PROGRESSION CM2 ANGLAIS (en gras ce qui est …€¦ · PROGRESSION CM2 ANGLAIS ... animaux/aliments au cours d'activités d'entraînement et de mémorisation à partir des images

FORMULATION ELEVE FORMULATION ENSEIGNANT LEXIQUE & CULTURE

REAGIR ET DIALOGUER

Hello! Hi!

Good morning!

Good afternoon!

Good evening!

Good night!

Hello! Hi!

Good morning!

Good afternoon!

Good evening!

Good night!

My name is … .

What is your name?

What is your name?

My name is … .

I am … .

How old are you?

How old are you?

I am … . 1 ... 100

I live in … .

Where do you live?

Where do you live?

I live in … . épeler le nom de la ville.

My address is ...

What is your address?

My address is ...

What is your address? épeler le nom de la ville, de la rue...

My phone number is ...

What is your phone

number?

My phone number is ...

What is your phone

number? 0 ... 9

Where are you from?

I am from ... (nom du

pays).

Where are you from?

I am from ... (nom du

pays).

France / the United Kingdom ou

simplement UK / England / Wales /

Scotland / Northern Ireland par

exemple. Pays européens proches ...

Where is ... (city)?

... (city) is in ... (country).

Where is ... (city)?

... (city) is in ... (country).

France / the United Kingdom ou

simplement UK / England / Wales /

Scotland / Northern Ireland par

exemple. Pays européens proches ...

My birthday is in

(month).

When is your birthday?


My birthday is in

(month). months

PROGRESSION CM2 ANGLAIS (en gras ce qui est nouveau pour l'élève)

Se presenter : repondre aux questions posees en donnant son nom, son age, le lieu ou l’on vit, son adresse, son numéro de téléphone, sa

date d'anniversaire et poser les questions correspondantes.

CPLVE DSDEN57 PROGRESSION CM2 1



My birthday is on (the

third of May / May the

third).



My birthday is on (the

third of May / May the

third).

mois

nombres ordinaux

This is … .

Who is this?

Who is this?

This is … . donner le nom de la personne.

This is my ... (family) .

Who is this?

Who is this?

This is … .

my + mother - father - brother -

sister - grandmother - grandfather -

aunt - uncle - stepfather -

stepmother - half brother - half sister

...

His/Her name is ...

What's his/her name?

What's his/her name?

His/Her name is ...

He/She is ... .

How old is he/she?

How old is he/she?

He/She is ... . 1 ... 100

He/She is ... (tall/short -

thin / fat - beautiful /

ugly - young / old ...)

What does he/she look

like?


like?

He/She is ... (tall/short -

thin/fat - beautiful /

ugly - young / old...)

tall / short - thin / fat - beautiful /

ugly - young / old ...

He/She has got (colour)

hair.


eyes..


like?


like?


hair.


eyes..

blond / red / dark / black /

blue / brown / dark / hazel / grey /

green

What are you wearing?

I am wearing ...

What are you wearing?

I am wearing ... clothes

Presenter quelqu’un : interroger sur l’identite et quelques caracteristiques d'une ou plusieurs personnes ; utiliser des formules adaptees

pour repondre en donnant quelques détails sur leur apparence, leur âge, etc.




What is he/she wearing?

He/She is wearing ... .

What is he/she wearing?

He/She is wearing ... . clothesWhat is your teacher's

name?

His/Her name is ... .

What is your teacher's

name?

His/Her name is ... .What si your email

address?

It is ... @... .fr

What si your email

address?

It is ... @... .fr

.fr pour la France, .co.uk pour le

Royaume Uni, .de pour l'Allemagne...

How are you? How are you?

I am fine, thanks.

I am not very well.

I am tired!

I am sick!

I'm bored!

I'm ill!

...

I am fine, thanks.

I am not very well.

I am tired!

I am sick!

I'm bored!

I'm ill!

... but ...

Happy Birthday, … ! Happy Birthday, … !

Merry Christmas! Merry Christmas!

Happy New Year! Happy New Year!

Happy Easter! Happy Easter!

Have a nice week-end!

See you on Monday!

See you on Monday!

Have a nice week-end!

