Essential

ESSENTIAL
French
Primary 6
Teacher’s Guide
Sandra Gil
Consultants: David Agbeli • Bridget Kudjawu

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Author: Sandra Gil
Consultants: David Agbeli; Bridget Kudjawu
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Illustrators: Natalie and Tamsin Heinrichsen; Rob Owen; Saaid Rahbeeni
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TABLE OF CONTENTS Table Des Matières
INTRODUCTION 4
Section A: THE NEW PRIMARY CURRICULUM AND THE FRENCH SYLLABUS
(UPPER PRIMARY: BASIC 4 - BASIC 6) 6
1. The new primary curriculum 6
2. The new French syllabus 7
3. How this French series covers the new curriculum and syllabus for Basic 6 9
4. Structure and special features of the Learner’s Book 13
Section B: TEACHING GUIDELINES 15

THÈME 1 – DÉFINIR LES ASPECTS DE L’IDENTITÉ
UNITÉ 1: Bonsoir! 15
UNITÉ 2: Quel est ton numéro de téléphone? 17
UNITÉ 3: Je vous présente la nouvelle élève de notre école! 20
UNITÉ 4: Il est beau! Elle est intelligente! 22
UNITÉ 5: La jeune fille à gauche, c’est qui? 26
Project time 29
Practise, Practise, Practise! 29
THÈME 2 – PARLER DE SON ENVIRONNEMENT
UNITÉ 1: Comment sont les chambres à coucher? 30
UNITÉ 2: Qu’est-ce que tu fais à l’école? 35
Project time 38
THÈME 3 – EXPRIMER SES GOÛTS ET SES PRÉFÉRENCES
UNITÉ 1: Ils sont respectueux! 40
UNITÉ 2: Ils ont un mauvais comportement! 43
Project time 45
THÈME 4 – LES ACTIVITÉS
UNITÉ 1: Quels nombres entendez-vous? 47
UNITÉ 2: Qu’est-ce que tu fais les samedis? 52
UNITÉ 3: Mes activités quotidiennes 55
UNITÉ 4: Les mois et les saisons 57
UNITÉ 5: Des conversations téléphoniques 60
UNITÉ 6: Je ne peux pas parce que je suis malade … 63
UNITÉ 7: Quelle profession aimes-tu beaucoup? 67
UNITÉ 8: Où est le livre? Où se trouve Azima? 70
UNITÉ 9: Dansons cette petite danse! 74
Project time 77
Final Activities 78
Section C: EXTRA RESOURCES 81
INTRODUCTION
Dear Teacher,
Welcome to our French series for Ghana. It was developed especially for
you and for the upper primary (Basic 4 – Basic 6) learners.
This Basic 6 Teacher’s Guide has been developed in conjunction with

the French Learner’s Book for Basic 6. We hope that you will find it
an important and useful tool to assist and guide you as you introduce
and teach the French language to your young learners through a task-
oriented, communicative approach.
This series is based on the French syllabus from the new curriculum
for Ghana’s primary schools.
Both the Learner’s Books and the Teacher’s Guides in this series
encourage the creation of a learning-centred classroom. This approach
provides numerous opportunities for learners to engage in diverse and
practical interactive activities which carefully address all the curriculum
strands, sub-strands, content standards, indicators, core skills,
competencies and values. The aim is for these to be achieved through
meaningful, real-life situations and examples.
A learning-centred pedagogy with differentiation, scaffolding and the

integration of Information Communications Technology (ICT) – as a
teaching and learning tool to achieve the expected outcomes of the new
curriculum – was also considered during the development stages of this
French series for Ghana.
The integration of assessment as learning, for learning and of

learning, as well as the use of questioning techniques, are also key
elements addressed in this series. The suggested activities support the
consolidation of content, vocabulary, language structure and core skills.
They also allow for continuous monitoring and assessment.
4
This Teacher’s Guide is divided into three sections:
Section A: The new primary curriculum and the French syllabus
(Upper Primary: Basic 4 – Basic 6)
This section provides a general overview and guidance about content,
methodology, features, time allocation and assessment.
Section B: Teaching guidelines
This section provides detailed guidelines, answers to the activities
covered in the Learner’s Book, and suggestions for extra activities, where
appropriate. There are also suggestions for specific activities from the
Learner’s Book to be used as homework.
Section C: Extra resources
This section provides extra resources for some specific themes and
units of the Learner’s Book, where appropriate. It also includes extra
Diagnostic Assessment exercises for your use.
Enjoy teaching this new curriculum. Enjoy the new French syllabus.
With warm wishes,
The Author
5
SECTION A: THE NEW PRIMARY CURRICULUM
AND THE FRENCH SYLLABUS
(UPPER PRIMARY: BASIC 4 – BASIC 6)
1. THE NEW PRIMARY CURRICULUM

The new curriculum for Ghana’s primary schools provides a set of values and core skills and competencies
that learners are expected to understand and demonstrate through their upper primary education. Teachers
are guided by the organisation of the new curriculum and the emphasis on a learner-centred classroom.
1.1 Values
• This new curriculum places great importance on integrating the following set of values throughout the
learning and teaching experience.
• Set of values:
– respect
– diversity
– equity
– commitment to achieving excellence
– teamwork and collaboration
– truth and integrity.
1.2 Core skills and competencies

The following core skills and competencies relate to the way in which the teacher and learners engage with
the subject and the skills developed throughout the learning and teaching process.
• Critical thinking and Problem-solving
• Creativity and innovation
• Communication and collaboration
• Cultural identity and Global citizenship
• Personal development and Leadership
• Digital literacy
1.3 Organisation
The new curriculum has a four-column structure:
• Strands
• Sub-strands
• Content standards
• Indicators / exemplars
1.4 A learner-centred classroom: Your role as a teacher
• The new curriculum strongly emphasises the importance of a learner-centred classroom (as opposed to
a traditional classroom) where learners:
– feel safe and accepted
– use diverse sources of information in a variety of forms
– are encouraged to find solutions and answers not just by individual (independent) project work
but also through collaborative pair and group work
– have the opportunity to learn in a communicative and challenging environment where differences
are respected and accepted
– use authentic materials / real life situations and ICT as crucial teaching and learning materials.
6
2. THE NEW FRENCH SYLLABUS
The new French syllabus covers the General Scope and Sequence, Period allocation / Time on task for
the French subject, and the Yearly / Termly Scheme of Learning. (These are as indicated and suggested in
the Resource Guide for the Orientation of Primary School Teachers Towards the Implementation of the Revised
Curriculum for Primary Schools, (NaCCA), Ministry of Education, Ghana).
2.1 General Scope and Sequence
STRANDS SUB-STRANDS CONTENT STANDARDS
1. Définir les aspects de 1. Saluer et prendre congé Compréhension Orale

l’identité 2. Se présenter Production Orale
3. Présenter quelqu’un Compréhension Écrite
4. Décrire quelqu’un Production Écrite
5. Décrire la famille et les liens familiaux
2. Parler de son environnement 1. Parler de sa maison Compréhension Orale

2. Parler de son école Production Orale
Compréhension Écrite
Production Écrite
3. Exprimer ses goûts et ses 1. Dire ce que l’on aime Compréhension Orale
préférences 2. Dire ce que l’on n’aime pas Production Orale
Production Écrite
4. Les activités 1. Compter et faire des calculs simples Compréhension Orale

2. Demander et donner l’heure Production Orale
3. Parler des jours de la semaine Compréhension Écrite
4. Situer les mois et les saisons dans le Production Écrite
temps
5. Entrer en contact par téléphone
6. Inviter quelqu’un et accepter une
invitation
7. Identifier les professions et les métiers
8. Demander et expliquer la position des
personnes ou des objets les uns par
rapport aux autres
9. Donner et réagir à un ordre
2.2 Period allocation / Time on task for the French subject
Subject: FRENCH
Period allocation (per week) 2 periods
Duration of period / time on task 30 minutes
7
2.3 Yearly Scheme of Learning by Term
WEEKS TERM 1 TERM 2 TERM 3

(12 weeks) (12 weeks) (12 weeks)
Sub-Strands
1 (30 min × 2 periods)

Saluer et prendre Parler de son école Situer les mois et les
congé saisons dans le temps

Se présenter Dire ce que l’on Entrer en contact par
aime téléphone

Présenter quelqu’un Dire ce que l’on Inviter quelqu’un et
n’aime pas accepter
6 (30 min × 2 periods) une invitation

Décrire quelqu’un Compter et faire des Identifier les professions
calculs simples et les métiers
9 (30 min × 2 periods) Décrire la famille et les Demander et donner Demander et expliquer
liens familiaux l’heure la position des personnes
ou des objets les uns par
10 (30 min × 2 periods) rapport aux autres

Parler de sa maison Parler des jours de Donner et réagir à un
la semaine ordre
8
3. H
OW THIS FRENCH SERIES COVERS THE NEW CURRICULUM
AND SYLLABUS FOR BASIC 6
BASIC 6
4 STRANDS 18 SUB-STRANDS INDICATORS CONTENT Pages in the Pages in the

4 Thèmes 18 Unités STANDARDS Learner’s Teacher’s Guide
Book
1. Définir les 1. Saluer et prendre B6.1.1.1.1 Compréhension Orale 2–5 15–16

aspects de congé B6.1.1.2.1 (LISTEN)
l’identité Production Orale
B6.1.1.3.1
(SPEAK)
B6.1.1.4.1
(READ)
Production Écrite
(WRITE)
2. Se présenter B6.1.2.1.1 Compréhension Orale 6–9 17–19

B6.1.2.2.1 (LISTEN)
B6.1.2.3.1 Production Orale
(SPEAK)
B6.1.2.4.1
B6.1.2.4.2
(READ)
Production Écrite
(WRITE)
3. Présenter B6.1.3.1.1 Compréhension Orale 10–12 20–21

quelqu’un B6.1.3.2.1 (LISTEN)
(SPEAK)
B6.1.3.4.1
(READ)
Production Écrite
(WRITE)
4. Décrire B6.1.4.1.1 Compréhension Orale 13–20 22–25

quelqu’un B6.1.4.2.1 (LISTEN)
(SPEAK)
B6.1.4.3.1
B6.1.4.4.1
(READ)
Production Écrite
(WRITE)
5. Décrire la famille B6.1.5.1.1 Compréhension Orale 21–27 26–28

et les liens B6.1.5.2.1 (LISTEN)
familiaux Production Orale
B6.1.5.2.2
(SPEAK)
B6.1.5.3.1
B6.1.5.4.1
(READ)
Production Écrite
(WRITE)
9
BASIC 6

Book
2. Parler de son 1. Parler de sa B6.2.1.1.1 Compréhension Orale 32–38 30–34

environnement maison B6.2.1.2.1 (LISTEN)
(SPEAK)
B6.2.1.2.3
B6.2.1.3.1
(READ)
B6.2.1.4.1
Production Écrite
B4.2.1.4.2 (WRITE)
2. Parler de son B6.2.2.1.1 Compréhension Orale 39–46 35–37

école B6.2.2.2.1 (LISTEN)
(SPEAK)
B6.2.2.2.3
B6.2.2.3.1
(READ)
B6.2.2.4.1
Production Écrite
(WRITE)
3. Exprimer ses 1. Dire ce que l’on B6.3.1.1.1 Compréhension Orale 52–56 40–42
goûts et ses aime B6.3.1.2.1 (LISTEN)
préférences Production Orale
B6.3.1.2.2
(SPEAK)
B6.3.1.3.1
B6.3.1.4.1
(READ)
Production Écrite
(WRITE)
2. Dire ce que l’on B6.3.2.1.1 Compréhension Orale 57–59 43–45

n’aime pas B6.3.2.2.1 (LISTEN)
(SPEAK)
B6.3.2.3.1
B6.3.2.4.1
(READ)
Production Écrite
(WRITE)
4. Les activités 1. Compter et B6.4.1.1.1 Compréhension Orale 66–75 47–51

faire des calculs B6.4.1.2.1 (LISTEN)
simples Production Orale
B6.4.1.2.2
(SPEAK)
B6.4.1.2.3
B6.4.1.3.1
(READ)
B6.4.1.3.2
Production Écrite
B6.4.1.4.1 (WRITE)
B6.4.1.4.2
10
BASIC 6

Book
2. Demander et B6.4.2.1.1 Compréhension Orale 76–81 52–54

donner l’heure B6.4.2.2.1 (LISTEN)
(SPEAK)
B6.4.2.3.1
B6.4.2.3.2
(READ)
B6.4.2.4.1
Production Écrite
B6.4.2.4.1 (WRITE)
3. Parler des jours B6.4.3.1.1 Compréhension Orale 82–86 55–56

de la semaine B6.4.3.2.1 (LISTEN)
(SPEAK)
B6.4.3.3.1
B6.4.3.4.1
(READ)
Production Écrite
(WRITE)
4. S ituer les mois et B6.4.4.1.1 Compréhension Orale 87–93 57–59

les saisons dans B6.4.4.2.1 (LISTEN)
le temps Production Orale
B6.4.4.2.2
(SPEAK)
B6.4.4.3.1
B6.4.4.4.1 (READ)
Production Écrite
(WRITE)
5. E
ntrer en contact B6.4.5.1.1 Compréhension Orale 94–98 60–62
par téléphone B6.4.5.2.1 (LISTEN)
(SPEAK)
B6.4.5.3.1
B6.4.5.4.1 (READ)
Production Écrite
(WRITE)
6. I nviter quelqu’un B6.4.6.1.1 Compréhension Orale 99–103 63–66

et accepter une B6.4.6.2.1 (LISTEN)
invitation Production Orale
B6.4.6.2.2
(SPEAK)
B6.4.6.3.1
B6.4.6.4.1 (READ)
Production Écrite
(WRITE)
7. I dentifier les B6.4.7.1.1 Compréhension Orale 104–110 67–69

professions et les B6.4.7.2.1 (LISTEN)
métiers Production Orale
B6.4.7.2.2
(SPEAK)
B6.4.7.3.1
B6.4.7.4.1 (READ)
Production Écrite
(WRITE)
11
BASIC 6

Book
8. D
emander et B6.4.8.1.1 Compréhension Orale 111–118 70–73
expliquer la B6.4.8.2.1 (LISTEN)
position des Production Orale
personnes ou des B6.4.8.2.2
(SPEAK)
objets les uns B6.4.8.3.1
par rapport aux B6.4.8.4.1 (READ)
autres
Production Écrite
(WRITE)
9. D
onner et réagir B6.4.9.1.1 Compréhension Orale 119–125 74–76
à un ordre B6.4.9.2.1 (LISTEN)
(SPEAK)
B6.4.9.4.1
(READ)
Production Écrite
(WRITE)
12
4. STRUCTURE AND SPECIAL FEATURES OF THE LEARNER'S BOOK
4.1 Structure
• 4 Thèmes (following the four strands of the syllabus)
• 18 Unités (following the 18 sub-strands of the syllabus)
• Coverage of the four content standards within each unit (Compréhension Orale / Production
Orale / Compréhension Écrite / Production Écrite)
4.2 Special features
SPECIAL FEATURES in the Learner’s Book

(These are also reflected within the detailed teaching guidelines in the Teacher’s Guide)
Aims and Objectives:

• to address the new curriculum and the new French syllabus core, general features and criteria
• to provide Learner’s Books that are user-friendly
Feature Description
LET’S START! ✓ Introduces the content slowly and gradually.

✓ Allows for diagnostic assessment.
✓ Builds excitement for the new content to be learnt in the unit.
✓ Prompts debates and content integration with ICT, where
relevant and appropriate.
Feature boxes ✓ Content integration with ICT.
? ✓ Research activities.
✓ Emphasis on the core competencies.
✓ Extra activities for multi-ability learning.
@
✓ Pair and group work activities (in addition to individual

Pair work
activities) are presented throughout the book.
Group work
Compréhension Orale (LISTEN) ✓ The syllabus content standards and core competencies are
Production Orale (SPEAK) addressed, unit by unit (sub-strand by sub-strand) through
Compréhension Écrite (READ) all the activities presented.
Production Écrite (WRITE) ✓ Activities are accurate and current.
✓ Content is appropriate to the level of the learners and for
their age and possible different backgrounds.
✓ Representation of Ghana’s diversity.
✓ Gender balance and no gender stereotypes.
✓ Representation of indicators.
✓ Social inclusiveness.
✓ Ideas for the use of local materials.
✓ Instructions are consistent and presented simply and clearly.
13
Feature Description
Texts, Songs, Poems ✓ Th

ese use language that is appropriate to the level, age,
knowledge and background of the learners.
✓ Th
ey are representative of Ghana’s diversity.
✓G ender balance and no gender stereotypes.
✓ Text that is consistent and clearly presented to the learners.
✓R epresentation of Ghana’s diversity.
Illustrations and Photos ✓ A selection of high-quality illustrations and photos gives a good
balance with the texts and content of the book.
✓ Captions and labels that are simple, relevant, appropriate and
clear.
✓ Illustrations that reflect a variety of learners (including learners
with special needs) and that reflect gender balance and social
inclusiveness.
✓ Gender balance and no gender stereotypes.
«
New words / Vocabulary boxes ✓ These build the French vocabulary gradually and give learners
Vocabulaire A the confidence to understand clearly and apply new vocabulary

in context and through different exercises.
la cloche: the bell B

✓ We suggest and highly recommend that learners build their
« own “mini-dictionary” (“Petit-dictionnaire”) to give them the
« sonner: to ring
C independence and responsibility to organise their new learning
and knowledge acquisition in a practical and meaningful way.
Look and Learn boxes ✓ Prompt problem-solving and subject understanding.

✓ Facilitate multi-ability learning.
Fun time! ✓ These provide additional appropriate content and activities,

inviting your learners to have fun while practising their
language skills.
Project Time ✓ Learners practise core skills, in context, and engage in practical
activities.
✓ Some of the projects encourage the use of local materials.
Practise, Practise, Practise! ✓ An opportunity for you to assess your learners.
Final activities ✓ Learners can revise content.
✓ Learners have the opportunity to self-assess their knowledge.
✓ Review questions.
✓ Assessment exercises with an inclusive approach to assessment
for learning, as learning and of learning.
✓ Representation of indicators.
14
SECTION B: TEACHING GUIDELINES
Thème 1 DÉFINIR LES ASPECTS DE L’IDENTITÉ
UNITÉ 1 Bonsoir!
Suggested teaching time: Saluer et prendre congé
Two hours (4 periods of 30 minutes each) over two weeks
Introduction
This is the first unit of the Basic 6 Learner’s Book Following the pattern of previous years, encourage
and its focus will be on French greetings. your learners – from this very first unit – to keep
In this unit, learners will have the opportunity adding any new vocabulary to their own “petit-
to revise and expand on what they learnt about dictionnaire”.
French greetings in Basic 4 and Basic 5. This unit provides a good opportunity for learners
to do a number of role plays in class. In addition to
the suggested role plays, you are encouraged to add
in some extras, as needed and relevant.
RESOURCES KEY WORDS

• Learner’s Book: pp. 2–5 « Bonjour
« Salut
« Bonsoir
GUIDELINES AND SUGGESTIONS
• Start teaching this theme by prompting the
learners to look at the theme-opener page.
• Explain to the learners that they will start this
new theme by revising how to greet one another
in French.
LET’S START!
1. and 2. This is a warm-up and recap activity to
Optional extra materials: begin the topic of greetings.
• Posters, flashcards and word cards • Learners greet their classmates in French,
• Video documents (such as extra songs, revising what they still remember from the
poems and dialogues) previous grades.
• Smartphone • Guide and correct them where necessary.
• Bluetooth / Audio gadgets
• Laptop / Projector / TV Play this song to the learners: @
• Manila cards • h ttps://www.youtube.com/watch?v=Kkff4xjkWjE
• Word walls
• All sing together as a class.
• Replay the song as many times as needed.
15
Indicator: Answers
• B6.1.1.1.1: Écouter / Regarder et comprendre Learners’ answers will vary. Possible answers for all
un document audio-visuel dans lequel deux four dialogues are:
personnes se saluent. • “Je vais bien, merci.”; “Ça va bien, merci.”;
“Très bien, merci.”; “Très bien, oui!”.
LISTEN – Compréhension Orale
2. a) As a class, learners discuss the question. They
1. Learners look and listen while you read speech
should say that d) takes place in the evening.
bubbles A and B on page 2 of the Learner's
b) They should indicate that the word
Book.
“Bonsoir” shows that it is evening.
Play this video to the learners: @ Indicator:

• https://www.youtube.com/watch?v=TcBelFXMpOE • B6.1.1.3.1: Lire et comprendre un texte,
regarder une image qui décrit une scène de
• Prompt learners to answer the question at personnes qui se saluent.
the bottom of the page: “At what time of the
day do we say ‘Bonsoir’?”. READ – Compréhension Écrite
• Highlight the use of “Bonjour” for daytime 1. Learners read dialogues A, B and C by
and “Bonsoir” for the evening. themselves.
• Allow them enough time to notice the
2. Learners look at the pictures.
different greetings used in each dialogue.
• Read the four dialogues to them. 2. Learners work in groups of four and take turns
• Check their understanding. At this stage, to role-play the dialogues.
they should all be familiar with the French
• If possible, record the dialogues and
vocabulary used, including both when and
play them back to the learners. Learners
how to use it appropriately.
should then listen to and check their own
• Do a quick recap of the informal and formal pronunciation.
“you” in French.
• Guide and correct learners where necessary.
Indicator:
Indicator:
• B6.1.1.2.1: Saluer et répondre oralement aux • B6.1.1.4.1: Écrire une note pour saluer
salutations en respectant le code et les valeurs
quelqu’un.
sociales.
WRITE – Production Écrite

