french 7-9 - liberia united methodist church

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REPUBLIC OF LIBERIA

MINISTRY OF EDUCATION

NATIONAL CURRICULUM FOR GRADES 7 TO 9

FRENCH

February 2011

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MESSAGE FROM THE MINISTER OF EDUCATION

I wish to extend my thanks and appreciation to ECSEL, UNESCO, and all our partners for their immense contribution to this important task of

revising and strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the

harmonization or realignment of the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and

Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutions for the level of professionalism that

went into this exercise.

The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of

education transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national

challenge is the rebuilding of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong,

vibrant and productive education and training system.

The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social

Studies and emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education.

Secondly, the new curriculum is developed in line with international standards especially those practiced and enshrined in the curriculum of our

sisterly Republic of Nigeria and Ghana who are also members of the West African Examinations Council (WAEC) .

We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use

this curriculum in our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West

African Senior Secondary Certificate Examinations (WASSCE) come 2013 as envisaged by us in the education sector.

May I conclude by once again saying big thank-you to all those who contributed to make this project a success.

Hon. E. Othello Gongar

MINISTER

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FRENCH

JUNIOR HIGH

GRADE 7

TOPIC: GREETINGS/INTRODUCING ONESELF AND OTHERS

OBJECTIVES: At the end of the lesson, students will be able to:

- Exchange greetings with others.

- Introduce him/her and others.

- Use adjectives relating to nationality and professional titles.

- Recognize and use plurals of regular nouns and adjectives.

- Write numbers from 1 – 100.

OUTCOMES CONTENTS AVTIVITIES MATERIALS EVALUATION

Develop the art of speaking

correctly.

Improve social interaction

through conversation.

Apply singular and plural nouns

in speaking and writing.

Apply adjectives – noun

agreement in speaking and

writing.

Vocabulary and expressions

Salutation (Bonjour / Bonsoir).

Presentation

- Comment + s appeler

- S’appeler + nom

- Etre + nom

- Quel + etre + adj. poss. +

noun

Pres entatif

- C’est + noun

- Voici/voila + noun

Expressing Age

- Avoir + age

Grammar

- Les adjectifs de

nationalite

Les noms de profesison

- L’article defini /indefini.

- Les pronoms clitiques

(moi, toi, lui, etc.)

- Genre et nombre des

noms et des adjectives

Listening to dialogue

Reading dialogue

Differentiate Masculine

nouns/adjectives from

Feminine nouns/adjectives

Write key points to consider in

making introduction.

Role playing introducing

oneself or another person.

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Textbooks

Continuous assessment

Student introduces

himself/herself, after

exchanging greetings with a

classmate.

Variation : Cross-

introduction : in a group of

two, student exchanges

greetings with his/her friend

and introduces that friend.

Students answer simple

questions about names,

nationality and age.

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reguliers

- Les nombres de 1 – 100

Conjugation: present tense of

s’appeler, etre, avoir, habiter

TOPIC: GIVING AND EXECUTING ORDERS

OBJECTIVES: At the end of the topic, students will be able to:

- Identify and name objects of the classroom

- Understand and carry out instructions

- Identify and use verbs related to the classroom environment

- Show ownership using possessive adjectives

- Conjugate verbs in the affirmative/negative imperative form.

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION

Developing the ability to

understand/give and carry

out instructions.

Improve listening and

comprehension skills.

Vocabulary and expressions.

All vocabulary and expressions related to

classroom activities

Aller au tableau / a’ sa place

To show possession/ownership.

C’est a toi le livre?

C’est ton livre?

Learn names of places and objects in the

classroom. : le tableau, la chaise, etc.

Qu’est – ce que c’est? C’est un/une + object

*Grammar :

The imperative form of verbs: aller,

s’asseoir, se lever, prendre, donner, ecouter,

ecrire, lire, regarder, ouvrir sortir.

The Pronominal verbs: s’asseoir, se lever,

etc.

Listening to

dialogue

Reading

dialogue

Conjugating

verbs

Oral and written

drills

Role playing

Audio-visual

aids

Visual aids ;

-photos

-posters

-drawings

Text books

Continuous

assessment

Each student identifies

and gives the name of an

object in the classroom,

or from a drawing

A student is asked to

execute a specific order

Students are given a

drawing of various types

of objects and they write

the names on answer

sheet : Qu’est-ce que

c’est ?

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The use of prepositions: a, au, a la, a l’, aux,

en, chez + ( name of place/person)

Prepositions showing possession : de, du, de

l’, de la, des : C’est le cahier de Martha.

Demonstrative adjectives : (ce, cet, cette,

ces)

TOPIC: COMMUNICATING VIA TELEPHONE

OBJECTIVES: At the end of the lesson, students will be able to:

- Make telephone calls

- Identify and use different forms of questions

- Ask and answer questions using different interrogative words

- Tell time and write dates

- Count from 100 – 200


Improve social

interaction through oral

communications.

Make and take

telephone calls using the

appropriate expressions.

Vocabulary and Expressions

Prendre contact / rendez-vous

Demander a parler a qqn.

Demander l’indentite/ d’attendre

Annuler un rendez – vous.

Faire/composer un numero

Formules de politesse

Rappeler qqn/ epeler un mot)

Les jours de la semaine et les mois de

l’annee (dire l’heure et la date)

Grammar:

The interrogative sentence

L’interrogation avec:

Write out the

important points to

be considered when

making telephone

calls

Construct

interrogative

sentences using

rising intonation : tu

es eleve?

Transform

Audio-visual

aids.

