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Subject: French
Semester: 2
Period: 6
Week: 35
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Health, Hygiene & Sanitation
Sub-topic: Integrated Practice – Dialogues, Writing, and Role Play
Learning Objectives
By the end of the lesson, students should be able to:
Review and recall all vocabulary related to health, hygiene, and sanitation.
Construct extended dialogues involving visiting a doctor, buying medicine, and discussing hygiene routines.
Conjugate and use previously learned verbs in the present tense (faire, nettoyer, se rendre, avaler, sucer, manger, dormir, payer, chercher, vendre).
Perform role plays simulating real-life scenarios related to health and sanitation.
Write coherent dialogues or short paragraphs about health, hygiene, or visiting a medical professional.
Previous Knowledge
Students already know:
• Vocabulary for health, hygiene, sanitation, sickness, and medicine (Weeks 25–28).
• Sentence structures: Il faut + infinitive, Si + présent, polite requests.
• Conjugation of target verbs in present tense.
• Writing short dialogues and role-play skills from previous weeks.
Instructional Materials
- Flashcards with vocabulary (doctor, nurse, medicine, hygiene items, sickness)
• Pictures illustrating hygiene routines (washing hands, cleaning, brushing)
• Toy money, medicine boxes, or hospital props
• Whiteboard and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–7 minutes
Activity:
• Teacher asks: “Qu’est-ce que vous faites pour rester en bonne santé ? Que faites-vous quand vous êtes malade ?”
• Pupils respond orally using previous vocabulary (Je me lave les mains, je prends des médicaments, je vais chez le médecin).
• Teacher explains that today’s lesson will integrate all vocabulary and structures learned in Weeks 25–28.
Learners’ Role: Recall vocabulary and participate orally.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
- Vocabulary & Expression Review (5 minutes)
Domains & Key Words
Health: médecin, infirmier/infirmière, patient, médicament, malade, fièvre, toux, diarrhée, douleur
Hygiene & Sanitation: se laver les mains, faire la lessive, faire la vaisselle, nettoyer, balayer, vêtements propres/sales, germes
Polite Requests & Advice: Il faut + infinitive, Si + présent + action
Teacher Practice:
Shows flashcards or realia (soap, broom, medicine box).
Pronounces → pupils repeat chorally, then individually.
Writes sample sentences:
Il faut se laver les mains avant de manger.
Si je suis malade, je prends des médicaments.
Le médecin soigne le patient.
L’infirmière nettoie la plaie.
Il faut porter des vêtements propres.
Learners’ Task:
Pupils create their own short sentences.
Quick “Find the pair” game: teacher says a word (e.g., fièvre), pupil responds with a matching phrase (J’ai de la fièvre).
- Grammar & Verb Conjugation Review (5 minutes)
Target Verbs (present tense):
faire, nettoyer, se rendre, avaler, sucer, manger, dormir, payer, chercher, vendre
Activity: Oral drills – teacher prompts → pupils respond.
Teacher: Je ______ (nettoyer) ma chambre → Pupils: Je nettoie ma chambre.
Teacher: Nous ______ (faire) la lessive → Pupils: Nous faisons la lessive.
Teacher: Tu ______ (se rendre) à l’hôpital → Pupils: Tu te rends à l’hôpital.
Negative Form Practice:
Je veux payer par carte → Je ne veux pas payer par carte.
Il mange beaucoup de fruits → Il ne mange pas beaucoup de fruits.
Elle dort bien → Elle ne dort pas bien.
Learners’ Task:
In pairs, pupils transform affirmative → negative.
Volunteers write on the board for peer correction.
- Extended Dialogue Practice (8 minutes)
Model Dialogue (Teacher Demonstration):
Patient: Je ne me sens pas bien, j’ai de la fièvre et une toux.
Médecin: Il faut prendre ce sirop et se reposer.
Patient: Combien ça coûte ?
Médecin: 1 500 francs.
Patient: C’est trop cher ! Pouvez-vous diminuer le prix ?
Médecin: D’accord, je vends à 1 200 francs.
Patient: Merci. Je paie en espèces.
