DaskerelApplied skills, proven.

Year 7 · French · controlled beta

Activities: singular 'faire'

This unit view groups 2 original DASKEREL lesson packs for an Oak topic sequence. The older export has 2 source lesson records; 2 have exact matching original packs here. Live source pages may contain additional lessons. This count is not an academic approval or a claim that the full subject course is complete.

Check Oak's current unit sequence

Year 7 · Speaking · original lesson pack

DASKEREL beta · internal AI review pending

Ask what someone does: faire and quoi

Open this lesson's library record

Official curriculum or provision guidance

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

  • Recognise je fais and il/elle fait in statements about activities
  • Form a simple informal intonation question with quoi at the end
  • Use complete activity phrases and distinguish written from observed speaking evidence

Vocabulary: faire = to do / to make · je fais = I do / I make · il fait = he does / he makes · elle fait = she does / she makes · quoi = what · le sport = sport · la danse = dance · les devoirs = homework

Retrieve previous learning

In ‘J’ai une trousse’, what does the apostrophe show?

Check: Je loses its final e before ai, giving j’ai. In today's new verb, je fais keeps the full je because fais begins with a consonant sound.

Learn the concept

Faire is an irregular French verb meaning ‘to do’ or ‘to make’. In the present tense, je fais means ‘I do’ and il fait or elle fait means ‘he does’ or ‘she does’. The written endings differ: fais with je, fait with il or elle. For these activities, use faire followed by de plus an article: ‘Je fais de la danse’ means ‘I do dance’; ‘Il fait du sport’ means ‘He does sport’. Du combines de and le; de la stays separate. Do not write ‘je fais la danse’ as the model for this meaning. Learn the complete activity chunk, not just an isolated noun.

An informal question can leave the statement order in place and use rising intonation: ‘Elle fait quoi ?’ means ‘What is she doing?’ or ‘What does she do?’ according to context. The question word quoi appears at the end of this model. In writing, include a question mark. In speech, a listener needs to hear that you are asking a question; punctuation on a page cannot supply the audible cue. For a more formal setting, other question forms may be preferable, but this lesson practises the informal spoken pattern.

Read this original two-line activity card: ‘Lina fait de la danse. Sami fait du sport.’ Lina does dance, and Sami does sport. If a teacher hides the text and asks ‘Lina fait quoi ?’, the response is ‘Elle fait de la danse’ only when Lina's pronoun is known to be elle. If pronouns are not known, answer ‘Lina fait de la danse.’ A teacher can then read the two activity statements aloud with the text hidden; identifying the order of activities checks listening, while reading the displayed card checks reading. Pronunciation, including the nasal sound in words such as ‘train’, needs an audio model and a human listener.

Worked model

  1. Choose an activity and its complete phrase: du sport.
  2. Choose the person: Lina is the subject, so use fait rather than fais: Lina fait du sport.
  3. Ask an informal question about the activity by keeping statement order, replacing the activity with quoi and adding question intonation: Lina fait quoi ?
  4. Answer from the card: Lina fait du sport. A teacher checks that the spoken question can be recognised as a question.

Guided practice

Read ‘Je fais de la danse. Amir fait du sport.’ Ask informally what Amir does, then answer using his name. Explain the difference between fais and fait.

Hint: Keep the question's subject and put quoi at the end.

Check the guided answer

Amir fait quoi ? Amir fait du sport. Je takes fais, while a named third-person singular subject takes fait. Both spellings are needed even if the spoken forms sound similar.

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 should use an unseen spoken prompt with the written transcript hidden, then observe a new question and response. Record listening and speaking separately; written answers alone cannot confirm either skill.

  • With the transcript hidden, identifies which named learner does dance and which does sport after a teacher reads the card
  • Asks a new fait quoi question aloud with intelligible words and audible question intonation
  • Responds to a heard question with the correct activity instead of reading a prepared answer
Find and correct a misconception

“The third-person written form is ‘il fais’ because ‘je fais’ sounds similar.”

Correction: The present singular spellings differ: je fais, but il fait and elle fait. Check the written subject before choosing the ending.

Extend and reflect

Write a four-line fictional activity card and ask two informal quoi questions about it.

Guidance: Use names or known pronouns, preserve je fais versus third-person fait, and keep the complete du sport or de la danse phrase. Ask a teacher to observe the spoken questions and responses.

Take the end-of-unit check
Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Recognise je fais and il/elle fait in statements about activities. French communication can support international learning, services and workplace collaboration.

  1. Next school subject: French GCSE. Check the subject and examination board that fit your school.
  2. Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
  3. Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
  4. 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

Use je fais, tu fais and il or elle fait

Open this lesson's library record

Official curriculum or provision guidance

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

  • Select the correct present singular form of faire for first, second and third person
  • Read and write brief activity exchanges with a relevant answer
  • Distinguish c’est qui from c’est quoi in context

Vocabulary: je fais = I do / make · tu fais = you do / make (one familiar person) · il fait = he does / makes · elle fait = she does / makes · c’est qui ? = who is it? · c’est quoi ? = what is it? · du sport = sport · de la danse = dance

Retrieve previous learning

Correct ‘Elle fais quoi ?’ and give one possible answer from an activity card.

