Interrogative Sentences and Guided Practice

Grade 7 · French

Semester 1 | Period 3 | Week 16

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: French

Semester: 1

Period: 3

Week: 16

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Interrogative Sentences and Guided Practice
Sub-topic: l’interrogation: Qui est-ce ?, Est-ce que…, Qu’est-ce que c’est ? & Role-play / Telephone Dialogues

Learning Objectives

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

  1. Form and use interrogative sentences in French using “Qui est-ce ?”, “Est-ce que… ?”, and “Qu’est-ce que c’est ?”
  2. Ask questions about people, objects, and actions accurately.
  3. Apply interrogative structures in guided dialogues and telephone conversations.
  4. Respond appropriately to questions using full sentences.
  5. Gain confidence in oral interaction in classroom and telephone contexts.

 

Previous Knowledge

Students already know:

  • Vocabulary for classroom objects, telephone expressions, days, months, and numbers 1–200
  • Present tense of key verbs: s’appeler, être, avoir, habiter
  • Demonstrative and possessive adjectives
  • Polite expressions and telephone phrases

 

Instructional Materials

  • Flashcards with objects, people, and verbs
  • Whiteboard and markers
  • Worksheets for guided question-and-answer exercises
  • Audio clips for pronunciation and telephone dialogues
  • Students’ notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes

  • Quick oral drill: Pupils ask each other questions using previously learned vocabulary:
    • “Comment tu t’appelles ?”
    • “Quel jour sommes-nous ?”
  • Teacher introduces the concept of formal interrogative sentences.
    Teacher’s Role: Model question structures, correct pronunciation.
    Learner’s Role: Answer orally, recall prior knowledge.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Introduction to Interrogative Sentences
  • Qui est-ce ? → Asking about a person
    • Example: “Qui est-ce ?” → “C’est Marie, mon amie.”
    • Extra: “Qui est-ce ?” → “C’est mon professeur de français.”
    • “Qui est-ce ?” → “C’est mon frère.”
  • Est-ce que… ? → General yes/no questions
    • Example: “Est-ce que tu habites à Monrovia ?” → “Oui, j’habite à Monrovia.”
    • Extra:
      • “Est-ce que tu parles français ?” → “Oui, je parle français.”
      • “Est-ce que vous avez un téléphone ?” → “Non, je n’ai pas de téléphone.”
  • Qu’est-ce que c’est ? → Asking about objects
    • Example: “Qu’est-ce que c’est ?” → “C’est un livre.”
    • Extra:
      • “Qu’est-ce que c’est ?” → “C’est une chaise.”
      • “Qu’est-ce que c’est ?” → “C’est un téléphone.”

 

  1. Guided Practice – Classroom Role-play
  • Teacher shows classroom objects (chalk, book, bag). Pupils ask:
    • “Qu’est-ce que c’est ?” → “C’est une craie.”
  • Pupils ask about classmates:
    • “Qui est-ce ?” → “C’est mon ami Paul.”
  • Yes/No practice:
    • “Est-ce que tu as un cahier ?” → “Oui, j’ai un cahier.” / “Non, je n’ai pas de cahier.”

 

  1. Telephone Dialogue Practice
  • Pupils simulate calls.
    • A: “Allô, qui est-ce ?”
    • B: “C’est Aminata. Est-ce que je peux parler à Paul ?”
    • A: “Oui, un instant, s’il vous plaît.”
    • B: “Merci beaucoup !”

Integration with past lessons:

  • Add time/date:
    • “Est-ce que tu viens demain ?” → “Oui, je viens mardi à dix heures.”
  • Add numbers:
    • “Qu’est-ce que c’est ?” → “C’est cent vingt-cinq.”

 

  1. Practical Activity – Pair Work
  • Pupils in pairs. Each pair practices 3–4 question/answer exchanges:
    • “Qui est-ce ?” → “C’est mon ami Joseph.”
    • “Est-ce que tu as un stylo ?” → “Oui, j’ai un stylo.”
    • “Qu’est-ce que c’est ?” → “C’est une table.”
  • Roles rotate so everyone practices as caller and respondent.

 

Learners’ Activities (Expanded & Detailed)

  1. Repetition Drill – Pupils repeat after teacher, chorally then individually.
  2. Pair Work – Practice dialogues asking and answering about people, objects, and yes/no questions.
  3. Role-play – Telephone dialogues in pairs with greetings, questions, and polite forms.
  4. Written Practice – Fill-in-the-blank exercise:
    • ___ est-ce ? → C’est mon ami.
    • ___ tu habites à Monrovia ? → Oui, j’habite à Monrovia.
    • ___ c’est ? → C’est un cahier.
  5. Oral Presentation – Volunteers perform their mini-dialogues before the class.

 

Assessment Checks

  1. Oral Assessment – Teacher asks random pupils:
    • “Qui est-ce ?” (points to another pupil).
    • “Qu’est-ce que c’est ?” (shows an object).
    • “Est-ce que tu as un livre ?” (checks yes/no response).
  2. Pair Performance – Teacher listens to pairs, checks intonation and correct usage.
  3. Written Assessment – Pupils complete sentences:
    • … est-ce ? → C’est mon professeur.
    • Est-ce que tu as un téléphone ? → Oui, …
    • Qu’est-ce que c’est ? → …
  4. Peer Review – Pupils exchange notebooks and correct 3–5 questions/answers.

 

Notes (Expanded & Detailed)

  • Stress rising intonation for Est-ce que… ? questions.
  • Relate questions to real-life settings: classroom, home, telephone conversations.
  • Encourage using polite forms (s’il vous plaît, merci).
  • Reinforce by linking to previously learned vocabulary: dates, time, numbers, days.

 

Assignment (Homework)

  1. Write 5 question-and-answer pairs using:
    • Qui est-ce ?
    • Est-ce que… ?
    • Qu’est-ce que c’est ?
  2. Write a telephone dialogue (6–8 lines) including greetings, questions, and polite expressions.
  3. Practice orally at home with a family member or friend — simulate a phone call asking about people, objects, and yes/no questions.

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

  • Recap the three main question types and their uses.
  • Volunteers perform dialogues in front of the class.
    Evaluation Method: Quick oral quiz: Teacher asks 2–3 questions; pupils respond correctly using full sentences.
    Follow-up Activity: Pupils prepare to combine interrogative sentences with dates, times, and classroom commands in Week 17.

 

Differentiation / Inclusive Strategies

  • Struggling learners: Visual prompts and simplified sentences; guided practice.
  • Advanced learners: Longer dialogues including multiple question types and vocabulary integration.
  • Students with disabilities: Extra time, written prompts, peer support.

 

Teacher’s Reflection:

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