Visual aids :

(photos,

poster,

drawings)

Textbook

Continuous

assessment

Students simulate a

telephone call

Students tell time and

write dates of events-

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- Qui est-ce ?

- Est-ce que..?

- Qu’est-ce que c’est?

Conjugation: The present tense of ;

prendre, demander, faire, vouloir, parler,

dire

Sentence Construction de Vouloir (au

present du conditionel) + infinitive :

Ex. : Je voudrais manger

Numbers from 100 – 200.

statements

into questions :

- Est-ce que..?

Oral and written

drills

Read/write numbers

in words.

Spelling words in

French (days of the

week and months of

the year)

Writing numbers in

words: 1-200

Writing and

expressing dates and

also time.

TOPIC: EXPRESSING ONES OPINION


- Express opinion and react to others opinions and views.

- Appreciate, accept or reject others opinions and views


Develop the ability to

express views and make

critical/sound judgment.

*Develop the awareness to


All vocabulary and expressions

related to expressing ones opinion.

- Avoir un avis (A mon avis …….)

- Croire/esperer/penser que….

Listening to /

reading

dialogues/texts.

Role playing

Audio and visual

aids,

Visual aids

(Photos, posters,

drawings)


Students are put in a

situatioon where they

express teir opinions.

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appreciate others views and

opinions.

Improve social

interactions through

argumentation.

- Etre d’ accord/ne pas etre d’ accord

avec quelqu’un/ une idée/quelque chose.

- Avoir raison / tort, c’est

vrai/faux/juste…

Grammar: Sentence

construction:

- Je crois que + present de l’indicatif

- J’espere que + present de l’indicatif

- Je pense que + present de l’indicatif

Conjugaison – Les verbes croire, esperer

et penser au present de l’indicatif

Possessive adjectives (singular form,

only)

Constructing

sentences to express

opinion.

Collect photos and

prepare posters and

drawings to be

exhibited in class

room

Oral and written

drills

Text books

Students are placed into

different situational

groups.

Sentence completion:

Je crois que tu (avoir)

___ tort…. Je crois que

tu as tort.

TOPIC: DESCRIBING PEOPLE, OBJECTS AND PLACES

OBJECTIVES: At the end of this topic, students will be able to:

- Use different descriptive words to describe a person/object.

- Identify and distinguish the masculine and feminine forms of descriptive adjectives.


Build and develop

vocabulary skills

through the effective

use of descriptive

words.

Develop skills in the

appropriate use of

descriptive words

(adjective) in speaking

and writing.


Describing objects, people and places

(physical structure, size, shape)

- Etre + adjectif (masc/Fem)

Il est gros/petit

Elle est grosse/petite

Presentatif:

- C’est + art. ind. + adj. + noun:

C’est un gros livre

Voici un chien mechant.

- Avoir + adj. + noun

Il a un gros ventre

Identification of

descriptive words in

a sentence.

Write sentences

describing a person.

Select a person to

describe positively

or negatively.

Oral and written

drills.

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Text books


Students describe

various objects/persons

(physical structures,

clothes, etc. in a photo

or drawing.

They may also desrcibe

classmates.

Sentence completion: C’est

un _____ garcon (beau,

bel, belle)

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Color adjectives

- C’est un livre bleu

- Le/ Ce livre est bleu

*Grammar

-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.

Listening/reading

text.

TOPIC: TRANSPORTATION AND TRAVEL

OBJECTIVES: At the end of the topic, students will be able to:identify different means of transport

- Inquire information relative to travels

OUTCOME CONTENTS ACTIVITIES MATERIALS EVALUATION

Appreciate the

importance of the

various means of

transport


purchase tickets and

make inquiries about

flights, trains, hotels,

restaurants, etc.

Improve experiences,

social contacts and


travels.



relating to the various means of

transport (land, sea and air).

- Aller/voyager en taxi/train

avion/voiture, etc.

- Aller + lieu (aller a Buchanan)

- Venir de + lieu (venir de l’école)

- Prendre le taxi/bus l’avion ;

l’arrivee le depart, l’escale la gare, etc.

l’envol – l’atterissage (aeroport)

Prendre le billet/le ticket.

- Faire une réservation

- Loger dans un hôtel / un auberge,

etc.

Grammar :

Listening/reading

text/dialogues.

Oral/written drills

Conjugating and

using verbs

Role playing

Collect and exhibit

photos, drawings in

the classroom.

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Textbook


Students name different

means of transport in

their country/county, or

other known means of

transport elsewherre.

Alternatively, students

may tell which means

of travel they use to go

to school, or travel

outside their country.

Students tell where

important buildings,

hotels, or the national

stadium, airport is

located.

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OUTCOME CONTENTS ACTIVITIES MATERIALS EVALUATION

Prepositions: au-dessus / au-dessous,

devant, sur, sous, derrière a

cote,de/du/dela/des

Conjugation: present tense of; partir,

sortir, voyager, loger se promener.

Students simulate

buying plane tickets or

tickets to a game, or an

important social

function.

TOPIC: HEALTH AND SANITATION

OBJECTIVES: At the end of the topic, students should be able to:

- Inquire information about health and health related issues/services

- Identify and use appropriate health related vocabulary and expressions.

OUTCOMES CONTENTS ACTIVTIES MATERIALS EVALUATION

Adopt and

develop the

proper attitudes

towards health

and sanitation.

Develop/create

awareness for a

clean

environment.


Vocabulary and expressions related to health

and sanitation.

