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Subject: French
Semester: 2
Period: 4
Week: 22
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 2
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Seasons Start and End Periods
Sub-topic: Differences in Seasons
Learning Objectives
By the end of the lesson, students should be able to: Outline the beginning and end of each season in Liberia and understand differences in seasons globally.
Previous Knowledge
Students already know season vocabulary and basic weather expressions.
Instructional Materials
• Textbook: French for Beginners, Grade 2
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class: When does the rainy season start? How is it different from other countries’ seasons?
Learner’s Role: Respond orally and predict French equivalents.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin by explaining the typical start and end months of each of Liberia’s seasons using a large, simple classroom calendar or visual timeline. For example, show that la saison sèche generally begins in November and ends in April, while la saison des pluies runs from May to October. Use clear, simple French phrases such as La saison sèche commence en novembre and Elle finit en avril. Next, introduce vocabulary to describe timing, including words and phrases like commencer (to start), finir (to end), en (in), and pendant (during). Use gestures and visual aids to reinforce meaning. Then, briefly compare Liberia’s two main seasons with countries that experience four seasons (spring, summer, autumn, winter), highlighting the difference in climate and timing. Encourage learners to observe and repeat sentences like Au Liberia, il y a deux saisons and Dans certains pays, il y a quatre saisons. Engage learners in simple question and answer drills focusing on when seasons start and end.
Learners’ Activities (Expanded & Detailed)
Learners participate in matching activities where they link each season’s name to the correct start and end month using calendar visuals. They repeat sentences modeled by the teacher that describe when each season begins and ends. In pairs, learners discuss differences between Liberia’s two seasons and countries with four seasons, using simple French phrases and the new timing vocabulary. For example, one learner may ask Quand commence la saison sèche? and the other answers En novembre. This interaction helps reinforce both vocabulary and sentence structure.
Assessment Checks
The teacher asks individual learners questions such as Quand commence la saison des pluies? or En quel mois finit la saison sèche? to assess understanding of the timing vocabulary and seasonal months. Learners’ ability to correctly match seasons to their months on the calendar is also checked. Observation of pair discussions helps verify correct sentence use and comprehension.
Peer Review
Learners work with partners to ask and answer timing questions like Quand commence la saison sèche? and Quand finit la saison des pluies? They listen carefully and provide constructive feedback on each other’s pronunciation and sentence accuracy, fostering peer learning and confidence.
Notes (Expanded & Detailed)
Reinforce previously learned vocabulary related to seasons and weather to create connections between lessons. Use simple, repetitive sentences to encourage comprehension and confidence. Highlight the importance of time words (commencer, finir, en, pendant) in describing seasons. Encourage learners to draw comparisons in French, even if only basic, to develop intellectual engagement with the topic.
Assignment (Homework)
Learners write two simple sentences in French comparing Liberia’s seasons with those of another country, using vocabulary learned in class. For example: Au Liberia, la saison sèche commence en novembre. and Dans certains pays, il y a quatre saisons. This task reinforces sentence construction, vocabulary recall, and cross-cultural awareness.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Oral question on season start/end periods.
• Follow-up Activity: Peer discussion.
Differentiation / Inclusive Strategies: Use visuals, calendars, and peer support.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low