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Subject: French
Semester: 1
Period: 1
Week: 3
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 8
Date: Week 3
Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Nationalities and Professions
Sub-topic: Adjectifs de nationalité, Noms de profession, Usage with être
Learning Objectives
By the end of the lesson, students should be able to:
- Identify and correctly use common nationalities in French (français, libérien, nigérian, etc.).
- Recognize and use common professions (professeur, médecin, élève, ingénieur, etc.).
- Conjugate and apply the verb être in simple sentences to describe nationality and profession.
- Build short dialogues introducing themselves and others with nationality and profession.
Previous Knowledge
Students already know:
- Greetings and introductions (s’appeler, être, avoir).
- How to express age.
- Basic sentence structure in French.
Instructional Materials
- Textbook: French for Beginners, Grade 8
- Flashcards with names of professions and nationalities
- Chart of être conjugation
- Pictures of different professionals (doctor, teacher, student, etc.)
- Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity:
- Teacher greets class and says: Je suis professeur. Et vous, qui êtes-vous ?
- Writes “Je suis…” on the board and asks learners to complete orally with any known word.
Teacher’s Role: Stimulate curiosity and link to prior knowledge.
Learners’ Role: Respond with attempts (e.g., Je suis élève).
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
- Adjectifs de nationalité (Nationality adjectives)
- Teacher introduces masculine/feminine forms of common nationalities.
- Rule reminder:
- Masculine often ends without -e.
- Feminine often adds -e.
- Some change spelling (e.g., nigérian → nigériane).
Examples:
- Je suis libérien. / Elle est libérienne.
- Je suis français. / Elle est française.
- Je suis nigérian. / Elle est nigériane.
- Il est américain. / Elle est américaine.
- Nous sommes ghanéens. / Elles sont ghanéennes.
Contrast for practice:
- Il est libérien. Elle est libérienne.
- Tu es français ? Non, je suis nigériane.
- Professions (Les professions)
- Teacher introduces common professions (masculine/feminine).
- Vocabulary list:
- Professeur / Professeure (teacher)
- Médecin (doctor, same for male/female)
- Élève (student)
- Ingénieur / Ingénieure (engineer)
- Commerçant / Commerçante (trader)
- Chauffeur (driver, same for male/female)
Examples in sentences:
- Il est médecin.
- Elle est professeure.
- Je suis élève.
- Tu es commerçante.
- Nous sommes ingénieurs.
- Vous êtes chauffeurs.
- Using Être in sentences (Identity practice)
- Teacher reviews conjugation of être on the board.
- Builds identity statements with nationality + profession.
Examples:
- Je suis libérien et élève.
- Tu es américaine et professeure.
- Il est ingénieur.
- Elle est commerçante.
- Nous sommes élèves libériens.
- Elles sont étudiantes nigérianes.
- Dialogues (Teacher models)
- Dialogue 1
- A: Bonjour, je suis libérien. Et toi ?
- B: Moi, je suis nigériane. Elle est médecin.
- Dialogue 2
- A: Voici mon ami. Il est professeur.
- B: Voilà ma sœur. Elle est commerçante.
- Dialogue 3
- A: Tu es élève ?
- B: Oui, je suis élève libérienne.
Learners’ Activities (Expanded & Practical)
- Drill Practice – Pupils repeat nationalities and professions aloud after the teacher, focusing on masculine/feminine differences.
- Pair Activity – Pupils interview each other and introduce one another using nationality + profession:
- “Il est libérien et élève.”
- “Elle est nigériane et professeure.”
- Group Role-Play – Groups of 3–4 create a conversation where they introduce three classmates with name, nationality, and profession.
- Sentence Transformation – Teacher gives masculine sentences, pupils change to feminine.
- Example: Il est nigérian. → Elle est nigériane.
- Il est commerçant. → Elle est commerçante.
- Written Activity – Pupils write 5–6 sentences describing themselves and classmates (name + nationality + profession).
Assessment Checks
Oral Assessments:
- Teacher asks pupils: “Tu es libérien ou nigérian ?”
- Pupils respond: “Je suis libérien.” / “Je suis nigériane.”
- Pupils recite sentences using both profession and nationality.
Pair Assessment:
- Each pupil introduces their partner to the class:
- “Voici mon camarade. Il s’appelle David. Il est ghanéen et ingénieur.”
Written Assessment:
- Fill-in-the-blanks with correct forms:
- Elle est ______ (libérien/libérienne).
- Ils sont ______ (médecin/médecins).
- Tu es ______ (élève/élèves).
Peer Review:
- Pupils swap written sentences and underline correct/incorrect use of nationality and profession adjectives.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
- Teacher reviews nationality and profession vocabulary.
- Quick oral exercise: teacher points to flashcard → students say Il/Elle est….
- Exit task: Write one sentence with nationality, one with profession, and one combining both.
Assessment Checks
- Oral: Introduce yourself with nationality and profession.
- Written: Conjugate être (je, tu, il, elle, nous, vous, ils).
- Fill in blanks:
- Je ____ libérien.
- Elle ____ médecin.
- Translation:
- He is Nigerian.
- They are teachers.
Assignment (Homework)
- Write 6 sentences: 3 about nationalities, 3 about professions (using être).
- Memorize at least 5 professions and 5 nationalities.
- Prepare a mini dialogue with a partner: introduce yourself (name, nationality, profession).
Differentiation / Inclusive Strategies
- Struggling learners: sentence starters (“Je suis…”, “Il est…”).
- Advanced learners: add nationality + profession in one sentence.
- Students with disabilities: extra time and visual aids.
Teacher’s Reflection
- What worked well? ___________________________
- What needs improvement? ____________________
- Students’ engagement level: ☑ High ☑ Medium ☐ Low