- Aller + a + lieu

Aller a’ l’ hôpital / le centre de santé / la

clinique

- Voir / Consulter, le médecin

- Faire une ordomance / prescription

- Prendre / donner une piqûre / injection des

comprimes

- Avoir la toux / la fièvre

- Prendre le pouls d’ un malade

- Faire la radio

- Etre malade / en bonne santé/ mauvaise

santé / au régime

- Suivre / prendre un traitement

Grammar:

Conjugation; Present tense of; tousser,

respirer, suivre, soigner

Revision: imperative form

Listening / reading

text dialogues.

Role playing /

simulation

Collect / prepare /

exhibit posters,

photos on health

related issues in the

classroom

Oral and written

drills

Conjugation and use

of selected verbs.

Audio – visual

aids

Visual aids

Text book

Collect/prepare

posters/drawings

and exhibit them

in classrooms


Students simulate a

sickness and go to see a

doctor, or go to the

hospital/health center,

explain what is wrong

with them and the

doctor (a student)

prescribe treatment or

tells sick student what to

do.

Student answer

questions on activity

related to the hospital

and sanitary conditions

of community where

they live.

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TOPIC: SALES AND PURCHASES

OBJECTIVES: At the end of this period, students will be able to:

- Carry out transactions/ Express quantity and cost.

- Ask for/give and appreciate prices.

OUTCOMES CONTENTS ACTIVTITIES MATERIALS EVALUATION

Improve social

interaction through

activities related to

buying and selling.

Develop oral skills

through social

interactions.


ask for and negotiate

prices.


All vocabulary and expressions related

to sales and purchases.

Places: market, restaurant, shop, post

office, bakery, grocery store, etc….

Expressing determinate quantity and

cost/price.

Avoir + combien de ………

Combien coute / C’est combien +

article

Il ya combien de ………..

Expressing indeterminate quantity

(use of partitive articles)

- Avoir du / de l a ….. + object.

- Vous avez / Est ce que vous avez / il y

a du beurre?

Appreciating prices:

C’est trop / moins cher/bon marche

Grammar:

Partitive articles: du, de la, de l’, des,

Le passé compose des verbes du

premier groupe (la formation)

Conjugation: présent tense of vendre,

acheter, couter. depenser, vouloir

Sentence construction:

Vouloir : present du conditionnel +

infinitif

Listening/Reading

dialogue

Role

playing/Simulating

buying and selling

Conjugating and

using selected verbs.

Oral and written

drills.

Write numbering

words.

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Text book


Simulate a market

where students act as

buyers and sellers;

preferably in groups of

two or three students.

Students answer

questions about various

commercial activities,

where food items are

produced, or

purchased,such as

bread from the bakery,

etc.

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OUTCOMES CONTENTS ACTIVTITIES MATERIALS EVALUATION

- Je veux/voudrais acheter …

Numbers from 201 – 1000

TOPIC: EXPRESSING LIKES AND DISLIKES


- Express their likes and dislikes, preferences

- Make a choice



express desires (likes

and dislikes)

Improve social

interaction through

conversation.



to sports and hobbies.

Places: stade, parc, cinéma, le

restaurant, la discothèque, le théâtre,

etc.

Aimer / ne pas aimer

Preferer / ne pas preferer, faire

Jouer / du + sport / instrument

Jouer au + sport / instrument

Grammar:

Prepositions: a, au, a la, etc. ……

Intensive adverbs: assez, trop,

beaucoup, moins, etc.


Verb + nom (J’aime la danse)

Verb + infinitif (J’aime danser)

Conjugation: Présent tense of:

aimer, préférer, jouer, faire.

Listening/Reading

dialogue.

Role playing

Oral and written

drills

Collect/prepare

exhibit photos/

posters of various

instruments and

sport(icons) in

classroom

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Textbooks


A student is put in a

situation where he/she is

made to express hi/her

likes or dislikes, or make

choice between two

alternatives – hobbies

(sport, music, film,

restaurant)

Students write about their

hobbies and state why they

do not like a particular

activity.

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TOPIC: EXPRESSING FEELINGS AND EMOTIONS


- Express their feelings about things and other people (friends, family members, etc.)



express feelings and

emotions.

Improve social

interaction through

oral and written

communications.


express opinions.



associated with the expression of

feelings and emotions:

Anniversary, marriage, death,

success, disappointment, etc.

- Etre + adjectif (masc. / fem.)

- Etre content(e)

- Etre en colere / de bonne – mauvaise

humeur

- Avoir peur / honte / bonne – mauvaise

mine

- Joyeux / bon anniversaire / noel.

- A ta / votre sante

- quel success / quelle reussite! / fete!

Bonne fete! / annee!

Grammar:

Conjugation: present tense of: pleurer,

sourire, rire, echouer, manger, sentir

Revision: gender and number of

adjectives (regular/irregular)

Le passé compose des verbes du

premier groupe (reviser) et

queleques desdeuxièmes et

troisièmes groupes

Listening/Reading

text/dialogue.

Role

playing/Simulation

Oral and written

drills

Conjugating and

using verbs related

to expressions of

feeling/emotion

Text books

Audio-visual aids

Visual aids

(photos, posters,

drawings)


Students write/express

their feelings aboput an

event or an

organized/simulated

ceremony/activity :

birthday/wedding

anniversary, death of a

friend, etc.


questions about events,

activity, (sports, musical

concert, a film, etc) –

Comment a ete la fete?

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FRENCH

JUNIOR HIGH

GRADE 8

TOPIC: GREETINGS / INTRODUCING ONESELF AND OTHERS


- Exchange greetings

- Introduce him/herself and others

- Use adjectives relating to nationality and professional title

- Recognize and use plural of regular and irregular nouns and adjectives


Develop the art of

introducing oneself

and others correctly.