Demander a quelqu’un de ses nouvelles et donner de ses nouvelles et reagir :

interroger et savoir porduire une réponse composée de deux éléments coordonnés en mobilasant le vocabulaire acquis.

Formuler des souhaits : anniversaire, Noel, nouvelle annee, Paques, bon week-end.




Good bye! Good bye!

Thank you. Thank you.

Please… Please…

Sorry! Sorry!

I am sorry,

Sir/Miss/Mrs/Name!

I am sorry,

Sir/Miss/Mrs/Name!

Sorry, I'm late!

N.A.M.E N.A.M.E alphabet

Are you ... ?

Yes, I am. / No, I'm not.

Are you ... ?

Yes, I am. / No, I'm not.

prénoms / âge / boy - girl / hungry -

thirsty ...

Yes, it is. / No, It isn't.

Is it a / an ... ?

Is it a /an ... ?

Yes, it is. / No, It isn't.

couleurs / animaux / aliments... Au

cours des activités d'entraînement,

de mémorisation...

Yes, I have. /

No, I haven't.

Have you got a/an ... ?


Yes, I have. /

No, I haven't.

matériel de classe / ou

animaux/aliments au cours

d'activités d'entraînement et de

mémorisation à partir des images

distribuées.There are … … .

There is one … / none.

How many … are there ?

How many … are there?

There are … … .

There is one … / none.

It is … (colour).

What colour is it?

What colour is it?

It is … (colour).

It is a/an … .

What is it?

What is it?

It is a/an … .

Utiliser des formules de politesse : prise de conge, remerciement.

Presenter des excuses : utiliser les formulations étudiées.

Epeler des mots familiers : prénom, nom, mot connu, courte expression.

Repondre a des questions et en poser sur des sujets familiers : formuler des questions et différentes formes de réponses pour exprimer les

gouts, la possession, le temps météorologique, la localisation, l'heure (toutes les heures) et le prix.




My favourite … is … .

What is your favourite

… (food/drink/colour/

number/animal/pet ...?


… (food/drink/colour/

number/animal/pet ...?




(day/number/month/se

ason/festival...?


(day/number/month/se

ason/festival...?




(book/film...)?

Who is your favourite

(singer/actor-

actress/group ...)?


(book/film...)?

Who is your favourite

(singer/actor-

actress/group ...)?


Yes, please.

No, thank you.

Yummy! / Yuk!

What about some … ?

What about some … ?

Yes, please.

No, thank you.

Yummy! / Yuk!

… is in the … .

Where is … ?

Where is … ?

… is in the … .

rooms : kitchen/bedroom/bathroom/

livingroom/garden/attic/...

... is (in/on/behind/in

front of/ next to/under)

the (furniture).

Where is ... ?

Where is ... ?

... is (in/on/behind/in

front of/ next to/under)

the (furniture).

in/on/behind/in front of/ next

to/under

bed/sofa/chair/table/carpet/window

/door/desk/...

It is … .

What is the date today?

What is the date today?

It is … .

Yes, I do. / No, I don't.

Do you like ... ?

Do you like ... ?

Yes, I do. / No, I don't. couleurs / aliments /animaux




It is + sunny / rainy /

foggy / windy / cloudy...

What is the weather like

in London?

What is the weather

like in London?

It is + sunny / rainy /

foggy / windy / cloudy...

capitales de pays proches (London /

Paris / Berlin / Brussels / Amsterdam

/ Luxemburg)

It is ... o'clock.

What time is it?

What time is it?

It is ... o'clock.

1 ... 12

a.m / p.m

midday / midnight

What time is it?

It is ... o'clock.

What time is it?

It is ... o'clock.

It is ... o'clock.

It's half past ... .

It's a quarter past / to ... .

It's ten forty...

Yes,I have./No I haven't.



Yes,I have./No I haven't.

computer/television or

TVset/playstation/teddy

bear/bike/mp3 player/smartphone/...

It's (number)

pounds/dollars ans

(number) pence/cents.

How much is it?

How much is it?

It's (number)

pounds/dollars ans

(number) pence/cents.

numbers 1 ... 100

pounds and pence

dollars and centsI ... at ... .

At what time do you

get up / go to school

/....?

At what time do you get

up / go to school /....?

I ... at ... . school/home/to bed/...

…, please.

… or … ?

