📚 Year 7 CIE French: Core Knowledge Overview | Year 7 CIE 法语：核心知识点梳理
Year 7 CIE French introduces students to the fundamental structures and vocabulary of the language. The course focuses on building confidence in listening, speaking, reading and writing through everyday topics. By the end of the year, learners can introduce themselves, describe their family, talk about their likes and dislikes, and use the present tense of key verbs. This article consolidates the essential knowledge points, providing a bilingual revision guide for both classroom use and exam preparation.
Year 7 CIE 法语课程向学生介绍法语的基本结构和词汇。课程围绕日常话题重点培养学生听、说、读、写的信心。经过一年的学习，学生能够进行自我介绍、描述家庭成员、谈论喜好，并掌握关键动词的现在时。本文梳理核心知识点，为中英双语学习者提供课堂使用和备考的复习指南。
1. Greetings and Politeness | 问候与礼貌用语
Basic greetings form the foundation of any first conversation in French. The most common ways to say hello are ‘Bonjour’ (good day) used in formal or daytime situations, and ‘Salut’ (hi) for informal settings. To ask how someone is, you can say ‘Ça va?’ and reply with ‘Ça va bien, merci’ or ‘Je vais bien’. Politeness markers such as ‘s’il vous plaît’ (please) and ‘merci’ (thank you) are expected in all interactions.
基本问候语是法语初次交流的基础。最常见的问好方式是’Bonjour’（你好/日安），用于正式或白天场合，以及’Salut’（嗨）用于非正式场合。询问近况可以说’Ça va?’，回答用’Ça va bien, merci’或’Je vais bien’。礼貌用语如’s’il vous plaît’（请）和’merci’（谢谢）在所有交流中都必不可少。
When leaving, ‘Au revoir’ is the standard goodbye. Younger speakers may also use ‘Ciao’ influenced by Italian, but it is important to recognise the formal register first. Introductions often include ‘Je m’appelle…’ (My name is…) followed by a handshake or ‘la bise’ in French-speaking cultures, though the latter varies by region.
告别时，’Au revoir’是标准用词。年轻群体也会使用受意大利语影响的’Ciao’，但应先掌握正式表达。自我介绍常用’Je m’appelle…’（我叫…），在法语文化中可能伴随握手或贴面礼，但贴面礼因地区而异。
| French | English | 中文 |
|---|---|---|
| Bonjour | Hello / Good day | 你好 |
| Salut | Hi | 嗨 |
| Au revoir | Goodbye | 再见 |
| S’il vous plaît | Please | 请 |
| Merci | Thank you | 谢谢 |
2. Numbers and Age | 数字与年龄
Counting in French is essential for giving your age, talking about dates and understanding prices. In Year 7, students are expected to master numbers from 0 to 31 at least, with many progressing to 100. The pattern is regular from 1 to 16, but 17–19 combine ‘dix’ with the unit (dix-sept, dix-huit, dix-neuf). Tens like 20, 30, 40 are ‘vingt’, ‘trente’, ‘quarante’, and combined forms add a hyphen except for ‘et un’ in 21, 31, etc. (vingt et un, trente et un).
法语数字对于表达年龄、谈论日期和理解价格至关重要。Year 7要求至少掌握0到31的数字，许多学生会拓展到100。1至16较为规则，17至19由’dix’加个位数构成（dix-sept, dix-huit, dix-neuf）。整十数字如20、30、40分别是’vingt’, ‘trente’, ‘quarante’，组合形式加连字符，但21、31等要用’et un’（vingt et un, trente et un）。
To state your age, use the verb ‘avoir’ (to have) rather than ‘to be’: ‘J’ai douze ans’ means ‘I am twelve years old’, literally ‘I have twelve years’. The question is ‘Quel âge as-tu?’ or the more formal ‘Quel âge avez-vous?’. Numbers also appear in the date: ‘le premier mai’ (the first of May), ‘le deux juin’, etc.
表达年龄使用动词’avoir’（有）而非系动词：’J’ai douze ans’ 表示我十二岁，字面是“我有十二年”。提问用’Quel âge as-tu?’ 或更正式的 ‘Quel âge avez-vous?’。数字也用于日期：’le premier mai’（五月一日），’le deux juin’等。
| Number | French |
|---|---|
| 0 | zéro |
| 10 | dix |
| 11 | onze |
| 17 | dix-sept |
| 21 | vingt et un |
| 30 | trente |
| 31 | trente et un |
3. Colours and Descriptions | 颜色与描述
Colours in French are adjectives and must agree in gender (masculine/feminine) and number (singular/plural) with the noun they describe. Most colours add an -e for the feminine form, but several are irregular: ‘blanc’ becomes ‘blanche’, ‘violet’ becomes ‘violette’. Common colours include ‘rouge’ (red), ‘bleu’ (blue), ‘jaune’ (yellow), ‘vert’ (green), ‘noir’ (black) and ‘marron’ (brown). Note that ‘marron’ is invariable – it does not change in the plural or feminine.
