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Subject: French
Semester: 2
Period: 4
Week: 19
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 19
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic: Parts of the Body
Sub-topic: Basic Vocabulary for Body Parts
Learning Objectives
By the end of the lesson, students should be able to: identify and pronounce basic parts of the body in French, spell the words correctly, and recognize the parts of the body using visuals and flashcards.
Previous Knowledge
Students already know how to name common objects and can identify basic vocabulary in French.
Instructional Materials
Charts with body diagrams, flashcards with words and pictures, marker, board, and audio pronunciation recordings.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher sings the song “Head, Shoulders, Knees and Toes” in English and then introduces its French version using actions. Students follow by pointing to their body parts as they hear the words.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher begins the lesson by introducing essential vocabulary for parts of the body, focusing on five key words: le nez (nose), la main (hand), la tête (head), le visage (face), and le pied (foot). Each word is carefully written on the board with its definite article (le or la) and the English translation beside it to aid comprehension. The teacher points to each word as it is written, pronouncing it slowly, clearly, and with correct French intonation and rhythm, emphasizing the correct pronunciation of nasal sounds (e.g., nez), vowel sounds, and liaison if applicable.
Next, the teacher models pronunciation of each word multiple times, breaking down difficult words into syllables if needed (for example, vi-sa-ge), and students are invited to repeat first in chorus, then in small groups, and finally individually to build both fluency and confidence in pronunciation. The teacher ensures that all students actively participate by monitoring and providing immediate gentle correction to any mispronunciations, focusing on key phonemes that are challenging for learners.
The teacher explicitly explains the grammatical gender associated with each noun, highlighting the articles le (masculine) and la (feminine). This is reinforced with a simple explanation: in French, nouns are either masculine or feminine, and this affects the articles and adjectives used with them. For example, le nez is masculine so it uses le, while la main is feminine so it uses la. The teacher writes each word with the article several times on the board to visually reinforce this concept.
To enhance understanding, the teacher uses a variety of visual aids. First, the teacher shows colorful, clear flashcards for each body part with both image and the French word printed. Then, the teacher displays a large diagram/poster of the human body with labels for the parts studied. The teacher points directly to each part on the diagram and says the corresponding French word aloud, prompting the class to repeat after. This multisensory approach—seeing, hearing, and doing—helps reinforce vocabulary retention.
For kinesthetic learning, the teacher invites students to participate physically by pointing to the corresponding parts on their own bodies as the words are said. This connection between language and physical action strengthens memory and understanding.
Practical activity: Students are paired up for an interactive game. Partner A points to one of their own body parts (e.g., touches their nose), and Partner B must say the correct French word aloud. Partners alternate roles until everyone has practiced each word multiple times. The teacher circulates the room, listening carefully, providing immediate feedback and pronunciation support where necessary. This activity encourages peer learning and allows students to practice oral production in a supportive environment.
To further consolidate vocabulary, the teacher holds up flashcards randomly and calls on individual students to say the French word. This rapid recall drill is engaging and provides formative assessment for the teacher to gauge how well students have memorized the words. The teacher asks targeted questions such as “Comment dit-on ‘nose’ en français?” expecting the answer “le nez.” Similarly, the teacher shows images and asks students to identify the body parts by name in French.
Learners’ Activities (Expanded): Students actively repeat after the teacher, write the words and their articles in their notebooks, spell out the words aloud, and physically point to the corresponding parts on themselves or diagrams during activities. In pairs, they take turns pointing and naming body parts in French, helping to reinforce recognition and pronunciation. Students also engage in flashcard matching, pairing images with written words, which aids visual memory.
Assessment Checks: Throughout the lesson, the teacher continuously assesses understanding through oral questioning, flashcard recognition, and observation of pair work. Pronunciation is carefully monitored, with corrections given immediately to prevent fossilization of errors. The teacher checks for correct use of articles to ensure students understand gender distinctions. At the end of the lesson, the teacher asks individual students to identify body parts from images or on their own bodies, assessing both recall and pronunciation accuracy.
Notes (Expanded & Detailed): Teaching parts of the body vocabulary is a fundamental step in learning French, especially for young learners aged 10–12, as it grounds language learning in concrete, familiar concepts. The lesson introduces not only vocabulary but also essential grammatical gender, preparing students for more complex sentence construction involving adjectives and verbs in subsequent lessons.
Using a variety of teaching aids—visual (flashcards, diagrams), auditory (pronunciation drills), kinesthetic (pointing, role-play)—caters to diverse learning styles and maximizes retention. Repetition and varied drills build confidence and fluency. Emphasizing gender early helps students internalize a key structural feature of French grammar.
The interactive pair work promotes communicative competence and peer support, making learning dynamic and enjoyable. Careful teacher monitoring ensures that students are pronouncing words correctly and using the right articles, which is critical at this foundational stage.
This lesson creates a strong vocabulary and grammar base for describing people, discussing health or senses, and engaging in simple conversations about the body and activities involving body parts, which will be expanded with adjectives and verbs in coming weeks.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews all words learned by conducting a quick “Simon says” activity in French (e.g., “Montre la tête”). Students respond physically and verbally.
Evaluation Method (Expanded): Exit slip/quiz where students match three French words with pictures of body parts. Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Students draw a simple figure of a person at home, label at least five parts of the body in French, and bring it to class.
Follow-up Activity: Practice spelling the words with a friend or family member.
Differentiation / Inclusive Strategies
Visual learners will benefit from diagrams, auditory learners from repetition, and kinesthetic learners from actions and games.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low