SPEAK – Production Orale
1. Learners copy one of the dialogues from page 4
1. a) In pairs, learners role-play the dialogues on
of the Learner’s Book into their exercise books.
page 3 of the Learner’s Book.
2. Learners read the question and tick the correct
b) As they act out the dialogues, they complete
answer. Learners then copy the question and
the blank speech bubbles that need to be
correct answer into their exercise books.
filled in for each one.
• If possible, record the dialogues and play Answers
them back to the learners.
• Guide and correct learners where necessary. d) Ça va bien, merci. Et toi?
16
UNITÉ 2 Quel est ton numéro de téléphone?
Suggested teaching time: Se présenter
Introduction
In this unit, learners will revise how to introduce themselves in French
and how to ask questions about the identity of others (such as their date
and place of birth, address and telephone number).
RESOURCES GUIDELINES AND SUGGESTIONS

• Learner’s Book: pp. 6–9 • Let learners know that, in this unit, they will
review how to introduce themselves in French.
They will also learn how to ask for personal
details from others. They will build on what
they learnt in Basic 4 and Basic 5 about
introducing themselves.
LET’S START!
1. Learners should look at the two pictures.
• Read the speech bubbles in A and B to the
learners and revise how we say our name, age
and where we live in French.
• Read the speech bubbles once again.
Optional extra materials: a) – c) Learners now introduce themselves to
• Posters, flashcards and word cards the class, in French, by saying their name,
• Video documents (such as extra songs, age and where they live.
poems and dialogues) • Check their pronunciation. Guide and
• Smartphone correct them as necessary.
• Laptop / Projector / TV Indicator:
• Manila cards • B6.1.2.1.1: Écouter / Regarder et comprendre un
• Word walls dialogue où des personnes se présentent.
KEY WORDS LISTEN – Compréhension Orale

« Date de naissance « Cloche 1. Introduce yourself to the class. Say your name
« Lieu de naissance « Sonner (first and surname), age, date and place of birth,
« Numéro de « Habiter as well as your phone number.
téléphone 2. Learners look at the pictures.
• Read the speech bubbles in A and B to the
In addition to the key words, this unit also learners.
introduces some key sentences for a basic dialogue • Re-read the speech bubbles. Check learners’
in French, such as: understanding and clarify any queries that
« Quel est ton / votre numéro de téléphone? your learners might have.
« Mon numéro de téléphone est ( , c’est) le...
17
• Explain that another common way to provide SPEAK – Production Orale
a phone number in French is by saying: 1. a) – b) In pairs, learners ask and answer
“Voici mon numéro de téléphone: ...” questions regarding their date and place of
• Bring learners’ attention to the Teaching box. birth, phone number and where they live. They
should follow the question and answer prompts
L OO K AND LEARN provided in the Learner’s Book.
Personal details • Point out the Question box on page 7 of the
Learner’s Book.
• Learners should read through the Look and
Learn box at the top of page 7 of the Learner’s • Explain the use of the prepositions à / au / en
Book. They will learn more about how to ask and aux when answering the French questions:
someone for his / her personal details (date and “Quel est ton / votre lieu de naissance?” or “Où
place of birth and telephone number). habites-tu? / Où habitez-vous?”
Indicator: • Write the following table on the writing

board and ask learners to copy it into their
• B6.1.2.2.1: Demander et donner sa date de exercise books.
naissance, son lieu de naissance, son adresse, son
numéro de téléphone.
French preposition Examples

À
(used when referring to areas or cities) Il/Elle est né(e) à Accra.
Tu habites à Buenos Aires.
Je suis né(e) à Tokyo.
Nous habitons à Ashanti.
Au
(used when referring to countries, masculine Vous êtes né(e)s au Ghana.
starting with a consonant, singular) Elles habitent au Portugal.
En
(used when referring to countries, feminine or Tu es né(e) en Côte d’Ivoire.
masculine starting with a vowel, singular) Il/Elle est né(e) en Israël.
Vous habitez en France.
Nous habitons en Angola.
Aux
(used when referring to countries, masculine or Je suis né(e) aux Seychelles.
feminine, plural) Elle habite aux États-Unis.
• Explain that there are some exceptions when • Take the opportunity to revise the use of the
we want to refer to some particular islands. French verbs “être” and “naître”.
For example, we say: à Hawaï, à Cuba, à
Madagascar, à Malte, à la Martinique, à L OO K AND LEARN
la Jamaïque. Depending on the academic
To live
level of your learners, you may decide to
explain these exceptions further. Prepare your • Take some time to go through the Look and
Learn box (at the bottom of page 7 of the
lesson carefully so that you’re able to provide
Learner’s Book) with the learners.
your learners with some extra examples or
exercises, as needed. • Learners should pay attention to the
conjugation of the verb in the present tense.
18
• We suggest that you give your learners the WRITE – Production Écrite
opportunity to practise the conjugation 1. Learners write a letter to a penfriend, providing
of this verb by providing them with some the personal details listed in the instructions.
specific exercises (sentences with gaps to be • Guide them as necessary and allow learners
filled in, for example). These could be done the opportunity to rewrite their letters
as part of their homework. correctly after you have checked their work.
2. Learners re-read the dialogue on page 8 of the
Indicator: Learner’s Book and fill in a school form with the
correct details for each child.
• B6.1.2.3.1: Lire et comprendre un texte où des • Take this opportunity to introduce the word
personnes se présentent.
“rue” (street) when giving a full address in
French. Write the school’s address on the
READ – Compréhension Écrite writing board, as an example.
1. Learners read the dialogue by themselves. • As a homework activity, ask learners to look
• Allow them enough time to read the text, up the street names in Kumasi and to make
the Vocabulary and Teaching boxes and the up a full address for each child’s form. This
questions that follow. will give learners the opportunity to put the
2. Learners read the questions in the table and new word “rue” into practice when giving an
answer them orally. address in French. Explain further, if needed.
• Ask four learners to share their answers aloud.
• Guide and correct them as necessary. Answers
Answers A
Nom: Ollennu
a) Elle est née le 15 juin.
Prénom: Frank
b) Il est né le 28 septembre.
Date de naissance: 28 septembre
c) Ils sont nés à Winneba.
Lieu de naissance: Winneba
d) Ils habitent à Kumasi.
Adresse: (number and street name), Kumasi
Numéro de téléphone: 026 222 2345
Indicators: B
Nom: Assan
• B6.1.2.4.1: Écrire une carte postale à un(e) Prénom: Ama
correspondant(e) pour se présenter; donner sa
date de naissance, son lieu de naissance, son Date de naissance: 15 juin
numéro de téléphone. Lieu de naissance: Winneba
Adresse: (number and street name), Kumasi
• B6.1.2.4.2: Remplir une fiche d’identité. Numéro de téléphone: 042 233 4411
Notes:
19
UNITÉ 3 Je vous présente la nouvelle élève de notre école!
Suggested teaching time: Présenter quelqu’un
Introduction
As they did in Basic 4 and Basic 5, in this unit, information that they are able to provide, indicating
learners will introduce people to one another in the date and place of birth, where the person being
French. They will now learn to expand on the introduced lives, as well as his / her phone number.
RESOURCES LET’S START!

• Learner’s Book: pp. 10–12 1. Learners look at the picture and think about the
question.
• Read the speech bubble to the learners.
• Learners should say that a girl / Sophie
is being introduced by a teacher.
Indicator:
• B6.1.3.1.1: Écouter et comprendre un texte dans
lequel on présente quelqu’un.

1. Learners look at the picture and listen carefully
as you read the dialogue to them.
Optional extra materials:
• Draw learners’ attention to the Vocabulary
• Posters, flashcards and word cards box on the page.
• Video documents (such as extra songs, Note: At this stage, it is not necessary
poems and dialogues)
to explain to the learners the use of
• Smartphone “Bienvenu(e)” (as an adjective, as opposed to
• Bluetooth / Audio gadgets the stand alone “Bienvenue!”).
• Laptop / Projector / TV
• Allow the learners enough time to read the
• Manila cards text twice by themselves before they answer
• Word walls the questions that follow in 2.
2. Allow enough time for learners to read the
KEY WORDS questions and think about the answers.
« Ici • Invite answers from six different learners.
« Bienvenue • Allow the rest of the class the opportunity
« Date de naissance to say whether or not they agree with the
« Lieu de naissance answers given by their peers. Encourage
« Numéro de téléphone them to explain why they agree / disagree.
• Guide and correct learners as necessary.
• Let learners know that, in this unit, they will
build on what they learnt in Basic 4 and Basic 5
about introductions in French.
20
Answers Answers
a) C'est Sophie. / La nouvelle élève de a) Faux. Kofi Annan / Il est né le 8 avril 1938.
l’école est Sophie. b) Faux. Il est né à Kumasi, au Ghana.
b) Elle a 12 ans.
c) Elle est française.
d) Elle est née le 21 janvier. • This is a useful activity to set for homework
e) Elle est née à Paris. or as an “extra research” project.
f ) Maintenant, elle habite à Ho, au Ghana. • Learners should do research about some other
important people in the world. (They may
conduct this research at the library, on the
• This activity is a great way for learners internet, or by talking to family and friends, etc.)
to research and learn more about French • Learners should search for their biographies,
culture in general and Paris in particular. write down the information and share it in
• Allow time in class for learners to share their class. Allow time in class for learners to share
findings. their findings.
Indicator: Indicator:
• B6.1.3.2.1: Présenter quelqu’un en donnant • B6.1.3.4.1: Écrire une carte postale à un(e)
sa date de naissance, son lieu de naissance, son correspondant(e) pour présenter quelqu’un
adresse et son numéro de téléphone. en donnant sa date de naissance, son lieu de
naissance, son numéro de téléphone.
1. Learners work in pairs for this exercise and take WRITE – Production Écrite
turns to interview each other. 1. a) – b) Following on from the “Speak” activity
a) Learners take turns to practise asking and earlier in the unit, learners write to a penfriend
answering questions about each other’s to introduce their partner. They should indicate
age, date and place of birth, address and their partner’s age, date and place of birth, as
telephone number. well as his / her address and telephone number.
b) Learners introduce each other to the rest • Guide and correct learners as necessary.
of the class. They should begin by saying: • Give learners the opportunity to rewrite their
“Je vous présente …”. postcards correctly after you have checked
their work.
Indicator: 2. Learners should read the dialogue, then copy
and complete the speech bubbles.
• B6.1.3.3.1: Lire et comprendre le portrait /
la biographie d’une personne historique.
Answers
READ – Compréhension Écrite A – Bonjour! Comment vas-tu? Je te présente

le nouvel élève de notre école. Il s’appelle
1. Learners read the biography of Kofi Annan in
Adolfo.
the text box.
B Il est né le 18 avril, à Tema, ici au Ghana.
2. Allow learners enough time to read the
C – Salut, Sophie! Je vais bien, merci. Bienvenue,
statements and understand whether they are true
Adolfo! Ça va?
or false. They should rewrite the false statements
D – Merci beaucoup. Oui, je vais très bien,
correctly, in French.
merci.
21
UNITÉ 4 Il est beau! Elle est intelligente!
Suggested teaching time: Décrire quelqu’un
Introduction
In this unit, learners will describe people, French words for physical descriptions. In this
revising and building on the French vocabulary unit, learners will add new French words to their
(particularly, the adjectives) that they have already lists which will enable them to describe someone’s
learnt in earlier grades. They already know many personality as well.
Grand(e) « Gros(se)
RESOURCES «
Mince
« Petit(e) «
• Learner’s Book: pp. 13–20 « De taille moyenne

learn how to describe other people in French.
They will build on what they learnt in Basic
4 and Basic 5 about describing other people.
They already know many words to describe
people physically and to indicate what they are
wearing. In Basic 6, they will learn new French
words to describe people’s personalities.
LET’S START!
• Posters, flashcards and word cards 1. – 3. Through this warm-up activity learners will
• Video documents (such as extra songs, be recapping what they learnt in Basic 4 and
poems and dialogues) Basic 5 about physical descriptions.
• Smartphone • Take same time with this activity, allowing
• Bluetooth / Audio gadgets learners to do a thorough revision of all the
• Laptop / Projector / TV key adjectives on this topic.
• Manila cards • Read the descriptions in the matching
• Word walls exercise to the learners. Read each one slowly
and clearly.
• Learners do the matching exercise (you may
KEY WORDS decide if you would prefer your class to do it
« Beau / Belle « De gros yeux individually or in small groups).
« Porter des lunettes « De petits yeux • Re-read the sentences. Learners repeat aloud
« Un court nez « Drôle after you.
« Un long nez « Un gros ventre • Invite a few individual learners (or small groups)
« Intelligent(e) « Un visage allongé to share their answers with their classmates.
« Sympathique « Un visage rond • The rest of the class should listen carefully
« Une petite bouche « Porter la and say whether they agree or disagree with
« Une grande moustache the answers.
bouche « Porter la barbe • Guide and correct the learners as necessary.
22
Answers 4. Elle est maigre et petite. Elle a les cheveux
bouclés et blonds. Elle a les yeux verts. Elle porte
a) D b) C c) A d) B des lunettes et une robe rouge.
5. Il est gros et grand. Il a les cheveux bruns et
Indicator:
courts. Il porte la moustache. Il porte des lunettes.
• B6.1.4.1.1: Écouter / Regarder et comprendre un 2. Let learners look carefully at the pictures on
document audio-visuel sur la description d’une
personne. pages 14 and 15 of the Learner’s Book. Then re-
read the descriptions to them again twice, slowly
and very clearly. Learners should tick the pictures
LISTEN – Compréhension Orale that match the descriptions that they hear.
Play these videos, either before the learners @ Answers
do the activity or as a recap:
• https://www.youtube.com/watch?v=y8N4D2VwVpk Learners should tick the following pictures:
• h ttps://www.youtube.com/watch?v=JDidxfQ4qB4 a) Description 1 f ) Description 4
• https ://www.youtube.com/watch?v=C5FQrSImJGg c) Description 2 g) Description 5
h) Description 3
Play this video as a fun, extra activity for your
learners: 3. In groups, learners should describe the people
who have not been ticked.
• https://www.youtube.com/watch?v=i4Yvo9b39Rs
• The video shows a nice game to be played in Answers

groups. b) Elle est grosse. Elle a les cheveux courts et
ondulés. Elle porte des lunettes. Elle porte un
• Depending on the academic level of your tee-shirt orange, une jupe et des chaussures
learners, you may need to assist them with vertes.
some extra French vocabulary. Prepare d) Elle est grosse. Elle est jeune. Elle a les cheveux
your lesson carefully so that you are able to courts et frisés. Elle porte une jupe blanche,
provide your learners with any vocabulary un tee-shirt vert et des chaussures rouges.
help that they might need. e) Il est maigre et petit. Il a les cheveux raides et
• Tell your learners the key words that you courts. Il porte des lunettes. Il porte une chemise
would like them to add to their “petit- jaune, un short bleu et des chaussures marron.
dictionnaire”.
4. Invite a few learners to share their descriptions
1. Tell your learners to listen carefully and read the with their classmates. Hold a class discussion
following descriptions to them. about the descriptions.
1. Elle est grande, mince et jeune. Elle a les 5. This activity introduces key new French
cheveux noirs, longs et bouclés. Elle a les yeux vocabulary (mainly adjectives) to your learners.
marron. Elle porte un tee-shirt violet. Allow enough time to go through the activity
2. Il est maigre, grand et jeune. Il a les cheveux carefully.
courts et raides. Il a les yeux noirs. Il porte un • Read the vocabulary aloud to your learners.
pantalon bleu et un tee-shirt orange. They should follow along as you read and
repeat each word after you.
3. Elle est mince, petite et âgée. Elle a les cheveux
• Point out the Question box at the bottom of
courts et raides. Elle porte des lunettes et une page 15 of the Learner’s Book. Invite learners
robe rose. to suggest possible meanings for the words
that are new to them. Guide and correct
them as necessary.
23
• Highlight the meanings of the adjectives different people are wearing. You may choose
“sympathique” (“friendly”), “intelligent(e)” to let them take turns to describe a picture
(“intelligent”) and “drôle” (“funny”). Clarify for their groupmates to identify.
any questions that your learners might have. • Guide, assist and correct the learners as
• Briefly explain to your learners that these three necessary.
specific adjectives describe someone’s personality 3. Read the poem to the learners.
rather than their physical appearance. • Learners should repeat each verse after you.
• You may like to take the opportunity to remind • Check their pronunciation and understanding.
your learners that the adjective "beau" changes • Re-read the poem and draw learners’ attention
to "bel" when placed before a masculine noun to the new vocabulary. Encourage learners to
that starts with a vowel or a silent h. try and find the meanings of the new words
6. Learners should re-read the French adjectives from the context of the verses.
and choose five of them to illustrate and label. • Allow the learners access to a dictionary,
Guide and correct the learners as necessary. if necessary, and remind them to add the new
words to their “petit-dictionnaire”.
Indicators: • The French vocabulary in the poem that may
be new to your learners is:
• B6.1.4.2.1: Poser et répondre à des questions sur – Cirque – circus
un personnage dans un dessin animé ou un film.
– Rôle – role
• B6.1.4.2.2: Réciter un poème / chanter une – Spectacle – show
chanson sur les parties du corps humain. – Rit (Infinitive: Rire – to laugh)
• Highlight the use of the adjective “gros(se)”
SPEAK – Production Orale to describe different body parts (such as the
1. In pairs, learners practise giving descriptions, head, in the first line of the poem).
using as many of the adjectives that they have • Re-read the last four verses of the poem and
learnt as possible. ask the learners to answer the question: “Who
is described in the poem? Can you guess?”.
• Learners should describe the characters
provided on the page who should be well (Answer: It is a clown. In French: “C’est un
known to all of them. clown.”) Explain that, in French, the word
“clown” is written in exactly the same way
• Guide and correct the learners as necessary.
as in English, but that the pronunciation is
@
different. Pronounce it to your learners, in
• Learners should collect pictures of French, three times. Learners should repeat the
different people or characters (from old word after you each time.
magazines, newspapers, catalogues, the
internet, etc) and bring them to class. Indicator:
• B6.1.4.3.1: Lire et comprendre des textes simples
2. Organise the learners into groups of three and qui décrivent des personnalités familières ou les
allow them enough time to engage with the caractéristiques physiques des personnalités.
pictures that they brought to class.
• For each picture, prompt the learners to think READ – Compréhension Écrite
about the answer to the following questions:
– Comment est-il / elle? 1. Learners read the text of the magazine page.
– Qu’est-ce qu’il / elle porte? 2. Learners re-read the text and complete the table,
– Comment est-il/elle habillé(e)? indicating if each statement is true or false.
• Learners should then give physical • Learners correct the false statements.
descriptions of the people or characters in
French. They should also describe what the
24
Answers EXTRA ACTIVITY
a) Faux. Majid Michel est de taille moyenne et • Organise your learners in groups of four.
il est mince. • Give each group a picture of a person or
b) Faux. Majid Michel a les yeux noirs. character (from old magazines, newspapers,
c) Vrai. catalogues, the internet, etc).
d) Vrai. • Ask each group to write a short description
e) Faux. Majid Michel a les cheveux noirs et or a letter about that same person / character
courts. (physical description, personality and what the
f ) Faux. Il a une petite bouche. person is wearing).
EXTRA ACTIVITY FUN TIME!
• Write the description of four different people 1. Learners fill in the missing words to complete
(physical description, information about their the sentences. They should look at the pictures
personality and what they are wearing) on the carefully for clues.
writing board. 2. Learners then look for the words in the word
Example: search puzzle.
Il est petit, gros et très sympathique.
Il porte un tee-shirt blanc et un pantalon vert. Answers
• Ask learners to read the descriptions to 1. Monsieur Elvis a les cheveux courts et noirs.
themselves and to pay special attention to all the Il porte des lunettes et il porte la moustache et
vocabulary (use vocabulary that your learners are la barbe.
already familiar with). Il a les yeux verts.
• Ask then learners to copy the descriptions into Monsieur Elvis a un long nez et il est âgé.
their exercise books and to draw each person 2.
accordingly.
• Guide, assist and correct the learners as necessary. X L A S B I U C T O
• Allow a few learners to share their drawings with
the rest of the class. M O U S T A C H E A
B N A Y C R M E I N
Indicator:
A G M L H O N V G O
• B6.1.4.4.1: Décrire quelqu’un.
R L U N E T T E S I
B T V E R T S U E R
1. Tell learners to look at the pictures very carefully.
• They should write a short description for E H B Z Y E U X V S
each person.
• Learners to check a dictionary for any new
words.
• Remind the learners to add these new words
to their “petit-dictionnaire”.
• Learners’ answers may vary. Accept any
correct and appropriate answers.
• You may choose to give learners an
opportunity to rewrite their descriptions
correctly after you have checked their work.
25
UNITÉ 5 La jeune fille à gauche, c’est qui?
Suggested teaching time: Décrire la famille et
Two hours (4 periods of 30 minutes each) over two weeks les liens familiaux
Introduction
This unit builds on what learners covered in Basic 4 In this unit, learners will also revise the verbs “être”
and Basic 5 on the topic of “Family”. and “avoir”, in the present tense, and the French
possessive adjectives.
Neveu « À gauche
RESOURCES «
À droite
« Comme moi «
• Learner’s Book: pp. 21–27
about describing and discussing families.
• Throughout this unit, be sensitive to the fact
that there may be a variety of different family
structures and family employment histories
represented in your class.
LET’S START!
1. As a class, learners discuss and share about their
Optional extra materials: own families, using the French vocabulary that
• Posters, flashcards and word cards they learnt in Basic 4 and Basic 5.
• Video documents (such as extra songs, a) – c) Prompt learners to focus on the
poems and dialogues) questions indicated in the exercise and to
• Smartphone use as much French vocabulary as they can
• Bluetooth / Audio gadgets remember on the topic.
• Laptop / Projector / TV • The text in the Question box reminds
• Manila cards learners of the French words for “Mum”
• Word walls and “Dad”.
• Monitor the discussion. Assist and guide
KEY WORDS the learners as required and relevant.
2. Learners each draw and label their own family
« Famille « Tante tree.
« Père / Papa « Oncle • Check their work and correct as necessary.
« Mère / Maman « Cousin
« Sœur « Cousine
Indicator:
« Frère « Parents
« Grand-père « Grands-parents • B6.1.5.1.1: Écouter / Regarder et comprendre un
« Grand-mère « Nièce document audio-visuel qui décrit une famille
élargie.
26
LISTEN – Compréhension Orale • It is important that learners clearly
1. Draw learners’ attention to the Teaching box at understand the concepts of “à gauche” (“on
the bottom of page 21 of the Learner’s Book. the left”) and “à droite” (“on the right”)
The text introduces the learners to new key before doing the exercise. For this purpose,
vocabulary (“Parents” and “Grands-parents”). draw learners’ attention to the Teaching box
Clarify any queries that the learners may have at the top of page 23 of the Learner’s Book.
before reading the labels on the next page. • Allow enough time for learners to engage with
• Learners should look at the picture of the the picture and check it in detail, as a group.
family tree (on page 22 of the Learner’s • Invite learners from different groups to give their
Book) and follow along while you read the answers. Guide and correct them as necessary.
labels to them. Answers
• Learners should notice the new words that Note: Ensure that your learners change
were introduced, in the Teaching box, on the (wherever appropriate) the French possessive
previous page. adjectives “mon / ma” (from the text) to
• Read the labels again. This time, learners “son / sa” for their answers to these questions.
should repeat each label after you. a) C (C’est sa sœur.)
b) A (C’est la / sa tante Ama.)
Indicators: c) D (C’est la / sa grand-mère Rebecca.)
• B6.1.5.2.1: Poser des questions et répondre à des d) B (C’est l’ / son oncle Kwamina.)
questions sur les liens de parenté d’une famille
élargie en images ou photos. 3. Ask learners to bring a clear photo of their
families to class. They share the photos in pairs
• B6.1.5.2.2: Décrire les membres de sa famille: and take turns to ask and answer the questions
donner leur âge, profession, etc.
provided on page 23 of the Learner’s Book.
a) Learners take turns to ask their partner
SPEAK – Production Orale questions, starting with “Qui est à gauche de
…?” or “Qui est à droite de …?”.
1. In pairs, learners re-look at the picture of the
b) Learners practise answering questions,
family tree on page 22 of the Learner’s Book.
starting with “C’est …”.
They then take turns to ask and answer (orally)
c) Learners introduce four family members to their
the questions provided in the Learner’s Book.
partner, pointing to each person and giving that
• Invite five different pairs to share their answers. person’s name, age and job / occupation.
• The rest of the class should listen carefully
and say whether or not they agree with the • Monitor, guide and correct the learners as
necessary.
answers provided by their classmates.
Indicator:
Answers • B6.1.5.3.1: Lire et comprendre un texte simple
a) La famille de l’image est large. sur une famille illustre.
b) Oui, il y a des oncles et des tantes.
c) Il y a deux tantes.
READ – Compréhension Écrite
d) Louis / Il a deux sœurs. 1. Learners read the text and look at the pictures
e) Louis / Il a un cousin et une cousine. on pages 24 and 25 of the Learner’s Book.
• Draw learners’ attention to the new words
2. In groups of four, learners look again at the and phrases in the Vocabulary and Teaching
family tree on page 22 of the Learner’s Book. boxes on page 25 of the Learner’s Book.
They then answer the questions while doing the Remind the learners to add these new words
matching exercise. to their “petit-dictionnaire”.
27
• Explain and discuss any words that are • https://www.youtube.com/watch?v=-1RvCib-0Zg
unfamiliar to the learners. • Replay the video twice. The second time,
• Bring learners’ attention to the noun “élève” learners should repeat what they hear and sing
(pupil) and ask them if they can think of a along as a class.
similar word that could be used in the same
sentence /context. Learners should answer: Indicator:
“écolier /écolière” (schoolboy / schoolgirl ).
• Check that they understand the text and how • B6.1.5.4.1: Décrire les membres de sa famille
it relates to the pictures on these pages. élargie.
EXTRA ACTIVITY WRITE – Production Écrite

