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Subject: French
Semester: 2
Period: 4
Week: 23
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 23
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Integrative Practice & Application – Expressing Feelings in Context
Sub-topic: Role-play scenarios, integrated use of vocabulary, grammar, and tenses
Learning Objectives
By the end of the lesson, students should be able to:
- Integrate all learned vocabulary (feelings, descriptive adjectives, synonyms/antonyms) in oral and written expressions.
- Apply grammatical structures: C’est + adjective, être + adjective, avoir l’air, relative pronouns, demonstratives, and possession.
- Use tenses accurately (present, passé composé, imparfait, futur) to describe past, present, and future emotions.
- Role-play real-life situations expressing feelings appropriately and fluently.
- Compose short paragraphs describing personal feelings or reactions to events with correct grammar and vocabulary.
Previous Knowledge
Students already know:
• Basic and nuanced feelings vocabulary, adjectives, synonyms/antonyms
• Être + adjectif, avoir l’air + adjectif, C’est + adjectif
• Present, passé composé, imparfait, and futur tense conjugations
• Writing simple paragraphs and making oral statements about emotions
• Applying adjectives, relative pronouns, demonstratives, and possession in sentences
Instructional Materials
- Textbook: French for Beginners, Grade 9
• Flashcards: feelings, adjectives, synonyms/antonyms
• Charts: conjugation tables for present, passé composé, imparfait, futur
• Pictures or scenario prompts (celebration, sad news, school events)
• Students’ 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 and recall yesterday’s and tomorrow’s feelings using être + adjectif and avoir l’air
• Teacher prompts: “Comment te sens-tu aujourd’hui ? Et hier ? Et demain ?”
Teacher’s Role: Model sentences and correct grammar
Learners’ Role: Participate orally and recall previous vocabulary and tenses
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Step 1: Vocabulary & Grammar Integration – 6–7 minutes
• Revise key structures and expressions:
• C’est + adjectif: C’est grave, C’est sympa, C’est terrible, C’est génial, C’est ennuyeux
• Être + adjectif: Je suis content(e), Il/Elle est triste, Nous sommes fatigués, Vous êtes inquiets
• Avoir l’air + adjectif: Il a l’air fatigué, Elle a l’air inquiète, Ils ont l’air surpris
• Integrate synonyms/antonyms: la gaieté/la tristesse, la réussite/l’échec, la gentillesse/la méchanceté
• Example sentences:
• Je suis content parce que j’ai réussi mon examen.
• Elle a l’air inquiète mais elle est courageuse.
• C’était triste hier mais demain ce sera mieux.
• Activities: Oral repetition drills (choral and individual), pair practice combining expressions into meaningful sentences, teacher monitors pronunciation and agreement
Step 2: Role-play Real-life Scenarios – 6–7 minutes
• Scenarios: receiving good/bad news, celebrating success, expressing sympathy, reacting to surprises
• Students act in pairs or small groups using full expressions and correct tenses
• Teacher prompts:
• “Tu viens d’apprendre que tu as réussi ton examen. Comment réagis-tu ?”
• “Ton ami est triste parce qu’il a échoué. Que lui dis-tu ?”
• “Tu as vu un film terrible. Comment décris-tu ton ressenti ?”
• Activities: Group role-plays; each student participates in at least two scenarios, using C’est + adjectif, être + adjectif, avoir l’air + adjectif, and appropriate tenses
Step 3: Oral Storytelling – 6–7 minutes
• Students tell a short story about past, present, or future feelings using multiple tenses and vocabulary
• Encourage: C’est + adjectif, être + adjectif, avoir l’air + adjectif, synonyms/antonyms, temporal markers (hier, aujourd’hui, demain)
• Example prompts:
• “Raconte ce qui s’est passé hier et comment tu t’es senti(e). Que feras-tu demain ?”
• “Décris une situation amusante ou ennuyeuse et les émotions de chacun.”
• Activities: Students narrate in pairs or small groups; classmates ask follow-up questions using où, quand, comment, pourquoi
Step 4: Written Integration – 6–7 minutes
• Students write a short paragraph (4–5 sentences) describing feelings during a specific event (party, exam, outing, family gathering)
• Requirements:
• At least one sentence with C’est + adjectif
• One sentence with être + adjectif
• One sentence with avoir l’air + adjectif
• At least one verb in passé composé or futur tense
• Peer review: Students exchange paragraphs and provide feedback on grammar, vocabulary, adjective agreement, tense usage, and clarity
• Example paragraph:
• “C’était un film terrible. Je suis triste parce que j’ai raté la fin. Mon ami avait l’air surpris. Demain, je serai content parce que je regarderai un autre film. C’est vraiment génial de passer du temps ensemble.”
Assessment (Formative, during lesson)
Oral: Monitor role-plays and storytelling for correct vocabulary usage, adjective agreement, tense integration, and fluency
Written: Review paragraphs for correct grammar, adjective placement, temporal markers, and tense usage
Peer Review: Students provide constructive feedback on clarity, vocabulary choice, sentence structure, and correct integration of learned expressions
Practical Extension Activities:
• “Emotion Comic Strip”: Students draw 3–4 frames showing an event and label each frame with C’est + adjectif, être + adjectif, avoir l’air + adjectif
• “Synonym/Antonym Swap”: In pairs, students rewrite sentences replacing words with synonyms or antonyms to convey nuanced feelings
• “Class Emotion Wall”: Each student posts a sentence describing their current feeling using at least two expressions; classmates read and comment orally
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap key structures: C’est + adjectif, être + adjectif, avoir l’air, synonyms/antonyms, tenses
• Quick oral drill: Students describe a given picture or scenario using integrated expressions
• Exit slip: Write 3–4 sentences describing a personal emotional experience using at least one of each key structure and at least two tenses
Assessment Checks:
- Oral: Fluency and accuracy in role-play and storytelling
- Written: Paragraphs checked for grammar, vocabulary, tense use, and clarity
- Pair/group: Teacher observes collaboration and sentence integration in role-plays
Assignment (Homework)
- Write a paragraph describing your feelings during three different school events (past, present, future) using C’est + adjectif, être + adjectif, avoir l’air, and tenses (5–6 sentences).
- Revise all feelings vocabulary, adjectives, synonyms/antonyms, and tenses.
- Practice oral storytelling with a classmate or family member.
Differentiation / Inclusive Strategies
• Struggling learners: Provide sentence starters, prompts, and guided vocabulary lists
• Advanced learners: Encourage complex sentences with multiple clauses and varied tenses
• Learners with disabilities: Extra time, peer support, and visual aids for role-plays and writing
Teacher’s Reflection
• What worked well? __________________________________
• What needs improvement? ____________________________
• Students’ engagement level: ☑ High ☐ Medium ☐ Low