Greetings, Introductions, and Numbers

Grade 8 · French

Semester 1 | Period 1 | Week 1

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Subject: French

Semester: 1

Period: 1

Week: 1

School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 8
Date: Week 1
Lesson Duration: 45 minutes
Week & Period: Week 1, Period 1

Topic: Greetings, Introductions, and Numbers
Sub-topic: Salutations, Introducing Oneself, Asking Names, Numbers 1–20

Learning Objectives

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

  1. Greet others appropriately in French using Bonjour, Bonsoir, and Salut.
  2. Introduce themselves and ask others’ names using Je m’appelle… and Comment tu t’appelles ?
  3. Conjugate the verb s’appeler in the present tense for singular pronouns.
  4. Count and pronounce numbers from 1–20 in French.
  5. Apply greetings and introductions in short dialogues.

 

Previous Knowledge

Students already know:

  • Basic classroom instructions in French.
  • Familiarity with simple greetings in English or other languages.

 

Instructional Materials

  • Textbook: French for Beginners, Grade 8
  • Flashcards with greetings and numbers 1–20
  • Charts showing s’appeler conjugation
  • Audio clips of dialogues
  • Students’ notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes

Activity:

  • Teacher asks: “How do we greet people in French?”
  • “How do you say your name in French?”

Teacher’s Role: Guide brainstorming, correct errors, model pronunciation.
Learners’ Role: Share prior knowledge, respond verbally, participate actively.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Step-by-Step Guide)

  1. Greetings in French
  • Introduce common greetings with correct pronunciation:
    • Bonjour (Good morning / Good day)
    • Bonsoir (Good evening)
    • Salut (Hi / informal)
    • Bonne journée (Have a good day)
    • Bonne soirée (Have a good evening)
    • Bonne nuit (Good night)
  • Show when each is used (morning, afternoon, night, formal vs. informal).
  • Highlight cultural aspects: French speakers use handshakes formally, cheek kisses (la bise) informally, always polite to greet.

Examples:

  • A: Bonjour, Madame.
  • B: Bonjour, comment allez-vous ?
  • A: Salut, Fatou ! Ça va ?
  • B: Salut, très bien merci !

 

  1. Introducing Oneself & Asking Names
  • Key expressions:
    • Je m’appelle Marie.
    • Moi, c’est Joseph.
    • Je suis Fatou.
  • Asking questions:
    • Comment tu t’appelles ? (informal, for friends/classmates)
    • Comment vous appelez-vous ? (formal, for teachers/strangers)

Examples:

  • A: Bonjour ! Comment tu t’appelles ?
  • B: Je m’appelle David. Et toi ?
  • A: Moi, c’est Aminata.

 

  1. Conjugation of s’appeler (focus on singular forms first)
  • Teacher writes on board:
    • Je m’appelle…
    • Tu t’appelles…
    • Il/Elle s’appelle…
  • Explain reflexive verb idea briefly (the pronoun changes with the subject).

Practice Sentences:

  • Je m’appelle Samuel.
  • Tu t’appelles comment ?
  • Elle s’appelle Mariam.

 

  1. Numbers 1–20 (with pronunciation & usage in age)
  • Teacher drills pronunciation (choral, then individual).
  • Write numbers 1–20 clearly on board.
    • un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix, onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-huit, dix-neuf, vingt.
  • Use in context:
    • J’ai quinze ans.
    • Elle a douze ans.
    • Tu as quel âge ? J’ai dix-sept ans.

 

  1. Mini Dialogues (Model Practice)
  • Teacher demonstrates a short dialogue, then asks pupils to repeat and create their own.

Example 1:

  • A: Bonjour, je m’appelle James. Comment tu t’appelles ?
  • B: Bonsoir, je m’appelle Marie.

Example 2:

  • A: Salut ! Tu t’appelles comment ?
  • B: Je m’appelle Fatou. Et toi ?
  • A: Moi, c’est Joseph. Tu as quel âge ?
  • B: J’ai quatorze ans.

 

Learners’ Activities (Expanded)

  1. Repetition Drills – Pupils repeat greetings, numbers, and verb forms after teacher.
  2. Pair Work – Pupils practice introductions with partner (greeting, name, age).
  3. Group Dialogues – In groups of 3–4, pupils role-play: greeting each other, introducing themselves, asking ages.
  4. Written Conjugation Practice – Pupils complete conjugation chart of s’appeler (singular forms) and write 5 sentences introducing themselves and others.
    • Example sentences:
      • Je m’appelle Aisha.
      • Il s’appelle Peter.
      • Tu t’appelles comment ?
      • Elle s’appelle Grace.
      • Je suis Mariam, j’ai quinze ans.

 

Assessment Checks

  1. Oral Assessment
    • Teacher asks individuals: “Comment tu t’appelles ?” → pupil answers correctly.
    • Quick drill: teacher says a number in French, pupils identify it.
  2. Pair Performance
    • Pupils act out dialogues (greeting + introducing name + asking age). Teacher observes accuracy.
  3. Written Assessment
    • Pupils complete 5 written sentences introducing themselves and others.
    • Fill-in-the-blank: “Je m’_____ Fatou.” / “Tu t’_____ comment ?”
  4. Peer Review
    • Pupils swap notebooks, check each other’s conjugation of s’appeler and number spelling.

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

  • Recap greetings, self-introduction, and numbers 1–20.
  • Quick oral drill: students greet and introduce themselves.
  • Exit slip/quiz: Write 3 sentences—greeting, self-introduction, asking a classmate’s name.

 

Assessment Checks

  1. Oral: introduce yourself in French.
  2. Pair dialogues: teacher circulates and corrects.
  3. Written: fill-in blanks → Je ___ Marie. (m’appelle)
  4. Translation: My name is Peter → Je m’appelle Peter.

 

Assignment (Homework)

  1. Write a short self-introduction (6–8 sentences) including greeting, name, age, nationality, residence, and one friend.
    • Example: Bonjour, je m’appelle Grace. J’ai quatorze ans. Je suis Libérienne. J’habite à Monrovia. Je suis élève. Voici mon ami. Il s’appelle Paul.
  2. Memorize conjugation of s’appeler (singular).
  3. Write numbers 1–20 in both French and English.

 

Differentiation / Inclusive Strategies

  • Struggling learners: use flashcards, repetition, peer support.
  • Advanced learners: add nationality or hobbies to dialogues.
  • Learners with disabilities: provide written prompts, extra time.

 

Teacher’s Reflection

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