| 1 | 1 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) decode unfamiliar vocabulary using picture clues and context | 1. What strategies can you use when meeting an unknown French word? | - point out familiar cognates and keywords in texts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) decode unfamiliar vocabulary using picture clues and context | 1. What strategies can you use when meeting an unknown French word? | - point out familiar cognates and keywords in texts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Reading | Guided Reading: Picture Stories | By the end of the sub strand, the learner should be able to; a) share personal reactions to stories read | 1. What strategies can you use when meeting an unknown French word? | - retell the main storyline in English and simple French phrases | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing: Labeling and Short Sentences | By the end of the sub strand, the learner should be able to; a) copy French words and phrases legibly with correct accents | 1. Why are accents important when writing in French? | - practise writing French accents: l'accent aigu (é), l'accent grave (à, è), l'accent circonflexe (ê) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing: Labeling and Short Sentences | By the end of the sub strand, the learner should be able to; a) copy French words and phrases legibly with correct accents | 1. Why are accents important when writing in French? | - practise writing French accents: l'accent aigu (é), l'accent grave (à, è), l'accent circonflexe (ê) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing: Labeling and Short Sentences | By the end of the sub strand, the learner should be able to; a) copy French words and phrases legibly with correct accents | 1. Why are accents important when writing in French? | - practise writing French accents: l'accent aigu (é), l'accent grave (à, è), l'accent circonflexe (ê) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing: Labeling and Short Sentences | By the end of the sub strand, the learner should be able to; a) label pictures of body parts, family and classroom items in French | 1. Why are accents important when writing in French? | - label diagrams of the classroom, clothing items and family members | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
