Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 2nd Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: French Language
Curriculum Theme: French Language
Previous Lesson: Exprimer Des Sentiments Positifs: Adjectives and Emotion Vocabulary.
Topic: Exprimer ses sentiments négatifs.
Subject Matter: Listening to audio for emotion expressions, negative feelings vocabulary (c’est dommage, c’est triste, se fâcher, étonner, surpris, mécontent), language practice with (plaisir, se plaire, jouir), masculine and feminine adjective forms (content/contente, malheureux/malheureuse), role play dialogues expressing negative feelings.

Specific Objectives

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

Cognitive Domain:

Identify and list vocabulary related to negative feelings in French.
Explain the meaning of common French expressions used to express negative sentiments.
State the rules for masculine and feminine agreement of adjectives related to feelings.

Affective Domain:

Show willingness to use French to express their feelings appropriately.
Appreciate the importance of understanding and expressing emotions in French.

Psychomotor Domain:

Listen to and pronounce French words and phrases for negative feelings correctly.
Construct simple sentences to express negative feelings.
Participate in role-play activities using expressions of negative feelings.

Collaborate with peers to create and perform dialogues.
Interact respectfully while practicing expressing different feelings in French.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for French Language.
State Unified Scheme of Work for French Language (SSS 1).
Le Nouveau Sans Frontières 1 (Manuel de Français) by Philippe Chollet et al.
Online French dictionaries and audio resources.

Instructional Materials

The teacher will teach this lesson with the aid of:

Audio texts, audio cassettes, or CDs with French dialogues.
Whiteboard/chalkboard and markers/chalk.
Flashcards with negative feeling vocabulary.
Handouts with example dialogues.

Rationale for the Lesson

This lesson helps pupils to communicate a wider range of emotions in French, which is important for real-life conversations. Learning to express negative feelings respectfully enables pupils to engage more fully in French language interactions and understand authentic communication.

Prerequisite/Previous Knowledge

Pupils are assumed to have basic knowledge of French greetings, simple sentence structures, and perhaps some vocabulary related to positive feelings.

Lesson Content/Board Summary

Exprimer ses sentiments négatifs (Expressing Negative Feelings)

1. Définition des Sentiments Négatifs

Les sentiments négatifs sont des émotions telles que la tristesse, la colère, la peur ou le mécontentement. Ils sont une partie normale de l’expérience humaine.

2. Vocabulaire des Sentiments Négatifs

The following are common words for negative feelings:

Triste – Sad
Fâché(e) – Angry
Mécontent(e) – Discontent/Unhappy
Étonné(e)/Surpris(e) – Astonished/Surprised (can be negative or positive depending on context)
Malheureux/Malheureuse – Unhappy
Déçu(e) – Disappointed
Inquiet/Inquiète – Worried

3. Expressions pour exprimer le mécontentement ou la tristesse

The following are expressions to show discontent or sadness:

C’est dommage ! – It’s a pity! / That’s too bad!
C’est triste. – It’s sad.
Je suis triste. – I am sad.
Je suis mécontent(e). – I am unhappy/discontent.
Ça me rend triste. – That makes me sad.

4. Expressions pour exprimer la colère ou la surprise

The following are expressions to show anger or surprise:

Se fâcher – To get angry. (e.g., Je me fâche facilement – I get angry easily.)
Je suis fâché(e). – I am angry.
Je suis étonné(e)/surpris(e). – I am astonished/surprised.
C’est incroyable ! – It’s unbelievable!

5. Accords des Adjectifs (Masculin/Féminin)

In French, adjectives agree in gender (masculine/feminine) and number (singular/plural) with the noun or pronoun they describe.

The following are examples of adjective agreement for feelings:

Content (masculine singular) / Contente (feminine singular)
Malheureux (masculine singular) / Malheureuse (feminine singular)
Fâché (masculine singular) / Fâchée (feminine singular)
Surpris (masculine singular) / Surprise (feminine singular)

Example: Il est content. Elle est contente. Ils sont contents. Elles sont contentes.

6. Pratique des expressions liées aux sentiments

These expressions are useful for discussing feelings, often positive, but can be used in various contexts:

Avoir du plaisir – To have pleasure/enjoyment. (e.g., J’ai eu beaucoup de plaisir. – I had a lot of fun.)
Se plaire – To like it somewhere/to enjoy oneself. (e.g., Je me plais ici. – I like it here.)
Jouir de – To enjoy (often used for benefits or rights). (e.g., Il jouit d’une bonne santé. – He enjoys good health.)

