INTRODUCTION

The understanding of a foreign language is critical to the interactions with neighboring countries and the Global World through both verbal and
written communication.

The General objectives for Grades 10 - 12 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
exciting when learners themselves take ownership of the learning process. Instructors are therefore urged to contrive those classroom strategies that
engage learners actively in the teaching and learning process.

Page 1
 SEMESTER: ONE

GRADE: 10
PERIOD: I
TOPIC: LES VERBES ET NEGATION (VERBS AND NEGATION)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Groups of verbs Inclusive &  Visual dialogue Expected Competencies
to: this topic, learners Differentiated (Poster to be shown to the
will:  Conjugation Learning class.)  Effective
 Apply Verbs- (er, ir, oire, re) communication skills
Nouns agreement  Define verb in Verbs (present, Individual work or  Scissors, Posters sheets,
in speaking and French past, future etc) mixed group work Assessment Strategies
Glue,
writing French according to abilities, that will be used to
 Oral and written measure competencies
 Identify and gender, learning  Colorful markers
 Distinguish and expressions in
discuss verbs in styles, etc.
identify verb French ; Continuous assessment
sentences using  Textbooks (mastery for
group in Grammar
French Language  Construct sentences French)  Group assignments &
sentences (sentence
using verb tense presentations
construction- eg:
 Name the verbs  Verbs chart
 Translate Mariam +
sentences from
(Groups)
mange-le riz  State the importance  Oral and written drills
French to English of different verbs  Conjugation chart
Conjugate and and their usage
or English to  Negation  Students’
French ( oral & construct sentences demonstration
(ne +verb + pas or www.collinsdictionary.com
written) using the ne plus/ jamais  Group discussions (conjugation)
appropriate verb www.linguee.com
tense in the  Identifying verbs
www.youtube.com
in sentences
affirmative and
negative forms

Page 2
 SEMESTER: ONE

GRADE: 10
PERIOD: II
TOPIC: LES ADJETIFS (ADJECTIVES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected
to: this topic, learners development (petit, Differentiated (Poster to be shown to the Competencies
will: grand, gros,mechant) Learning class.
 Build and  Effective
develop Define adjective in  Oral and written Individual work or communication skills
 Scissors, Posters sheets,
vocabulary skills French expressions in French mixed group work Glue,
through the ;Grammar; describing according to abilities, Assessment Strategies
effective use of  Identify different objects, people and that will be used to
gender, learning styles,  Colorful markers, pencils
adjectives. kinds of adjectives places (physical, size, measure competencies
use in sentences to structure, shape and etc.
 Textbooks (mastery for
 Develop skills describe persons, state of being)  Continuous
 Construct sentences French, Et Vous?)
with the places and things assessment
Ex: Ếtre + adjective using adjective
appropriate use French
words  Adjectives chart
of adjectives (masculine &  Group assignments &
through speaking  Distinguish the feminine)- Il est presentations
and writing masculine and  Write sentences www.collinsdictionary.com
gros/petit, elle est describing and
feminine forms of
grosse/petite, il est
www.linguee.com  Oral and written drills
 Translate adjectives use to
sentences from describe person, mechant  Showing possessions www.youtube.com
of persons  Students’
French to place, or thing demonstration(descri
Article + adjective
English or (color, size and be various objects,
English to
(Nationality): un  Group discussions
shape). Chinois,un Libérien, une persons: physical,
French ( oral & structure, state of
written)
Libérienne etc)  Identifying adjective
being and possession)