1. a) – e) We suggest that you set this exercise as a
• Get a clear picture of a famous family that you homework activity.
believe your learners will easily recognise.
Prepare a short text to describe the picture,
• Learners are to write a short text in French
• about four of their family members. They
including only the French vocabulary, on the
should include the information outlined in
topic of “Family”, that your learners already
the Learner’s Book.
know.
– Depending on the academic level of your
• Also prepare some questions to check your
learners, you may wish to revise some, or
learners’ understanding.
all, of the key vocabulary required for this
• Share the photo with your class and write down
exercise.
the text on the writing board.
– Guide and correct the learners as necessary.
• Allow enough time for the learners to read and
– Ask learners to rewrite their texts once you
engage with all the vocabulary.
have corrected them so they can practise
• Invite some of the learners to share their
and consolidate their French vocabulary
answers. Guide and correct them as necessary.
and sentence structures, as they go along.
2. Learners fill in the gaps in the text to complete
L OO K AND LEARN the sentences. This activity gives learners the
To be / To have opportunity to practise the correct use of the
French possessive adjectives French vocabulary that they have already learnt
• Take the time to revise the concepts in the Look (including the verbs “être”, “avoir”, and the
and Learn box well. French possessive adjectives).
• Work through the conjugation, in the present
tense, of the verbs “être” (“to be”) and “avoir” Answers
(“to have”) with your learners.
Je te présente ma famille. Nous sommes une
• Highlight the use of “ils” and “elles” as grande famille. Mon père est coiffeur et ma
outlined in the Look and Learn box. Go
mère est vendeuse.
through the examples and clarify any queries
Mes frères sont écoliers comme moi.
that your learners might have.
Mes grands-parents sont âgés. Ils ont 70 ans.
• Guide your learners through the table of Leurs enfants sont mon père et ma tante.
French possessive adjectives.
J’ai douze ans. Mes frères sont jumeaux. Ils ont
• Check for understanding and provide further six ans.
examples for your learners, if necessary.
Parle-moi de ta famille!
Tu as aussi une grande famille? As-tu des sœurs
EXTRA ACTIVITY et des frères?
To revise the key verbs “être” and “avoir” in the
present tense, play the first part of this video / song
to your learners:
28
PROJECT TIME LB. p. 28
Des Célébrités
1. This project gives learners the opportunity to a) Learners should find out details about their
do some research about a young celebrity they chosen celebrity (as listed on page 28 of the
admire and to find relevant detailed information Learner’s Book).
about him / her. b) They should cut out pictures from old
• Learners will have the opportunity to practise magazines or draw pictures of that same
the key concepts and French vocabulary that celebrity.
they have learnt in Theme 1, while making c) Tell learners that these posters will be shared
their creative posters. at a school exhibit later in the year, so
they must be very clear, eye-catching and
informative.
PRACTISE, PRACTISE, PRACTISE!LB. p. 29
• Before starting this activity, revise all the 4. Learners look at the pictures and identify the
vocabulary learnt throughout this theme with the family relationships in each one.
learners.
Answers
1. a) – d) Learners provide individual answers,
written in French. a) Ma mère (maman) + Mon père (papa) =
Mes parents
• Accept any correct answers.
2. a) – d) Learners read the descriptions and draw b) Ma grand-mère + Mon grand-père =
a picture to match each one. Mes grands-parents
• Ensure that their drawings match the French
descriptions accurately.
3. This is a great exercise for learners to revise the
complete conjugation of these two key French
verbs (“être” and “avoir”) in the present tense.
Answers
Être Avoir
Je suis J’ai
Tu es Tu as
Vous êtes Vous avez
Il / Elle est Il / Elle a
Nous sommes Nous avons
Vous êtes Vous avez
Ils / Elles sont Ils / Elles ont
29
Thème 2 PARLER DE SON ENVIRONNEMENT
UNITÉ 1 Comment sont les chambres à coucher?

Suggested teaching time: Parler de sa maison
Introduction
This is a short unit in which learners will expand on Learners will also revise all the vocabulary that they
their French vocabulary, especially the use of new have learnt in Basic 4 and Basic 5 on the topic of
French adjectives, to describe the parts of a house. “House”, as well as the names of pets and fruit
Once again, learners will be reminded about the types in French.
changes required when adjectives are used to
describe masculine or feminine nouns.
« Douillet(te) « Passer
RESOURCES « Toujours « Coupe (de fruits)
• Start teaching this theme by prompting the
• What do they see? Can they use any French
vocabulary to describe what they observe?
• Keep the discussion going by asking the learners
to turn to pages 32 and 33 of the Learner’s
Book for the “Let’s Start!” activity.
• Note: In Basic 4 and Basic 5, learners used
the French terms “la / les chambre(s)” as a
translation for “bedroom(s)”. As they will now
see (from the title of the unit itself ), they could
Optional extra materials: also say “la / les chambre(s) à coucher”. Remind
• Posters, flashcards and word cards learners that “coucher” means “to sleep”.
• Video documents (such as extra songs,
LET’S START!
• Smartphone
• Bluetooth / Audio gadgets 1. This is a warm-up activity that will slowly help
• Laptop / Projector / TV learners to revise the vocabulary that they have
• Manila cards already learnt (in Basic 4 and Basic 5) about the
• Word walls home environment.
• This activity will prompt learners to look at the
KEY WORDS different places and objects found in a house
and to start associating them with the French
« All the words listed in the picture dictionary labels on page 33 of the Learner's Book.
on page 33 of the Learner’s Book • Give learners enough time to read through the
« Beau (Bel) / Belle « Spacieux / Spacieuse labels carefully and to check for the meaning
« Joli(e) « Ensoleillé(e) of any words that may be unfamiliar to them.
« Blanc(he) « Bien décoré(e)
30
Indicator: 2. Learners match the labels to the correct objects
and write down the numbers.
• B6.2.1.1.1: Écouter / Regarder et comprendre un 3. Learners match the labels to the correct rooms
document audio-visuel sur les pièces et les objets and write down the letters.
de la maison. • Invite volunteers to share their answers with
the class. The rest of the class should listen
LISTEN – Compréhension Orale carefully and say whether they agree or
1. Read all the labels on page 33 of the Learner’s disagree with the answers provided.
Book aloud to the learners, slowly and clearly. • Guide and correct the learners as necessary.
• Learners should listen carefully and repeat
each label after you. Answers
D LA SALLE À MANGER E LA SALLE DE SÉJOUR G LE JARDIN

A LA SALLE DE BAIN B LA CHAMBRE À COUCHER C LA CUISINE
20 le réfrigérateur 7 la descente de bain F LE GARAGE
3 la porte 13 le drap 6 le lavabo 28 la fourchette 14 le dessus-de-lit
12 le lit 2 la glace 34 le canapé 30 la cuillère 32 la télévision

11 l’oreiller 26 la chaise 1 la douche 29 le couteau 17 la casserole
31 le verre 23 la fenêtre 24 la pendule 15 la cuisinière 18 la poêle
16 le four 9 l’armoire 22 le rideau 19 le placard 5 les toilettes
25 le toit 27 la table 33 le fauteuil 8 la baignoire 4 le pèse-personne
10 la table de chevet 21 la machine à laver
31
Play this video / song to your learners: @ In D (La salle à manger):
Les rideaux Les chaises
• h ttps://www.youtube.com/watch?v=CUAsT_mI5TY La fenêtre Les assiettes
You may also wish to take the opportunity, as La pendule Les fourchettes
a quick and fun revision activity, to play these Les verres Les couteaux
videos suggested in the Basic 4 and Basic 5 Les fleurs La moquette
Learner’s Books:
In E (La salle de bain):
•h ttps://www.youtube.com/watch?v=4V2srYL1VC0 La porte Le lavabo
• https://www.youtube.com/watch?v=ms_bjzkKlM0
La baignoire La descente de bain
Les toilettes
Indicators:
2. In pairs, learners each draw and label their own
• B6.2.1.2.1: Poser et répondre à des questions sur house.
les objets de la maison.
• Emphasise that their drawings must clearly
• B6.2.1.2.2: Décrire les pièces de sa maison. show the different parts of their houses (such
as: bedroom, kitchen, living/dining room
• B6.2.1.2.3: Décrire les différents objets dans sa and bathroom).
maison.
• Learners share their drawings with the partners.
• Allow them enough time to engage with
SPEAK – Production Orale each other’s drawings before they do the next
1. In French, learners name all the parts of the house exercise.
and the objects that they can see in the pictures. 3. a) – b) Learners discuss each other’s drawings,
• Encourage learners to use a dictionary, taking turns to ask and answer questions about
if necessary. the objects found in the houses.
• Learners say the French names of the objects
Answers shown in their drawings.
Learners should name the following objects in the • Monitor, guide and correct the learners as
pictures: required and appropriate.
In A (La cuisine): • Depending on the academic level of your
Le four La poêle learners, you may like to do a quick revision
La cuisinière Le placard of the use of “Il y a” and “Il n’y a pas de / d’ ”
La casserole Le réfrigérateur in French. We suggest the extra activity
below for that purpose.
In B (La chambre à coucher): • You may also like to refer to the Look
L’armoire La table de chevet and Learn box, on page 30 of the Basic 5
Les rideaux Le drap Learner’s Book, for this quick revision.
La fenêtre Le dessus-de-lit
Le lit La table EXTRA ACTIVITY
L’oreiller La chaise • Ask learners to look again at pages 32 and 33
La lampe La trousse of the Learner’s Book. Then ask them some
Le tapis questions using “Il y a”, such as:
– Est-ce qu’il y a une table de chevet dans la
In C (La salle de séjour): chambre à coucher?
La télévision Le canapé – Est-ce qu’il y a un réfrigérateur dans la salle
Le fauteuil La moquette de bain?
• Your learners reply “Oui, il y a …” or “Non, il
n’ y a pas de / d’ …”.
32
L OO K AND LEARN Answers
French adjectives a) Ils habitent à Kintampo.
• Refer learners to the Look and Learn box at the b) Elle aime beaucoup leur maison parce que/
bottom of page 35 of the Learner’s Book. Take car c’est une maison douillette.
some time to go through it with your learners. c) La cuisine est belle.
• Clarify any queries that might arise. d) Les chambres à coucher sont spacieuses et
ensoleillées.
4. This is a great activity to get your class talking, e) Dans la cuisine, il y a un grand four, un
engaging with the content, and practising the réfrigérateur blanc et un petit placard.
use of new adjectives to describe their home f ) Dans la salle à manger, il y a huit chaises
environment. It also gives learners the chance to et une grande table. Il y a aussi une belle
check one another’s descriptions. pendule.
• Invite three different learners to say a sentence
each. Ask the rest of the learners if any of them 3. Learners draw a picture of the inside of Émile’s
would like to share a similar sentence. Then ask grandparents’ house, based on the description
for different sentences from three other learners. provided in the text.
• Guide the discussion and correct learners as • Invite volunteers to share their drawings
necessary. with the class. The rest of the learners should
compare their classmates' drawings with their
Indicator: own drawings and say whether they notice
any differences.
• B6.2.1.3.1: Lire et comprendre un texte, une
vidéo, une publicité, sur les objets, les pièces, les
animaux, les fruits, etc. Indicators:

• B6.2.1.4.1: À l’aide d’un dessin animé ou d’un
film, écrire les noms des objets, pièces, animaux
1. Allow learners enough time to look at the ou fruits identifiés.
picture, read the text and check the words in the
Vocabulary box. • B6.2.1.4.2: Caractériser les différents objets,
pièces, animaux de la maison.
• Respond to any queries that the learners may
have about the text.
2. Read the questions about the text to the learners. WRITE – Production Écrite
• Invite six different learners to share their 1. Learners write a short paragraph, describing
answers and, as usual, the rest of the learners their own houses and using the vocabulary that
should listen carefully and say whether they they have already learnt on the topic.
agree or disagree with the answers given by
their classmates.
• Encourage your learners to take photographs and make some videos of their homes.
• Point out to learners that the photos and videos should show not only the objects in the house,
but also animals (such as pets or domestic animals) and fruit (in the kitchen or on fruit trees, for
example).
• Let learners share and discuss their photos or videos (either as a class discussion or in groups of three).
• Ask learners what they can see in the photographs and videos.
• Learners should then write down the names of the objects, animals and fruit that they were able to see.
Encourage them to use the adjectives that they have learnt to describe the objects, animals and fruit.
• Assist and correct the learners as required.
33
EXTRA ACTIVITY 1. Learners play this game in groups of four.
a) Learners each write a list of three different
• Either in addition to the previous activity or as objects that they may find in different
an alternative, you may also choose to prepare
sections of a house. (For example, three
photos or videos of another house to share with
objects likely to be found in the kitchen,
your learners.
three objects likely to be found in the
• Show them the photos and play any videos. bathroom, three objects likely to be found in
• Ask learners to work individually and write the living room, etc.)
down, in French, a brief description (using the
b) Learners read and repeat the list of words
adjectives that they have learnt) of the objects,
that they have just written down.
animals and fruit that they see in those same
photos and videos. • Let learners draw those same objects
on a big piece of paper as a quick visual
• Guide and correct the learners as necessary. reference of their own lists.
c) Learners should sing the song that they have
2. In French, learners answer the questions
just heard once more. This time, learners
(on page 37 of the Learner’s Book) about their
should sing about the objects that they have
house. Remind them to use the new adjectives
drawn, indicating where those are found.
and other vocabulary that they have just learnt.
Example: “Dans la cuisine, il y a une table …
• Guide and correct the learners as needed. Il y a une table …”, etc.
• Let the learners rewrite their answers once
you have checked and corrected them.
2. Allow learners, as a class, to make up a tune to
be able to turn the poem (on page 38 of the
FUN TIME! Learner's Book) into a nice song. Learners to
Replay this song to the learners, as a quick @ sing along as a class.
example of the activity they will be doing

next:
• https://www.youtube.com/watch?v=CUAsT_mI5TY
• Replay the song and sing along as a class.
Notes:
34
UNITÉ 2 Qu’est-ce que tu fais à l’école?
Suggested teaching time: Parler de son école
Introduction
In this unit, the focus is on French vocabulary in introduced to new French verbs that they may use,
the context of school activities. Learners will have as they progress in the French language, not just
the opportunity to practise their use of key French in the context of school activities but also in some
vocabulary on the topic. In addition, they will be other broader contexts and situations.

