Oral Expression Using Être + Profession

Grade 5 · French

Semester 1 | Period 2 | Week 9

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Subject: French

Semester: 1

Period: 2

Week: 9

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Oral Expression Using Être + Profession
Sub-topic: Speaking practice with sentence structures

Learning Objectives
By the end of the lesson, students should be able to:
Use C’est, Il est, Elle est correctly in oral sentences
Respond to prompts and role-play professions in French
Develop oral fluency when describing professions

Previous Knowledge
Students already know vocabulary for professions (sets 1 and 2) and the être + profession structure

Instructional Materials
Flashcards, pictures, role-play cards, chalkboard

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher begins with quick review of professions vocabulary. Students compete in a “flashcard race” to say words aloud. Teacher introduces the focus on speaking fluently with sentence structures.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Activities (Fully Expanded):

  1. Quick Review of Structures (5–7 minutes):
    • Teacher writes three key sentence patterns on the board:
      • C’est un/une… → This is a…
      • Il est… → He is…
      • Elle est… → She is…
    • Teacher provides clear examples with professions:
      • C’est une infirmière. (This is a nurse – female)
      • Il est professeur. (He is a teacher)
      • Elle est chanteuse. (She is a singer)
    • Explains:
      • C’est is used to introduce someone or point to someone/something.
        g., C’est une maîtresse. (This is a teacher.)
      • Il est / Elle est is used when the person is already known or when describing someone.
        g., Il est policier. Elle est mécanicienne.
    • Teacher highlights no article after Il est or Elle est:
      • ✅ Il est boulanger.
      • ❌ Il est un boulanger.
    • Students repeat each sentence pattern with the teacher in chorus and individually.
  2. Picture Drill Activity (6–8 minutes):
    • Teacher uses profession flashcards or pictures (e.g., doctor, singer, farmer).
    • Shows each picture to the class and asks:

“Qui est-ce ?” (Who is this?)

  • Students respond with appropriate structure:
    • C’est un médecin.
    • Elle est infirmière.
    • Il est agriculteur.
  • For each image, teacher encourages variation in sentence use:
    • First student: C’est un mécanicien.
    • Second student: Il est mécanicien.
    • Third student: Il est gentil. (if adjectives have been taught)
  • Teacher pauses to correct errors, reinforce agreement and pronunciation.
  1. Role-Play Game – “Guess the Profession” (6–7 minutes):
    • Teacher selects 5–6 student volunteers to act out professions silently (e.g., pretend to sing, teach, plant, arrest, etc.)
    • Rest of the class watches and guesses:

“Qui est-ce ?”

  • Classmates answer using both forms:
    • C’est un chanteur.
    • Il est chanteur.
  • Then, teacher divides the rest of the class into small teams of 3–4.
  • Each group chooses a profession in secret.
  • One student acts it out, others must guess aloud.
  • Encourages creativity and repetition.
  1. Interview Pair Activity – “Qu’est-ce qu’il/elle est ?” (6–7 minutes):
    • Teacher models a mini-interview on the board:
      • A: Qu’est-ce qu’il est ? → (What is he?)
      • B: Il est boulanger. → (He is a baker)
      • A: Qu’est-ce qu’elle est ? → (What is she?)
      • B: Elle est mécanicienne.
    • Students pair up and take turns asking and answering about different professions (real or imaginary).
    • They may refer to flashcards or invent their own answers.
    • Example:
      • A: Qu’est-ce qu’elle est ?
      • B: Elle est policière.
    • Teacher walks around listening, providing feedback and praise.

 

Learners’ Activities (Expanded):

  • Repeat and practice structures C’est… / Il est… / Elle est…
  • Respond to visual prompts (pictures of professions) with full sentences
  • Participate in role-playing games by acting and guessing professions
  • Conduct interviews with peers using targeted sentence frames
  • Practice pronunciation, gender agreement, and verb use in oral work
  • Begin to use structures spontaneously and fluently

 

Assessment Checks (Expanded):

  • During Picture Drills:
    • Teacher assesses students' immediate sentence formation, correct article, and verb use
    • Notes if students confuse “C’est” with “Il est/Elle est”
  • During Role-Play:
    • Teacher listens for:
      • Correct sentence structure
      • Use of appropriate form (Il/Elle/C’est)
      • Matching profession with correct gender
      • Fluent, confident oral delivery
  • During Pair Interviews:
    • Teacher randomly selects a few pairs to present one Q&A exchange to the class
    • Observes clarity of speech, correct grammar, and vocabulary
  • Individual Check:
    • Teacher calls on 5–6 students to form two complete sentences aloud:
      • One with C’est
      • One with Il est or Elle est

 

Notes (Expanded & Detailed):

  • Key expressions practiced:
    • C’est un/une…
    • Il est…
    • Elle est…
  • These are fundamental for identifying and describing people in French.
  • Vocabulary used is from Weeks 7 and 8:
    • Professions like médecin, maîtresse, chanteuse, policier, boulanger, mécanicienne, agricultrice, etc.
  • Grammar reminders:
    • Use C’est + un/une + noun when introducing someone
    • Use Il/Elle est + profession (no article) when describing someone
    • Pay attention to gender agreement:
      • Elle est chanteuse. (not Il est chanteuse)
    • Practice helps build oral fluency and confidence
  • Learning tip for students:
    • Use sentence starters:
      • C’est… → when seeing a picture
      • Il est… / Elle est… → when referring to someone already mentioned
    • Think of a profession you know in English, then try to say it in French using the new structure

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews sentence patterns. Students give one oral sentence each before leaving.

Evaluation Method (Expanded):
Exit slip/quiz: Each student says one complete sentence aloud using C’est/Il est/Elle est.

Assignment (Expanded):
Students prepare three sentences orally at home, to present in the next class without looking at notes.

Follow-up Activity:
Students practice at home by describing family or community members’ jobs in French.

Differentiation / Inclusive Strategies
Weaker students repeat set sentences with flashcards; stronger students create original sentences. Teacher ensures all participate orally.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low