Improve social

interaction through

conversation.

Develop social and

cultural awareness.



related to exchange of greetings and

introducing oneself and others as

studied earlier in Grade seven.

- Se presenter et presenter quelqu’un

e.g. Je te/vous presente Ballah

M./Mme/Mlle …..

Enchante(e)

Grammar:

Review the names of countries,

adjectives of nationality and

profession and titles. (noms de

profession.

Gender and number of irregular

adjectives and nouns.

Conjugation: present tense of: se

presenter, s’appeler, habiter, venir

(de).

Listening/Reading

dialogues

Differentiate

masculine

nouns/adjectives

from feminine noun

adjectives.

Role playing

Introducing oneself

or other

Oral and written

drills

Photos and drawing

to exhibit in

classroom

Audio – visual

aids

Visual aids

(photos, posters,

drawings)

Text books


Students, in groups of two,

introduce each other, after

exchanging greetings,

indicating where he/she

lives, age and nationality

Sentence completion:

students complete

sentences with nationality

and profession: Voici

George Weah; il est

liberien; il est footballeur.



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- Identify and name objects in the classroom


- Identify and use verbs related to classroom environment




understand/give and

carry out

instructions/orders.

Improve listening and

comprehensive skills.

Vocabulary and Expressions.


to orders and requests as studied earlier

in Grade7.

- Prenez / ouvrez vos livres

- Sors / sortez de la classe

- Apprends ta / Apprenez vos leçons.

Grammar:

Possessive adjectives (plural) mes, tes,

ses, etc.

Conjugation: present tense of;

comprendre, apprendre, entendre,

attendre.

Review the imperative form.

Review the passé compose of regular

verbs.

Listening/Reading

dialogues.

Conjugating verbs.

Oral and written

drills.

Role playing

Audio-visual aids

Visual aids

(photos, posters,

drawings, etc.)

Text books


Students are made to

execute specific orders, or

make other students to

execute a specific order

From a drawing students

identify various objects by

writing the names on a

sheet of paper

TOPIC: USING VARIOUS MEANSOF COMMUNICATION

OBJECTIVES: At the end of the topic, students should be able to:

- Make telephone calls

- Write a friendly letter/an invitation

- Identify and use different forms of questions

- Ask and answer questions using different interrogative words.

- Make and write positive and negative sentences.

- Count from 1000 to

-

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Improve social interaction

through oral and written

communication.

Improve social contact

through conversation on the

telephone.

Develop the ability to make

and respond to telephone calls

through the use of the

appropriate expressions


All vocabulary and

expressions related to

friendly letters and

conversation via telephone.

- Cher(`ere) ami/amie

- Amicalement

Grammar:

The interrogative sentence

(inverted form)

- Comment t’appelles – tu?

- Vas – tu chez toi?

Using the different

interrogative words::

- Qui etes – vous?

- Que faites – vous?

(Vous faites quoi?)

- Quel jour sommes – nous

aujourd’hui?

- Quelle est la date…..?

Numbers from 1000 to

infinity

The negative declarative

sentence with: ne….. pas

(only).

Write out the important

points to be considered

when making a telephone

call.

Construct interrogative

sentences using: rising

intonation:

Tu vas a l’ecole?

Est-ce que form:

i) Est-ce-que vas a l’ecole?

ii) Inverted form :

- Vas-tu a l’école ?

Identify parts of a friendly

letter.

Write/respond to a

friendly letter.

Audio-visual

aids

Visual

aids photos,

posters,

drawings)

Textbook


Students in a group of

two simulate a

telephone conversation.

Students write a friendly

leter or a letter of

invitation to a

classmate.

Alternativiely, students

respond to a friendly

letter or an invitation.



- Express opinion and react to other’s opinions and views.

16


Develop ability to

express views/opinion

and make critical

judgements.

Appreciate other

people’s opinions.

Improve social


argumentation.



studied in relation to the expressions

of opinions and views.

New vocabulary and structures

- Avoir le meme avis que quelqu’un

- Partager l’avis de quelqu’un

- Admettre l’avis/l’opinion de qqn

Grammar:

N.B. Review all grammar points taught

in relation to this topic.


- J’ai le meme avis que + nom/prenom

- Je partage l’avis /l’opinion de + nom

- J’admets que je mens.

- C’est faux/vrai!

Conjugation: les verbes partager,

admettre, commettre au présent de

l’ indicatif .

Listening/Reading

dialogues/texts.

Role playing

Constructing

sentences to express

opinion

Photos and drawings

are exhibited in

classroom

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Text books


Students in a group of

two express their views

about a particular

event/occasion/someone

: Qu’est-ce que tu

penses de Monsieur

Dubois ? – Il est

gentil/mechant.

Est-ce que tu es d’accord

avec Zawu ? Non/, je ne

suis pas d’accord/ Oui, je

suis d’accord.

Students read a simple text

on an event, occasion, or

an individual, and write

their views.

TOPIC: TRANSPORTATION AND TRAVELS


- Identify different means of transport

- Inquire information relative to travels

- Compare people, places and objects


Appreciate the

importance of various

means of transport.

Improve experiences,


All vocabulary and expressions studied

previously in relation to transporta and

travels.


Listening/Reading

text/dialogues

Oral/written drills

Audio-visual aids

Visual Aids :

(photos or

drawings of

various means of


Students explaing to

class the means of

transport they use to go

17


social contacts

through travels.

Develop time

consciousness

Develop

communication skills

in making inquiries

about travels

- Visiter un lieu / une residence

- Se promener dans/en ville

- Rouler vite / lentement

- Prendre place dans …….

