questions about personal details (e.g., Tu as quel âge ?, Tu habites où ?)
• Understand and give basic information about themselves and their environment (e.g., J’ai un chien. J’habite à Londres.)
• Follow simple instructions and classroom language (e.g., Prenez vos cahiers. Écoutez. Répétez.)
• Talk about daily routines and preferences (e.g., J’aime le chocolat. Je me lève à 7 heures.)
• Recognize and use common vocabulary related to:
• Family and friends
• Numbers, colors, and days of the week
• School, food, clothes, animals, and weather
• Parts of the body and emotions
• Begin reading and writing short, simple texts, such as filling out a basic personal profile, labeling pictures, or writing a few short sentences about themselves.
• Understand simple listening texts, especially when supported by visuals and context.

Pace: Regular

By the end of this level, learners are generally able to:

• Introduce themselves and others (e.g., Je m’appelle Marie. Voici mon ami Paul.)
• Ask and answer simple questions about personal details (e.g., Tu as quel âge ?, Tu habites où ?)
• Understand and give basic information about themselves and their environment (e.g., J’ai un chien. J’habite à Londres.)
• Follow simple instructions and classroom language (e.g., Prenez vos cahiers. Écoutez. Répétez.)
• Talk about daily routines and preferences (e.g., J’aime le chocolat. Je me lève à 7 heures.)
• Recognize and use common vocabulary related to:
• Family and friends
• Numbers, colors, and days of the week
• School, food, clothes, animals, and weather
• Parts of the body and emotions
• Begin reading and writing short, simple texts, such as filling out a basic personal profile, labeling pictures, or writing a few short sentences about themselves.
• Understand simple listening texts, especially when supported by visuals and context.

Pace: Regular

By the end of this level, learners are generally able to:

• Introduce themselves and others (e.g., Je m’appelle Marie. Voici mon ami Paul.)
• Ask and answer simple questions about personal details (e.g., Tu as quel âge ?, Tu habites où ?)
• Understand and give basic information about themselves and their environment (e.g., J’ai un chien. J’habite à Londres.)
• Follow simple instructions and classroom language (e.g., Prenez vos cahiers. Écoutez. Répétez.)
• Talk about daily routines and preferences (e.g., J’aime le chocolat. Je me lève à 7 heures.)
• Recognize and use common vocabulary related to:
• Family and friends
• Numbers, colors, and days of the week
• School, food, clothes, animals, and weather
• Parts of the body and emotions
• Begin reading and writing short, simple texts, such as filling out a basic personal profile, labeling pictures, or writing a few short sentences about themselves.
• Understand simple listening texts, especially when supported by visuals and context.

Pace: Regular

By the end of this level, learners are generally able to:

• Introduce themselves and others (e.g., Je m’appelle Marie. Voici mon ami Paul.)
• Ask and answer simple questions about personal details (e.g., Tu as quel âge ?, Tu habites où ?)
• Understand and give basic information about themselves and their environment (e.g., J’ai un chien. J’habite à Londres.)
• Follow simple instructions and classroom language (e.g., Prenez vos cahiers. Écoutez. Répétez.)
• Talk about daily routines and preferences (e.g., J’aime le chocolat. Je me lève à 7 heures.)
• Recognize and use common vocabulary related to:
• Family and friends
• Numbers, colors, and days of the week
• School, food, clothes, animals, and weather
• Parts of the body and emotions
• Begin reading and writing short, simple texts, such as filling out a basic personal profile, labeling pictures, or writing a few short sentences about themselves.
• Understand simple listening texts, especially when supported by visuals and context.

Pace: Regular

By the end of this level, learners are generally able to:

• Introduce themselves and others, and ask and answer questions about personal details (e.g., Comment tu t’appelles ? Où habites-tu ? Tu as des frères et sœurs ?)
• Talk about their daily life: school, hobbies, routines, likes and dislikes (e.g., Je vais à l’école à huit heures. J’aime jouer au foot.)
• Describe people, animals, and objects using simple adjectives (e.g., Il est grand et gentil. C’est un petit chien blanc.)
• Use common verbs in the present tense (e.g., avoir, être, aimer, aller, faire, parler)
• Understand and give simple directions and instructions (e.g., Va tout droit. Ouvre ton livre. Écoute bien.)
• Talk about the weather, seasons, dates, and celebrations
• Ask and answer questions about quantities, prices, or preferences in basic role-play situations (e.g., in a shop, at a café)
• Read and understand short texts such as personal profiles, messages, postcards, or simple stories
• Write short sentences and simple paragraphs about familiar topics (e.g., Ma famille, Mon animal préféré, Une journée à l’école)