• Learner’s Book: pp. 39–46 • Let learners know that, in this unit, they will
revise and build on the vocabulary that they
learnt in Basic 4 and Basic 5 about objects in
the school environment.
• They will also learn new verbs to describe
activities that take place at school.
LET’S START!
1. Ask learners which French verbs are the first
that come to their minds when they think about
school activities. They are likely to answer:
“étudier”, “écrire” and “écouter”. Accept any
Optional extra materials: correct and appropriate answers.
• Posters, flashcards and word cards 2. Learners should give the English meaning of the
• Video documents (such as extra songs, French verbs that they have just mentioned in
poems and dialogues) the previous activity.
• Smartphone • Assist and guide learners as necessary.
• Bluetooth / Audio gadgets 3. Draw your learners’ attention to the list of verbs
• Laptop / Projector / TV and example sentences around the picture on
• Manila cards page 39 of the Learner’s Book.
• Word walls • Read the text to them.
• Learners should repeat each verb and
KEY WORDS example after you, as a class.
« Étudier « Être • Check their pronunciation and correct them
wherever appropriate.
« Manger « Avoir
« Jouer « Protéger
« Faire « Planter Indicator:
« Écouter « Jeter • B6.2.2.1.1: Écouter / Regarder et comprendre un
« Balayer « Garder document audio-visuel sur les activités de l’école.
« Écrire « Porter
« Saluer « Recycler
« Arriver
« Coller
35
LISTEN – Compréhension Orale Indicators:
1. Learners should turn their full attention to
pages 40 and 41 of the Learner’s Book. • B6.2.2.2.1: Discuter des différentes activités de
l’école.
• Allow them enough time to engage silently with
the different activities shown in the pictures. • B6.2.2.2.2: Raconter ses activités journalières de
• Read each caption, slowly and clearly, to your l´école.
learners. • B6.2.2.2.3: Dire ce que l’on fait avec les objets de
2. Re-read the captions. This time, learners la classe.
should repeat each one after you. Check their
pronunciation and correct them as necessary.
• Point out the Question box at the top of
page 41 of the Learner’s Book. Encourage 1. a) – b) Learners role-play in pairs for this activity.
learners to make use of a dictionary to look • The purpose of this activity is to give learners
up any verbs or words that are unfamiliar to the opportunity to practise using the French
them. Remind the learners to add any new verbs for the different activities that usually
terms to their “petit-dictionnaire”. take place at school.
• Emphasise the different verbs (all in the present • Learners should use appropriate verbs they
tense), used in the captions of this exercise, already know and conjugate them while
including “lire”, “faire”, “manger”, “avoir”, building sentences and having fun.
“balayer”, “jouer” and “saluer”. Learners will • Refers learners back to page 42 of the
learn more about the conjugation of these verbs Learner's Book and prompt them to use all,
in the Look and Learn box on the next page. or some, of those verbs in their dialogues.
L OO K AND LEARN • Record the role plays and play them back @
French verbs to the learners.
• Remind the learners that they saw many of these • Allow them enough time to listen to their own
verbs in the previous exercise. pronunciation and conjugation of the verbs.
• With your learners, work through the listed • Guide and correct the learners as necessary.
verbs in the tables provided.
• To make the exercise more meaningful and fun
for the young learners, conjugate each verb all FUN TIME!
together in the form of a “singing activity” (as 1. a) – b) In groups of three, learners make a poster
you did for a previous unit). for the classroom, drawing and describing the
• Select suitable tunes of your choice. activities they normally do at school.
• Learners should select six activities that they
EXTRA ACTIVITY usually do at school. As a group, they should
draw and label these activities.
• Ask your learners to study all the verbs listed in the • Learners will be using “Nous”, as opposed to
Look and Learn box as part of their homework.
“Je”, and conjugating it as such while having
• They should carefully copy the complete tables fun and working as a team.
into their exercise books.
• Check their work. Assist wherever relevant.
• Check and correct their work. Give learners the Correct where appropriate.
opportunity to rewrite their tables correctly after
you have checked them.
2. Learners find the twelve words indicated in the
• We suggest that, at the end of this unit, you word search puzzle.
“sing” all the verbs again together, as a class.
Check your learners’ pronunciation. Correct and
guide them as necessary.
36
Answers Answers
a) Ils arrivent à l’école à 7 heures du matin.
B É T U D I E R A b) Ils étudient les matières scolaires dans leurs
C C A H I E R O L salles de classe.
R R C O L L E P S c) Les salles de classe sont spacieuses et
ensoleillées.
A I É S T Y L O L
d) Ils aiment lire des livres dans la bibliothèque.
Y R C O L L E R I e) Ils mangent dans la cantine.
O E C R A I E T V f ) Oui, ils balayent (balaient) leur cour et leurs
salles de classe.
N T R O U S S E R
S C E B F A I R E • Invite six different learners to share their answers
with their classmates.
D E C O U L E U R
• The rest of the class should listen attentively and
3. Learners say a sentence, in French, for each compare with their own answers. Guide and
word in the word search list provided. Their correct the learners as necessary.
sentences should describe how they usually use
these objects or verbs in the school context. Indicator:
• B6.2.2.4.1: Créer des slogans, des publicités, des
Answers dépliants pour l’école.
Learners’ answers will vary. Possible answers are:
– J’écris avec le stylo dans mon cahier. WRITE – Production Écrite
– J’étudie mon livre de français. 1. Learners copy and complete the sentences, using
– Je colle mon dessin avec la colle. the correct conjugations of the verbs provided.
– J’écris au tableau noir avec la craie. • Point out the Question box and ask learners
– Je fais mes dessins avec les crayons de couleur. to ensure that they are comfortable with the
– Il y a une règle dans la trousse. vocabulary both in the sentences and in the
– Je porte un cartable pour aller à l'école. listed verbs. Allow them access to a dictionary
to look up any words that they don’t
Indicator: remember clearly. Remind the learners to add
these words to their “petit-dictionnaire”.
• B6.2.2.3.1: Lire et comprendre un texte, un
dépliant, sur l’école et ses activités.
Answers
READ – Compréhension Écrite a) Ils protègent les fleurs.
1. Allow learners enough time to read through b) Nous plantons un arbre.
the text and Vocabulary box on page 45 of the c) Je recycle les cartons.
Learner’s Book. d) Écoutez-moi! Ne jetez pas les déchets par terre.
• Ask learners to pay attention not only to the e) Tu gardes notre école propre et ordonnée.
nouns and adjectives used in the text, but also
to the verbs that express the different activities. 2. a) – c) This activity will give learners the
• This text provides a great opportunity for opportunity to practise their French knowledge
learners to practise the conjugation of different in a creative and imaginative way.
verbs, for “nous”, in the present tense. • Learners should think of a catchy slogan to
• Learners answer the questions below the add to the leaflet.
text. These questions provide them with a • Invite learners to share their slogans with
great opportunity to practise the switch from their classmates. Guide and correct them as
“nous” (in the text) to “ils” (in their answers). necessary.
37
PROJECT TIMELB p. 47
Voilà ma maison! Voilà mon école!
1. This project gives learners the opportunity to • Ensure that learners use relevant adjectives
revise and practise what they have learnt in this – either those that they have already learnt
theme. or any others that they might have needed
a) – b) Learners will make some video recordings, to look up in a dictionary. Assist them
in French, to present and describe both their wherever relevant and appropriate.
home and their school (including any objects c) Allow time for learners to share the videos
that are likely to be found in each place). with their classmates.
d) If possible, share the three best recordings at
a school exhibit later in the year.
PRACTISE, PRACTISE, PRACTISE! LB p. 48
• Before starting this activity, revise all the Answers

vocabulary learnt throughout this theme with
the learners. a) Learners should tick the following activities:
1. Learners copy and complete the text, using the A, D, E, G.
correct words from the word boxes. A – Dans mon école, je balaie (balaye) la cour.
D – Dans mon école, j’étudie mes / les leçons.
Answers E – Dans mon école, je joue avec mes amis /
je fais du sport.
a) Bienvenue à notre école! G – Dans mon école, je mange à la cantine.
b) Nous arrivons à l’école à 7 heures du matin. • Note: Depending on the traditions in your
c) Nous saluons les professeurs et nos amis! school, you may also choose to accept C:
d) Les professeurs de notre école sont très Dans mon école je célèbre avec mes amis.
sympathiques et intelligents.
e) Les matières scolaires sont intéressantes. 4. Learners copy and complete the sentences using
f ) Nos salles de classe sont spacieuses et the correct form of the adjectives provided in
ensoleillées. brackets.
g) Nous aimons notre école! • Point out the Hint box to the learners.
Remind them that, in most cases, adjectives
2. Learners write a short paragraph to describe need to take the correct form to agree in
their school. gender and number with the noun they
• Learners’ answers will vary. Accept any describe.
correct answers. • Ensure that learners understand both the
• Give learners the opportunity to rewrite their meanings of the adjectives provided and the
paragraphs correctly after you have checked instruction for the exercise.
them. • This activity gives learners a great
3. a) – b) Learners tick the activities that they opportunity to practise the changes needed
normally do at school and write a sentence, in for the adjectives in order for these to agree,
French, to describe each one. in gender and number, with the nouns they
describe.
38
Answers b) Dans la salle de classe, il y a:
– le tableau noir
a) J’adore ma maison! – l’horloge
C’est une maison douillette. – les tables
b) Il y a une belle cuisine avec un grand – les chaises
placard, un petit réfrigérateur blanc et une – les élèves
table avec huit chaises. Sur la table, il y a – le professeur
toujours une coupe avec des fruits délicieux. – le cartable / le sac à dos
c) Les deux chambres à coucher sont – la trousse
ensoleillées et spacieuses. – le livre
d) La salle de séjour est très bien décorée. – le cahier
– la porte
5. Learners look at the pictures and answer the – la gomme
questions. – la colle
• Learners should list as many items as they – les crayons
can in each room. Remind them to include – le stylo
the correct French definite article before each – la fenêtre
noun. – la craie
– la carte
Answers
• Learners’ answers will vary. Accept any correct

answers. Possible answers are provided below.
a) Dans la chambre à coucher, il y a:

– le lit
– la table
– l’oreiller
– le dessus-de-lit
– la lampe
– le livre
– la fenêtre
– les rideaux
– la chaise
– le drap
Notes:
39
Thème 3 EXPRIMER SES GOÛTS ET SES PRÉFÉRENCES
UNITÉ 1 Ils sont respectueux!

Suggested teaching time: Dire ce que l’on aime
Introduction
This is a short unit in which learners will learn to Learners will expand their French vocabulary a fair
express what they appreciate most in other people. amount in this unit. We advise that you check their
Some new vocabulary (mainly adjectives) will be “petit-dictionnaire” after this unit.
introduced.

• Learner’s Book: pp. 52–56 • Start teaching this theme by prompting the
revise and expand their knowledge of how to
express likes and dislikes in French.
LET’S START!
1. a) – b) This is a warm-up activity to get the
learners into the topic of the unit.
• Hold a quick class discussion on the
characteristics that your learners like or
dislike in other people.
Optional extra materials: • Take care to ensure that learners keep a kind
and respectful tone throughout this unit.
• Posters, flashcards and word cards
• Video documents (such as extra songs, poems
and dialogues) Indicator:
• Smartphone • B6.3.1.1.1: Écouter / Regarder et comprendre un
• Bluetooth / Audio gadgets document audio-visuel sur les comportements
• Laptop / Projector / TV qu’on aime chez les gens.
• Manila cards
• Word walls LISTEN – Compréhension Orale
1. Learners look at the pictures on page 52 of the
KEY WORDS
Learner’s Book and listen carefully while you
« Gentil(le) « Hospitalier /Hospitalière read the captions to them.
« Aimant(e) « Respectueux / Respectueuse • Re-read the captions, slowly.
« Humble « Devoirs • Point out the new adjectives marked in blue
« Aimable « Gens in the captions.
« Sympathique « Village • Bring learners’ attention to the Question
« Accueillant(e) « Ville box on the page and prompt a quick class
« Partager « Cité discussion about the meanings of the new
« Copain / Copine adjectives. This will allow learners to think
40
by themselves (while trying to find out those 3. a) – c) This exercise gives learners another
meanings) before they study each adjective, opportunity to practise using the new adjectives
in detail, in the Look and Learn box on the that they have just learnt.
next page. • This time, they will describe people from
their communities and say what they enjoy
L OO K AND LEARN about them.
French adjectives • Draw learners’ attention to the Question box
on page 54 of the Learner’s Book, in case
• Learners should study the table of French
learners need a quick reminder of the French
adjectives in the Look and Learn box.
words “pourquoi”, “parce que” and “car”.
• Point out the different forms that the French
adjectives take to agree in gender and number
with the nouns they describe. Emphasise the use Indicator:
of masculine and feminine forms in both the • B6.3.1.3.1: Lire et comprendre un texte en
singular and the plural. français sur les bons comportements des gens.
• Remind the learners to add the new adjectives
1. a) Learners read the captions and look at the
Indicators:
pictures on pages 54 and 55 of the Learner’s
• B6.3.1.2.1: Poser et répondre à des questions sur Book. They should also read the Vocabulary and
les comportements qu’on aime chez les gens. Teaching boxes on the same pages.
• B6.3.1.2.2 : Dire quels comportements l’on aime • Allow the learners to use a dictionary to look
chez quelqu’un. up any words that they do not know. Remind
the learners to add any new words to their
“petit-dictionnaire”.
SPEAK – Production Orale • Learners answer the question in a) based on
1. Learners should turn again to the pictures on what they have just read about Paul.
page 52 of the Learner’s Book. • Guide and correct them as necessary.
• Re-read the picture captions to the learners.
This time, learners should repeat each Answers
caption after you.
a) Le comportement de Paul (son
2. a) – b) Learners work in pairs for this exercise.
comportement) est bon. Son comportement
• They should re-look at the adjectives table in est bon parce qu’il est gentil, propre,
the Look and Learn box.
sympathique et aimant. (Learners’ answers
• Using these adjectives, learners should take may vary. The important thing is for
turns to describe their family members and
learners to be able to interpret the captions
friends to their partner.
and the actions that they describe, as well
• Point out the Hint box and remind learners as associating them with the appropriate
to use the correct form of each adjective in
adjectives.)
their descriptions.
• Walk around the classroom, listening to the Indicator:
learners as they practise.
• Ensure that learners use the correct gender • B6.3.1.4.1: Dire et écrire les activités que l’on
and number for the adjectives. aime faire.
• Assist and correct them where necessary.
41
WRITE – Production Écrite Answers
1. Learners write down five short sentences in
French, describing their five favourite activities. • Learners need to find the following words in the
word search puzzle:
• Point out the Hint box and briefly revise SALUER / BROSSER / AIDER /
the various forms of the verbs “aimer” and
ÉTUDIER / ALLER / AIMER /
“adorer” which they will be using in their
PARTAGER /FAIRE.
sentences.
2. a) Based on the vocabulary and concepts that
have been covered in this unit, learners should Q U D B T E R B M
write a short, 10-sentence paragraph, describing
T I M R A S G É S
their good behaviour.
• Allow the learners to use a dictionary to L B É O L J A T A
look up any words that they might like to
include in their sentences. L Z D S L V C U L
• Remind the learners to add any new words
to their “petit-dictionnaire”. F G E S E X N D U
b) Invite volunteers to share their paragraphs
with the rest of the class. Guide and correct A I M E R K Y I E
them as necessary.
I P A R T A G E R
FUN TIME! R H B A I D E R F
1. Learners play in pairs for this activity.
E P S É R T O W A
a) Depending on the academic level of your
learners, they may need some guidance
on finding the eight verbs in the captions
(on pages 54 and 55 of the Learner’s Book).
b) Assist and correct learners as they prepare a
list of the infinitive forms of the verbs.
• Learners should be able to notice that the
verbs “étudier”, “aller” and “partager”
have already been used, in the captions, in
their infinitive forms.
• Learners then work with their partners
to find those infinitive forms in the word
search puzzle.
42
UNITÉ 2 Ils ont un mauvais comportement!
Suggested teaching time: Dire ce que l’on n’aime pas
Introduction
This short unit follows on from the topic of the Both units of this theme provide the learners with
previous one. This time, learners express the kind new French vocabulary. They also allow learners
of behaviour that they dislike in others. to do a number of critical thinking activities that
promote the values of positive self-worth and good
citizenship in them.

• Learner’s Book: pp. 57–59 • Let learners know that this unit builds on from
the previous one. In this unit, they will learn
more about how to express dislikes in French.
• Take care to ensure that learners keep a kind
and respectful tone throughout this unit.
LET’S START!
1. Learners look at the two pictures shown in the
Learner’s Book and discuss them as a class. This
discussion will slowly introduce learners to the
topic.
a) Learners should conclude that the clean and
organised school (B) is the better one.
Optional extra materials: • Invite learners to share the reason for their
• Posters, flashcards and word cards choice.
• Video documents (such as extra songs, b) – c) Learners should say that Picture A shows
poems and dialogues) “un mauvais comportement”, while Picture
• Smartphone B shows “un bon comportement”.
• Laptop / Projector / TV Indicator:
• Manila cards
• Word walls • B6.3.2.1.1: Écouter / Regarder et comprendre un
document audio-visuel sur les comportements
que l’on aime ou que l’on déteste chez les gens.
KEY WORDS
« Voisin(e) « Sale LISTEN – Compréhension Orale
« Méchant(e) « Détester 1. Before reading the text to the learners, you may
« Partout « Fumer wish to ask them some general questions (of
« Santé « Boire your choice) about the picture. For example:
« Malsain(e) “Do the people in the picture seem to be
happy?”; “Do you think that these people live in
harmony with one another?”.
43
• Learners should be able to realise quite Indicator:
quickly that the picture shows bad behaviour.
• Learners look at the picture and listen B6.3.2.3.1: Lire et comprendre un texte ou une
carefully as you read the dialogue to them. image sur les mauvais comportements.
• Refer learners to the Vocabulary box
and ensure good understanding and READ – Compréhension Écrite
pronunciation. 1. Learners re-read the dialogue once more to
themselves. This time, they should pay particular
Indicators: attention to any new words. (Remind the learners
• B6.3.2.2.1: Poser et répondre à des questions sur to use a dictionary when necessary and to add
les mauvais comportements des gens. any new words to their “petit-dictionnaire”.)
• B6.3.2.2.2: Dire quels comportements vous 2. Learners role-play the dialogue in pairs.
n’aimez pas chez quelqu’un. • Invite some of the pairs to present their role
plays to the rest of the class.
• It may be helpful to record their role plays for
SPEAK – Production Orale learners to check their own pronunciation.
1. a) – c) Allow the learners time to read the dialogue • Guide and correct the learners as necessary.
(on page 57 of the Learner’s Book) to themselves. 3. Learners read the pamphlet and look at the
pictures.
• Read the questions to your learners, one at a
time. • Allow the learners enough time to engage
with the pictures and captions.
• Allow them enough time to think about the
answers. 4. Prompt a class discussion about the activities
shown on the pamphlet.
• Invite three different learners to share their
answers. The rest of the class should say • Learners should understand clearly that the
whether they agree or disagree with the pictures show bad behaviour.
answers given. Correct and assist the learners • Remind the learners to add any new
where necessary. vocabulary to their “petit-dictionnaire”.
Answers Indicator:
a) Juliette (Elle) n’aime pas ses voisins parce B6.3.2.4.1: Écrire au moins deux phrases sur ce
que / car ils ont un mauvais comportement. que l’on aime faire et ce que l’on n’aime pas faire.
b) Son voisin Kwame est méchant.
c) Sa voisine Suma jette des ordures partout. WRITE – Production Écrite
1. For this exercise, learners should imagine that
2. In groups of three, learners talk about three they are going to write an article for a school
things that they don’t like about the people from magazine or newspaper on behalf of their class.
their community and school. Tell learners that the article should promote a
• For this activity, learners will need to draw on good sense of responsibility and leadership in
the vocabulary that they used in the previous the learners who read it.
unit. You may wish to recap that quickly, if a) Learners write four sentences in the table that
necessary. For example: describe good behaviour.
– Ils ne sont pas … gentils / aimants /
respectueux / humbles / aimables /
sympathiques / hospitaliers / accueillants
– Ils n’aiment pas partager …
– Ils n’aiment pas les animaux …
– Ils sont méchants …
– Ils jettent des ordures partout …
44
b) Learners should also write four sentences • As shown in the sentence prompts provided
which describe bad behaviour. in the table, their sentences should use the
• Draw learners’ attention to each sentence correct form of the French verbs “aimer” and
prompt provided and highlight the use of the “détester”.
conjugated forms for “nous” (in the present • Guide and correct learners as necessary.
tense): “aimons”, “n’aimons pas”, “adorons” • Give them the opportunity to rewrite their
and “détestons”. sentences correctly after you have checked
their work.
Nous allons recycler!
1. Following on from the topic of good behaviours 2. Learners work as a team to create as many
versus bad behaviours, the aims of this project different, useful and decorative new objects from
are to promote good behaviour, build a greater old recyclable materials as their imagination will
sense of community and raise awareness of allow.
environmental issues. These days, it is crucial • Remind learners to wear gloves when they
for learners to understand the importance of collect the recyclable materials.
recycling. They should be encouraged to recycle in • Encourage learners to be as creative as
both their home and their school environments. possible.
• Remind learners that they need to label all
Answers the objects that they create, in French.
• Give learners access to a dictionary to look
• Learners should all agree that, “yes”, recycling up any new words that they might need for
is a great example of good behaviour.
their labels.
• Take the opportunity to promote a brief
class discussion on the importance of good
recycling practices.
• Before starting this activity, revise all the e) humbles

vocabulary learnt throughout this theme with f ) sympathique
the learners. g) accueillant / accueillantes
h) hospitalière / hospitaliers
1. Learners copy and complete the table provided
in the Learner’s Book, using the correct form of 2. Learners choose the correct adjectives from
each adjective. the table of the previous activity and write full
sentences to answer the questions provided.
Answers
Answers
a) aimantes
b) gentille a) – c) Learners’ answers will vary. Check and
c) respectueux accept any correct and appropriate answers.
d) aimables
45
3. Learners add a relevant French caption to each 5. Learners re-look at the pictures on page 63
picture. This task gives them the opportunity of the Learner’s Book. They then copy and
to practise both the vocabulary that they have complete the table provided, by matching the
learnt and the correct conjugation of French correct picture to each caption.
verbs for different subject personal pronouns.
Answers
Answers
a) Picture C
• Learners’ answers will vary. Accept any b) Picture G
correct answers. Possible answers are: c) Picture A
a) Ils se brossent les dents. d) Picture H
b) Il fait la vaisselle. / Il aide sa mère. e) Picture F
c) Elle lit le livre dans la bibliothèque. / f ) Picture D
Elle étudie dans la bibliothèque. g) Picture E
d) Ils nous saluent. / Ils saluent leurs amis. h) Picture B
4. Learners look at the eight pictures and draw a 6. Learners write a letter, in French, to a family
cross next to those that show bad behaviour. member, expressing their opinion on whether
people in their school behave well or badly. They
Answers should give a reason for their opinion.
• Give learners the opportunity to rewrite their
• Learners should draw a cross next to the letters correctly after you have checked their
following pictures: a), c) and e).
work.
Notes:
46
Thème 4 LES ACTIVITÉS
UNITÉ 1 Quels nombres entendez-vous?

