INTRODUCTION

The understanding of a foreign language is cri cal to the interac ons with neighboring countries and the Global World through both verbal and
wri en communica on.

The General objec ves for Grades 7 - 9 French:

1. Appreciate the uniqueness of another language.

2. Recognize the value of knowing and speaking another language.

A learner-centered approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent,
meaningful and exci ng when learners themselves take ownership of the learning process. Instructors are therefore urged to contrive those
classroom strategies that engage learners ac vely in the teaching and learning process.

Page 1
 FRENCH
JUNIOR HIGH
SEMESTER: ONE

GRADE: 7
PERIOD: I
TOPIC: SALUTATION ET SE PRĖSENTER ET D’AUTRES (GREETINGS/INTRODUCING ONESELF AND OTHERS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/
OUTCOMES COMPETENCIES
Learners are able Upon completion Vocabulary and Inclusive & Ÿ Visual aids: Expected
to: of this topic, expressions Differentiated Learning (photos, posters, Competencies
learners will: drawings)
Ÿ Develop the art of Ÿ Salutation (Bonjour / Individual work or mixed Effective
speaking Bonsoir). Textbook
Ø Exchange group work according to communication
correctly. greetings with abilities, gender, learning skills
Je me debrouille en
others. Ÿ Presentation styles, etc. Français
Ÿ Improve social
interaction Ø Introduce Ÿ Comment + s appeler · Listening and reading www.collinsdictionary.com Assessment
through him/her and dialogue Strategies that will
conversation. others. www.linguee.com
Ÿ S’appeler + nom be used to measure
• Apply singular
Ÿ Dramatize dialogue competencies
and plural nouns www.youtube.com
Ø Use adjectives Ÿ Etre + nom
in speaking and
relating to Ÿ Differentiate
writing.
nationality and Ÿ Quel + etre + adj. Masculine Ÿ Continuous
• Apply professional poss. + noun nouns/adjectives from assessment
adjectives – titles. Presentatif Feminine
noun agreement nouns/adjectives
Ÿ Student
in speaking and Ø Recognize and Ÿ C’est + noun introduces
writing use plurals of Ÿ Write key points to himself/herself,
• Translate from regular nouns consider in making after exchanging
Ÿ Voici/voila + noun
French to and adjectives. introduction. greetings with a
Expressing Age
English, English classmate.

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to French(oral & Write numbers Ÿ Avoir + age Ÿ Role playing
written) from 1 – 100 introducing oneself or Ÿ Variation: Cross
· Grammar : another person. introduction: in a
(gender, abilities and group of two,
Les adjectifs de learning styles) student
exchanges
nationalite greetings with
Les noms de profesison his/her friend
L’article defini /indefini. and introduces
that friend.
Les pronoms clitiques
(moi, toi, lui, etc.) Ÿ Students answer
simple questions
Genre et nombre des about names,
noms et des adjectives nationality and
reguliers age.

Les nombres de 1 – 100

Conjugation: present
tense of s’appeler, etre,
avoir, habiter

Page 3
 SEMESTER: ONE

GRADE: 7
PERIOD: II
TOPIC: DONNER ET ÉXECUTER L’ORDRE (GIVING AND EXECUTING ORDERS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS
OUTCOMES COMPETENCIES
Learners are Upon completion · Vocabulary and expressions. Inclusive & · Audio-visual Expected
able to: of this topic, Differentiated aids Competencies
learners will: · All vocabulary and expressions Learning
• Develop the related to classroom activities · Visual aids : · Effective
ability to Ø Identify and Individual work or (photos,
understand/gi communication
name objects mixed group work posters,
ve and carry · Aller au tableau / a’ sa place skill
of the according to abilities, drawings)
out To show possession/ownership.
classroom gender, learning Assessment
instructions. C’est a toi le livre? · Textbooks
styles, etc. (French for Strategies that will
• Improve Ø Understand C’est ton livre? mastery / Et be used to measure
listening and and carry out
vous?) competencies
comprehensi instructions
· Learn names of places and
on skills. Listening and reading
objects in the classroom: le www.collinsdictionary.com Ÿ Continuous
• Improve Ø Identify and tableau, la chaise, etc. dialogue
assessment
social use verbs Qu’est – ce que c’est? www.linguee.com
interaction related to the Dramatize dialogue
C’est un/une + object www.youtube.com
through classroom Ÿ Conjugating Ÿ Each student
Grammar :
conversation. environment verbs identifies and gives
• Translate · The imperative form of verbs: aller, the name of an
from French Ø Show s’asseoir, se lever, prendre, donner, object in the
to English, ownership ecouter, ecrire, lire, regarder, ouvrir Ÿ Oral and written classroom,
English to using sortir. drills or from a drawing
French(oral possessive
& written) adjectives · The Pronominal verbs: s’asseoir, se
lever, etc. The use of prepositions:

Page 4
 a, au, a la, a l’, aux, en, chez + Ÿ Role playing · A student is asked
Ø Conjugate (name of place/person) introducing to
verbs in the oneself or another
affirmative/ · Prepositions showing possession: person. (gender, execute a specific
negative de, du, de l’, de la, des : abilities and order
imperative C’est le cahier de Martha. learning styles)
· Students are given
form.
· Demonstrative adjectives : (ce, cet, a drawing of
cette, ces) various types of
objects and they
write the names on
answer sheet:

Qu’est-ce que c’est

? (group
work/presentation)

Page 5
 SEMESTER: ONE

GRADE: 7
PERIOD: III
TOPIC: COMMUNIQUER PAR TÉLÉPHONE (COMMUNICATING VIA TELEPHONE)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/
OUTCOMES COMPETENCIES
Learners are able Upon completion of Vocabulary and Inclusive & Ÿ Audio-visual Expected
to: this topic, learners Expressions Differentiated Learning aids Competencies
will:
• Make and take Prendre contact / Individual work or mixed Ÿ Visual aids : · Effective
telephone calls
Ø Communicate rendez-vous group work according to (photos, posters, communication
using the with others in Demander a parler a abilities, gender, learning drawings) skills
appropriate French while qqn.
styles, etc.
expressions in making telephone Demander l’indentite/ Assessment
French d’attendre Textbook
calls Ÿ Role playing Strategies that will be
Annuler un rendez – introducing oneself or used to measure
• Improve vous. Bon voyage
Ø Identify and use another person. (gender, competencies
listening and
different forms of Faire/composer un abilities and learning www.collins
communication numero
questions styles) dictionary.com Ÿ Continuous
skills.
assessment
Ø Ask and answer www.linguee. com
• Improve social · Formules de politesse Ÿ Write out the important
interaction questions using points to be considered
Rappeler qqn/ epeler un www.youtube.com Ÿ Students simulate
through different when
mot) a telephone call
conversation. interrogative making telephone calls
words Les jours de la semaine
• Translate from et les mois de l’annee Ÿ Construct interrogative
sentences using rising Ÿ Students tell time
French to Ø Tell time and (dire l’heure et la date) and write dates of
English, intonation: tu es eleve?
write dates Grammar: events-
English to
French(oral & Ø Count from 100 –
written) 200

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The interrogative Ÿ Transform
sentence L’interrogation statements into
avec: Qui est-ce ? questions:
- Est-ce que..?
Est-ce que..?
Qu’est-ce que c’est? Ÿ Oral and written drills
Ÿ Read/write numbers in
words.

· Conjugation: The Ÿ Spelling words in

present tense of ; French (days of the
prendre, demander, week and months of
faire, vouloir, parler, the year)
dire
Ÿ Writing numbers in
words: 1-200
· Sentence Construction
de Vouloir (au present Ÿ Writing and expressing
du conditionel) + dates and also time.
infinitive :

Ex. : Je voudrais
\ manger

Numbers from 100 –

200.

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 SEMESTER: TWO

GRADE: 7
PERIOD: IV
TOPIC: DECRIRE DES PERSONNES, DES OBJETS ET DES LIEUX (DESCRIBING PEOPLE, OBJECTS AND
PLACES)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/

OUTCOMES COMPETENCIES
Learners are able to: Upon completion • Vocabulary and Inclusive & Ÿ Audio-visual Expected
of this topic, Expressions Differentiated aids Competencies
• Build and develop
learners will: Learning
vocabulary skills Describing objects, people Ÿ Effective
through the Ÿ Visual aids : communication skills
Ø Use different and places (physical Individual work or
effective use of (photos,
descriptive structure, size, shape) mixed group work
descriptive words. posters,
words to according to Assessment Strategies
drawings)
describe a Etre + adjectif (masc/Fem) abilities, gender, that will be used to
• Develop skills in the person/object
learning styles, etc. measure competencies
appropriate use of Il est gros/petit
descriptive words Ÿ Textbooks Ÿ Continuous
Ø Identify and Elle est grosse/petite Ÿ Identification of
(adjective) in speaking (French for
distinguish the descriptive assessment
and writing. mastery / Et
masculine and • Presentatif: words in a
sentence. vous?) Ÿ Students describe
• Improve listening and feminine forms C’est + art. ind. + adj. +
communication skills. of descriptive noun: various
www.collinsdictionary.com
adjectives. C’est un gros livre Ÿ Write sentences objects/persons
• Improve social describing a www.linguee.com (physical structures,
interaction through Voici un chien mechant. person. clothes, etc. in a
www.youtube.com photo or drawing.
conversation. Avoir + adj. + noun
Ÿ Select a person
Il a un gros ventre to describe Ÿ They may also
• Translate from French describe classmates.
positively or
to English, English to Color adjectives negatively.
French(oral & written)

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C’est un livre bleu Ÿ Listening/readin Sentence completion:
g text C’est un garcon
Le/ Ce livre est bleu (beau,
• Grammar: Ÿ Oral and written
bel, belle
drills
The place of adjectives in the
sentence.

Demonstrative adjectives.
(review the singular and
introduce the plural form ;
ces)

Conjugation: present tense

of:

Connaitre, savoir, mettre.

