Activities: plural verbs in the present tense

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Change a regular -er verb from je to nous
Keep the e in nous mangeons

Vocabulary: je joue = I play · nous jouons = we play · je mange = I eat · nous mangeons = we eat · ensemble = together

Retrieve previous learning

What is the je ending of a regular -er verb?

Check: The written je ending is -e, for example je joue.

Learn the concept

Je refers to the speaker alone and takes -e in a regular -er present form; nous includes the speaker with others and usually takes -ons. ‘Je joue’ becomes ‘nous jouons’. ‘Je regarde un film’ becomes ‘nous regardons un film’. The subject determines the verb ending, not whether the object is singular or plural. In ordinary speech, the written final e of joue is silent; a teacher should model pronunciation rather than infer it from a typed answer.

Manger needs a spelling adjustment to preserve its soft g sound: ‘je mange’ but ‘nous mangeons’, with e before -ons. Removing that e would change the g sound. Compare the original scene: ‘Je mange une pomme; nous mangeons des pommes ensemble.’ It contrasts one speaker with a group; it does not say each person has a whole apple. The written ending -ons alone is not a universal rule for every French verb.

Worked model

Take jouer, remove -er and add -e for je: je joue.
Change the subject to nous and add -ons: nous jouons.
With manger, retain e before -ons: nous mangeons, not nous mangons.

Guided practice

Change ‘Je mange une pomme’ to ‘We eat an apple’ and explain the spelling.

Hint: Manger retains e before -ons.

Check the guided answer

Nous mangeons une pomme. The e preserves the soft g sound in the nous form; the object stays singular as requested.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

The teacher presents an unseen je/nous pair aloud with text hidden and records the learner's comprehension. Separately, observe a new spoken je/nous contrast and give pronunciation feedback.

Identifies a group activity from unseen speech
Says a new je/nous contrast intelligibly

Find and correct a misconception

“The nous form of manger is nous mangons.”

Correction: Write nous mangeons; the extra e keeps the soft g sound before -ons.

Extend and reflect

Describe what one fictional pupil and a club do at lunch.

Guidance: Use a regular -er verb and manger; justify je versus nous and the spelling of mangeons.

Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Change a regular -er verb from je to nous. French communication can support international learning, services and workplace collaboration.

Next school subject: French GCSE. Check the subject and examination board that fit your school.
Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
Example career direction: Learning Support Practitioner. Explore organisations and local support.

This is an exploratory route, not a promise of admission, a qualification, certification eligibility or employment. Years 7–9 learning is an early foundation; any later credential may require substantial study, experience or local approval.

Year 7 · Writing · original lesson pack

DASKEREL beta · internal AI review pending

Describe shared activities and favourite things

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Use je and nous with regular -er verbs
Ask about a favourite game and give a relevant answer

Vocabulary: je joue = I play · nous jouons = we play · je regarde = I watch · nous regardons = we watch · Quel est ton jeu préféré ? = What is your favourite game?

Retrieve previous learning

Complete ‘J’___ dessiner’ for ‘I like drawing’.

Check: J’aime dessiner. Dessiner remains an infinitive after aimer.

Learn the concept

For a regular -er verb, remove -er to find the stem, then add -e for je and -ons for nous: jouer gives je joue and nous jouons; regarder gives je regarde and nous regardons. Nous includes the speaker and at least one other person. French ‘nous jouons’ may mean ‘we play’ or ‘we are playing’ in English depending on context.

Ask a familiar person ‘Quel est ton jeu préféré ?’ and reply ‘Mon jeu préféré, c’est le jeu d’échecs.’ Jeu is masculine, so ton and mon agree with jeu. The identity of the person speaking does not determine those adjective forms. A written answer can check spelling, but a teacher should listen to a fresh question and response before judging spoken communication.

Worked model

Take regarder and remove -er to make regard-.
Add -ons for nous: nous regardons.
Add an object: ‘Nous regardons un film.’ Translate: ‘We watch a film.’