- Avoir de la place dans / a’ / au

- Arriver tot / a l’heure / tard /en retard /

a midi / minuit

- Etre a’ l’heure / en retard

- Etre / tomber en panne

- Reparer une voiture / un camion (le

garage, le mecanicien….)

Grammar:

Le comparatif:

- Aussi que/Moins que/Plus que


- Venir de + infinitif (passe recent)

- Futur proche : Aller + infinitif

Conjugation: present tense of; courir,

rouler, conduire, depanner

Passe compose of regular verbs

(groups of one and two), and some

irregular verbs

Conjugate and use

selected verbs

Comparing different

means of transport

Collect photos and

prepare drawings to

be exhibited in

classroom

transport

Textbooks

to school ; or what

means of travel is used

in their country

Students compare

different means of

transport, using the

different kinds of

comparatives learned

TOPIC: DESCRIBING PEOPLE, THINGS AND PLACES


- Use different descriptive words to describe a person, an object and a place.


Building and

developing vocabulary

skills through

effective use of


All words and expressions to describe

people, places and things as studied

earlier in Grade 7.

Identification of

descriptive words in

a sentence.

Audio-visual aids

Visual aids :

(photos, posters,

drawings)


Students describe various

objects in the classroom, as

18


descriptive words.

Apply descriptive

words in speaking and

writing

Develop the

awareness of the

differences between

things, pl;aces, and

people

- Etre en + matiere

- Etre en acier / metal / bois

- C’est un pantalon en velour

- Cette porte est en metal

Grammar: Adjectives:

- descriptive

- possessive

- demonstrative

- color / numeral

Verbs: present tense of: decrire,

montrer, devenir, grandir

N.B. Review all grammar points

studied in Grade 7 in relations to this

topic.

Write sentence

describing a person.

Listening / Reading

text book/dialogues.

Oral and written

drills.

Collect photos and

prepare drawings to

be exhibited in

classroom

Text books

well as individuals in

drawings/photos, or

classmates

Studdents write the

description of object and

state what they are made

of, or individuals in a

photo, or textbooks.



- Carry out transactions

- Ask for, give and appreciate prices

- Express quantity and cost / price


Improve social



buying and selling.

Develop oral




Additional structures and vocabulary:

- Demander / payer l’addition

- Faire une commande

Listening/Reading

dialogue.

Role playing /

simulating buying

and selling.

Audio-visual aids

Visual aids

Photos, posters,

drawings

Text books


Students give the prices of

various objects brought to

class, and state where these

objects can be found

19


communication skills

through social

interactions.


inquire about and

negotiate prices.

- Discuter / negocier un prix

(demander / faire un rabais

e.g. Je peux / est-ce que je

peux payer …?

- Demander le prix de qqch .

Apprecier un prix (C’est trop /

moins cher)

Grammar:

Intensive adverbs: trop, assez beaucoup,

moins, etc.

Conjugation: present tense of: payer,

envoyer, diminuer chercher, vendre,

manger

Review : the negative sentence (ne…

pas)

Conjugating and

using selected verbs.

Oral and written

drills.

Collect and exhibit

in classroom

photos/drawings of

commercial

activities

(market/store)


questions about where

items such as books, bread,

sugar, are sold, and by

whom.


OBJECTIVES: At the end of the topic, students will be able to;

- Inquire information, talk about health and health related issues

- Identify and use appropriate health related vocabulary and expressions


Adopt and develop the

proper attitude

towards health and

sanitation

Develop the

awareness of having a

clean environment

Develop the

awareness to visit



to health and sanitation.

New structures and vocabulary:

- Visiter / faire une visite

- Se rendre a l’hopital

- Respecter la dose

- Faire la lessive / vaisselle

- Nettoyer / balayer (un lieu / un

objet).

- Ne pas salir / etre sale / propre

Listening/Reading

texts/dialogues

Role playing /

simulation

Collect / prepare

exhibit posters,

photos on health


classroom

Audio-visual aids

Visual aids

(photos, posters,

drawings)

Text books


Students answer questions

about various heath

issues/activities; or

students explain what they

are ill.

Students read a mini-text

about health workers, kinds

of common diseases and

20


hospital/ health

centers in case of

illness

Grammar:

N.B. Review all previous grammar

points taught in relation to this topic.

Sentence construction;

- Il faut + infinitif

Conjugation: Present tense of;

avaler, sucer, manger, dormir, salir,

se rendre, se reposer, nettoyer,

mourir.


Si + present + adjectif

Si je suis malade, je vais a l’hopital.

answer questions.

TOPIC: LIKES AND DISLIKES

OBJECTIVES: At the end of the topic, students will be able to:;

- Express their likes and dislikes, and preferences.


Improve social

interaction through

conversation


express desires and

make choices



previously in relation to making choices.

New vocabulary and structures:

- détester / adorer qqn / qqch.

- Exprimer ses préférences

- Apprécier qqn / qqch

- Pas du tout, un peu

- C’est excellent / bon / mauvais /

mieux / meilleur

Listening/Reading

dialogues

Using expressions of

likes/dislikes and

preference

Conjugating and

using selected verbs

Audio-visual aids

Visual aids:

(photo, posters,

drawings).

Text books


Students make a list of

choices and state why.

Students write a simple

text about the kind of

activities they prefer to do

after school, or during their

leisurer time

21


- Etre bon / meilleur(e)

Grammar:

N.B: Repeat all grammar points studied

previously in Grade 7 before

introducing new elements.

Conjugation: present tense of:

detester, adorer, hair, plaire

Review the “passé compose” of all

regular and some irregular verbs.

