Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: French Language
Curriculum Theme: French Language
Previous Lesson: Exprimer Des Sentiments Négatifs: Negative Feelings and Reactions.
Topic: Donner les sentiments variés.
Subject Matter: Oral expressions using avoir peur, avoir froid, avoir raison, avoir tort; using être content, mécontent, malheureux, heureux; listening comprehension with audio; role play dialogues showing different feelings; true/false listening test.

Specific Objectives

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

Cognitive Domain:

Define “sentiments” and identify expressions used to show feelings in French.
State the meanings of avoir peur, avoir froid, avoir raison, avoir tort, être content, mécontent, malheureux, heureux.
Choose correct expressions to match given situations and feelings.

Affective Domain:

Show interest and confidence when speaking French to express feelings.
Respect classmates during pair work and role play activities.

Psychomotor Domain:

Pronounce key expressions correctly during oral drills and dialogues.
Act out short role plays in pairs using correct facial expressions and tone.

Work cooperatively in pairs to prepare and present short dialogues.
Listen attentively and respond appropriately during class listening tasks.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Recommended French textbook for Senior Secondary Schools (e.g., French for Senior Secondary Schools, Book 1)
TV5MONDE Apprendre le français
Larousse French Dictionary
BBC Bitesize French

Instructional Materials

The teacher will teach this lesson with the aid of:

Audio texts (textes audio) on emotions and feelings
Audio player, CDs or recorded files
Cassette player and cassettes (where available)
Flashcards or charts showing feelings (heureux, malheureux, content, mécontent)
Dialogue strips for pair work
True/false listening worksheet

Rationale for the Lesson

Expressing feelings helps learners communicate in real-life situations such as school, home, and social interactions. It also improves listening and speaking skills through correct use of common French expressions.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of French greetings, simple sentences, and the verb “être” in basic forms, and can listen for simple details in short audio passages.

Lesson Content/Board Summary

Donner les sentiments variés (Expressing Different Feelings)

Meaning of “sentiments”

Sentiments are words and expressions used to show feelings, emotions, or states of mind in French.

Expressions with “avoir” to show feelings or states

Some French feelings and states are expressed using “avoir” (to have).

The following are common expressions using “avoir”:

Avoir peur – to be afraid.
Avoir froid – to feel cold.
Avoir raison – to be right.
Avoir tort – to be wrong.

Expressions with “être” to show feelings

Some feelings are expressed using “être” (to be) with an adjective.

The following are common expressions using “être”:

Être content(e) – to be happy/pleased.
Être mécontent(e) – to be unhappy/dissatisfied.
Être heureux/heureuse – to be happy.
Être malheureux/malheureuse – to be unhappy/sad.

Using expressions to match situations

Correct expressions must match the situation or feeling being described.

The following are examples of situations and suitable expressions:

Seeing a snake: J’ai peur.
Standing in the rain: J’ai froid.
Answering correctly in class: J’ai raison.
Giving a wrong answer: J’ai tort.
Receiving good news: Je suis content(e).
Losing an item: Je suis malheureux/malheureuse.

Listening comprehension (audio)

Listening comprehension involves understanding main ideas and specific details from spoken French.

The following are key listening skills for this lesson:

Listening for keywords that show feelings (peur, froid, content, malheureux).
Identifying who is speaking and what situation is described.
Recognizing whether a statement is true or false from the audio.

Role play dialogues showing different feelings

Role play is a short acted conversation that shows a feeling in a real-life situation.

The following are requirements for a good role play dialogue:

Use at least two expressions from “avoir” and “être”.
Use correct pronunciation and intonation.
Make the situation clear (school, home, market, sports).
Keep the dialogue short and meaningful (4–6 lines per person).

True/False listening test

A true/false listening test checks understanding of details in the audio passage.

