Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: French Language
Curriculum Theme: French Language
Previous Lesson: Exprimer Son Désaccord Et Dire Pourquoi: Reasons and Connectors.
Topic: Parler des actions quotidiennes.
Subject Matter: speaking about someone’s day, creating a timetable, days of the week months seasons and time of day expressions, adverbs tôt tard à l’heure en avance en retard d’habitude, routine verbs se réveiller se laver se lever s’habiller aller, planning activities for a day or weekend

Specific Objectives

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

Cognitive Domain:

Identify and name the days of the week, months, and seasons in French.
Define and use time expressions and adverbs of frequency related to daily routines.
List common reflexive verbs used for daily activities.

Affective Domain:

Appreciate the importance of describing daily routines in French.
Express themselves confidently when discussing their daily activities.
Show interest in learning new French vocabulary and structures.

Psychomotor Domain:

Correctly conjugate and use routine verbs in sentences.
Create a simple timetable or calendar describing daily or weekly activities.
Engage in short conversations about daily routines and plans.

Collaborate with peers to create a shared timetable of activities.
Interact appropriately in French when describing daily life.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for French Language (Junior Secondary School).
State Unified Scheme of Work for French Language.
Le Nouveau Sans Frontières 1 (Textbook).

Instructional Materials

The teacher will teach this lesson with the aid of:

A calendar (calendrier).
A sample timetable with activities (emploi du temps avec activités).
Flashcards of daily routine verbs and time expressions.
Whiteboard and markers.

Rationale for the Lesson

This lesson helps pupils learn how to talk about their daily activities in French. It enables them to describe what they do each day, which is a fundamental skill for communication and expressing personal information. Understanding and using these expressions also helps pupils plan and discuss their schedules in French.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of French greetings, numbers, and simple verb conjugations in the present tense.

Lesson Content/Board Summary

Parler des actions quotidiennes (Speaking about Daily Actions)

1. Jours de la semaine, mois et saisons (Days of the week, months and seasons)

To talk about daily actions, one needs to know the days, months, and seasons.

The following are the days of the week:

lundi (Monday)
mardi (Tuesday)
mercredi (Wednesday)
jeudi (Thursday)
vendredi (Friday)
samedi (Saturday)
dimanche (Sunday)

The following are some months:

janvier (January)
février (February)
mars (March)
avril (April)
mai (May)
juin (June)
juillet (July)
août (August)
septembre (September)
octobre (October)
novembre (November)
décembre (December)

The following are the four seasons:

le printemps (spring)
l’été (summer)
l’automne (autumn)
l’hiver (winter)

2. Expressions de temps et adverbs de fréquence (Time expressions and adverbs of frequency)

These help to specify when an action takes place.

The following are common time expressions:

le matin (in the morning)
l’après-midi (in the afternoon)
le soir (in the evening)
la nuit (at night)
à midi (at noon)
à minuit (at midnight)
chaque jour (every day)

The following are adverbs used to describe frequency or timing:

tôt (early)
tard (late)
à l’heure (on time)
en avance (early, in advance)
en retard (late, behind schedule)
d’habitude (usually)
toujours (always)
souvent (often)
parfois (sometimes)
rarement (rarely)
jamais (never)

3. Verbes de routine (Routine verbs)

Many daily routine verbs are reflexive (pronominal) verbs, meaning they use a reflexive pronoun (me, te, se, nous, vous, se) before the verb.

The following are common routine verbs:

se réveiller (to wake up)
se lever (to get up)
se laver (to wash oneself)
s’habiller (to get dressed)
prendre le petit déjeuner (to have breakfast)
aller à l’école/au travail (to go to school/work)
rentrer à la maison (to return home)
dîner (to have dinner)
se coucher (to go to bed)

4. Créer un emploi du temps (Creating a Timetable)

An “emploi du temps” (timetable) helps to organize daily and weekly activities. It includes the days of the week, times, and specific actions.

To create a timetable, one needs to:

List the days of the week.
Indicate specific times or periods (e.g., le matin, 8h00).
Write down the activities for each time slot using routine verbs and time expressions.

