Standard, Intensive, Easy-going… Choose a course to suit your objectives. Our team is here to help you make the right choices through a placement test and interview prior to enrolment. Clear course outcomes are designed according to your starting competency level.

Courses at the Alliance Française de Sydney are structured to satisfy the “Common European Framework of Reference for Languages” and offer an original approach to teaching, centred on the learner, in small groups, both in classrooms and language labs.

CLASS	Text book	Level AF Sydney
BEGINNER 1 BEGINNER 2 ELEMENTARY 1 ELEMENTARY 2	Connexion 1	1                                             2                                             3                                             4
INTERMEDIATE 1 INTERMEDIATE 2 ADVANCED 1 ADVANCED 2	Connexion 2	5                                             6                                             7                                             8
SUPERIOR 1 SUPERIOR 2 AUTONOME	Connexion 3	9                                            10                                            11

                                                               LEVEL DELF B1 / B2 - 352 hours

                                                          See below the program for each LEVEL   

Mixed Classes ?
In order to better adhere to the “Common European Framework of Reference for Languages”, our programs are organised according to 6 main grades: Beginners 1, Beginners 2, Elementary, Intermediate, Advanced and Superior.

The tables below outline the competencies that should be acquired in each level yet it is likely that the level 3/4 (Elementary) classes, 5/6 (Intermediate), 7/8 (Advanced) or 9/10/11 (Superior) will be created.

In these “mixed” classes the teacher adapts his/her teaching methods while acquiring a better knowledge of the competencies which are a priority for the group as whole and the teachers offers each student the opportunity to progress at his/her own pace; it is essentially a class project. However, in order to better focus on the learning of each student and to allow those who wish to move more quickly or to review the gaps in their knowledge, the teacher offers certain students free sessions with a tutor, in the language laboratory. 

The Student Evaluation Booklet:
Following your initial placement test you will receive a pedagogical booklet. This booklet outlines the competencies that should be acquired in each “Alliance level” or for each grade in the “Common European Framework of Reference for Languages”.
Your teacher will explain this booklet to you in more detail at the beginning of each session. It is essentially a learning contract.
Throughout the course of your studies you will be invited to consult this booklet and to verify with your teacher if the competencies have been attained completely or partially in the 5 linguistic areas: Writing, Reading, Listening, Spoken Interaction and Spoken Production.
Please retain your booklet as it is your logbook which will allow you to obtain valid attestations of your level throughout the world. 

 

                                                           See below the program for each LEVEL

    

                                                                                       .level 1

LISTENING	I can recognise words and structures, for example in public announcements and predictable instructions, if they are pronounced slowly, clearly and with examples.
READING	I can recognise names, numbers and familiar words in everyday situations. I can identify the function of certain usual texts of everyday life.
SPOKEN INTERACTION	I can give simple information using words or expressions. I can pronounce, with pauses, a limited number of words that are comprehensible to a French speaker.
SPOKEN PRODUCTION	I can make contact with someone, give greetings, spell and apologise. I can speak about myself.
WRITING	I can copy words or short messages, I can fill in forms. I can take down a dictation with words and numbers. I am able to leave a message for a friend.
GRAMMATICAL STRUCTURES	Verbs to be and to have and verbs ending in –er in the present tense. Definite and indefinite articles, participles. Negatives ne…pas – Oui/si
CULTURAL ASPECTS	Geography of France  - France in Europe

 

 

 

 

 

 

 

 

 

 

