Oral Expression Using Vocabulary

Grade 3 · French

Semester 1 | Period 1 | Week 2

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Subject: French

Semester: 1

Period: 1

Week: 2

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 2
Lesson Duration: 45 minutes
Week & Period: Week 2, Period 1
Topic: Oral Expression Using Vocabulary
Sub-topic: Using verbs “manger” and “boire”

Learning Objectives
By the end of the lesson, students should be able to:
Use basic food vocabulary in simple oral sentences and begin using manger and boire in context.

Previous Knowledge
Students already know names of basic foods and simple nouns.

Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards, visuals of food and drink

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
What do you eat and drink at home? Can you tell me in French?

Learner’s Role:
Answer orally, recall food vocabulary, and listen to peers’ responses.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduce the Verbs: manger (to eat) and boire (to drink)
    • Begin by explaining that in French, actions like eating and drinking are called verbs.
    • Write the infinitives on the board:
      manger = to eat
      • boire = to drink
    • Emphasize pronunciation:
      manger [mahn‑zhey]
      • boire [bwar]
    • Show real-life gestures: pretend to eat (manger) or drink (boire) while saying the words.
    • Show food pictures (e.g., le pain, le riz, l’eau, le jus, les fruits) and model what verb to use with them.
  2. Model Sentences with Subject Pronouns
    Teach subject-verb agreement with clear sentence models:
    • Je mange le riz. (I eat rice.)
    • Tu manges le pain. (You eat bread.)
    • Il boit de l’eau. (He drinks water.)
    • Elle boit du jus. (She drinks juice.)
    • Nous mangeons les légumes. (We eat vegetables.)

Focus on how the verb changes with the subject:

  • Je mange, Tu manges, Il/Elle mange, Nous mangeons
  • Je bois, Tu bois, Il/Elle boit, Nous buvons
  1. Demonstrate Sentence Structure
    • Explain the French sentence structure: Subject + Verb + Food item
      Example: Je mange le pain.
      (Subject = Je, Verb = mange, Object = le pain)
  2. Facilitate Guided Practice (Oral Drills)
    • Lead class in choral repetition of example sentences.
    • Display a food item and ask: “Que manges-tu ?” (What are you eating?) – learners respond using “Je mange…”
    • For drinking: “Que bois-tu ?” – learners respond using “Je bois…”
  3. Pair Practice (Peer Role-Play)
    • Assign pairs. Each pair takes turns asking and answering:
      Learner A: Que manges-tu ?
      • Learner B: Je mange le riz.
      • Learner A: Que bois-tu ?
      • Learner B: Je bois de l’eau.

Encourage learners to vary their answers using all available vocabulary.

 

Learners’ Activities (Expanded & Detailed)

  • Listen carefully to the teacher’s pronunciation of manger and boire.
  • Repeat the verbs and example sentences after the teacher.
  • Participate in choral drills: saying full sentences aloud.
  • Match verbs to food items (e.g., eat rice, drink water).
  • Work with a partner: ask and answer questions using Que manges-tu ? and Que bois-tu ?
  • Create 2–3 of their own oral sentences with support.

 

Assessment Checks

  • Oral Check: Call on individual learners to answer “Que manges-tu ?” or “Que bois-tu ?” using appropriate vocabulary and correct verb form.
  • Sentence Accuracy: Observe if learners are using the correct subject‑verb agreement.
  • Flashcard Challenge: Show food item cards and have learners form sentences: “Je mange…”, “Il boit…”, etc.

 

Peer Review

  • In their pairs, learners ask each other questions:
    • “Que manges-tu ?” “Je mange du riz.”
    • “Que bois-tu ?” “Je bois de l’eau.”
  • Each partner listens carefully for correct verb usage and pronunciation and gives polite feedback.

 

Notes (Expanded & Detailed)

  • Focus on subject‑verb agreement. This is an important grammar concept that learners begin to recognize early on.
  • Use gestures and real objects or images to help connect verbs to real actions.
  • Repeat often with variation: switch up subjects (je, tu, il, elle, nous) and vocabulary (pain, jus, légumes, etc.).
  • Encourage learners to visualize themselves eating and drinking each item as they say the sentence.

 

Assignment (Homework)

  • Learners will write three sentences using manger or boire with different food or drink items.
    Example:
  1. Je mange du pain.
  2. Il boit du jus.
  3. Nous mangeons les fruits.
  • Learners are encouraged to also illustrate one of their sentences by drawing a picture next to it.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Say a sentence using manger or boire.
• Follow-up Activity: Pair oral practice.

Differentiation / Inclusive Strategies:
Provide sentence starters for learners who need support. Use visuals to reinforce vocabulary.

Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low