… or … ?

…, please.

Can I have a ... , please?

Thank you.

Here you are.

You're welcome.

Here you are.

You're welcome.

Can I have a ... , please?

Thank you.

matériel scolaire / aliments /

lexique sur images lors d'activités

(the red bird...)

Can you repeat, please?

All right.

Can you repeat, please?

All right.

Repondre a des questions et en poser sur des besoins immédiats : formuler des questions et des réponses pour proposer quelque chose,

effectuer un choix, donner et recevoir quelque chose, demander de répéter.




Can you spell it, please?

Thank you.

Can you spell it, please?

Thank you.

Can you ... ?

Yes, I can. / No, I can't.

Can you ... ?

Yes, I can. / No, I can't. swim / fly / run / dance / jump ...

Can you play ... ?


Can you play ... ?

Yes, I can. / No, I can't. tennis / football / golf / badminton ...

Can you ... ?


Can you ... ?


hobbies : cook / knit / sew / paint /

sing / play chess / play video games

/ do jigsaw puzzles / play cards ...

My ... Hurts / hurt.

Where does it hurt?

Where does it hurt?

My ... Hurts / hurt. head/tooth/teeth/hand/leg/nose...

I am at ... (places).

Where are you?

Where are you?

I am at ... (places).

school/home/the library/the

cinema/the post office/ the police

station/...

I am going to ... (places).

Where are you going?

Where are you going?

I am going to ... (places).

school/home/the library/the

cinema/the post office/ the police

station/...




COMPRENDRE A L'ORAL

Sit down!

Stand up!

Be quiet!

Repeat!

Take a … (school things)

Come here!

Don't …!

Close/Open your eyes!

Shut/Open the door!

Let's sing/play!

Come on, join in!

Point to …!

Fold ...

Colour ... ... !

Stick ... ... ... !

Draw ... !

Look!

Listen!

It's your turn!

Open/Close your book!

selon les consignes

utilisées pour les activités menées

Comprendre les consignes de classe : l'ensemble des consignes utilisées en classe.




Well done!

Try again!

Well done!

Try again!

My name is … .

I am … (years old). 1 ... 20

I live in … .

capitales de pays proches (London /

Paris / Berlin / Brussels / Amsterdam

/ Luxemburg)

I've got a/ two ...

brother(s) / sister(s).

I can play ...

sports anglo-saxons : tennis / golf /

cricket / football / rugby / handball

I can ...

activités sportives : ride a bike / ride

a horse / rollerskate / skate / juggle /

dance / climb a rope / box ...

I can ... (hobbies).

hobbies : cook / knit / sew / paint /

sing / play chess / play video games

/ do jigsaw puzzles / play cards ...

I like ... I don't like ...

(hobbies) ...ing.

hobbies : cooking / knitting / sewing

/ painting / singing / playing chess /

playing video games / doing jigsaw

puzzles / playing cards / reading /

writing / listening to music /

watching television / cleaning my

room / ...

Comprendre des mots familiers et des expressions tres courantes relatifs a soi-meme et à sa famille exprimés lentement et distinctement :




I love ... I hate ...

(hobbies) ...ing.

hobbies : cooking / knitting / sewing

/ painting / singing / playing chess /

playing video games / doing jigsaw

puzzles / playing cards / reading /

writing / listening to music /

watching television / cleaning my

room / ...

I love ... I hate ...

(activités sportives)

...ing.

activités sportives : cycling / horse

riding / skating / roller skating / ice

skating / juggling / climbing ropes /

boxing ...

Describe XXX /him / her. clothes/ colours

Describe XXX /him / her. face : eyes / hair ...

He / She is ... .

tall / short - thin / fat - young / old -

beautiful /ugly -...

He/She's got ... Hair and

... eyes.

hair / eyes

colours

He/She is wearing ... .

vêtements

couleurs




Clap your hands!

Raise your hand!

Touch something …

(colour)!

Shake your … !

Nod your head!

Bend your knees!

Put your (finger/hand)

(on/in/under) your

(head/nose...)!

Throw the dice.

Miss a turn.

Turn the card over.

Pick up a card.

selon les activitées menées,

parties du corps :

head/hand/finger/nose/mouth/arm/

leg/foot/belly/back...