                                                                                       .level 2

LISTENING	I can understand basic sentences if someone speaks to me, articulating clearly and repeating them if requested. I can understand a positive or negative opinion.
READING	I can understand and use a calendar, an electronic message, a diary, a cinema programme and statistics. I can read and answer a riddle or guessing game.
SPOKEN INTERACTION	I can introduce myself and introduce someone else; talk about my tastes, speak about myself, indicate ownership. I can exchange ideas.
SPOKEN PRODUCTION	I know how to ask someone to do something politely, to suggest, to accept, to refuse an invitation, to ask or tell the time, to ask the price of something, to indicate the amount of something, to make an appointment.
WRITING	I know how to write a postcard, write a short dialogue, write a letter to a friend.
GRAMMATICAL STRUCTURES	Definite and indefinite articles 2 - Questions: Est-ce-que – Pronouns – Direct objects – The near future – Perfect tense 1
CULTURAL ASPECTS	French holidays French meals

 

                                                                                       .level 3

LISTENING	I can understand instructions to draw a map or to follow an itinerary. I can understand a French song with simple lyrics. I can understand the opinions of others.
READING	I know how to read a map and I can understand a short article on cultural topics or leisure activities.
SPOKEN INTERACTION	I know how to explain where I am, to ask or give directions. I can describe a place. My speech is slow but I make fewer pauses talking about familiar topics.
SPOKEN PRODUCTION	I can express the obligation to do something or the severity of something.  I know how to give orders, to advise or to tell someone not to do something.
WRITING	I have a vocabulary of around 400 words which allows me to correctly describe a place or to tell a simple story, distinguishing between the past and the present.
GRAMMATICAL STRUCTURES	Perfect tense 2 – The Imperative mood Demonstrative and possessive adjectives Y – complementary pronoun
CULTURAL ASPECTS	French people’s holidays Sorting and Recycling

 

                                                                                      . level 4

LISTENING	I can understand a sequenced story. I can understand situations of agreement and disagreement. I can follow a weather forecast.
READING	I can understand a survey. I can appreciate short extracts from French novels.
SPOKEN INTERACTION	I can describe the cause of an event, express my wishes and speak about the future. I can express myself using correct tenses.
SPOKEN PRODUCTION	I can communicate by telephone. I can describe the various steps of an action. I can talk about my daily routine.
WRITING	I can answer a survey. I can write a story or a biography based on given facts and precise information. I can write a letter in which I talk about past events.
GRAMMATICAL STRUCTURES	The interrogative using inversion – Reflexive verbs The simple future tense.
CULTURAL ASPECTS	The French and reading  - The French speaking world.

 

                                                                                       .level 5

LISTENING	I can identify different levels of language. I can understand the general meaning of French songs. I can understand differences in comparisons.
READING	I can understand relevant points in newspaper or magazine articles on music, art, advertising….
SPOKEN INTERACTION	I am able to compare objects, actions, attitudes. I can question someone on their tastes.
SPOKEN PRODUCTION	I know how to describe, in the present and past, actions that occur during a day. I can ask questions in different ways. I can ask and express an opinion, a judgement.
WRITING	I can write brief accounts of events or short articles. I can move from formal language to familiar language. I can use polite expressions.
GRAMMATICAL STRUCTURES	Formation of the imperfect tense – The subjunctive tense 1 Comparisions and superlatives.
CULTURAL ASPECTS	French songs  - Advertising

 

                                                                                       .level 6

LISTENING	I can understand information contained in a story, an anecdote or a project.
READING	I can understand technical articles, literary texts. I can read comics.
SPOKEN INTERACTION	I can express joy, discontent, demands or anger in a situation. I can use the correct tense when talking about different points in time.
SPOKEN PRODUCTION	I can express my goals, my concerns, or comfort someone. I can recall memories.
WRITING	I can develop a dialogue from illustrations. I can use the correct form of agreement in different parts of a sentence.
GRAMMATICAL STRUCTURES	The agreements of the past participle Formation of the pluperfect  - The past tenses
CULTURAL ASPECTS	Discrimination  - Low cost housing estates

 

