Feelings in French

Overview

Age Group: 8–10 years (KS2, Years 4-5)
Duration: 45 minutes
Class Size: 30 students
Unit: Feelings in French (Lesson 1 of 4)
Lesson Title: Introduction to Feelings in French
Subject: Modern Foreign Languages (French)
Curriculum Link:

• Languages Programme of Study (National Curriculum for England KS2)
• Aim to develop practical communication skills and cultural awareness by introducing vocabulary and simple phrases related to everyday topics, including emotions.
• Focus on listening, speaking, and engaging in simple conversations in another language.

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Learning Objectives

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

• Recognise and pronounce four basic French feelings vocabulary: heureux (happy), triste (sad), en colère (angry), excité (excited).
• Understand and respond to simple questions about feelings.
• Use simple sentences to express how they feel using: Je suis... (I am...) + feeling word.
• Engage confidently with peers during interactive vocabulary activities.

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Resources

• Flashcards with feelings words and images (large enough for whole class visibility)
• Mini flashcards for pair work
• Interactive whiteboard presentation with audio clips for pronunciation
• Colour-coded matching cards: French word / English meaning / corresponding facial expression images
• “Feeling Faces” printable sheets for drawing own feelings
• Classroom objects for movement game (cones or markers)
• Audio player or computer
• Whiteboard and markers

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Lesson Structure

1. Introduction & Engagement (5 mins)

• Set the scene: Teacher greets class in French (Bonjour!), briefly explains the focus of the lesson is on feelings in French.
• Teacher models the pronunciation of each word, clearly and slowly, using the interactive whiteboard to display flashcards:
  • heureux (happy)
  • triste (sad)
  • en colère (angry)
  • excité (excited)
• Class repeats chorally, then in smaller groups to practise pronunciation.

Pedagogical link: Uses the pronunciation focus from KS2 National Curriculum and supports phonetic awareness.

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2. Vocabulary Exploration with Visuals (10 mins)

• Show flashcards one at a time, have children guess meaning based on pictures.
• Introduce the sentence pattern: Je suis + feeling word (I am...)
• Model simple full sentence, e.g., Je suis heureux. Teacher and class practice chorally.
• Ask individual students to say the sentence aloud.

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3. Interactive Matching Game (10 mins)

• Divide class into pairs; give each pair a shuffled set of matching cards: French feelings words / English meanings / face expressions.
• Pairs race to match cards correctly on their desks.
• Circulate to support and correct pronunciation.
• After, review matches as a class using the interactive whiteboard.

Cognitive angle: Encourages memory, visual learning, and kinaesthetic involvement.

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4. “Feeling Faces” Drawing and Speaking Activity (10 mins)

• Each pupil receives a worksheet with four blank faces.
• Prompt them to draw expressions for the four feelings, guided by teacher’s modelling.
• Once done, pupils take turns saying Je suis... plus the appropriate feeling.
• Teacher collects some examples to display on a “French Feelings” classroom wall for ongoing reference.

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5. Movement & Response Game (7 mins)

• Place four cones around the room, each labelled with one feeling in French.
• Teacher says a feeling in French (or a simple prompt "How are you feeling?"), pupils run/walk to the corresponding cone to show their answer, saying full sentence aloud: Je suis...
• This fun physical activity reinforces vocabulary through active learning and supports varied learning styles.

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6. Plenary and Review (3 mins)

• Recap the four feelings using flashcards.
• Quick-fire round: Teacher says a feeling in French, pupils respond with Je suis... sentence.
• Encourage pupils to reflect briefly on how they might use these phrases to describe themselves or others.

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Assessment

• Observe pronunciation accuracy during chorus and pair activities.
• Monitor participation and ability to form correct simple sentences.
• Evaluate matching game and drawing activity for understanding of vocabulary meanings.
• Informal questioning during plenary to check retention.

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Differentiation

• Support: Use gesture clues and facial expression emphasis; allow repetition and peer support.
• Extension: Challenge advanced pupils to use negatives: Je ne suis pas triste, or ask “Pourquoi?” (Why?) to make simple responses.

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Cross-Curricular Links

• PSHE: Developing emotional literacy by naming and recognising feelings.
• Art: Drawing facial expressions strengthens emotional recognition and creativity.
• Physical Education: Incorporating movement for kinaesthetic learners.

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Safety & Inclusion

• Ensure physical activity space is safe and accessible for all pupils.
• Encourage respectful listening and support for all attempts at speaking French.
• Provide quiet spaces or alternative roles (e.g., matching cards organiser) for pupils with sensory or physical needs.

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Reflection & Next Steps

• Record which pupils confidently pronounce and use sentences correctly.
• Identify those needing extra support for upcoming lessons focused on expanding feelings vocabulary and simple conversations.
• Plan to introduce question forms and longer dialogues in the next lesson.

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This energetic and hands-on lesson plan balances vocabulary introduction with active speaking and listening practice, embodying the immersive and communicative ethos of the KS2 languages curriculum while fostering emotional awareness in young learners.