The following are steps for answering true/false listening items:

Read each statement before listening.
Listen for the exact idea in the audio.
Decide if the statement matches the audio (True) or does not match (False).
Confirm answers on the second listening.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Role Play, Listening Practice, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher asks short revision questions on “être” and simple adjectives, then introduces the lesson by presenting picture cards of emotions and writing the topic on the board.
Pupils’ Activity: Pupils respond to revision questions and identify feelings from the picture cards.
Learning Point: Feelings can be expressed using French words and common expressions.

Step 2: Presentation of key expressions (Avoir + expressions)

Time: 8 minutes
Teaching Skill: Explanation and Demonstration
Teacher’s Activity: The teacher writes and explains avoir peur, avoir froid, avoir raison, avoir tort, gives simple examples, and leads oral repetition and pronunciation practice.
Pupils’ Activity: Pupils repeat the expressions, pronounce them correctly, and give one example each orally.
Learning Point: Some feelings and states are expressed with “avoir” in French.

Step 3: Presentation of key expressions (Être + adjectives)

Time: 7 minutes
Teaching Skill: Explanation and Drill
Teacher’s Activity: The teacher presents être content, mécontent, heureux, malheureux, explains meanings, and drills correct usage with “Je suis …”.
Pupils’ Activity: Pupils repeat and form short sentences using “Je suis …” correctly.
Learning Point: Some feelings are expressed using “être” with adjectives.

Step 4: Guided practice (Matching situations to expressions)

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher reads short situations and asks pupils to choose the correct expression, then corrects errors and reinforces meanings.
Pupils’ Activity: Pupils answer orally by stating the correct French expression for each situation.
Learning Point: Correct expressions must match the situation being described.

Step 5: Listening comprehension (Audio)

Time: 7 minutes
Teaching Skill: Listening and Assessment
Teacher’s Activity: The teacher plays a short audio passage twice and guides pupils to listen for feelings and key words, then asks a few oral comprehension checks.
Pupils’ Activity: Pupils listen attentively and respond to brief oral checks based on the audio.
Learning Point: Listening helps pupils understand spoken French and identify feelings from context.

Step 6: Pair work role play (Dialogues showing feelings)

Time: 7 minutes
Teaching Skill: Cooperative Learning
Teacher’s Activity: The teacher pairs pupils, provides dialogue prompts, and supervises as pupils prepare and present short role plays using the target expressions.
Pupils’ Activity: Pupils act in pairs and present short dialogues showing different feelings using correct expressions.
Learning Point: Role play improves speaking and correct use of expressions for feelings.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define “sentiments” in French language learning.
List four expressions using “avoir” that show feelings or states.
State the meanings of être content and être malheureux.
Explain how to answer a true/false listening test correctly.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summary and Reinforcement
Teacher’s Activity: The teacher summarizes key points, corrects common errors in pronunciation and usage, and gives a short assignment: write six sentences using three “avoir” expressions and three “être” expressions.
Pupils’ Activity: Pupils listen, ask questions where needed, and copy the assignment.
Learning Point: Correct use of “avoir” and “être” expressions supports clear communication of feelings in French.

Lesson Keywords

Sentiments – feelings or emotions expressed in words.
Avoir peur – to be afraid.
Avoir froid – to feel cold.
Avoir raison – to be right.
Avoir tort – to be wrong.
Être content(e) – to be happy/pleased.
Être mécontent(e) – to be unhappy/dissatisfied.
Heureux/Heureuse – happy.
Malheureux/Malheureuse – unhappy/sad.
Compréhension orale – listening comprehension.

Differentiation

Provide simpler dialogue prompts and sentence starters for slower learners, while faster learners create longer dialogues using at least four different expressions and add simple reasons for the feelings.

Note for teachers using this lesson plan

Ensure the audio is clear and short, and replay it as needed. Pay attention to pronunciation of “peur” and agreement in adjectives where required (content/content(e), mécontent/mécontente, heureux/heureuse, malheureux/malheureuse).