Oral / Written drills

Alternatively, student s

may write why they like or

don’t like a footballer or an

artist.


OBJECTIVES: At the end of this topic, students will be able to:

- Express their feelings on issues;

- Build vocabulary skills through word study (Antonyms and Synonyms)

- Appreciate and recognize the feeling of others.



express feelings and

emotions.

Improves social


oral and written

communications.

Develop the ability /

awareness to

appreciate other

people’s feelings and

emotions.


All previous vocabulary and expressions

studied in relation to feelings and

emotions.

New vocabulary and expressions:

- Etre ravi(e)

- C’est possible / impossible

- C’est vrai! / Ce n’est pas vrai ! /

inadmissible!

- C’est genial! / merveilleux ! /

formidable!

Grammar:

N.B: Repeat all grammar points studied

previously in Grade 7 before

Listening/Reading

text/dialogues

Role playing /

Simulation

Oral and Written

drills

Conjugating and


Word matching

games

Audio-visual aids

Visual aids:

(photos, posters,

drawings, etc.)

Text books


Students tell/explain how

they feel about a past

event, ceremony, or an

individual

Alternatively, student

introduces a new friend to

another student and he/she

tells how he/she feels about

the new friend.

Students match words from

22



Word study: antonyms and synonyms

of adjectives.

content – mecontent (Anthonym)

heureux – malheureux

content(e) – ravi(e) (Synonmy)

joyeux – heureux

Demonstrative Prnouns

Ex.: Celui-ci ….

two different columns

(antonyms/synonyms); or

alternatively, they replace

words by their synonyms,

or write their antonyms.

FRENCH

JUNIOR HIGH

GRADE 9

TOPIC: GREETINGS


- Exchange greetings with others

- Introduce him/herself and others

- Use adjectives relating to nationality and professional titles

- Recognize, form and use the plural of regular and irregular nouns and adjectives

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALAUATION

Develop the art of

introducing oneself

and others correctly

Develop social and

cultural awareness

Improve social


oral conversations



previously in relation to greetings and

introducing oneself and others.

New vocabulary and expressions:

- Permettez-moi de te / vous presenter..

- Avoir l’honneur / le plaisir de

presenter qqn.

- enchante (e) / ravi(e) de faire ta /

votre connaissance.

Grammar:

N.B.: Review all grammar points

Listening/Reading

dialogues

Differentiate

masculine

nouns/adjectives

from feminine

nouns/ adjectives

Role playing;

introducing oneself

or another person

Audio-visual aids

Visual aids:

photos, posters,

drawings, etc.

Text books


Students exchange

greetings amd im\ntroduce

each other, or themselves,

indicating their nationality,

age and where they live.

Students construct

sentences using masculine

and feminine

adjectives/nouns.

23

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALAUATION

studied previously in Grade 8 in

relations to this topic.

Conjugation: the present tense of all

pronominal verbs (se reveiller,

s’asseoir, se lever , etc) and travailler

(dans / habiter + pays.

The passé compose of all irregular

verbs.

Oral and written

drills.



- Identify and name objects of the classroom


- Identify and use verbs related to the classroom environment


- Identify and conjugate pronominal verbs in the affirmative, negative, imperative form.


Develop the ability

to understand and

carry out

instructions

Improve listening,

reading and

comprehension

skills

Develop social and

cultural awareness.



previously studied in relation to orders

and requests.

New vocabulary and expressions;

- Tais-toi / Taisez-vous!

- Garde/gardez silence!

- Reste / Restez tranquille!

- Ne fais / ne faites pas (trop) de

bruit!

Grammar:

Conjugation: imperative form (all

pronominal verbs in the

Listening/Reading

dialogues

Conjugating and


Oral and written

drills

Role

playing/simulation

Games

Audio-visual aids

Visual aids :

(photos, posters,

drawings)

Text books


Students give the names of

various objects in the

classroom, or from a

drawing.

Students tell what someone

is doing by looking at

photos: Qu’est-ce qu’il/elle

fait?

24


affirmative/negative imperative form)

Possessive adjectives (all forms)

TOPIC: COMMUNICATING VIA TELEPHONE / LETTER


- Make and take phone calls

- Write/respond to a friendly letter

- Write/respond to a letter of invitation

- Ask and answer questions using different question forms and words

- Conjugate and use the future tense of regular verbs


Improving social


written and oral

communications

Develop an ability

to make and answer

phone calls through

the effective use of

appropriate words

and expressions

Improve social

contacts through

telephone

conversation



previously studied in relation to oral and

written communication (telephone and

letters)

New vocabulary and structures;

- Formules d’ invitation / de

politesse

- Accepter / Refuser une invitation

- Les ceremonies de mariage,

anniversaries, fetes, etc.

Grammar:

N.B: Repeat all grammar points taught

previously in relation to this topic before


Construction of interrogative

sentences with:

- ou (place)

- quand (time)

- combien (quantity/cost)

- Comment (manner)

Write out the

important points to

be considered when

making telephone

calls.

Construct

interrogative

sentences using

interrogative words

like: ou, quand,

comment, etc.

Transform

statements into

questions

Write/respond to a

friendly letter

Write/respond to /

accept/refuse an

invitation

Audio-visual aids

Visual aids:

(photo, osters,

drawings.)

Text books


Students simulate a

telephone conversation.

Students write/respond to a

friendly letter or an

invitation, on the occasion

of an anniversary, or a

special event.

25


- pourquoi (reason)

Conjugation: future tense (all regular

verbs)

Review the “future proche”


OBJECTIVE: At the end of the topic, students will be able to:

- Express opinion and react to others opinions and views


Develop the ability

to express

views/opinions and

make critical/sound

judgments.

