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Subject: French
Semester: 2
Period: 6
Week: 35
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Fruits in Liberia and Other Countries
Sub-topic: Places Where Fruits Are Found & Cultural Comparison
Learning Objectives
By the end of the lesson, students should be able to:
Identify and name in French places where fruits are found (le marché, le jardin, la ferme, le supermarché).
Describe where fruits are found in Liberia.
Compare fruits in Liberia with those in France or other Francophone countries.
Previous Knowledge
Students already know fruit names, their uses, and simple sentences linking fruits to meals.
Instructional Materials
Pictures of farms, markets, supermarkets, gardens; flashcards; chalkboard.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows picture of a Liberian market and asks: “Où trouve-t-on les fruits ?” Learners guess in English. Teacher introduces vocabulary: le marché (market), le jardin (garden), la ferme (farm), le supermarché (supermarket). Students repeat.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher introduces the focus of the lesson:
“Où trouve-t-on les fruits?” (Where do we find fruits?)
The teacher explains that in Liberia, fruits can be found in different places such as:
- Le marché (the market)
- Le jardin (the garden)
- La ferme (the farm)
- Le supermarché (the supermarket)
The teacher writes these locations on the board with their correct articles and gender:
- le marché (masculine)
- le jardin (masculine)
- la ferme (feminine)
- le supermarché (masculine)
Vocabulary Revision (From Previous Weeks):
The teacher reviews key fruits and articles using flashcards:
- une mangue
- une papaye
- un ananas
- des bananes
- du raisin
- une orange
- une pastèque
Learners pronounce each word with the teacher and review article usage:
- une for feminine singular nouns
- un for masculine singular nouns
- du/des for uncountable or plural items
Sentence Formation Practice:
The teacher models full sentences connecting fruits with places. These are written on the board for learners to copy into their notebooks:
- Je trouve des mangues au marché. (I find mangoes at the market.)
- Il y a des bananes à la ferme. (There are bananas at the farm.)
- Nous achetons des pommes au supermarché. (We buy apples at the supermarket.)
- J’ai un jardin avec des papayes. (I have a garden with papayas.)
Each sentence is read aloud by the teacher and repeated by learners three times.
The teacher uses flashcards or real fruit props to demonstrate each sentence and invites learners to come forward and act them out using props or drawings.
Cultural Comparison (Liberia vs. France):
The teacher holds a short discussion comparing fruits common in Liberia and fruits common in France.
This builds cultural awareness and reinforces fruit vocabulary.
|
Liberia |
France |
|
les mangues |
les pommes |
|
les papayes |
les raisins |
|
les bananes |
les fraises |
|
les oranges |
les cerises |
Sentences for discussion:
- En France, les pommes sont très populaires. (In France, apples are very popular.)
- En Libéria, nous mangeons beaucoup de mangues et de papayes. (In Liberia, we eat a lot of mangoes and papayas.)
The teacher emphasizes that some fruits are available in both countries but the preference and availability may differ.
Practical Activities:
- Group Activity – Place and Fruit Match-Up
Students are divided into 4 groups. Each group selects one location:- Group 1: le marché
- Group 2: le jardin
- Group 3: la ferme
- Group 4: le supermarché
Each group writes at least 3 fruits they can find in their chosen place. They form sentences like:
- Au marché, il y a des oranges, des mangues et des bananes.
- Dans le jardin, on trouve des papayes et des goyaves.
Each group presents their sentences aloud to the class.
- Individual Writing Task – My Favorite Fruit
Each student writes a short paragraph about their favorite fruit, using sentence structures practiced earlier. Example structure:- J’aime la papaye.
- Je trouve la papaye au jardin.
- Elle est douce et délicieuse.
- Je mange de la papaye le matin.
Learners read their paragraph aloud or present to the class.
- Oral Drill – Vocabulary and Place Matching
The teacher shows a fruit flashcard and asks:- “Où trouve-t-on des oranges ?”
- Learners respond: “Au marché.”
The teacher switches: shows a picture of a farm and asks: - “Quels fruits trouve-t-on à la ferme ?”
- Expected answer: “Des bananes et des papayes.”
Learners’ Activities (Expanded):
- Learners practice and pronounce vocabulary for places and fruits.
- Learners work in groups to form correct French sentences linking locations with fruits.
- Learners perform group presentations using the sentence structures learned.
- Learners write a personal paragraph and share with peers.
- Learners participate in oral drills, building fluency and confidence in speaking.
Assessment Checks:
- Oral Questions:
- Comment dit-on “market” en français ? → Le marché
- Quels fruits trouve-t-on au jardin ? → Des papayes, des bananes…
- Written Paragraph Review:
- Teacher checks students’ written work for:
- Correct use of articles (un, une, du, des)
- Proper fruit spelling (ananas, pastèque, etc.)
- Accurate sentence structure
- Board Work & Peer Feedback:
- The teacher calls students to the board to complete fill-in-the-blank sentences:
- J’aime ___ pomme. → la
- Il y a des oranges ___ marché. → au
Notes (Expanded & Detailed):
- This lesson expands students’ vocabulary to include locations and settings for fruits, building beyond simple naming.
- It reinforces article and gender awareness through contextual use:
- au marché, à la ferme, du jardin
- Cultural comparison with France vs Liberia improves learners’ intercultural competence.
- The paragraph writing improves sentence construction, self-expression, and supports reading and speaking fluency.
- Combining speaking, writing, and group collaboration ensures active participation and vocabulary retention.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews: “On trouve les fruits au marché, au jardin, au supermarché, et à la ferme. Au Liberia, il y a beaucoup de mangues et de papayes. En France, il y a beaucoup de pommes et de raisins.”
Evaluation Method (Expanded):
Exit slip/quiz: Students write two sentences – one about where they find fruits in Liberia, one about fruits in France.
Assignment (Expanded):
Students write a paragraph at home about their favorite fruit, where they find it, and why they like it.
Follow-up Activity:
Next class will be assessment covering Weeks 31–35.
Differentiation / Inclusive Strategies
Visual aids for visual learners, oral drilling for auditory learners, pair work for weaker learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low