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson briefly. The teacher then asks pupils to recall any French words they know for feelings. The teacher introduces the topic “Exprimer ses sentiments négatifs” and explains that the lesson will focus on how to express sad, angry, or unhappy feelings in French.
Pupils’ Activity: Pupils respond to the greetings, recall previous knowledge, and listen attentively to the topic introduction.
Learning Point: Pupils are prepared for the lesson and understand its focus.

Step 2: Presentation of Vocabulary and Audio Practice

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher presents new vocabulary for negative feelings (e.g., triste, fâché, mécontent, malheureux) using flashcards and writing them on the board. The teacher then plays audio texts or dialogues where these feelings are expressed, asking pupils to listen for specific words and expressions. The teacher models correct pronunciation.
Pupils’ Activity: Pupils listen to the vocabulary, repeat after the teacher, and listen to the audio, identifying the new words and expressions.
Learning Point: Pupils learn new French vocabulary for negative feelings and practice listening comprehension.

Step 3: Explanation of Expressions and Usage

Time: 8 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains the meaning and appropriate usage of expressions like “C’est dommage !”, “C’est triste.”, “Je suis fâché(e)”, “se fâcher”, “étonné(e)/surpris(e)”. The teacher provides simple example sentences and encourages pupils to create their own.
Pupils’ Activity: Pupils listen to the explanations, ask questions for clarity, and practice forming sentences using the new expressions.
Learning Point: Pupils understand how to use common French expressions to convey negative feelings.

Step 4: Adjective Agreement (Masculine/Feminine)

Time: 7 minutes
Teaching Skill: Explanation/Drilling
Teacher’s Activity: The teacher explains the concept of adjective agreement in French, specifically focusing on masculine and feminine forms for feeling adjectives (e.g., content/contente, malheureux/malheureuse, fâché/fâchée). The teacher writes examples on the board and drills pupils on changing adjectives according to the gender of the subject.
Pupils’ Activity: Pupils pay attention to the rules, participate in drills, and practice changing adjective forms correctly.
Learning Point: Pupils learn to apply masculine and feminine adjective agreement rules for feelings.

Time: 5 minutes
Teaching Skill: Practice/Reinforcement
Teacher’s Activity: The teacher introduces expressions like “plaisir,” “se plaire,” and “jouir,” explaining their general meaning and how they can be used in sentences, including their negation to imply a lack of positive feeling. The teacher leads a short oral practice session.
Pupils’ Activity: Pupils listen, repeat, and practice using these expressions in simple sentences.
Learning Point: Pupils gain broader language practice related to expressing feelings and states.

Step 6: Role Play Activity

Time: 5 minutes
Teaching Skill: Group Work/Role-playing
Teacher’s Activity: The teacher proposes simple role-play situations where pupils can practice expressing negative feelings (e.g., “You missed your favourite TV show,” “Your friend broke your pen,” “You are unhappy with a situation”). The teacher guides pupils to work in pairs and create short dialogues.
Pupils’ Activity: Pupils work in pairs to prepare and perform short role plays, using the vocabulary and expressions learned.
Learning Point: Pupils apply their knowledge in a practical, communicative context.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Mention three French words for negative feelings.
Give two expressions you can use to say “It’s sad” or “It’s a pity”.
How would you say “I am angry” if you are a boy and if you are a girl?
Explain the meaning of “se fâcher”.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the importance of expressing feelings in French. The teacher assigns homework, asking pupils to write five sentences expressing different negative feelings.
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity to practice further.

Lesson Keywords

Sentiments négatifs – Negative feelings
Triste – Sad
Fâché(e) – Angry
Mécontent(e) – Discontent/Unhappy
C’est dommage – It’s a pity
Se fâcher – To get angry

Differentiation

For pupils who are struggling, the teacher will provide simplified sentences and more guided practice, focusing on basic vocabulary and expressions. For advanced pupils, the teacher will encourage them to create more complex dialogues in their role plays and use a wider range of vocabulary and expressions, perhaps exploring nuances of emotion.

Note for teachers using this lesson plan

Ensure to create a supportive classroom environment where pupils feel comfortable expressing emotions in a foreign language. Provide clear pronunciation models and allow ample time for repetition and practice. Encourage creativity in role-play scenarios.