法语颜色是形容词，须与所修饰名词在性（阴阳性）和数（单复数）上配合。多数颜色在阴性时加 -e，但部分不规则：’blanc’ 变 ‘blanche’，’violet’ 变 ‘violette’。常用颜色有 ‘rouge’（红色），’bleu’（蓝色），’jaune’（黄色），’vert’（绿色），’noir’（黑色）和 ‘marron’（棕色）。需注意 ‘marron’ 不变化，阴性和复数形式不变。
Position of colour adjectives normally follows the noun, unlike English: ‘un livre rouge’ (a red book). When describing hair or eyes, students can say ‘J’ai les cheveux bruns’ (I have brown hair) or ‘J’ai les yeux bleus’ (I have blue eyes). Combining colours with basic adjectives like ‘grand/petit’ (big/small) allows for simple descriptive sentences.
颜色形容词通常放在名词之后，与英语不同：’un livre rouge’（一本红书）。描述头发或眼睛时，可以说’J’ai les cheveux bruns’（我有棕色的头发）或’J’ai les yeux bleus’（我有蓝色的眼睛）。将颜色与’grand/petit’之类的简单形容词结合，即可构成初步的描述句。
- Masculine singular: un stylo vert (a green pen)
- Feminine singular: une porte verte (a green door)
- Masculine plural: des stylos verts (green pens)
- Feminine plural: des portes vertes (green doors)
4. Family and Self-introduction | 家庭成员与自我介绍
Family vocabulary allows learners to describe their immediate circle. Core words include ‘ma mère’ (my mother), ‘mon père’ (my father), ‘mon frère’ (my brother), ‘ma sœur’ (my sister). Possessive adjectives ‘mon/ma/mes’ (my) must agree with the noun, not the owner. ‘Mon’ is used before masculine nouns and before feminine nouns starting with a vowel or mute h, e.g. ‘mon amie’ (my friend, feminine but uses ‘mon’ for ease of pronunciation).
家庭词汇让学习者能够描述自己的直系亲属。核心词汇包括 ‘ma mère’（我的母亲），’mon père’（我的父亲），’mon frère’（我的兄弟），’ma sœur’（我的姐妹）。主有形容词 ‘mon/ma/mes’（我的）需与名词配合，而非所有者。’mon’ 用于阳性名词以及以元音或哑音 h 开头的阴性名词前，如 ‘mon amie’（我的朋友，阴性但用 ‘mon’ 以便发音）。
Self-introductions combine name, age, and family details: ‘Je m’appelle Sophie. J’ai douze ans. Dans ma famille, il y a quatre personnes: mon père, ma mère, mon frère et moi.’ The phrase ‘il y a’ (there is/there are) is key for describing how many people are in the family. Students also learn to say where they live: ‘J’habite à…’ with a city or country name.
自我介绍融合了姓名、年龄和家庭细节：’Je m’appelle Sophie. J’ai douze ans. Dans ma famille, il y a quatre personnes : mon père, ma mère, mon frère et moi.’ 短语 ‘il y a’（有）是描述家庭成员数量的关键。学生还会学习表达居住地：’J’habite à…’ 接城市或国家名。
5. The verbs ‘être’ and ‘avoir’ | 动词 être 与 avoir
Two of the most important irregular verbs in French are ‘être’ (to be) and ‘avoir’ (to have). These verbs are used in countless everyday sentences and as auxiliaries in compound tenses later. In Year 7, learners must memorise their full present-tense conjugation.
法语中两个最重要的不规则动词是 ‘être’（是）和 ‘avoir’（有）。它们在无数日常句中使用，并将在日后复合时态中充当助动词。Year 7学生必须牢记它们的现在时完整变位。
‘être’: je suis, tu es, il/elle/on est, nous sommes, vous êtes, ils/elles sont.
‘avoir’: j’ai, tu as, il/elle/on a, nous avons, vous avez, ils/elles ont.
Note the elision in ‘j’ai’ and the need for liaison in spoken French. Example sentences: ‘Je suis anglais’ (I am English), ‘Tu es fatigué?’ (Are you tired?), ‘Elle a un chat’ (She has a cat), ‘Nous avons deux chiens’ (We have two dogs).