Guided practice

Change ‘Je joue au tennis’ to ‘We play tennis’ and explain the ending.

Hint: Replace je with nous and use a regular -er nous ending.

Check the guided answer

Nous jouons au tennis. The stem jou- takes -ons for nous.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

A teacher presents a new spoken activity with the text hidden and observes a fresh preference exchange. Record listening and speaking separately.

Identifies a shared action after hearing it
Asks and answers a new favourite-item question intelligibly

Find and correct a misconception

“Je joue and nous joue use the same ending.”

Correction: For regular -er verbs use je joue but nous jouons; the subject selects the ending.

Extend and reflect

Write a fictional club notice comparing one learner's activity with a group's activity.

Guidance: Use two regular -er verbs and explain their endings.

Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Use je and nous with regular -er verbs. French communication can support international learning, services and workplace collaboration.

Next school subject: French GCSE. Check the subject and examination board that fit your school.
Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
Example career direction: Learning Support Practitioner. Explore organisations and local support.

This is an exploratory route, not a promise of admission, a qualification, certification eligibility or employment. Years 7–9 learning is an early foundation; any later credential may require substantial study, experience or local approval.

Year 7 · Reading · original lesson pack

DASKEREL beta · internal AI review pending

Recognise singular and plural third-person -er forms

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Use subject and written ending to identify one person or a group
Explain why silent -ent cannot prove number by sound alone

Vocabulary: il chante = he sings · elle chante = she sings · ils chantent = they sing · elles chantent = they sing · regarder = to watch

Retrieve previous learning

Change ‘je regarde’ to ‘we watch’.

Check: Nous regardons; the first-person plural ending is -ons.

Learn the concept

For a regular -er verb, il or elle takes written -e and ils or elles takes written -ent: ‘elle chante’ versus ‘elles chantent’. The -ent on a regular third-person plural verb is normally silent. The plural s of ils and elles is also normally silent before a consonant. Listening therefore often needs a name, article or other context; do not promise learners that the verb sound alone reveals singular or plural.

Read ‘Le garçon regarde un film. Les garçons regardent un film.’ The articles le and les tell us whether the subject is one boy or several; the verb endings agree. If the people are explicitly girls, use elles for a female group. For an unspecified group, keep the noun instead of guessing a pronoun. The written forms are distinct even if the corresponding spoken verb forms sound similar.

Worked model

Underline ‘Les filles’ in ‘Les filles chantent’ to identify a plural subject.
Remove -er from chanter and add -ent for third-person plural.
Translate ‘The girls sing’; do not pronounce the written -ent as a separate syllable.

Guided practice

Change ‘Elle regarde un film’ to an explicitly female group, explaining both changes.

Hint: Use the plural subject and the written third-person plural ending.

Check the guided answer

Elles regardent un film. Elle becomes elles and regarde becomes regardent; -ent marks plural in writing but is normally silent.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

With no transcript displayed, the teacher speaks new sentences that include audible singular/plural noun phrases; observe comprehension separately from a new spoken description. Silent endings alone are not valid auditory evidence.

Uses audible context to identify one or many
Describes a supplied group intelligibly

Find and correct a misconception

“The written -ent is pronounced as an extra sound.”

Correction: The regular third-person plural -ent is normally silent; use subject and context when listening.

Extend and reflect

Write paired sentences about one fictional pupil and a group.

Guidance: Show the subject and verb endings in writing, then ask a teacher to test listening with new noun phrases.

Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Use subject and written ending to identify one person or a group. French communication can support international learning, services and workplace collaboration.

Next school subject: French GCSE. Check the subject and examination board that fit your school.
Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
Example career direction: Learning Support Practitioner. Explore organisations and local support.

This is an exploratory route, not a promise of admission, a qualification, certification eligibility or employment. Years 7–9 learning is an early foundation; any later credential may require substantial study, experience or local approval.

