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Subject: French
Semester: 1
Period: 1
Week: 5
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 2
Date: Week 5
Lesson Duration: 45 minutes
Week & Period: Week 5, Period 1
Topic: Être and Avoir in Greetings Context
Sub-topic: Using Être and Avoir in Simple Sentences
Learning Objectives
By the end of the lesson, students should be able to:
Conjugate Être (je suis, tu es) and Avoir (j’ai, tu as)
Use these verbs in greetings and self-introduction sentences (e.g., Je suis content, J’ai un ami)
Write simple sentences combining greetings and verb usage
Previous Knowledge
Students already know:
Greetings, self-introduction, pronouns, s’appeler conjugation
Instructional Materials
Textbook: French for Beginners, Grade 2
Verb charts, flashcards, role-play scripts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Can you say “I am happy” in French?
Learner’s Role:
Respond using Je suis or J’ai correctly in sentences
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin by introducing the verbs Être (to be) and Avoir (to have) in the present tense, focusing on the 1st person singular (je suis, j’ai) and 2nd person singular (tu es, tu as). Write these forms clearly on the board or display flashcards. Pronounce each form slowly and clearly, having learners repeat after you several times.
Explain the meaning of each verb in simple terms:
Être = “to be” — used to describe who you are or how you feel.
Avoir = “to have” — used to talk about possessions or feelings like hunger or tiredness.
Model example sentences that combine greetings and introductions with these verbs:
Je suis content(e). (I am happy.)
Tu es mon ami. (You are my friend.)
J’ai un livre. (I have a book.)
Tu as une poupée. (You have a doll.)
Demonstrate how these sentences can be used in simple conversations:
Teacher: Bonjour! Je suis Paul. Et toi?
Learner: Bonjour! Je suis Marie. Tu es mon ami?
Teacher: Oui, tu es mon ami.
Guide learners through role-play dialogues using these sentences in pairs or small groups. Encourage learners to use je suis, j’ai, tu es, tu as with greetings and personal information.
Incorporate writing exercises where learners copy the verbs and example sentences, then create their own sentences combining greetings with être and avoir.
Learners’ Activities (Expanded & Detailed)
Repeat the verb forms and example sentences aloud individually and in chorus.
Practice short dialogues in pairs, using greetings combined with être and avoir sentences.
Engage in writing exercises to form simple sentences using the verbs.
Participate actively in role-play games that simulate greetings and introductions.
Assessment Checks
Observe learners’ pronunciation of verb forms and sentences during oral practice.
Check learners’ written sentences for correct verb conjugation and sentence structure.
Conduct quick individual oral assessments by asking learners to say sentences using je suis or tu as.
Peer Review
Pairs listen and provide feedback to each other on sentence accuracy, pronunciation, and correct verb usage.
Encourage positive reinforcement and correction in a supportive way.
Notes (Expanded & Detailed)
Use familiar real-life examples like describing feelings or possessions to make verbs meaningful.
Reinforce learning through interactive, communicative activities that encourage speaking and writing.
Use visual aids such as charts, flashcards, and gestures to clarify meanings and conjugations.
Make practice engaging by turning drills into games or dialogues that mimic real conversations.
Assignment (Homework)
Ask learners to write five simple sentences using je suis or j’ai combined with greetings and introductions. Examples:
Je suis heureux.
J’ai un stylo.
Tu es mon ami.
Tu as une balle.
They should practice saying these sentences aloud with family or friends and be ready to share them in class.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Conjugate Être or Avoir in a sentence about self or a friend
Follow-up Activity: Oral role-play dialogues in pairs
Differentiation / Inclusive Strategies:
Provide sentence frames for learners needing support
Encourage advanced learners to combine multiple verbs in short dialogues
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low