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Subject: French
Semester: 1
Period: 2
Week: 10
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Describing Professions Using Adjectives + Être
Sub-topic: Combining professions with descriptive adjectives
Learning Objectives
By the end of the lesson, students should be able to:
Use descriptive adjectives with professions in full sentences
Apply correct gender and number agreement with adjectives
Write and say descriptive sentences about professions
Previous Knowledge
Students already know professions vocabulary and sentence structures using être
Instructional Materials
Flashcards of professions, adjective word bank chart, chalkboard, pictures of professionals
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher reviews professions with oral drill. Students repeat sentences like “Il est médecin.” Teacher introduces today’s focus: describing professions with adjectives.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher begins by reviewing the sentence structures C’est + un/une… (This is a…), Il est… (He is…), and Elle est… (She is…). Teacher writes examples clearly on the board:
- C’est une infirmière.
- Il est professeur.
- Elle est chanteuse.
Teacher explains the key difference: C’est is used to identify or introduce someone or something (often with an article un/une), while Il est / Elle est is used to describe someone’s profession without the article. Teacher emphasizes gender agreement in professions and correct pronunciation of endings.
Teacher then conducts a picture drill: holding up images of various professions, the teacher asks the whole class, “Qui est-ce?” and students respond in full sentences using the correct structure. For example, when shown a picture of a female nurse, students say, “C’est une infirmière” or “Elle est infirmière.” This is repeated with various images for practice and reinforcement.
Next, a role-play game is introduced where students take turns pretending to be different professionals. The rest of the class asks, “Qui est-ce?” and the student answers using “C’est…” or “Il est…” / “Elle est….” This encourages spontaneous use of the structures in context.
For the group activity, students pair up to conduct short interviews using the question, “Qu’est-ce qu’il est?” or “Qu’est-ce qu’elle est?” and responding appropriately, e.g., “Il est mécanicien.” Teacher circulates, providing guidance and correcting errors.
Learners’ Activities (Expanded):
Students practice pronouncing and repeating the target sentence structures in chorus and individually. They respond promptly to the teacher’s picture prompts using full sentences. Students actively participate in the role-play guessing game, using C’est, Il est, and Elle est accurately. In pairs, they conduct interviews practicing asking and answering questions about professions using the correct sentence frames. Learners focus on proper gender agreement and smooth pronunciation.
Assessment Checks:
Teacher listens closely during oral drills and role-play for correct sentence formation, pronunciation, and appropriate use of C’est vs Il est/Elle est. Individual students are called upon to produce at least two sentences orally, demonstrating mastery of the structures. Teacher notes any recurring errors for later remediation. Written work or homework may include sentences using the three expressions for reinforcement.
Notes (Expanded & Detailed):
- C’est + un/une + noun is used for identifying or introducing someone: C’est un médecin.
- Il est / Elle est + profession (no article) is used for describing someone’s job: Il est policier.
- Gender agreement is crucial: masculine (il est + masculine noun), feminine (elle est + feminine noun).
- Students should avoid inserting articles after être in descriptions (e.g., say Elle est infirmière, not Elle est une infirmière).
- Practice improves oral fluency and confidence using professions vocabulary learned in previous weeks.
- Encourage students to use these phrases in everyday conversation to strengthen retention.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews adjective agreement rules and examples. Students share at least one sentence each aloud.
Evaluation Method (Expanded):
Exit slip/quiz: Students write two sentences describing professions with adjectives.
Assignment (Expanded):
Students write a short paragraph describing three professions with adjectives.
Follow-up Activity:
Students prepare a short oral description of one profession to share next class.
Differentiation / Inclusive Strategies
Weaker students use provided adjective word bank. Stronger students combine two adjectives in sentences. Teacher monitors closely to ensure correct agreement.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low