Year 7 · Speaking · original lesson pack

DASKEREL beta · internal AI review pending

Describe what named people and groups do

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Use a name or noun as the subject without doubling a pronoun
Choose -e or -ent for a regular -er verb

Vocabulary: Lina joue = Lina plays · les élèves jouent = the pupils play · il/elle joue = he/she plays · ils/elles jouent = they play · ensemble = together

Retrieve previous learning

Why can ‘elle chante’ and ‘elles chantent’ sound similar?

Check: The plural verb ending -ent is normally silent.

Learn the concept

A name or noun phrase can occupy the subject position: ‘Lina joue’ is complete; ‘Lina elle joue’ is not the plain beginner pattern required here. With a group subject, use written -ent: ‘Lina et Sami jouent’. The phrase ‘les élèves’ also needs a plural verb: ‘Les élèves regardent un film’. The subject's number determines agreement, while the object ‘un film’ remains singular.

For speaking, choose an identifiable subject and an action. ‘Le garçon danse; les garçons jouent’ gives audible article and noun-number clues. ‘Il danse; ils dansent’ may be hard to distinguish by verb sound alone, so the listener may need prior context. Say only what a fictional role card supplies; names do not establish a real person's identity or preferred pronoun.

Worked model

Role card: Lina and Sami play together; identify two people as subject.
Use ‘Lina et Sami’ without adding an extra ils.
Form ‘Lina et Sami jouent ensemble’; jouent has written -ent for a group.

Guided practice

Write one sentence for ‘The pupil watches a film’ and another for ‘The pupils watch a film’.

Hint: Check le versus les before choosing the verb ending.

Check the guided answer

L'élève regarde un film. Les élèves regardent un film. The singular and plural noun phrases select -e and -ent respectively.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

A teacher speaks a new le/les pair with text hidden and records comprehension. Then the learner describes a different named-person or group role card aloud; written -ent is checked separately.

Identifies group size from heard noun phrases
Speaks a new named-group action intelligibly

Find and correct a misconception

“A name must always be followed by il or elle before the verb.”

Correction: A name can itself be the subject: ‘Lina joue’. Do not add a redundant pronoun in this simple structure.

Extend and reflect

Write a three-line fictional club report about an individual and a group.

Guidance: Vary names and noun phrases; label each subject and explain verb agreement.

Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Use a name or noun as the subject without doubling a pronoun. French communication can support international learning, services and workplace collaboration.

Next school subject: French GCSE. Check the subject and examination board that fit your school.
Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
Example career direction: Learning Support Practitioner. Explore organisations and local support.

This is an exploratory route, not a promise of admission, a qualification, certification eligibility or employment. Years 7–9 learning is an early foundation; any later credential may require substantial study, experience or local approval.

Year 7 · Speaking · original lesson pack

DASKEREL beta · internal AI review pending

Address one person or a group with tu and vous

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Choose tu or vous for the stated audience
Use regular -er endings -es and -ez
Answer from the respondent's perspective

Vocabulary: tu joues = you play (one familiar person) · vous jouez = you play (plural or formal) · tu regardes = you watch · vous regardez = you watch

Retrieve previous learning

Change ‘Je regarde’ to ‘we watch’.

Check: Nous regardons. The regular -er nous ending is -ons.

Learn the concept

Tu addresses one familiar person and takes -es with a regular -er verb: ‘Tu regardes un film ?’ Vous addresses a group or one person formally and takes -ez: ‘Vous regardez un film ?’ A role card should establish whether the audience is a friend, a teacher or several friends. Vous alone does not prove there are several people.

An informal spoken question may keep statement word order and use rising intonation. The respondent changes subject when speaking about themself: ‘Tu joues au tennis ? — Oui, je joue au tennis.’ A group addressed with vous may answer ‘Oui, nous jouons au tennis.’ The question mark is a written clue, not evidence of audible intonation.

Worked model

Role card: address three classmates, so choose vous.
Remove -er from jouer and add -ez: vous jouez.
Ask ‘Vous jouez au tennis ?’; the group may answer ‘Oui, nous jouons au tennis.’

Guided practice

Write ‘Do you watch a film?’ to one familiar friend and to a group.