Page 9
 SEMESTER: TWO

GRADE: 7
PERIOD: V
TOPIC: LE TRANSPORT ET LES VOYAGES (TRANSPORTATION AND TRAVELS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/
OUTCOMES COMPETENCIES
Learners are able to: Upon • Vocabulary and Expressions Inclusive & Ÿ Audio-visual Expected Competencies
completion of Differentiated aids
Ÿ Appreciate the All vocabulary and Ÿ Effective
this topic, Learning communication skills
importance of the expressions relating to the
various means of learners will: Ÿ Visual aids :
various means of transport Individual work or
transport (land, sea and air). - (photos, Assessment Strategies
Ø Identify mixed group work posters,
Aller/voyager en taxi/train that will be used to
different according to drawings)
Ÿ Develop the ability avion/voiture, etc. measure competencies
means of abilities, gender,
to purchase tickets
and make inquiries
transport Aller + lieu (aller a Buchanan) - learning styles, etc. Ÿ Textbooks Ÿ Continuous assessment
(French for
about flights, Venir de + lieu (venir de l’école) -
Ø Inquire Ÿ Listening/reading mastery / Et
trains, hotels, Prendre le taxi/bus l’avion ; Ÿ Students name
information text/dialogues. vous?)
restaurants, etc. l’arrivee le depart, l’escale la gare, different means of
relative to etc. l’envol – l’atterissage transport in their
Ÿ Improve travels Ÿ Oral/written
(aeroport) Prendre le billet/le country/county, or
experiences, social drills www.collinsdictionary.com
ticket. other known means of
contacts and www.linguee.com transport elsewhere
interactions through Faire une réservation Ÿ Conjugating
travels. and using verbs www.youtube.com
Loger dans un hôtel /un auberge, Ÿ Alternatively, students
etc. Ÿ Role playing may tell which means
• Translate from
of travel they use to go
French to English,
English to • Grammar : Prepositions: au- to school, or travel
dessus / au-dessous, devant, outside their country.

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French(oral & sur, sous, derrière a Ÿ Collect and
written) cote,de/du/dela/des exhibit photos, Ÿ Students tell where
• Conjugation: present tense of; drawings in the important buildings,
partir, sortir, voyager, loger se classroom. hotels, or the national
promener. stadium, airport is
located.

Ÿ Students simulate
buying plane tickets or
tickets to a game, or an
important social
function.

Page 11
 SEMESTER: TWO

GRADE: 7
PERIOD: VI
TOPIC: EXPRIMER LES AIMERS ET LES DETESTES, PRÉFÉRENCES (EXPRESSING LIKES, DISLIKES AND
PREFERENCE)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/

OUTCOMES COMPETENCIES
Learners are able Upon Vocabulary and Inclusive & Ÿ Audio-visual aids Expected Competencies
to: completion of Expressions Differentiated
Ÿ Effective communication
this topic, Learning Ÿ Visual aids :
Ÿ Develop the All vocabulary and skills
learners will: expressions related to (photos, posters,
ability to express Individual work or
desires (likes sports and hobbies. drawings) Assessment Strategies that
Ø Express mixed group work
and dislikes) their likes will be used to measure
Ÿ Places: stade, parc, according to abilities, Text book:
and dislikes, competencies
cinéma, le restaurant, gender, learning styles,
Ÿ Improve social preferences Easy French step by
interaction la discothèque, le etc. Ÿ Continuous assessment
théâtre, etc. step
through
Ø Make a Ÿ Listening/reading
conversation. Ÿ Student bring in a situation
choice Ÿ Aimer / ne pas aimer text/dialogues. www.collinsdictionary.com where he/she is made to
Ÿ Oral/written drills www.linguee.com express his/her likes or
• Translate from Ÿ Preferer / ne pas dislikes, or make choice
French to preferer, faire www.youtube.com between two alternatives –
English, Ÿ Role playing hobbies (sport, music, film,
English to Ÿ Jouer / du + sport / restaurant)
French(oral & instrument Jouer Ÿ Collect/prepare
written) au + sport / instrument exhibit photos/ Ÿ Students write about
Grammar: posters of various their hobbies and state why
instruments and

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Ÿ Prepositions: a, au, a
la, etc. ……
Ÿ Intensive adverbs:
assez, trop, beaucoup,
moins, etc.
sport(icons) in they do not like a particular
classroom activity.
Ÿ Group assignments
and presentations

Ÿ Sentence construction:

• Verb + nom (J’aime

la danse) Verb +
infinitif (J’aime danser)
Conjugation: Présent
tense of: aimer,
préférer, jouer, faire.

Page 13
 SEMESTER: ONE

GRADE: 8
PERIOD: I
TOPIC: SALUTATION ET SE PRÉSENTATER ET D’AUTRES (GREETINGS/INTRODUCING ONESELF AND
OTHERS)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are able Upon completion Vocabulary and expressions Inclusive & Ÿ Visual aids : Expexted
to: of this topic, Differentiated (photos, posters, Competencies
Ÿ Salutation (Bonjour / Bonsoir). drawings)
learners will: Learning
Ÿ Develop the art Ÿ Effective
of speaking Ø Exchange Ÿ Presentation Individual work or Ÿ Textbook: communication skills
correctly. greetings je me debrouille
mixed group work
with others. Ÿ Comment + s appeler en français Assessment Strategies
according to abilities,
Ÿ Improve social that will be used to
gender, learning
interaction Ø Introduce Ÿ S’appeler + nom measure competencies
through styles, etc.
him/her and www.collinsdictionary.com
conversation. others. Ÿ Continuous
Ÿ Etre + nom · Listening and www.linguee.com assessment
Ÿ Apply reading dialogue
Ø Use Ÿ Quel + etre + adj. poss. + noun www.youtube.com
singular and Ÿ Student introduces
adjectives Pres entatif Ÿ Dramatize
plural nouns in himself/herself, after
relating to dialogue
speaking and - C’est + noun exchanging greetings
writing. nationality
and - Voici/voila + noun Ÿ Differentiate with a classmate.
Ÿ Apply professional Masculine
Expressing Age nouns/adjectives Ÿ Variation: Cross
adjectives – titles.
noun agreement from Feminine introduction: in a
- Avoir + age
in speaking and Ø Recognize nouns/adjectives group of two, student
Grammar
writing exchanges greetings
and use
Les adjectifs de nationalite with his/her friend and
plurals of
introduces that friend.