Suggested teaching time: Compter et faire
Two hours (4 periods of 30 minutes each) over two weeks des calculs simples
Introduction
In this unit, learners will revise the numbers from 1 Learners will also revise the use of “Combien
to 100 in French. de / d’ …” and practise doing basic calculations in
There will be ample opportunity for singing in French.
this unit, which will help learners to visualise and
memorise the content and numbers.
RESOURCES « Produit « Short

« Article « Robe
• Learner’s Book: pp. 66–75 « Farine « Jupe
« Sucre « Chemisier
« Pain « Chemise
« Fromage « Pantalon
« Lait « Chaussures
« Jus d’orange (de course)
« Gâteau « Cravate
« Orange « Chaussettes
« Pomme « Casquette
« Mangue « Chapeau
« Tee-shirt « Jean
In addition to the key words, this unit also introduces

Optional extra materials: key sentences for a basic dialogue in French, such as:
• Posters, flashcards and word cards « Combien ça coûte?
• Video documents (such as extra songs, « Le total de …
poems and dialogues) « … Plus / Moins / Fois / Divisé par …
• Smartphone Égalent …
• Bluetooth / Audio gadgets « Le total est …
• Laptop / Projector / TV « C’est …
• Manila cards « Ça (Cela) fait …
• Word walls « Il reste …
« Il y a combien de / d’ …?
KEY WORDS
« Numbers from 1 to 100 in French
(LB pp. 66–67) • Let learners know that, in this unit, they will
« Combien de / d’… « Vêtement
« Paquet « Acheter
about counting, numbers and basic calculations
« Bouteille « Chaque
in French.
47
LET’S START! a) – c) It is very important to follow the steps set
out in the Learner’s Book so that learners revise
1. This warm-up activity will help learners to revise
all the numbers progressively.
the numbers from 1 to 70 in French, step by
step and in a fun and interactive way.
Play some or all of these videos (songs) from When you introduce the numbers from 70 to @
YouTube: 100 in the “Listen” section, play these videos:
• https://www.youtube.com/watch?v=dhj9SqrIZqI • h ttps://www.youtube.com/watch?v=AnOXzJfLuU4
• https://www.youtube.com/watch?v=UsEz58BblMY • h ttps://www.youtube.com/watch?v=NmCize5EwbU
• https://www.youtube.com/watch?v=wlYqz2unHKc
• https://www.youtube.com/watch?v=oIYvC7r05mU • The first link shows the French numbers from
70 to 100 and the second link shows the
• The first two links show the French numbers French numbers from 1 to 100.
from 1 to 20.
• The third link shows the French numbers from

20 to 50.
• The fourth link shows the French numbers
from 50 to 70.
Indicator: • Draw learners’ attention to the World box on

page 68 of the Learner’s Book. It describes a
• B6.4.1.1.1: Écouter / Regarder et comprendre un curiosity about the pronunciation of numbers
document audio-visuel sur les nombres. 70, 80 and 90 in some French-speaking
countries. It is important for learners to
LISTEN – Compréhension Orale understand, from an early stage of learning
1. Tell the learners that you are now going to count a new language, that languages often show
in French all the way up to 100. variations between countries and, sometimes,
• Learners should listen attentively while you even between regions within countries.
play the YouTube video songs (counting from
1 to 70) once more. Indicators:
• Then tell the learners that they should listen • B6.4.1.2.1: Faire oralement des calculs mentaux
carefully to two new songs, counting in simples.
French from 1 to 100. Play the videos listed
in the ICT box above. • B6.4.1.2.2: Jouer aux jeux avec des chiffres.
• Learners should turn to pages 66 and 67 of • B6.4.1.2.3: Faire un inventaire.
the Learner’s Book and follow along as you
read all the numbers – from 1 to 100 – to
them. Read the numbers slowly and clearly.
1. It is now time for learners to say the numbers
• Point out the Hint box and tell learners to
pay special attention to the pronunciation aloud.
and spelling of the numbers from 71 to 79, • Re-read the numbers from 1 to 100 on
81 and those from 91 to 99. Emphasise the pages 66 and 67 of the Learner’s Book.
pronunciation of those numbers by saying • Learners repeat each number after you.
each of them twice. • Replay all the videos suggested in the ICT
box above. Learners to sing as a class.
• Re-read the list of numbers from 1 to 100.
• Learners should now be ready to start doing
some basic calculations in French, using the
numbers that they have learnt.
48
2. a) – d) For this activity, learners count the d) Il y a quinze (15) fromages.
number of people or objects in French. They e) Il y a quatorze (14) bouteilles de lait.
should look around in the classroom and then f ) Il y a neuf (9) bouteilles de jus d’orange.
answer the questions aloud. g) Il y a vingt (20) gâteaux.
• Read the questions to the learners. Allow h) Il y a huit (8) pommes.
them enough time to think, count and raise i) Il y a quatre (4) mangues.
their hands. j) Il y a six (6) oranges.
• Invite four different learners to share their
answers. 5. Encourage your learners to keep practising their
• Get all of the learners involved and bring French counting as outlined in the Learner’s
excitement to the activity. Learners should Book.
count aloud in French and find the answers
as quickly as they can. FUN TIME!
• This is a great activity to do as a class and to practise
Answers numbers in a fun, social and interactive way.
• The answers will depend on the size and • Ensure engagement and that your learners
features of your classroom. Prepare the understand the activity clearly.
answers to the questions beforehand. • Check learners’ pronunciation when they repeat
the numbers aloud.
3. a) – b) In pairs, learners now count objects on • Monitor and correct wherever relevant and
their desks and inside their schoolbags. appropriate, ensuring that the pace of the
• Learners take turns to ask and answer activity is not interrupted.
questions like the sample questions provided
in the Learner’s Book. Encourage the learners Indicators:
to think about additional questions of their
own. • B6.4.1.3.1: Lire et comprendre un inventaire.
• Walk around the classroom, listening to the • B6.4.1.3.2: Lire et comprendre des problèmes
learners as they speak. Assist and correct arithmétiques.
them where necessary.
4. Learners work in groups of three and practise READ – Compréhension Écrite
counting numbers in the form of an inventory 1. In addition to practising counting and numbers
or stock count. in French, learners will also add new words to
• Learners study the picture, on page 69 of the their French vocabulary during this exercise.
Learner’s Book, and count the number of
• Learners read the list of items that are for sale
each product, in French, in order to answer in the shop (i.e. the inventory). They will do
the questions provided below the picture. some calculations on the next page.
• Point out the Vocabulary box and remind the • For ease of reference, show the calculations on
learners to add the new words to their “petit- the writing board. You may wish to invite some
dictionnaire”. of the learners (one or two at a time) to write
• Learners answer the questions in French. their answers on the writing board for all to see.
Guide and correct them as necessary.
• The rest of the class should listen carefully
and say whether or not they agree with the
Answers calculations. Guide and correct the learners
a) Il y a douze (12) paquets de farine. as necessary.
b) Il y a dix (10) paquets de sucre. a) Learners calculate the total number of clothing
c) Il y a vingt-huit (28) pains. items on display in the shop, using addition.
49
b) They then use subtraction to calculate the EXTRA ACTIVITY
new total after a sale.
• Give learners the opportunity to practise basic
• Explain the meaning of the verb “rester” calculations in French even further.
(“to be left / to stay”).
• Do some more similar activities in class.
Wherever relevant, you may use the pictures
Answers provided in this unit, as a reference.
a) C’est quatre-vingt-trois. • Provide, wherever relevant and appropriate, unit
b) C’est soixante-dix-sept. prices for the items.
(83 articles – 2 jupes – 3 robes – 1 pantalon Examples:
= 77 articles) – Maman va au supermarché. Elle achète
quatre paquets de farine et cinq fromages.
2. Before beginning this activity, draw learners’ Quel est le total de produits?
attention to the Teaching box towards the – Il y a dix œufs dans la cuisine. Nous utilisons
bottom of page 73 of the Learner’s Book. Guide quatre œufs pour le petit déjeuner. Il reste
learners through the present tense conjugation combien d’œufs?
of the verb “acheter” (“to buy”). – Ils ont vingt pommes. Ils donnent huit
• As learners move towards the end of Basic 6, pommes à leurs amis. Il reste combien de
they should be becoming increasingly pommes?
familiar with the endings of French verbs – Ama va au magasin. Elle achète quatre
conjugated in the present tense (for the jupes, deux jeans et une chemise. Combien
different French subject personal pronouns). d’articles achète-t-elle?
As you did previously, encourage the learners – Elvis achète dix pains. Chaque pain coûte
to sing the conjugation of this verb as a class. cinq cedis. Combien ça coûte au total?
Check their pronunciation and guide the
learners as necessary. Indicator:
Text A a) Learners should read the text on
pages 73 of the Learner’s Book (including the
• B6.4.1.4.1: Faire des calculs simples à l’écrit avec
des chiffres en lettres.
Vocabulary box) and answer the calculation
question on page 74. • B6.4.1.4.2: Écrire en lettres les chiffres.
Text B b) After reading the text on page
74, learners should answer the question WRITE – Production Écrite
“Combien de gâteaux est-ce que chaque 1. Learners practise writing the numbers indicated
membre de la famille peut manger?” by doing in words.
the calculation.
Answers
Answers
a) 48: Quarante-huit
A b) 30: Trente
a) GH¢5.00 × 8 = 40 cedis c) 75: Soixante-quinze
Ça fait quarante cedis! d) 100: Cent
B e) 94: Quatre-vingt-quatorze
b) 30 ÷ 10 = 3 gâteaux f) 18: Dix-huit
La réponse est trois gâteaux!
50
2. Learners practise even more the basic 3. Learners look at the picture and complete the
calculations in French (and the vocabulary used table with the inventory (list of items for sale).
when doing such calculations in writing). The first item has been done as an example.
Answers Answers
a) Soixante-dix PRODUIT IL Y A COMBIEN
b) Cinquante DE / D’...?
c) Quatre-vingts
Les œufs Vingt
d) Six
La farine Dix
Le sucre Neuf
Les poires Dix
Les ananas Trois
Le jus de pomme Cinq
Notes:
51
UNITÉ 2 Qu’est-ce que tu fais les samedis?
Suggested teaching time: Demander et donner l’heure
Introduction
In this unit, the focus is on weekly schedules and Through real-life examples and exercises that
expressing the time of different activities in French. prompt learners to interpret and talk about
schedules and times, learners are taught new
vocabulary on the topic, gradually and in context.
RESOURCES In addition to the key words, this unit also

introduces some key sentences for a basic dialogue
• Learner’s Book: pp. 76–81 in French, such as:
« Qu’est-ce que tu fais les lundis/mardis/
mercredis/jeudis/vendredis/samedis/dimanches?

• Let learners know that, in this unit, they will build
on what they learnt in Basic 4 and Basic 5 about
schedules, times and days of the week in French.
LET’S START!
1. Learners start this unit by revising the days of
the week in French.
Optional extra materials: 2. Learners then revise what they learnt in Basic
• Posters, flashcards and word cards 4 and Basic 5 about time and daily / weekly
• Video documents (such as extra songs, activities, by discussing their answers to the
poems and dialogues) questions on page 76 of the Learner’s Book.
• Smartphone a) – b) Depending on the academic level of
• Bluetooth / Audio gadgets your learners, you may choose whether
• Laptop / Projector / TV learners should discuss the questions in
• Manila cards French or have a brief, generic discussion in
• Word walls English at this initial “warm-up” stage.
• Also depending on your learners’
KEY WORDS academic level, you may wish to provide
more extensive revision on specific aspects
« Restaurant « D’habitude of this unit (such as times, weekly and
« Fermé(e) « Après daily activities, etc.). In that case, we
« Ouvert(e) « Faire la lessive suggest that you refer to the relevant units
« Sauf « Se reposer in the Basic 4 and Basic 5 Learner’s Books
« En général « Hebdomadaire for guidance.
« Horaire « Repas c) Learners give the current time in French by
« Programme scolaire answering the question “Quelle heure est-il?”.
• Check and correct the learners as necessary.
Assist and revise a bit more where required.
52
Indicator: Indicators:
• B6.4.2.1.1: Écouter / Regarder et comprendre un • B6.4.2.2.1: Poser et répondre à des questions sur
document audio-visuel sur les horaires. ce que l’on fait à certaines heures de la journée.

• B6.4.2.2.2: Raconter ce que l’on fait à certaines
heures de la journée.
1. Learners look at the pictures on pages 76 and 77
of the Learner’s Book.
• Before you begin to read the text on page SPEAK – Production Orale
77 of the Learner’s Book, check that your 1. Learners work in pairs for this exercise. They
learners clearly understand the context of should start by reading the Vocabulary box and
the pictures (opening and closing times of dialogue (in the speech bubbles) on page 77 of
a restaurant, days of the week when the the Learners’ Book.
restaurant is open-closed, etc.). • Before they begin, you may decide to assist
• Take this opportunity to revise, once more, learners by revising the verbs that they might
the days of the week in French, as well as the need for this activity, such as “faire” (“to do” /
meaning of “jours fériés” (“public holidays”), to make), “prendre” (“to take”) and “aller”
“déjeuner” (“lunch”) and “dîner” (“dinner”). (“to go”). Conjugate these verbs, in the
• Draw learners’ attention to the Vocabulary present tense, while singing.
box alongside the picture at the top of
page 77. Verbs (present tense conjugation)
• Learners should follow along on the picture Faire Prendre Aller
and listen carefully while you read the (To do / To make) (To take) (To go)
information to them, slowly and clearly. Je fais Je prends Je vais
• Re-read the text. Tu fais Tu prends Tu vas
• Point out the Question box alongside the Il / Elle fait Il / Elle prend Il / Elle va
picture. Briefly explain that “fermé(e)” and Nous faisons Nous prenons Nous allons
“ouvert(e)” are also used as past participles of Vous faites Vous prenez Vous allez
two French verbs meaning “to close” and “to
Ils / Elles font Ils / Elles prennent Ils / Elles vont
open”, respectively.
– Learners should look for the verbs as a) – b) Learners should then take turns to
“fermer” and “ouvrir” and study how to practise asking and answering questions
conjugate them in the present tense. This about their weekly routines, indicating the
would make a great individual homework day of the week and the time at which they
activity to allow learners enough time to perform various activities.
find out and write down the information. • Walk around the classroom, listening
to your learners’ questions and answers.
Answers Assist and correct them where necessary.
Verbs (present tense conjugation) 2. Still in pairs, learners should take turns to follow
Fermer Ouvrir the instructions in the ICT box.
(To close) (To open)
Je ferme J’ouvre
Tu fermes Tu ouvres
Il / Elle ferme Il / Elle ouvre
Nous fermons Nous ouvrons
Vous fermez Vous ouvrez
Ils / Elles ferment Ils / Elles ouvrent
53
Indicators:
• Learners record themselves talking
in French about their daily routines • B6.4.2.4.1: Écrire son agenda pour la journée
(including both the name of each activity ou la semaine indicant les heures des activités.
and the time it takes place). • B6.4.2.4.2: Écrire une affiche / une note de
• This is a great practice and learners should be service avec les heures de rendez-vous.
encouraged to do it as part of their homework.
• Learners replay their recording to themselves
and check their pronunciation.
• Guide and correct the learners as necessary. 1. Learners make a diary list of all the activities
• You may wish to invite a few learners to share planned for the week that follows.
their recordings with the rest of the class. • They should be quite specific in terms of
their activities and the times at which they
occur. The purpose of the activity is for
Indicators: learners to practise as much of the topic –
and related vocabulary – as possible, using
• B6.4.2.3.1: Lire et comprendre les heures d’activités examples from their own lives.
sur un programme scolaire.
• Guide and correct them as necessary.
• B6.4.2.3.2: Lire et comprendre les heures / 2. This activity aims to bring out a sense of
les programmes d’événements. responsibility and leadership skills in learners.
• They imagine that they are a school secretary
READ – Compréhension Écrite who has to plan for a busy day at school the
next day.
1. Learners read the primary school programme on
a) Learners write down the times and tasks
for the day in French.
• Learners look up the meaning of the French b) Assist learners with any new verbs (or
word “hebdomadaire” (“weekly”) and add it
other vocabulary) that they may need for
the activity.
• Revise the names of school subjects in c) Encourage your learners to use a
French with your learners and guide them to
dictionary and remind them to record any
interpret the table provided.
new words in their “petit-dictionnaire”.
a) – c) Learners compare the school programme
with their own and discuss it in class.
Answers
The intention is for learners to practise
conjugating different French verbs for “nous”, • Learners’ answers will vary. A possible agenda
in the present tense, while talking about their (example) is provided below, but accept any
own school programme. correct and appropriate answers.
2. Learners read now the school flyer and interpret 08h00 – Réunion avec la Directrice
it for themselves. They then answer the 10h30 – L’arrivée du groupe de docteurs
questions that follow. et infirmières du programme de
vaccination
Answers 13h00 – Déjeuner avec Ama et Kofi
14h00 – Réunion avec les professeurs de
a) La fête de l’école, c’est le 3 septembre,
Français sur la Journée de la Langue
à partir de 15h00.
Française
b) Oui, il y a un repas pendant la fête (à 18h00).
15h00 – Organiser l’agenda (hebdomadaire)
c) L’animation musicale et les danses
de la Directrice
commencent à 19h30.
54
UNITÉ 3 Mes activités quotidiennes
Suggested teaching time: Parler des jours de la semaine
Introduction
In this unit, learners will revise, once again, how weekly / daily activities.
to say the seven days of the week in French and It is a short unit, yet full of interactive and practical
how to use these words when describing their own activities.
RESOURCES LET’S START!

• Learner’s Book: pp. 82–86 1. This should be a quick, fun class activity for revision.
• Ask the learners: “Can you still remember
the days of the week in French?”
Play the following video/song: @

• h ttps://www.youtube.com/watch?v=BiHYehk0tYo
• Sing along as a class while revising the days
of the week in French.
• Give the learners time to study the pictures.

• Read all the captions to them, clearly and slowly.
• Re-read the captions. This time, learners
Optional extra materials: repeat each one after you.
• Posters, flashcards and word cards 2. Discuss Monsieur Azindoo’s daily routine, giving
• Video documents (such as extra songs, learners the opportunity to practise hearing and
poems and dialogues) using the days of the week in context.
• Smartphone • Explain that “le” before the days of the week
• Bluetooth / Audio gadgets means “on”. (For example: “Le lundi …”:
• Laptop / Projector / TV “On Monday …”.)
• Manila cards
• Word walls Indicator:
• B6.4.3.1.1: Écouter / Regarder et comprendre un
KEY WORDS document audio-visuel sur les jours de la semaine.
« Lundi « Samedi
« Mardi « Dimanche
« Mercredi « Le week-end 1. Allow enough time for learners to look at the
« Jeudi « Discours de pictures on the flyer. Explain that it is for a
« Vendredi clôture school’s cultural week.
• Read the flyer to the learners, clearly and
slowly. Re-read the text, if necessary.
• Encourage your learners to look up the new
• Let learners know that, in this unit, they will words on the flyer in a dictionary and to
build on what they learnt in Basic 4 and Basic 5 then add them to their “petit-dictionnaire”.
about the days of the week in French. • Assist wherever relevant and appropriate.
55
Indicators: Answers
• B6.4.3.2.1: Poser et répondre à des questions sur a) Du lundi au vendredi, Abena (Elle) se lève à
les activités de la semaine culturelle de l’école. 6h00 du matin.
b) Le dimanche (les dimanches), elle se lève à
• B6.4.3.2.2: Dire ce que l’on fait chaque jour de 8h30.
la semaine.
c) Du lundi à vendredi, Abena (Elle) prend son
déjeuner à la cantine.
d) Oui, Abena (Elle) va au gymnasium les
1. Re-read the flyer to your learners. lundis à 17h00.
• Learners should listen attentively. Then answer
the questions about the flyer in French. Indicator:
• Let learners think about the answers.
• Ask four learners to share their answers. • B6.4.3.4.1: Écrire une carte postale à un(e)
correspondant(e) pour lui décrire ses activités à
• The rest of the class should listen attentively
and provide helpful feedback. l’école durant la semaine.
• Ensure that learners give the time correctly, WRITE – Production Écrite
in French.
• Guide and correct the learners as necessary. 1. Learners re-read Madame Abena’s weekly
routine. They then copy and complete the
Answers sentences, practising their writing about
a) L’interview avec un écrivain, c’est vendredi, daily / weekly routines in French.
à 14h30. Answers
b) Nous mangeons à 13h du lundi au jeudi et à
12h00 (à midi) le vendredi. a) Les lundis, Abena se lève à 06h00 du matin.
c) Oui, il y a une pièce de théâtre à 14h00 du b) Elle enseigne les classes entre 07h30 et 12h00.
lundi au jeudi. c) Elle prend son déjeuner à la cantine.
d) La danse, c’est à 15h du lundi au jeudi et à d) Les samedis, elle va au cinéma ou au théâtre.
11h le vendredi. e) Les dimanches, Abena lit des livres et des
2. Learners re-look at the text on page 82 of the magazines et elle regarde un peu la télé.
Learners’ Book. 2. Learners look at the pictures and complete the
a) – b) Learners compare Monsieur Azindoo’s weekly sentences about Sophie’s week.
activities with their own. They draw and label
their own weekly routine and present it in class. Answers
• Check, guide and correct learners as necessary. a) Les lundis, Sophie va à l’école.
Indicator: b) Les mardis, Sophie lave son linge / fait la
lessive. (Accept either option.)
• B6.4.3.3.1: Lire et comprendre un texte simple c) Les mercredis, Sophie va au marché.
sur les activités quotidiennes de quelqu’un. d) Les jeudis, Sophie chante avec ses amis.
e) Les vendredis, Sophie fait la cuisine.
(Explain to your learner that “faire la cuisine”
1. Learners now read about a teacher’s weekly routine. means “to cook”.)
• Most of the vocabulary used is well known to f ) Les samedis, Sophie balaye (balaie) son
the learners by now. environnement.
• Highlight the use of “d’habitude” (“normally”) g) Les dimanches, Sophie va à l’église.
and encourage learners to use it when talking
about their own weekly / daily routines. 3. Learners write to their penfriends to describe
• This is a long text. Allow enough time for their weekly / daily school activities.
learners to re-read it a few times before
answering the questions that follow it.
56
UNITÉ 4 Les mois et les saisons
Suggested teaching time: Situer les mois et les
Two hours (4 periods of 30 minutes each) over two weeks saisons dans le temps
Introduction
In this unit, learners will revise how to say the Learners will also discuss the seasons in Ghana and
months of the year in French. in other countries of the world.
They will build on what they did in Basic 4 and Although learners are not expected to use “on” very
Basic 5 – learning more, doing research and often at this stage, the word will be introduced
discussing national celebrations (including the and explained to them. This will enable learners to
months in which they are celebrated). understand its meaning if they hear or read it as
they progress in learning the French language.
Novembre « Hiver
RESOURCES «
La saison des
« Décembre «
• Learner’s Book: pp. 87–93 « Printemps pluies
« Été « La saison sèche
« Automne « Faire
In addition to the key words, this unit also introduces

key sentences for a basic dialogue in French, such as:
« Quel temps fait-il? « Il fait du vent.
« Il pleut. « Il fait froid.
« Il fait chaud. « Il neige.
« Il fait beau (temps).