Hint: Use tu + -es, then vous + -ez.

Check the guided answer

Tu regardes un film ? Vous regardez un film ? Tu takes regardes; vous takes regardez.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

A teacher assigns a new audience role, hides the text, and observes a fresh question and response. Written spelling does not confirm intelligible speech.

Selects tu or vous for the stated audience
Uses intelligible question intonation
Responds relevantly to what was heard

Find and correct a misconception

“Vous always means several people.”

Correction: Vous can address several people or one person formally; context determines which.

Extend and reflect

Role-play a peer interview and a formal teacher interview.

Guidance: Switch tu and vous appropriately and ask a teacher to observe the spoken turns.

Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Choose tu or vous for the stated audience. French communication can support international learning, services and workplace collaboration.

Next school subject: French GCSE. Check the subject and examination board that fit your school.
Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
Example career direction: Learning Support Practitioner. Explore organisations and local support.

This is an exploratory route, not a promise of admission, a qualification, certification eligibility or employment. Years 7–9 learning is an early foundation; any later credential may require substantial study, experience or local approval.

Year 7 · Speaking · original lesson pack

DASKEREL beta · internal AI review pending

Ask one person or a group about activities

DASKEREL wrote this teaching and practice using Oak's sequence as a source. View the source lesson at Oak National Academy. Oak has not endorsed this material. Check Oak's terms and separate rights for third-party works.

Learning outcomes

Use tu -es or vous -ez for the intended audience
Use question intonation and change viewpoint in the answer

Vocabulary: tu joues ? = do you play? · vous jouez ? = do you play? · tu regardes ? = do you watch? · vous regardez ? = do you watch? · oui, je joue = yes, I play

Retrieve previous learning

Which present endings follow je and nous for regular -er verbs?

Check: Je takes -e and nous takes -ons.

Learn the concept

Choose tu for one familiar person and -es for its regular -er verb: ‘Tu regardes un film ?’ Choose vous for a group, or for one person addressed formally, and -ez: ‘Vous regardez un film ?’ A role card must identify the audience. Vous by itself does not prove plural. A yes/no question can keep statement word order and use rising intonation. French does not add a separate literal translation of English ‘do you’ in this pattern.

A respondent changes perspective. Asked ‘Tu joues au tennis ?’, the learner may answer ‘Oui, je joue au tennis.’ Asked as part of a group, ‘Vous jouez ?’, a group spokesperson may say ‘Oui, nous jouons.’ A question mark shows intent in writing but does not prove audible intonation; a teacher needs to hear an actual exchange.

Worked model

Role card: address one familiar classmate, so choose tu.
Remove -er from jouer and add -es: tu joues.
Raise intonation in ‘Tu joues au tennis ?’; the classmate answers as je, not tu.

Guided practice

Ask a group whether they watch a film, then supply their affirmative answer.

Hint: Use vous -ez in the question, nous -ons in the reply.

Check the guided answer

Vous regardez un film ? Oui, nous regardons un film. Question and reply refer to different speaking positions.

Independent practice

Write your own response to every question before viewing the model answers. Your writing stays in this page session; this activity does not submit, store or grade it. Avoid including private information.

Independent listening practice

Play the short French passage and answer the listening questions. You may replay it. Browser speech is synthetic practice audio; a teacher should also check listening with a natural speaker. The transcript and answer guide appear after you submit an attempt.

Teacher observed practical evidence

The teacher assigns a new audience, hides prompts and listens for question intonation and a relevant reply. Record what the learner understands from a separately spoken question, apart from their production.

Understands a new spoken activity question
Asks with audible question intonation
Responds with the correct speaker perspective

Find and correct a misconception

“‘Do you’ requires a word-for-word French auxiliary before tu.”

Correction: In this yes/no pattern, ‘Tu joues ?’ can be a question through intonation; no English-style do auxiliary is added.

Extend and reflect

Interview a friend and then a fictional club group about activities.

Guidance: Switch tu and vous by audience and ask a teacher to record whether the spoken questions were intelligible.