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Subject: French
Semester: 2
Period: 6
Week: 31
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Body Parts in French
Sub-topic: Introduction to Body Parts (Part 1)
Learning Objectives
By the end of the lesson, students should be able to:
Recognize and pronounce basic body parts in French: la tête, les yeux, le nez, la bouche
Identify body parts using gestures and classroom activities
Practice simple identification sentences such as “C’est la tête.”
Previous Knowledge
Students already know:
Basic French vocabulary including colors, shapes, and numbers
Instructional Materials
Textbook: French for Beginners, Grade 1
Flashcards of body parts, classroom mirror, drawing sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Can you point to your head, eyes, nose, or mouth?
Learner’s Role:
Respond by pointing to the correct body parts
Repeat the words in French as modeled
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
The teacher begins the main lesson by introducing the four French vocabulary words related to body parts: la tête (head), les yeux (eyes), le nez (nose), and la bouche (mouth). The teacher clearly models the correct pronunciation of each word slowly and repeatedly, ensuring learners are watching the movement of the lips and hearing the sounds clearly.
Using exaggerated facial gestures and pointing to their own body, the teacher demonstrates each word: touching their head while saying “la tête,” pointing to the eyes while saying “les yeux,” and so on. Flashcards showing pictures of each body part with the French word written beneath are shown one at a time.
Next, the teacher uses a mirror to allow learners to look at their own faces and identify each body part as it is mentioned. The teacher encourages learners to follow along by pointing to the correct body parts on themselves.
The teacher then writes short, simple identification sentences on the board, such as:
- C’est la tête. (This is the head.)
- Voici les yeux. (Here are the eyes.)
The teacher reads each sentence aloud and has the learners repeat them.
Finally, the teacher guides the class through a slow, step-by-step spelling practice, writing each word and sentence on the board while students copy into their notebooks.
Learners’ Activities (Expanded & Detailed)
Learners actively listen and repeat each new vocabulary word aloud several times, using hand gestures to point to or touch the correct body parts on themselves. They practice these repetitions as a group, then individually, and then with a partner.
Learners use small mirrors or reflective surfaces to look at their own faces while identifying the body parts in French. They then identify the same body parts on a classmate, saying the word aloud as they point.
Learners copy the French vocabulary and sample sentences into their notebooks and attempt to write them independently. They also participate in spelling practice and sentence repetition, both individually and in pairs.
Assessment Checks
The teacher moves around the classroom observing learners to ensure:
- Correct pronunciation of the vocabulary words
- Accurate identification of the body parts on themselves and others
- Correct copying and spelling of each word and sentence
The teacher also calls on individual learners to say one or two of the body parts aloud and to point to the correct part when a word is said.
Peer Review
Learners are paired to practice saying the sentences to each other, such as:
- Learner A: C’est le nez.
- Learner B: points to nose and repeats the sentence.
They correct and assist one another with pronunciation and sentence construction.
Notes (Expanded & Detailed)
- Mirrors are helpful for reinforcing self-awareness and accurate identification.
- Gestures add movement and memory support, especially helpful for early learners.
- Repetition is essential. Learners should hear, say, and see each word multiple times.
- Peer interaction helps build speaking confidence in a supportive setting.
Assignment (Homework)
Learners will:
- Draw a face showing la tête, les yeux, le nez, la bouche
- Label each part in French neatly under the drawing
- Practice saying each word aloud at home with the help of a parent or older sibling if possible
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Name and point to two body parts in French
Follow-up Activity: Oral drill in pairs for all four body parts
Differentiation / Inclusive Strategies:
Use visual and tactile cues for learners needing support
Challenge advanced learners to form full sentences
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low