• Posters, flashcards and word cards about the months of the year and the seasons in
• Video documents (such as extra songs, French.
• Smartphone
LET’S START!
• Laptop / Projector / TV
• Manila cards
• Word walls
lay this video (song) to your learners, as a
P @
quick recap:
• h ttps://www.youtube.com/watch?v=7_u2SigckNQ
KEY WORDS
• Replay the video and encourage the learners to
« Mois « Mai sing along as a class.
« Saison « Juin
« Janvier « Juillet 1. Use this warm-up activity to revise the French
« Février « Août words for the months of the year and the seasons.
« Mars « Septembre a) Learners should try to remember the months
« Avril « Octobre of the year in French.
57
b) Learners to indicate that, in Ghana, there are Indicators:
two main seasons: a rainy season and a dry
season. In French, these are: “la saison des • B6.4.4.2.1: Poser et répondre à des questions sur
pluies” and “la saison sèche”, respectively. les mois des saisons.
• B6.4.4.2.2: Dire en quels mois se passent
Indicator: certains événements.
• B6.4.4.1.1: Écouter / Regarder et comprendre
un(e) audio-vidéo/chanson sur les mois et les SPEAK – Production Orale
saisons de l’année. 1. In pairs, learners practise their French by asking
and answering questions about the months and
LISTEN – Compréhension Orale seasons in Ghana.
1. Read the French words in the matching exercise • Assist your learners should they need help
with the specific months of the respective
to your learners. Learners should repeat each
seasons of Ghana.
word after you.
– Saison des pluies (saison pluvieuse):
2. Learners do the matching exercise, associating
C’est en mai, juin, juillet, août,
each French word with the correct English
septembre, octobre et novembre.
translation.
– Saison sèche: C’est en décembre, janvier,
février, mars et avril.
Answers
• Draw learners’ attention to the Question box
a) la saison sèche – (C) Dry season (on page 89 of the Learner’s Book) and the
b) la saison des pluies – (J) Rainy season fact that seasons are not the same around
c) janvier – (D) January the world. Many countries in the world have
d) février – (L) February four seasons.
e) mars – (M) March 2. Learners are to imagine that they have a new
f) avril – (F) April penfriend in Canada.
g) mai – (K) May a) Learners follow the instructions in the World
h) juin – (A) June box.
i) juillet – (H) July
j) août – (E) August • Learners do some research and learn
k) septembre – (I) September about the seasons in Canada.
l) octobre – (B) October The purpose of the exercise is to
m) novembre – (N) November reinforce to the learners that different
n) décembre – (G) December countries of the world may experience
different seasons (and different weather
3. Point out the Teaching and Question boxes at conditions) throughout the year. This
the top of page 88 of the Learner’s Book. understanding will support the core
• Remind the learners to add “Quel temps competencies of cultural identity and
fait‑il?” to their “petit-dictionnaire”. global citizenship.
• Learners to conjugate the verb “faire” in the
present tense. Sing it along, as a class. You b) Learners look at the pictures and say the
may wish to play the section of this video French name of each season illustrated.
that looks at the verb “faire”:
Answers
• https://www.youtube.com/watch?v=-1RvCib-0Zg
• Learners look at the pictures and follow along A (spring): le printemps
as you read the captions to them. B (winter): l’hiver
• Answer any queries that your learners may C (summer): l’été
have about the words or pictures. D (autumn): l’automne
58
• Draw learners’ attention to the Teaching box
at the bottom of page 90. Discuss the text
• Learners search for more events celebrated @
(in different regions) in Ghana.
and answer any relevant questions that your
• They should find out which other events are
learners may have. celebrated and when.
3. Learners look at a calendar for the year and say
– This a useful homework activity so that
in which month each event is celebrated. learners may also be able to gather some
useful information and notes from family
Answers members.
a) (This may vary from year to year. Check the
current year calendar.)
b) C’est en juillet. Indicator:
c) (This may vary from year to year. Check the • B6.4.4.4.1: Écrire une carte postale à un(e)
current year calendar.) correspondant(e) pour lui indiquer des dates
d) C’est en mai. d’événements importants dans votre pays.
e) C’est en juin.
• Learners search the internet for more @ 1. Based on the information that the learners have
photographs and videos of those events in gathered in previous activities of this unit, they
Ghana. now write a postcard to their French penfriend,
indicating the main events that are celebrated in
Ghana each year.
Indicator: a) Learners should say in which month each
• B6.4.4.3.1: Lire et comprendre un texte simple event takes place in Ghana.
sur les saisons et les mois où des fêtes importantes b) Learners indicate which celebration is their
sont célébrées au Ghana. favourite and why. Remind learners to use
the verbs “aimer” and “préférer” in their
READ – Compréhension Écrite answer. To recap the use of those two verbs in
context, play this video to your learners:
1. Learners read the Look and Learn box and the
text below it by themselves.
• https://www.youtube.com/watch?v=F_csCS1XtLA
c) In their postcards, learners should ask about
the events celebrated in their penfriends’ own
L OO K AND LEARN country: “Quelles fêtes tu célèbres dans ton
French pronoun “On” pays?”
• Guide learners through the Look and Learn box
and highlight the use of “on” in French.
• Explain and provide further examples, if
necessary. Clarify any queries that may arise.
2. Learners read the ICT box and follow the
instructions.
59
UNITÉ 5 Des conversations téléphoniques
Suggested teaching time: Entrer en contact
Two hours (4 periods of 30 minutes each) over two weeks par téléphone
Introduction
This unit reinforces the importance of oral This unit provides a great opportunity for learners
communication as a key skill when learning a to practise the content through role plays and pair /
foreign language. group activities.
In this unit, learners will revise key French The French direct / indirect object personal
vocabulary for communicating over the phone. pronouns, as well as the stressed personal
pronouns, will be also addressed in this unit.
Alors « Laisser
RESOURCES «
Rappeler
« Connaître «
In addition to the key words, this unit also
in French, such as:
« C’est une bonne idée!
« Je vous remercie.

about communicating over the phone.
• They will also learn about French direct /
Optional extra materials: indirect object personal pronouns, as well as the
• Posters, flashcards and word cards stressed personal pronouns.
poems and dialogues) LET’S START!
• Smartphone 1. This quick warm-up exercise sets the scene for
• Bluetooth / Audio gadgets the unit.
• Laptop / Projector / TV 2. Learners start to get into the topic by recapping
• Manila cards the use of “Allô” in the context of phone calls in
• Word walls French. (Answer: “Allô!”.)
3. Learners think and share what one might
KEY WORDS normally say in this context.
(Example answer: “Bonjour! / Salut! C’est
« Allô
Adrianne! Ça va?”)
« French Direct Object Personal Pronouns:
Me / Te / Le / La / L’ / Nous / Vous / Les
Indicator:
« French Indirect Object Personal Pronouns:
Me / Te / Lui / Nous / Vous / Leur • B6.4.5.1.1: Écouter / Regarder et comprendre un
« French Stressed Personal Pronouns: clip sur deux personnes qui se communiquent par
Moi / Toi / Lui / Elle / Nous / Vous / Eux / Elles téléphone.
« Mignon(ne)
60
LISTEN – Compréhension Orale SPEAK – Production Orale
1. Learners should listen carefully to the audio that 1. Learners work in pairs and role-play the dialogue
you play for them and then answer the questions that they have just heard. They then take turns to
about what they heard. play the different parts in the dialogue.
a) The tin phones that learners made in Basic 4
Play only the audio of this video (not the @ are a great tool to be used as part of the role
plays in this unit.
video itself ) to your learners:
• https://www.youtube.com/watch?v=GPughEsZWrA
• Record the role plays and play them back
• Replay the audio twice more. It is important to the learners so that they can check
for learners to practise their listening skills, their pronunciation.
without seeing the wording of the dialogue.
b) Learners listen for any new words. Prompt
• Read questions a) to f ) to the learners. them to use a dictionary and to add any new
• Learners should listen carefully, think and try words to their “petit-dictionnaire”.
to answer the questions orally.
• Re-read each question and invite learners to Indicator:
raise their hands if they know the answer. • B6.4.5.3.1: Lire et comprendre de petites
• Ask six learners to share their answers. The conversations téléphoniques entre deux personnes.
rest of the class should listen attentively and
compare with their own answers. Guide and READ – Compréhension Écrite
correct the learners as necessary.
1. Allow learners enough time to read the dialogue
• Replay the video. This time, show the picture
twice and look at the pictures on page 95 of the
and let learners follow the wording of the
Learner’s Book.
dialogue for reference.
Re-read the questions and check all the • Draw learners’ attention to the Question,
• Vocabulary and Teaching boxes on the page.
answers, as a class.
• Clarify any queries that your learners may have.
Answers 2. Learners should read the questions and answer
them orally. Ask six learners to share their answers.
a) C’est le Maître de la Vallée. Guide and correct the learners as necessary.
b) Oui, mais il est en réunion.
c) Oui, il laisse un message pour Monsieur Answers
Corsini. a) C’est Ama.
d) “Dites-lui de me rappeler.” b) Ils habitent à Lyon, en France.
e) I would be thankful for that. (It is a more c) Parce qu’ils sont en vacances.
formal way of saying “Thank you.”) d) Non, David est petit.
f ) Formal. The form “vous” (the formal form e) Non, Thérèse a les cheveux bruns.
of “you”, singular) is used throughout the f) Oui. Il y a une invitation dans le texte. Ama
dialogue. invite Peter à manger chez elle le samedi.
3. Learners should read the Look and Learn boxes
Indicators:
on pages 96 and 97 of the Learner’s Book.
• B6.4.5.2.1: Simuler une conversation téléphonique
entre deux interlocuteurs. L OO K AND LEARN
• B6.4.5.2.2: Présenter quelqu’un au téléphone. Direct and indirect object personal pronouns
• Allow enough time to go through the tables and
examples with your learners.
61
• As the learners progress in French, these a) Learners should identify the pronouns used
pronouns will become increasingly important in the dialogue.
and familiar to them. b) Allow time for learners to discuss these
• Prepare some additional exercises for the learners pronouns. Guide and correct them as
to do for homework. necessary.
• Check their understanding and clarify any Answers
queries that may arise.
• Point out the Question box at the top of page • Dites-lui: Indirect object personal pronoun
97 of the Learner’s Book. Ensure that learners • Excusez-moi: Stressed personal pronoun
clearly understand which pronouns should be • Je vais lui donner: Indirect object personal
used – and where to place them – in affirmative pronoun
imperative sentences. • Je vous remercie: Direct object personal
pronoun
L OO K AND LEARN
6. a) – b) Learners work in pairs and take turns to
French stressed personal pronouns play each role.
• Allow enough time to go through the table with • In addition to practising phone calls, this
your learners. exercise also gives learners the opportunity to
• As the learners progress in French, these practise descriptions in French.
pronouns will become increasingly important
and familiar to them.
• Learners pretend to call their partner and
• Prepare some additional exercises for the learners
describe a friend physically and in terms
to do for homework.
of his / her personality.
• Check their understanding and clarify any
queries that may arise.
Indicator:
4. Learners re-look at the dialogue on page 95 and
then answer the questions. • B6.4.5.4.1: Échanger des textos ou de petits
a) Depending on the academic level of your messages écrits par téléphone.
learners, you may ask them to find the direct
/ indirect object personal pronouns with WRITE – Production Écrite
minimal assistance or you could provide greater 1. Learners copy and complete the sentences using
guidance. the correct French pronoun.
b) Discuss the pronouns as a class. Guide and
Answers
correct the learners as necessary.
a) Je lui téléphone aujourd’hui.
Answers
b) Nous les rendons visite.
• Je voudrais te présenter mes amis”: Indirect c) Il le lui donne.
object personal pronoun (“to you”) d) Oui, elle lui téléphone.
• “Alors, tu peux les connaître?”: Direct object
2. Learners write text messages to their friends,
personal pronoun (“Them”)
following the instructions in the ICT box.
• “Ah, je voudrais leur poser beaucoup de
questions sur leur pays!”: Indirect object
personal pronoun (“to them”) a) – c) Learners write messages to their
“Je veux l’inviter aussi.”: Direct object friends (as indicated in the exercise),
•
personal pronoun (“Him”) practising as much vocabulary as possible.
• “Je te le passe.”: Direct object personal pronoun
• Note that learners’ answers will vary. Accept
(“Him”) any correct and appropriate answers.
5. Replay the dialogue (from the listening activity • After you have checked their work, allow
of this unit) to the learners. learners to rewrite their sentences correctly.
62
UNITÉ 6 Je ne peux pas parce que je suis malade …
Suggested teaching time: Inviter quelqu’un et accepter
Two hours (4 periods of 30 minutes each) over two weeks une invitation
Introduction
The focus of this unit is on invitations to parties Learners will expand their vocabulary and the
and other special occasions. many visuals throughout the unit will help them to
Learners will revise how to offer invitations, as well improve their understanding of the topic.
as how to either accept or decline an invitation This unit will also provide learners with an
politely. opportunity to practise the conjugation of French
verbs in the present tense.
RESOURCES « Venir
« Inviter
• Learner’s Book: pp. 99–103 « Accepter
« Attendre
introduces (and allows learners to revise) some key
sentences for a basic dialogue in French, such as:
« Oui, merci.
« Avec plaisir.
« Oui, je suis libre.
« Non, je suis désolé(e). Je ne peux pas parce
que / car ...
« Non, merci.
« Je suis désolé(e), mais ce n’est pas possible,
Optional extra materials: c’est impossible.
• Posters, flashcards and word cards « C’est dommage. Je ne peux pas.
• Video documents (such as extra songs, « Malheureusement, je ne peux pas.
poems and dialogues) « D’accord.
• Smartphone « Pourquoi pas?
• Bluetooth / Audio gadgets « C’est une bonne idée!
• Laptop / Projector / TV « Pas de problème.
• Manila cards « Ça marche.
• Word walls « Je veux bien.
« Bonne année!
KEY WORDS « Bon anniversaire!
« Anniversaire « Nous te / vous invitons avec plaisir ...
« Mariage « Nous sommes heureux de te / vous inviter ...
« Baptême « Nous comptons sur ta / votre présence.
« Invitation
« Convier … à GUIDELINES AND SUGGESTIONS
« Heureux / Heureuse • Let learners know that, in this unit, they
« Repas will build on what they learnt in Basic 4 and
« Fête Basic 5 about offering and accepting / declining
« Célébrer invitations in French.
63
LET’S START! Answers
1. The main aim of this warm-up and recap • Accept any correct answers, such as:
activity is to introduce the topic to the learners – Oui, merci.
while checking their understanding of some key – Avec plaisir.
vocabulary. Learners will revise what they learnt – Oui, je suis libre.
in Basic 4 and Basic 5 about how to accept or
decline an invitation. b) Learners need to decide what to say to
• Point out the Vocabulary boxes on pages 99 decline the other two invitations politely.
and 100 of the Learner’s Book.
a) Learners read the invitations on pages 99 Answers
and 100 of the Learner’s Book. They choose
which invitation to accept (A, B or C) and • Accept any correct answers, such as:
– Non, je suis désolé(e). Je ne peux pas.
say how they might accept the invitation.
• For this warm-up activity, learners
c) Discuss the learners’ responses as a class.
won’t need to provide reasons for
Assist and correct learners as necessary.
accepting / declining the invitation(s).
Play the following video: @

• https://www.youtube.com/watch?v=mDKzQqyPNTo
• The video shows new French expressions for accepting or declining invitations, which will help to
expand the vocabulary of your learners.
• Replay the video, if necessary.
• Guide your learners through the new expressions introduced in the video, including:
Non, merci. / Je suis désolé(e), mais ce n’est pas possible, c’est impossible. / C’est dommage. Je ne
peux pas. / Malheureusement, je ne peux pas. / D’accord. / Pourquoi pas? / C’est une bonne idée! /
Pas de problème. / Ça marche. / Je veux bien.
• Encourage your learners to choose from this broader range of expressions, where relevant and
appropriate, during their French activities and interactions.
Indicator: Indicators:
• B6.4.6.1.1: Écouter / Regarder un document audio- • B6.4.6.2.1:Inviter quelqu’un au téléphone à
visuel sur l’invitation. manger ou à une fête.
• B6.4.6.2.2: Dire pourquoi on accepte ou on
LISTEN – Compréhension Orale refuse une invitation.
1. Learners should listen carefully as you read the
dialogues on page 100 of the Learner’s Book to
them. SPEAK – Production Orale
• Read the dialogues to your learners a second 1. Learners should re-read the dialogues on page
time and answer any questions that they may 100 and then provide oral answers to the
have about them. questions in the Learner’s Book.
• Allow learners enough time to reflect on each
question before sharing their answers aloud.
64
• Invite three different learners to share their Answers
answers. The rest of the class should say
whether they agree or disagree with the a) L’occasion de l’invitation A est un baptême.
answers given. b) L’occasion de l’invitation B est un repas de
• Correct and assist them where necessary. mariage.
c) Le baptême est le 12 novembre, à 11 heures
Answers
du matin, à l’église Notre-Dame du Ghana.
Le repas de mariage est le 23 mars, à 20h00,
a) Yes, the invitation was accepted in dialogue A. au restaurant “Fufu”.
b) The invitation in dialogue B was declined.
c) In dialogue A, the words that show acceptance Indicator:
of the inviation are: “D’accord. C’est une bonne
idée!”. In dialogue B, the words that show that • B6.4.6.4.1: Écrire une carte postale, un poster, ou
the invitation was declined are: “Je suis désolée. une carte d’invitation pour inviter des personnes.
Je ne peux pas parce que je suis malade.”
Indicator: 1. Learners should follow the instructions in the
ICT box.
• B6.4.6.3.1: Lire et comprendre une lettre / une
carte d’invitation.
• Using the French vocabulary that they
have learnt (and revised) in this unit,
learners write a text message inviting a
1. Learners read the two invitation letters on friend to a baptism.
• Point out the Vocabulary box on the same
page and help learners with any other words 2. a) – b) Learners imagine that that they are the
that are unfamiliar to them. (Draw learners’ Headmaster / Headmistress at their school and
attention to the Question box at the top of that they are preparing invitations to be sent out
the page 102 of the Learner’s Book.) to the parents.
a) – c) Learners should then answer the • Learners copy and complete the invitation
questions that follow on page 102. template provided on page 102 of the
• Allow learners enough time to engage Learner’s Book.
with the texts, and to find the answers to
the questions on their own, before they
share them aloud.
• Invite three different learners to share
their answers with the class. The rest of
the class should listen carefully and say
whether they agree or disagree with the
answers given by their classmates.
• Monitor, check and correct learners, as
needed.
65
Answers
(Learners to create a name or use the name of their school)

École Primaire ___________________________________________________________________________________________________
Cher
_______________________________ Monsieur Chère
et ______________________________ Madame Mensah,
de vous inviter à la fête
J’ai le plaisir _____________________________________________________________________________________________________
de notre école.
____________________________________________________________________________________________________________________
Quand
_______________________________: le 4 décembre
à
De: 14h jusqu’ _______________________________ 16h30
À notre école
Où: _______________________________
Meilleures salutations,
(Learners to create a name or use their own name)
______________________________________________________________________
3. Learners copy and complete the table in the FUN TIME!

