Colors and Descriptions

Grade 7 · French

Semester 2 | Period 4 | Week 21

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Subject: French

Semester: 2

Period: 4

Week: 21

School Name: ___________________________________
Teacher’s Name: ___________________________________
Subject: French
Grade Level: Grade 7
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 4
Topic: Colors and Descriptions
Sub-topic: Adjectives of Colors – Placement and Agreement

Learning Objectives

By the end of the lesson, students should be able to:

  1. Identify and use color adjectives (rouge, bleu, vert, jaune, noir, blanc, gris, marron).
  2. Correctly place color adjectives in sentences.
  3. Apply agreement rules with gender (masculine/feminine) and number (singular/plural).
  4. Construct sentences describing objects, clothing, and classroom items using colors.
  5. Communicate descriptions orally and in writing with correct grammar and vocabulary.

 

Previous Knowledge

Students already know:

  • Basic nouns and articles (un, une, des)
  • Sentence structures: C’est + article + adjective + noun and être + adjective
  • Adjectives for physical description of people and objects
  • Agreement rules for adjectives (from previous weeks)

Instructional Materials

  • Flashcards of objects, clothing items, and classroom items in different colors
  • Colored markers or pictures
  • Whiteboard and markers
  • Worksheets for sentence construction with color adjectives
  • Students’ notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes

  • Teacher shows pictures of colored objects (books, clothing, balls).
  • Pupils identify the colors orally in French.
  • Quick drill: “C’est… / La robe est… / Le livre est…”

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Adjectives of Colors (Vocabulary Building)
  • Teacher introduces color adjectives with visual aids (flashcards, objects, or clothing).
  • New words: rouge (red), bleu/bleue (blue), vert/verte (green), jaune (yellow), noir/noire (black), blanc/blanche (white), gris/grise (gray), marron (brown).
  • Pupils repeat orally (chorus → individuals).
  • Teacher uses real-life examples:
    • Le tableau est noir. (The board is black.)
    • Mon cahier est blanc. (My notebook is white.)
    • C’est un ballon rouge. (This is a red ball.)
    • Voici une chemise bleue. (Here is a blue shirt.)

 

  1. Placement of Color Adjectives in Sentences
  • Teacher explains: In French, most color adjectives come after the noun.
  • Examples:
    • Un livre bleu (A blue book).
    • Une robe rouge (A red dress).
    • Des fleurs jaunes (Yellow flowers).
  • Contrast with English (adjective before noun):
    • English: a blue book → French: un livre bleu.
  • Guided practice: Pupils describe classroom items.
    • Teacher points to an object: Pupils answer.
      • Teacher: (points to a chair) → Pupil: C’est une chaise grise.
      • Teacher: (points to a book) → Pupil: C’est un livre vert.

 

  1. Agreement of Color Adjectives
  • Teacher explains gender/number agreement:
    • Masculine singular: bleu, vert, gris, noir
    • Feminine singular: bleue, verte, grise, noire
    • Plural: add s (except for marron and orange, which are invariable).
  • Examples:
    • Une robe rouge → Des robes rouges
    • Un pantalon gris → Des pantalons gris
    • Un sac noir → Une jupe noire → Des sacs noirs → Des jupes noires
  • Guided practice: Pupils transform sentences.
    • C’est une robe rouge. → Ce sont des robes rouges.
    • C’est un pantalon gris. → Ce sont des pantalons gris.

 

  1. Practical Classroom Activities

Pair Work:

  • Pupils describe the colors of classmates’ clothing or objects in the classroom.
    • Ta chemise est bleue.
    • C’est un stylo noir.
    • Ton sac est marron.

Group Work:

  • Pupils create a mini-poster with drawings or magazine cutouts of objects/clothing. Each picture must have a correct sentence.
    • C’est une maison blanche.
    • Voici un ballon jaune.
    • Ce sont des fleurs roses.

Game – “Trouve la couleur !” (Find the color!)

  • Teacher calls a color (e.g., “rouge”) → Pupils must quickly point to something red in the classroom and describe it.
    • C’est un cahier rouge !

Learners’ Activities (Expanded & Detailed)

  1. Repetition Drill – Pupils repeat color vocabulary and sentences aloud.
  2. Pair Work – Describe clothing, objects, or classmates using correct adjective placement.
  3. Group Work – Prepare and present a poster of 5–6 objects/clothes with color descriptions.
  4. Written Practice (Worksheet):
    • Fill in blanks:
      • C’est une robe ___. (rouge → rouge).
      • Ce sont des pantalons ___. (gris → gris).
    • Transform sentences:
      • C’est un livre bleu. → Ce sont des livres bleus.
      • C’est une jupe noire. → Ce sont des jupes noires.
    • Correct errors:
      • C’est une vert jupe. → C’est une jupe verte.
  1. Oral Presentation – Groups present their posters and read their sentences aloud. Peers correct errors if needed.

 

Assessment Checks

  1. Oral Assessment – Teacher asks individuals to describe 3 objects in the classroom with color adjectives.
  2. Pair Performance – Teacher checks partners’ conversations for correct placement, gender, and number of adjectives.
  3. Written Assessment – Pupils complete worksheets (fill-in-the-blank, transformations, corrections).
  4. Peer Review – Pupils exchange notebooks and mark each other’s color adjective usage.

 

Notes (Expanded & Detailed)

  • Stress that color adjectives usually follow the noun (une robe rouge).
  • Emphasize gender agreement (un pantalon gris vs. une jupe grise).
  • Highlight exceptions: some adjectives are invariable (e.g., marron, orange).
  • Link back to Week 19–20: describing people and objects → now add color details.

 

Assignment (Homework)

  1. Write 5 sentences describing objects at home using color adjectives.
    • Example: C’est une table marron.
  2. Transform 3 sentences from masculine to feminine and from singular to plural.
    • C’est un stylo bleu. → Ce sont des stylos bleus.
    • C’est une chemise blanche. → Ce sont des chemises blanches.
  3. Oral practice: At home, describe the colors of 3 items (clothes, objects, or food) to a family member.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes

  • Recap color adjectives, placement, and agreement rules.
  • Volunteers describe classroom items or clothing in front of the class.
    Evaluation Method: Quick oral quiz – pupils form 2–3 sentences using color adjectives correctly.
    Follow-up Activity: Pupils prepare for Week 22 – Describing People and Objects Combining Physical Traits and Colors.

 

Differentiation / Inclusive Strategies

  • Struggling learners: Visual prompts, repetition drills, guided sentence starters.
  • Advanced learners: Combine multiple adjectives and objects in longer sentences.
  • Students with disabilities: Extra time, peer support, written prompts.

 

Teacher’s Reflection:

  • What worked well? ___________________________________________
  • What needs improvement? ____________________________________
  • Students’ engagement level: ☑ High ☐ Medium ☐ Low