Page 3
 in sentences
 Describe the class in
 Oral and written French
drills

Page 4
 SEMESTER: ONE

GRADE: 10
PERIOD: III
TOPIC: LES NOMS ET LES ARTICLES (NOUNS AND ARTICLES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able to: Upon  Vocabulary Inclusive &  Visual dialogue Expected Competencies
completion of development Differentiated Learning (Poster to be shown to the
 Build and develop this topic, (le niz, ) class.  Effective
vocabulary skills Individual work or mixed communication skills
learners will:
through the effective use  Oral and written group work according to
of nouns and articles  Scissors, Posters sheets, Assessment Strategies that
 state the expressions in abilities, gender, learning
Glue,
definition of French: styles, etc. will be used to measure
 Develop skills with the noun and Grammar competencies
appropriate use of nouns  Construct sentences  Colorful markers, pencils
article (gender of
and articles through nouns) using nouns and articles  Continuous assessment
speaking and writing  Textbooks (mastery for
 Identify and
 Articles  Write sentences French, Et Vous?, Easy
 Group assignments &
describe French step -by- step)
 Translate sentences from nouns and (definite, describing and showing presentations
French to English or indefinite, nouns and articles
articles in
English to French ( oral singular, plural)  Nouns and articles charts  Oral and written drills
French
& written)  Group discussions
Ex: Le père d’ali www.collinsdictionary.com  Students’
 Explain
 Identify the gender of nouns and attrappe son  Identifying nouns and www.linguee.com demonstration(answer
nouns articles in articles articles in sentences questions on activities
cabris. www.youtube.com
sentences Construct related to articles and
sentences  Oral and written drills nouns)
using nouns
and articles  State the important  Debate (boys vs girls)
point to consider as the on gender of nouns and
usage of nouns, articles articles

Page 5
 SEMESTER: TWO
GRADE: 10
PERIOD: IV
TOPIC: PRÉPOSITIONS (PREPOSITIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected
to: this topic, learners development (à, Differentiated Learning (Poster to be shown to the Competencies
will: avant, avec, class.)
 Build and develop devant, pour, Individual work or mixed  Effective
vocabulary skills  Identify and derrière,àcôté de group work according to communication skills
 Colorful markers,
through the describe the use of etc ) abilities, gender, learning pencils Assessment Strategies
effective use of Prepositions in styles, etc. that will be used to
prepositions French Language  Oral and written
 Textbooks (mastery for measure competencies
expressions in  Construct sentences French, Et Vous?
 Develop skills with  Explain the French: Grammar using preposition  Continuous
the appropriate use definition of (prepositions of
location, time and  prepositions charts assessment
of preposition preposition  Write sentences
through speaking sequence) describing and showing  Group assignments &
and writing  Construct sentences  Map (world presentations
different kinds of
using prepositions  Interrogative + prepositions
 Translate preposition (qui  Oral and written drills
sentences from est-ce dans la
 Group discussions www.collinsdictionary.com  Students’
French to English Differentiate the maison?, )
or English to www.linguee.com demonstration(use
kinds of prepositions  Identifying prepositions maps to show which
French ( oral &
in sentences www.youtube.com county/country each
written)
student come from)
 Oral and written drills
 Debate (boys vs girls)
on prepositions
 Dramatization

Page 6
 SEMESTER: TWO
GRADE: 10
PERIOD: V
TOPIC: LES PARTIES DU CORPS HUMAIN (PARTS OF THE HUMAN BODY)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of this  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: topic, learners will: development Differentiated (Poster to be shown
(le nez, la Learning to the class.)  Effective communication
 Identify, describe  Describe, identify main, la tête, le skills
& name parts of and name the Individual work or
visage le pied  Scissors, Posters sheets, Assessment Strategies that
the human body in different parts of the mixed group work
etc.) Glue,
French human body in will be used to measure
French  Grammar: according to abilities,
gender, learning styles,  Colorful markers, pencils competencies
 Use short possessive +
 Develop short noun (mon etc.
conversation in  Class participation and
conversation in pied, ma tệte,  Parts of the body poster
French to describe presentation using short
French to tell the la main)  Body parts
the human body conversation in French
function of each part recognition in French  Audio (boys vs girls)
 Translate words of the human body.  Simple
conversation  Role play using short  Textbook (easy French
(body parts) from  Illustrate and label each
French to English  List the parts of the (voici ma conversation in step –by- step part of the body in French
human body in main, c’est French to describe the
or English to (students’ demonstration)
French mon pied, ces human body parts www.collinsdictionary.com
French (oral &
sont mes
written) www.linguee.com  Puzzles
veux, voici  Draw and label the
mon genou) basic part of the www.youtube.com
 Use simple  Individual and group
human body
adjectives to assignments and
describe the parts presentations
of the human body.  Oral and written
participation

