The nature of the learning process for languages in all the skills and abilities are continually related and so the contents below are all worked on together. The linguistic content is subdivided in function of language, grammar and vocabulary.

 Language functions

 Social function 

• Establish contact with people: greet and respond to greetings. Welcome people.
• Say goodbye.
• Introduce yourself and others.
• Apologise.
• Give thanks.

 Informative function 

• Identify yourself and others. Ask for and give personal information (name, age, profession, address, nationality, civil status, family situation, customs, tastes, holidays). Describe somebody’s physical appearance.
• Ask for and give information about places (situation, characteristics, etc.).
• Ask for and give information about time: the time, timetables, dates, duration of an activity.
• Ask for and give information about a present, past or future event.

 Expressive function

• Express satisfaction or insatisfaction.
• Express preference.
• Express desires.

• Ask questions and express the wish or desire to do something.
• Shoe the possibility or impossibility of doing something.
• Suggest an activity.

 Metalinguistic function 

• Ask and tell how to say or pronounce words in French
• Ask and tell how to spell a word and which graphic signs are required (accents, apostrophes, commas, full stops, hyphens, etc.)
• Ask to have spoken communication respected, to speak more slowly or louder.
• Ask for the meaning of a word or expression.

Grammatical content

 Students should be able to recognise and use the following grammatical structures properly:

 Determinant

• Definite articles: le, la, les.
• Indefinite articles: un, une, des.
• Contractive articles: au, aux, du, des.
• Partitive articles: du, de la, de l’, des (introduction).

 Adjectives 

• Demonstratives: ce, cet, cette, ces.
• Possessives: mon, ton, son and their agreements.
• Numerals: cardinals and ordinals.
• Exclamations and interrogatives: quel, quelle, quels, quelles.

Nouns and adjectives 

• Noun: gender and number.
• Qualificative adjectives: agreement.

• Simple present tense of regular and irregular verbs.
• Passé composé of regular and irregular verbs (introduction).
• Auxiliary verbs être and avoir.
• Present conditional (courtesy).
• Verbs of possibility (pouvoir + inf.), and the near future (aller + inf.).

• Of quantity (beaucoup, peu, assez, très, trop).
• Of frequency: (souvent, toujours...).
• Of judgement (bien, mal).
• Of time.
• Of place.
• Of affirmation or negation.

 Pronouns 

• Personal pronouns as subjects: je, tu, il, elle, on.
• Personal pronouns as direct objects : le, l’, la, les.
• Reflexive pronouns: me, te, se, nous, vous.
• Tonic pronouns and pronouns of preposition: moi, toi, lui, elle.

Basic conjunctions 

• Coordination: et.
• Opposition: mais, ou.

Prepositions 

• Of place: à, en, dans, devant, entre, sur.
• Of time: en, à, après, avant.

Vocabulary

The vocabulary content is based around the following areas: presentations (professions, nationality, family, description of people), tastes, entertainment and sports, everyday activities and leisure activities, description of places (neighbourhood, city, house) holidays, tourist trips, transport, climate, accommodation, shopping, food and drink.

In this subject:

• Classes include a gender perspective to promote equality between women and men and avoid producing gender stereotypes.
• Strategies to promote the participation of women in the classroom are used and they promote equal gender relations.
• Knowledge of the social and cultural differences between men and women and gender inequalities in the structure of society and in cultural production is offered.
• Knowledge is also offered on sexual and emotional diversity, gender identity and expression, knowledge and reflection on feminist thought and movements, the history ofmovements for womern’s rights, its evolution and critical repercussions in society, culture and philosophical and scientific thought, and the knowledge of the values of gender equality in professional practices.
• Non-sexist and non-androcentric language is used in written, visual and audiovisual documents and other class materials. Since this is a langauge class specific resources are also provided in the language being studied for non-sexist language and critical reflection is encouraged on non-sexist language and its uses.