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Subject: French
Semester: 2
Period: 4
Week: 19
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 19
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic: Introduction to Feelings & Basic Vocabulary
Sub-topic: Expressing basic emotions using être + adjective and avoir l’air + adjective
Learning Objectives
By the end of the lesson, students should be able to:
- Recognize and name basic feelings (content(e), triste, fâché(e), fatigué(e), malade).
- Form simple sentences expressing emotions using être + adjective.
- Use avoir l’air + adjective to describe someone’s appearance or mood.
- Associate feelings with personal experiences in oral practice.
- Communicate simple emotions accurately in short dialogues.
Previous Knowledge
Students already know:
• Present tense of être and avoir.
• Basic adjectives for descriptions (physical traits, colors, sizes).
• Forming simple sentences with il/elle est + adjective.
• Vocabulary for classroom objects and people.
Instructional Materials
- Textbook: French for Beginners, Grade 9
• Flashcards: feelings vocabulary, être + adjective, avoir l’air + adjective
• Pictures or emoticons showing different emotions
• Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity:
• Show pictures of people expressing emotions; ask: “Comment se sent-il / elle ?”
• Students guess the feeling orally using one word (content(e), triste, fâché(e), etc.).
Teacher’s Role: Model correct pronunciation, prompt students to recall vocabulary.
Learners’ Role: Participate actively, give oral answers.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Step 1: Introduce Basic Feelings Vocabulary – 6–7 minutes
• Vocabulary: content(e), triste, fâché(e), fatigué(e), malade, surpris(e), excité(e), anxieux/anxieuse
• Activities:
• Show flashcards, pictures, and short video clips of people expressing emotions; students repeat chorally and individually.
• Quick oral drill: Teacher asks “Comment te sens-tu aujourd’hui ?” → Students respond: “Je suis content(e).”
• Matching activity: Students match pictures of facial expressions with the correct adjective.
Step 2: Expressing Feelings Using être + adjective – 6–7 minutes
• Structure: Je suis + adjective, Il/Elle est + adjective
• Examples:
• Je suis heureux aujourd’hui.
• Elle est triste.
• Il est fatigué après l’école.
• Activities:
• Students describe how they feel today using full sentences.
• Pair work: Ask and answer questions about each other’s feelings.
• Mini quiz: Teacher says an adjective, students form a sentence orally.
Step 3: Expressing Feelings Using avoir l’air + adjective – 6–7 minutes
• Structure: Il/Elle a l’air + adjective
• Examples:
• Il a l’air fatigué.
• Elle a l’air heureuse.
• Il a l’air surpris par le cadeau.
• Activities:
• Show pictures of people, students describe emotions using avoir l’air + adjective.
• Teacher models sentences and corrects pronunciation.
• Role-play: Student A shows a picture; Student B describes it using avoir l’air.
Step 4: Integrative Oral Practice – 6–7 minutes
• Short role-play: Students ask each other about feelings and respond:
• A: “Comment es-tu aujourd’hui ?”
• B: “Je suis fatigué(e). Et toi ?”
• Students describe friends’ feelings using Il/Elle est… / Il/Elle a l’air…
• Pair work and class sharing: Each pair presents one sentence about a classmate or picture.
Step 5: Integrative Written Practice – 4–5 minutes
• Students write 4–5 sentences describing their own feelings or those of classmates using both être + adjective and avoir l’air + adjective.
• Example: “Je suis content aujourd’hui. Mon ami Paul est fatigué. Il a l’air triste. Elle est heureuse et excitée.”
Assessment (Formative, during lesson)
Oral:
• Monitor pair dialogues for correct vocabulary, sentence structure, and fluency.
• Check pronunciation and use of être + adjective and avoir l’air + adjective.
Written:
• Review students’ sentences for correct structure, agreement, and vocabulary.
Peer Review:
• Students exchange written sentences and provide feedback on correctness and completeness.
Practical Activity:
• Students create a small “Emotion Chart” showing classmates’ feelings using pictures and sentences.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap feelings vocabulary and sentence structures.
• Quick oral drill: Show pictures, students describe feelings using full sentences.
• Exit slip: Write 2–3 sentences about how they or a friend feel today, including both être and avoir l’air.
Assessment Checks:
- Oral: Students answer “Comment te sens-tu ?” correctly.
- Written: Sentences reviewed for correct grammar and adjective use.
- Pair/group: Teacher observes participation and fluency.
Assignment (Homework)
- Write 5 sentences about yourself and a family member using être + adjective and avoir l’air + adjective.
- Practice oral dialogues at home expressing different feelings.
- Revise feelings vocabulary and structures.
Differentiation / Inclusive Strategies
• Struggling learners: Provide vocabulary lists and sentence starters.
• Advanced learners: Include additional adjectives (énervé(e), surpris(e), excité(e)) and longer sentences.
• Learners with disabilities: Use visual prompts, peer support, and extra time for writing.
Teacher’s Reflection
• What worked well? __________________________________
• What needs improvement? ____________________________
• Students’ engagement level: ☑ High ☐ Medium ☐ Low