The Family (La Famille) - French Lesson Plan
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French Lesson Plan
The Family (La Famille)
Purpose and requirements:
The students will learn how to talk about their
families and describe family members and their
relationships. The lesson is ideal for pre-teen
children or early beginners.
It is mainly focused on the indicatif présent and
adjectifs possessifs. Students at this point should
know the pronoms personnels (je, tu, il...) verbs
like to be, to have, and to live, so they are able to
make simple present tense sentences, ask simple
questions and answer them. They should also have
used the negative form with ne...pas. Ideally, they
know il y a or c’est or both.
Lesson objectives:
− Communication: talk about/describe their
family
− Grammar focus: adjectifs possessifs,
interrogation (c’est / ce sont, il y a, qui,
où). There is no est-il or est-que or y’a t-il;
questions are only presented based on the
intonation.
− Vocabulary: family members
− Culture: French names, French jokes
− Pronunciation: intonation when asking
questions in the affirmative form
Material:
− A vintage family portrait, the dialogue (listed
below), and the labels with names
− Students’ family portraits (to bring for the
lesson)
− Small portraits of various men, women, and
children of all ages: about 10 to 15 portraits
per student.
− Scissors, glue, paper, pencils
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The Family (La Famille)
Bridge-in: Guidelines:
− Thomas : Grand-mère, qui sont les personnes The dialogue could be recorded with two voices, but it
sur la photo ? should be read by two students, only after listening to
− Louise : Ce sont mes grands-parents avec leurs it at least twice (either with a recording or the teacher
enfants. reading). Intonation is important as the questions do
− Thomas : Avec leurs enfants ? Alors... sur la not always use the (grammatical) interrogative form.
photo, il y a ton père ?
− Louise : Non, mon papa n’est pas sur la photo : The goal of the activity is to complete a family tree.
c’est la famille de ma mère.
− Thomas : Ah bon ! Et... où est ta maman ? The teacher draws the following structure (empty,
except for Thomas) on the board before reading or
− Louise : Ma maman, c’est la petite fille à gauche,
listening to the dialogue.
elle s’appelle...
− Thomas : … je sais ! Elle s’appelle Jeanne !
− Louise : Oui, c’est ça ! Ma mère s’appelle Jeanne
et ma grand-mère, c’est Thérèse. Thérèse Henri
− Thomas : Thérèse ? Comme ma maman ?
− Louise : Oui, ma fille a le même prénom que ma
grand-mère, c’est un hommage.
− Thomas : Alors, le monsieur avec la moustache Émilie Jeanne Françoise Pierre Jean
et la barbe, c’est ton grand-père ?
− Louise : Oui, c’est mon grand-père, il s’appelle
Henri.
− Thomas : Et qui sont les enfants ?
− Louise : Ce sont mes tantes et mes oncles !
−
−
Thomas : Tes oncles ? Tu as des oncles ?
Louise : Oui, à droite, c’est mon oncle Pierre, ton
Louise
grand-oncle, tu comprends ?
− Thomas : Oui, je comprends. Alors Pierre a
quatre sœurs ?
− Louise : Mais non ! Il y a trois filles et deux
garçons sur la photo ! Pierre a un frère et trois
Thérèse
sœurs.
− Thomas : Il y a deux garçons sur la photo ?
− Louise : Oui, devant ma grand-mère, c’est un
petit garçon, mon oncle Jean.
− Thomas : Ah d’accord ! Et comment s’appellent Thomas
tes tantes ?
− Louise : L’aînée s’appelle Émilie, ensuite il y a ma
mère et la plus jeune, c’est Françoise.
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The Family (La Famille)
Continuing the Lesson: After the dialogue and vocabulary explanations, the
teacher gives big labels to students with the following
names on them: Louise, Thérèse, Thérèse, Henri,
Once the family tree is correct, the teacher can check
Émilie, Jeanne, Françoise, Pierre, Jean.
that the vocabulary list has been understood by
asking questions : Students have ~five to ten minutes to place the labels
1. Qui est le père de Jeanne ? (Henri) at the right places on the family tree. They should be
2. Qui est la mère de Louise ? (Jeanne) free to discuss together and they should choose one
3. Qui est le grand-père de Louise ? (Henri) student to place the labels on the family tree chart.
4. Qui est la grand-mère de Louise ? (Thérèse)
5. Comment s’appelle la fille de Louise ? (Thérèse)
6. Comment s’appellent les filles de Thérèse et
Henri ? (Emilie, Jeanne et François)
Tips:
7. Comment s’appellent les fils de Thérèse et 1. Before the labeling activity starts, the teacher
Henri ? (Pierre et Jean) should extract the main family member
8. Comment s’appelle le frère de Jean ? (Pierre) vocabulary to write a list on the board adding a
9. Est-ce que Jeanne a trois sœurs ? (Non, deux) few words for feminine/masculine equivalence. It
10. Est-ce que Louise a trois tantes ? (Non, should not be necessary to translate at this point:
deux) le père (papa), la mère (maman) le grand-père,
la grand-mère, la fille, le fils (be careful with the
possible confusion with une petite fille) un enfant,
des enfants, un frère, une sœur, un oncle, une
tante, un grand-oncle, une grand-tante.
2. This is a good opportunity to introduce or revise
qui est-ce / qu’est-ce que c’est and est-ce que
/ est-ce que c’est as well as to work on the
Activities: intonation.