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Ÿ Translate regular nouns Les noms de profesison – Ÿ Write key points to
from French to and consider in making Ÿ Students answer
English, English adjectives. L’article defini /indefini. introduction. simple questions
to French(oral & about names,
written) Les pronoms clitiques nationality and
Ø Write Ÿ Role play
numbers (moi, toi, lui, etc.) age.
from 1 – 200.
Genre et nombre des noms et des
adjectives reguliers

- Les nombres de 1 – 200

Ÿ Conjugation: present tense

of s’appeler, etre, avoir, habiter

Page 15
 SEMESTER: ONE

GRADE: 8
PERIOD: II
TOPIC: UTILISER DIFFĖRENTS MOYENS DE COMMUNICATION (USING VARIOUS MEANS OF
COMMUNICATION)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are Upon completion of • Vocabulary and Inclusive & Ÿ Visual aids : Expected
able to: this topic, learners Expressions. Differentiated (photos, posters, Competencies
will: All vocabulary and Learning drawings)
Ÿ Improve expressions related to friendly Ÿ Effective
social Ø Communicate Individual work or Textbook: bon voyage communication
letters and conversation via
interaction with others in telephone. mixed group work skills
through oral French while www.collinsdictionary.com
- Cher(`ere) ami/amie according to abilities,
and written making telephone Assessment
Communicati - Amicalement gender, learning styles, www.linguee.com
calls Strategies that will
on and - etc. www.youtube.com be used to measure
develop the • Grammar:
Ø Write a friendly Ÿ Write out the competencies
ability to The interrogative sentence
letter/an important points
make and (inverted form) Ÿ Continuous
respond to invitation to be considered
- Comment t’appelles – tu? - when making a assessment
telephone Vas – tu chez toi?
calls through Ø Identify and use telephone call.
the use of the different forms of • Using the different Students in a group of
appropriate questions interrogative words: Ÿ Construct two stimulate a
expressions interrogative telephone
- Qui etes – vous? sentences using: conversation
Ø Ask and answer - Que faites – vous?
• Translate rising intonation:
questions using Students write a
from French (Vous faites quoi?) - Ÿ Tu vas a l’ecole?
different friendly letter or a
to English, Quel jour sommes – nous Est-ce que
interrogative
English to words. aujourd’hui? form:

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French(oral Ø Make and write - Quelle est la date…..? i) Est-ce-que vas a letter of invitation to a
& written) positive and l’ecole? ii) Inverted classmate
negative Ÿ Numbers from 1to 500 form :
Alternatively, students
sentences. The negative declarative - Vas -tu a l’école ?
respond to a friendly
sentence with: ne….. pas letter or an invitation
(only).
Count from 1-500 Ÿ Identify parts of a
friendly letter.

Ÿ Write/respond
to a friendly letter.

Ÿ Role playing having

telephone
conversation with
another person.

Page 17
 SEMESTER: ONE

GRADE: 8
PERIOD: III
TOPIC: EXPRIMER UNE OPINION (EXPRESSING ONES OPINION)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are able Upon Vocabulary and Expressions. Inclusive & Ÿ Visual aids: Expected Competencies
to: completion of Differentiated (photos,
Ÿ All vocabulary and posters, Ÿ Effective communication skills
this topic, expressions studied in Learning
• Develop ability drawings)
learners will: relation to the expressions Assessment Strategies that will
to express of opinions and views. Individual work or
views/opinion Textbook: le be used to measure competencies
Ø Express mixed group work
and make nouveau sans
opinion and Ÿ New vocabulary and according to abilities,
critical structures - Avoir le
frontière · Continuous assessment
react to gender, learning styles,
judgements. meme avis que quelqu’un
other’s etc. · Students in a group of two
• Appreciate opinions and stimulate an argument
www.collinsdictionary.com
views in - Partager l’avis de quelqu’un Ÿ Listening/Reading
other people’s dialogues/texts
French - Admettre l’avis/l’opinion de qqn www.linguee.com · Students in a group of two
opinions. express their views about a
Grammar:
Ÿ Constructing www.youtube.com particular event/occasion/
N.B. Review all grammar points sentences to express
• Improve social taught in relation to this topic. someone:
opinion
interactions Sentence construction:
through · Qu’est-ce que tu penses de
argumentation - J’ai le meme avis que + Photos and drawings are Monsieur Dubois ? –
nom/prenom - Je partage l’avis exhibited in classroom
• Translate from /l’opinion de + nom - J’admets · Il est gentil/mechant.
French to que je mens.
Ÿ Role play in an · Est-ce que tu es d’accord avec
English, - C’est faux/vrai! argument. Zawu ?
English to

