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GREETINGS AND INTRODUCTIONS — Listening & Speaking (French)
Subtopic: Interactive Speaking ‱ Subject: French ‱ Target age: 12 (Kenya)
Specific learning outcomes
  1. a) Respond to questions and prompts to show comprehension and engagement.
  2. b) Use vocabulary and expressions appropriately to probe and engage in oral interactions.
  3. c) Use non‑verbal communication cues to enhance communication (e.g., nodding while saying "oui").
  4. d) Exhibit confidence to contribute actively in conversations.
  5. e) Demonstrate skills in engagement, non‑verbal communication, and questioning.
Grammar points for interactive speaking
1. Subject pronouns & basic verbs (present tense)
Subject pronouns: je (j'), tu, il / elle, nous, vous, ils / elles.
ÊTRE (to be)
je suis ‱ tu es ‱ il/elle est ‱ nous sommes ‱ vous ĂȘtes ‱ ils/elles sont
S'APPELER (to be called) — reflexive
je m'appelle ‱ tu t'appelles ‱ il/elle s'appelle ‱ nous nous appelons ‱ vous vous appelez ‱ ils/elles s'appellent
AVOIR (to have) — for age
j'ai ‱ tu as ‱ il/elle a ‱ nous avons ‱ vous avez ‱ ils/elles ont
Example: Je m'appelle Amina. J'ai douze ans. Je suis Ă©lĂšve.
2. Asking questions — three common patterns
  • Intonation (informal): Tu t'appelles comment ? (You call yourself what?)
  • Est‑ce que (neutral, classroom): Est‑ce que tu t'appelles Amina ?
  • Inversion (formal): T'appelles‑tu Amina ? (Less common in spoken language at this level)
Question words (use with est‑ce que or inversion):
qui (who), comment (how), oĂč (where), pourquoi (why), quand (when), quel / quelle (which / what + noun)
Example: OĂč habites‑tu ? (Where do you live?) — J'habite Ă  Nairobi.
3. Politeness: tu vs vous
Use tu with friends, classmates, or children. Use vous with teachers, elders, or unfamiliar adults.
Tu t'appelles comment ? (to a friend) — Vous vous appelez comment ? (to a teacher)
4. Useful short phrases for introductions
Bonjour / Salut 👋 — Hello / Hi
Bonsoir — Good evening
Comment ça va ? — Ça va bien, merci. Et toi ? (And you?) 😊
EnchantĂ©(e) — Nice to meet you (add e if you are female: enchantĂ©e)
S'il vous plaüt / S'il te plaüt — Please (formal / informal)
Merci — Thank you
Sample classroom dialogues (use in pair work)
Dialogue A — Deux Ă©lĂšves (pair)
A: Bonjour ! Comment tu t'appelles ?
B: Salut ! Je m'appelle Kevin. Et toi ?
A: Je m'appelle Amina. Tu as quel Ăąge ?
B: J'ai douze ans. Et toi ?
A: Moi aussi, j'ai douze ans. OĂč habites‑tu ?
B: J'habite Ă  Kisumu. Et toi ?
A: J'habite à Nairobi. Enchantée !
B: Enchanté.
Dialogue B — Avec un enseignant (plus formel)
Élùve: Bonjour, Monsieur. Je m'appelle Fatuma.
Prof: Bonjour Fatuma. Comment allez‑vous ?
Élùve: Ça va bien, merci. Et vous ?
Prof: TrĂšs bien. Tu es en quelle classe ?
Élùve: Je suis en classe six.
Suggested learning experiences (classroom activities — grammar focus)
  1. Pair interviews: Students prepare 5 questions (name, age, where they live, class, favourite subject). Practice with intonation and with "est‑ce que". Teacher monitors correct verb forms (je m'appelle, j'ai, j'habite, je suis).
  2. Switch formality: Role‑play the same dialogue twice — once using tu and informal answers, once using vous and formal forms (e.g., "Vous vous appelez ? / Est‑ce que vous vous appelez ... ?").
  3. Question transformation exercise: Give statements and ask students to change them to questions using intonation, est‑ce que, and inversion (simple examples). Focus on subject‑verb order and contractions (j' + vowel).
  4. Fill‑in grammar tasks: Worksheets where students complete dialogues using correct forms of ĂȘtre, avoir, s'appeler, habiter. (See exercises below.)
  5. Class survey: Each student asks 6 classmates 3 questions (name, age, city). Record answers and report: "3 Ă©lĂšves s'appellent ...", practicing third person plurals (ils/elles sont / ils/elles ont).
  6. Confidence building: Hot seat — one student sits, others ask short questions. Student must answer in full sentences. Teacher corrects only grammar (not content) to encourage speaking.
Short exercises (answer key below)
Exercise 1 — Conjugate
Put the correct form of s'appeler, avoir, or ĂȘtre:
  1. Je ___ (s'appeler) Aisha.
  2. Tu ___ (avoir) dix ans.
  3. Nous ___ (ĂȘtre) en classe six.
  4. Il ___ (s'appeler) Daniel.
Exercise 2 — Change to a question using est‑ce que
Convert these statements:
  1. Tu habites Ă  Mombasa.
  2. Elle s'appelle Marie.
Exercise 3 — Choose tu or vous
When speaking to your class teacher, you use: ___ (tutoyer/vouvoyer?) — Write the correct pronoun in the sentence: "___ vous appelez comment ?"
Answers
Exercise 1: 1) m'appelle 2) as 3) sommes 4) s'appelle
Exercise 2: 1) Est‑ce que tu habites à Mombasa ? 2) Est‑ce qu'elle s'appelle Marie ?
Exercise 3: Use vous. Sentence: "Vous vous appelez comment ?"
Note on non‑verbal cues (brief, language link)
When practising greetings, teach short French phrases that go with gestures:
  • "Bonjour !" + sourire et contact visuel (smile and eye contact).
  • "Merci" + hochement de tĂȘte = polite acknowledgement.
  • Use short imperatives for classroom direction: "Regarde" (Look), "Écoute" (Listen), "LĂšve la main" (Raise your hand).
These phrases let students describe or instruct non‑verbal behaviour in French and practise verb forms (imperative and present).
Teaching tips (Kenyan classroom, age 12)
  • Use familiar Kenyan place names (Nairobi, Mombasa, Kisumu) and school contexts for relevance.
  • Correct grammar gently — encourage full‑sentence answers using correct pronouns and verb forms.
  • Alternate oral practice with written conjugation drills to reinforce forms (ĂȘtre, avoir, s'appeler, -er verbs).
Quick visual cues: 👋 = Bonjour ‱ 😊 = Ça va bien ‱ 👍 = Merci
📝 Practice Quiz

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