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 in French and asks them about their morning routine in simple terms, e.g., “Qu’est-ce que tu fais le matin?” (What do you do in the morning?). The teacher then introduces the topic: “Parler des actions quotidiennes” (Speaking about daily actions).
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction of the topic.
Learning Point: Pupils recall basic French and are introduced to the lesson’s focus on daily routines.

Step 2: Presentation of Days, Months, and Seasons

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher writes the days of the week, months, and seasons on the board, pronouncing each word clearly. The teacher uses a calendar to illustrate and asks pupils to repeat after him/her. The teacher explains their relevance to daily planning.
Pupils’ Activity: Pupils listen, repeat the words, and take notes. They identify the current day and month on a calendar.
Learning Point: Pupils learn to identify and pronounce days, months, and seasons in French.

Step 3: Introduction of Time Expressions and Adverbs

Time: 8 minutes
Teaching Skill: Explanation/Drilling
Teacher’s Activity: The teacher introduces expressions like “le matin,” “l’après-midi,” “le soir,” and adverbs such as “tôt,” “tard,” “d’habitude.” The teacher gives simple example sentences for each, e.g., “Je me lève tôt le matin.” (I get up early in the morning).
Pupils’ Activity: Pupils listen, repeat the expressions and adverbs, and try to form simple sentences using them.
Learning Point: Pupils understand and practice using time expressions and adverbs of frequency.

Step 4: Presentation of Routine Verbs

Time: 8 minutes
Teaching Skill: Explanation/Modeling
Teacher’s Activity: The teacher writes key routine verbs (e.g., se réveiller, se laver, s’habiller) on the board. The teacher explains that many are reflexive and demonstrates their conjugation in the present tense (e.g., “Je me réveille,” “Tu te laves”). The teacher asks pupils to suggest other daily activities.
Pupils’ Activity: Pupils copy the verbs and conjugations, listen to the explanations, and suggest more daily activities.
Learning Point: Pupils learn to identify and conjugate common reflexive verbs for daily routines.

Step 5: Activity – Creating a Timetable

Time: 8 minutes
Teaching Skill: Guided Practice/Collaboration
Teacher’s Activity: The teacher guides pupils to create a simple personal or class timetable for a typical day or weekend. The teacher provides an example of an “emploi du temps” and encourages pupils to use the learned vocabulary, expressions, and verbs.
Pupils’ Activity: Pupils, individually or in pairs, draw a simple timetable and fill it with their daily activities using French expressions. They can include important celebrations or events.
Learning Point: Pupils apply their knowledge to create a practical document describing daily actions.

Step 6: Application/Presentation

Time: 5 minutes
Teaching Skill: Oral Practice/Feedback
Teacher’s Activity: The teacher asks a few pupils to share parts of their created timetable or describe their typical day using the French they have learned. The teacher provides constructive feedback on pronunciation and grammar.
Pupils’ Activity: Pupils present their daily routines orally to the class, using the vocabulary and structures learned.
Learning Point: Pupils practice speaking French about their daily lives and receive feedback.

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 days of the week in French.
State two time expressions used for parts of the day.
Define the adverbs “tôt” and “en retard”.
List three routine verbs used to describe morning activities.
Describe one activity you do “d’habitude” (usually) on a Sunday.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, emphasizing the importance of daily routine vocabulary. The teacher assigns homework: “Écrivez un paragraphe décrivant votre journée typique.” (Write a paragraph describing your typical day).
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and prepare for further practice.

Lesson Keywords

quotidiennes – daily
lundi – Monday
matin – morning
soir – evening
tôt – early
tard – late
d’habitude – usually
se réveiller – to wake up
se laver – to wash oneself
emploi du temps – timetable

Differentiation

For pupils who are struggling, the teacher will provide simplified sentences and encourage them to focus on just a few key verbs and expressions. They can be paired with stronger pupils for the timetable activity. For advanced pupils, the teacher will encourage them to use more complex sentence structures and a wider range of adverbs in their descriptions and ask them to include reasons for their activities.

Note for teachers using this lesson plan

Encourage active participation by all pupils. Use real-life examples to make the lesson relatable. Provide ample opportunities for oral practice and correct pronunciation carefully. Visual aids like flashcards can be very helpful for vocabulary retention.