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Subject: French
Semester: 2
Period: 4
Week: 22
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Conjugation Review & Expressing Feelings in Different Tenses
Sub-topic: Future tense, Passé composé, Imparfait; expressing feelings over time
Learning Objectives
By the end of the lesson, students should be able to:
- Conjugate regular and irregular verbs in the future tense to describe future feelings.
- Review and apply passé composé to describe past feelings and events.
- Review and use imparfait to describe ongoing or repeated past emotional states.
- Construct sentences combining feelings with temporal references (past, present, future).
- Communicate personal experiences using multiple tenses accurately in oral and written contexts.
Previous Knowledge
Students already know:
• Basic feelings vocabulary: content(e), triste, fâché(e), fatigué(e), malade, etc.
• Expressions using être + adjectif and avoir l’air + adjectif
• Present tense conjugation of regular and irregular verbs
• Writing simple sentences about emotions and situations
Instructional Materials
- Textbook: French for Beginners, Grade 9
• Charts: Conjugation tables for future tense, passé composé, imparfait
• Flashcards: feelings vocabulary, verbs, temporal phrases (hier, aujourd’hui, demain)
• Pictures or scenario prompts for oral/written practice
• Studens’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity:
• Quick oral review: Students say how they feel today using être + adjectif
• Teacher prompts: “Comment te sentais-tu hier ? Et demain, comment te sentiras-tu ?”
Teacher’s Role: Model correct tense usage and pronunciation
Learners’ Role: Participate orally and recall past lesson vocabulary and verbs
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Step 1: Future Tense Review – 6–7 minutes
• Regular and irregular examples:
• Je serai heureux, Tu auras de la chance, Il fera un effort, Nous irons au cinéma, Vous verrez le match, Ils feront la fête
• Activities:
• Oral drill: Teacher prompts students with future scenarios; students respond using the future tense.
• Pair practice:
• Prompt: “Demain, tu… ?” → Response: “Demain, je serai content(e).”
• Prompt: “La semaine prochaine, nous… ?” → Response: “La semaine prochaine, nous ferons nos devoirs.”
• Extension: Students make 2–3 predictions about friends’ feelings or events using the future tense.
Step 2: Passé Composé Review – 6–7 minutes
• Examples: J’ai été content(e), Elle a eu peur, Nous avons été surpris, Ils ont été tristes
• Combine with events: “Hier, j’ai été content(e) parce que j’ai réussi mon examen.”
• Activities:
• Fill-in-the-blank exercises:
• “Hier, je ___ (être) heureux parce que j’___ (avoir) une bonne note.”
• Oral sharing: Students narrate one event from yesterday and how they felt.
• Pair work: Each student asks a partner about their previous day:
• “Comment t’es-tu senti(e) hier ?” → “J’ai été fatigué(e) mais content(e).”
Step 3: Imparfait Review – 6–7 minutes
• Examples: J’étais triste, Nous étions fatigués, Elle était heureuse, Ils étaient curieux
• Combine with habitual or ongoing past events: “Quand j’étais petit(e), j’étais toujours content(e) le week-end.”
• Activities:
• Students write 2–3 sentences about past routines and emotional states:
• “Quand j’étais petit(e), j’étais toujours fatigué(e) après l’école.”
• “Nous étions contents quand nous jouions au football.”
• Oral drill: Students share their childhood habits and feelings with a partner or the class.
Step 4: Integrative Practice – 6–7 minutes
• Model sentences combining tenses:
• “Hier, j’étais triste parce que j’ai échoué.”
• “Demain, je serai content parce que nous réussirons.”
• Activities:
• Pair work: Students create similar sentences about personal experiences or school events.
• Oral narratives: Each student shares a short story including past (imparfait/passé composé), present, and future feelings.
• Written practice: Write 4–5 sentences describing personal experiences with temporal context, including feelings:
• Example: “Quand j’étais petit, j’étais souvent fatigué. Hier, j’ai été heureux parce que j’ai aidé mon ami. Demain, je serai content parce que je jouerai avec ma famille.”
Assessment (Formative, during lesson)
Oral:
• Monitor students’ narratives for correct tense usage, fluency, and appropriate expressions of feelings.
• Check for correct conjugation of irregular and regular verbs.
Written:
• Review sentences for correct verb conjugation, tense agreement, and logical temporal sequencing.
• Ensure proper use of emotional vocabulary with each tense.
Peer Review:
• Students exchange written narratives and oral stories, providing feedback on verb accuracy, clarity, and emotional expression.
• Mini-quiz: Teacher gives a sentence in present tense, students convert it into passé composé, imparfait, or futur simple.
Practical Extension Activities:
• “Timeline of Feelings”: Students create a short timeline of their week, labeling events with the appropriate tense and feeling.
• “Emotion Diary”: Students write 3 sentences per day for the past, present, and future using all learned tenses and emotional adjectives.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap use of passé composé, imparfait, future tense with feelings
• Quick oral drill: Students say one sentence about yesterday, today, and tomorrow
• Exit slip: Write 3–4 sentences describing past, present, and future feelings
Assessment Checks:
- Oral: Students correctly describe past, present, and future emotions
- Written: Check for grammar, tense accuracy, and clarity
- Pair/group: Teacher observes fluency and comprehension in oral practice
Assignment (Homework)
- Write a short paragraph describing your feelings over three days (past, present, future) using correct tenses (5–6 sentences).
- Revise conjugation charts for future tense, passé composé, imparfait.
- Practice orally describing past/future events with a family member or classmate.
Differentiation / Inclusive Strategies
• Struggling learners: Provide verb charts, sentence starters, and oral scaffolding
• Advanced learners: Include multiple verbs in one sentence and complex temporal clauses
• Learners with disabilities: Extra time, peer support, guided writing exercises
Teacher’s Reflection
• What worked well? __________________________________
• What needs improvement? ____________________________
• Students’ engagement level: ☑ High ☐ Medium ☐ Low