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Subject: French
Semester: 2
Period: 5
Week: 29
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Revision on Accents and Avoir Structures
Sub-topic: Preparation for Assessment
Learning Objectives
By the end of the lesson, students should be able to:
Review accented vocabulary with correct spelling. Revise avoir in present and past tense. Prepare for oral and written assessment.
Previous Knowledge
Students already know accents, avoir present, and passé composé.
Instructional Materials
Flashcards, quizzes, oral drills, word games.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher begins with a spelling race game using accented words. Learners compete in groups.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher begins by thoroughly revising l’accent aigu (´) and l’accent grave (`) with clear examples:
- Accent aigu: éléphant, école, très, mangé
- Accent grave: père, mère, frère, voilà
The teacher pronounces each word slowly, emphasizing the difference in vowel sounds created by the accents. Learners repeat after the teacher to reinforce pronunciation and accent recognition.
Next, the teacher reviews the verb avoir in both the present tense (j’ai, tu as, il/elle a, nous avons, vous avez, ils/elles ont) and passé composé form (j’ai mangé, tu as parlé, il a étudié), giving example sentences that incorporate accented vocabulary:
“J’ai une mère,”
“Tu as étudié à l’école,”
“Il a parlé avec son frère.”
Learners are encouraged to repeat sentences aloud and practice conjugation drills.
To simulate assessment conditions, the teacher organizes a fun, interactive quiz consisting of:
- Spelling drills where learners write words with correct accents.
- Conjugation exercises to fill in blanks with correct forms of avoir.
- Sentence construction tasks requiring learners to form short sentences using passé composé and accented vocabulary.
For oral practice, learners take turns in pairs or small groups asking and answering questions using passé composé, such as:
“Qu’est-ce que tu as mangé hier?”
“J’ai mangé du riz.”
Teacher listens, provides immediate feedback on pronunciation and grammar, and encourages peer correction.
Learners’ Activities (Expanded):
- Learners actively participate in spelling games and drills focused on accents.
- They write multiple short sentences combining avoir conjugation and accented vocabulary for practice.
- Learners engage in mock oral interviews with classmates, simulating assessment conditions by asking and answering questions in passé composé.
- Peer collaboration encourages confidence and reinforces learning through repetition and correction.
Assessment Checks:
- Teacher observes learners’ ability to spell accented words correctly during drills.
- Monitors accuracy and fluency in conjugating avoir in both present and past tenses.
- Assesses oral proficiency during mock interviews, noting pronunciation, sentence structure, and correct use of accents.
- Provides feedback highlighting areas of strength and those needing improvement ahead of the formal assessment.
Notes (Expanded & Detailed):
Revision and consolidation are crucial for learners to integrate knowledge of accents, verb conjugation, and past tense usage. This session ensures learners can confidently identify, pronounce, and write accented words, and apply avoir in different tenses naturally. The mix of oral, written, and interactive activities prepares learners thoroughly for upcoming assessments, reducing anxiety and building competence. The focus on combining grammar with correct orthography reflects real-life language use, fostering comprehensive mastery.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher highlights common errors and corrects them. Learners repeat correct forms.
Evaluation Method (Expanded): Exit slip/quiz: learners write one present tense and one past tense sentence with accents.
Assignment (Expanded): Prepare for the assessment by reviewing all notes.
Follow-up Activity: Learners self-test at home using vocabulary flashcards.
Differentiation / Inclusive Strategies: Quizzes made with both simple and challenging tasks. Advanced learners create questions for peers.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low