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Subject: French
Semester: 2
Period: 4
Week: 21
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 5
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 4
Topic: Adjectives and Verbs Related to Body Parts
Sub-topic: Using Simple Descriptions and Actions
Learning Objectives
By the end of the lesson, students should be able to: use adjectives like grand(e), petit(e), fort(e), and verbs like jouer, toucher, voir in sentences with body parts.
Previous Knowledge
Students already know body parts and senses in French.
Instructional Materials
Flashcards with adjectives, charts with verbs, pictures of children performing actions.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows pictures of a big hand, a small child, a strong arm. Students are asked to describe them in English, then introduced to the French words.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher introduces three key adjectives to describe body parts: grand(e) (big/tall), petit(e) (small/little), and fort(e) (strong). The teacher writes the masculine and feminine forms on the board, clearly explaining the concept of gender agreement in French adjectives. For example, un pied grand (a big foot) versus une main grande (a big hand), emphasizing the addition of -e for feminine nouns. Teacher provides several examples with different body parts to reinforce the rule, such as une tête petite (a small head), un nez fort (a strong nose).
Next, the teacher introduces three action verbs related to body parts: jouer (to play), toucher (to touch), and voir (to see). Each verb is demonstrated with physical actions and gestures, helping students associate the verbs with their meanings. The teacher models simple sentences using body parts, adjectives, and verbs, for example:
- Je joue avec mes pieds (I play with my feet)
- Ma main est forte (My hand is strong)
- Il voit avec ses yeux (He sees with his eyes)
The teacher writes these sentences on the board and reads them aloud slowly, highlighting the verb conjugation and adjective agreement with possessive adjectives (mes, ma, ses). Students repeat the sentences chorally, in small groups, and individually.
Practical activities include role-playing scenarios where students act out the sentences. For example, one student says “Je joue avec mes pieds” and pretends to kick a ball; another says “Ma main est forte” while demonstrating strength. This kinesthetic approach helps students connect vocabulary, grammar, and physical movement.
Then, students are given the task to build their own sentences by combining the vocabulary learned so far: body parts + adjectives + verbs. The teacher circulates to assist and correct sentence structure and pronunciation. Example prompts might be: “Describe your hand using an adjective,” or “Say what you do with your feet.”
Learners’ Activities (Expanded): Students actively repeat modeled sentences, write at least three original sentences in their notebooks incorporating an adjective and a verb, and perform the corresponding actions in class (e.g., touching with hands for toucher, pretending to see for voir). Pair or small group work encourages peer learning as they create and share sentences.
Assessment Checks: Teacher randomly calls on individual students to orally produce one sentence using an adjective to describe a body part and another sentence using a verb with a body part. The teacher provides immediate feedback, correcting adjective agreement, verb conjugation, and pronunciation as necessary.
Notes (Expanded & Detailed): Introducing adjectives and verbs is crucial for expanding simple vocabulary into meaningful, expressive sentences. Teaching gender agreement early prevents common errors and strengthens grammatical understanding. Physical role-play activities enhance retention by engaging multiple learning styles. By linking adjectives and verbs to body parts and senses, students begin to construct complex ideas, setting the foundation for future language development involving descriptive phrases and action expressions.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews adjectives and verbs with a quick oral drill.
Evaluation Method (Expanded): Exit slip: students write one sentence with an adjective and one with a verb linked to a body part. Teacher collects slips and checks for agreement and correct usage.
Assignment (Expanded): Students write five sentences at home describing their body parts using adjectives and verbs.
Follow-up Activity: Practice saying descriptive sentences with peers.
Differentiation / Inclusive Strategies
Acting for kinesthetic learners, writing for reflective learners, and visuals for visual learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low