Improve social


argumentation

(reasoning)

Develop the ability

to appreciate other

people’s opinion

and views.



earlier in relation to expressing opinion

and wish.


- Exprimer un avis contraire (ne

pas etre de l’avis de quelqu’un)

- Etre de l’avis de quelqu’un

- Sembler/trouver que + present de

l’indicatif, paraitre/croire que

- D’apres/selon + pronom/nom

Grammar: N.B.: Review all grammar

points taught earlier in relation to this

topic.

Sentence Construction :

- D’apres / selon Marie / elle ……

- Je ne suis pas de l’avis de + nom

- Je ne suis pas de son avis

- Elle est du meme avis que moi

- Il me semble qu’il a tort/menti

Conjugaison: Les verbes mentir, dire,

entendre, attendre au present de

Listening

to/Reading

texts/dialogues

Role playing

Construct sentences

to express opinion

using known

expressions and

vocabulary

Collect and exhibit

photos/drawings in

classroom

Audio-visual aids

Visual aids:

(photo, osters,

drawings.)

Text books


Students read a mini-

dialogue and express views

about the characters.

Students may also react to

views expressed by otner

students.

26


l’indicatif

Review the « passe récent »

TOPIC: TRANSPORTATION AND TRAVELS


- Identify different means of transportation

- Inquire information relating to travels

- Compare people, places and objects

- Identify and use direct and indirect object pronouns

- Express occurrences/ in future tense event.

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATIION

Appreciate the

importance of

various means of

transportation.

Improve

experiences, social

contacts through

travels.

Develop time

consciousness.

Develop the proper

skills, in making

inquiries about

travels.



earlier in relation to transportation and

travels.


- Demander son chemin (la gare,

L’aeroport, la porte, l’hotel,

demander/savior l’heure de

depart/d’arrivee..

- Aller/partir en vacances.

- .Faire une sortie/sortir en ville/au

cinema, etc.

- Voyager en premiere/deuxieme

classe…

Grammar : Review all grammar

points taught previously in relation to

this topic.

- Les pronoms complement d’objet

direct/indirect: le, la, …, lui, leur, etc.

- Les pronoms – adverbes : y et en

- La negation : toujours/souvent=ne …

Listening

to/Reading

texts/dialogues

Oral/written drills

Conjugating and


related to

transportation/

travels

Identify and use

direct and indirect

object pronouns in

various kinds

sentences.

Collect photos or

drawings related to

various means of

Audio-visual aids

Viausl aids:

photos, posters,

drawings, etc.

Text books


Students narrate their daily

travels fron home to

school ; or travels

elsewhere.

Students write about

travels made during the

vacations, indicating means

of transport used, as well

as their experiences


from a text about travels

27

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATIION

jamais ; encore = ne … plus ;

quelqu’un = ne … personne

quelque chose = ne … rien

Conjugation : Le futur simple

(tous les verbes du troisieme

groupe)

transportation and

exhibit in classroom

TOPIC: DESCRIBING PEOPLE, PLACES AND THINGS


- Use different kinds of descriptive words to describe a person, place or thing

- Show ownership using the prepositions marking possession.

- Identify and use the relative pronouns qui and que


Build and develop

vocabulary skills

through the effective

use of descriptive

words

Develop the ability

to describe people,

places, and things

effectively.

Develop the ability

to appreciate

Develop the

consciousness/differ

ences between

people, things and

places.


All words and expressions studied

previously in relation to describing

people, places., and things.

New Vocabulary and Structures

- Faire le portrait physique de quelqu’un

- Avoir + partie du corps + adjectif.

-Il a le menton carre

- Faire le portrait moral de quelqu’un.

- etre + adjectif

- Il est sympathique/mechant.

Grammar:

N.B.: Repeat all grammar points taught

previously in relation to this topic before

introducing new eements.

Sentence Construction:

1. preposition marking ownership:

Identifying and

using descriptive

words in a sentence.

Writing sentences

describing the

physical and moral

character of a

person; describe a

place or thing

Listening/ reading

texts/dialogues

Oral and written

drills

Collect and exhibit

Audio-visual aids

Viausl aids:

photos, posters,

drawings, etc.

Text books


Students describe a person,

an object, or a particular

place (city, quarter, school

campus).


from a text.

28


- C’est le cahier de Fatu

- Le cahier de Cynthia est nouveau

- C’est la ville de Paris

- La ville de Paris est grande..

- decrire, montrer, ressembler, 2.

Relative Pronouns :

Qui : La fille qui chante est belle

Que : Le garcon que tu vois est gentil.

photos/drawings in

classroom



- Inquire information about health and health related issues

- Identify and use appropriate health related vocabulary and expressions.


Adopt and develop

the proper attitude

towards health and

sanitation.

Develop the

awareness to keep

environment clean

Develop the

awareness to visit

the hospital or

health centers

when one is ill.



to Health and Sanitation.

New Vocabulary and Structures:

-Se porter bien/mal

- Se sentir bien/mal

- Avoir mal a une partie du corps

- J’ ai mal au cou

- Mon cou me fait mal

- Souffrir d’ une maladie

Grammar:

N.B.: Review previous grammar points

before introducing new elements.


- Devoir + infinitif, + …..

(Je dois prendre le/ mon

medicament)

Listening/reading

texts/dialogues

Role playing /

simulation

Collect/prepare

exhibit posters,

photos on health


classroom

Learn the various

parts of human body

Discuss the various

common diseases ;

Audio-visual aids

Visual aids:

photos, posters,

drawing, etc.

