Conversation Practice + Spelling

Grade 4 · French

Semester 2 | Period 5 | Week 28

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Subject: French

Semester: 2

Period: 5

Week: 28

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 28
Lesson Duration: 45 minutes
Week & Period: Week 28, Period 5
Topic: Conversation Practice + Spelling
Sub-topic: Using Body Vocabulary in Sentences

Learning Objectives
By the end of the lesson, students should be able to:
Engage in short conversations using body parts vocabulary.
Spell and write simple sentences correctly.
Use “voici,” “c’est,” and “ce sont” in dialogues.

Previous Knowledge
Students already know body parts vocabulary and senses-related sentences.

Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards and visual aids
• Diagrams for labeling

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• How would you introduce your hand, foot, or arm in French?
• Can you ask your partner about their body parts?

Learner’s Role:
Participate in question-and-answer activities, respond using French vocabulary.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduce Short Dialogues and Phrases (7–8 minutes)
    Write and present simple conversational phrases involving body parts on the board or chart paper:
  • Bonjour, voici ma main. (Hello, here is my hand.)
  • C’est mon pied. (This is my foot.)
  • Ce sont mes bras. (These are my arms.)
  • Qu’est-ce que c’est ? – C’est ma tête. (What is this? – This is my head.)
  • Qu’est-ce que tu vois ? – Je vois mes yeux. (What do you see? – I see my eyes.)

Say each line slowly, demonstrating clear pronunciation and intonation as if in a real conversation. Highlight key vocabulary: voici, c’est, ce sont, qu’est-ce que c’est, je vois.

Explain the use of voici and c’est/ce sont to introduce or identify objects (body parts), noting singular/plural forms.

  1. Model Reading and Sentence Construction (7–8 minutes)
    Use flashcards or pictures of body parts for a role-play:
  • Point to a body part and say:

“Qu’est-ce que c’est ?”

  • Then model the answer:

“C’est ma tête.”

Write out the dialogues on the board and break down sentences:

  • Bonjour = greeting
  • voici = here is / here are
  • c’est = this is (singular)
  • ce sont = these are (plural)
  • qu’est-ce que c’est ? = what is this?
  • je vois = I see
  1. Guide Learners in Practice and Writing (10–12 minutes)
  • Demonstrate writing simple sentences and dialogues on the board.
  • Provide sentence starters and vocabulary lists to guide learners’ writing:
    • Bonjour, voici…
    • C’est…
    • Ce sont…
    • Qu’est-ce que c’est ?
    • Je vois…
  • Lead the class in choral reading and pronunciation drills, focusing on tricky words like voici, ce sont, and qu’est-ce.
  • Have learners pair up and practice short dialogues aloud, taking turns asking and answering.
  • Distribute worksheets with diagrams of body parts for learners to label and write a short sentence underneath using the structures learned.

 

Learners’ Activities (Expanded & Detailed)

  • Pair Dialogue Practice
    Learners work in pairs and take turns asking and answering questions such as:
    • Qu’est-ce que c’est ?
    • C’est mon pied.
    • Voici ma main.
    • Ce sont mes bras.
  • Writing Sentences
    Write at least five sentences or short dialogues, e.g.:
    • Bonjour, voici ma main.
    • Qu’est-ce que c’est ?
    • C’est mon pied.
  • Spelling Drills
    Practice spelling body parts and key words aloud together, focusing on correct letter sounds.
  • Diagram Labeling
    Label body parts on a diagram and write a phrase next to each, such as:

Voici la tête.
C’est la main.

 

Assessment Checks

  • Monitor Oral Conversations
    Listen carefully during pair practice for correct sentence structure, pronunciation, and confidence.
  • Check Written Work
    Review learners’ sentences and dialogues for accuracy in spelling, grammar, and use of vocabulary.
  • Observe Spelling Drill Participation
    Note which learners struggle and provide additional support if necessary.

 

Peer Review

  • Partner Feedback
    Pairs exchange their written sentences and dialogues to check:
    • Correct spelling of body parts and expressions
    • Use of voici, c’est, ce sont
    • Fluency and clarity when reading aloud
  • Encourage polite corrections and positive feedback phrases like:
    • Très bien!
    • Attention à l’orthographe.
    • Bonne prononciation!

 

Notes (Expanded & Detailed)

  • Focus on Sentence Patterns
    Repeatedly practice voici vs. c’est vs. ce sont to build familiarity.
  • Use Visual Cues
    Refer often to pictures or real objects when practicing dialogues to reinforce meaning.
  • Pronunciation Emphasis
    Highlight tricky sounds such as the soft c in c’est, nasal vowels in main, pied.
  • Encourage Full Sentences
    Avoid one-word answers; always prompt for complete phrases or sentences.

 

Assignment (Homework)

  • Write 5 short dialogues using the phrases voici or c’est with different body parts.
    Example:
  1. Bonjour, voici ma main.
  2. Qu’est-ce que c’est ? – C’est mon pied.
  3. Voici mes bras.
  4. Qu’est-ce que tu vois ? – Je vois mes yeux.
  5. C’est mon nez.
  • Encourage students to illustrate one of their dialogues with a simple drawing.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Match dialogues to correct body parts.
• Follow-up Activity: Oral pair conversation practice.

Differentiation / Inclusive Strategies:
Use role-play and visuals for learners needing additional support.

Teacher’s Reflection:
• What worked well? Students participated actively in dialogues.
• What needs improvement? Some learners struggled with spelling longer words.
• Students’ engagement level: ☑ High ☑ Medium ☐ Low