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Subject: French
Semester: 1
Period: 3
Week: 14
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Telling Time in French
Sub-topic: Subject Pronoun + Être in Telling Time
Learning Objectives
By the end of the lesson, students should be able to:
Use “Il est” correctly with hours to tell time
Form complete sentences like “Il est deux heures”
Compare French time sentence structure with English
Previous Knowledge
Students already know:
Numbers 1–12
Simple sentence formation
Instructional Materials
• Textbook: French for Beginners, Grade 4
• Flashcards with “Il est + heure” phrases
• Analog clock or worksheet
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Count aloud the hours in French and ask learners to say “What time is it?” using previously learned phrases.
Learner’s Role:
Recite numbers, recall previously learned sentences, and respond orally.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin by explaining the French time-telling structure “Il est” + the hour, which translates to “It is” in English. Write on the board examples such as “Il est une heure” (It is one o’clock) and “Il est deux heures” (It is two o’clock). Emphasize the difference between singular “heure” (used only for one o’clock) and plural “heures” (used for all other hours). Demonstrate how the sentence structure differs from English where the subject is “It” and the verb “is,” but in French, “Il est” is fixed for telling time. Provide clear pronunciation models for each phrase, highlighting liaison between words (e.g., “Il est une heure” pronounced [il‿ɛt‿yn‿œʁ]). Conduct oral repetition drills with the whole class, encouraging learners to say the full sentences clearly and confidently. Guide them through pair practice where they ask “Quelle heure est-il?” and respond with “Il est … heure(s).” Correct common mistakes immediately, especially misuse of singular/plural forms and mispronunciation of liaison sounds.
Learners’ Activities (Expanded & Detailed)
Learners repeat full sentences after the teacher to build fluency and accuracy. In pairs, they practice asking and answering “Quelle heure est-il?” using the proper sentence form “Il est … heure(s).” Learners participate in oral exercises such as quick-fire rounds where each learner takes turns saying different hours in full sentences. They pay attention to singular/plural differences and proper pronunciation, helping one another as they practice.
Assessment Checks
The teacher listens carefully during oral drills to monitor sentence accuracy, correct use of “Il est,” and proper singular/plural forms of “heure” and “heures.” Pronunciation is checked to ensure learners are correctly linking words and using the right liaison sounds. Random questioning during pair activities assesses spontaneous recall and sentence formation.
Peer Review
Learners work in pairs and provide each other with feedback on their use of “Il est” sentences, ensuring the correct hour form is used and pronunciation is clear. Partners help identify any errors in sentence structure or pronunciation and encourage improvement through repetition.
Notes (Expanded & Detailed)
Reinforce the rule that “heure” is singular only for 1 o’clock and plural “heures” for all other hours to avoid confusion. Correct pronunciation errors on the spot, especially focusing on liaison and silent letters in phrases like “Il est une heure.” Use visual aids such as clock faces to support understanding. Encourage learners to speak slowly and clearly to master the rhythm of the French time-telling structure.
Assignment (Homework)
Ask learners to write five sentences describing the times of their daily activities using “Il est … heure(s).” For example, “Il est sept heures,” “Il est midi,” encouraging them to practice spelling, sentence formation, and the singular/plural distinction. This helps reinforce classroom learning and connects it to their everyday routine.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Students orally say the time of three clocks shown.
• Follow-up Activity: Pair quiz on asking and answering “Quelle heure est-il?”
Differentiation / Inclusive Strategies:
Provide visual cues for learners needing support. Challenge advanced learners with full sentence responses including “et quart/et demie.”
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low