Verb Practice and Sentence Construction

Grade 9 · French

Semester 1 | Period 3 | Week 16

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Subject: French

Semester: 1

Period: 3

Week: 16

School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Verb Practice and Sentence Construction
Sub-topic: Present tense of connaître, savoir, mettre; Prepositions indicating possession; Sentence construction using relative pronouns

Learning Objectives

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

  1. Conjugate connaître, savoir, mettre in the present tense correctly.
  2. Use prepositions indicating possession (de) accurately in sentences.
  3. Construct sentences using relative pronouns (que, qui) to describe people and objects.
  4. Apply verbs, possession, and sentence construction skills in oral and written exercises.
  5. Describe pictures and people using learned verbs and possessive structures.

 

Previous Knowledge

Students already know:

  • Present tense conjugation of common regular and irregular verbs.
  • Vocabulary for describing people, objects, and places.
  • Sentence structures: C’est + noun, Voici / Voilà + noun, Il/Elle a + noun/adjective.
  • Plural/singular adjective agreement, demonstratives (ce, cette, ces), and basic relative pronouns (qui, que).

 

Instructional Materials

  • Textbook: French for Beginners, Grade 9
  • Charts: conjugation tables for connaître, savoir, mettre
  • Flashcards: pictures of people, objects, places for sentence practice
  • Students’ notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes
Activity:

  • Quick oral drill: Ask students to recall verbs they know for knowing, doing, or placing something.
  • Teacher writes example prompts on board: Qui connais-tu dans la classe ? Qu’est-ce que tu sais faire ?
    Teacher’s Role: Guide students, model correct verb forms.
    Learners’ Role: Answer orally, recall previous knowledge of verbs, and engage actively.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Step 1: Verb Conjugation Practice – 6–7 minutes

Present tense conjugation:

  • Connaître: je connais, tu connais, il/elle connaît, nous connaissons, vous connaissez, ils/elles connaissent
  • Savoir: je sais, tu sais, il/elle sait, nous savons, vous savez, ils/elles savent
  • Mettre: je mets, tu mets, il/elle met, nous mettons, vous mettez, ils/elles mettent

Example sentences:

  • Je connais le garçon qui chante.
  • Tu sais jouer du piano ?
  • Il met la table pour le dîner.
  • Nous connaissons les enfants qui habitent ici.
  • Vous savez où est la bibliothèque ?
  • Elles mettent les livres sur la table.

Activities:

  • Choral repetition: Teacher pronounces verbs; students repeat in unison.
  • Individual drill: Each student says a conjugated form for a given subject.
  • Pair Practice: Students ask and answer questions using connaître and savoir:
    • A: Tu connais Marie ?
    • B: Oui, je la connais.
    • A: Tu sais jouer du piano ?
    • B: Non, je ne sais pas.

 

Step 2: Prepositions Indicating Possession – 6–7 minutes

Teaching Points: Use de to indicate possession:

  • C’est la ville de Paris.
  • Le livre de Marie est intéressant.
  • Les crayons du garçon sont rouges.

Practice:

  • Teacher shows objects or pictures; students describe using de.
  • Example prompts:
    • Picture of a friend with a book → C’est le livre de Fatou.
    • Picture of a city → La ville de Monrovia est grande.
    • Picture of a teacher with students → Voici la classe du professeur.

Activities:

  • Pair Work: Students describe 3 pictures to a partner using possession.
  • Group Drill: Each group writes 5 sentences using de; share with the class.

 

Step 3: Sentence Construction with Relative Pronouns – 6–7 minutes

Introduce/review:

  • qui → subject: Le garçon qui chante est gentil.
  • que → object: Le livre que tu lis est intéressant.

Practice:

  • Pair work: Create sentences describing classmates, objects, or pictures using qui and que.
  • Examples:
    • La fille qui parle est ma sœur.
    • Le chien que tu vois est méchant.
    • Les élèves qui étudient réussissent.
    • Le gâteau que Marie prépare est délicieux.

Additional Drill: Teacher reads prompts; students form sentences aloud.

 

Step 4: Integrative Practice – 6–7 minutes

Combine verbs, possession, and relative pronouns:

  • Example sentences:
    • Je connais la fille qui habite à Monrovia.
    • La ville que tu vois est belle.
    • Il met le livre que tu as donné sur la table.
    • Nous savons le garçon qui chante dans la classe.

Activities:

  • Pair Work: Students describe pictures or classmates using connaître, savoir, mettre, possession, and qui/que.
  • Dictation Exercise: Teacher reads sentences; students write and check for correct verbs, possessive structures, and relative pronouns.

Optional Extension:

  • Students create a short paragraph (4–5 sentences) about a friend, including possession and relative pronouns:
    • Je connais le garçon qui a un chien. Le chien que tu vois est blanc. Il met ses livres sur la table. La ville de Monrovia est belle.

 

Assessment (Formative, during lesson)

Oral:

  • Students describe pictures or classmates using correct verb conjugation, possession, and relative pronouns.
  • Teacher monitors fluency and sentence structure.

Written:

  • Check short dictation exercises for spelling, grammar, and correct use of verbs, possession, and relative pronouns.

Peer Review:

  • Students exchange sentences with a partner and provide feedback on grammar, spelling, and sentence construction.

Additional Checks:

  • Quick oral quiz: Teacher shows 2–3 pictures; students form sentences aloud using connaître/savoir, de, qui/que.
  • Written task: Students write 3 sentences about classmates or objects using at least two verbs and one relative pronoun.

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

  • Recap conjugation of connaître, savoir, mettre, usage of de for possession, and qui/que in sentences
  • Oral drill: Students create 1–2 sentences combining verbs, possession, and relative pronouns
  • Exit slip: Write 3–4 sentences describing objects, people, or places using today’s structures

Assessment Checks:

  1. Oral: Students describe pictures or classmates using verbs and possession correctly
  2. Written: Sentences reviewed for correct verb usage, possession, and relative pronouns
  3. Pair/group: Teacher observes fluency and correct sentence formation

 

Assignment (Homework)

  1. Write 5 sentences using connaître, savoir, mettre with relative clauses.
  2. Describe 3 objects or people at home using possession (de) and relative pronouns (qui, que).
  3. Revise conjugation charts and practice oral sentence construction at home.

 

Differentiation / Inclusive Strategies

  • Struggling learners: Provide sentence starters, visual prompts, and guided examples
  • Advanced learners: Create more complex sentences combining multiple verbs, possession, and relative pronouns
  • Learners with disabilities: Extra time, paired support, visual aids, and simplified sentence tasks

 

Teacher’s Reflection

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