Greetings, Introductions, and Numbers

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Subject: French

Semester: 1

Period: 1

Week: 1

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School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
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, Salut, Au revoir, Bonne nuit, and Bonne journée.
2. Introduce themselves and others using Je m’appelle…, Moi, c’est…, and Être + nom.
3. Ask and answer names using Comment tu t’appelles ? / Comment vous appelez-vous ?
4. Conjugate the verbs s’appeler and être in the present tense (singular forms).
5. Count and pronounce numbers from 1–20 and use them to express age.
6. Apply greetings, introductions, and numbers 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 9
• Flashcards: greetings, numbers 1–20
• Charts: s’appeler and être conjugations
• Audio clips: sample 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 pronunciation, model greetings.
  Learners’ Role: Share prior knowledge, respond verbally, participate actively.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Step 1: Greetings in French (5–6 minutes)

Teaching Points:

• Introduce common greetings with correct pronunciation and intonation.
• Show contexts: formal vs informal, morning vs evening.
• Highlight cultural norms:
• Bonjour (formal, morning/afternoon).
• Bonsoir (evening, formal/informal).
• Salut (informal, friends, peers).
• Au revoir (formal/informal, goodbye).
• Bonne journée (have a good day).
• Bonne soirée (have a good evening).
• Bonne nuit (before going to bed).
• Brief cultural note: In France, people often shake hands or exchange la bise (cheek kiss) when greeting.

Examples (Model Dialogues):
1.
A: Bonjour, Madame.
B: Bonjour, comment allez-vous ?

A: Salut, Fatou ! Ça va ?
B: Salut, très bien merci !

A: Bonsoir, Monsieur Diallo.
B: Bonsoir, comment ça va ?

Practice: Teacher calls students in pairs to greet each other in formal and informal situations.

 

Step 2: Introducing Oneself & Asking Names (6–7 minutes)

Key Expressions:

• Je m’appelle… (My name is…)
• Moi, c’est… (Me, it’s…)
• Je suis… (I am…)
• Comment tu t’appelles ? (What’s your name? – informal)
• Comment vous appelez-vous ? (What’s your name? – formal)

Examples (Model Dialogues):
1.
A: Bonjour ! Comment tu t’appelles ?
B: Je m’appelle David. Et toi ?
A: Moi, c’est Aminata.

A: Bonsoir, comment vous appelez-vous ?
B: Je m’appelle Monsieur Kone.

Practice:

• Pair work: Students walk around asking at least 3 classmates their names using both formal and informal forms.
• They report back in French: Il s’appelle… Elle s’appelle…

 

Step 3: Conjugation of s’appeler & être (Singular Forms) (5–6 minutes)

On the Board:

• S’appeler (to be called)
• Je m’appelle …
• Tu t’appelles …
• Il/Elle s’appelle …
• Être (to be)
• Je suis …
• Tu es …
• Il/Elle est …

Practice Sentences:

• Je m’appelle Samuel.
• Tu t’appelles comment ?
• Elle s’appelle Mariam.
• Je suis Fatou.
• Tu es mon ami.
• Il est professeur.

Learners’ Activity:

• Fill in blanks:

1. Je _____ Awa.
2. Tu _____ comment ?
3. Il _____ Paul.

• Conjugate s’appeler (singular forms only).

 

Step 4: Numbers 1–20 & Usage in Age (5–6 minutes)

Teaching Numbers 1–20:

• Write on the board:
  1 – un, 2 – deux, 3 – trois, 4 – quatre, 5 – cinq, 6 – six, 7 – sept, 8 – huit, 9 – neuf, 10 – dix
  11 – onze, 12 – douze, 13 – treize, 14 – quatorze, 15 – quinze, 16 – seize, 17 – dix-sept, 18 – dix-huit, 19 – dix-neuf, 20 – vingt

Choral Drilling: Class repeats after teacher, then individually.

Usage in Age (with avoir):

• J’ai quinze ans. (I am 15 years old.)
• Tu as quel âge ? J’ai dix-sept ans.
• Il a douze ans. Elle a seize ans.

Practice:

• Teacher asks: Tu as quel âge ? → Students reply with their real age in French.
• Pair practice: Ask and respond about each other’s ages.

 

Step 5: Mini Dialogues (5 minutes)

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:

1. Repetition drills – greetings, numbers, verbs.
2. Pair work – introductions (name + age).
3. Group dialogues – create and perform short skits (two friends meeting in morning, at school, or in evening).
4. Written task – complete s’appeler and être charts (singular only).
5. Written sentences – Write 5 self-introductions including name and age.

Examples:

• Je m’appelle Aisha.
• Il s’appelle Peter.
• Tu t’appelles comment ?
• Elle s’appelle Grace.
• Je suis Mariam, j’ai quinze ans.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes

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

Assessment Checks

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

Assignment (Homework)

1. Short self-introduction (6–8 sentences) including greeting, name, age, nationality, residence, and one friend.
2. Memorize conjugation of s’appeler (singular).
3. Write numbers 1–20 in French and English.

Differentiation / Inclusive Strategies

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

Teacher’s Reflection

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