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French(oral & Conjugation: les verbes · Non/, je ne suis pas d’accord/
written) partager, admettre, Oui,
commettre au présent de
l’ indicatif . · je suis d’accord

· Students read a simple text on an

event, occasion, or an individual,
and write their views

Page 19
 SEMESTER: TWO

GRADE: 8
PERIOD: IV
TOPIC: VENTES ET ACHATS (SALES AND PURCHASES)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are able Upon • Vocabulary and Inclusive & Ÿ Audio- Expected
to: completion of Expressions. Differentiated visual aids Competencies
this topic, Learning
Ÿ Improve social All vocabulary and expressions Ÿ Visual aids : Ÿ Effective
learners will:
interactions through related to sales and purchases. Individual work or (photos, communication
activities related to Ø Carry out mixed group work posters, skills
buying and selling. transactions • Additional structures and drawings)
according to abilities,
vocabulary: Assessment Strategies
gender, learning styles, Textbook: je
Develop oral Ø Ask for/ • that will be used to
etc. me debrouille
communication skills give and Demander / payer l’addition measure competencies
through social en français
appreciate Faire une commande Ÿ Listening/Reading
interactions and the prices dialogue. · Continuous
ability to inquire Discuter / negocier un prix www.collinsdictionary.com assessment
about and negotiate (demander / faire un rabais
Express e.g. Je peux / est-ce que je www.linguee.com · Students give the
prices. Role playing /
quantity and peux payer …? prices of various
simulating buying and www.youtube.com
cost / price objects brought to
Demander le prix de qqch . selling
• Translate from class, and state
French to English, Ÿ Conjugating and where these
English to Apprecier un prix (C’est objects can be
trop / moins cher) using selected verbs.
French(oral & found
written) Ÿ Collect and exhibit
Ÿ Grammar:
Intensive adverbs: trop, assez in classroom · Students answer
beaucoup, moins, etc. photos/drawings of simple questions
commercial about where items

Page 20
Ÿ Conjugation: present tense activities such as books,
of: payer, envoyer, diminuer (market/store) bread, sugar, are
chercher, vendre, manger sold, and by
Oral and written drills whom.
Review: the negative sentence
(ne… pas)

Page 21
 SEMESTER: TWO

GRADE: 8
PERIOD: V
TOPIC: SANTÉ ET ASSAINISSEMENT (HEALTH AND SANITATION)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are Upon completion • Vocabulary and Expressions. Inclusive & Ÿ Visual aids : Expected
able to: of this topic, Differentiated (photos, posters, Competencies
learners will: All vocabulary and expressions Learning drawings)
Ÿ Adopt and related to health and sanitation. Ÿ Effective
develop the Ø Inquire Individual work or Textbooks communication
proper attitude information, • New structures and vocabulary: mixed group work skills
towards health Bon voyage
talk about Visiter / faire une visite according to abilities,
and health and Se rendre a l’hopital www.collinsdictionary.com Assessment
sanitation gender, learning
health related www.linguee.com Strategies that will
Respecter la dose styles, etc.
issues be used to measure
www.youtube.com competencies
Ÿ Develop the Faire la lessive / vaisselle
awareness of Ø Identify and Ÿ Listening/Reading
having a use appropriate Nettoyer / balayer (un lieu / un dialogues/texts Ÿ Continuous
clean and safe health related objet). assessment
environment vocabulary and Ÿ Collect /
expressions Ÿ Ne pas salir / etre sale / propre prepare exhibit Ÿ Students in a
Develop the Grammar: posters, photos on group of two
awareness of health related stimulate an
visiting hospital/ Note: Review all previous grammar issues in the argument on
points taught in relation to this topic. classroom health and
health centers in
sanitation
case of illness Ÿ Sentence construction;
Ÿ Role playing
- Il faut + infinitif Ÿ Students answer
Ÿ Translate from questions about
French to various health

Page 22
English, issues/activities;
English oral & Ÿ Conjugation: Present tense or students
written) of; avaler, sucer, manger, explain why are
dormir, salir, se rendre, se the ill
reposer, nettoyer, mourir.
Ÿ Students read a
Ÿ Sentence construction: Si + mini-text about
present + adjectif health workers,
kinds of common
diseases and do a
Si je suis malade, je vais a l’hopital
presentation

