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Subject: French
Semester: 2
Period: 6
Week: 35
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Body Parts and Five Senses
Sub-topic: Recap, Spelling, and Sentence Building
Learning Objectives
By the end of the lesson, students should be able to:
Recall all vocabulary for body parts and five senses
Form full simple sentences in French: “Voici ma main.” “J’entends avec mes oreilles.”
Participate in spelling contests and labeling exercises
Previous Knowledge
Students already know:
All body parts and five senses vocabulary from Weeks 31–34
Instructional Materials
Textbook: French for Beginners, Grade 1
Flashcards, worksheets, songs, and drawing sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Can you name all body parts and senses we have learned?
Learner’s Role:
Recall vocabulary and respond orally
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
The teacher begins by reviewing all the vocabulary learned so far: body parts (la tête, les yeux, le nez, la bouche, les oreilles, le cou, les épaules, les bras, les mains, les jambes, les pieds, les doigts) and the five senses verbs (voir, entendre, sentir, goûter, toucher). The review is done using colorful flashcards and engaging songs related to body parts and senses to stimulate memory and interest.
Next, the teacher organizes a spelling contest where learners take turns spelling out vocabulary words aloud to the class. The teacher also distributes labeling worksheets featuring pictures of the human body for learners to correctly label with the French words.
The teacher guides learners through sentence-building exercises, encouraging them to construct simple sentences linking body parts and senses (e.g., “Je vois avec les yeux.”). Throughout these activities, the teacher listens carefully, providing immediate feedback on pronunciation, spelling, and sentence structure to support improvement.
Learners’ Activities (Expanded & Detailed)
Learners actively participate by reciting all body parts and senses vocabulary aloud in unison and individually. They engage enthusiastically in the spelling contest, taking turns spelling the words. Learners complete labeling worksheets, matching French words to the correct body parts on the diagrams. They also practice forming and saying simple sentences using the vocabulary, either orally or in writing during the sentence-building activity.
Assessment Checks
The teacher observes learners’ ability to recall vocabulary accurately and assesses their spelling during the contest and worksheet activities. Sentence formation is monitored to ensure learners are correctly using vocabulary and sentence structures. The teacher may call on individual learners to say sentences aloud to check fluency and pronunciation.
Peer Review
Learners work in pairs or small groups to check each other’s spelling on the worksheets and review sentence accuracy. They provide constructive feedback to classmates, helping reinforce learning and build confidence.
Notes (Expanded & Detailed)
Using interactive, enjoyable activities such as songs, contests, and group work helps sustain learner engagement and improves retention. Group participation encourages peer learning and oral practice, which is vital for language acquisition at this age. The teacher should ensure positive reinforcement and create a supportive learning atmosphere.
Assignment (Homework)
Learners will write five simple sentences in French, each using a different body part and its related sense. For example:
- “Je vois avec les yeux.”
- “J’entends avec les oreilles.”
They should practice saying these sentences aloud at home to build confidence and fluency.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Write one sentence linking a body part to a sense
Follow-up Activity: Group singing of “Tête, épaules, genoux et pieds” with gestures
Differentiation / Inclusive Strategies:
Provide sentence starters for slow learners
Challenge advanced learners to write multiple sentences linking body parts to senses
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low