Page 7
 SEMESTER: TWO

GRADE: 10
PERIOD: VI
TOPIC: LES PROFESSIONS (PROFESSIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: of this topic, development Differentiated (Poster to be shown to the
learners will: (musician, Learning class.)  Effective communication skills
 Identify, describe chanteuse,
& list different  Describe, Individual work or Assessment Strategies that will
médicin etc.)  Scissors, Posters sheets,
professions in identify and mixed group work be used to measure competencies
Glue,
French list the
 Grammar: noun according to abilities,  Continuous assessment
different kinds
+ Ếtre + article gender, learning  Colorful markers, pencils
 Use short of professions
conversation in + indef.+ styles, etc.  Group assignments &
in French
profession (je  Different professions
French to describe  Develop short presentations
each profession suis un médicin,  Discuss the various poster
conversation
tu es une professions in
and their in French to  Oral and written drills
importance tell about each
musicienne) French  Audio
professions  Students’ demonstration(
 Simple  Role play using  Textbook (Modern
 Translate words model each profession)
conversation short conversation French)
(professions) from Discuss the
(nous sommes in French to
French to English various kinds of  Debate (boys vs girls) on the
des chanteurs) describe each www.collinsdictionary.com
or English to professions in importance of each profession
profession and their
French (oral & French www.linguee.com
importance
written)  Individual and group
www.youtube.com assignments and presentations
 Oral and written
participation

Page 8
 SEMESTER: ONE

GRADE: 11
PERIOD: I
TOPIC: LES VERBES AND NEGATION (VERBS AND NEGATION)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able to: Upon completion  Conjugation (er, Inclusive &  Visual dialogue Expected Competencies
of this topic, ir, oire, re) Verbs Differentiated (Poster to be shown to the
 Apply Verbs-Nouns learners will: (present, past, Learning class.)  Effective communication
agreement in imperfect & skills
speaking and writing  Identify and future etc) Individual work or
French  Scissors, Posters sheets, Assessment Strategies that
describe the mixed group work Glue,
verbs in  Oral and written according to abilities, will be used to measure
 Distinguish and sentences using expressions in competencies
identify verb group in gender, learning  Colorful markers
French French ; Grammar
sentences Language (sentence styles, etc.  Continuous assessment
 Textbooks (mastery for
 Name the verbs construction &
 Translate sentences French)
(Groups) essay writing  Group assignments &
from French to (subject and verb)  Construct sentences presentations
English or English to Conjugate and - eg: Mariam + using verb tense  Verbs chart
French ( oral & construct mange-le riz ,  Oral and written drills
written) Réné regarde la  State the  Conjugation chart
sentences
importance of
using the
telé  Students’ demonstration
different verbs and www.collinsdictionary.com
appropriate verb (conjugation)
 Negation their usage www.linguee.com
tense in the
(ne +verb + pas or
affirmative and  Group discussions www.youtube.com
ne plus/ jamais
negative forms
 Identifying verbs in
sentences

Page 9
 SEMESTER: ONE
GRADE: 11
PERIOD: II
TOPIC: LES ADJETIFS COMPARATIFS ET SUPERLATIFS (COMPARATIVE AND SUPERLATIVE DEGREE OF
ADJECTIVES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able to: Upon completion of  Vocabulary Inclusive & Differentiated  Visual dialogue Expected
this topic, learners development Learning (Poster to be shown to Competencies
 Build and develop will: (plus, moin, aussi) the class.)
skills through the Individual work or mixed  Effective
communication
effective use of  Identify , describe  Oral and written group work according to  Scissors, Posters
comparatives skills
and distinguish the expressions in abilities, gender, learning
according to their sheets, Glue,
comparative and French Grammar: styles, etc.
gender and number. Assessment
superlative degree Comparative and
 Colorful markers, Strategies that will be
of adjective superlative degree  Construct sentences using
 Develop skills with the pencils used to measure
according to of adjective ( comparative degree
appropriate use of gender & number plus…que…moin. according to their gender
competencies
comparatives and que…autant…,..q  Textbooks (mastery for
in French and number.
superlative through Language ue..) le plus, la French, Et Vous?)  Continuous
speaking and writing plus, les plus assessment
 Write sentences comparing  Adjectives chart
 Compare Nouns, nouns, adjectives and verbs
 Translate sentences Adjective and Ex: Sylvie a plus  Group assignments
; adjective and adverbs www.collinsdictionary.com & presentations
from French to Adverb using the de frères que toi.
English or English to comparative Daniel est plus  Group discussions www.linguee.com
 Oral and written
French ( oral & degree in French grand que vous. www.youtube.com drills
written)
Marie est la plus  Identifying comparative and
Compare Adjective
grande fille superlative adjectives in  Students’
and Adverb using sentences demonstration()
the superlative  Describe the class
degree in French  Oral and written drills in french

