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Subject: French
Semester: 2
Period: 5
Week: 25
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 1
Date: Week 25
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Colors in French
Sub-topic: Basic Colors Vocabulary
Learning Objectives
By the end of the lesson, students should be able to:
Recognize and pronounce basic colors in French (noir, jaune, rouge, bleu, vert)
Identify colors in their environment
Spell simple color words correctly
Previous Knowledge
Students already know:
Basic French greetings, numbers, and letters
Instructional Materials
Textbook: French for Beginners, Grade 1
Flashcards with color names and colored objects
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
Can you name any colors in English?
Have you seen these colors in the classroom?
Learner’s Role:
Respond orally and recall colors in English
Attempt to say colors in French
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
• Begin by introducing five basic color words in French:
– noir (black), jaune (yellow), rouge (red), bleu (blue), vert (green).
• Say each color slowly and clearly, using exaggerated mouth movements to help learners imitate the correct pronunciation.
• Hold up colored flashcards, one at a time, and say the French word for each. Ask learners to repeat after you in unison and then individually.
• Point to various classroom objects of those colors (e.g., a blue book, a red bag, a green crayon) and say: “Ça, c’est bleu. Répétez: bleu.” Encourage students to echo the color word.
• Model spelling each word slowly while writing it on the board. Use color-coded markers that match the word: write rouge in red, jaune in yellow, etc.
• Guide learners in a call-and-response spelling chant for each color: “Épelez ROUGE – R-O-U-G-E!”
Learners’ Activities (Expanded & Detailed)
• Repeat each color word several times after the teacher, first in group recitation, then individually.
• Look around the classroom and identify objects that match the color being discussed. For example, when learning “vert,” learners might point to a green chair and say “vert.”
• Participate in a color scavenger hunt: learners are given one color word and must find something in the room with that color and name it in French.
• Write each color word in their notebooks 3–5 times, copying from the board while saying it aloud.
• Complete a color matching activity sheet where they match the French word to a colored shape (e.g., draw a line from bleu to a blue circle).
Assessment Checks
• During oral activities, observe if learners pronounce each color correctly.
• Use “pop quiz” questions such as: “What color is this?” (while pointing at an object) and expect the learner to reply in French.
• Review learners’ notebooks for spelling accuracy during independent writing time.
• Invite students one by one to spell a color aloud or to say the color of their shirt or shoes in French.
Peer Review
• Pair learners and have them quiz each other: one says a color word in English, and the other gives the French word and spells it.
• During partner work, students listen to each other’s pronunciation and provide gentle corrections using teacher-modeled phrases like “Écoute encore: bleu.”
• Encourage praise phrases like “Bon travail!” or “C’est bien!” when a partner does well.
Notes (Expanded & Detailed)
• Use a large, colorful wall chart with the color names written in French and illustrated with corresponding objects.
• Reinforce vocabulary with songs like “Les couleurs” (The Colors Song) where learners can sing and gesture.
• Integrate Total Physical Response (TPR) by pointing, touching, or showing the object when the color is mentioned.
• Encourage learners to associate each color with a memory or emotion to aid retention (e.g., rouge for an apple, bleu for the sky).
• Keep the pace lively with alternating individual and group practice to keep young learners engaged.
Assignment (Homework)
• Practice writing the five color words (noir, jaune, rouge, bleu, vert) three times each in their exercise books.
• At home, ask family members to help them find objects of each color and say the name in French (e.g., “This is red = C’est rouge”).
• Optional drawing activity: Draw one object of each color and label it in French (e.g., a red apple labeled “rouge”).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
Exit slip/quiz: Name three colors in French and spell one of them
Follow-up Activity: Pair learners to quiz each other on colors
Differentiation / Inclusive Strategies:
Use visual and tactile aids for slower learners
Challenge advanced learners to describe objects using color words
Teacher’s Reflection:
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☐ Low