Introduction to Body Parts Vocabulary (2)

Grade 4 · French

Semester 2 | Period 5 | Week 26

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: French

Semester: 2

Period: 5

Week: 26

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 26
Lesson Duration: 45 minutes
Week & Period: Week 26, Period 5
Topic: Introduction to Body Parts Vocabulary (2)
Sub-topic: Singular and Plural Forms

Learning Objectives
By the end of the lesson, students should be able to:
Identify additional body parts in French.
Use singular and plural forms correctly (les mains, les pieds).
Construct simple pointing phrases: “voici mes mains.”

Previous Knowledge
Students already know basic body parts (head, eyes, nose, mouth, ears).

Instructional Materials
• Textbook: French for Beginners, Grade 4
• Visuals and diagrams
• Flashcards

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you show me your arms, hands, legs, and feet?
• How many fingers do you have?

Learner’s Role:
Point to body parts, count fingers and toes, and recall previous vocabulary.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduce New Vocabulary (5–7 minutes)
    Begin by reviewing vocabulary from Week 25 (e.g., la tête, le nez) as a warm-up.
    Introduce six new body parts focusing on the upper and lower limbs:
    • le bras (arm)
    • la main (hand)
    • la jambe (leg)
    • le pied (foot)
    • les doigts (fingers – plural)
    • les orteils (toes – plural)

Write the words on the board with definite articles and show corresponding pictures or use a labeled body chart. Say each word clearly, and have students repeat after you. Emphasize syllables and correct French pronunciation, especially:

  • orteils [or-tey]
  • doigts [dwa]
  1. Explain Singular vs. Plural Forms (5 minutes)
    Show visual pairs: one hand vs. two hands, one leg vs. two legs.
    Explain that in French, body parts can be singular or plural depending on context.
    • le bras (one arm) → les bras (two arms)
    • la main (one hand) → les mains (two hands)

Highlight plural articles: le/la becomes les
Note spelling changes for plurals and agreement with possessive adjectives:

  • mon bras / mes bras
  • ma jambe / mes jambes
  1. Demonstrate Key Phrases (5 minutes)
    Model simple plural and singular expressions using gestures:
    • Voici mon pied. (Point to one foot)
    • Ce sont mes pieds. (Point to both feet)
    • Voici mes mains. (Hold up both hands)

Write examples on the board:

  • C’est ma jambe.
  • Ce sont mes jambes.
  • Voici le bras.
  • Voici les bras.
  1. Guide Vocabulary Practice and Sentence Formation (8–10 minutes)
    Lead the class in echoing each word and phrase.
    Call out commands:

“Touche ta main !” (Touch your hand)
“Montre tes pieds !” (Show your feet)

Hand out unlabeled diagrams of the body (front view). Learners will:

  • Label both singular and plural forms of bras, main, jambe, pied, doigts, orteils.
  • Write 2–3 sentences under the diagram:

Voici mes bras.
Ce sont mes doigts.

Circulate the room to help with spelling, pronunciation, and understanding of plural structures.

 

Learners’ Activities (Expanded & Detailed)

  • Oral Vocabulary Repetition
    Repeat each new word aloud after the teacher.
    Clap, tap, or point to each body part while saying its French name.
  • Kinesthetic Practice
    Use their own bodies to locate and name parts:
    • “Voici mes pieds” (while pointing to their feet)
    • “Ce sont mes jambes” (pointing to both legs)
  • Visual Labeling Task
    Complete a worksheet or body diagram by labeling:
    • Singular forms on one side
    • Plural forms on the other side
      Example:
      • le bras / les bras
      • la main / les mains
  • Short Sentence Practice
    Form basic descriptive sentences using sentence starters:
    • Voici mes…
    • Ce sont mes…
    • C’est ma…

Write and read aloud their sentences to the class or partner.

 

Assessment Checks (Formative)

  • Oral Checks:
    Ask individual students:

“Comment dit-on ‘legs’ en français?” → les jambes
“C’est quoi ça ?” (Pointing to a diagram of hands)
→ Expected answer: Ce sont les mains.

  • Pronunciation and Grammar Observation:
    Listen as students say phrases aloud.
    Check for:
    • Correct use of mon/ma/mes
    • Accurate singular/plural agreement
    • Correct pronunciation of difficult plurals like orteils, doigts
  • Written Work Check:
    Collect or review the labeled diagrams and sentences.
    Look for correct:
    • Spelling of each body part
    • Usage of definite articles
    • Plural forms and possessive adjectives

 

Peer Review

  • Partner Quiz Activity
    Pairs take turns pointing to body parts and asking:

“Comment ça s’appelle en français ?”
“Est-ce que c’est singulier ou pluriel ?”

Partners answer and give gentle feedback or corrections.

  • Diagram Swap
    Exchange worksheets and check:
    • Labels are correct and match the images
    • Sentences use the correct articles and plural forms

Use a mini checklist:
✅ Correct spelling
✅ Right article (le/la/les)
✅ Singular/plural accuracy

Notes (Expanded & Detailed)

  • Grammar Focus
    Pay close attention to:
    • Agreement between articles and nouns
    • Gender differences: le pied vs. la jambe
    • Plural endings: s often silent but must be written
  • Kinesthetic Learning Strategy
    Allow learners to stand and use full body movement.
    Hands-on pointing, matching, labeling engages both visual and bodily-kinesthetic learners.
  • Encourage Use in Full Sentences
    Avoid one-word responses. Prompt with:

“Dis une phrase complète : Ce sont mes pieds.”

 

Assignment (Homework)

  • Drawing and Sentence Task
    Learners will:
  1. Draw their arms, hands, legs, and feet.
  2. Label each part in French.
  3. Write one sentence per part, using either Voici mes… or Ce sont mes…
  • Expected Output Example:
  1. Voici mes bras.
  2. Ce sont mes jambes.
  3. Voici mes mains.
  4. Ce sont mes pieds.
  • Remind Students:
    • Use plural articles (mes, les) correctly.
    • Be neat and colorful to make learning fun.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Write 3 body parts in plural form with correct article.
• Follow-up Activity: Oral pair practice describing body parts.

Differentiation / Inclusive Strategies:
Use real objects and gestures for support; visual aids for learners with difficulty writing.

Teacher’s Reflection:
• What worked well? Students could form sentences using plural forms.
• What needs improvement? Reinforce spelling for more challenging words.
• Students’ engagement level: ☑ High ☑ Medium ☐ Low