Page 10
 SEMESTER: ONE

GRADE: 11
PERIOD: III
TOPIC: LES NOMS ET LES ARTICLES (NOUNS AND ARTICLES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive & Differentiated  Visual dialogue Expected
to: this topic, learners development (le Learning (Poster to be shown to Competencies
will: riz, un, une the class.)
 Build and develop banane ) Individual work or mixed  Effective
vocabulary skills  Identify and group work according to communication
 Scissors, Posters sheets,
through the describe nouns  Oral and written abilities, gender, learning skills
styles, etc. Glue,
effective use of and articles in expressions in
nouns and articles French Language French: Grammar  Construct sentences using Assessment
 Colorful markers, pencils Strategies that will be
(gender of nouns) nouns and articles
 Develop skills  Explain nouns un garҫon, une used to measure
fille, des garҫons,  Write sentences describing  Textbooks (mastery for
with the and articles and competencies
des filles, un French, Et Vous?, Easy
appropriate use of state the and showing nouns and
French step -by- step)
nouns and articles definition of each cahier, une chaise articles  Continuous
according to their (le cahier est sur assessment
gender & number  Construct  Nouns and articles charts
la table)  Group discussions
through speaking sentences using
www.collinsdictionary.com  Group assignments
and writing nouns and articles  Articles (definite,  Identifying nouns and & presentations
indefinite, articles in www.linguee.com
 Translate Grouping nouns singular, plural) sentences(genders of nouns)  Oral and written
sentences from www.youtube.com
according to drills
French to English categories Ex: Le père d’ali  Oral and written drills
or English to (identifying nouns attrappe son  State the important point to  Students’
French cabris consider as the usage of demonstration(answ
and articles in
nouns, articles er questions on
sentences)

Page 11
 activities related
you articles and
nouns)

 Debate (boys vs
girls) on gender of
nouns and articles

Page 12
 SEMESTER: TWO

GRADE: 11
PERIOD: IV
TOPIC: LES PRÉPOSITIONS (PREPOSITIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon  Vocabulary Inclusive & Differentiated  Visual dialogue Expected Competencies
to: completion of development Learning (Poster to be shown to the
this topic, (qui, quoi ) class.)  Effective communication
 Build and develop learners will: Individual work or mixed skills
vocabulary skills  Oral and group work according to  Textbooks (mastery for Assessment Strategies that will
through the  Identify and written abilities, gender, learning French, Et Vous?, Easy
effective use of describe the expressions in styles, etc. be used to measure
French step -by- step)
prepositions use of French: competencies
Prepositions Grammar  Construct sentences using  Prepositions charts
 Develop skills in French (prepositions preposition  Continuous assessment
with the Language of location,
 Map (world
appropriate use of time and  Write sentences  Group assignments &
preposition  Explain the sequence) describing and showing presentations
www.collinsdictionary.com
through speaking definition of different kinds of
and writing preposition  Interrogative + prepositions www.linguee.com  Oral and written drills
preposition  Group discussions
 Translate www.youtube.com
 Construct (qui and quoi)  Students’ demonstration(use
sentences from sentences  Identifying prepositions maps to show which
French to English using in sentences county/country each student
or English to prepositions come from)
French ( oral &
 Oral and written drills
written) Differentiate the  Debate (boys vs girls) on
kinds of  Dramatization prepositions
prepositions