1. For this lesson, students were asked to bring a The table below shows how adjectifs possessifs are
family portrait. It can be any type of family portrait used. This should be provided after the activity.
with anyone in the picture from one person to
many more. The student does not have to be in Masculin Féminin Pluriel
the picture. It could be an old family portrait or a Je Mon frère Ma sœur Mes frères /
recent one. Mes sœurs
2. The family tree dialogue uses the following Tu Ton père Ta mère Tes parents
adjectifs possessifs : mon / ton – ma / ta – mes / Il / Elle Son oncle Sa tante Ses oncles /
tes (and leurs). The teacher shows students how Ses tantes
they are used depending on the person (je or tu) Nous Notre grand-père / Nos grands
and the gender – feminine or masculine, plural or Notre grand-mère parents
singular. Examples should be extracted from
Vous Votre fils / Votre fille Vos enfants
the dialogue:
Ils / Elles Leur fils / Leur fille Leurs enfants
Ma mère s’appelle Jeanne.
Où est ta maman ?
C’est mon grand-père, il s’appelle Henri.
Sur la photo, il y a ton père ?
Ce sont mes tantes et mes oncles !
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The Family (La Famille)
3. A – Preparation : Students have five minutes
to look at their family portraits in order to get Tips:
ready to answer questions from other students.
– With the dialogue, students have a few questions
They should also look at the dialogue to extract
to ask and answer: qui sont les personnes sur
possible questions. They can:
la photo ? Qui est la petite fille, qui est le petit
− write a description of their family on their own garçon, etc. but the teacher should go from pair
− train in pairs to ask each other questions. to pair to answer students’ vocabulary questions.
– Small class: the activity allows all students to
B – Questions : the teacher should ask which answer questions about their family portraits.
students would like to answer questions about – Bigger class: when some students have not
their family portraits. The teacher then collects answered questions, they can:
pictures and lets students raise hands to ask their - exchange pictures and prepare questions for
questions. It is easier for them than going in front the next lesson
of the class with their pictures. - present their family directly; if so, these students
should be advised to use the questions phase to
prepare their presentation.
Game:
The goal: Using an imaginary family tree, students will have to find one family member with the help of hints.
Instructions/Preparation: The teacher distributes 15 portraits of various people of all ages on a sheet of paper.
Students (in pairs, in groups, or on their own) have to create an imaginary family tree by cutting out people’s
portraits and gluing them on a tree they draw.
Internet connection: If the class has an internet connection, there are websites providing lists of typical French
names; one of the most complete lists can be found here: http://www.lesprenoms.net/lustrehf18901998.htm
No Internet connection: The teacher can write a list of French names on the board while students prepare
their family trees classifying them as male or female and older or contemporary.
→ New family member vocabulary may appear in this activity: cousin / cousine, petits-enfants, petit-fils, petite-
fille (petite-fille meaning grand-daughter, not petite fille meaning little girl)
The Hints: Students give their family members names and write them on the tree, they pick one family member,
and then have to prepare two hints to give to the class so students can guess who it is. They should give a
difficult hint first and then an easy one.
The teacher must provide examples of hints (je suis une fille / un garçon – mon père a un frère – mes parents
ont trois enfants – je suis le cousin de... – je suis la fille de....) and inform students that hints using the negative
form could be even more difficult (mon père ne s’appelle pas … - … n’est pas ma grand-mère – ma mère n’est
pas sur l’arbre …)
The teacher should check that students will not give the answer with their first hint.
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The Family (La Famille)
Pre-test:
Students are asked to complete the missing cells of the table below with sentences for Thomas and then add
their own personal information. If students have no information of their own to add, they can leave the cell
empty as students will raise their hands to answer only when they have the ability to answer.
L’information Le verbe Thomas Moi
La mère Thérèse s’appeler Sa mère s’appelle Thérèse
Le père Professeur être
Les grands-parents Paris habiter à
Le chien Rex s’appeler
La sœur 10 ans avoir
Les cousins Strasbourg habiter à
Le grand-père Sur sa photo de être Son grand-père n’est pas
famille sur sa photo de famille
Closure:
To use the adjectifs possessifs, students can make sentences for the list of people/things/places below. A
table can be filled in on the board for each student’s name in columns or rows. The table does not have to
be completely filled in for bigger classes. Some students probably know the answers for other students and
therefore should answer for them, using son / sa / ses. The teacher should ask some students directly and for
others, ask if anyone knows, then ask the students to confirm it is correct. Ideas for the table topics:
− meilleur(e) ami(e)
− chanteur préféré / chanteuse préférée
− loisirs / sports préférés
− adresse
− matière préférée (à l’école)
− marque préférée
− film préféré
− animaux
Visit www.PimsleurApproach.com for more free French language learning resourcesFrench Lesson Plan The Family (La Famille) Assessment: Worksheets and quizzes are possible assessments but they can be done either as homework or in class to start the next lesson. Quiz 1 introduces further family member vocabulary. This is the vintage family picture used to create the dialogue and the first family tree activity. http://www.flickr.com/photos/imnotquitejack/4153783693/ Copyright © 2000-2012 Internet Order, LLC. All rights reserved. “Stroll” and “Internet Order” are trademarks of Internet Order, LLC. Internet Order, LLC sells Pimsleur® products but is not an affiliate of Simon & Schuster, Inc. (the publisher of Pimsleur® products) or of Beverly Pimsleur (the owner of the Pimsleur® trademark, which is licensed exclusively to Simon & Schuster). Any use of the Pimsleur® name or associated marks is solely to identify the products sold by Internet Order, LLC. Internet Order, LLC is solely responsible for the contents of this document. Visit www.PimsleurApproach.com for more free French language learning resources
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