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Subject: French
Semester: 2
Period: 6
Week: 32
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 32
Lesson Duration: 45 minutes
Week & Period: Week 32, Period 6
Topic: Body Parts in French
Sub-topic: Introduction to Body Parts (Part 2)
Learning Objectives
By the end of the lesson, students should be able to:
Recognize and pronounce les oreilles, le cou, les épaules, les bras
Link body parts to the song “Tête, épaules, genoux et pieds”
Practice spelling and matching activities with body parts
Previous Knowledge
Students already know:
Basic body parts vocabulary: la tête, les yeux, le nez, la bouche
Instructional Materials
Textbook: French for Beginners, Grade 1
Flashcards, song audio, drawing sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Can you recall the body parts we learned last week?
Learner’s Role:
Recall and point to previously learned body parts
B – Building Knowledge (Main Lesson Body
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
The teacher begins the lesson by introducing four new French body parts: les oreilles (ears), le cou (neck), les épaules (shoulders), and les bras (arms). Each word is introduced one at a time with the correct pronunciation, repeated slowly and clearly. The teacher points to the corresponding body part while saying the word, and encourages the learners to do the same.
After ensuring learners can pronounce the new words correctly, the teacher leads the class in a familiar and engaging song: “Tête, épaules, genoux et pieds” (Head, shoulders, knees, and toes), using the French version. The song is played or sung while learners perform the movements to identify each body part as they sing. The teacher emphasizes les épaules and adds new verses or modifications to include les oreilles, le cou, and les bras.
Next, the teacher guides the learners in simple spelling exercises. The words are written on the board one by one, and learners are asked to spell them out loud and then copy them into their notebooks.
The teacher organizes matching activities using flashcards. Each card either has a word or an image of a body part. Learners work in pairs to match the words to the correct pictures, taking turns and helping each other as needed. The teacher moves around the class, correcting pronunciation and spelling as needed.
Learners’ Activities (Expanded & Detailed)
Learners sing and act out “Tête, épaules, genoux et pieds” using gestures to point to each body part in rhythm with the song. As they repeat the song several times, they grow more confident with the vocabulary and pronunciation.
They then practice spelling each new word by copying from the board and saying the letters aloud. Learners complete labeling exercises in their notebooks by drawing simple stick figures or body outlines and labeling les oreilles, le cou, les épaules, and les bras.
In pairs, learners take part in a flashcard matching game. One learner shows a word card, and the other matches it to the correct picture, then they switch roles.
Assessment Checks
The teacher checks for:
- Correct pronunciation of each of the four new vocabulary words
- Successful participation in the song with correct gestures
- Proper spelling of words during board work and notebook copying
- Correct matching of words to pictures during pair work
The teacher may ask a few learners to stand and say:
- “Voici les oreilles.” while pointing to their ears
- “Voici les bras.” while pointing to their arms
Peer Review
Learners work in pairs to:
- Say each body part name aloud
- Point to the correct body part
- Correct each other’s spelling and pronunciation gently during the matching activity
Notes (Expanded & Detailed)
- Music and movement are highly effective memory tools for young learners. The use of songs like “Tête, épaules, genoux et pieds” supports engagement and reinforcement.
- The introduction of only a few new words at a time ensures mastery and confidence.
- Peer interaction helps build communication skills and reinforces memory through collaborative correction and practice.
- Using drawing and matching engages visual and kinesthetic learners effectively.
Assignment (Homework)
Learners are to:
- Sing the French version of “Tête, épaules, genoux et pieds” at home while performing the actions
- Draw a simple stick figure and label the following parts in French: les oreilles, le cou, les épaules, les bras
- Practice saying each word aloud three times while pointing to the correct body part
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Identify two new body parts in French
Follow-up Activity: Sing the song with gestures in pairs
Differentiation / Inclusive Strategies:
Use visual cues and physical guidance for learners needing support
Challenge advanced learners to form sentences: “Voici les bras.”
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low