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Subject: French
Semester: 2
Period: 4
Week: 22
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Linking Body Parts with Sports Activities
Sub-topic: Vocabulary of Sports and Actions
Learning Objectives
By the end of the lesson, students should be able to: describe sports activities using body parts, use verbs like courir, sauter, jouer, nager, and say sentences like Je cours avec mes jambes.
Previous Knowledge
Students already know body parts, senses, adjectives, and verbs.
Instructional Materials
Flashcards with sports activities, pictures of athletes, charts with verbs.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to name their favorite sports in English. Pictures of athletes are shown and students guess the actions.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher begins by introducing key sports-related vocabulary and action verbs: jouer au football (to play football), nager (to swim), courir (to run), and sauter (to jump). Each verb phrase is written on the board with its English translation. The teacher models pronunciation slowly and clearly, breaking down any challenging sounds, then students repeat chorally and individually.
Next, the teacher connects these sports actions to body parts already learned, forming complete sentences to show how to express doing sports with specific body parts:
- Je cours avec mes jambes (I run with my legs)
- Je frappe avec mes mains (I hit/strike with my hands)
- Je nage avec mes bras (I swim with my arms)
The teacher acts out each sentence while saying it aloud to reinforce meaning and context.
Practical activities include a dynamic role-play session where students mime various sports actions while classmates describe what they are doing in French. For example, one student pretends to swim, and another says, “Il nage avec ses bras.” This helps students connect physical movement with vocabulary and sentence structure.
In pairs, students take turns acting out a sports action while the partner forms a sentence describing the action using the structure: Je + verb + avec + body part. For example, “Je saute avec mes jambes.”
Learners’ Activities (Expanded): Students actively participate by miming the actions and speaking aloud sentences that combine sports verbs and body parts. They engage in pair and group role-plays, helping build confidence in both speaking and listening comprehension. The multisensory approach aids memory and retention.
Assessment Checks: Teacher asks targeted questions such as, “Comment dit-on ‘I swim with my arms’ en français?” or “Avec quelle partie du corps tu cours?” to check understanding and ability to respond spontaneously in French. The teacher listens for correct verb use, prepositions, and body part vocabulary.
Notes (Expanded & Detailed): Introducing sports vocabulary tied to body parts makes learning relevant and exciting, especially for active learners. This lesson bridges vocabulary and grammar by demonstrating how verbs interact with nouns and prepositions in French. Role-playing and miming support kinaesthetic learners and reinforce comprehension. Practicing these sentences also improves fluency and encourages natural use of language in everyday contexts. Including sports-related language caters to student interests and promotes engagement, making the learning experience enjoyable and memorable.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher leads a group activity where students describe a sport and identify the body parts used.
Evaluation Method (Expanded): Exit slip: students write two sentences linking a body part to a sport. Teacher collects and provides oral corrections.
Assignment (Expanded): Write a short paragraph describing a sport you like and the body parts you use in it.
Follow-up Activity: Watch a sports game and try to describe the actions in French.
Differentiation / Inclusive Strategies
Miming for kinesthetic learners, visuals for visual learners, writing for reflective learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low