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Subject: French
Semester: 2
Period: 5
Week: 25
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Vocabulary Introduction
Sub-topic: Classroom Objects
Learning Objectives
By the end of the lesson, students should be able to:
Name and identify basic classroom objects in French.
Match objects to their names and articles (un/une).
Use “C’est un/une…” in oral sentences.
Previous Knowledge
Students already know:
Basic nouns and articles (un/une) in French; simple pronunciation practice.
Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards of classroom objects
• Real objects from classroom
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you name some objects you use in class in French?
• Show pictures or real objects and ask students to identify them.
Learner’s Role:
Students respond orally, point to objects, and practice pronunciation.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
- Vocabulary Introduction (Oral & Visual):
Begin by introducing 10 common classroom objects one at a time with clear pronunciation and correct spelling. Speak slowly and clearly for students to follow.
Vocabulary List:
- un cahier – a notebook
- un stylo – a pen
- un crayon – a pencil
- une gomme – an eraser
- une règle – a ruler
- une chaise – a chair
- une table – a table
- un livre – a book
- un sac – a school bag
- un tableau – a board (chalkboard or whiteboard)
Use large flashcards, real classroom items, or images to show each object as it is introduced.
- Article Explanation (Grammar Focus):
Explain that in French, all nouns have a gender. Use:
- “un” for masculine nouns (e.g., un stylo)
- “une” for feminine nouns (e.g., une règle)
Explain and model the structure:
- “C’est un…” (This is a…) for masculine
- “C’est une…” (This is a…) for feminine
Write examples on the board and say them aloud:
- C’est un cahier.
- C’est une gomme.
Have students repeat after you in call-and-response style for each item.
- Oral Repetition Drills:
Lead the class in choral repetition:
- Teacher: “Qu’est-ce que c’est?”
- Class: “C’est un cahier.”
Repeat this for each object. Reinforce pronunciation and intonation.
- Interactive Demonstration:
Hold up each object or flashcard and ask:
- “Qu’est-ce que c’est?”
- Invite individual students to respond: “C’est une chaise,” “C’est un livre,” etc.
Correct gently and provide praise.
Learners’ Activities (Expanded & Detailed)
- Oral Practice:
- Repeat each vocabulary word aloud after the teacher.
- Use the sentence structure “C’est un/une…” to describe each object.
- Matching Game:
- Learners receive word cards and picture cards or point to real classroom objects.
- Match the correct object name to the image or item in class.
- Use this in small groups or in a circle activity.
- Pair Practice – Mini Dialogues:
- In pairs, learners ask and answer:
- Student A: “Qu’est-ce que c’est ?”
- Student B: “C’est un crayon.”
- Rotate pairs to give all students speaking opportunities.
- Writing Practice:
- Copy the vocabulary list into their notebooks.
- Write five simple sentences:
- “C’est un livre.”
- “C’est une table.”
- etc.
Assessment Checks
- Oral Participation:
- Observe learners as they respond during repetition drills.
- Listen for correct pronunciation, article usage, and sentence structure.
- Matching Activity:
- Check for correct matches of words to images/objects.
- Provide instant feedback.
- Sentence Construction:
- Review notebook work for correct spelling and grammar.
- Ensure learners are writing full sentences, not just listing words.
Peer Review
- In pairs, learners quiz each other using the question:
- “Qu’est-ce que c’est ?”
- Partner responds with “C’est un/une…”
- Partners give feedback and correct each other if necessary.
Notes (Expanded & Detailed)
- Emphasize that some French nouns are masculine (use un) and some are feminine (use une).
- Use colour coding or signs (e.g., blue for masculine, red for feminine) to help learners remember.
- Reinforce learning with repetition, visuals, and hands-on participation.
- Use praise and encouragement to build confidence (e.g., “Très bien !”, “Bon travail !”).
Assignment (Homework)
Task:
Learners will write five complete sentences using “C’est un/une…” to describe classroom objects found at school or home.
Example Homework Sentences:
- C’est un crayon.
- C’est une gomme.
- C’est une chaise.
- C’est un livre.
- C’est une règle.
Encourage learners to illustrate their homework by drawing simple pictures beside each sentence.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Name three classroom objects in French using “C’est un/une…”.
• Follow-up Activity: Pair students to ask and answer “Qu’est-ce que c’est?”
Differentiation / Inclusive Strategies:
Use visual aids for learners with reading difficulties. Allow oral responses for those struggling with writing.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low