                                                                                       .level 7

LISTENING	I can understand messages on answering machines. I can understand people who speak of their passions or their commitments. I can understand the different meanings of the conditional.
READING	I can understand signs, information on a website, personal experiences related in a chat room. I can follow written instructions.
SPOKEN INTERACTION	I can require someone to carry out an action or forbid an action, giving the cause or the consequences of an action. I can express conditions and hypotheses.
SPOKEN PRODUCTION	I can express my impressions, my sadness or my disappointment, reproach someone for doing something.  I can explain and justify my actions.
WRITING	I can write texts in the passive voice. I can uses tenses in a relevant manner: the present, imperfect, perfect, future, imperative, conditional.
GRAMMATICAL STRUCTURES	Formation and use of the Conditional Passive voice
CULTURAL ASPECTS	Good manners – savoir vivre Major causes and Solidarity

 

                                                                                       .level 8

LISTENING	I can understand explanations or arguments if they are clearly articulated and spoken at a moderate pace. I can understand the importance of words which link the ideas of a spoken text.
READING	I can identify and understand words which link a text; this enables me to link ideas and appreciate differences in meaning.
SPOKEN INTERACTION	I can justify my choices, protest, complain or agree with an opinion or a decision in a variety of situations. I can argue my point of view in a situation.
SPOKEN PRODUCTION	I can participate in a dialogue by telephone if the conversation relates to familiar areas. I can express surprise.
WRITING	I can use different forms of discourse in order to write a text where the ideas are well argued and correctly linked.
GRAMMATICAL STRUCTURES	Demonstrative and interrogative pronouns. Discourse links (in fact, moreover, as well….) and logical discourse markers (because of, instead of…)
CULTURAL ASPECTS	Fashion - Sales

 

                                                                                       .level 9

LISTENING	I can understand a radio interview. I can extract key information from a description of a person (a portrait) or a place. I can follow a dialogue on familiar themes and I can easily recognise different levels of language.
READING	I can understand informational texts, advertisements; I can begin to appreciate literary texts or poetry. I can understand and use definitions from a French dictionary.
SPOKEN INTERACTION	I can express confidence or mistrust. I can react to someone’s anger, sadness or joy. I can react to the opinions of others.
SPOKEN PRODUCTION	I can say that I remember or have forgotten something. I can say that I know or don’t know. I can describe a painting or a work. I can recount in the past tense.
WRITING	I can write dialogues, advertisements, travel stories.
GRAMMATICAL STRUCTURES	Sequence of tenses
CULTURAL ASPECTS	Authors and French litterature

 

                                                                                       .level 10

LISTENING	I can understand a radio or telephone interview. I can understand the general meaning of a song. I can understand professional conversations.
READING	I can read and understand comics, pamphlets.
SPOKEN INTERACTION	I can interact with others at an emotional level, making suggestions or advising… (appropriate use of the subjunctive)
SPOKEN PRODUCTION	In order to use the subjunctive appropriately, I have mastered the basic elements for the expression of fear, concern, cause and effect, hope, indifference, disappointment, condition and hypothesis.
WRITING	I can write to a newspaper or to a friend in order to react by expressing my regret, disappointment, agreement or satisfaction.
GRAMMATICAL STRUCTURES	The subjunctive tense 2
CULTURAL ASPECTS	French satirical comics

 

                                                                                       .level 11

LISTENING	I can understand the main points of a political economic debate, a lengthy interview on an unknown topic or character where the language is spoken reasonably quickly and in an authentic way.
READING	I can understand television reviews, reports on speeches and opinions expressed in a forum.
SPOKEN INTERACTION	I can disagree and make concessions. I can debate on a variety of subjects, both familiar and unfamiliar. I am self sufficient in social situations.
SPOKEN PRODUCTION	I can participate and take part in exchanges, I can organise and present my ideas clearly, I can interject to prevent someone from speaking. I can use figurative expressions.
WRITING	I can write a review of a film or a program. I can produce a coherent text from disorganised information. I can participate in an internet forum.
GRAMMATICAL STRUCTURES	Mastering the conditional tense - The gerund
CULTURAL ASPECTS	The French and money – Income taxes, taxes and the economy. The European Union