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Subject: French
Semester: 2
Period: 6
Week: 32
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 32
Lesson Duration: 45 minutes
Week & Period: Week 32, Period 6
Topic: Numbers in French
Sub-topic: Cardinal Numbers 11–20
Learning Objectives
By the end of the lesson, students should be able to:
Name, recognize, and spell French cardinal numbers 11–20
Combine numbers correctly in sentences (e.g., dix-sept = 17)
Count and match numerals to French words
Previous Knowledge
Students already know:
Cardinal numbers 1–10 in French
Instructional Materials
• Textbook: French for Beginners, Grade 3
• Number flashcards
• Whiteboard and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask learners to count 1–10 in French, then guess numbers 11–20 from visual cues.
Learner’s Role:
Participate in oral counting, listen carefully, and respond to cues.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin by introducing the French numbers from 11 to 20: onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt. Pronounce each number slowly and clearly, breaking down compound numbers like “dix-sept” (17) to show it means “ten-seven.” Write each number on the board alongside its numeral to reinforce spelling and visual recognition. Explain that from 17 to 19, numbers are formed by combining “dix” (10) with the units (7, 8, 9), linked by a hyphen. Conduct pronunciation drills where learners repeat after you several times, focusing on tricky sounds like the nasal vowels in “quinze” and “dix-neuf.” Use flashcards or visuals to match numerals with their French words. Engage learners in oral counting exercises, counting forwards from 11 to 20 and backwards from 20 to 11. Use fill-in-the-blank worksheets where learners complete number sequences or match words to numerals. Model how to write the numbers in their notebooks, guiding them on correct spelling. Highlight common confusions, such as “seize” (16) versus “dix-sept” (17), by pronouncing each clearly and providing examples. Reinforce learning through repetition, visual aids, and written practice.
Learners’ Activities (Expanded & Detailed)
Repeat the pronunciation of numbers 11–20 after the teacher during drills. Write the numbers 11 to 20 in French in their notebooks, practicing spelling and handwriting. Complete matching exercises where they connect numerals (11, 12, etc.) with French number words. Fill in missing numbers in sequences on worksheets (e.g., 11, __, 13, __, 15). Count aloud individually and in pairs from 11 to 20 and backwards. Engage in pair activities quizzing each other on number names and numerals, correcting and encouraging each other.
Assessment Checks
Ask learners to orally recite numbers 11 to 20 individually or in small groups to assess pronunciation and fluency. Review matching and fill-in-the-blank written exercises to check understanding and spelling accuracy. Observe learners’ active participation during oral counting and partner quizzes to assess engagement and confidence.
Peer Review
Organize learners in pairs where one shows a numeral flashcard, and the other says the number name in French; then they switch roles. Encourage partners to give feedback on pronunciation and spelling gently and supportively.
Notes (Expanded & Detailed)
Be sure to clarify the difference between “seize” (16) and “dix-sept” (17), emphasizing their pronunciation and written form. Use number lines or visual charts to help learners see the sequence and understand compound number formation. Encourage learners to use gestures, such as holding up fingers corresponding to numbers, to aid memory. Keep the activities lively and interactive to maintain interest.
Assignment (Homework)
Ask learners to write the numbers 11 to 20 in French and match them to their corresponding numerals in their notebooks. Encourage them to practice pronouncing these numbers aloud at home, possibly with a family member or by listening to online audio resources. Suggest drawing objects and labeling quantities with the new numbers (e.g., “douze crayons,” “quinze livres”) to apply learning practically.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Oral counting 11–20 and writing exercises
• Follow-up Activity: Counting game in groups
Differentiation / Inclusive Strategies:
Use number songs and visual cues for struggling learners
Pair learners for peer support
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low