| 1 | 1 | Listening Speaking | Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement | - | 1. (s) Why is repetition important when speaking ? | - learner is guided to: practice active listening skills to reproduce spoken Words, phrases, and expressions on family, listen to authentic audiovisual dialogues introducing family members and take turns to repeat or act out thc dialogues | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening Speaking | Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement | - | 1. (s) Why is repetition important when speaking ? | - learner is guided to: practice active listening skills to reproduce spoken Words, phrases, and expressions on family, listen to authentic audiovisual dialogues introducing family members and take turns to repeat or act out thc dialogues | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening Speaking | Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement | - | 1. (s) Why is repetition important when speaking ? | - discuss the various compositions of members of different families, present on thc members of their nuclear families | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening Speaking | Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement | - | 1. b) c) repeat sounds, Words and expressions on family as articulated from an audio text, use spoken language patterns appropriately for effective real-life interactions, display a positive attitude towards speaking activ ities? | - discuss the various compositions of members of different families, present on thc members of their nuclear families | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening Speaking | Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement | - | 1. b) c) repeat sounds, Words and expressions on family as articulated from an audio text, use spoken language patterns appropriately for effective real-life interactions, display a positive attitude towards speaking activ ities? | - use thc expressions learnt to ask each other questions relating to names of members of their nuclear | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening Speaking | Imitative speaking R eperirion Mo delling Engagement Pronunciation | By the end of the sub strand, the learner should be able to; a) make correct pronunciation of sounds and words as articulated from an audio text | 1. What do you do to ensure proper pronunc on? | - participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening Speaking | Imitative speaking R eperirion Mo delling Engagement Pronunciation | By the end of the sub strand, the learner should be able to; a) make correct pronunciation of sounds and words as articulated from an audio text | 1. What do you do to ensure proper pronunc on? | - participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening Speaking | Imitative speaking R eperirion Mo delling Engagement Pronunciation | By the end of the sub strand, the learner should be able to; a) use spoken language pattern s appropriately for effective real-life interactions | 1. What do you do to ensure proper pronunc on? | - participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening Speaking | Imitative speaking R eperirion Mo delling Engagement Pronunciation | By the end of the sub strand, the learner should be able to; a) use spoken language pattern s appropriately for effective real-life interactions | 1. What do you do to ensure proper pronunc on? | - participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening Speaking | Imitative speaking R eperirion Mo delling Engagement Pronunciation | By the end of the sub strand, the learner should be able to; a) display a positive attitude towards speaking activities | 1. What do you do to ensure proper pronunc on? | - participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Imitative speaking Reper irion Non -verbal communication A crive engagement | By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to: | 1. How do you speak clearly in F rench? | - recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Imitative speaking Reper irion Non -verbal communication A crive engagement | By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to: | 1. How do you speak clearly in F rench? | - recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Imitative speaking Reper irion Non -verbal communication A crive engagement | By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to: | 1. How do you speak clearly in F rench? | - recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Imitative speaking Reper irion Non -verbal communication A crive engagement | By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to: | 1. b) repeat sounds and Words as articulated from an audio source, use fluent speech pattcms for effective real-life interactions, display a mysitive attitude toward speaking acti vities? | - recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Imitative speaking Reper irion Non -verbal communication A crive engagement | By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to: | 1. b) repeat sounds and Words as articulated from an audio source, use fluent speech pattcms for effective real-life interactions, display a mysitive attitude toward speaking acti vities? | - recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