注意 ‘j’ai’ 的省音以及口语中联诵的需要。例句：’Je suis anglais’（我是英国人），’Tu es fatigué?’（你累吗？），’Elle a un chat’（她有一只猫），’Nous avons deux chiens’（我们有两只狗）。
| Subject | être | avoir |
|---|---|---|
| je | suis | ai |
| tu | es | as |
| il/elle/on | est | a |
| nous | sommes | avons |
| vous | êtes | avez |
| ils/elles | sont | ont |
6. Regular -er verbs in the present tense | 规则 -er 动词现在时
The largest group of French verbs ends in -er, and their present-tense conjugation follows a predictable pattern. To conjugate, remove the -er ending to find the stem and add the endings: -e, -es, -e, -ons, -ez, -ent. For example, ‘parler’ (to speak): je parle, tu parles, il/elle/on parle, nous parlons, vous parlez, ils/elles parlent.
法语中数量最多的一类动词以 -er 结尾，其现在时变位遵循可预测的模式。变位时去掉 -er 得到词干，再加上词尾：-e, -es, -e, -ons, -ez, -ent。以 ‘parler’（说）为例：je parle, tu parles, il/elle/on parle, nous parlons, vous parlez, ils/elles parlent。
Common -er verbs encountered in Year 7 include ‘aimer’ (to like/love), ‘adorer’ (to adore), ‘détester’ (to hate), ‘habiter’ (to live), ‘étudier’ (to study), ‘jouer’ (to play), and ‘manger’ (to eat). Note that ‘manger’ keeps the ‘e’ in the ‘nous’ form: nous mangeons, to preserve the soft ‘g’ sound.
Year 7常见的 -er 动词包括 ‘aimer’（喜欢/爱），’adorer’（热爱），’détester’（讨厌），’habiter’（居住），’étudier’（学习），’jouer’（玩耍/演奏）和 ‘manger’（吃）。注意 ‘manger’ 在 nous 形式中保留 ‘e’：nous mangeons，以保持软 ‘g’ 音。
Simple sentences can be built using these verbs with adverbs: ‘J’aime le chocolat’ (I like chocolate), ‘Il déteste la pluie’ (He hates rain), ‘Nous jouons au tennis’ (We play tennis). The structure ‘aimer + infinitive’ is also introduced: ‘J’aime danser’ (I like to dance).
可利用这些动词搭配副词构建简单句：’J’aime le chocolat’（我喜欢巧克力），’Il déteste la pluie’（他讨厌下雨），’Nous jouons au tennis’（我们打网球）。还会引入 ‘aimer + 不定式’ 结构：’J’aime danser’（我喜欢跳舞）。
7. Basic Negation | 基本否定形式
To make a sentence negative in French, the most common structure is ‘ne … pas’ placed around the conjugated verb. In spoken French, the ‘ne’ is often dropped, but for written CIE assessments the full form is expected. The pattern is: subject + ne + verb + pas + additional information.
法语中构成否定句最基本的结构是将 ‘ne … pas’ 放在变位动词两侧。口语中常省略 ‘ne’，但 CIE 书面评估要求写出完整形式。结构为：主语 + ne + 动词 + pas + 补充信息。
- Je suis anglais. → Je ne suis pas anglais. (I am not English.)
- Elle parle français. → Elle ne parle pas français. (She does not speak French.)
- Nous aimons les légumes. → Nous n’aimons pas les légumes. (We don’t like vegetables.)
Elision occurs before vowels and silent h: ‘je n’aime pas’ rather than ‘je ne aime pas’. With two-verb constructions (aimer + infinitive), the negation surrounds the conjugated verb only: ‘Je n’aime pas nager’ (I don’t like swimming).
在元音和哑音 h 前要省音：’je n’aime pas’，而不是 ‘je ne aime pas’。对于两个动词的结构（aimer + 不定式），否定只包围变位动词：’Je n’aime pas nager’（我不喜欢游泳）。
8. Asking Questions | 提问方式
Year 7 learners are introduced to three main ways of forming questions in French. The simplest is to raise the intonation at the end of a declarative sentence: ‘Tu viens?’ (You’re coming?). The second method uses ‘Est-ce que’ added before the statement, which is very common and keeps word order normal: ‘Est-ce que tu viens?’ The third is inversion, where the verb and pronoun swap places with a hyphen, though this is more formal and typically taught later; however, basic inversion with ‘tu’ and ‘il/elle’ may appear: ‘Viens-tu?’