Pace: Regular

This is a beginner-level class designed for students who have never taken French before
Following A1.0 class, students will be at A1 level
Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand short and slow speech on familiar topics
• Recognize common words in everyday contexts (e.g., at school, at home, in town)
• Introduce themselves and others (e.g., Je m’appelle Sam. Voici mon ami Max.)
• Ask and answer simple questions about personal details: age, nationality, family, school, hobbies (e.g., Quel âge as-tu ?, Tu aimes le sport ?)
• Participate in short interactions (e.g., Je voudrais une pizza, s’il vous plaît.)
• Describe people, places, and things using basic adjectives and expressions (e.g., Il est grand. C’est une petite ville.)
• Read and understand short texts such as personal profiles, simple emails or messages, descriptions or short dialogues
• Fill out simple forms or write short personal texts (e.g., about themselves, their family, a typical day)
• Use short phrases structures to write descriptions or messages (J’ai deux sœurs. J’aime le foot.)
• Use of present tense of regular and common irregular verbs (être, avoir, aller, faire), definite and indefinite articles, basic question and negation forms, common nouns, adjectives, prepositions, and connectors (et, mais, parce que)

Pace: Regular

By the end of each level, learners are generally able to:

• Understand short, clear messages, announcements, or conversations on familiar topics (at school, in shops, with friends)
• Identify the main ideas in a simple conversation or audio clip when spoken slowly and clearly
• Express personal opinions, preferences, and experiences (e.g., Je préfère les films d’action. J’ai visité Paris l’année dernière.)
• Ask and answer questions in short conversations, such as: making plans (e.g., Tu veux aller au cinéma ?), giving directions (e.g., Tourne à gauche, puis va tout droit.), shopping or ordering food (e.g., Je voudrais un sandwich au fromage, s’il vous plaît.)
• Describe: daily routines and habits, past events using the passé composé, future intentions using aller + infinitive
• Read and understand short texts like: emails, notes, short articles, blogs, brochures, descriptions of people, places, activities, and events
• Extract key information from signs, timetables, menus, or advertisements
• Write short, connected texts on familiar topics, such as: personal introductions, descriptions of a person, place, or event, simple stories in the past, mails or messages to friends
• Use of present, passé composé, and near future (futur proche) tenses, reflexive verbs and common irregular verbs, expressions of frequency, time, and quantity, comparative and superlative forms, coordinating and subordinating conjunctions (parce que, quand, ensuite, après)

Pace: Regular

By the end of each level, learners are generally able to:

• Understand short, clear messages, announcements, or conversations on familiar topics (at school, in shops, with friends)
• Identify the main ideas in a simple conversation or audio clip when spoken slowly and clearly
• Express personal opinions, preferences, and experiences (e.g., Je préfère les films d’action. J’ai visité Paris l’année dernière.)
• Ask and answer questions in short conversations, such as: making plans (e.g., Tu veux aller au cinéma ?), giving directions (e.g., Tourne à gauche, puis va tout droit.), shopping or ordering food (e.g., Je voudrais un sandwich au fromage, s’il vous plaît.)
• Describe: daily routines and habits, past events using the passé composé, future intentions using aller + infinitive
• Read and understand short texts like: emails, notes, short articles, blogs, brochures, descriptions of people, places, activities, and events
• Extract key information from signs, timetables, menus, or advertisements
• Write short, connected texts on familiar topics, such as: personal introductions, descriptions of a person, place, or event, simple stories in the past, mails or messages to friends
• Use of present, passé composé, and near future (futur proche) tenses, reflexive verbs and common irregular verbs, expressions of frequency, time, and quantity, comparative and superlative forms, coordinating and subordinating conjunctions (parce que, quand, ensuite, après)

Pace: Regular

By the end of this level, learners are generally able to:

• Understand the main points of clear, standard speech on familiar topics (school, free time, current events)
• Follow the main idea of short narratives, interviews, or news reports, especially with visual support
• Participate in conversations on familiar topics and exchange ideas, opinions, and experiences
• Describe dreams, hopes, and goals, briefly explain opinions, plans (Je voudrais devenir médecin parce que j’aime aider les gens.)
• Narrate stories and past experiences using appropriate tenses (e.g., passé composé, imparfait)
• Handle common real-life situations, such as: making arrangements, giving advice, expressing agreement or disagreement, making suggestions or hypotheses
• Understand texts dealing with topics of personal interest or general relevance (e.g., youth magazines, blogs, simple articles)
• Read and interpret opinions, arguments, or explanations in short texts or dialogues
• Write coherent, structured texts (150–180 words) such as: personal letters and emails, narratives and biographies, descriptions and comparisons, short essays expressing opinions with justification (e.g., À mon avis, il est important de recycler…)
• Confident use of: present, past (passé composé, imparfait), future, and conditional tenses, relative pronouns (qui, que, dont, où), direct and indirect object pronouns, complex sentences with conjunctions and clauses

Pace: Regular