Page 13
 SEMESTER: TWO

GRADE: 11
PERIOD: V
TOPIC: LES PARTIES DU CORPS HUMAIN (PARTS OF THE HUMAN BODY)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: this topic, learners development Differentiated Learning (Poster to be shown to the
will: (le nez, la main, class.)  Effective communication
 Identify, describe la tête, lae visage Individual work or mixed skills
& naming parts of  Describe, group work according to
le pied etc.)  Scissors, Posters sheets, Assessment Strategies that
the human body in identify and abilities, gender, learning Glue,
French name the will be used to measure
 Grammar: styles, etc.
different parts of competencies
possessive +  Colorful markers, pencils
 Use short the human body  Body parts
noun (mon pied,
conversation in in French recognition in French  Class participation and
ma tệte, la main)  Parts of the body poster
French to describe presentation using short
the human body  Develop short  Role play using short conversation in French
conversation in  Simple  Audio (boys vs girls)
conversation conversation in
 Translate words French to tell the French to describe
(voici ma main,  Textbook (easy French
(body parts) from function of each the human body parts  Illustrate and label each
French to English part of the c’est mon pied, step –by- step
part of the body in French
ces sont mes
or English to human body.  Draw and label the (students’ demonstration)
French (oral & veux, voici mon www.collinsdictionary.com
genou) basic part of the
written) human body www.linguee.com  Puzzles

 Use simple List the parts of the www.youtube.com

 Oral and written  Individual and group
adjectives to human body in participation assignments and
describe the parts French presentations
of the human body.

Page 14
 SEMESTER: TWO

GRADE: 11
PERIOD: VI
TOPIC: LES PROFESSIONS (PROFESSIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: this topic, learners development Differentiated (Poster to be shown to the
will: (musician, Learning class.)  Effective communication
 Identify, chanteuse, skills
describe & list  Describe, médicin etc.) Individual work or  Scissors, Posters sheets,
different Assessment Strategies that will
identify and list mixed group work Glue,
professions in be used to measure
the different
French  Grammar: according to competencies
kinds of
noun + Ếtre + abilities, gender,  Colorful markers, pencils
professions in  Continuous assessment
article + learning styles, etc.
 Use short French
profession (je  Different professions
conversation in
suis un  Discuss the poster  Group assignments &
French to  Develop short presentations
médicin, tu es various
describe each conversation in
une professions in  Audio
profession and French to tell
musicienne) French  Oral and written drills
their importance about each
professions   Textbook (Modern  Students’ demonstration
 Simple  Role play using French)
 Translate words (model each profession)
Discuss the various conversation short conversation
(professions)
from French to kinds of professions
(nous sommes in French to www.collinsdictionary.com  Debate (boys vs girls) on the
des chanteurs) describe each importance of each
English or in French www.linguee.com
profession and profession
English to
their importance www.youtube.com
French (oral &
written)  Individual and group
 Oral and written assignments and
participation presentations
Page 15
 SEMESTER: ONE

