Giving and Executing Orders in French

Grade 7 · French

Semester 1 | Period 2 | Week 8

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Subject: French

Semester: 1

Period: 2

Week: 8

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Giving and Executing Orders in French
Sub-topic: Common Verbs in Imperative Form, Negative Imperatives
Learning Objectives
By the end of the lesson, students should be able to:

  1. Give and follow classroom instructions using the imperative form of common verbs.
  2. Understand and use negative imperatives appropriately.
  3. Pronounce imperative verbs correctly.
  4. Respond to commands accurately and promptly.
  5. Apply imperatives in practical classroom situations.

Previous Knowledge
Students already know:
• Classroom vocabulary (objects, locations)
• Basic sentence structures using C’est … and Être / Avoir
• Numbers, greetings, introductions, and possessive adjectives

Instructional Materials
• Flashcards with verbs in infinitive form
• Whiteboard and markers
• Real classroom items (books, chairs, board)
• Worksheets with imperative exercises
• Students’ notebooks and writing materials
• Audio clips for pronunciation

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher performs an action (e.g., points to the board, picks up a book) and says the verb in infinitive. Pupils guess the action.
• Quick oral drill: Teacher asks students to recall verbs previously learned in French.
Teacher’s Role: Encourage participation, model correct pronunciation
Learner’s Role: Observe, respond orally, recall prior knowledge

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Introduction to the Imperative Form
  • Teacher explains: The imperative is used for commands, instructions, advice, or requests.
  • Present the affirmative imperative of classroom verbs (tu, nous, vous forms only — subject pronouns dropped).

Examples (Positive Imperatives):

  • Aller au tableau ! → Go to the board!
  • Assieds-toi ! / Asseyez-vous ! → Sit down! (informal / formal)
  • Lève-toi ! / Levez-vous ! → Stand up!
  • Écoute ! / Écoutez ! → Listen!
  • Écris ! / Écrivez ! → Write!
  • Lis ! / Lisez ! → Read!
  • Regarde ! / Regardez ! → Look!
  • Ouvre ton livre ! → Open your book!
  • Donne-moi le cahier ! → Give me the notebook!
  • Prends ton stylo ! → Take your pen!
  • Sors ! / Sortez ! → Go out / Exit!

Teacher emphasizes: Imperative = verb alone (no subject pronoun).

  1. Negative Imperative Forms
  • Teacher introduces structure: Ne + verb + pas.
  • For reflexive verbs: Ne te … pas / Ne vous … pas.

Examples (Negative Imperatives):

  • Ne parle pas ! → Do not speak!
  • Ne sors pas ! → Do not go out!
  • Ne t’assieds pas ! → Do not sit down!
  • N’ouvre pas la porte ! → Do not open the door!
  • Ne lisez pas ! → Do not read!
  • Ne prenez pas vos livres ! → Do not take your books!

Teacher highlights difference: Ne parle pas ! (one student) vs Ne parlez pas ! (to class).

 

  1. Guided Practice
  • Teacher gives commands aloud, pupils perform action:
    • “Écrivez !” → pupils write.
    • “Ne parlez pas !” → pupils stay silent.
    • “Levez-vous !” → pupils stand up.
    • “Ne vous asseyez pas !” → pupils remain standing.
  • Teacher calls individuals to give commands to classmates.

 

  1. Practical Classroom Activity
  • Scenario 1: Teacher as Principal → Gives instructions:
    • “Écoutez-moi !” → pupils listen.
    • “Ne sortez pas !” → pupils stay seated.
  • Scenario 2: Pupils in groups → Each group prepares a short routine of 5–6 commands (mix of positive and negative) and performs it for the class.
    • Example routine:
      • A: “Levez-vous !”
      • B: (stands up)
      • A: “Écrivez au tableau !”
      • B: (writes)
      • A: “Ne parle pas !”
      • B: (stays quiet)

 

Learners’ Activities (Expanded & Detailed):

  1. Repetition Drill – Pupils repeat verbs in positive and negative imperatives.
  2. Pair Work – One pupil gives a command, partner executes.
    • A: “Assieds-toi !” → B sits.
    • A: “Ne lis pas !” → B closes book.
  3. Group Work – Pupils create and act out a 6-command routine.
  4. Writing Practice – Pupils write 10 imperatives (5 positive + 5 negative).
  5. Oral Presentation – Groups perform their command sequences before the class.

 

Assessment Checks:

  1. Oral Assessment: Teacher calls a pupil and gives commands:
    • Teacher: “Écris au tableau !” → pupil writes.
    • Teacher: “Ne parle pas !” → pupil stays quiet.
  2. Pair Performance: Teacher circulates as pairs give commands to each other.
  3. Written Assessment: Fill in blanks with correct form:
    • ___ au tableau ! (aller) → Va / Allez au tableau !
    • ___ pas ! (parler) → Ne parle pas !
    • ___ ton livre ! (ouvrir) → Ouvre ton livre !
    • ___ vos cahiers ! (fermer – negative) → Ne fermez pas vos cahiers !
  4. Peer Review: Pupils exchange notebooks and check imperative forms.

 

Notes (Expanded & Detailed):

  • Reflexive verbs are tricky:
    • Positive: Assieds-toi ! / Asseyez-vous !
    • Negative: Ne t’assieds pas ! / Ne vous asseyez pas !
  • Stress polite vs informal forms (tu vs vous).
  • Contextualization: Use real classroom situations — writing, reading, silence, moving.

 

Assignment (Homework):

  1. List 10 classroom verbs (e.g., écrire, lire, écouter, parler, sortir, s’asseoir, se lever, prendre, donner, ouvrir). Write positive + negative imperative forms for each.
    • Example:
      • Écris ! / N’écris pas !
      • Asseyez-vous ! / Ne vous asseyez pas !
  1. Write a 5-command routine (at least 3 positive + 2 negative).
    • Example:
      • Ouvrez vos cahiers !
      • Écrivez la date !
      • Ne parlez pas !
      • Lisez le texte !
      • Ne sortez pas !
  1. Oral Practice at home: Practice giving 5 commands to a family member or classmate.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recall positive and negative commands taught.
• Volunteers demonstrate 3–4 commands with actions.
Evaluation Method:
• Quick oral quiz: Teacher gives a command; pupils respond verbally or physically.
Follow-up Activity:
• Pupils prepare to give commands in French in the next class as a mini “classroom instructions” game.
Differentiation / Inclusive Strategies:
• Struggling learners: Use real objects for visual support and repetition.
• Advanced learners: Create longer command sequences and include reflexive verbs.
• Students with disabilities: Offer simplified commands, allow extra time to perform actions.

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