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Subject: French
Semester: 2
Period: 4
Week: 20
School Name: ___________________________
Teacher’s Name: _________________________
Subject: French
Grade Level: Grade 9
Date: Week 20
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: Expanding Vocabulary & Présentatif Expressions
Sub-topic: New descriptive adjectives; C’est + adjective + noun
Learning Objectives
By the end of the lesson, students should be able to:
- Recognize and use new descriptive adjectives: ennuyeux / ennuyeuse, terrible, sympa, génial, dingue.
- Form sentences using présentatif + adjective + noun (C’est grave, C’est méchant, C’est gentil).
- Describe people, objects, situations, and emotions in simple sentences.
- Apply adjective agreement, plural forms, and demonstratives in sentences.
- Communicate orally and in writing using newly learned vocabulary.
Previous Knowledge
Students already know:
• Descriptive adjectives for physical traits, emotions, colors, sizes, and shapes.
• Adjective placement rules and agreement (singular/plural, masculine/feminine).
• Demonstratives: ce, cette, ces.
• Présentatif structures: C’est, Voici, Voilà.
• Basic sentence construction combining adjectives and nouns.
Instructional Materials
- Textbook: French for Beginners, Grade 9
• Flashcards: new adjectives and C’est phrases
• Pictures or short scenarios showing situations or emotions
• Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity:
• Show images/scenarios (film scenes, situations, people) and ask: “Comment est-ce ?”
• Students respond with adjectives they already know.
Teacher’s Role: Model sentences using previously learned adjectives.
Learners’ Role: Recall prior vocabulary, participate orally.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Step 1: Introduce New Adjectives – 6–7 minutes
• Vocabulary: ennuyeux / ennuyeuse, terrible, sympa, génial, dingue, horrible, fantastique, amusant / amusante
• Oral repetition drills: Teacher pronounces each adjective; students repeat chorally and individually.
• Pair practice: Students describe situations or people in pictures using the new adjectives.
• Examples:
• “Le film est terrible.”
• “La fête est géniale.”
• “Le cours est ennuyeux.”
• “Cette chanson est dingue !”
• Quick game: Teacher shows a picture, students shout an appropriate adjective.
Step 2: Présentatif Expressions + Adjectives – 6–7 minutes
• Structure: C’est + adjective + noun
• Examples:
• C’est un film terrible.
• C’est une idée sympa.
• C’est grave !
• C’est gentil de ta part.
• Activities:
• Teacher shows pictures or scenarios; students describe orally using C’est + adjective + noun.
• Written practice: Students label 3–4 images with sentences like:
• “C’est une fête géniale.”
• “C’est un livre ennuyeux.”
• “C’est un chien terrible.”
Step 3: Review Grammar Points – 6–7 minutes
• Adjective agreement: masculine/feminine, singular/plural
• Plural forms with demonstratives: ce, cette, ces
• Examples:
• Ces films sont géniaux.
• Cette idée est sympa.
• Ces chansons sont amusantes.
• Activities:
• Oral drills changing singular to plural and vice versa.
• Group practice: Describe multiple items in pictures using correct agreement and présentatif structures.
Step 4: Integrative Practice – 6–7 minutes
• Group discussion: Students describe a scenario, picture, or situation using at least 2 adjectives and a présentatif structure.
• Peer feedback: Classmates check adjective agreement, plural forms, and sentence structure.
• Written exercise: Label 4–5 images using C’est + adjective + noun.
• Example sentences:
• “C’est un film génial.”
• “C’est une idée dingue.”
• “C’est une journée terrible.”
Step 5: Role-Play & Mini Quiz – 4–5 minutes
• Role-play: In pairs, students describe a scenario to a partner using new adjectives and présentatif structures.
• Mini quiz: Teacher shows 3–5 images; students orally or in writing produce correct sentences.
Assessment (Formative, during lesson)
Oral:
• Monitor students’ use of adjectives and présentatif structures in discussions, role-plays, and drills.
• Check pronunciation, adjective agreement, and fluency.
Written:
• Review labeling exercises and mini-quiz answers for correctness.
• Ensure inclusion of adjective agreement, plural forms, and correct use of C’est + adjective + noun.
Peer Review:
• Students exchange written sentences and provide feedback on grammar, clarity, vocabulary, and agreement.
Practical Activity:
• Students create a small “Emotion & Situation Poster” with 4–5 images labeled with C’est + adjective + noun, then present to the class.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
• Recap new adjectives, présentatif structures, and grammar rules
• Quick oral drill: Students describe 1–2 images or situations in full sentences
• Exit slip: Write 2–3 sentences about a situation or object using C’est + adjective + noun
Assessment Checks:
- Oral: Correctly use adjectives and présentatif structures
- Written: Sentences checked for grammar, adjective agreement, and sentence completeness
- Pair/group: Teacher observes active participation and fluency
Assignment (Homework)
- Write 5 sentences describing 5 different objects or situations using C’est + adjective + noun
- Revise new adjectives, plural forms, and demonstratives
- Practice orally describing situations at home or with a classmate
Differentiation / Inclusive Strategies
• Struggling learners: Provide vocabulary lists, sentence starters, and visual prompts
• Advanced learners: Combine multiple adjectives in one sentence or create mini-dialogues
• Learners with disabilities: Extra time, peer support, guided sentence construction
Teacher’s Reflection
• What worked well? __________________________________
• What needs improvement? ____________________________
• Students’ engagement level: ☑ High ☐ Medium ☐ Low