Vocabulary & Expressions - Expressing Opinions

Grade 8 · French

Semester 1 | Period 3 | Week 13

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Subject: French

Semester: 1

Period: 3

Week: 13

School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 8
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Vocabulary & Expressions – Expressing Opinions
Sub-topic: Agreement and Disagreement in Simple Sentences

Learning Objectives

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

  1. Identify and pronounce new vocabulary and expressions for expressing opinions.
  2. Use sentence patterns such as J’ai le même avis que… and Je partage l’avis de….
  3. Construct simple sentences to agree or disagree with others.
  4. Apply opinion expressions in short dialogues and classroom interactions.
  5. Differentiate between agreeing and disagreeing responses in context.

 

Previous Knowledge

Students already know:

  • Basic greetings and introductions.
  • Present tense of être and avoir.
  • Vocabulary for classroom objects, family, and daily activities.
  • Formation of affirmative and negative sentences.

 

Instructional Materials

  • Textbook: French for Beginners, Grade 8
  • Flashcards with opinion expressions
  • Dialogue cards for role play
  • Whiteboard and markers
  • Students’ notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–7 minutes
Activity:

  • Teacher says: “Je pense que le football est intéressant. Et toi ?”
  • Invite pupils to respond with agreement (C’est vrai!) or disagreement (C’est faux!).
  • Brainstorm expressions of agreement/disagreement.

Learners’ Role: Respond orally, suggest expressions they know.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Vocabulary Introduction (8 minutes)

Teacher writes and explains new expressions on the board:

  • J’ai le même avis que + nom/prénom → I have the same opinion as…
  • Je partage l’avis de + nom → I share the opinion of…
  • J’admets que… → I admit that…
  • C’est vrai! → That’s true!
  • C’est faux! → That’s false!

Pronunciation Drill:

  • Pupils repeat in chorus after the teacher.
  • Then, individually, each pupil pronounces one expression.
  • Teacher corrects mispronunciations.

Extra Teacher Examples (simple and contextual):

  1. J’ai le même avis que mon frère: le football est intéressant.
  2. Je partage l’avis de ma mère: la nourriture africaine est délicieuse.
  3. J’admets que je dois étudier plus.
  4. C’est vrai! Tu es mon meilleur ami.
  5. C’est faux! L’éléphant n’est pas un petit animal.

 

  1. Guided Practice – Substitution Drills (5 minutes)

Teacher models short sentences and pupils substitute names/words.

Teacher Model:

  • J’ai le même avis que Marie.
    Pupil Substitutions:
  • J’ai le même avis que Paul.
  • J’ai le même avis que mon ami.
  • J’ai le même avis que mon professeur.

Teacher Model:

  • Je partage l’avis de mon ami.
    Pupil Substitutions:
  • Je partage l’avis de mon frère.
  • Je partage l’avis de mon père.
  • Je partage l’avis de ma sœur.

Extra Drill Examples:

  • J’admets que je suis fatigué. → Pupils change the last part:
    • J’admets que je suis en retard.
    • J’admets que j’ai tort.
  • C’est vrai! / C’est faux! → Pupils respond to teacher statements:
    • Teacher: “Le soleil est rouge.” → Pupils: C’est faux!
    • Teacher: “Le pain est bon.” → Pupils: C’est vrai!

 

  1. Pair Work – Question & Answer (5 minutes)

Teacher gives model opinion statements. Pupils respond.

Examples:

  • Pupil A: Je pense que les maths sont difficiles.
  • Pupil B: C’est vrai! / C’est faux!
  • Pupil A: Je crois que le football est amusant.
  • Pupil B: Je partage l’avis de Paul.
  • Pupil A: Je dis que les vacances sont importantes.
  • Pupil B: J’ai le même avis que toi.

Extension: Pupils invent their own short opinion, and partners must agree or disagree using learned expressions.

 

  1. Short Dialogue Practice (5 minutes)

Role-play in small groups of 3–4. Teacher provides prompts.

Example Dialogue:

  • Pupil A: Je partage l’avis de mon professeur.
  • Pupil B: J’admets que les devoirs sont importants.
  • Pupil C: C’est faux! Les devoirs sont trop longs.

Another Example:

  • Pupil A: J’ai le même avis que ma mère: la télé est éducative.
  • Pupil B: Je partage l’avis de mon frère: la télé est ennuyeuse.
  • Pupil C: C’est vrai! Les films sont intéressants.

 

  1. Written Exercises (7 minutes)

Pupils copy and complete on the board/notebooks:

  1. ______ l’avis de mon père. (Je partage)
  2. J’ai ______ avis que ma sœur. (le même)
  3. J’admets que ______. (je suis en retard)
  4. C’est ______! (faux)
  5. C’est ______! (vrai)

Extension Activity: Pupils create 5 original sentences using today’s expressions.

Examples pupils might produce:

  • Je partage l’avis de mon père: l’école est nécessaire.
  • C’est vrai! Tu chantes bien.
  • C’est faux! Le poisson ne vole pas.
  • J’ai le même avis que ma sœur: le football est amusant.
  • J’admets que j’aime les jeux vidéo.

 

  1. Learners’ Expanded Practical Activities (Throughout Lesson)
  2. Oral Repetition Drill: Pupils repeat new expressions 3–4 times to build confidence.
  3. Pair Work: Pupils exchange at least 2–3 opinions with partners.
  4. Role Play / Mini Skits: Groups act out short conversations (school, food, sports, family).
  5. Written Practice: Fill-in-the-blanks, substitution, then compose 3–5 original sentences.
  6. Quick Assessment: Teacher asks 3 rapid-fire questions, pupils answer using C’est vrai / C’est faux.

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

  • Teacher reviews expressions learned.
  • Quick oral quiz: Teacher says a statement; pupils respond C’est vrai! or C’est faux!
  • Exit Task: Pupils write one sentence of agreement and one of disagreement.

 

✅ Homework Assignment

  1. Write 5 sentences using J’ai le même avis que… and Je partage l’avis de….
  2. Write 3 sentences using J’admets que….
  3. Write 4 sentences expressing agreement/disagreement with classmates’ opinions (real or imagined).

 

Differentiation / Inclusive Strategies

  • Struggling learners: Provide sentence starters and word banks.
  • Advanced learners: Create short dialogues integrating at least 3 different expressions.
  • Students with disabilities: Allow oral responses, pair support, and extra time.

 

Teacher’s Reflection

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