Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: French
Semester: 1
Period: 3
Week: 17
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 17
Lesson Duration: 45 minutes
Week & Period: Week 17, Period 3
Topic: Telling Time in French
Sub-topic: Consolidation of Time Vocabulary and Expression
Learning Objectives
By the end of the lesson, students should be able to:
Review and recall all time vocabulary and expressions
Engage in dialogues and role-plays to tell time naturally
Write sentences and short paragraphs describing times of day and schedules
Previous Knowledge
Students already know:
Numbers 1–40, ordinal numbers 1–20, “Il est … heures” sentences, minutes expressions
Instructional Materials
• Textbook: French for Beginners, Grade 4
• Clock worksheets
• Flashcards
• Visual aids and role-play props
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Quick oral review of hours and minutes using flashcards.
Learner’s Role:
Answer questions, recall vocabulary, and participate in counting and sentence formation.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Lead interactive dialogues and role-plays where learners practice asking and telling the time using all previously taught structures: cardinal numbers (hours), minute expressions (“et quart,” “et demie,” “moins le quart”), and ordinal numbers where relevant. Use real-life examples such as daily schedules (e.g., “Je mange à sept heures et demie,” “Le cours commence à neuf heures”) to contextualize learning. Model correct pronunciation, intonation, and full sentence formation throughout. Guide learners through writing exercises where they describe their daily routines using time expressions in French. Provide scaffolding by giving sentence starters and vocabulary prompts to help learners write fluently.
Learners’ Activities (Expanded & Detailed)
Learners actively participate in oral role-plays, taking turns to ask “Quelle heure est-il?” and respond appropriately. They write short paragraphs describing their own daily routines, incorporating times for various activities with complete sentences (e.g., “Je me lève à six heures,” “Je joue au football à quatre heures et quart”). In pairs, learners practice dialogue exchanges, giving and receiving feedback to improve fluency and accuracy.
Assessment Checks
Teacher observes and notes fluency, accuracy of time-related vocabulary, correct use of hours, minutes, and sentence structures during oral role-plays and written tasks. Checks written paragraphs for correct grammar, spelling, and appropriate use of time expressions. Provides immediate feedback and corrective guidance.
Peer Review
In pairs, learners exchange written paragraphs and read each other’s dialogues aloud, offering constructive feedback on pronunciation, sentence structure, and correct use of time vocabulary. Encouraged to help each other improve and repeat as necessary.
Notes (Expanded & Detailed)
Reinforce all previously learned time-telling structures in authentic and meaningful contexts. Emphasize the importance of full sentence use to develop fluency and comprehension. Correct pronunciation and intonation errors immediately to avoid fossilization. Encourage creativity in writing while maintaining accuracy.
Assignment (Homework)
Write a short paragraph (5–7 sentences) about their daily schedule including the times for five activities, using full French sentences with correct time expressions (e.g., “Je prends mon petit déjeuner à sept heures,” “Je vais à l’école à huit heures moins le quart”). This helps consolidate oral and written skills in telling time.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Learners orally tell the time of 3 clock faces
• Follow-up Activity: Group role-play describing daily schedule
Differentiation / Inclusive Strategies:
Provide visual cues, written prompts, and peer support for learners needing help; encourage advanced learners to extend sentences with activities.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low