Page 23
 SEMESTER: TWO

Grade: 8
PERIOD: VI
TOPIC: DECRIRE DES PERSONNES, DES OBJETS ET DES LIEUX (DESCRIBING PEOPLE, OBJECTS AND
PLACES)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are able to: Upon completion of • Vocabulary and Expressions Inclusive & Ÿ Audio-visual Expected
this topic, learners Differentiated aids Competencies
• Build and Describing objects, people and
will: Learning
develop places (physical structure, size, Ÿ Effective
vocabulary Ÿ Visual aids : communication
Ø Identify and shape) Individual work or
skills through (photos, skills
distinguish the mixed group work
the effective Etre + adjectif (masc/Fem) posters,
masculine and according to
use of drawings) Assessment
feminine forms abilities, gender,
descriptive Il est gros/petit Strategies that will be
of descriptive
words. learning styles, used to measure
adjectives. Elle est grosse/petite
• Develop skills in Ÿ Textbooks competencies
the appropriate use Ø Use different • Presentatif: (French for
Ÿ Identification of mastery / Et Ÿ Continuous
of descriptive kinds of descriptive words vous?) assessment
words (adjective) descriptive C’est + art. ind. + adj. + noun: in a sentence.
in speaking and words to C’est un gros livre www.collinsdictionary.com Ÿ Students describe
writing. describe a
Ÿ Write sentences various
person, place or Voici un chien mechant. Avoir + describing the www.linguee.com
• Improve listening objects/persons
and comunication thing adj. + noun physical and www.youtube.com (physical
skills. moral character structures, clothes,
Ø Show Il a un gros ventre
of a person; etc. in a photo or
• Improve social ownership using describe a drawing. They
Color adjectives
interaction through the prepositions place or thing may also describe
conversation. classmates.

Page 24
 marking C’est un livre bleu Ÿ Students describe
• Translate from possession. Ÿ Select a person to a person, an
French to English, Ø Identify and use Le/ Ce livre est bleu describe object, or a
English to the relative positively or particular place
French(oral & • Grammar: (city, quarter,
pronouns qui negatively.
written) and que school campus).
The place of adjectives in the
Ÿ Listening/rea
sentence, demonstrative Sentence completion:
ding text
adjectives. C’est un garcon
(beau,
(review the singular and Ÿ Oral and written bel, belle)
introduce the plural form ; ces) drills
Collect and
• Conjugation: present tense exhibit
of: photos/drawings
Connaitre, savoir, mettre. in classroom

Repeat all grammar points taught Ÿ

previously in relation to this
topic before introducing new
elements.

• Sentence Construction:

1. preposition marking
ownership:

2. C’est la ville de Paris

La ville de Paris est . .
\ grande..

Page 25
 3. Relative Pronouns :
Qui : La fille qui chante est
\ belle

Que: Le garcon que tu vois est

gentil.

Page 26
 SEMESTER: ONE

GRADE: 9
PERIOD: I
TOPIC: SALUTATION (GREETINGS)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS EVALUATIONS/

OUTCOMES COMPETENCIES
Learners are able Upon completion of Vocabulary and expressions Inclusive & Ÿ Visual aids : Expected
to: this topic, learners Differentiated (photos, posters, Competencies
Ÿ Salutation (Bonjour / drawings)
will: Learning
Ÿ Develop the art of Bonsoir). Ÿ Effective
speaking Ø Exchange Individual work or communication
correctly. greetings with Ÿ Presentation mixed group work Ÿ Textbook: French skills
others. from wiki book
according to abilities, Assessment
Ÿ Improve social Ÿ Comment + s appeler gender, learning Strategies that will be
interaction Ø Introduce him/her www.collinsdictionary.com
through styles, used to measure
and others. Ÿ S’appeler + nom
conversation. www.linguee.com competencies
Listening and reading
Ø Use adjectives Ÿ Etre + nom dialogue www.youtube.com
relating to Ÿ Continuous
Ÿ Apply singular assessment
and plural nouns nationality and Ÿ Quel + etre + adj. poss. +
in speaking and professional titles. noun Ÿ Dramatize
writing dialogue Ÿ Student introduces
Ø Recognize and Pres entatif himself/herself,
• Apply adjectives use plurals of Ÿ Differentiate after exchanging
Ÿ C’est + noun
– noun agreement regular nouns and Masculine greetings with a
Ÿ Voici/voila + noun classmate.
in speaking and adjectives. nouns/adjectives
writing Expressing Age from Feminine
nouns/adjectives Ÿ Variation: Cross
Ø Write numbers - Avoir + age
introduction: in a
• Translate from from 1 – 1000
French to group of two,
English, English student exchanges

Page 27
to French(oral & • Grammar : Ÿ Write key points to greetings with
written) consider in making his/her friend and
Les adjectifs de nationalite introduction. introduces that
friend.
Les noms de profesison Ÿ Role playing
L’article defini /indefini. introducing oneself Ÿ Students answer
or another person. simple questions
Les pronoms clitiques about names,
nationality and
(moi, toi, lui, etc.) age.
Genre et nombre des noms
et des adjectives reguliers

Les nombres de 1 – 1000

• Conjugation: present
tense of s’appeler, etre,
avoir, habiter

Page 28
 SEMESTER: ONE

GRADE: 9
PERIOD: II
TOPIC: COMMUNIQUER PAR TELEPHONE ET PAR LETTRE (COMMUNICATING VIA TELEPHONE / LETTER)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of Vocabulary and Inclusive & Differentiated Ÿ Visual aids : Expected
to: this topic, learners Expressions. All Learning (photos, Competencies
will: vocabulary and expressions posters,
• Make and take previously studied in Individual work or mixed drawings) Effective
telephone calls Ø Communicate relation to oral and group work according to communication
using the with others in written communication abilities, gender, learning skills
appropriate (telephone and letters) Textbook: le
French while styles,
expressions in New vocabulary and nouveau sans
making Assessment
French structures; frontière
telephone calls Ÿ Write out the important Strategies that will
Formules d’ invitation / de points to be considered be used to measure
• Improve listening when making telephone
Ø Write/respond politesse www.collinsdictionary.com competencies
and comunication calls.
to a friendly
skills. letter www.linguee.com
Accepter / Refuser une
invitation - Les Ÿ Construct interrogative · Continuous
www.youtube.com
• Improve social Ø Write/respond sentences using
ceremonies de mariage, assessment
interaction through interrogative words like:
to a letter of anniversaries, fetes, etc.
conversation. ou, quand, comment, etc.
invitation · Students
Ÿ Grammar: stimulate a
• Translate from Ÿ Transform statements into
French to English, Ø Ask and answer N.B: Repeat all grammar telephone
questions
English to questions using points taught previously in conversation.
French(oral & different relation to this topic before
Ÿ Write/respond to a
written) question forms introducing new elements. · Students
friendly letter
and words write/respond to
Ÿ Construction of a friendly letter
interrogative sentences or an invitation,
with:

