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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 23
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Review and Consolidation
Sub-topic: Body Parts, Senses, Adjectives, Verbs, and Sports
Learning Objectives
By the end of the lesson, students should be able to: recall all vocabulary on body parts, senses, adjectives, verbs, and sports; build short paragraphs combining them; and participate in oral and written review activities.
Previous Knowledge
Students already know vocabulary and expressions from Weeks 19–22.
Instructional Materials
Flashcards, charts, board games with body parts and sports, role-play scripts.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Quick game of “Simon says” using all body parts and senses.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher begins the lesson with a comprehensive review of all vocabulary related to parts of the body, the five senses, adjectives, verbs, and sports actions learned over previous weeks. Flashcards featuring body parts (le nez, la main, la tête, etc.), senses (la vue, l’ouïe, etc.), adjectives (grand, petit, fort), verbs (jouer, courir, nager), and sports vocabulary (jouer au football, sauter) are shown one by one. The teacher models pronunciation and meaning, prompting students to repeat chorally and individually for accuracy.
Group activity follows: students form small groups and describe various sports actions using the body parts involved. For example, one student says, “Je cours avec mes jambes,” another adds, “Je frappe avec mes mains.” This encourages peer learning and reinforces sentence structure. The teacher circulates to provide immediate feedback and correct errors.
For the writing task, students compose a short paragraph (3–5 sentences) in their notebooks describing their favorite sport and which body parts they use while playing it. Example model: “Mon sport préféré est le football. Je joue au football avec mes pieds. Mes jambes sont fortes. J’aime courir et sauter.” Teacher offers sentence starters and vocabulary prompts on the board to support students.
Practical oral drills continue with role-play exercises where pairs or small groups simulate conversations about sports, body parts, and actions, e.g., one asks, “Quel sport aimes-tu?” and the other responds, “J’aime nager. Je nage avec mes bras.”
Learners’ Activities (Expanded): Students actively participate by repeating vocabulary, describing sports actions in groups, writing their own paragraphs, and role-playing dialogues. The varied activities address different learning styles (visual, auditory, kinesthetic).
Assessment Checks: Teacher listens carefully during oral drills to check pronunciation, sentence structure, and vocabulary use. Written paragraphs are reviewed for spelling, grammar, adjective agreement, and completeness. The teacher provides constructive feedback to guide improvement.
Notes (Expanded & Detailed): This integrated review session consolidates all language elements covered so far—vocabulary, grammar, sentence structure—and builds learner confidence ahead of assessments. Using multiple modalities (speaking, writing, group work) ensures thorough preparation. The combination of sports and body parts keeps lessons engaging and relevant, linking language to students’ experiences and interests. The teacher’s corrective feedback helps students refine their French communication skills, setting a strong foundation for continued learning.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher summarizes body parts, senses, adjectives, verbs, and sports vocabulary.
Evaluation Method (Expanded): Exit slip: students write three sentences combining a body part, a verb, and a sport. Teacher collects and checks for accuracy.
Assignment (Expanded): Write five sentences about what body parts you use in different sports.
Follow-up Activity: Practice describing sports actions in French at home.
Differentiation / Inclusive Strategies
Games for kinesthetic learners, writing for reflective learners, oral repetition for auditory learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low