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Subject: French
Semester: 1
Period: 3
Week: 16
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Telling Time in French
Sub-topic: Comparing French and English Time Telling
Learning Objectives
By the end of the lesson, students should be able to:
Recognize differences between French and English time expressions
Translate time between English and French correctly
Use “moins le quart” and other expressions appropriately
Previous Knowledge
Students already know:
Time vocabulary (hours and minutes), “Il est + …” sentences
Instructional Materials
• Textbook: French for Beginners, Grade 4
• Clock worksheets and analog clocks
• Flashcards with time expressions
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Ask learners to tell the time in English and recall French equivalents.
Learner’s Role:
Respond orally and translate simple times from English to French.
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 alongside their English equivalents. Clearly explain their meanings, emphasizing how French expresses these times differently from English, especially with “moins le quart” indicating subtraction from the next hour. Demonstrate forming full sentences using these expressions, 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 physical clocks or well-drawn clock faces to visually show each time as you pronounce the sentences slowly and clearly. Model oral drills where you say each time phrase, encouraging learners to repeat with attention to pronunciation, intonation, and rhythm. Provide simple written exercises such as fill-in-the-blank sentences or matching clock faces to written times. Encourage learners to create their own sentences orally and in writing using the new vocabulary to reinforce learning.
Learners’ Activities (Expanded & Detailed)
Learners repeat the time phrases aloud after the teacher to practice pronunciation and rhythm. Using flashcards or clock drawings, they match the correct clock face to the written time expressions “et quart,” “et demie,” and “moins le quart.” In pairs, learners take turns asking and answering “Quelle heure est-il?” using the new phrases, e.g., “Il est cinq heures et quart.” Individually, learners write sentences describing times shown on different clock faces provided by the teacher, practicing both spelling and sentence structure.
Assessment Checks
The teacher observes learners during oral drills and pair practices, noting accuracy in sentence formation and pronunciation of “et quart,” “et demie,” and “moins le quart.” Written exercises are reviewed to ensure correct use of time expressions. Random oral questioning is used to confirm spontaneous recall and application of phrases.
Peer Review
Learners work in pairs to quiz each other by showing clock faces and asking their partner to state the time using “et quart,” “et demie,” or “moins le quart.” Partners provide constructive feedback on pronunciation and sentence correctness, encouraging repetition and self-correction.
Notes (Expanded & Detailed)
Use real or clearly drawn clocks to make time concepts concrete and visual. Reinforce the connection between the position of the clock hands and the corresponding French phrases. Address pronunciation errors immediately, focusing on tricky parts like liaison in “moins le quart” and nasal vowel sounds. Emphasize sentence structure so learners consistently include “Il est” before time expressions. Encourage repeated oral practice to build fluency and confidence.
Assignment (Homework)
Learners draw three clock faces showing times such as 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 task helps consolidate vocabulary, spelling, and understanding of telling time with minutes.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Oral translation of two English times to French
• Follow-up Activity: Group discussion and clock demonstration activity
Differentiation / Inclusive Strategies:
Provide visual clocks and sentence prompts for support; challenge advanced learners with complex times.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low