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Subject: French
Semester: 2
Period: 6
Week: 31
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 6
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Auxiliary Verbs in French
Sub-topic: Introduction to auxiliary verbs (être, avoir) in the present tense
Learning Objectives
By the end of the lesson, students should be able to:
Identify the auxiliary verbs être and avoir.
Memorize their present tense forms.
Use être and avoir in simple sentences.
Previous Knowledge
Students already know:
Basic nouns, pronouns, and descriptive adjectives.
Simple sentences with articles and nouns.
Instructional Materials
Flashcards with verb forms, verb conjugation chart, blackboard/marker, word cards with nouns and adjectives.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher greets students in French and asks simple questions with pronouns (e.g., Comment ça va ?). Teacher introduces the lesson by asking: “How do we say I am or I have in French?” to activate curiosity.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher begins by introducing the term auxiliary verbs in English and then in French (les verbes auxiliaires). The explanation is given in simple terms:
“Auxiliary verbs are helping verbs. They help us talk about who we are, what we have, and how we feel. They are also used to make other tenses like past and future.”
Teacher explains that there are two main auxiliary verbs in French:
- ÊTRE – to be
- AVOIR – to have
The teacher tells learners that these are irregular verbs, meaning they do not follow regular patterns and must be memorized carefully.
Conjugation Presentation:
Teacher writes the conjugation of ÊTRE on the board:
- je suis – I am
- tu es – you are (informal)
- il est – he is / elle est – she is
- nous sommes – we are
- vous êtes – you are (formal/plural)
- ils sont / elles sont – they are
Teacher pronounces each form slowly and clearly, and students repeat in chorus.
Then, teacher writes the conjugation of AVOIR on the board:
- j’ai – I have
- tu as – you have
- il a – he has / elle a – she has
- nous avons – we have
- vous avez – you have
- ils ont / elles ont – they have
Pronunciation is emphasized, especially the tricky forms:
- j’ai (sounds like “zhay”)
- vous êtes (note the liaison)
- ils ont (silent “s” on ils, but pronounced "z" in ont due to liaison)
Usage in Context – ÊTRE
Teacher now uses simple examples to show the use of être:
- Je suis un élève. – I am a student.
- Tu es mon ami. – You are my friend.
- Il est fatigué. – He is tired.
- Nous sommes à l’école. – We are at school.
- Vous êtes gentils. – You are kind.
- Elles sont heureuses. – They (feminine) are happy.
Flashcards of people, objects, and places are used to reinforce vocabulary and sentence structure.
Usage in Context – AVOIR
Teacher explains avoir is used to show possession and some idiomatic expressions:
- J’ai un livre. – I have a book.
- Tu as un stylo. – You have a pen.
- Il a une maison. – He has a house.
- Nous avons des crayons. – We have some pencils.
- Vous avez une question. – You have a question.
- Ils ont une voiture. – They have a car.
Optional extension (if curriculum allows):
Introduce basic expressions with avoir:
- J’ai faim. – I am hungry.
- Tu as soif. – You are thirsty.
- Elle a froid. – She is cold.
Learners’ Activities (Expanded):
- Choral Repetition: Students repeat all conjugated forms after the teacher.
- Notebook Work: Students copy the conjugations neatly into their exercise books.
- Fill-in-the-Blank: Teacher gives sentences with missing verbs:
- Je ___ un élève. (suis)
- Nous ___ une maison. (avons)
- Ils ___ contents. (sont)
- Tu ___ un frère ? (as)
- Matching Game: Students match pronouns with the correct verb forms on flashcards.
- Oral Practice with Objects: Students construct sentences about objects around them:
- J’ai un cahier.
- Il est sur la table.
- Nous avons des stylos.
Assessment Checks:
- Quick-fire Oral Questions: Teacher points to a student and says a pronoun; the student must respond with the correct conjugated form. Example:
- Teacher: Tu? → Student: Tu es.
- Teacher: Nous? → Student: Nous avons.
- Written Review: Students write 3 sentences with être and 3 with avoir.
- Peer Quiz: In pairs, students quiz each other by giving subjects, and their partner gives the correct conjugation.
Notes (Expanded & Detailed):
- Être and avoir are used every day in French.
- Être is used for descriptions, identities, and locations.
- Example: Elle est à la maison. (She is at home.)
- Avoir is used for possessions, age, and conditions.
- Example: Il a 10 ans. (He is 10 years old.)
- These verbs are foundational and are used to form compound tenses later (e.g., j’ai mangé = I have eaten).
- Correct conjugation is important for communication and must match the subject pronoun in gender and number.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students and teacher review être and avoir with quick oral drills. Teacher summarizes differences: être = to be, avoir = to have.
Evaluation Method (Expanded):
Exit slip/quiz: Conjugate être with nous and avoir with ils, and write one sentence with each. Teacher collects and gives oral feedback.
Assignment (Expanded):
Write six sentences, three with être and three with avoir, using vocabulary from previous weeks.
Follow-up Activity:
Pair practice with oral questions: Tu es étudiant ? – Oui, je suis étudiant.
Differentiation / Inclusive Strategies
Use visual charts and flashcards for weaker learners. Pair strong and weak students for oral practice. Provide pronunciation repetition support for all.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low