Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: French
Semester: 1
Period: 2
Week: 9
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 8
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Using Interrogative Words in French
Sub-topic: Forming Questions with Qui, Que, Quel, Quelle
Learning Objectives
By the end of the lesson, students should be able to:
- Recognize and use different French interrogative words: Qui, Que/Qu’, Quel, Quelle.
- Form questions using interrogative words in inverted and standard forms.
- Apply interrogative sentences in dialogues and written letters.
- Ask and answer questions about identity, activities, dates, and events.
- Integrate interrogative sentences naturally in short conversations.
Previous Knowledge
Students already know:
- Inverted interrogative sentences (Week 8).
- Greetings, introductions, and personal information (Weeks 1–4).
- Present tense conjugation of basic verbs (s’appeler, être, avoir, jouer, faire).
Instructional Materials
- Textbook: French for Beginners, Grade 8
- Flashcards with question words and sample questions
- Whiteboard and markers
- Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity:
- Teacher writes on board:
- “Vous êtes élève.” → asks: “Qui êtes-vous ?”
- “Vous faites du sport.” → asks: “Que faites-vous ?”
- Pupils attempt to form questions orally.
Learners’ Role: Respond orally and recall previously learned inversion structure.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
- Introduction to Interrogative Words
Teacher explains the role of interrogatives in asking questions.
- Qui → Who (used for people, as subject or object).
- Qui est ton ami ? (Who is your friend?)
- Qui cherche le cahier ? (Who is looking for the notebook?)
- Que / Qu’ → What (used mainly before verbs).
- Que fais-tu ? (What are you doing?)
- Qu’aimes-tu ? (What do you like?)
- Quel (m.s.) / Quelle (f.s.) → Which / What (used with a noun, must agree in gender and number).
- Quel jour sommes-nous ? (What day is it?)
- Quelle est la date ? (What is the date?)
- Quels livres lis-tu ? (Which books are you reading?)
- Quelles chansons écoutes-tu ? (Which songs are you listening to?)
- Forming Questions in Context
- Using inversion (formal French):
- Vous êtes médecin. → Êtes-vous médecin ?
- Il joue au football. → Que joue-t-il ?
- Using interrogatives with articles and nouns:
- Quel livre lis-tu ? (Which book are you reading?)
- Quelle musique écoutes-tu ? (What music are you listening to?)
- Quels amis invites-tu ? (Which friends are you inviting?)
- Written Practice
Pupils practice transforming statements:
- Tu vas au marché. → Où vas-tu ?
- Elle est étudiante. → Qui est-elle ?
- Ils lisent un roman. → Que lisent-ils ?
- Nous avons une leçon de français. → Quelle leçon avons-nous ?
- Vous aimez le sport. → Quel sport aimez-vous ?
- Oral Practice
- Pair Activity – Question & Answer
- Identity → Qui est ton professeur ? (Who is your teacher?)
- Activities → Que fais-tu après l’école ? (What do you do after school?)
- Date → Quelle est la date aujourd’hui ? (What is today’s date?)
- Day → Quel jour sommes-nous ? (What day is it?)
Learners respond with full sentences:
- Mon professeur est M. Kaba.
- Après l’école, je joue au football.
- Aujourd’hui, c’est le 3 septembre.
- Nous sommes mardi.
- Dialogues and Letters
Teacher-Modeled Dialogue
- A: Qui est à l’appareil ?
- B: C’est Fatou.
- A: Que fais-tu maintenant ?
- B: Je lis un livre.
Example in a Friendly Letter
Cher ami,
Qui est avec toi aujourd’hui ?
Que fais-tu ce week-end ?
Quelle est la date de ton anniversaire ?
A bientôt,
Ton ami, Joseph
Learners’ Activities (Expanded & Practical)
- Drill Practice – Repeat model questions after the teacher (choral + individual).
- Pair Work – Pupils form at least 6 questions using different interrogatives.
- Group Work – Groups of 3–4 write a short dialogue or letter using at least 3–4 interrogative sentences.
- Written Task – Convert 5 statements into questions using Qui, Que, Quel, Quelle.
- Oral Presentation – Volunteers perform dialogues or read their letters to the class.
Assessment Checks
Oral (Immediate Response)
Teacher provides statements; pupils transform them into questions.
- Vous jouez au tennis. → Que faites-vous ?
- Il est ton professeur. → Qui est ton professeur ?
Written (Quiz Style)
Fill in the blanks with the correct interrogative:
- _____ est à l’école ? (Qui / Que)
- _____ lis-tu ? (Quel / Qui)
- _____ est ton professeur préféré ? (Quel / Quelle)
- _____ fais-tu après l’école ? (Que / Qui)
- _____ est la date aujourd’hui ? (Quel / Quelle)
Peer Review
- Pupils swap notebooks to check:
- Correct interrogative word choice
- Agreement of quel / quelle with nouns
- Proper sentence punctuation
✅ Homework Suggestion:
Write 8 questions using Qui, Que, Quel, Quelle. At least:
- 2 about people,
- 2 about activities,
- 2 about dates/days,
- 2 about objects.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
- Recap interrogative words and examples.
- Quick oral drill: Teacher gives a statement, pupils convert into questions.
- Exit task: Pupils write one question each using Qui, Que, Quel, or Quelle about a classmate’s activity or day.
Assignment (Homework)
- Write 5 questions using different interrogative words about family, school, or hobbies.
- Prepare 3 oral questions to ask a partner about activities or dates.
- Integrate at least 2 interrogative words into a friendly letter for next class.
Differentiation / Inclusive Strategies
- Struggling learners: Use sentence starters, visual prompts, and pair practice.
- Advanced learners: Create longer dialogues or letters incorporating multiple interrogatives.
- Students with disabilities: Extra time, peer support, and guided worksheets.
Teacher’s Reflection
- What worked well? ___________________________
- What needs improvement? ____________________
- Students’ engagement level: ☑ High ☐ Medium ☐ Low