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Subject: French
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Telling Time in French
Sub-topic: Introduction to Time Vocabulary & Numbers
Learning Objectives
By the end of the lesson, students should be able to:
Count and identify hours in French (une heure, deux heures…)
Spell and pronounce numbers used in telling time
Form simple sentences to express the hour (e.g., “Il est une heure”)
Previous Knowledge
Students already know:
Basic French numbers 1–20
Simple sentence structures (subject + verb + object)
Instructional Materials
• Textbook: French for Beginners, Grade 4
• Flashcards of numbers and clock faces
• Analog clock or time worksheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Count aloud from 1 to 12 in French. Identify hours on a clock shown in pictures.
Learner’s Role:
Participate in counting, identify numbers on visual aids, recall number vocabulary.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin by introducing essential time vocabulary related to full hours in French: une heure (1 o’clock), deux heures (2 o’clock), trois heures (3 o’clock), continuing up to at least six or more depending on class pace. Clearly pronounce each phrase slowly and distinctly, emphasizing the liaison between “une” and “heure” and the plural form “heures” for numbers above one. Write the vocabulary on the board, highlighting spelling and accents. Use large visual clock faces showing the corresponding times and point to each clock as you say the time aloud. Demonstrate how to form simple sentences telling the time, e.g., “Il est une heure,” “Il est deux heures,” explaining that “Il est” means “It is” and is the standard subject pronoun plus verb used for telling time in French. Model matching activities where you show a clock face and say the time, then ask students to repeat after you. Guide learners through oral repetition exercises and pronunciation drills, correcting common mistakes such as mispronouncing “heure” or confusing singular/plural usage. Encourage choral repetition, then individual practice. Facilitate guided pair work where learners take turns asking “Quelle heure est-il?” (What time is it?) and responding with “Il est…” plus the hour.
Learners’ Activities (Expanded & Detailed)
Students listen attentively and repeat the vocabulary and sentences aloud multiple times to improve pronunciation and fluency. Using flashcards or printed clock faces, learners match the numeric time (e.g., 1:00) to the correct French phrase (e.g., “Il est une heure”). In pairs, they practice asking and answering “Quelle heure est-il?” using the sentence patterns learned, reinforcing conversational skills. Individually, students write the time expressions in their notebooks, focusing on spelling and sentence structure. Some learners may draw their own clock faces and label the time in French.
Assessment Checks
The teacher observes learners’ oral participation, noting correct pronunciation, especially the liaison sounds and plural “heures.” The teacher also listens for correct sentence formation, ensuring the use of “Il est” plus the number and “heure(s).” To assess understanding, the teacher holds up clock faces at random and asks individual learners to say the time in French. Written matching exercises between numerals and time expressions are checked for accuracy.
Peer Review
Learners work in pairs to quiz each other on telling time. One learner shows a clock or says a time in English, and the partner responds in French. They offer constructive feedback on pronunciation and sentence accuracy, helping each other improve through repetition and correction. This peer interaction fosters confidence and reinforces learning.
Notes (Expanded & Detailed)
Reinforce the number words learners have previously mastered to ensure smooth integration with telling time vocabulary. Use clear, colorful visual aids such as clock faces showing different times to help learners internalize the concept of hours in French. Pay particular attention to differentiating “une heure” (singular) from plural forms “deux heures,” “trois heures,” etc. Encourage learners to listen carefully to the liaison and rhythm of the French sentence structure. Emphasize patience and frequent repetition to build confidence and fluency.
Assignment (Homework)
Ask learners to draw a clock face and label it with three different times representing daily activities (e.g., waking up, lunch time, bedtime). They should write simple sentences in French under each clock, such as “Il est sept heures,” “Il est midi,” and “Il est vingt heures,” practicing spelling, sentence structure, and vocabulary learned in class. This assignment reinforces the lesson and connects learning to their daily life.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Write the time shown on a picture clock in French.
• Follow-up Activity: Pair activity – ask and answer times of daily routines.
Differentiation / Inclusive Strategies:
Use visual aids and repetition for learners who need extra support. Encourage advanced learners to write full sentences with additional vocabulary.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low