Months of the Year

Grade 1 · French

Semester 1 | Period 3 | Week 13

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Subject: French

Semester: 1

Period: 3

Week: 13

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Months of the Year
Sub-topic: Janvier, Février, Mars, Avril

Learning Objectives
By the end of the lesson, students should be able to:

  • Recognize and pronounce the first four months in French.
  • Associate each month with visual aids or seasons.
  • Recite the months aloud in correct order.

Previous Knowledge
Students already know:

  • Basic French vocabulary, numbers, and days of the week.
  • Simple pronunciation and spelling skills.

Instructional Materials

  • Textbook: French for Beginners, Grade 1
  • Calendar pictures for each month
  • Flashcards with month names
  • Whiteboard and markers

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:

  • “Can anyone name a month in French?”
  • Show pictures of Janvier → Avril and ask learners if they recognize the months.

Learner’s Role:

  • Respond to teacher’s questions.
  • Share any months they know.
  • Observe visual aids carefully.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduce the Months Janvier, Février, Mars, Avril
    • Begin by writing the names of the months clearly on the board: Janvier, Février, Mars, Avril.
    • Pronounce each month slowly and clearly, emphasizing the sounds and syllables:
      “Janvier” (zhahn-vee-ay), “Février” (fay-vree-ay), “Mars” (marss), “Avril” (ah-vreel).
    • Repeat each month 3–4 times, inviting students to listen carefully.
  2. Demonstrate Pronunciation and Have Students Repeat Multiple Times
    • Model pronunciation by saying each month individually, then in pairs (Janvier Février, Mars Avril).
    • Use call-and-response: Teacher says “Janvier,” students repeat together and then individually.
    • Correct any common mispronunciations gently, focusing on clear vowel sounds.
  3. Show Each Month with a Calendar Picture and Link it to Seasons
    • Display colorful calendar images representing each month, e.g., snowflakes or winter clothes for Janvier and Février, flowers for Mars and Avril.
    • Explain in simple terms how each month belongs to a certain season:
      “Janvier et Février sont en hiver” (winter), “Mars et Avril sont au printemps” (spring).
    • Use gestures to help students connect the words with the seasons (e.g., shivering for winter, blooming flowers for spring).
  4. Model Simple Phrases Using the Months
    • Write and say simple sentences on the board:
      “Janvier est le premier mois de l’année.” (January is the first month of the year.)
      “Février est le deuxième mois.” (February is the second month.)
    • Break down the sentence, pointing to each word and translating as you go to build understanding.
    • Have students repeat these sentences multiple times.
  5. Practice Ordering the First Four Months on the Board
    • Write the four months out of order on the board.
    • Ask learners to come to the board and rearrange the months into the correct sequence: Janvier → Février → Mars → Avril.
    • Use flashcards or magnetic letters if available to physically manipulate and arrange.

 

Learners’ Activities (Expanded & Detailed)

  1. Repeat Months Aloud Individually and as a Class
    • Each learner says the months aloud after the teacher, practicing clear pronunciation.
    • Repeat several times, first as a whole class, then individually or in small groups.
  2. Match Calendar Pictures to Month Names
    • Provide learners with flashcards showing pictures representing months (seasonal images or activities) and separate month name cards.
    • In small groups or pairs, learners match the correct picture to the month name.
    • Discuss matches to reinforce vocabulary and meaning.
  3. Sequence the Four Months in Order Using Flashcards
    • Learners use flashcards to place the months in the right order on their desks or a table.
    • Practice reciting the months in order once arranged.
    • Encourage learners to help each other during the activity.

 

Assessment Checks

  1. Ask Students to Pronounce Each Month Individually
    • Select learners at random to say each of the four months clearly.
    • Provide immediate positive feedback and gentle correction if necessary.
  2. Observe Correct Sequence During Group Activity
    • Monitor learners’ ability to put the months in the right order using flashcards.
    • Note any learners struggling and provide additional support.

Peer Review

  • Learners pair up and take turns pronouncing the months to each other.
  • Partners listen carefully and help correct pronunciation gently.
  • Encourage positive reinforcement and praise.

 

Notes (Expanded & Detailed)

  • Use repetition consistently to build familiarity with sounds and spelling.
  • Visual aids such as pictures and flashcards help reinforce learning, especially for visual learners.
  • Gestures linking months to seasons engage learners’ bodies and memories, making learning multisensory and fun.
  • Keep language simple and clear, using short phrases and emphasizing key vocabulary.
  • Encourage participation by praising efforts and progress.

 

Assignment (Homework)

  • Learners draw a simple calendar section showing the first four months of the year.
  • They label each month in French: Janvier, Février, Mars, Avril.
  • Encourage learners to color the months and pictures representing the seasons (e.g., snow for January, flowers for April).
  • At home, learners practice saying the months aloud with a family member or friend to build confidence and fluency.

 

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes

Evaluation Method:

  • Exit slip: Say one of the four months aloud.
  • Follow-up Activity: Recite the first four months in order with a partner.

Differentiation / Inclusive Strategies:

  • Visual aids and gestures for slower learners.
  • Challenge advanced learners to say the months without help.

Teacher’s Reflection:

  • What worked well? ___________________________________________
  • What needs improvement? ____________________________________
  • Students’ engagement level: ☑ High ☐ Medium ☐ Low