Year 7学生初步接触法语提问的三种主要方式。最简单的是在陈述句末尾提高语调：’Tu viens?’（你来吗？）。第二种是在陈述句前加 ‘Est-ce que’，这种方法非常普遍且保持正常语序：’Est-ce que tu viens?’。第三种是主谓倒装，动词与代词用连字符互换位置，较为正式，通常稍后学习；但涉及 ‘tu’ 和 ‘il/elle’ 的基本倒装可能出现：’Viens-tu?’。
Question words enrich investigation: ‘Qui?’ (Who?), ‘Que/Qu’est-ce que?’ (What?), ‘Où?’ (Where?), ‘Quand?’ (When?), ‘Comment?’ (How?), ‘Pourquoi?’ (Why?). Combined with ‘est-ce que’ they produce structures like ‘Où est-ce que tu habites?’ (Where do you live?) or ‘Qu’est-ce que tu manges?’ (What are you eating?).
疑问词丰富提问内容：’Qui?’（谁？），’Que/Qu’est-ce que?’（什么？），’Où?’（哪里？），’Quand?’（何时？），’Comment?’（怎样？），’Pourquoi?’（为什么？）。与 ‘est-ce que’ 结合形成如 ‘Où est-ce que tu habites?’（你住在哪里？），’Qu’est-ce que tu manges?’（你在吃什么？）的结构。
9. Classroom Language | 课堂用语
Understanding and using French classroom commands and requests helps learners function in an immersive environment. Typical phrases include ‘Écoutez’ (Listen), ‘Répétez’ (Repeat), ‘Levez la main’ (Put up your hand), ‘Ouvrez le livre’ (Open the book), ‘Fermez la porte’ (Close the door). The teacher often uses the plural ‘vous’ form for the whole class.
理解和运用法语课堂指令有助于学习者在沉浸式环境中自如应对。典型短语包括 ‘Écoutez’（听），’Répétez’（重复），’Levez la main’（举手），’Ouvrez le livre’（打开书），’Fermez la porte’（关门）。教师对全班通常使用第二人称复数 ‘vous’ 形式。
Students also need to express their own needs: ‘Je ne comprends pas’ (I don’t understand), ‘Puis-je aller aux toilettes?’ (May I go to the toilet?), ‘Comment dit-on … en français?’ (How do you say … in French?), ‘Pouvez-vous répéter, s’il vous plaît?’ (Could you repeat, please?). These functional phrases empower students to manage their learning in the target language.
学生也需表达自身需求：’Je ne comprends pas’（我不明白），’Puis-je aller aux toilettes ?’（我可以去洗手间吗？），’Comment dit-on … en français ?’（…用法语怎么说？），’Pouvez-vous répéter, s’il vous plaît ?’（请您重复一遍好吗？）。这些功能性短语帮助学生在目标语言中管理自己的学习。
10. Key Vocabulary Themes and Cultural Notes | 核心词汇主题与文化提示
Vocabulary is organised around themes: school subjects (‘les maths’, ‘l’anglais’, ‘les sciences’), days of the week (‘lundi, mardi, mercredi…’), months of the year, seasons, food and drink (‘le pain’, ‘l’eau’, ‘le fromage’), and hobbies (‘le sport’, ‘la musique’, ‘la lecture’). Building topic-based word banks is essential for both the speaking and writing components of the CIE assessment.
词汇按主题组织：学校科目（’les maths’，’l’anglais’，’les sciences’），星期（’lundi, mardi, mercredi…’），月份，季节，餐饮（’le pain’，’l’eau’，’le fromage’）以及爱好（’le sport’，’la musique’，’la lecture’）。建立主题词库对于 CIE 评估的口语和写作部分至关重要。
Cultural awareness is woven into the syllabus. For instance, French schools often have no class on Wednesday afternoons, and lunch (‘le déjeuner’) is a sit-down meal that can last an hour. In many Francophone countries, greetings involve ‘la bise’ on both cheeks, though the number of kisses varies. Festivals like ‘le 14 juillet’ (Bastille Day) and ‘la Chandeleur’ (crêpe day) offer a glimpse into traditions. Recognising these cultural details helps students appreciate the contexts in which the language is used.
文化意识贯穿于教学大纲。例如，法国学校通常周三下午不上课，午餐（’le déjeuner’）是坐下来用餐，可持续一小时。在许多法语国家和地区，问候方式包括脸颊贴面礼，次数因地而异。像 ‘le 14 juillet’（法国国庆日）和 ‘la Chandeleur’（可丽饼节）等节日展现了传统。了解这些文化细节有助于学生理解语言使用的背景。
Published by TutorHao | French Revision Series | aleveler.com
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