Page 29
Ø Conjugate and - ou (place)
use the future - quand (time)
tense of regular - combien (quantity/cost)
verbs Comment (manner)
pourquoi (reason)
Write/respond to / on the occasion
accept/refuse an invitation of an
anniversary, or a
Ÿ Role playing introducing special event.
oneself or another person.

Ÿ Conjugation: future tense

(all regular verbs)

Ÿ Review the “future

proche”

Page 30
 SEMESTER: ONE

GRADE: 9
PERIOD: III
TOPIC: DECRIRE DES PERSONNES, DES OBJETS ET DES LIEUX (DESCRIBING PEOPLE, OBJECTS AND
PLACES)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are able to: Upon completion • Vocabulary and Inclusive & Differentiated Ÿ Audio- Expected Competencies
of this topic, Expressions Learning visual aids
• Build and Effective communication
learners will:
develop Describing objects, Individual work or mixed Ÿ Visual aids : skills
vocabulary Ø Identify and group work according to (photos,
people and places
skills through distinguish the posters, Assessment Strategies
(physical structure, abilities, gender, learning
the effective use masculine and drawings) that will be used to
of descriptive size, shape) styles,
feminine forms measure competencies
words. ŸTextbooks
of descriptive Etre + adjectif
adjectives. (masc/Fem) Continuous assessment
Ÿ Identification of
• Develop skills in the (French for
descriptive words in a • Students describe
appropriate use of Il est gros/petit mastery /
Ø Use different sentence. various
descriptive words Et vous?)
kinds of Elle est grosse/petite objects/persons
(adjective) in
speaking and descriptive Ÿ Write sentences (physical structures,
writing. words to • Presentatif: describing the physical www.collinsdictionary.com clothes, etc. in a photo
describe a C’est + art. ind. + adj. and moral character of a or drawing.
person, place or person; describe a www.linguee.com
• Improve listening + noun:
and comunication thing C’est un gros livre place or thing www.youtube.com • They may also
skills. desrcibe classmates.
Ø Show Voici un chien
• Improve social ownership mechant. Avoir + adj. Ÿ Select a person to • Students describe a
interaction through using the + noun describe positively or person, an object, or a
conversation. prepositions negatively. particular place (city,

Page 31
• Translate from marking Il a un gros ventre Ÿ Listening/reading quarter, school
French to English, possession. text campus).
English to Ø Identify and Color adjectives
French(oral & use the relative Ÿ Oral and written drills • Sentence
written) C’est un livre bleu completion: C’est un
pronouns qui Collect and exhibit
and que photos/drawings in garcon (beau, bel,
Le/ Ce livre est bleu
classroom belle)
• Grammar:
The place of adjectives Ÿ
in the sentence,
demonstrative
adjectives.

(review the singular

and introduce the
plural form ; ces)
• Conjugation:
present tense of:
Connaitre, savoir,
/ mettre.

Repeat all grammar

points taught
previously in relation
to this topic before
introducing new
eements.

• Sentence
Construction:

Page 32
preposition marking
ownership:
C’est la ville de Paris

La ville de Paris est

grande..

Relative Pronouns:
Qui : La fille qui
chante est belle

Que : Le garcon que tu

vois est gentil.

Page 33
 SEMESTER: TWO

GRADE: 9
PERIOD: IV
TOPIC: EXPRIMER LE SENTIMENT ET LES EMOTIONS (EXPRESSING FEELINGS AND EMOTIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon • Vocabulary and Inclusive & Ÿ Audio-visual Expected
to: completion of Expressions. Differentiated Learning aids Competencies
this topic,
• Develop the learners will: All vocabulary and expressions Individual work or mixed Ÿ Visual aids: Ÿ Effective
ability to studied previously in relation to group work according to (photos, communication skills
express Ø Express the expressions of feelings and abilities, gender, learning posters,
feelings and their emotions. drawings) Assessment Strategies
styles,
emotions as feelings and New vocabulary and structures: that will be used to
well as the Textbook:
emotions Ÿ Listening/Reading measure competencies
ability / Etre + adjectif dialogue.
awareness to Bon voyage
Ÿ Continuous
appreciate Etre ennuyeux / terrible /
www.collinsdictionary.com assessment
other people’s sympa, etc. Ÿ Conjugating and using
feelings and selected verbs. www.linguee.com
emotions Ÿ Students express
Avoir l’air triste malheureux / their
www.youtube.com
heureux . feelings/emotions
Ÿ Improve Ÿ Collect photos, and
Presentatif + adjectif about a pleasant or a
personality drawing to be
tragic event (scene
through exhibited in the
C’est grave / mechant / gentil / of an accident), or
expression or classroom.
dingue, etc. about an artist, an
feelings. international
Ÿ Role playing /
Ÿ Grammar: footballer/artist.
Stimulation
• Translate from
Note: Review all previous
French to Ÿ Students read and
grammar points taught in Ÿ Oral and written drills
English, answer questions
relation to this topic.
English to from a mini-text

