RETOOLING OF JS TEACHERS ON CBC AND CBA

FRENCH
DECEMBER 2024
 Essence Statement
• Kenya is part of the international community and therefore the learner
shall be given an opportunity to learn French which provides the learner
limitless opportunities to enjoy the privileges, rights, and benefits of
global citizenship
• The learner is expected to acquire the four language skills: listening,
speaking, reading and writing at a basic level.
• The content is delivered using interactive and participatory methods of
learning i.e l’approche actionnelle aimed at unlocking the learners'
multiple intelligences.
• Learning French will promote international consciousness and
appreciation of one’s own and other cultures.
• The learner will transit to senior school having acquired basic proficiency
equivalent to A1 in CEFRL framework.
 Strands Sub Strands

1.0 Listening and Speaking Oral expression

Active listening
Listening for information
Interactive speaking
Interactive listening
2.0 Reading Guided reading
Reading for comprehension
Reading for information
Strands
and Reading aloud

Sub Strands Reading for fluency

3.0 Writing Orthography ,punctuation, handwriting,

vocabulary development, grammar, sentence
structures

Exhibitions and Showcase 6 lessons

 Thematic Approach
The curriculum design has adopted a thematic approach.
The design has 9 themes. These are used as vehicles to develop the
basic language skills.
1. Greetings and Introductions
2. Family
3. My surroundings
4. Time
5. Fun and Enjoyment
6. Food and Drinks
7. My Body
8. Weather and Environment
9. Getting around
 SKILLS TO BE LEARNT
Listening and Speaking Reading Writing

Interactive Speaking Reading Aloud Guided Writing

Oral Expression Reading for Comprehension

Interactive Listening Guided Reading

Active Listening Reading for Fluency

Listening for Information

Listening for comprehension

 SLOs and KIQs
Strand Sub Strand Specific Learning Suggested Learning Suggested Key Inquiry
Outcomes Experiences Question(s)
1.0 Listening and 1.8 Listening for By the end of the sub The learner is guided to: How do you capture key
information strand, the learner should • watch audio-visual
Speaking be able to:
points while listening?
clips with activities
a) Identify key points
related to particular
from audio stimuli,
environments and
b) use information from
audio stimuli to respond to questions
respond to questions jointly
or prompts, • use the Internet to
source and watch
audio-visual materials
on the positive and
negative effects of
weather on
environment and pick
out new vocabulary:
Note with “Safe Search
turned ON”
• SLOs should be stated clearly
• KIQs:
- aligned to the skills
 Suggested Learning Experiences
Learning will take place non-formally through activities such as: club activities,
poems, songs, tongue twisters, role-plays, interactive games, simulations, skits,
dramatization, reading groups etc.

For example:
Listening and Speaking , Sub strand 1.4 Active Listening
Play number games collaboratively to work on time in the 12-hour clock system,
Reading , Sub strand 2.2 Reading for Fluency
Recite poems and pick out lexicon on family,
Writing Sub Strand 3.1 Guided Writing
Fill crosswords and word puzzles using cues from texts on formal greetings and
introductions,
 Core Competencies, Values and PCIs
The following is an example of how core competencies,values and PCIs are developed in a sub
strand: Theme 6: Food and drinks, Strand 2: Reading , Sub Strand: Reading for understanding

Values:
Unity:This is enhanced as learners work together in small groups to create “Headlines
”from audio clips.
Pertinent and Contemporary Issues (PCIs):
Online safety:This is brought about as learners use the internet to search for materials
with “Safe Search “ turned ON
Link to Other Learning Areas:
The learners are able to associate vocabulary on food preparation to the food
preparation process in the Agriculture subject.

Note: Core Competencies, Values and PCIs should be mainstreamed

through learning experiences.
 Subject Specific Pedagogy
• The CBC suggests a shift towards learner-centred approaches, where learners are given the opportunity to investigate, think and work independently.
• These methodologies are mainly transformative, innovative teaching approaches and methodologies that empower learners to critically examine their
contexts, beliefs, values, knowledge and attitudes with the aim of developing spaces for selff-reflectionn, appreciation of diversity and critical thinking. Some
of the methodologies include Project-based learning, collaborativeve learning,action-based learning, experiential learning,inquiry-based learning,differentiated
learning among others.

A). Intercultural Approach

• Language is an aspect of culture and one of the mediums through which the latter finds expression.Learning French as a foreign language calls for an appreciation of the
French culture on which the language itself is anchored
• Learners ofFrenchare madeaware of the French culture and how it relates to their own culture.
• In this case, the Intercultural learning approach involves exposing thelearnersto various aspects of the way of life in the francophone worldand thenrequiring thesetobe
comparedwith what goes on in their own cultures.
• This approach enables the learners to observe, compare, and contrast their and French cultures which makes them accept and appreciate cultural differences.
• An example of where this approach could be used would be, strand 1;sub strand 1.6; SLE 4Discuss different meals from different places around the world.

