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Subject: French
Semester: 1
Period: 3
Week: 14
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 6
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Descriptive Adjectives in Sentences
Sub-topic: Position and Usage of Adjectives
Learning Objectives
By the end of the lesson, students should be able to:
- Construct simple sentences with être + adjective.
- Recognize adjective placement after nouns.
- Use adjectives to describe people, animals, and objects.
Previous Knowledge
Students already know: basic vocabulary and simple adjectives.
Instructional Materials
- Sentence charts, flashcards, dialogue samples.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Teacher writes “Il est ___” and “Elle est ___” on the board and asks students to complete with adjectives from last lesson.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher introduces the basic French sentence structure for description: Subject + être (to be) + adjective. The teacher explains that “être” is used to link the subject with the adjective describing it.
Examples are given with clear pronunciation practice:
• Elle est grande. (She is tall.)
• Il est petit. (He is small.)
• La maison est sale. (The house is dirty.)
• Le garçon est joli. (The boy is pretty.)
Teacher explains the position of adjectives in French sentences:
- Most adjectives come after the noun they describe (e.g., une maison sale).
- Some common adjectives, especially those describing beauty, age, goodness, and size (BAGS adjectives), come before the noun (e.g., un joli garçon). The teacher provides a simple list and examples of such adjectives like joli, grand, petit, beau.
Practical Activities:
• Repetition Drill: Teacher says the model sentences, and students repeat chorally and then individually, focusing on pronunciation and agreement between subject and adjective.
• Oral Sentence Formation: Using flashcards of people and objects, students take turns making sentences aloud using the structure “Subject + être + adjective.” For example, one student shows a card with a girl, and the partner says, “Elle est jolie.”
• Writing Drill: Students write 5 short descriptive sentences in their notebooks using the learned structure, ensuring correct agreement and adjective placement.
Learners’ Activities (Expanded):
• In pairs, one student holds a flashcard showing a noun (person, animal, object) and the other student must describe it orally using “être + adjective.”
• Students also practice writing sentences describing classmates, pictures, or classroom objects. For example, “Le chien est gros,” “La table est grande.”
• Peer correction and teacher feedback help students improve accuracy and confidence.
Assessment Checks:
Teacher listens carefully as students speak and writes, checking that sentences are grammatically correct with correct subject-verb agreement and adjective gender/number agreement. Teacher gives immediate corrections and praise.
Written sentences are collected and reviewed to ensure understanding.
Notes (Expanded & Detailed):
- The verb “être” is essential for making descriptions and stating characteristics in French.
- Adjectives usually follow the noun but remember common exceptions (BAGS adjectives) that precede the noun.
- Gender and number agreement between the subject and adjective are crucial for correct French sentence construction.
- Frequent practice with flashcards and real-life objects helps solidify the structure.
- Encouraging oral and written practice builds fluency and confidence in using descriptive sentences.
C – Consolidation (Conclusion & Assessment)
Summary: students recall structure and examples.
Evaluation Method (Expanded): quick oral round – students each say a sentence with être + adjective.
Assignment (Expanded): describe two family members with adjectives.
Follow-up Activity: preparing for adjective agreement in number and gender.
Differentiation / Inclusive Strategies: support weaker students with sentence frames; challenge stronger ones with multiple adjectives.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low