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Subject: French
Semester: 1
Period: 1
Week: 2
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 2
Lesson Duration: 45 minutes
Week & Period: Week 2, Period 1
Topic: Oral Expression & Usage
Sub-topic: Asking and Answering Questions
Learning Objectives
By the end of the lesson, students should be able to:
Ask and answer questions about classroom objects using “Qu’est-ce que c’est?”
Pronounce and use learned vocabulary in sentences.
Practice short dialogues with peers.
Previous Knowledge
Students already know classroom object vocabulary and “C’est un/une…”.
Instructional Materials
• Flashcards
• Real classroom objects
• Whiteboard
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Teacher shows an object and asks “Qu’est-ce que c’est?” Students respond.
Learner’s Role:
Respond orally, repeat phrases, and point to objects.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
- Introduction to Dialogue Structure:
Begin the lesson by reviewing previously learned vocabulary:
- un cahier, un crayon, un stylo, une gomme, une table, une chaise, un sac, un livre, un tableau, une règle.
Write the question structure clearly on the board:
- Qu’est-ce que c’est ? – What is this?
And the answer structure: - C’est un/une… – This is a…
Explain the importance of gender agreement (masculine/feminine):
- Use “un” for masculine nouns (e.g., un cahier)
- Use “une” for feminine nouns (e.g., une table)
- Modeling Dialogues:
Demonstrate sample dialogues between two people. Use real classroom items or flashcards:
Example 1:
- Teacher: Qu’est-ce que c’est ? (holding up a book)
- Student: C’est un livre.
Example 2:
- Teacher: Qu’est-ce que c’est ? (pointing to a chair)
- Student: C’est une chaise.
Write 2–3 examples on the board and practice chorally as a class.
- Pronunciation Practice:
Guide the class in repeating the sentences aloud. Focus on:
- Correct pronunciation of “C’est…” [say]
- Proper intonation when asking a question
- Smooth transition from question to answer
- Structured Pair Dialogue Practice:
Divide students into pairs and give each pair a set of flashcards or classroom objects. Instruct them to take turns asking and answering:
- One student asks: “Qu’est-ce que c’est ?”
- The other replies: “C’est un/une…”
- Then switch roles
Walk around the room to listen, support, and correct where necessary.
- Group Role-Play:
Form small groups of 3–4 learners. Assign them a mini “scene” in the classroom (e.g., a student showing supplies to a teacher).
Have them create and perform short role-plays using 3–5 objects.
Provide prompts if needed:
- “Voici mon sac.”
- “Qu’est-ce que c’est ?”
- “C’est une gomme.”
Learners’ Activities (Expanded & Detailed)
- Pair Work:
- Practice full dialogues with a partner using “Qu’est-ce que c’est ?” and “C’est un/une…”
- Use objects or flashcards to help visualize the conversation.
- Role-Play in Small Groups:
- Create a mini-sketch or classroom scene with 3–5 classroom objects.
- Take turns speaking and practicing dialogues in front of their peers.
- Speaking & Listening Practice:
- Focus on pronouncing the articles (un/une), classroom object names, and sentence structure.
- Listen carefully to their partners and correct as needed.
Assessment Checks
- Oral Observation:
- Listen as learners participate in pairs and group work.
- Note pronunciation, grammar, fluency, and correct use of sentence structures.
- Spoken Questioning:
- Call on individual students at random to perform a dialogue with you:
- Teacher: “Qu’est-ce que c’est ?”
- Student: “C’est un stylo.”
- Checklist:
- Use a checklist to assess:
- Correct article (un/une)
- Accurate vocabulary
- Full sentence structure
- Fluency and clarity
Peer Review
- Dialogue Feedback:
- After each pair performs, the observing pair gives feedback using a guided checklist:
- Did they pronounce the words clearly?
- Did they use the correct article?
- Did they use full sentences?
- Encourage positive feedback and gentle corrections.
Notes (Expanded & Detailed)
- Focus on fluency and confidence in speaking, not just accuracy.
- Ensure all learners participate in both asking and answering roles.
- Reinforce the idea that repetition and speaking aloud build memory and language confidence.
- Monitor use of articles (un/une) to match the gender of the object noun.
- For struggling learners, allow them to read from sentence strips to build confidence.
Assignment (Homework)
Task:
Learners will write a short dialogue using at least five different classroom objects. The dialogue should include the question:
- “Qu’est-ce que c’est ?”
and the correct response: - “C’est un/une…”
Example Dialogue:
Student A: Qu’est-ce que c’est ?
Student B: C’est un cahier.
Student A: Qu’est-ce que c’est ?
Student B: C’est une gomme.
(Student continues using different objects)
Instructions:
- Learners may use their books or flashcards as reference.
- Encourage them to draw small pictures beside each line if they like.
- Remind them to use proper spelling and punctuation.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: One student asks “Qu’est-ce que c’est?”; another answers.
• Follow-up Activity: Practice dialogue with a new partner.
Differentiation / Inclusive Strategies:
Pair learners strategically for support; use gestures and visuals for struggling students.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low