Page 34
French(oral & Ÿ Word Study: Antonyms and
written) Synonyms

Antonyms: La gaiete

la tristesse La reussite l’echec

La gentillesse

la mechancete

Synonyms:

La gaiete’ = la joie

La tristesse = le malheur

La reussite = le succès

Ÿ Conjugation: future tense (all

regular and irregular verbs)
Review the “passé compose”
and the “imparfait”

Page 35
 SEMESTER: TWO

GRADE: 9
PERIOD: V
TOPIC: EXPRIMER J’AIME, N’AIME PAS ET PRÉFÉRENCES (EXPRESSING LIKES AND DISLIKES,
PREFERENCE)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are Upon Vocabulary and Inclusive & Ÿ Audio-visual aids Expected
able to: completion of Expressions Differentiated Competencies
this topic, Learning Ÿ Visual aids : (photos,
Ÿ Develop the All vocabulary and Ÿ Effective
learners will: expressions related to posters,
ability to Individual work or communication skills
express sports and hobbies. drawings)
Ø Express their mixed group work
desires (likes likes and Assessment Strategies
Ÿ Places: stade, parc, according to abilities, Textbook: Text book:
and dislikes) dislikes, that will be used to
cinéma, le restaurant, gender, learning
preferences Ÿ Easy French step by step measure competencies
Ÿ Improve la discothèque, le styles,
social Ø Make a théâtre, etc. Ÿ Continuous assessment
www.collinsdictionary.com
interaction choice
through Ÿ Aimer / ne pas aimer
Ÿ Listening/reading www.linguee.com Ÿ Student bring in a
conversation. text/dialogues. situation where he/she
Ÿ Preferer / ne pas
www.youtube.com is made to express
preferer, faire
• Translate his/her likes or dislikes,
Ÿ Oral/written drills or make choice
from French
Ÿ Jouer / du + sport /
to English, between two
instrument Jouer au
English to Ÿ Role playing alternatives – hobbies
+ sport / instrument
French(oral (gender, abilities (sport, music, film,
Grammar:
& written) restaurant)
and learning
styles)

Page 36
Ÿ Prepositions: a, au, a
la, etc. ……
Ÿ Intensive adverbs:
assez, trop, beaucoup,
moins, etc.
Ÿ Sentence construction:
• Collect/prepare Ÿ Students write about
exhibit photos/ their hobbies and state
posters of various why they do not like a
instruments and particular activity.
sport(icons) in
classroom Ÿ Group assignments
and presentation

• Verb + nom (J’aime la

danse) Verb +
infinitif (J’aime danser

• Conjugation: Présent
tense of: aimer,
préférer, jouer, faire.

Page 37
 SEMESTER: TWO

GRADE: 9
PERIOD: VI
TOPIC: SANTÉ ET ASSAINISSEMENT (HEALTH AND SANITATION)

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES

OUTCOMES ASSESSMENT
Learners are Upon completion · Vocabulary and Expressions. Inclusive & Visual aids : Expected
able to: of this topic, Differentiated Learning (photos, posters, Competencies
learners will: · All vocabulary and
Ÿ Adopt and Individual work or mixed drawings) Effective
expressions related to health
develop the Ø Inquire and sanitation. group work according to communication
proper information, abilities, gender, learning skills
attitude talk about · New structures and Textbook: bon
styles,
towards health and Assessment
vocabulary: voyage
health and health related Strategies that will
sanitation issues www.collinsdictionary.com be used to measure
· Visiter / faire une visite Listening/Reading
dialogues/texts www.linguee.com competencies
Ÿ Develop the Ø Identify and
· Se rendre a l’hopital
awareness of use www.youtube.com · Continuous
having a appropriate Collect / prepare exhibit assessment
· Respecter la dose posters, photos on health
clean and safe health related
environment vocabulary related issues in the
· Students in a
and · Faire la lessive / vaisselle classroom
group of two
Develop the expressions stimulate an
awareness of · Nettoyer / balayer (un lieu / argument on
visiting un objet). GROUP health and
hospital/ health sanitation
centers in case · Ne pas salir / etre sale /
of illness propre Grammar: · Students answer
Ÿ Role playing
questions about

Page 38
• Translate · Note: Review all previous various health
from French grammar points taught in issues/activities;
to English, relation to this topic. or students
English to explain why are
French (oral Ÿ Sentence construction; they ill
& written) - Il faut + infinitif
· Students read a
mini-text about
Conjugation: Present tense of; health workers,
avaler, sucer, manger, dormir, kinds of
salir, se rendre, se reposer, common
nettoyer, mourir. diseases and do a
presentation
Ÿ Sentence construction:
Si + present + adjectif
Si je suis malade, je vais a
l’hopital

Page 39