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Subject: French
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Telling Time in French
Sub-topic: Expressing Time Beyond the Hour: Minutes & Simple Time Expressions
Learning Objectives
By the end of the lesson, students should be able to:
Tell time using minutes in French (e.g., et quart, et demie, moins le quart)
Form sentences such as “Il est trois heures et quart”
Practice oral and written exercises with times beyond the hour
Previous Knowledge
Students already know:
Numbers 1–12, “Il est + hour” sentences
Instructional Materials
• Textbook: French for Beginners, Grade 4
• Clock worksheets
• Analog clock
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Ask learners to recite hours 1–12 and identify half-hours on clock illustrations.
Learner’s Role:
Respond orally, point to clock hands, and recall vocabulary.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Introduce key French vocabulary for telling time using minutes: “et quart” (quarter past), “et demie” (half past), and “moins le quart” (quarter to). Write these phrases on the board with their English equivalents. Explain their meanings clearly and demonstrate how to form full sentences incorporating them, for example: “Il est trois heures et quart” (It is 3:15), “Il est deux heures et demie” (It is 2:30), and “Il est quatre heures moins le quart” (It is 3:45). Use clock face visuals—physical clocks or drawings—to show each time as you say the sentences aloud. Model oral drills by saying each time phrase and encouraging students to repeat after you, paying attention to pronunciation and rhythm. Provide simple written exercises where learners fill in missing time expressions or match written times to clock faces. Encourage learners to form their own sentences aloud and in writing using the new vocabulary.
Learners’ Activities (Expanded & Detailed)
Learners repeat the time phrases aloud following the teacher’s model to practice pronunciation and intonation. Using flashcards or drawings of clocks, they match clock faces to the correct written time expressions (“et quart,” “et demie,” “moins le quart”). In pairs, learners practice asking and answering questions about the time using the new phrases, e.g., “Quelle heure est-il?” — “Il est cinq heures et quart.” Individually, they write sentences describing times shown on different clock faces provided by the teacher.
Assessment Checks
The teacher observes learners’ oral use of “et quart,” “et demie,” and “moins le quart” during drills and pair practice, checking for correct sentence structure and pronunciation. Written exercises are reviewed for accuracy in using the correct minute expressions. Random questioning ensures learners can recall and apply the phrases spontaneously.
Peer Review
In pairs, learners quiz each other by showing clock faces and asking their partner to say the time using “et quart,” “et demie,” or “moins le quart.” They provide constructive feedback on pronunciation and sentence correctness, encouraging repetition and correction.
Notes (Expanded & Detailed)
Use real or clearly drawn clocks to make the concept visual and concrete. Reinforce the link between written phrases and the positions of clock hands. Correct pronunciation errors immediately, focusing on liaison and nasal vowel sounds in phrases like “moins le quart.” Emphasize sentence structure to ensure learners include “Il est” before the time expression. Encourage frequent oral practice to build fluency and confidence.
Assignment (Homework)
Learners draw three different clock faces showing times like 4:15, 7:30, and 8:45. They write the time next to each clock in French using the expressions “et quart,” “et demie,” and “moins le quart.” This will help consolidate vocabulary, spelling, and understanding of time-telling with minutes.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Students write the time of two clocks using minutes.
• Follow-up Activity: Pair activity practicing oral questions and answers.
Differentiation / Inclusive Strategies:
Use additional visual cues for learners needing support; encourage advanced learners to form full sentences with daily routines.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low