Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: French
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 20
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: The Five Senses
Sub-topic: Body Parts and Their Functions
Learning Objectives
By the end of the lesson, students should be able to: name the five senses in French, describe their functions, and link them to the body parts.
Previous Knowledge
Students already know basic body parts in French.
Instructional Materials
Charts, flashcards, simple sentences on cards, and audio aids.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher points to body parts and asks students to recall the French names. A quick game of “Name that body part” is played with flashcards.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher introduces the five basic senses in French: la vue (sight), l’ouïe (hearing), le goût (taste), le toucher (touch), and l’odorat (smell). Each sense is carefully connected to its corresponding body part to help learners make meaningful associations: les yeux (eyes) for la vue, les oreilles (ears) for l’ouïe, la langue (tongue) for le goût, la main (hand/skin) for le toucher, and le nez (nose) for l’odorat. These pairings are visually supported by flashcards displaying both the sense and the associated body part, and a large diagram of the human body showing where each part is located.
The teacher models pronunciation of each sense and body part slowly and clearly, emphasizing nasal sounds and liaison where appropriate. Students repeat after the teacher in chorus, then in small groups, and individually, ensuring correct pronunciation and intonation. The teacher writes each vocabulary word on the board with its article and English translation, reinforcing spelling and gender (la for feminine, le/l’ for masculine or before vowels).
To build sentence structure skills, the teacher introduces simple identification sentences using demonstratives and possessive pronouns: Voici ma main (Here is my hand), C’est mon pied (This is my foot), Ce sont mes yeux (These are my eyes). The teacher explains the usage of voici to present something physically near, c’est for identification, and ce sont for plural nouns, helping students understand how to describe and identify parts of the body in context.
Practical activities involve students using flashcards in pairs to practice these sentences. One student holds a flashcard or points to a body part on themselves or a diagram and says “Voici…” or “C’est…” while the partner responds by repeating or adding a sentence using the correct structure. This role-play encourages oral fluency and confidence in speaking.
Additionally, students engage in interactive oral drills where the teacher says a sense (e.g., l’ouïe), and students respond with the corresponding body part (les oreilles), or vice versa. This quick-recall activity is designed to strengthen associations between vocabulary and reinforce memory.
Learners’ Activities (Expanded): Students actively participate by matching senses with body parts using flashcards, practicing pronunciation and sentence formation with a partner, and demonstrating functions of the senses physically (e.g., pointing to eyes while saying “Je vois avec mes yeux” — I see with my eyes). This multisensory engagement supports understanding and retention.
Assessment Checks: The teacher continuously monitors progress by showing a sense word and asking students to name the corresponding body part, or displaying a body part and prompting the sense linked to it. The teacher also listens for accuracy in sentence formation during pair work, providing corrective feedback as needed.
Notes (Expanded & Detailed): Introducing the five senses alongside body parts broadens students’ vocabulary and deepens their ability to describe human experiences in French. This lesson reinforces and builds on the body parts vocabulary learned previously (Week 19), connecting language to real-world functions. Using clear, repetitive sentence structures with voici, c’est, and ce sont prepares students for more complex descriptive language.
The integrated use of visuals, physical demonstration, oral practice, and pair work supports various learning styles and promotes active engagement. Emphasis on pronunciation, article usage, and plural agreement fosters early grammatical accuracy. This lesson sets a strong foundation for later lessons involving verbs and adjectives related to body parts and sensory experiences.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews all senses with a short chant. Students recall body parts and functions together.
Evaluation Method (Expanded): Exit slip: students write one sense in French and the body part associated with it. Teacher collects and provides oral feedback.
Assignment (Expanded): Students write five sentences linking a body part with its sense, e.g., Je touche avec ma main.
Follow-up Activity: Practice with family members by naming senses and pointing to body parts.
Differentiation / Inclusive Strategies
Role-plays for kinesthetic learners, visuals for visual learners, and oral practice for auditory learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low