Classroom Movements and Pronominal Verbs

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Subject: French

Semester: 1

Period: 2

Week: 9

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School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Classroom Movements and Pronominal Verbs
Sub-topic: Pronominal Verbs (s’asseoir, se lever) & Using aller à / être à
Learning Objectives
By the end of the lesson, students should be able to:

1. Use pronominal verbs s’asseoir and se lever in affirmative and negative forms.
2. Give and follow classroom movement instructions using aller à and être à.
3. Construct and respond to commands like “Va au tableau !” and “Reste à ta place !”.
4. Apply verbs correctly in spoken classroom dialogues.
5. Recognize and produce negative forms for pronominal verbs in commands.

Previous Knowledge
Students already know:
• Classroom vocabulary and objects
• Positive and negative imperative forms of common verbs
• Numbers 1–100 in French
• Greetings, introductions, possessives, basic sentence structures

Instructional Materials
• Flashcards of classroom objects and verbs
• Whiteboard and markers
• Real classroom items (chairs, desks, books)
• Worksheets with command exercises
• Audio clips for pronunciation
• Students’ notebooks and writing materials

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Quick oral drill: Pupils recall classroom commands learned in Week 8.
• Teacher asks: “Comment dit-on ‘stand up’ en français ?” / “Comment dit-on ‘sit down’ ?”
Teacher’s Role: Correct pronunciation, elicit prior knowledge
Learner’s Role: Respond orally and recall prior commands

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

1. Introduction to Pronominal Verbs (s’asseoir / se lever)

• Teacher explains that pronominal verbs use reflexive pronouns (me, te, se, nous, vous) and that in the imperative, the pronoun comes after the verb with a hyphen in affirmative commands.
• Stress the difference between affirmative and negative forms.

Examples (Affirmative):

• Assieds-toi ! / Asseyez-vous ! → Sit down!
• Lève-toi ! / Levez-vous ! → Stand up!

Examples (Negative):

• Ne t’assieds pas ! / Ne vous asseyez pas ! → Do not sit down!
• Ne te lève pas ! / Ne vous levez pas ! → Do not stand up!

👉 Teacher demonstrates gestures (sits down, stands up) to reinforce meaning.
👉 Pupils repeat after the teacher with correct intonation and stress.

 

2. Using aller à and être à

• Teacher introduces movement and position verbs.

Aller à (to go to):

• Va au tableau ! → Go to the board!
• Va à la porte ! → Go to the door!
• Va à ta place ! → Go to your seat!

Être à (to be at / belong to):

• Tu es à ta place. → You are at your seat.
• Le livre est à Marie. → The book belongs to Marie.
• Nous sommes à la porte. → We are at the door.

👉 Teacher emphasizes: aller à = movement, être à = position or possession.

 

3. Guided Practice

• Teacher calls pupils individually and issues commands:
• “Lève-toi !” → Pupil stands.
• “Assieds-toi !” → Pupil sits.
• “Va au tableau !” → Pupil walks to the board.
• “Reste à ta place !” → Pupil stays seated.
• Pupils must respond both physically (action) and orally (repeat the command).

 

4. Practical Classroom Activity

• Pair Work: Pupils take turns being “teacher” and “student.”
• A: “Assieds-toi !” → B sits.
• A: “Ne te lève pas !” → B stays seated.
• A: “Va à la porte !” → B walks to the door.
• A: “Tu es à ta place.” → B points to their seat.
• Group Activity: Groups create a 5–6 command sequence combining s’asseoir, se lever, aller à, être à. Each group performs for the class.

 

Learners’ Activities (Expanded & Detailed)

1. Repetition Drill – Pupils repeat affirmative and negative forms after the teacher.
2. Pair Work – Pupils role-play giving and following commands.
3. Group Work – Groups invent a short “mini-classroom scene” (e.g., a teacher arriving, giving commands).
4. Writing Practice – Pupils write 5 positive + 5 negative commands using s’asseoir, se lever, aller à, être à.
5. Oral Presentation – Groups present their command sequence (mix of actions and spoken commands).

 

Assessment Checks

1. Oral Assessment (Quick Drill): Teacher gives random commands; pupils must respond correctly.
   • “Ne vous levez pas !” → pupils stay seated.
   • “Va au tableau !” → selected pupil walks to board.
2. Pair Performance: Teacher observes pupils in pairs giving and obeying commands with correct pronunciation.
3. Written Assessment (Fill-in-the-blank / corrections):
   • ___ au tableau ! (aller) → Va au tableau !
   • Ne ___ pas ! (s’asseoir) → Ne t’assieds pas !
   • ___ à ta place ! (être) → Sois à ta place !
   • Ne ___ pas ! (se lever – plural) → Ne vous levez pas !
4. Peer Review: Pupils exchange notebooks and correct each other’s written commands.

 

Notes (Expanded & Detailed)

• Emphasize reflexive pronouns in imperatives:
• Affirmative: verb–pronoun (Lève-toi !)
• Negative: pronoun–verb inside negation (Ne te lève pas !)
• Differentiate clearly:
• Aller à = movement to a place.
• Être à = position or possession.
• Use real classroom context (board, seat, door, book) for familiarity.

 

Assignment (Homework)

1. Write 5 affirmative + 5 negative commands using s’asseoir and se lever.
   • Example:
     • Assieds-toi ! / Ne t’assieds pas !
     • Levez-vous ! / Ne vous levez pas !

2. Create a short classroom scenario (5 commands) mixing aller à and être à.
   • Example:
     • Va au tableau !
     • Écris ton nom !
     • Reste à ta place !
     • Tu es à la fenêtre.
     • Ne t’assieds pas !

3. Practice orally with a family member or classmate, giving and following at least 5 commands.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap pronominal verbs, affirmative and negative commands, aller à and être à usage.
• Volunteers perform a 3–4 command sequence for the class.
Evaluation Method:
• Quick oral quiz: Teacher calls a command; pupils respond verbally or physically.
Follow-up Activity:
• Pupils prepare to combine pronominal verbs and classroom objects in Week 10 for dialogues.

Differentiation / Inclusive Strategies
• Struggling learners: Use gestures and visual prompts for comprehension.
• Advanced learners: Include longer sequences and complex negative commands.
• Students with disabilities: Provide simplified commands with extra time to respond.

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