GRADE: 12
PERIOD: I
TOPIC: LES VERBES AND NEGATION (VERBS AND NEGATION)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able to: Upon completion of  Conjugation (er, Inclusive &  Visual dialogue Expected Competencies
this topic, learners ir, oire, re) Differentiated (Poster to be shown to the
 Apply Verbs-Nouns will: Verbs (present, Learning class.)  Effective communication skills
agreement in past, imperfect
speaking and writing  Identify and & future etc) Individual work or Assessment Strategies that will be
French  Scissors, Posters sheets,
describe the mixed group work used to measure competencies
Glue,
verbs in  Oral and written according to
 Distinguish and sentences using expressions in  Continuous assessment
identify verb group abilities, gender,  Colorful markers
French French ;
in sentences Language Grammar learning styles, etc.  Group assignments &
(sentence  Textbooks (mastery for presentations
 Translate sentences  Construct French)
 Name the verbs construction &
sentences using
from French to (Groups) essay  Oral and written drills
English or English to writing(subject verb tense  Verbs chart
French ( oral & and verb) - eg:  Students’
written) Mariam +  State the  Conjugation chart demonstration(conjugation)
Conjugate and
mange-le riz , importance of
construct sentences different verbs www.collinsdictionary.com
Réné regardle
using the and their usage
telé www.linguee.com
appropriate verb
tense in the  Negation  Group www.youtube.com
affirmative and (ne +verb + pas or discussions
negative forms ne plus/ jamais
 Identifying verbs
in sentences
Page 16
 SEMESTER: ONE
GRADE: 12
PERIOD: II
TOPIC: LES ADJETIFS (ADJECTIVES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion  Vocabulary development Inclusive &  Visual dialogue Expected Competencies
to: of this topic, (petit, grand, Differentiated (Poster to be shown to the
gros,mechant) class.)  Effective
learners will: Learning
 Build and  Oral and written communication skills
develop  Identify and expressions in French Individual work or  Scissors, Posters sheets, Assessment Strategies
vocabulary skills discuss the ;Grammar; describing mixed group work Glue, that will be used to
through the different kinds objects, people and places according to abilities,
effective use of of adjectives to (physical, size, structure, measure competencies
gender, learning styles,  Colorful markers, pencils
descriptive describe shape and state of being)
words. persons, places etc.  Continuous assessment
Ex: Ếtre + adjective  Textbooks (mastery for
and things  Group assignments &
 Construct sentences French, Et Vous?)
 Develop skills French (masculine & feminine)- Il presentations
using adjective words
with the Language est gros/petit, elle esr  Adjectives chart
appropriate use  Oral and written drills
of adjectives  Distinguish
grosse/petite, il est  Write sentences
through speaking mechant describing and www.collinsdictionary.com  Students’
the masculine
and writing and feminine showing possessions demonstration(describe
 Presentative: www.linguee.com
forms of of persons various objects,
kinds of www.youtube.com
 Translate adjectives to persons: physical,
sentences from Modify a
adjectives(demonstrative,  Group discussions structure, state of being,
possessive, descriptive, possession, gender,
French to person, place,
English or
indefinite,interrogative,(agree  Identifying adjective abilities and learning
or thing using ment and position). in sentences
English to styles)
possessive
French ( oral &
words  Oral and written drills  Describe the class in
written)
French

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 SEMESTER: ONE
GRADE: 12
PERIOD: III
TOPIC: LES NOMS ET LES ARTICLES (NOUNS AND ARTICLES)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: this topic, learners development (le Differentiated Learning (Poster to be shown to the
will: nez, un cahier , une class.)  Effective
 Build and develop fille) Individual work or mixed communication skills
vocabulary skills  Identify and group work according to
 Scissors, Posters sheets,
through the describe nouns and  Oral and written abilities, gender, learning Assessment Strategies that
Glue,
effective use of articles in French expressions in styles, etc. will be used to measure
nouns and articles Language French: competencies
 Construct sentences  Colorful markers, pencils
 Develop skills with  Explain nouns and  Grammar (gender using nouns and articles  Continuous assessment
 Textbooks (mastery for
the appropriate use articles and state the of nouns singular
 Write sentences French, Et Vous?, Easy
of nouns and definition of each and plural) un  Group assignments &
describing and showing French step -by- step)
articles according garҫon, une fille, presentations
nouns and articles
to their gender &  Construct sentences des garҫons, des
 Nouns and articles charts
number through using nouns and filles, un cahier,  Group discussions  Oral and written drills
speaking and articles une chaise (un
 Identifying nouns and www.collinsdictionary.com
writing cahier est sur la  Students’
Grouping nouns table) articles in www.linguee.com demonstration(answer
 Translate sentences according to sentences(genders of questions on activities
from French to categories  Articles (definite, nouns) www.youtube.com
related yo articles and
English or English indefinite, nouns)
(identifying nouns  Oral and written drills
to French singular, plural)
and articles in
 Debate (boys vs girls)
sentences) Ex: Le père d’ali  State the important point
on gender of nouns and
attrappe son cabris to consider as the usage
articles
of nouns, articles

