Integrated Practice – Likes, Dislikes & Preferences

Grade 9 · French

Semester 2 | Period 5 | Week 29

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Subject: French

Semester: 2

Period: 5

Week: 29

School Name: ___________________________________
Teacher’s Name: ___________________________________
Subject: French
Grade Level: Grade 9
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Integrated Practice – Likes, Dislikes & Preferences
Sub-topic: Building Dialogues and Written Compositions

Learning Objectives

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

  1. Use aimer and préférer in sentences about sports, hobbies, and leisure.
  2. Correctly combine jouer and faire with appropriate prepositions.
  3. Construct short dialogues expressing likes, dislikes, and preferences.
  4. Write longer sentences and short paragraphs integrating vocabulary and verbs.
  5. Perform oral role-plays in real-life scenarios (sports, leisure, hobbies).

 

Previous Knowledge

Students already know:

  • Vocabulary for sports, music, hobbies, and leisure activities.
  • Conjugation of aimer, préférer, jouer, and faire in the present tense.
  • Use of adverbs (beaucoup, trop, assez, moins).
  • Prepositions (à, au, à la, aux, du, de la).

 

Instructional Materials

  • Flashcards with sports/hobby images.
  • Dialogue slips for role-play.
  • Whiteboard & markers.
  • Worksheets for writing practice.
  • Audio/dialogue recording (if available).

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes

  • Teacher asks questions:
    • Qu’est-ce que tu aimes faire après l’école ?
    • Tu préfères jouer au football ou faire de la danse ?
  • Pupils answer briefly using aimer and préférer.
  • Teacher writes 2 sample exchanges on the board.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Review of Key Verbs in Context

Teacher quickly revises verbs with integrated examples:

  • Aimer (to like/love) → J’aime jouer au basket. / Elle aime beaucoup la danse.
  • Préférer (to prefer) → Je préfère faire de la natation. / Nous préférons le cinéma.
  • Jouer (to play) → Nous jouons aux cartes. / Tu joues du piano ?
  • Faire (to do/make) → Ils font de la musique. / Je fais de l’athlétisme.

Extra contrast examples:

  • J’aime le foot, mais je préfère le basket.
  • Elle fait du sport, mais elle joue du violon.

 

  1. Dialogue Models (Teacher Demonstration)

Teacher acts out a short dialogue with a pupil, then models another with a volunteer:

  • Example 1:
    • A: Tu aimes jouer au foot ?
    • B: Oui, j’aime beaucoup jouer au foot, mais je préfère le basket.
  • Example 2:
    • A: Tu préfères aller au cinéma ou au stade ?
    • B: Je préfère aller au cinéma, mais j’aime aussi le stade.

 

  1. Guided Practice – Building Sentences

Teacher prompts pupils to create longer, complex sentences using verbs + adverbs + contrasts:

  • J’aime beaucoup jouer de la guitare, mais je préfère moins chanter.
  • Nous faisons souvent du sport, mais nous jouons aussi aux échecs.
  • Elle aime assez la danse, mais elle préfère beaucoup la musique.

Class activity: Teacher gives half-complete sentences:

  • “J’aime beaucoup ______, mais je préfère ______.”
  • “Il joue ______, mais il fait aussi ______.”

Pupils complete orally, then in writing.

 

  1. Group Role-Play – Real-Life Scenarios

Groups of 3–4 create and act out dialogues in settings like the park, stadium, or cinema.

  • Scenario Example:
    • Pupil A: Tu aimes aller au cinéma ?
    • Pupil B: Oui, j’aime beaucoup le cinéma, mais je préfère la musique.
    • Pupil C: Moi, je préfère jouer au football.
  • Other contexts for role-plays:
    • At the stadium: talking about football vs basketball.
    • At the park: choosing between playing cards or riding bicycles.
    • At the cinema: comparing films and concerts.

 

  1. Writing Practice – Short Paragraphs

Teacher models:

  • Example Paragraph:
    • Le weekend, j’aime jouer au football avec mes amis. Je préfère aussi faire de la natation. Le soir, je joue de la guitare et je fais un peu de danse. J’aime beaucoup les sports et la musique.

Pupils write their own 5–6 sentence paragraphs about their hobbies, preferences, and leisure activities.

 

Learners’ Activities (Expanded)

  1. Oral Drills – Quick Q&A in pairs:
    • Qu’est-ce que tu aimes faire ? → J’aime jouer au tennis.
    • Tu préfères aller au cinéma ou au stade ? → Je préfère le cinéma.
  2. Pair Work – Pupils interview partners and note preferences.
    • Example: Mon ami aime beaucoup le football, mais il préfère le basket.
  3. Group Role-Play – Pupils act out dialogues in park, stadium, or cinema scenarios.
  4. Individual Writing – Pupils compose short paragraphs (5–6 sentences) about personal hobbies and preferences.
  5. Presentation – Volunteers present paragraphs or role-plays aloud. Peers give corrections or suggestions.

 

Assessment Checks (Detailed)

  • Oral Assessment (Teacher Q&A):
    • Conjugue le verbe aimer.
    • Fais une phrase avec préférer.
    • Utilise beaucoup dans une phrase.
  • Pair/Group Dialogue Monitoring:
    • Teacher checks accuracy of verb conjugations, adverbs, and prepositions (au, à la, aux, du, de la).
  • Written Assessment (Paragraphs):
    • Graded for: correct verbs, sentence structure, spelling, and logical flow.
  • Peer Review:
    • Pupils exchange written paragraphs and underline errors in verb conjugation or preposition use.

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

  • Teacher recaps:
    • Use of aimer and préférer.
    • Expressions with jouer and faire.
    • How to extend sentences with adverbs.
  • Pupils give 1 oral sentence each about a preference.

Evaluation Method: Quick oral quiz + checking pupils’ written paragraphs.
Follow-up Activity: Prepare for Week 36 – Talking about Daily Routines (Reflexive Verbs).

 

Assignment (Homework)

  1. Write a short dialogue (6–8 lines) between two friends talking about their hobbies and preferences.
  2. Write a paragraph (5–6 sentences) describing your favorite sport or hobby and what you prefer to do on weekends.

 

Differentiation / Inclusive Strategies

  • Struggling learners: Guided sentence frames (J’aime… Je préfère…).
  • Advanced learners: Write longer dialogues integrating at least 4 verbs and adverbs.
  • Students with disabilities: Use flashcards or oral participation instead of writing.

 

Teacher’s Reflection

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