Text books


In a mini-conversation, a

student tells heis/her friend

tthat he /she is sick and

must see the doctor ; or a

student has returned from

seeing the doctor and

explains the visit to his/her

friend/classmate.

Students write a mini-text

about health centers and

workers in their

community, and what

services are available. Or

students may write about

29


Conjugation: Present tense of;

macher, croquer, se porter, se sentir ,

souffrir

Imperfait of all regular verbs

particularly, STDs

and HIV /Aids

their community and tell

whether it is clean or dirty.

Students may also answer

questions from a text.



- Carry out transactions

- Ask for, give and appreciate prices

- Express quantity and give cost/price


Improve social

interaction through


buying and selling.

Develop oral

communication

skills through social

interactions.

Develop the ability

to appreciate and

negotiate prices.



previously in relation to sales and

purchases.


- Demander le prix de quelque chose.

Combien coute ……..

- Tu vends / vous vendez a combien?

- Quel est le prix de …..?

- Discuter / negocier un prix

Diminuez / Est-ce que vous pouvez

diminuer un peu? etc

- Avoir besoin / envie de ….

- Desirer /Vouloir qqch

-.

Grammer:

N.B. Review all previous grammar

points taught in relations to sales and

purchases.

Sentence construction with: lequel /

laquelle …..

Listening/Reading

texts/dialogues.

Role playing /

simulating buying and

selling.

Conjugating and using

selected verbs relating


Oral and written drills

Collect/prepare and

exhibit photos,

posters, drawings

relating to commercial

activities/transactions

Audio-visual

aids

Visual aids:

photos, posters,

drawings, etc.

Text books


In a group of two or three,

students simulate a

businesss transaction.

Narrate to a

friend/classmate an

account of purchases made

the previous day; or

purchases to be made the

following day.

30


Demonstrative pronouns

(celui-ci / celle-ci / la …..)

TOPIC: EXPRESSING LIKES AND DISLIKES


- Express likes and dislikes, and preferences.

- Identify and use direct and indirect object pronouns

- Provide affirmative answers to negative questions


Improve social

interaction through

conversation

Developing the

ability to express

desires and make

choices



previously in relation to the expression

of desires and making choices.


- Verb + nom + mieux / moins que

+ nom

- J’aime la danse mieux que le

cinema

- Verb + mieux / moins bien que +

nom / pronom

- Il danse mieux que Tamba / lui

Preferer qqch / qqn a une autre chose /

personne

- Je prefere le cinema a la danse / au

sport

Qu’est-ce que tu aimes / preferes?

N’aimes-tu pas le cinema?

Si, je l’aime.

Grammar:

N.B: Review all previous grammar

points taught in relation to this topic

“Imparfait.” of some irregular verbs

Listening/Reading

texts/dialogues.

Using expressions of

likes and dislikes

and preferences.

Conjugating and


related to the topic

Oral and written

drills.

Audio-visual aids

Visual aids:

photos, posters,

drawings, etc.

Text books


Students write/express

their feeling about an

event, a ceremony, game, a

film, or an individual (likes

and dislikes)

Students explain their

experiences during a

particular event.

31



- express their feelings and emotions.


Develop the ability

to express feelings

and emotions.

Improve personality

through expression

or feelings.

Develop the ability

/ awareness to

appreciate other

people’s feelings

and emotions



previously in relation to the expressions

of feelings and emotions.


- Etre + adjectif

Etre ennuyeux / terrible / sympa, etc.

- Avoir l’air triste malheureux /

heureux .

Presentatif + adjectif

C’est grave / mechant / gentil / dingue,

etc.

Grammar:

N.B: Review all previous grammar

points taught in relation to this topic.

Word Study: Antonyms and

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

Conjugation: future tense (all regular

and irregular verbs)

Review the “passé compose” and the

“imparfait”

Listening/Reading

text/dialogues

Role playing /

Simulation

Oral and Written

drills

Conjugating and


Collect photos, and

drawing to be

exhibited in the

classroom.

Audio-visual aids

Visual aids:

photos, posters,

drawings, etc.

Text books


Students express their

feelings/emotioins about a

pleasant or a tragic event

(scene of an accident), or

about an artist, an

international

footballer/artist.

Students read and answer

questiom a mini-text text.

32

BIBLIOGRAPHY

Agyeman T. et al Trans Afrique Junior Secondary

French Course. Teachers Work Book 2

Macmillan, Hachette 2002

Mazuric, Catherine Sirejols Evelyn

On Y va methode de francais JSS 2

CLE International SEDCO 2002

Mazuric, Catherine Sirejols

On Y va methode de francais JSS 1

CLE International SEDCO 2002

Bouacha, Magid Ali & Paisant Chantal

Trans Afrique Junior Secondary School Book 3

Macmillan, Hachette 1995

Agyeman T. Bouacha, Ali N; Amamooc et Al

Trans Afrique Junior Secondary French Book 1

Macmillan Hachette 2002

Berchiche, Y. Dubois N. Mimran R.

Cours de la Sorbonne, Langue et Civilisation Francaises

CLE International 2000

Berger, Dominique, Spicacci Nerina

Accord 1 methode de Francais

Didier 2000

Dominique Philippe et al Le Nouveau San s frontierer

CLE International 1998

Baylon Christian et al Forum methode de Francais 1

Hachette 2000

Quattara, Abdoulaye Francais - CEI

Livre du maitre

Inspecteur de l’equipe de la Sous – Direction de la Pedagogie.

The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia

french 7-9 - liberia united methodist church

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