B). Approche actionnelle

• Learners are seen as social agents acting in real-life, authentic and meaningful learning situations.
• Action is purposeful with real-life application.
• Learners make choices, think and act strategically.
• There is collaboration in the task to come up with a final project.
• An example of how this approach could be used would, strand 1.0; sub strand 1.3 Listening for understanding; SLE 5: simulate simple dialogues on asking and giving
directions of a place.
• In this context the learner giving directions could imagine being in a real town and give practical directions as if it were a real scenario.
 Formative Assessment
The following are some of the assessment tools and methods and skill areas where
they can be employed:
• Project-based assessments: Cultural research projects that require the use of
multiple language skills e.g. reading texts, writing a report, presenting findings
and answering questions e.g. In sub strand 1.8 on weather and environment,
learners could record weather conditions and record the findings for
presentation.
• Language portfolios: Written assignments, recorded speaking tasks, Oral
questions and answers/Aural: Pronunciation, fluency, vocabulary and grammar
use.
• Checklists: Pronunciation, fluency, grammar
• Digital and online tools: Duolingo, Busuu, Français Authentique, French Today
etc. have inbuilt assessment tools for tracking progress in overall language skills
• Journals: Tracking progress in multiple language skills
 Learning Materials in French
• Digital and online tools: Interactive games and Apps like Duolingo,
Busuu, Français Authentique, French Today
• Print materials: Newspapers, books, magazines, comic strips, novellas,
storybooks, dictionaries and course books
• Multimedia resources: Videos, songs, TV and radio programs,
podcasts, audiobooks
• Cultural immersion: Festivals / cultural events like La semaine de la
Francophonie, French days, Music and drama festivals
 Sample Scheme of Work
Administrative Details

School Hodari Comprehensive School

Year 2024
Term 2
Subject/Learning Area French
Grade 8
Teacher’s Details Name: Aisha Mwalimu Tsc No. 123456 Gender: Female
W L Strand Sub Lesson Learning Key Inquiry Learning Assessment Reflection
e e Strand Learning Experiences Questions Resources
e s Outcomes (KIQ)
k s
o
n
1.0 1.6 By the end of the The learner is How do you Textbook: Observation The lesson
1 1 Listenin Interactiv lesson, the guided to: capture the Français dans schedule was generally
g and e a)listen to an attention of le Monde Peer understood
learner should Realia: dummies assessment
Speakin Speaking audiovisual clip others except some
g be able to: and repeat names of oranges, Oral/aural difficulty with
while bananas,
of different meals, speaking? expressing
apples,
b)simulate a mangoes, quantity of
dialogue asking pineapples and foodstuffs.
for the different grapes.
food items. Picture book:
Les Repas
 Sample Lesson Plan
Administrative Details
Plan

School Hodari Comprehensive School Date 12/05/2024

Subject/ Learning Area French Time 16: 00- 17:00

Year 2024 Grade 8

Term 2 Roll Boys: 21 Girls: 20 Total: 41

Teacher’s Details Name: Aisha Mwalimu Tsc No. 123456 Gender Female

Strand: 1.0 Listening and Speaking

Sub Strand: 1.6 Interactive Speaking
Lesson Learning Outcomes: By the end of the lesson, the learner is guided to:
a) identify vocabulary from an audio source,
b) respond to prompts to show engagement,
c) show interest in turn taking during oral interactions.
Key Inquiry Questions: How do you capture the attention of others while speaking?
Learning Resources: Textbook, Realia , Picture Books
Organisation of Learning:
Introduction: Ask the learners to mention some of the local foods that they may know in French.
Lesson Development:
Step 1 Watch audio visual material and repeat names of different meals around the world. Guide learners to develop self awareness as they gauge their own pronunciation against the
audio.
Step 2 Create sentences with vocabulary on expressions of quantities ofoods in pairs. Develop communication and collaboration by guiding learners to pronounce the words and
expressions clearly.
Step 3 Simulate a dialogue on ordering food using expressions of foods in groups. Inculcate the value of respect in learners by guiding them to be patient while turn taking.
Extended Activities: Visit a shop and come up with a shopping list of different food items.
Conclusion: Summarise the lesson by learners mentioning vocabulary on foodstuffs and expressions of quantity.
Reflection on the lesson: The lesson was generally understood except some difficulty with expressing quantity of foodstuffs
Merci