Learner’s Book, using the correct conjugations
in the present tense. 1. Learners find the six celebration words in the
word search puzzle.
• Guide, assist and correct the learners as
necessary.
• Give learners the opportunity to rewrite their Answers
tables correctly after you have checked their
work. M B D Ê G F Y V B M P I
A N N I V E R S A I R E
Answers
R A É C Ê T B R P W C É
Subject Verbs
personal I F I N V I T A T I O N
Venir Inviter Attendre
pronoun
(To come) (To invite) (To wait) A N R É M K D F Ê T E O
Je / J’ Viens Invite Attends G N L R H T F Ê M S C A
Tu Viens Invites Attends
E A C É L É B R E R S J
Il / Elle Vient Invite Attend
Nous Venons Invitons Attendons 2. Learners copy the celebration words into their
exercise books and write a sentence, in French,
Vous Venez Invitez Attendez with each one. Accept any appropriate answers.
Ils / Elles Viennent Invitent Attendent • Guide and correct the learners as necessary.
sentences correctly after you have checked
4. Sing the conjugations to a well-known tune their work.
or to one created by the learners for a similar
activity earlier in the year. Sing along as a class as
you conjugate each verb.
66
UNITÉ 7 Quelle profession aimes-tu beaucoup?
Suggested teaching time: Identifier les professions
Two hours (4 periods of 30 minutes each) over two weeks et les métiers
Introduction
In this unit, learners will revise what they learnt Learners will also be prompted to consider specific
in Basic 4 and Basic 5 on the topic of jobs and grammar questions in context to which they will
occupations, as well as how to discuss what work need to find the answers by themselves.
they would like to do in future.
They will be introduced to some new French
vocabulary that they should add to their “petit-
dictionnaire”.
RESOURCES « Le cultivateur / La cultivatrice

« Le couturier / La couturière
• Learner’s Book: pp. 104–110 « Le menuisier / La menuisière
« Le / La médecin
« L’infirmier / L’infirmière
« Le / La vétérinaire
« Le / La comptable
« Le jardinier / La jardinière
« Le / La peintre
« Le vendeur / La vendeuse
« Le chauffeur de taxi / La chauffeuse de taxi
« La profession
« L’occupation
« Le métier
« Mamie
Optional extra materials: « Papie
• Posters, flashcards and word cards « Tatie
• Video documents (such as extra songs, « Tonton
• Smartphone In addition to the key words, this unit also
• Bluetooth / Audio gadgets introduces some key sentences for a basic dialogue
• Laptop / Projector / TV in French, such as:
« Quel métier exerce ton / ta / tes … ?
• Manila cards
« Quelle est la profession / l’occupation de
• Word walls
ton / ta / tes …?
« Qu’est-ce que tu veux être dans l’avenir?
KEY WORDS « Qu’est-ce que tu veux devenir?
« Le facteur / La factrice « Je veux être … parce que / car …
« Le mécanicien / La mécanicienne « Dans l’avenir, je veux être… parce que / car …
« Le / La pilote « J’aimerais être … parce que / car …
« Le professeur / La professeure « Je veux devenir … parce que / car …
« L’agent de police « Il / Elle est retraité(e).
« Le coiffeur / La coiffeuse « Ils / Elles sont retraité(e)s.
67
GUIDELINES AND SUGGESTIONS Answers
• Let learners know that, in this unit, they will a) Mécanicienne b) Facteur
build on what they learnt in Basic 4 and Basic 5 c) Coiffeur d) Pilote
about jobs and occupations in French. e) Professeur
LET’S START! Indicator:

1. In this warm-up activity, learners will recap the • B6.4.7.1.1: Écouter / Regarder et comprendre un
French vocabulary for jobs and occupations that document audio-visuel sur les professions et les
they learnt in Basic 4 and Basic 5. métiers.
2. Learners look at the picture clues and give the
name of each job or occupation in French. LISTEN – Compréhension Orale
• As mentioned in the Hint box, learners should
look for further clues in the crossword puzzle.
Play the following song to your learners: @

• https://www.youtube.com/watch?v=szruBbu0OjE
• Replay the video.

• Then ask learners to repeat the new French words for the jobs that they have just learnt. Remind the
learners to add these new words to their “petit-dictionnaire”.
• Write down the new vocabulary on the writing board and include the English meaning for each one:
– Le pâtissier: The pastry chef – L’opticien: The optician
– Le boulanger: The baker – Le fleuriste: The florist
– L’oculiste: The eye specialist – Le droguiste: The druggist
– L’épicier: The grocer
• Provide learners with additional information by writing down the feminine form of each job on the
list:
– La pâtissière
– La boulangère – L’opticienne
– L’oculiste – La fleuriste
– L’épicière – La droguiste
1. Learners look at the pictures (on page 105 of the Answers

Learner’s Book) and follow along as you read the
captions to them. • Changing the gender of each caption:
• Re-read the captions slowly to your learners. a) Il est cultivateur. / b) Elle est couturière. /
• Point out the Question boxes at the bottom c) Elle est menuisière. /
of the page. Encourage your learners to think d) Elle est professeure. /
carefully about each question, based on what e) Il est médecin. /
they have learnt in French so far. f ) Elle est chauffeuse de taxi.
• This activity provides learners with a great • Changing the number of each caption:
opportunity to practise changing the gender a) Elles sont cultivatrices. /
or number in sentences. b) Ils sont couturiers. /c) Ils sont menuisiers. /
• Learners should rewrite the captions for each d) Ils sont professeurs. / e) Elles sont médecins. /
Question box, changing either the gender or f ) Ils sont chauffeurs de taxi.
the number.
68
Indicators: 2. Learners re-read the speech bubbles and then
complete the exercise, matching each child with
• B6.4.7.2.1: Poser et répondre à des questions sur the picture of the job that they would like to do
ce que font les membres d’une famille. one day.
• B6.4.7.2.2: Dire la profession ou le métier que
l’on veut exercer dans l’avenir. Answers
a) C
SPEAK – Production Orale b) D
• With your learners, work through the Teaching c) A
box at the top of page 106 of the Learner’s d) E
Book. Learners expand their French vocabulary e) F
by understanding how to use the correct form of f) B
the verb “être” and the word “retraité(e)(s)”.
1. a) – b) In pairs, learners take turns to practise Indicator:
asking and answering questions about their
family members’ jobs / occupations. • B6.4.7.4.1: Écrire les professions ou les métiers
des membres de sa famille.
• Walk around the classroom as the learners
work, to monitor their discussions.
• Guide and correct them as necessary. WRITE – Production Écrite
2. Ask learners, individually, what work they would 1. Learners look at the pictures (on page 109 of the
like to do when they grow up. Learner’s Book) and then write a sentence for
a) Vary the questions that you ask from the each person, describing his / her job / occupation.
Learner’s Book. • For some of the pictures, your learners’
b) Prompt your learners to vary their answers answers may vary. Accept any appropriate
too by choosing different sentence starters and correct answers.
from the Learner’s Book.
• Correct your learners where appropriate, Answers
but ensure that the pace of the activity is a) Papie est jardinier.
not disturbed by too many checks. b) Papa est comptable.
3. Following on from the previous activity, learners c) Maman est infirmière.
work in pairs for this exercise. They share what d) Mamie est couturière.
job they would like to do when they grow up, e) Tonton est vendeur.
imagining that they are now being interviewed f) Tatie est peintre.
for a TV live show.
2. a) – f ) Learners draw six family members and
Indicator: write a sentence about each one, saying what
his / her job is. Learners should use the table
• B6.4.7.3.1: Identifier et associer les noms de provided in the Learner’s Book as a template.
professions et métiers à leurs dessins.
Accept any appropriate and correct answers.
• Give them the opportunity to rewrite their
1. Learners read the speech bubbles and look at sentences correctly after you have checked
the pictures. their work.
• Allow learners enough time to interpret the
sentences and understand their context. • Bring learners’ attention to the Question box
on the page. Ensure good understanding and
clarify any questions that your learners might
have.
69
UNITÉ 8 Où est le livre? Où se trouve Azima?
Suggested teaching time: Demander et expliquer la position
Two hours (4 periods of 30 minutes each) over two weeks de personnes ou d’objets les uns
par rapport aux autres
Introduction
In this unit, learners will revise all the French Through a number of visual and practical activities,
prepositions of place that they learnt in Basic 4 learners will use the prepositions that they have
and Basic 5. They will also expand their French learnt to locate objects, people and buildings.
vocabulary with some new prepositions and other As suggested in previous years, this unit provides
words. a great opportunity to take learners outside the
Learners will also be guided on the different ways classroom and encourage them to engage, observe
to indicate location in French: using the correct and think about the location of different objects,
form of the verbs “se trouver” and “être”, or by people and buildings in their home and school
using the correct forms of the verb “être” + the past environments.
participle “situé(e)(s)”.
À droite de « Bibliothèque
RESOURCES «
Hôtel
« À gauche de «
• Learner’s Book: pp. 111–118 « Devant « Hôpital
« Proche de / Près de « Parc
« Loin de « Commissariat de
« En face de police
« Au milieu de « Restaurant
« Banque « Poste
« Pharmacie « Gare
« Musée « Voiture
« Église « Marché
« École « Parasol
« Mosquée « Tomate

in French, such as:
• Posters, flashcards and word cards « Où se trouve… ? / Où est …?
• Video documents (such as extra songs, « Il / Elle se trouve …
« Il / Elle est …
• Smartphone « Il / Elle est situé(e). / Ils / Elles sont situé(e)s.
• Laptop / Projector / TV GUIDELINES AND SUGGESTIONS
• Manila cards
• Word walls • Let learners know that, in this unit, they will
about giving the location of objects, people and
KEY WORDS buildings using French prepositions.
« Sur « Derrière
« Sous « Entre
« À côté de « Dans
70
LET’S START! • Use the Question box, at the bottom of
page 112, as an opportunity for revision.
1. This warm-up activity gives learners the Go through the content of the box with your
opportunity to recap all the French prepositions learners and clarify any queries that they may
that they learnt in Basic 4 and in Basic 5. have.
a) Read the list of prepositions in the Learner’s 2. Learners look at the picture and read the
Book to the learners. descriptive text on the page.
• Learners should repeat each one after you. • Point out the Vocabulary box and remind the
b) Check learners’ understanding by prompting learners to add any new words to their “petit-
a class discussion. dictionnaire”.
• Guide learners to the meanings of the • Allow them enough time to engage with the
propositions listed, if needed. details of the picture.
• It may be helpful, at the beginning of this • Read the sentences below the picture to the
unit, to write the list of French prepositions learners, slowly and clearly.
on the writing board, for ease of reference. 3. Learners complete the table, based on the
picture and text on the previous page.
Answers
– Devant: In front of Answers
– Derrière: Behind
Name Number
– En face de: Opposite
– À côté de: Next to a) Les tomates 10
– Sur: On top of b) Rebecca 9
– Sous: Under(neath) c) Madame Adzo 8
– Entre: Between d) Madame Juliette 4
– À droite de: On / to the right of e) Ali 6
– À gauche de: On / to the left of f ) Monsieur David 7
– Près de: Near g) Monsieur Ekow 3
– Dans: Inside
h) Les poules 2
– Loin de: Far from
i) Maman 1
– Au milieu de: In the middle of
j) Amina et Elvis 5
Indicator:
Indicators:
• B6.4.8.1.1: Écouter / Regarder et comprendre un
document audio-visuel et prendre note des • B6.4.8.2.1: Poser et répondre à des questions sur
positions des personnes et des objets. la position d’une personne ou d’un objet
• B6.4.8.2.2: Indiquer à quelqu’un la position
LISTEN – Compréhension Orale d’un objet par rapport à une personne
1. Learners look at the pictures on pages 111 and
112 of the Learner’s Book. SPEAK – Production Orale
• They should listen carefully as you read the 1. a) – d) In pairs, learners look at the pictures
captions to them, highlighting the French and take turns to practise asking and answering
prepositions of place. questions about location, using the correct
• Re-read the captions and encourage the French prepositions.
learners to follow along with the text as they • Walk around the classroom, listening to the
listen. learners’ answers. Assist and correct them
• Check learners’ understanding and clarify where necessary.
any queries that they may have.
71
Answers • Provide some more examples and prepare a few
additional exercises, if needed.
A Kobby est sur la chaise.
B Kobby est à côté de la chaise. 3. Learners re-look at the map and then complete
C Kobby est sous la chaise. the table in the Learner’s Book.
D Kobby est entre la chaise et la table. / La chaise Answers
est à gauche de Kobby.
E Kobby est derrière la chaise. / La chaise est • Note that learners’ answers may vary.
devant Kobby. • Ensure that your learners practise the three
F Kobby est dans la boîte. / La chaise est à droite different options in their answers, using then the
de la boîte et de Kobby. “... est...”, “... se trouve ...” and “... est situé(e)
...” forms.
2. Learners look around the classroom and give the • Accept any appropriate and correct answers.
location of one object or person in French. Possible answers are:
• Invite learners to raise their hands if they are a) La banque centrale est en face de la poste.
ready to share their answers. b) La pharmacie se trouve derrière la gare.
• Ask six different learners to share their answers. c) L’école est située devant l’hôtel.
• The rest of the class should say whether they d) Le musée est loin de la gare.
agree or disagree and share their own answers e) L’église se trouve à côté de la banque centrale.
if they disagree. f ) La mosquée est située près du marché.
• Monitor and guide the discussion. Correct g) La bibliothèque est à gauche de la
learners as necessary. pharmacie.
h) L’hôtel se trouve près de l´école.
Indicator: i) Le commissariat de police est situé loin de la
station-service.
• B6.4.8.3.1: Situer, sur une carte de la ville, j) Le marché est devant le musée.
la position des lieux publics. k) L’hôpital se trouve à côté du commissariat
de police.
READ – Compréhension Écrite l) Le restaurant est situé loin du musée.
1. Learners look at the town map on page 116 of m) La poste est en face du marché.
the Learner’s Book and read all the labels. n) La gare est située devant la pharmacie.
• Allow them enough time to engage with the o) Le parc se trouve derrière l’hôtel.
map and to think about the location of the p) La station-service se trouve loin de la gare.
different buildings in relation to one another.
2. Guide learners through the Look and Learn box Indicator:
on page 117 of the Learner’s Book.
• B6.4.8.4.1: Indiquer par écrit la position d’une
personne ou d’un objet par rapport à l’autre.
L OO K AND LEARN
To be located WRITE – Production Écrite
• The text in the Look and Learn box describes 1. Learners look at the picture and then write
how to give the location of a building in French, down the answers to the questions in French.
using the verb “être” + “situé(e)”. • Allow learners enough time for the exercise.
• Learners should then understand that this is • Guide and correct them as necessary.
another possible way to give the location of a
building in French (in addition to the forms
answers correctly after you have checked their
“Il / Elle est...” or “Il / Elle se trouve...”, which
work.
they have already learnt in earlier grades).
• Clarify any queries that your learners may have.
72
Answers 2. By now, learners should be quite familiar with
all the different French prepositions that they
a) Kofi est entre Kojo et Julie. have been practising since Basic 4. Learners
b) L’arbre est devant Azindoo. draw a picture to show the location of six
c) Azindoo est derrière l’arbre / est sous l’arbre. different objects, people or buildings.
d) Amina est entre Koshiwa et Yao. a) Learners add clear labels to their drawings,
e) Talaata est à côté de la boîte / à gauche de la including the correct French preposition in
boîte. each label.
f) Joselyn est à gauche de Frank. b) Invite four different learners to share their
g) Julie est à droite de Kofi. labelled drawings. The rest of the class should
h) Le ballon jaune est devant Kofi. follow along carefully and say whether they
i) Le chat est derrière Koshiwa. agree or disagree with their classmate.
j) La raquette de tennis est à droite de Yao. • Monitor and guide the discussion. Correct
k) La fleur est sur l’arbre. learners as necessary.
l) La pomme verte est sur l’arbre.
m) Le ballon rouge est dans la boîte.
Notes:
73
UNITÉ 9 Dansons cette petite danse!
Suggested teaching time: Donner et réagir à un ordre
Introduction
This is the last unit of the Learner’s Book and it is a Learners are already familiar with the imperative
short one. forms for “tu” and “vous” from previous years. In
In this unit, the emphasis is on giving and receiving this unit, they will learn the imperative form for
orders and instructions in French, building on what “nous” (“we”). The unit provides learners with
learners learnt and practised in Basic 4 and Basic 5. the opportunity to practise all three forms and to
understand when and how to use them.
RESOURCES « S’asseoir (assieds-toi / asseyez-vous / asseyons‑nous

or assois-toi / assoyez-vous / assoyons-nous)
• Learner’s Book: pp. 119–125 « Répéter (répète / répétez / répétons)
« Traduire (traduis / traduisez / traduisons)
« Sortir (sors / sortez / sortons)
« Répondre (réponds / répondez / répondons)
« Regarder (regarde / regardez / regardons)
« Écrire (écris / écrivez / écrivons)
« Aller (va / allez / allons)
« Prendre (prends / prenez / prenons)
« Souligner (souligne / soulignez / soulignons)
« Compléter (complète / complétez / complétons)
« Relier (relie / reliez / relions)
« Dessiner (dessine / dessinez / dessinons)
« Recopier (recopie / recopiez / recopions)
Optional extra materials: « Danser (danse / dansez / dansons)
• Posters, flashcards and word cards « Danse
poems and dialogues) GUIDELINES AND SUGGESTIONS
• Smartphone • Let learners know that, in this unit, they will
• Bluetooth / Audio gadgets build on what they learnt in Basic 4 and Basic
• Laptop / Projector / TV 5 about giving and following instructions in
• Manila cards French. They will also learn the imperative form
• Word walls for “nous” (“we”).
KEY WORDS LET’S START!

« Lire (lis / lisez / lisons) • Read and discuss the text in the Question box
« Écouter (écoute / écoutez / écoutons) with your learners as a brief recap to set the
« Parler (parle / parlez / parlons) context for the activities in the unit.
« Chanter (chante / chantez / chantons) • Explain briefly to the learners that the verbs
« Ouvrir (ouvre / ouvrez / ouvrons) “Être”, “Avoir”, “Savoir” and “Vouloir” are
« Fermer (ferme / fermez / fermons) exceptions. The imperative forms of these four
« Se lever (lève-toi / levez-vous / levons-nous) specific verbs won’t be covered/ part of the
74
activities proposed for this level/topic. Though, 3. The table on page 120 of the Learner’s Book
it is important for learners to be informed about introduces some new key verbs for the classroom
these exceptions. context. At this stage, only the forms for “tu”
and “vous” are used.
1. As a class, learners play the “Simon says” • Read these new instructions to your learners.
game in French. This will help them to recap • Point out the Question box at the bottom of
how to give and follow orders / instructions in the page and prompt a quick class discussion.
French.
Answers
• Record the game and play it back to the
learners. – Souligner
• Guide and correct them as necessary. – Compléter
– Relier
– Dessiner
– Recopier
Indicator:
• B6.4.9.1.1: Écouter / Regarder et comprendre un Indicator:
document audio / audio-visuel où l’on parle des
ordres et des conseils ou des consignes simples.
• B6.4.9.2.1: Donner et réagir à des ordres.
1. Point out the Question box on page 121 of the
1. Read the instructions in the speech bubbles to Learner’s Book. This box introduces learners to
your learners, slowly and very clearly. the idea that, in addition to the forms for “tu”
• Clarify any queries that your learners may and “vous” (which they already know), French
raise. verbs also have an imperative form for “nous”
• Highlight the use of “vous” (plural) as the (“we”). Then bring learners’ attention to the
instructions are addressed to a group of people. Look and Learn box on the page.
• Re-read the instructions. This time, as you • Work through the Look and Learn box with
read them, learners should do the actions for your learners.
each instruction, as a class.
L OO K AND LEARN
Play this video to your learners, as a recap: @ Imperative form
• https://www.youtube.com/watch?v=UBuHpMXWJMs • Go through the Look and Learn box with your
learners.
• Replay the video. • Take some time with this content, ensuring
that your learners understand clearly how to use
2. Now, read the instructions addressing one all the three imperative forms. (We use “tu” to
person only. These instructions, therefore, use address one person informally, “vous” to address
the form for “tu” (rather than “vous”, which you one person formally or two or more people both
used in the previous exercise). formally and informally, and “nous” to include
• Read the instructions again, slowly and ourselves as the speaker.)
clearly. Clarify any queries that your learners • Re-read and explain further wherever required.
may have. You may also wish to provide additional
• Say each instruction to an individual learner examples and prepare activities for extra
to follow. The rest of the class should listen practice / homework.
carefully and pay attention to the imperative
forms used for “tu”.
75
• The three activities on page 122 of the Learner’s Answers
Book give learners the opportunity to practise
giving and receiving orders / instructions, using a) C
all three imperative forms that they have learnt. b) D
• Learners should be creative and use as many c) B
different verbs from the Look and Learn box as d) A
they can. e) G
• Point out the Hint boxes for each activity and f) E
remind learners to use the correct imperative g) H
form in each case. h) F
• As they do each activity, walk around the
classroom, listening to the learners. Assist and Indicator:
correct where necessary.
After each activity, invite a few volunteers to
• B6.4.9.4.1: Écrire pour donner des ordres.
•
role-play some instructions in front of the class.
2. Learners work in pairs for this activity and take 1. a) – b) This is a great activity to give learners
turns to give and receive instructions, using the a good sense of responsibility, personal
imperative form for “tu”. development and leadership while they keep
3. Learners continue to work in pairs for this practising the topic of the unit.
activity. This time, they take turns to give and • Learners should provide written instructions
receive instructions using the imperative form for:
for “nous”. – one student only, using the imperative for
4. Learners work in groups of three for this “tu”
activity. They should each have a turn to give – a group of students, using the imperative
instructions to the other learners in their group, for “vous”
using the imperative form for “vous”. – actions in which they are to be included,
using the imperative for “nous”.
Indicator: • Point out the Hint box and remind learners
to conjugate the verbs correctly for each
• B6.4.9.3.1: Lire et comprendre des ordres. subject personal pronoun.
READ – Compréhension Écrite • Give learners the opportunity to rewrite their
1. Learners read the instructions and look at the instructions correctly after you have checked
pictures on pages 123 and 124 of the Learner’s their work.
Book.
• Then they match each instruction with the FUN TIME!
correct picture. 1. This is a nice activity to end off the final unit of
• Guide and correct learners as necessary. the Basic 6 Learner’s Book.
• Guide your learners through the Vocabulary
and Teaching boxes on the page. Then read
the text to them.
a) Choose a simple tune that is well-known to
your learners and sing the text as a class.
76
Est-ce que tu veux chanter avec nous?
1. – 4. This is a fun and collaborative group activity • Ensure consensus in the selection of the song
that will enable learners to revise and practise and assist learners with their practice.
together. • Check learners’ pronunciation and guide
• Once they have chosen a song and are them as necessary.
well practised at singing the song together,
learners will have the chance to share their
selected song with others in their school.
• Before starting this activity, revise all the f ) 83 – Quatre-vingt trois

vocabulary learnt throughout this theme with g) 18 – Dix-huit
the learners. h) 75 – Soixante-quinze
1. Learners copy and complete the table provided 4. Learners complete the sentences, revising the
in the Learner’s Book, giving the correct labels days of the week and respective weekly activities.
and numbers of items.
Answers
Answers
a) Elle va à l’école.
a) Les tee-shirts – Il y a quatre. b) Elle fait du tennis.
b) Les shorts – Il y a deux. c) Elle fait du ballet.
c) Les pantalons – Il y a deux. d) Elle regarde la télévision.
d) Les chaussures – Il y a deux. e) Elle rend visite à ses grands-parents.
e) La casquette – Il y a une.
f) Le jean – Il y a un. 5. Learners match each caption to the correct
g) Le total est douze. picture.
2. Learners read the text and then do the Answers

calculation (division).
a) B
b) A
Answers
c) C
24 ÷ 12 = 12
La réponse est douze! 6. Learners complete the sentences, using the
correct French pronoun in each case.
3. Learners write the numbers in French words.
Answers
Answers
a) leur
a) 44 – Quarante-quatre b) leurs / les
b) 60 – Soixante c) le
c) 100 – Cent d) le / lui
d) 38 – Trente-huit
e) 56 – Cinquante-six
77
7. Learners look at the picture and then complete c) L’église est à gauche du commissariat de police.
the table, using the correct French preposition L’église se trouve devant l’école.
of place in each case. d) Le commissariat de police est à droite de l’église
et à gauche du marché.
Answers
Le commissariat de police est situé entre l’église
• Note that learners’ answers may vary. Accept et le marché.
any correct and appropriate answers. Le commissariat de police se trouve devant
• Some sample answers are provided here. l’hôpital.
a) L’école est à gauche de l’hôpital. e) Le marché est à droite du commissariat de police.
L’école se trouve derrière l’église. Le marché se trouve au bord de la mer.
L’école est située devant la banque centrale. f ) L’hôpital se trouve entre l’école et le musée d’arts.
b) Le musée d’arts est à droite de l’hôpital. L’hôpital est derrière le commissariat de police.
Le musée d’arts se trouve derrière le marché. L’hôpital est situé devant la mosquée.
Le musée d’arts est situé devant la mosquée. • Give learners the opportunity to rewrite their
Le musée d’arts se trouve au bord de la mer. sentences correctly after you have checked their
work.
FINAL ACTIVITIES LB p. 131

