Family Members Vocabulary

Grade 3 · French

Semester 1 | Period 2 | Week 7

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Subject: French

Semester: 1

Period: 2

Week: 7

 

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 7
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Family Members Vocabulary
Sub-topic: Basic Identification of Family Members
Learning Objectives
By the end of the lesson, students should be able to:
Identify and name family members in French, pronounce them correctly, match pictures to words, and use possessive adjectives in simple sentences.

Previous Knowledge
Students already know:
Basic French greetings and simple nouns; ability to read and recognize letters and simple words.

Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards with family members
• Charts and visual aids
• Markers and notebooks

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• “Qui est dans ta famille ?” and “Comment s’appelle ton frère/ta sœur ?”
Learner’s Role:
Respond orally, recall previous vocabulary, share about their family in simple words.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduction of New Vocabulary
    • The teacher writes or displays the following family member words on the board:
      • le père (father), la mère (mother), le frère (brother), la sœur (sister), le bébé (baby), les parents (parents).
    • The teacher pronounces each word clearly and slowly, encouraging learners to listen carefully.
    • Each word is repeated multiple times for reinforcement and to ensure correct pronunciation.
  2. Visual Presentation
    • Use flashcards or printed images of family members.
    • Show a picture of a man, say: “C’est le père.” Learners repeat.
    • Use real-life examples where possible (e.g., show a photo of a typical family scene and point to each member).
  3. Teaching Possessive Adjectives (mon, ma, mes)
    • Teacher explains:
      • mon is used before masculine singular nouns → mon père (my father), mon frère (my brother)
      • ma is used before feminine singular nouns → ma mère (my mother), ma sœur (my sister)
      • mes is used before plural nouns → mes parents (my parents)
    • Teacher writes and pronounces examples:
      • “C’est mon père.” (This is my father.)
      • “C’est ma mère.” (This is my mother.)
      • “Ce sont mes parents.” (These are my parents.)
  1. Games and Activities
    • Flashcard Matching Game: Teacher places image cards and word cards on the table. Learners take turns matching.
    • Chant and Repeat: Teacher leads a rhythm chant, e.g.,
      • “Mon père, ma mère, mes parents, c’est ma famille!” (clapping in rhythm)
    • Pronunciation Drills: Teacher uses call and response to check articulation.
  2. Modelling Sentence Structures
    • The teacher demonstrates how to build simple sentences using the vocabulary:
      • “C’est mon frère.” (This is my brother.)
      • “C’est ma sœur.” (This is my sister.)
      • “C’est mon bébé.” (This is my baby.)
    • Learners repeat each sentence after the teacher.

 

Learners’ Activities (Expanded & Detailed)

  • Learners repeat vocabulary aloud as a class and in small groups.
  • Use flashcards to match images to correct French word.
  • Spell the words orally and identify them when called upon.
  • Build simple sentences using mon/ma/mes and a family member:
    • Example: “C’est mon père.” → They say it aloud and write it in their notebooks.
  • Learners participate in pronunciation chants led by the teacher.
  • Learners engage in interactive pair work, taking turns pointing to flashcards and saying sentences aloud using possessive adjectives.

 

Assessment Checks

  • Oral Questions:
    • “Comment dit-on ‘mother’ en français?” (Expected answer: la mère)
    • “Quelle est la différence entre mon et ma?”
  • Flashcard Observation:
    • Monitor if learners can correctly match the word to the image.
  • Sentence Construction Check:
    • Can the learner say: “C’est ma sœur.” or “C’est mon frère.” accurately?
  • Written Check (Optional):
    • Provide sentence starters like “C’est _____” and have learners fill in with the correct word and possessive adjective.

 

Peer Review

  • Learners work in pairs:
    • Partner A holds up a picture, and Partner B says: “C’est mon/ma/mes ______.”
    • Partners give feedback: thumbs up/down or correct each other if needed.
    • Swap roles.

 

Notes (Expanded & Detailed)

  • Emphasize gender agreement in possessive adjectives:
    • “père” is masculine → mon père
    • “mère” is feminine → ma mère
    • “parents” is plural → mes parents
  • Use repetition and rhythm to aid memorization and engagement.
  • Always point out accents and help learners see the difference between le père and la mère (accents matter).
  • Encourage learners to relate vocabulary to their real families.

 

Assignment (Homework)

  • Draw a simple family tree with at least four family members.
  • Label each member in French, using correct possessive adjectives:
    • Example:
      • mon père
      • ma mère
      • mon frère
      • ma sœur
  • Include the caption: Voici ma famille.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Name 3 family members in French and use one in a sentence.
• Follow-up Activity: Share homework family trees in class.

Differentiation / Inclusive Strategies:
Use visuals for learners with reading difficulties; pair stronger students with weaker ones for peer support; allow oral responses for learners with writing challenges.

Teacher’s Reflection:
• What worked well? Active participation in flashcard games and oral repetition.
• What needs improvement? More support for students struggling with possessive adjectives.
• Students’ engagement level: ☑ High ☑ Medium ☐ Low