Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: French Language
Curriculum Theme: French Language
Previous Lesson: Situer Une Action Passée Mais Récente: Passé Récent and Passé Composé.
Topic: Exprimer un état/une action répétée dans le passé.
Subject Matter: Imperfect tense (l’imparfait); reading comprehension text in the imperfect; frequency expressions (chaque fois, souvent, de temps en temps, tous les jours, toujours); writing about what you used to do when you were young; speaking about childhood memories.

Specific Objectives

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

Cognitive Domain:

Define l’imparfait and state when it is used to express repeated actions or states in the past.
Identify common frequency expressions used with l’imparfait.
Construct correct sentences in l’imparfait to describe childhood routines and memories.

Affective Domain:

Show interest in sharing childhood memories politely and respectfully.
Appreciate that past experiences and routines can be described clearly in French.

Psychomotor Domain:

Read a short text in l’imparfait and pronounce key verbs correctly.
Write a short text about childhood routines using l’imparfait and frequency expressions.

Participate in pair and group discussions by asking and answering questions about childhood memories.
Listen to classmates’ experiences and respond respectfully.

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 Grammar

Instructional Materials

The teacher will teach this lesson with the aid of:

Short reading passage written mainly in l’imparfait
Audio recordings (CDs or cassettes) of the reading text
Film clips showing childhood routines (short, simple scenes)
Newspaper cuttings (coupures de journaux) with past descriptions (adapted for level)
Chart showing formation of l’imparfait (verb stem + endings)
Flashcards of frequency expressions (souvent, toujours, tous les jours)
Writing guide for a short paragraph about childhood routines

Rationale for the Lesson

This lesson helps pupils describe repeated actions and states in the past, especially childhood routines, using correct French grammar. It supports speaking and writing because pupils often talk about what they used to do and how life was before.

Prerequisite/Previous Knowledge

Pupils can form sentences in the present tense and have basic knowledge of past expressions and simple past tense forms in French.

Lesson Content/Board Summary

Exprimer un état/une action répétée dans le passé (L’imparfait)

Meaning and use of l’imparfait

L’imparfait is a past tense used to describe repeated actions, habits, and states in the past. It is also used to describe background situations in the past.

The following are uses of l’imparfait:

To express habits or repeated actions in the past.
To describe states or conditions in the past (feelings, age, weather).
To describe background information in a past story.

Formation of l’imparfait

L’imparfait is formed with the nous form of the verb in the present tense minus -ons, then add the imperfect endings.

The following are the endings of l’imparfait:

-ais (je)
-ais (tu)
-ait (il/elle/on)
-ions (nous)
-iez (vous)
-aient (ils/elles)

Examples of l’imparfait

The following are examples of sentences in l’imparfait:

Quand j’étais jeune, je jouais au football.
Je lisais tous les jours.
Nous allions à l’école à pied.
Il faisait chaud.
Elle était contente.

Frequency expressions used with l’imparfait

The following are common frequency expressions used to show repeated actions:

Chaque fois – each time.
Souvent – often.
De temps en temps – from time to time.
Tous les jours – every day.
Toujours – always.

Reading comprehension focus (text in l’imparfait)

The following are focus points for reading a text written in l’imparfait:

Identify verbs in l’imparfait and underline them.
Identify frequency expressions showing repetition.
State what the person used to do and when it happened.

Writing: childhood routines using l’imparfait

The following are points to include in a short text about childhood routines:

Begin with a simple opening sentence (Quand j’étais jeune, …).
Write 5–7 sentences in l’imparfait.
Use at least three frequency expressions.
End with a simple concluding sentence about childhood.

Speaking: childhood memories

The following are examples of speaking prompts for childhood memories:

What games you used to play and how often.
What you used to eat or do after school.
How you used to go to school.
What you used to like or dislike.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Reading Aloud, Guided Writing, Drill, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher asks pupils simple questions about what they used to do when they were younger, then introduces the topic and writes l’imparfait and frequency expressions on the board.
Pupils’ Activity: Pupils answer briefly and share one childhood activity orally.
Learning Point: Repeated actions and states in the past can be expressed using l’imparfait.

Step 2: Explanation of the meaning and uses of l’imparfait

Time: 6 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains what l’imparfait is, when it is used, and gives simple examples linked to childhood routines.
Pupils’ Activity: Pupils identify whether sample sentences show repeated action or state in the past.
Learning Point: L’imparfait is used for habits, repetition, and states in the past.

Step 3: Teaching the formation of l’imparfait

Time: 8 minutes
Teaching Skill: Demonstration and Drill
Teacher’s Activity: The teacher demonstrates how to form the stem from the nous form and adds endings, then drills pupils with common verbs (jouer, manger, aller, faire, être).
Pupils’ Activity: Pupils practise forming l’imparfait verbs and read them aloud in short sentences.
Learning Point: L’imparfait is formed with a stem from the nous form and fixed endings.

Step 4: Teaching frequency expressions

Time: 5 minutes
Teaching Skill: Explanation and Reinforcement
Teacher’s Activity: The teacher presents each frequency expression, gives meaning, and models short sentences using l’imparfait with the expressions.
Pupils’ Activity: Pupils use each expression in a simple sentence orally.
Learning Point: Frequency expressions show how often an action happened in the past.

Step 5: Reading comprehension activity

Time: 7 minutes
Teaching Skill: Reading Skills
Teacher’s Activity: The teacher provides a short text in l’imparfait (or plays audio) and guides pupils to identify l’imparfait verbs and frequency expressions, then asks short comprehension questions.
Pupils’ Activity: Pupils read/listen, underline verbs in l’imparfait, and answer questions about what the person used to do.
Learning Point: Pupils can recognize l’imparfait and frequency markers in a text.

Step 6: Guided writing and speaking practice

Time: 9 minutes
Teaching Skill: Guided Writing and Communication
Teacher’s Activity: The teacher provides a simple writing outline and prompts pupils to speak briefly about childhood memories, then supervises a short writing task using l’imparfait.
Pupils’ Activity: Pupils answer questions orally and write a short text about childhood routines using l’imparfait and at least three frequency expressions.
Learning Point: Pupils can speak and write about repeated past actions using l’imparfait.

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 l’imparfait and state two uses of it.
List the endings of l’imparfait for je, tu, and il/elle/on.
Mention five frequency expressions used with l’imparfait.
Write two sentences about childhood routines using l’imparfait and a frequency expression.

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 the meaning, formation, and uses of l’imparfait, corrects common errors, and gives an assignment: write a 10-sentence paragraph about childhood using at least four frequency expressions.
Pupils’ Activity: Pupils listen, ask questions where needed, and copy the assignment.
Learning Point: Pupils can describe repeated past actions and states correctly in French.

Lesson Keywords

L’imparfait – a past tense used for repeated actions and states.
Habitude – a routine or repeated action.
Chaque fois – each time.
Souvent – often.
De temps en temps – from time to time.
Tous les jours – every day.
Toujours – always.
Souvenir – a memory.

Differentiation

Support slower learners with verb tables and sentence frames such as “Quand j’étais jeune, je …”, while faster learners write longer texts with more details and include both repeated actions and states using l’imparfait.

Note for teachers using this lesson plan

Emphasize the formation rule using the nous form minus -ons and ensure pupils apply correct endings. Use common verbs and familiar childhood routines to keep sentences simple, and correct pronunciation and verb agreement during speaking practice.