Check: Elle fait quoi ? A possible card-based answer is ‘Elle fait du sport.’ Third-person singular takes fait in both the question and answer.

Learn the concept

The present singular pattern is je fais, tu fais, il fait and elle fait. Je and tu share the written ending -s; il and elle use -t. These forms are irregular, so a general regular -er pattern will not generate them. Compare ‘Je fais du sport’ with ‘Tu fais du sport ?’ and ‘Elle fait de la danse.’ The activity stays the same when the person changes, but the verb spelling may change. The subject may be a name: ‘Maya fait du sport’ uses the third-person form without assuming Maya's pronoun.

To ask one familiar person about an activity, say ‘Tu fais quoi ?’ with question intonation. A relevant first-person answer is ‘Je fais du sport.’ The question uses tu because the speaker addresses a partner; the answer changes to je because the partner speaks about themself. A common error is to copy tu fais into the answer and accidentally describe the questioner instead. The written dialogue lets you check pronoun and spelling choices, while a teacher-observed exchange checks whether a learner understands and responds to a heard question.

C’est qui ? asks for a person: for example, while pointing at a fictional portrait, ‘C’est qui ?’ — ‘C’est Sam.’ C’est quoi ? asks for a thing: while pointing at a fictional activity card labelled ‘la danse’, ‘C’est quoi ?’ — ‘C’est la danse.’ Keep the apostrophe in c’est. The written accent in words such as tête or très is different from the acute accent in été; use a trusted audio model and teacher feedback to practise their spoken vowels, because spelling alone cannot establish pronunciation.

Worked model

  1. Read the fictional card: ‘Nora: de la danse.’
  2. Ask one familiar partner about their own card: Tu fais quoi ? This takes tu fais and question intonation.
  3. If the partner's card says de la danse, answer in their voice: Je fais de la danse.
  4. Describe Nora using her name: Nora fait de la danse. The named subject takes the third-person form fait.

Guided practice

Complete ‘Je ___ du sport. Tu ___ quoi ? Alex ___ de la danse.’ Explain the spellings and answer the question as the first speaker.

Hint: Je and tu share one spelling; a named third-person subject uses the other.

Check the guided answer

Je fais du sport. Tu fais quoi ? Alex fait de la danse. Je and tu take fais; Alex takes fait. As the first speaker, a relevant answer to ‘Tu fais quoi ?’ is ‘Je fais du sport.’

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 should use an unseen spoken exchange with the written transcript hidden, then observe an unscripted exchange and give pronunciation feedback. Record listening and speaking separately; written answers alone cannot confirm either skill.

  • With the transcript hidden, identifies the speaker's activity and Nora's different activity after hearing the exchange
  • Takes both parts in a fresh informal spoken exchange, responding to the activity actually heard
  • Uses an intelligible question contour and receives teacher feedback on pronunciation; a written score does not substitute for this observation
Find and correct a misconception

“A reply to ‘Tu fais quoi ?’ should begin ‘Tu fais...’ because the question did.”

Correction: The person answering now speaks about themself, so the reply begins ‘Je fais...’. Tu fais remains the form used to address the partner.

Extend and reflect

Create a short illustrated fictional club roster with three activities, then interview a partner about a card and report one activity.

Guidance: Do not infer pronouns from names. Use a name or a stated pronoun, check all written faire forms against the conjugation source, and ask a teacher to listen to a new unscripted exchange.

Take the end-of-unit check
Where this lesson could lead · French GCSE → Daskerel Education and Workforce Development

This lesson practises: Select the correct present singular form of faire for first, second and third person. French communication can support international learning, services and workplace collaboration.

  1. Next school subject: French GCSE. Check the subject and examination board that fit your school.
  2. Later DASKEREL learning: Daskerel Education and Workforce Development. Explore further study and build evidence from practical work.
  3. Later credential exploration: No subject-specific professional credential is mapped from this lesson. Explore the credential catalogue after choosing a later specialism.
  4. 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.

Original DASKEREL written unit check · controlled beta

Activities with faire: written check and observed exchange

Original beta check of singular faire, activity phrases and informal questions. The five questions and marks assess reading and writing only. A teacher separately presents an unseen spoken activity card and observes a fresh question, intelligible response and question intonation using the lesson criteria. The spoken evidence is not included in this written mark; academic review remains required. Attempt each question before opening its model reasoning. This is editorial practice, not a validated school test or a verified attainment result.

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.

Written self-checks are editorial practice. Practical and performance competence needs observation; qualified academic and accessibility review remain pending.