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Subject: French
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 20
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: Describing the School and Its Location
Sub-topic: Using “il y a” to describe school facilities
Learning Objectives
By the end of the lesson, students should be able to:
Describe school components and locations using simple sentences in French with “il y a”
Previous Knowledge
Students already know:
School vocabulary (rooms and objects), numbers 1–10, basic sentence formation
Instructional Materials
• Textbook: French for Beginners, Grade 3
• Map or drawing of a school
• Flashcards
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you tell me what rooms or facilities are in your school?
• Show a picture map of a school and ask students to identify parts in French
Learner’s Role:
Participate in identifying and naming school facilities in French
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
- Introduce New Vocabulary (With Definitions and Pronunciation):
Present the following school-related vocabulary. Write each word on the board, pronounce it clearly, then explain and show pictures or use real-life references (such as pointing to the real school entrance).
- L’entrée – the entrance
- Le terrain de sport – the sports field
- Le jardin – the garden
- La salle informatique – the computer lab
Visual & Contextual Explanation:
- Show a photo of the l’entrée (main gate/front of school) and say:
“Voici l’entrée. C’est par ici qu’on entre dans l’école.” - For le terrain de sport, show the school playground or a football field image and say:
“C’est ici qu’on joue au football.” - For le jardin, show a picture of flowers or plants in the school:
“C’est un espace vert avec des plantes ou des fleurs.” - For la salle informatique, show a picture of students using computers:
“C’est une salle avec des ordinateurs.”
- Teach the Construction “Il y a”
Explain that “il y a” means “there is” or “there are” in French and is used to describe the presence of something.
Give model sentences:
- “Il y a une bibliothèque dans mon école.” – There is a library in my school.
- “Il y a un jardin derrière la classe.” – There is a garden behind the classroom.
- “Il y a une salle informatique près du bureau.” – There is a computer room near the office.
Use drawings, flashcards, or a simple school map on the board and point to locations while using “il y a”.
- Oral and Written Sentence Construction:
- Call individual students to point to places on the school map or drawing and describe them using “il y a…”
- Provide sentence starters on the board for students to complete:
- “Il y a une ______ dans l’école.”
- “Dans mon école, il y a un ______.”
- Group Practice Activities:
- Label-the-map Activity: Distribute blank diagrams of a school layout. Learners label parts of the school using the new vocabulary.
- Sentence Writing Practice: Students write at least 3 sentences using “il y a” and the vocabulary learned.
Learners’ Activities (Expanded & Detailed)
- Listen and Repeat: Repeat after the teacher to learn correct pronunciation.
- Practice Oral Sentences: Use “il y a” to describe different parts of their school.
- Map Labeling: Label a printed school layout with new vocabulary words.
- Written Practice: Write simple sentences such as:
- “Il y a un terrain de sport.”
- “Il y a un jardin dans mon école.”
- “Il y a une salle informatique dans ma classe.”
- Pair Work: Learners take turns describing the school map using “il y a” while their partner identifies the correct location.
Assessment Checks
- Observation: Monitor learners’ ability to correctly use “il y a” in both oral and written forms.
- Oral Questions:
- Teacher: “Qu’est-ce qu’il y a dans ton école ?”
- Learner: “Il y a une bibliothèque.”
- Written Tasks: Check sentence construction and spelling in their notebooks or activity sheets.
- Map Labeling Accuracy: Check that learners correctly label the map and use the right vocabulary.
Peer Review
- Learners work in pairs to:
- Describe parts of the school to each other using “il y a”
- Review each other’s sentences for grammar and vocabulary
- Correct any misused words together
Example:
- Student A: “Il y a une salle informatique.”
- Student B: “Oui, très bien !” or “Tu veux dire ‘une bibliothèque’ ?”
Notes (Expanded & Detailed)
- Focus on clear pronunciation of longer words like “informatique” and “bibliothèque.”
- Encourage all learners to form complete sentences and not just say words in isolation.
- Integrate visuals and gestures where possible to aid understanding.
- Use the real school environment to reinforce vocabulary (take a short walk or point out areas through the window if possible).
Assignment (Homework)
Instruction: Ask learners to draw a picture of their real school. It could be a map or simple drawing with buildings and areas like the playground or computer lab. Under their drawing, they should write 3 complete sentences using “il y a” to describe what is in their school.
Examples:
- Il y a une salle de classe.
- Il y a un jardin derrière l’école.
- Il y a un terrain de sport devant la bibliothèque.
Encourage neatness, correct spelling, and coloring of the drawing for better engagement.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Write one sentence using “il y a” about your school
• Follow-up Activity: Oral sharing of school map descriptions
Differentiation / Inclusive Strategies:
Visual aids for all learners
Sentence starters for slower learners
Pairing stronger students with peers for oral practice
Teacher’s Reflection:
• What worked well? Students used “il y a” accurately in oral sentences
• What needs improvement? Need more guided practice for less confident students
• Students’ engagement level: ☑ High ☑ Medium ☐ Low