Page 18
 SEMESTER: TWO
GRADE: 12
PERIOD: IV
TOPIC: LES PRÉPOSITIONS (PREPOSITIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able to: Upon completion of  Vocabulary Inclusive &  Visual dialogue Expected Competencies
this topic, learners development Differentiated Learning (Poster to be shown to the
 Build and develop will: (devant, avant, class.)  Effective
vocabulary skills pour, derrière,a Individual work or mixed communication skills
through the effective  Give the côté de etc ) group work according to  Scissors, Posters sheets,
use of prepositions definition of abilities, gender, learning Assessment Strategies
Glue
preposition  Oral and styles, etc. that will be used to
 Translate sentences written measure competencies
 Identify and  Textbooks (mastery for
from French to expressions in  Construct sentences French, Et Vous?, Easy
English or English to describe the use French: using preposition  Continuous
of Prepositions French step -by- step)
French ( oral & assessment
written) in French  Grammar  Write sentences  Prepositions charts
(prepositions describing and  Group assignments &
 Differentiate the kinds  Construct of location, presentations
showing different  Map (world
of preposition sentences using time and kinds of prepositions
prepositions sequence)  Oral and written drills
www.collinsdictionary.com
 Group discussions
Differentiate the  Interrogative + www.linguee.com  Students’
kinds of preposition  Identifying www.youtube.com
demonstration(use
prepositions (qui and quoi) prepositions in maps to show which
sentences county/country each
student come from)
 Oral and written drills
 Debate (boys vs girls)
 Dramatization on prepositions

Page 19
 SEMESTER: TWO
GRADE: 12
PERIOD: V
TOPIC: LES PARTIES DU CORPS HUMAIN (PARTS OF THE HUMAN BODY)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are able Upon completion  Vocabulary Inclusive &  Visual dialogue Expected Competencies
to: of this topic, development Differentiated (Poster to be shown to
 Identify, learners will: (le nez, la Learning the class.)  Effective
describe & main, la tête, Communication skills
name parts of  Describe, lae visage le Individual work or  Scissors, Posters
the human Assessment Strategies
identify and pied etc.) mixed group work sheets, Glue,
body in French name the according to abilities, that will be used to
different parts gender, learning styles,  Colorful markers, measure competencies
 Use short  Grammar:
of the human etc. pencils
conversation in possessive +  Class participation
body in French
French to noun (mon  Body parts and presentation using
describe the  Parts of the body poster
 Develop short pied, ma tệte, recognition in short conversation in
human body la main) French French (boys vs girls)
conversation in  Audio
 Translate words French to tell
 Simple  Role play using  Illustrate and label
(body parts) the function of  Textbook (easy French each part of the body
each part of the conversation short conversation in
from French to step –by- step in French (students’
English or human body. (voici ma French to describe
English to main, c’est the human body demonstration)
www.collinsdictionary.com
French (oral &  List the parts of mon pied, ces parts
written) the human sont mes www.linguee.com  Puzzles
body in French veux, voici  Draw and label the
 Use simple mon genou) basic part of the www.youtube.com  Individual and group
adjectives to human body
describe the  Assignments and
parts of the  Oral and written presentations
human body. participation

Page 20
 SEMESTER: TWO
GRADE: 12
PERIOD: VI
TOPIC: LES PROFESSIONS (PROFESSIONS)
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS COMPETENCIES
OUTCOMES ASSESSMENT
Learners are Upon completion  Vocabulary Inclusive &  Visual dialogue Expected Competencies
able to: of this topic, development Differentiated (Poster to be shown to
learners will: (musician, Learning the class.)  Effective communication
 Identify, chanteuse, skills
describe & list  Describe, médicin etc.) Individual work or  Scissors, Posters sheets, Assessment Strategies that will
different identify and list mixed group work Glue, be used to measure
professions in the different
French  Grammar: noun + according to abilities, competencies
kinds of
Ếtre + article + gender, learning styles,  Colorful markers,
professions in
profession (je suis etc. pencils  Continuous assessment
 Use short French
conversation in un médicin, tu es  Group assignments &
une musicienne)  Discuss the various  Different professions
French to  Develop short poster
presentations
professions in
describe each conversation in
profession and French to tell  Simple French  Oral and written drills
conversation  Audio
their importance about each  Students’ demonstration(
professions (nous sommes des  Role play using short
chamteurs) conversation in  Textbook (Modern model each profession)
 Translate words French)
French to describe
(professions) Discuss the  Debate (boys vs girls) on the
each profession and
from French to various kinds of www.collinsdictionary.com importance of each
their importance
English or professions in profession
English to www.linguee.com
French  Oral and written  Individual and group
French (oral &
participation www.youtube.com assignments and
written)
presentations

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