Learners’ Tasks:
Underline → verbs, adverbs/quantities (beaucoup, trop), expressions (Il faut…).
Practice reading aloud in pairs, switching roles.
Replace words (e.g., fièvre → diarrhée, sirop → comprimés).
- Group Role Play (7–8 minutes)
Setup: Groups of 3–4 simulate a clinic, pharmacy, or hygiene at home.
Rules:
Use at least 3 verbs from the list.
Use 2 expressions (Il faut…, Si + présent…).
Include one negative sentence.
Add an adverb if possible (beaucoup, peu, trop).
Example Role Play:
Patient: Je suis malade, j’ai de la fièvre et de la toux.
Pharmacist: Il faut prendre ce sirop deux fois par jour.
Patient: Combien ça coûte ?
Pharmacist: 2 000 francs.
Patient: Je ne veux pas payer par carte. Je paie en espèces.
Pharmacist: Très bien, reposez-vous aussi.
Performance:
Each group presents 1–2 minutes.
Peers give feedback (check: 3 verbs, 2 expressions, 1 negative).
- Writing Practice (5–7 minutes)
Task: Pupils write a short dialogue (8–10 lines) using today’s content.
Requirements:
At least 3 verbs in present tense.
At least 2 expressions (Il faut…, Si + présent…).
At least 1 negative sentence.
Example Starter:
Patient: Je me sens malade. J’ai de la fièvre et de la diarrhée.
Médecin: Il faut prendre des comprimés et dormir beaucoup.
Patient: Je ne veux pas payer par carte. Je paie en espèces.
Médecin: Si tu prends les comprimés, tu guéris vite.
Follow-up: Pupils exchange notebooks, underline expressions, and correct errors.
Learners’ Expanded & Practical Activities
Vocabulary drill – choral + individual.
Verb conjugation race – pupils compete to conjugate quickly.
Dialogue reading – underlining grammar + vocabulary.
Group role play – health, hygiene, and clinic scenes.
Independent writing – 8–10 line dialogue.
Peer review – underline Il faut / Si + présent / negatives.
Formative Assessment (End of Lesson Body)
Written Quiz (5 items):
Je ______ (nettoyer) ma chambre tous les jours.
Translate: “You must wash your hands.” → ___________________
Complete with adverb: Il mange ______ de fruits. (choices: beaucoup, trop, peu)
Rewrite in negative: Je veux payer par carte → ___________________
Conjugate: Elles ______ (se rendre) à l’hôpital.
Oral Check:
Pupils role-play a short doctor-patient OR hygiene scenario using:
3 verbs in present tense
2 expressions (Il faut…, Si + présent…)
1 negative sentence
Homework Assignment
Write a short paragraph (6–8 lines) describing:
How to maintain personal hygiene at home or school.
What to do if someone is sick.
Requirements:
At least 3 verbs in present tense.
2 expressions (Il faut…, Si + présent…).
1 negative sentence.
Sample Starter:
Il faut se laver les mains avant de manger. Si nous faisons la lessive, nous portons des vêtements propres. Si mon ami est malade, je me rends à la pharmacie. Je ne veux pas garder les mains sales, car il y a beaucoup de germes.
C – Consolidation (Conclusion & Exit Task)
Time: 5–10 minutes
• Teacher summarizes: key vocabulary, verbs, and conditional/advice structures
• Pupils share one oral sentence from their dialogues
• Exit Task: Each pupil writes one sentence: Si je suis malade, je ______.
✅ Homework Assignment:
• Paragraph (6–8 lines) on hygiene, sanitation, or sickness scenarios
• Include at least 3 verbs, 2 expressions, and 1 negative sentence
Differentiation / Inclusive Strategies
• Struggling learners: Provide sentence starters and flashcards
• Advanced learners: Expand dialogues with multiple health/sanitation scenarios
• Students with disabilities: Oral first, then transcribe with peer support
Teacher’s Reflection
• What worked well? ___________________________
• What needs improvement? ____________________
• Students’ engagement level: ☑ High ☐ Medium ☐ Low