Possession and Prepositions of Possession

Grade 7 · French

Semester 1 | Period 2 | Week 10

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Subject: French

Semester: 1

Period: 2

Week: 10

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Possession and Prepositions of Possession
Sub-topic: C’est à … / C’est … + Possessive Adjectives, Prepositions de, du, de la, de l’, des
Learning Objectives
By the end of the lesson, students should be able to:

  1. Express ownership using C’est à … and C’est … + possessive adjective.
  2. Use prepositions of possession de, du, de la, de l’, des correctly in sentences.
  3. Match the possessive forms with gender and number of the noun.
  4. Read, interpret, and construct sentences showing possession.
  5. Apply possession structures in oral dialogues and written exercises.

Previous Knowledge
Students already know:
• Greetings, self-introduction, nationality, age, profession
• Present tense of verbs: s’appeler, être, avoir, habiter
• Numbers 1–100
• Possessive adjectives (mon, ma, mes, ton, ta, tes)

Instructional Materials
• Flashcards: Classroom objects, personal items
• Whiteboard and markers
• Worksheets for fill-in-the-blanks and sentence creation
• Audio clips for pronunciation practice
• Students’ notebooks and writing materials

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Quick oral drill: Teacher asks students about ownership of classroom items.
• Example: “C’est à qui ce livre ?” Pupils respond orally using C’est à … or C’est … + possessive adjective.
Teacher’s Role: Model pronunciation and correct responses
Learner’s Role: Respond orally, recall previous knowledge on possessives

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Showing Possession (C’est à … vs Possessive Adjectives)
  • Teacher explains two ways of showing possession:
  1. With “C’est à …”
  • C’est à moi. → It belongs to me.
  • C’est à toi. → It belongs to you.
  • C’est à lui/elle. → It belongs to him/her.
  • C’est à nous. → It belongs to us.
  • C’est à vous. → It belongs to you (pl.).
  • C’est à eux/elles. → It belongs to them.
  1. With Possessive Adjectives
  • C’est mon livre. (This is my book.)
  • C’est ta chaise. (This is your chair.)
  • C’est son stylo. (This is his/her pen.)
  • Ce sont nos cahiers. (These are our notebooks.)
  • Ce sont vos crayons. (These are your pencils.)
  • Ce sont leurs sacs. (These are their bags.)

👉 Emphasize: Possessive adjectives must agree with the gender (masculine/feminine) and number (singular/plural) of the noun.

 

  1. Prepositions of Possession (de, du, de la, de l’, des)
  • Teacher explains how “de” is used to show ownership.

Examples:

  • C’est le cahier de Martha. (This is Martha’s notebook.)
  • C’est la table du professeur. (This is the teacher’s table.)
  • C’est la fenêtre de la salle de classe. (This is the classroom’s window.)
  • Ce sont les livres des élèves. (These are the students’ books.)

👉 Contractions to note:

  • de + le = du (la table du professeur)
  • de + les = des (les livres des élèves)
  • de + la = de la (la porte de la maison)
  • de + l’ (before vowel/mute h: l’ami de l’homme)

 

  1. Guided Practice
  • Teacher writes incomplete sentences on the board for pupils to complete.

Examples:

  1. ___ cahier est à toi ? → C’est ton cahier ? / C’est à toi le cahier ?
  2. ___ crayons sont de Marie ? → Ce sont les crayons de Marie.
  3. ___ stylo est à lui ? → C’est son stylo. / C’est à lui le stylo.
  4. ___ cahiers sont du professeur ? → Ce sont les cahiers du professeur.

 

  1. Practical Classroom Activity
  • Pupils use real classroom objects (books, pens, bags) to practice.
  • One pupil asks: “C’est à qui ce stylo ?”
  • Another responds: “C’est à moi. C’est mon stylo.”
  • Pupils rotate and practice with different items.

 

Learners’ Activities (Expanded & Detailed)

  1. Repetition Drill – Pupils repeat after teacher: “C’est à moi. C’est à toi. C’est mon livre. C’est ton livre.”
  2. Pair Work – Pupils ask and answer about ownership of classroom objects.
    • A: “C’est à qui ce cahier ?”
    • B: “C’est à moi. C’est mon cahier.”
  3. Group Work – Teacher gives sentences with mistakes; pupils correct in groups.
    • C’est à toi le cahiers. ❌ → C’est à toi les cahiers. ✅
    • Ce sont les livre du élèves. ❌ → Ce sont les livres des élèves. ✅
  4. Written Practice – Pupils complete sentences with de, du, de la, de l’, des.
  5. Role-Play – Pupils create mini-dialogues: one asks about ownership, the other answers using both “C’est à …” and possessive adjectives.

 

Assessment Checks

  1. Oral Assessment – Teacher shows an object: “C’est à qui ce stylo ?” Pupils answer orally.
  2. Pair Performance – Teacher observes pairs asking/answering ownership questions.
  3. Written Assessment – Fill in blanks:
    • C’est ___ livre. (mon / ton / son)
    • C’est le cahier ___ professeur. (du)
    • Ce sont les crayons ___ élèves. (des)
    • C’est ___ chaise. (ma / ta / sa)
  4. Peer Review – Pupils exchange notebooks and correct 3–4 sentences for accuracy.

 

Notes (Expanded & Detailed)

  • Stress difference between C’est à moi (belonging) vs C’est mon livre (possessive adjective).
  • Highlight contraction rules (du, des).
  • Ensure pupils match possessive adjectives with noun gender/number.
  • Use familiar Liberian classroom objects to make practice relevant.

 

Assignment (Homework)

  1. Write 5 sentences describing ownership of objects at home using C’est à …
    • Example: C’est à moi la chaise. C’est à mon frère le cahier.
  2. Write 5 sentences with possessive adjectives.
    • Example: C’est mon livre. C’est ta maison. C’est notre table.
  3. Convert 5 sentences from C’est à … to possessive adjectives and vice versa.
    • Example: C’est à toi le livre. → C’est ton livre.
    • C’est sa chaise. → C’est à elle la chaise.
  4. Oral practice at home: Ask a family member “C’est à qui … ?” using any household objects.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap: C’est à …, possessive adjectives, prepositions de, du, de la, de l’, des
• Volunteers describe 2–3 items using the correct structure
Evaluation Method:
• Quick oral quiz: Ask pupils to identify ownership of 2–3 items using proper grammar
Follow-up Activity:
• Pupils will use these possession structures along with classroom commands in Week 12 activities

Differentiation / Inclusive Strategies
• Struggling learners: Use visual cues and model sentences slowly
• Advanced learners: Encourage multiple sentence dialogues and combining possessives with other structures
• Students with disabilities: Provide written prompts, allow extra time, and pair with supportive peers

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