| 1 | 1 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) reproduce French phonetic sounds and intonation patterns accurately | 1. How do songs help us learn French pronunciation? | - accompany songs with rhythmic clapping and dancing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) enjoy French songs and musical expressions | 1. How do songs help us learn French pronunciation? | - imitate native vowel sounds and nasal sounds from recorded songs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) enjoy French songs and musical expressions | 1. How do songs help us learn French pronunciation? | - imitate native vowel sounds and nasal sounds from recorded songs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) enjoy French songs and musical expressions | 1. How do songs help us learn French pronunciation? | - imitate native vowel sounds and nasal sounds from recorded songs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) enjoy French songs and musical expressions | 1. How do songs help us learn French pronunciation? | - imitate native vowel sounds and nasal sounds from recorded songs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Active Listening: Rhymes and Songs | By the end of the sub strand, the learner should be able to; a) enjoy French songs and musical expressions | 1. How do songs help us learn French pronunciation? | - imitate native vowel sounds and nasal sounds from recorded songs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) identify names of common classroom objects in French (le livre, le stylo, la table) | 1. How do you name objects around you in French? | - match French flashcards with real objects in the classroom | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) identify names of common classroom objects in French (le livre, le stylo, la table) | 1. How do you name objects around you in French? | - match French flashcards with real objects in the classroom | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) listen to short descriptive sentences about school facilities and identify target objects | 1. How do you name objects around you in French? | - listen to audio descriptions and point to the mentioned items | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) listen to short descriptive sentences about school facilities and identify target objects | 1. How do you name objects around you in French? | - listen to audio descriptions and point to the mentioned items | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) appreciate learning a foreign language to describe immediate surroundings | 1. How do you name objects around you in French? | - play object naming relay games in small teams | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) appreciate learning a foreign language to describe immediate surroundings | 1. How do you name objects around you in French? | - play object naming relay games in small teams | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) appreciate learning a foreign language to describe immediate surroundings | 1. How do you name objects around you in French? | - play object naming relay games in small teams | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) appreciate learning a foreign language to describe immediate surroundings | 1. How do you name objects around you in French? | - play object naming relay games in small teams | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for Information: School and Surroundings | By the end of the sub strand, the learner should be able to; a) appreciate learning a foreign language to describe immediate surroundings | 1. How do you name objects around you in French? | - play object naming relay games in small teams | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