ALBUMS : exemples ALBUMS

From Head To Toe Eric CARLE

Mr Wolf's Week Colin HAWKINS

Suivre des instructions courtes et simples : suivre les instructions données couramment en classe ainsi que celles relatives

aux directions.

Suivre le fil d’une histoire simple : comptines, chansons, courtes œuvres de litterature jeunesse adaptees a son age,

avec les aides appropriées.




PARLER EN CONTINU

Five Little Inuits

I Eat

The Pancake

Incy Wincy Spider

What Do You Do At 6 o'clock?

Good Morning Mr Key

Old Mc Donald

Happy Birthday

Today

Calendar Song

Start The Day With A Smile

Twelve Months In A Year

Days Of The Week

Head And Shoulders

If You're Happy

My House

Last Week

Red And Yellow

The Mulberry Bush

Reproduire un modele oral : comptines et chansons, date (jour, mois, année), très courtes annonces.

Nursery rhymes / Poems

Songs / Chants




My name is … . My name is … .

I am … years old . I am … years old .

I live in … . I live in … .

I've got a ... . (pets) I've got a ... . (pets)

pets : cat/dog/goldfish/bird/hamster /

parrot/snake...

I like ... . (sports) I like ... .


cricket / football / rugby / handball ...

I can ... . I can't ... . I can ... . swim / fly / run / dance / jump ...

I am ... (nationalities). I am ... (nationalities). France + pays anglophones

On (day), I play ...

(sports) / I go

(swimming...).

On (day), I play ...

(sports) / I go

(swimming...).


cricket / football / rugby / handball

sports américains : baseball / hockey

/ basket ball /

activités de loisirs : swimming /

fishing / horse riding / ice skating /

selon les modules menés

Lire à voix haute de manière expressive un texte bref de cinq phrases après répétition (extrait de discours, de poèmes, de contes ou

d'albums)

Raconter une histoire courte et stéréotypée travaillée en classe.

Utiliser des expressions et des phrases proches des modeles rencontres lors des apprentissages pour se decrire, décrire des activités, parler

de ses activités




LIRE

Alphabet A B C D ... A B C D ... A B C D ...

Listen and tick /

Tick or cross /

Circle / Number /

Read and match /

Put the pictures in the

right order / Draw

Listen and tick /

Tick or cross /

Circle / Number /

Read and match /

Put the pictures in the

right order / Draw

Dear ...

Love from ...

Dear ...

Love from ...

Name : XXX

First name : XXX

Age : X

Address : XXX

Name :

First name :

Age :

Address :

ordonner les lignes

données mélangées,

collectivement puis

individuellement.

ordonner les lignes

données mélangées,

collectivement puis

individuellement.

Associer images et

phrases pour les

ingrédients par

exemple.

Comprendre des textes courts et simples (au moins cinq phrases) en s'appuyant sur des éléments connus :

consignes, lettres, cartes postales, messages électroniques, comptines, chansons, questionnaires, prospectus, pages web, recettes...





invitations

menus

listes de courses

enquêtes, tableaux à double entrée...

Se faire une idée du contenu d'un texte informatif simple accompagné d'un document visuel : messages, enquêtes, tableaux à double

entrée, menus, listes de courses, cartes et plans





ECRIRE

salutations, souhaits.

listes de courses

comptines, poèmes.

message électronique simple

courte carte postale

formules magiques

portrait mystère

bulles de BD

nourriture et boissons

matériel de classe

couleurs

Ecrire sous la dictée des expressions connues.

En référence à des modèles, écrire un message électronique simple ou une courte carte postale, des formulettes ou un poème

(au moins cinq phrases).

Renseigner un questionnaire simple, comportant des formulations étudiées (par exemple, donner des informations sur ses goûts, sur ses

activités ...).

Produire de manière autonome au moins cinq phrases sur soi-même, sur des personnages réels ou imaginaires.





Copier des mots isolés et des textes courts étudiés à l'oral : salutations, souhaits, comptines, poèmes, listes de courses ...


Documents

PROGRESSION CM2 ANGLAIS (en gras ce qui est …€¦ · PROGRESSION CM2 ANGLAIS ... animaux/aliments au cours d'activités d'entraînement et de mémorisation à partir des images