You will learn
- Name a familiar object.
- Describe its colour, size and shape.
- Tell what the object is used for.
- Use a whole sentence to describe it.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Say the name of the object.
- Tell its colour, size and shape.
- Tell how it feels or what it does.
- Use a whole sentence.
Words to know
to tell what something is like
red, blue, green and so on
round, square, long and so on
soft, hard, smooth or rough
1. Discover: What is in the bag?
Ama puts an object in a bag. Kofi puts in his hand and says, “It is round and hard. It is smaller than my fist.” Ama says, “It is a ball!” Describing words helped Ama guess.
Think: Which describing words did Kofi use?
2. Understand: Describing words
Idea 1: Colour, size, shape
We can tell what an object looks like. Colour: red. Size: big or small. Shape: round or square.
Idea 2: How it feels and what it does
We can tell how it feels: soft, hard, smooth. We can tell what it is used for: we write with it.
Idea 3: Use a sentence
Put it together: “My pencil is long and yellow. We write with it.”
3. Worked examples
Example 1 (I show you): A cup
Describe a cup.
- Name: cup.
- Colour: blue.
- Shape: round.
- Use: we drink from it.
Answer: It is a blue, round cup. We drink from it.
Example 2 (We do it together): A book
Describe a book together.
- Name: book.
- Size: small.
- Feel: the pages are smooth.
- Use: we read it.
Answer: It is a small book with smooth pages. We read it.
Example 3 (You try): Your pencil
Now you try.
Show the steps and answer
- Name it.
- Tell the colour.
- Tell the shape.
- Say what we use it for.
Answer: It is a long, yellow pencil. We write with it.
Did you know?
Scientists describe things carefully so that everyone can imagine them.
Why this matters
Describing helps people picture things they cannot see and helps us guess, choose and explain.
4. Explore: Mystery bag
Play “What is in the bag?”.
- Put a safe object in a bag.
- One child feels it and describes it.
- Others guess what it is.
- Swap roles.
Think about it: what did you notice?
The more describing words you used, the easier it was to guess.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- It is ___ (colour).
- It is ___ (shape).
- It feels ___.
- We use it to ___.
Guided practice
Question 1. Which word tells the colour: red or round?
Red.
Question 2. Which word tells the shape: round or soft?
Round.
Question 3. What can we say about a ball’s use?
We play with it.
Independent practice
Level 1: Start
- Name one colour.
- Name one shape.
- Is a pillow soft or hard?
- What do we do with a cup?
- Describe the sun.
Level 2: Grow
- Describe a pencil in one sentence.
- Describe a ball.
- Which words describe a lemon: yellow, sour?
Level 3: Stretch
- Describe your school bag in three sentences.
- Describe an object without saying its name. Can a friend guess?
- Ben says, “It is a thing.” Why is this not a good description?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
You lost your hat. How can you describe it so someone can find it?
Show a sample answer
My hat is red and round. It is soft. I wear it on my head.
Another one. Describe a fruit without naming it. Ask a friend to guess.
Show a sample answer
It is long and yellow. You peel it. It is sweet. (banana)
7. Common mistakes
Fix: Use exact words: colour, shape, feel, use.
Fix: Say what it is first.
8. Lesson summary and revision card
- I can name an object.
- I can tell its colour, size and shape.
- I can tell what it feels like and what it does.
- I can describe in a whole sentence.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Name the object first.
- Tell colour, size and shape.
- Tell how it feels and what it does.
- Say it in a whole sentence.
11. Next lesson
Next lesson: Taking turns in conversations. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name a colour word and a shape word. [2 marks]
- Describe a ball in one sentence. [2 marks]
- What do we use a pencil for? [1 mark]
- Name two things you can tell about an object. [2 marks]
- Why is “It is a thing” a poor description? Make it better. [3 marks]
Total: 10 marks.
Marking guide and model answers
- a colour word [1]; a shape word [1]
- mentions shape or feel [1]; whole sentence [1]
- to write [1]
- Any two: colour [1]; shape [1]; size [1]; feel [1]; use [1]
- no details [1]; add colour, shape or use [1]; a better sentence [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A ball is ___ (shape).
- A banana is ___ (colour).
- A pillow feels ___.
- We write with a ___.
- Describe a cup.
- Which word is a size word: big or red?
- Draw and colour an object, then describe it.
- True or false: describing words help us guess.
- Say what you use a bag for.
- Describe your shoe.
Homework
Choose an object at home. Describe it in three sentences and let a family member guess it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A ball is ___ (shape). | round | 1 |
| 2. A banana is ___ (colour). | yellow | 1 |
| 3. A pillow feels ___. | soft | 1 |
| 4. We write with a ___. | pencil | 1 |
| 5. Describe a cup. | for example: It is blue and round. | 1 |
| 6. Which word is a size word: big or red? | big | 1 |
| 7. Draw and colour an object, then describe it. | a drawing with a description | 1 |
| 8. True or false: describing words help us guess. | true | 1 |
| 9. Say what you use a bag for. | carry things | 1 |
| 10. Describe your shoe. | any correct description | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 for example: red; 2 for example: round; 3 soft; 4 drink from it; 5 for example: It is round and hot. Level 2: 1 A pencil is long and yellow. We write with it.; 2 A ball is round and soft. We play with it.; 3 both. Level 3: 1 for example: It is blue. It is big. I carry my books in it.; 2 a clear description that lets a friend guess; 3 it does not tell colour, shape, feel or use.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name a familiar object | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Describe its colour, size and shape | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Tell what the object is used for | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use a whole sentence to describe it | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Saying only “it is nice”. Use exact words: colour, shape, feel, use.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a real object and ask one question at a time: what colour? what shape?
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to describe objects with colour, shape, size, feel and use. You do not need to be an expert to help.
- Play “I spy” with describing words.
- Ask your child to describe a fruit before eating it.
- Praise exact words.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name a familiar object; describe its colour, size and shape; tell what the object is used for; use a whole sentence to describe it.
Prerequisite knowledge. Speaking clearly; asking and answering questions.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Play Mystery bag as a hook.
Explanation (10 min). Teach colour, size, shape, feel and use with real objects.
Guided activity (10 min). Pairs describe objects and guess.
Independent activity (10 min). Learners complete the practice and describe one object.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is it? What colour, shape and size is it? What do we use it for?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and a describing words chart. Extension. Describe an object using five describing words.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Saying only “it is nice”. Use exact words: colour, shape, feel, use.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a real object and ask one question at a time: what colour? what shape? Enrichment. Describe an object so well that the class can draw it. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core Grade 1 Speaking and Listening standards (SL.1.4 and SL.1.6: describing people, places, things and events with relevant details, in complete sentences); Cambridge Primary English Stage 1 (speaking). These sources informed the lesson.