Demonstrative Expressions with Nouns

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Subject: French

Semester: 1

Period: 1

Week: 3

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School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 6
Date: Week 3
Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Demonstrative Expressions with Nouns
Sub-topic: Using C’est + noun with expanded vocabulary

Learning Objectives
By the end of the lesson, students should be able to:

1. Use demonstrative expression C’est… with nouns.
2. Expand vocabulary with new people, animal, and object nouns.
3. Practice pronunciation and spelling in sentences.

Previous Knowledge
Students know singular/plural nouns and sentence starters.

Instructional Materials
Flashcards, pictures of daily objects, board.

Lesson Development – ABC Model

A – Anticipation
Time: 5–10 minutes
Teacher shows a picture of a dog and says: “C’est un chien.” Students repeat.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Explanation and Demonstration

1. Definition of “C’est”:
   The teacher writes the phrase “C’est” on the board and explains:
   • “C’est” means “This is” or “That is” in English.
   • It is used before singular nouns – both masculine and feminine.
2. Structure of the Phrase:
   C’est + article (un/une) + noun
   • C’est un homme. (This is a man.)
   • C’est une femme. (This is a woman.)
   • C’est un chat. (That is a cat.)
   • C’est une maison. (That is a house.)
3. Expanded Vocabulary (New Words):
   Teacher introduces new vocabulary words and explains their gender:
   • un livre (a book – masculine)
   • une table (a table – feminine)
   • un frère (a brother – masculine)
   • une sœur (a sister – feminine)
   • un sac (a bag – masculine)
   • une chaise (a chair – feminine)
4. Pronunciation and Article Emphasis:
   • Teacher pronounces each word clearly and slowly.
   • Emphasis is placed on choosing the correct article: un for masculine nouns, une for feminine nouns.
   • Students repeat each phrase three times in unison and once individually:
     • Teacher: “C’est un livre” → Students repeat.
     • Teacher: “C’est une table” → Students repeat.

 

Practical Activities

1. Oral Drills (Whole Class Practice):
   • Teacher holds up real objects or flashcards (e.g., picture of a sister, a table, a house).
   • Students must say the full sentence using C’est…
     • Example: Teacher holds up image of a boy → Student: “C’est un garçon.”
     • Teacher holds up an image of a cow → Student: “C’est une vache.”

2. Pair Practice with Flashcards:
   • Students work in pairs. One student holds a flashcard, the other says a sentence using “C’est.”
     • Student A: (shows image of a pen)
     • Student B: “C’est un stylo.”
     • Then they switch roles.

3. Sentence Writing (Independent Work):
   • Students write at least 5 full sentences in their notebooks using C’est + noun from different categories:
     • 2 people → C’est un frère. C’est une fille.
     • 1 animal → C’est un chien.
     • 2 objects → C’est une maison. C’est un cahier.
   • Students are encouraged to underline the article in each sentence to reinforce gender awareness.
4. Speaking Chain Activity (Reinforcement):
   • Students form a circle.
   • One student begins with a sentence: “C’est un chat.”
   • The next student continues with another: “C’est une chaise.”
   • This continues around the circle, with no repetition allowed.

 

Learners’ Activities (Expanded)

• Learners repeat new vocabulary and sentence structures orally after the teacher.
• Learners practice speaking with partners, using flashcards or classroom objects.
• Learners write five or more full sentences using “C’est…” to describe people, animals, and objects.
• Learners take part in a group speaking chain for fluency and confidence-building.
• Learners underline articles in their written work to reinforce understanding of noun gender.

 

Assessment Checks

1. Oral Assessment:
   • Teacher points to a flashcard or real object and asks:
     • “Qu’est-ce que c’est ?” (What is this?)
     • Student must respond using a full sentence: “C’est une table.”

2. Written Assessment:
   • Teacher checks student notebooks to ensure:
     • Correct structure: C’est + article + noun
     • Correct article for the noun’s gender
     • Neatness and clarity

3. Article Identification:
   • Teacher gives a list of nouns and asks students to choose the correct article:
     • “Livre” – un or une?
     • “Maison” – un or une?

4. Sentence Correction:
   • Teacher writes incorrect examples on the board and students must correct them:
     • ❌ C’est un sœur → ✅ C’est une sœur
     • ❌ C’est une stylo → ✅ C’est un stylo

 

Notes (Expanded & Detailed)

• “C’est” is a foundational demonstrative phrase used constantly in spoken and written French.
• It helps students confidently describe people, animals, and objects they see in real life or in the classroom.
• Mastering the use of “C’est” includes choosing the correct article (un or une) based on the gender of the noun.
• Students must practice both orally and in writing to internalize the sentence pattern.
• Reinforcement through games, role-play, peer interaction, and writing ensures the phrase becomes second nature.
• This lesson also strengthens vocabulary and introduces students to sentence construction, preparing them for later structures like “Il/Elle est…” and full conversations.

C – Consolidation
Time: 5–10 minutes
Summary: Students recall examples of sentences with C’est….

Evaluation Method (Expanded):
Exit slip: Write 2 sentences with C’est….

Assignment (Expanded):
Students write 5 sentences at home with C’est….

Follow-up Activity:
Students prepare a mini oral presentation introducing family members with C’est….

Differentiation / Inclusive Strategies
Encourage weaker learners to use simple nouns, while advanced students expand with adjectives.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☐ Medium ☐ Low