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Subject: French
Semester: 2
Period: 6
Week: 33
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 33
Lesson Duration: 45 minutes
Week & Period: Week 33, Period 6
Topic: Body Parts in French
Sub-topic: Introduction to Body Parts (Part 3)
Learning Objectives
By the end of the lesson, students should be able to:
Recognize and pronounce les mains, les jambes, les pieds, les doigts
Use descriptive phrases: “Voici les pieds.”
Link body parts to functions: “Je marche avec les pieds.”
Previous Knowledge
Students already know:
Body parts vocabulary from Weeks 31–32
Instructional Materials
Textbook: French for Beginners, Grade 1
Flashcards, 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 the body parts we learned in Weeks 31 and 32?
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 by introducing four new French vocabulary words for body parts: les mains (hands), les jambes (legs), les pieds (feet), and les doigts (fingers). The teacher uses slow, clear pronunciation and gestures to model each word. For example, while saying les mains, the teacher lifts both hands and wiggles the fingers to draw attention.
After introducing each word, the teacher encourages learners to repeat them aloud multiple times, first as a group, then individually. The teacher uses large flashcards or labeled images to show the words and their corresponding parts.
Next, the teacher models simple descriptive phrases using the new vocabulary, such as:
- “Voici les mains. Les mains servent à toucher.”
- “Voici les jambes. Les jambes servent à marcher.”
The teacher emphasizes the action or function of each body part and asks learners to act them out.
The teacher then guides learners in a drawing activity. On the board or chart, the teacher draws a simple stick figure and labels les mains, les jambes, les pieds, and les doigts. The class follows along, drawing their own figure in their notebooks and labeling it with the four new words.
The teacher asks learners to say simple functional sentences orally:
- “Les pieds servent à marcher.”
- “Les doigts servent à tenir un crayon.”
Corrections and pronunciation support are given as needed.
Learners’ Activities (Expanded & Detailed)
Learners actively repeat each vocabulary word aloud and use gestures to demonstrate understanding (e.g., wiggling fingers for les doigts or walking in place for les jambes).
Each learner draws a human figure in their notebook and labels the new body parts. They pay attention to spelling and positioning while referring to the teacher’s example.
In pairs, learners take turns pointing to parts on each other and saying the name and function in French. For example, one learner might say: “Voici les pieds. Les pieds servent à courir.”
Learners write or say at least one functional sentence for each of the new body parts.
Assessment Checks
The teacher checks for:
- Accurate pronunciation and repetition of les mains, les jambes, les pieds, and les doigts
- Proper labeling of the body parts in the drawing
- Understanding of the function of each body part through oral or written sentences
- Engagement and correctness during pair practice
Peer Review
Learners review each other’s drawings, checking:
- Correct labels and spellings
- Placement of the labels on the correct parts of the drawing
- Simple oral sentences describing the use of the body parts
Peers help correct minor pronunciation errors during oral practice.
Notes (Expanded & Detailed)
- Use of movement, gestures, and drawing helps Grade 1 learners associate words with meaning more effectively.
- Functional use of vocabulary improves comprehension and encourages communication in context.
- Combining drawing with vocabulary helps visual and kinesthetic learners remember better.
- Encouraging peer interaction fosters collaboration and reinforces learning through repetition.
Assignment (Homework)
- Learners will draw a full-body human figure and label all the body parts learned so far in French (la tête, les yeux, le nez, la bouche, les oreilles, le cou, les épaules, les bras, les mains, les jambes, les pieds, les doigts).
- At the bottom of the drawing, learners will write two short French sentences about the function of two body parts (e.g., “Les bras servent à porter.” “Les jambes servent à courir.”).
- Learners will also be asked to practice saying all the body part names aloud with gestures at home.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Say and point to two new body parts in French
Follow-up Activity: Oral practice with peer feedback
Differentiation / Inclusive Strategies:
Provide templates for slower learners
Challenge advanced learners to form sentences using multiple body parts
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low