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Subject: French
Semester: 1
Period: 2
Week: 7
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 7
Date: Week 7
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Vocabulary and Expressions Related to Classroom Activities
Sub-topic: Naming Classroom Objects, Asking and Answering Questions (Qu’est-ce que c’est ?)
Learning Objectives
By the end of the lesson, students should be able to:
- Identify and name common classroom objects in French.
- Ask and answer questions using Qu’est-ce que c’est ? and respond with C’est un/une …
- Use correct gender (masculine/feminine) for classroom nouns.
- Pronounce classroom vocabulary accurately.
- Engage in oral practice naming and describing classroom items.
Previous Knowledge
Students already know:
• Greetings, self-introduction, nationality, profession, age, possessives
• Numbers 1–100 in French
• Basic sentence structures using C’est …
Instructional Materials
• Textbook: French for Beginners, Grade 7
• Flashcards: Classroom objects with pictures and names
• Real classroom items (table, chair, books, etc.)
• Whiteboard and markers
• Students’ notebooks and writing materials
• Audio clips for pronunciation
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher points to classroom objects and asks: “Qu’est-ce que c’est ?”
• Pupils respond orally: “C’est un/une …”
Teacher’s Role: Model pronunciation and correct responses
Learner’s Role: Observe and respond correctly, recall prior knowledge
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed):
- Vocabulary – Naming Classroom Objects
- Introduce and model pronunciation with realia (actual classroom items), flashcards, or drawings:
- le tableau (board)
- la chaise (chair)
- le livre (book)
- la table (table)
- la porte (door)
- la fenêtre (window)
- le cahier (notebook)
- le stylo (pen)
- le crayon (pencil)
- la gomme (eraser)
- la règle (ruler)
- le sac (bag)
- la craie (chalk)
- Emphasize masculine/feminine forms with un/une:
- un tableau, un livre, un cahier, un sac, un crayon, un stylo
- une chaise, une table, une porte, une fenêtre, une gomme, une règle
- Question and Answer – Qu’est-ce que c’est ?
- Teacher models:
- “Qu’est-ce que c’est ?” (What is this?)
- Student: “C’est un tableau.” / “C’est une chaise.”
- Extend examples with extra information:
- “C’est une règle. C’est pour mesurer.”
- “C’est un cahier. C’est pour écrire.”
- Guided Practice
- Teacher points to objects around the classroom and asks:
- “Qu’est-ce que c’est ?”
- Pupils respond individually: “C’est un stylo.”
- Group practice: Pupils point to classroom objects and ask each other.
- Pronunciation and Spelling
- Drill words aloud (choral repetition and individual repetition).
- Practice difficult sounds:
- tableau [tab-lo], fenêtre [fe-netr], cahier [ka-yé].
- Write words on the board and have pupils copy into notebooks with the correct un/une.
- Role-Play and Oral Activity
- Pair work: Pupils take turns asking “Qu’est-ce que c’est ?” while pointing to objects.
- Full-sentence answers encouraged: “C’est une chaise. C’est pour s’asseoir.”
- Teacher moves around correcting mistakes.
Learners’ Activities (Expanded & Detailed):
- Repetition Drill: Pupils repeat after teacher, stressing correct accents.
- Pair Work: Pupils ask and answer about 5–7 objects using “Qu’est-ce que c’est ? / C’est un/une …”
- Group Work: Small groups create short dialogues:
- A: Qu’est-ce que c’est ?
- B: C’est un sac. C’est pour porter des livres.
- Writing Practice: Pupils write at least 10 classroom objects with their article (un/une).
- Oral Presentation: Each pupil presents 1–2 objects in French:
- “Voici mon cahier. C’est un cahier. C’est pour écrire.”
Assessment Checks:
- Oral Assessment: Teacher points to an object → student answers correctly.
- Ex: Teacher: (points to door) → Student: “C’est une porte.”
- Pair Performance: Monitor role-plays for vocabulary, pronunciation, and correct gender use.
- Written Assessment: Fill in the blanks:
- C’est ___ tableau.
- C’est ___ gomme.
- C’est ___ crayon.
- C’est ___ fenêtre.
- Peer Review: Students exchange notebooks and correct each other’s lists for spelling and gender.
Notes (Expanded & Detailed):
- Highlight differences between masculine/feminine (un cahier vs une chaise).
- Remind pupils: “un” is for masculine nouns, “une” is for feminine nouns.
- Pronunciation tip: Silent final consonants (tableau, cahier, sac).
- Contextualization: Use real classroom environment to make learning practical.
Assignment (Homework):
- Write a list of 10 classroom objects with correct article (un/une).
- Create 5 Q&A pairs: Qu’est-ce que c’est ? / C’est un/une …
- Example: Qu’est-ce que c’est ? → C’est une gomme.
- At home, practice orally by pointing to real objects (book, chair, table, bag, etc.) and naming them in French.
- Extra challenge: Write 3 sentences saying what each object is used for.
- Example: C’est un livre. C’est pour lire.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recall vocabulary for classroom objects, correct gender, and asking/answering Qu’est-ce que c’est ?
• Volunteers demonstrate asking and answering about 2–3 objects.
Evaluation Method:
• Quick oral quiz: Teacher points to an object and asks: “Qu’est-ce que c’est ?” Pupils answer orally.
Follow-up Activity:
• Prepare a short dialogue for the next class including at least 5 classroom objects.
Differentiation / Inclusive Strategies:
• Struggling learners: Use flashcards with pictures and labels, repeat words slowly.
• Advanced learners: Form complete sentences describing objects’ use.
• Students with disabilities: Provide written prompts, allow extra time for oral answers.
Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low