Inductive Lesson: Creating phrases using si + imparfait + conditionnel

Grade 9: Extended French

B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and
accuracy in communications in French (prepared and spontaneous) about familiar
and academic topics, including literary topics.
B2.1 Using speaking interaction strategies: demonstrate an understanding of
appropriate speaking behaviour when interacting with others in a variety of formal and
informal situations
B2.2 Interacting: engage in spoken interactions in French (prepared and
spontaneous), in academic and social contexts, about familiar and academic topics,
including literary topics
Learning Goals: Speaking B1 and B2 categories:
Students can correctly conjugate imparfait verbs.
Students can correctly conjugate conditionnel prsent verbs.
Students can correctly choose between the imparfait and the conditionnel prsent in a
sentence.
Students can form basic hypothetical sentences using si.
Success Criteria: Students will be able to orally construct phrases using si while
correctly using and conjugating imparfait, conditionnel and prsent in the correct
order.
Differentiated Instruction: ELLs
French class provides a unique opportunity for English Language Learners.
Research confirms that any prior language learning experience accelerates further
language learning. While in most classes, the success of ELLs depends on their
knowledge of English, FSL allows ELLs to perform at the same level as their Englishspeaking peers. Thus, the differentiated instruction included in this lesson focuses on
learners with IEPs and multi-modal learners.
Hook: Jeopardy! (10-15min)
- Students will conduct a review by playing jeopardy, which consist of an interactive
PowerPoint file. The content of the interactive Jeopardy game on PowerPoint will
consist of review of imparfait and conditionnel prsent verbs. This game will activate
students prior knowledge of the verb content
- The aim of this activity is to practice verb conjugation in imparfait and conditionnel to
enhance proficiency
Conduct of hook:
1. Class divided in groups (size and number at teacher discretion)
2. Every student will have a turn to answer a Jeopardy question.

3. Student will choose a category which are the subject pronouns. The hint will be in
the form of the verb tense and the verb to conjugate.
4. The student is allowed to seek advice from members of their team.
Differentiated Instruction:
This hook is constructed around the ideas of DI since it is both visual and oral,
thereby catering to different learner needs. When answering, students can work
collaboratively with their group or answer individually; this allows them the freedom of
choice in completing the task in association with their individual preferences and
needs. The team size can also be adjusted in accordance to classroom needs,
student ability, and teacher discretion.
Assessment for learning:
The Jeopardy game for the hook is also used to be an assessment for learning. The
hook is to get the students minds ready for learning the new material, however the
lesson is based on the students have the prior knowledge on the conjugations of the
conditional and imperfect verb tenses. Based on the students performance on the
game, the instructor can tailor the lesson to get the students where they need to be
and determine what they need in order to meet the success criteria.

1.
2.
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5.

Exploration:
Phase 1: Examples
After the review, the students will be shown a series of conditional sentences
consisting of si + imparfait + conditionnel prsent. The teacher will ask the students
what do they notice in the following sentences posted in the PowerPoint. Students will
discuss with their class partner to identify the characteristics of the sentences.
Conditional sentences:
Si je gagnais au loto, je ferais le tour du monde.
Si nous tions en vacances, nous irions la plage
Si jtudiais, jobtiendrais les bonnes notes.
Si on faisait de lexercice, on serait en bonne forme.
Si nous avions du temps, nous voyagerions beaucoup.
To assist the students use focus question to guide student learning :
quel classe de mots sont les mots souligns? (what type of words are
underlined?)
quel temps de verbes sont les mots en gras? (what are the verb tense written in
bold?)
quel temps de verbes est toujours le premier dans chaque phrase? (What verb
tense is always used first in every sentence?)
quel mot commence chaque phrase? (what word is used at the beginning of every
sentence?)
Phase 2: Examples with blanks
The next PowerPoint slides will show conditional phrases with blanks where the
conjugated verb should be. (either imperfect or conditional). This will be conducted
with the class.

Conditional sentences:
1. Si elle te ___________ argent, achterais-tu une voiture? (donner)
Si elle te donnait argent, achterais-tu une voiture?
2. Si vous faisiez les vaisselles, j_______ au supermarch. (aller)
Si vous faisiez les vaisselles, jirais au supermarch.
3. Si les filles ________ du pain, elles me diraient. (vouloir)
Si les filles voulaient du pain, elles me diraient
On utilise si pour faire une hypothse. Pour exprimer les vnements qui ne vont
pas tre ralis, on utilise limparfait puis le conditionnel prsent pour dire ce que
vous feriez si lvnement tait possible.
Phase 3: Student assessment
Students will be required to complete independently or in pairs a student worksheet.
They are required to conjugate imperfect and conditional present verbs.
Compltez les phrases avec limparfait ou conditionnel.
1.
Sil ________ content, il ______toute la journe. (tre, rire)
2.
Si vous __________ la camera, vous _________une photo. (Avoir, prendre)
3.
Si tu ____________ ton travail, quest-ce que tu ___________? (perdre, faire)
4.
Si je __________ lexamen, nous __________ au restaurant. (Russir,
clbrer)
6.
Sil ________ chaud, je ne _________pas. (Faire, dormir)
7.
Si vous __________ faim, vous _________ votre sandwich. (Avoir, manger)
8.
Sil se ___________, il _________ content. (Se marier, tre)
Differentiated Instruction
Students have the option of working in pairs or individually on this assignment. Some
students might prefer to talk it out with a partner while others are more comfortable
working alone. Students can also seek help with the teacher in order to receive
catered instructions and verbal cues.
Assessment As and For Learning:
In this activity the students will be completing a worksheet either independently or with
their seat partner. This activity is used as a tool for the students to assess and reflect
on their knowledge and understanding. At the end of the worksheet there will be a self
evaluation check-bric that lists the learning goals. The students will complete this part
independently; they will select oui, non, or un peu (yes, no, or kind of) for each of
the learning goals and submit it to the teacher. The teacher will then use this
information to see where each student is on the understanding, and the students can
use this to practice self-reflection and be aware of their learning.
Evaluation:
Students will work in pairs. They will create a conversation consisting of 8 questions
and answers. The discussion is based on what are their plans for the summer. They
are required to use the correct sequence using (conjunction + imperfect verb +
conditional verb)
Example:

1. Si tu avais une vie idale, quest-ce qui serait diffrent?

Si javais une vie idale, jaurais un petit chien.
2. Sil faisait beau, quest-ce que tu ferais?
Sil faisait beau, jirais au parc.
Differentiated Instruction:
If students have difficulties with oral communication, they will be allowed to write down
their sentences instead of producing them orally. Students that also have trouble with
oral comprehension can work individually with the teacher: he or she will repeat each
question slowly a few times in order to optimize understanding.
Assessment of Learning:
This activity is designed so that the students can formulate their own phrases using
what they have learned. The teacher will use this presentation and the success
criteria to determine if the curriculum expectations have been met.