• These final activities will allow both you Answers
(as the class teacher) and your learners (through
their final self-assessment of the year) to test the • Learners’ answers will vary. Ensure that
learners’ French knowledge and progress. It will they include all of the requirements in their
also highlight any areas which may require descriptions and accept any correct answers.
further revision or practice.
Ensure that all learners hand in their completed 2. Learners copy and complete the text, filling in
•
exercises to you for checking and advice. Take the gaps with the correct words.
some time to check your learners’ general
progress and achievements. Answers
• Identify areas where extra or remedial exercises a) mes / m’appelle
may be required before the school year ends. b) suis né
If necessary, prepare some extra or remedial c) numéro de téléphone
activities (to be done in groups or in pairs), d) vous / ma / sommes / grande
focusing on the topics that seem to have been a e) Mon / est / ma / est
bit more challenging for your class in general. f ) sont / sont / suis / élève (also accept “écolier”)
• Keep in mind that these final activities should g) Mes / sont / Ils ont / ne / sont retraités
form part of your continuous monitoring of h) Mon / est /Il / a
progress. i) Ma / est / Elle / a / les cheveux
• Feel free to make use of the template provided j) les / Ils / Leur / est
on page 88 of this Teacher’s Guide (as often k) Ma / a / Elle est / mes /suis
as required) to keep track of your learners’ l) Mes / sont / nièces
progress. m) votre / avez / Avez
1. a) – e) Learners write a letter to their imaginary
French penfriend and describe three of their 3. Learners draw a picture, showing the people
family members – both physically and in terms described in the text on page 131 of the
of personality. They also say how each family Learner’s Book.
member is related to them, name each person’s
job /occupation and list his / her likes and dislikes.
78
Answers • Give learners the opportunity to rewrite their
sentences correctly after you have checked their
• Drawings will differ from learner to learner. work.
Accept any pictures that correctly match the
descriptions. 7. Learners look at the picture and answer the
questions, giving the correct number of objects
4. Learners complete the sentences with the found in the picture.
correctly conjugated verbs.
• Learners then match each sentence on the Answers
left to the correct picture on the right.
a) Il y a un garçon. (The child under the bed
Answers is a girl whose cap says “Nadia”. Give this
clue to your learners to assist them with their
a) Nous faisons des activités sportives. – E answer: “Look at the girl’s cap!”.)
b) À la cantine, nous prenons notre déjeuner. – b) Il y a trois fruits.
D c) Il y a deux tables. (Also accept “Il y a trois
c) Nous balayons la cour. – A tables.” if learners include the bedside table.)
d) Nous lisons nos livres. – C d) Il y a trois animaux.
e) Pendant la récréation, nous jouons avec nos e) Il y a six robes. (There are five in the
amis. – B wardrobe and the little girl is wearing one.)
5. Learners think about their houses and list a 8. Learners look at the train schedule and then
minimum of four objects per part of the house complete the dialogues (questions and answers)
indicated – a) bedroom, b) kitchen and c) that follow.
bathroom.
Answers
Answers
a) À quelle heure arrive le train à Baatsona?
• Learners’ answers will vary as they may list b) Le train part d’Asaprotsona à sept heures deux
different objects. Accept any correct answers. (du soir).
(Also accept “Le train part d’Asaprotsona à
6. Learners translate the French adjectives listed
dix‑neuf heures deux.”)
into English and then write a sentence in French
c) Le train arrive à Tema le soir.
for each adjective.
d) Est-ce que le train part de Baatsona à …?
• Check learners’ understanding. (Accept any incorrect time here – i.e. anything
other than 18:32 – since the response in the
Answers dialogue is negative.)
a) Beau: Beautiful
b) Bien décoré: Well decorated 9. Learners practise the use of the French
c) Ensoleillé: Sunny prepositions of place, by filling in the gaps to
d) Douillet: Cosy complete the sentences.
e) Sympathique: Friendly
f) Gentil: Kind / nice Answers
g) Hospitalier: Hospitable a) sous
b) sur
• Learners’ answer sentences will vary. Ensure that c) à droite de (Also accept “à côté de”.)
each sentence includes the listed adjective and
d) devant
accept any correct answers.
e) à gauche (Also accept “à côté de”.)
f) entre
79
10. Learners copy and complete the sentences Answers
using the correct French pronouns.
a) A – Baptême
Answers B – Mariage
C – Anniversaire
a) lui b) Learners’ answers will vary. Ensure that they
b) les use the correct form of address (“vous”) and
c) le lui that they include appropriate and relevant
information.
11. a) – b) Learners identify the three different • Guide and correct learners as necessary.
occasions shown in the templates and choose (The examples in Unit 6 of Theme 4 may
one invitation to complete appropriately. be helpful here.)
• Give learners the opportunity to rewrite
their invitations correctly once you have
checked their work.
Notes:
80
SECTION C: EXTRA RESOURCES
Section B of this Teacher’s Guide gave guidance and suggestions specific to each unit of the Learner’s Book.
In this section, we provide a few extra suggestions and guidelines which we hope you will find useful and
relevant.
The Learner’s Book has a great number of activities (including individual, pair, and group work exercises
and projects) that will enable you to assess your learners individually and your class in general. All of the
activities presented in the Learner’s Book will help you to make decisions to improve your learners’ learning
while assisting and guiding them throughout the different terms of this school year.
All of the activities presented in the Learner’s Book can be used to check the progress of your learners for
continuous assessment.
We suggest that you use the “Let’s start!” warm-up activities (included at the beginning of each unit) for
diagnostic assessment and the “Practise, Practise, Practise!” and “Final activities” sections as part of your
learners’ formative and/or summative assessment.
Assessment should be used to promote learning. The new curriculum stresses the importance of assessment
as a key form of communication. All assessment must be valid and reliable and must also follow the four
criteria listed in the Assessment Standards: “absence of bias”, “equitable treatment”, “equality in outcomes”
and “opportunity to learn”.
The extra resources included in this section of your Teacher’s Guide have been developed to offer support
for:
✓ Key content and vocabulary that learners might find a bit more challenging and with which they
may need some extra support, help and guidance
✓ Learners who have different learning paces
✓ The important role of continuous assessment in a learner-centred classroom (including diagnostic,
formative and summative assessment)
✓ Individual, pair and group work.
Note that materials that may be reproduced should be used in the teacher’s classroom or school only.
It is entirely up to you to decide when you would like to use these extra resources and there is no specific
order in which they should be used.
81
RESOURCE NOTES
Resource 1: ✓ You can use this resource for your learners to practise filling
Le verbe __________ in the conjugation of different key verbs in French, in the
present tense.
LE VERBE
✓ You can use this resource when you find it to be relevant
and useful. (It can be used as diagnostic or formative
assessment and can be set as an individual, pair or group
1. Fill in the speech bubbles with the correct conjugation.
Je / J’ _______________________ Tu __________________________
______________________________ ______________________________
activity.)
✓ It is a great way for learners to consolidate this grammar
Il / Elle ____________________ practice through a visual tool. (They will be able to
memorise this more easily by associating each conjugation
______________________________
Vous _______________________
of a French subject to a child in the picture.)
______________________________
Nous _______________________
______________________________
Ils / Elles __________________

______________________________
84 You have permission to photocopy this page.
GhanaFrench_G6_TG_05.indd 84 2020/01/20 1:32 AM
Resource 2: ✓ You can use this resource for your learners to practise filling
Qui sommes-nous? in spaces with vocabulary and grammar structures already
learnt and in context.
✓ Learners will be interpreting and practising content while
reading and writing the French language.
✓ It can be used as diagnostic or formative assessment and
can be set as an individual, pair or group activity.
Answers:
1 Je / m’appelle / ai / ans / habite / mince / courts / frisés

2 Bonjour OR Salut / Je / m’appelle / ai / ans / né / jouer / regarder

3 Bonjour OR Salut / va / m’appelle / Didier / David / aime

4 mon / vas / veux / au / Aimes / faire / aimes / pas
5 appelles / s’appelle / métier / suis
6 allez / voulez / venir / fête
82
RESOURCE NOTES
Resource 3: ✓ This resource gives learners the opportunity to revise their

Les professions/métiers cachés French vocabulary for jobs and occupations. We suggest
that you use it as diagnostic assessment for Topic 4, Unit 7.
LES PROFESSIONS / MÉTIERS CACHÉS Answers:
1. Can you find the names of these jobs / occupations in the word
search puzzle? (Hint: Check downwards, forwards and backwards.)
MÉDECIN COUTURIER FACTEUR PROFESSEURE
P H O T O G R A P H E
JOURNALISTE PHOTOGRAPHE COIFFEUSE PILOTE
I S E S U E F F I O C
L C O U T U R I E R Y L C O U T U R I E R Y
O M É D E C I N F P X
T B O N F A C T E U R
E T S I L A N R U O J
P R O F E S S E U R E
86 You have permission to photocopy this page

Resource 4: ✓ You can use this resource for your learners to revise the
Où se trouve le chat? French prepositions of place.
✓ It is suggested to be used as diagnostic assessment.
OÙ SE TROUVE LE CHAT?
✓ You might also decide to use this template for a poster to be
displayed in the classroom as a quick visual reference.
Answers:
1 2
1 Le chat est sur la table.
___________________________________________ ___________________________________________
2 Le chat est sous la table.
Le chat est à côté de / à gauche de la table.
3 4
3
4 Le chat est derrière la table.
___________________________________________ ___________________________________________
5 Le chat est entre la chaise et la table.
5 6
6 Le chat est dans la boîte.
___________________________________________ ___________________________________________
You have permission to photocopy this page 87
83
LE VERBE
1. Fill in the speech bubbles with the correct conjugation.
Je / J’ _______________________ Tu __________________________
______________________________ ______________________________
Il / Elle ____________________
______________________________
Vous _______________________
______________________________
Nous _______________________
______________________________
Ils / Elles __________________

______________________________

QUI SOMMES-NOUS?
1. Look at the picture and complete the speech bubbles.
1 2
Bonjour! _____________ _____________ Ama. !
__________ __________ __________ François.
J’ ______________________ 11 _________________. J’ __________________ 12 ______________________.
J’ __________________________________ à Accra Je suis _______________________________________
avec mes parents et mon frère. le 12 décembre, à Paris.
Je suis petite et _________________________ . J’adore _______________________ avec mes
J’ai les cheveux __________ et ______________ . amis et j’aime __________ la télévision.
2
6
5
4
3 4
! Ça __________________ ?
__________________ Bonjour, __________________ amie!
Je _____________ David Didier. Comment ____________-tu aujourd’hui?
Mon nom est ___________________________ . Est-ce que tu __________ aller __________
Mon prénom est _______________________. cinéma? ___________________________________
J’ _________ la poire, mais je préfère -tu _______________ du tennis? Qu’est-ce
la pomme. que tu n’ _________________ ______________ ?
5 6
Bonjour!
Salut! Comment tu t’ _________________ ?
Comment _________-vous aujourd’hui?
Et comment __________________ ta mère?
Est-ce que vous _______ _______ chez moi
Quel _____________ exerce ton père?
ce samedi? C’est la _____ d’anniversaire
Je vais à l’école. Je _____________ élève.
de mes frères jumeaux.
You have permission to photocopy this page. 85

LES PROFESSIONS / MÉTIERS CACHÉS
1. Can you find the names of these jobs / occupations in the word
search puzzle? (Hint: Check downwards, forwards and backwards.)
MÉDECIN COUTURIER FACTEUR PROFESSEURE
JOURNALISTE PHOTOGRAPHE COIFFEUSE PILOTE
L C O U T U R I E R Y

OÙ SE TROUVE LE CHAT?
1 2
___________________________________________ ___________________________________________
3 4
___________________________________________ ___________________________________________
5 6
___________________________________________ ___________________________________________
You have permission to photocopy this page. 87

TEMPLATE: M
onitoring learner progress
SCHOOL: ___________________________________________________________________________
BASIC: ___________________________________________________________________________ [Photo of learner]
DATE: ___________________________________________________________________________
FULL NAME OF LEARNER: _______________________________________________________________________________________________________________

TERM: ___________________________
STRAND (Theme in Learner’s Book): ___________________________
SUB-STRAND (Unit in Learner’s Book): ___________________________

Monitoring progress:
Key:
««««« Excellent / «««« Very good / ««« Good / «« Sufficient / « Insufficient
1. Achievement of CONTENT STANDARDS:

a) Compréhension Orale ««««« «««« ««« «« «
b) Production Orale ««««« «««« ««« «« «
c) Compréhension Écrite ««««« «««« ««« «« «
d) Production Écrite ««««« «««« ««« «« «
2. Participation and success in INDIVIDUAL / PAIR / GROUP WORK:

a) Individual work ««««« «««« ««« «« «
b) Pair work ««««« «««« ««« «« «
c) Group work ««««« «««« ««« «« «
3. Level of success during specific activity types:

a) Fun Time! ««««« «««« ««« «« «
b) Project Time ««««« «««« ««« «« «
c) Practise, Practise, Practise! ««««« «««« ««« «« «
d) Final activities (Term 3 only) ««««« «««« ««« «« «
OBSERVATIONS/COMMENTS:


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ESSENTIAL

Consultants: David Agbeli • Bridget Kudjawu

University Printing House, Cambridge cb2 8bs, United Kingdom

Cambridge University Press is part of the University of Cambridge.

t = top, b = bottom, l = left, r = right, c = centre

Section B: TEACHING GUIDELINES  15

This Basic 6 Teacher’s Guide has been developed in conjunction with

A learning-centred pedagogy with differentiation, scaffolding and the

The integration of assessment as learning, for learning and of

1. THE NEW PRIMARY CURRICULUM

1.2 Core skills and competencies

STRANDS SUB-STRANDS CONTENT STANDARDS

1. Définir les aspects de 1. Saluer et prendre congé Compréhension Orale

2. Parler de son environnement 1. Parler de sa maison Compréhension Orale

4. Les activités 1. Compter et faire des calculs simples Compréhension Orale

2.2 Period allocation / Time on task for the French subject

Period allocation (per week) 2 periods

Duration of period / time on task 30 minutes

WEEKS TERM 1 TERM 2 TERM 3

1 (30 min × 2 periods)

3 (30 min × 2 periods)

5 (30 min × 2 periods)

7 (30 min × 2 periods)

11 (30 min × 2 periods)

4 STRANDS 18 SUB-STRANDS INDICATORS CONTENT Pages in the Pages in the

1. Définir les 1. Saluer et prendre B6.1.1.1.1 Compréhension Orale 2–5 15–16

2. Se présenter B6.1.2.1.1 Compréhension Orale 6–9 17–19

3. Présenter B6.1.3.1.1 Compréhension Orale 10–12 20–21

4. Décrire B6.1.4.1.1 Compréhension Orale 13–20 22–25

5. Décrire la famille B6.1.5.1.1 Compréhension Orale 21–27 26–28

4 STRANDS 18 SUB-STRANDS INDICATORS CONTENT Pages in the Pages in the

2. Parler de son 1. Parler de sa B6.2.1.1.1 Compréhension Orale 32–38 30–34

2. Parler de son B6.2.2.1.1 Compréhension Orale 39–46 35–37

2. Dire ce que l’on B6.3.2.1.1 Compréhension Orale 57–59 43–45

4. Les activités 1. Compter et B6.4.1.1.1 Compréhension Orale 66–75 47–51

4 STRANDS 18 SUB-STRANDS INDICATORS CONTENT Pages in the Pages in the

2. Demander et B6.4.2.1.1 Compréhension Orale 76–81 52–54

3. Parler des jours B6.4.3.1.1 Compréhension Orale 82–86 55–56

4. S ituer les mois et B6.4.4.1.1 Compréhension Orale 87–93 57–59

6. I nviter quelqu’un B6.4.6.1.1 Compréhension Orale 99–103 63–66

7. I dentifier les B6.4.7.1.1 Compréhension Orale 104–110 67–69

4 STRANDS 18 SUB-STRANDS INDICATORS CONTENT Pages in the Pages in the

SPECIAL FEATURES in the Learner’s Book

Aims and Objectives:

LET’S START! ✓ Introduces the content slowly and gradually.

Feature boxes ✓ Content integration with ICT.

✓ Pair and group work activities (in addition to individual

Texts, Songs, Poems ✓ Th

Vocabulaire A the confidence to understand clearly and apply new vocabulary

la cloche: the bell B

Look and Learn boxes ✓ Prompt problem-solving and subject understanding.

Fun time! ✓ These provide additional appropriate content and activities,

Thème 1 DÉFINIR LES ASPECTS DE L’IDENTITÉ

RESOURCES KEY WORDS

Play this video to the learners: @ Indicator:

WRITE – Production Écrite

RESOURCES GUIDELINES AND SUGGESTIONS

KEY WORDS LISTEN – Compréhension Orale

Indicator: • Write the following table on the writing

Section B: TEACHING GUIDELINES 15

1. Définir les aspects de 1. Saluer et prendre congé Compréhension Orale

1. Définir les 1. Saluer et prendre B6.1.1.1.1 Compréhension Orale 2–5 15–16

3. Présenter B6.1.3.1.1 Compréhension Orale 10–12 20–21

4. Décrire B6.1.4.1.1 Compréhension Orale 13–20 22–25

5. Décrire la famille B6.1.5.1.1 Compréhension Orale 21–27 26–28

2. Parler de son 1. Parler de sa B6.2.1.1.1 Compréhension Orale 32–38 30–34

2. Parler de son B6.2.2.1.1 Compréhension Orale 39–46 35–37

2. Dire ce que l’on B6.3.2.1.1 Compréhension Orale 57–59 43–45

4. Les activités 1. Compter et B6.4.1.1.1 Compréhension Orale 66–75 47–51

2. Demander et B6.4.2.1.1 Compréhension Orale 76–81 52–54

3. Parler des jours B6.4.3.1.1 Compréhension Orale 82–86 55–56

4. S ituer les mois et B6.4.4.1.1 Compréhension Orale 87–93 57–59

6. I nviter quelqu’un B6.4.6.1.1 Compréhension Orale 99–103 63–66

7. I dentifier les B6.4.7.1.1 Compréhension Orale 104–110 67–69

✓ Pair and group work activities (in addition to individual

Look and Learn boxes ✓ Prompt problem-solving and subject understanding.

Fun time! ✓ These provide additional appropriate content and activities,

READ – Compréhension Écrite A – Bonjour! Comment vas-tu? Je te présente

PRACTISE, PRACTISE, PRACTISE!LB. p. 29

PRACTISE, PRACTISE, PRACTISE! LB p. 48

PRACTISE, PRACTISE, PRACTISE! LB p. 61

PRACTISE, PRACTISE, PRACTISE! LB p. 127

FINAL ACTIVITIES LB p. 131