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Year 7 · French · controlled beta

Everyday life: negation with ne … pas in the present tense

This unit view groups 4 original DASKEREL lesson packs for an Oak topic sequence. The older export has 1 source lesson records; 1 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.

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Year 7 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Say what is not happening with ne … pas

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

  • Place ne or n’ before a present-tense verb
  • Place pas after that same verb
  • Contrast affirmative and negative actions

Vocabulary: je parle = I speak · je ne parle pas = I do not speak · j’aime = I like · je n’aime pas = I do not like

Retrieve previous learning

Identify the conjugated verb in ‘Je regarde le film’.

Check: Regarde is the conjugated first-person verb; it is the word that the negative pair will surround.

Learn the concept

In careful written French, ne and pas surround the conjugated verb: ‘Je regarde le film’ becomes ‘Je ne regarde pas le film’. Keep the subject and the object in place. Before a vowel, ne contracts to n’: ‘J’aime le sport’ becomes ‘Je n’aime pas le sport’. This is a spelling change, not a different meaning.

Do not place pas at the end by copying English word order. ‘Elle parle français’ becomes ‘Elle ne parle pas français’. Casual speech can omit ne, but use the complete pair in this written model. Compare both sentences to decide whether the speaker is affirming or denying the activity.

Worked model

  1. Locate aime in ‘Tu aimes le sport’.
  2. Place n’ immediately before vowel-initial aimes and pas immediately after it.
  3. Write ‘Tu n’aimes pas le sport’ and check that tu still selects aimes.

Guided practice

Negate ‘Il regarde la télévision’ and ‘Elle aime lire’.

Hint: Regarde begins with a consonant; aime begins with a vowel.

Check the guided answer

‘Il ne regarde pas la télévision.’ ‘Elle n’aime pas lire.’ The pair surrounds the conjugated verb only.

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

Hide the transcript and say the contrast aloud before asking for the negative action. Then observe a new spoken negative sentence and record it separately from writing.

  • Hears which person is negated
  • Says a new negative action intelligibly
  • Answers an unseen question about the passage
Find and correct a misconception

“Pas can follow the whole object phrase because English puts not before the main action.”

Correction: In this French present-tense pattern, ne and pas surround the conjugated verb.

Extend and reflect

Write an affirmative and a negative sentence about different fictional pupils.

Guidance: Underline each conjugated verb and mark the negative pair only around the denied action.

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

This lesson practises: Place ne or n’ before a present-tense verb. 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

Compare what different people do and do not do

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

  • Conjugate a present verb for its subject
  • Negate one clause without changing another
  • Use et or mais to compare actions

Vocabulary: il joue = he plays · elle ne joue pas = she does not play · mais = but · et = and

Retrieve previous learning

Negate ‘Je parle français’.

Check: ‘Je ne parle pas français.’ Ne and pas surround parle.

Learn the concept

A comparison can hold one true activity and one denied activity: ‘Lina joue au tennis, mais Sam ne joue pas au tennis.’ The present verb must agree with its own subject in each clause. Mais signals contrast, whereas et simply adds information. Avoid inserting ne … pas into the affirmative clause.

Before a vowel use n’: ‘Il écoute la radio, mais elle n’écoute pas la radio.’ The apostrophe belongs to ne. The written text shows grammar, not how well the learner hears or speaks it; use a separate hidden-transcript listening check for that evidence.

Worked model

  1. Choose two fictional subjects, Lina and Sam.
  2. Write the positive clause ‘Lina chante’.
  3. Write the negative clause ‘Sam ne chante pas’.
  4. Join the contrast: ‘Lina chante, mais Sam ne chante pas’.

Guided practice

Complete ‘Il écoute de la musique, mais elle ___ écoute ___ de musique’.

Hint: Écoute begins with a vowel; pas follows the verb.

Check the guided answer

‘Il écoute de la musique, mais elle n’écoute pas de musique.’ The negated indefinite quantity uses de in this example.

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

Present the contrast orally without the transcript. Observe a short unscripted spoken comparison after the listening questions.

  • Identifies both people's activities when heard
  • Makes one clear spoken contrast
  • Uses audible negation or explains when it is omitted in casual speech
Find and correct a misconception

“A negative first clause makes every later clause negative too.”

Correction: Negation belongs to a particular conjugated verb and its clause; another clause can remain affirmative.

Extend and reflect

Write three linked clauses about two imaginary pupils, with two positive actions and one negative.

Guidance: Check each verb's subject and place the negative pair around only the denied action.

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

This lesson practises: Conjugate a present verb for its subject. 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 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Say what a place has and does not have

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

  • Use il y a for existence
  • Form il n’y a pas de before an indefinite noun
  • Retain a definite article when a specific item is meant

Vocabulary: il y a = there is / there are · il n’y a pas de = there is / are no · un livre = a book · de livre = any book after this negation

Retrieve previous learning

What does ‘Il y a un parc’ mean?

Check: There is a park; il y a introduces the existence of a place or thing.

Learn the concept

Il y a introduces an item: ‘Il y a un livre sur la table’. To say there is no book, place n’ before y and pas after a: ‘Il n’y a pas de livre sur la table’. The indefinite un changes to de. Before a vowel-initial noun, use d’: ‘Il n’y a pas d’école ici’.

The article change is linked to an indefinite quantity in this pattern. A specific item can keep its definite article: ‘Il n’y a pas le livre demandé’ means the requested book is not there. At this level, first decide whether you mean no book at all or the absence of a particular book.

Worked model

  1. Start from ‘Il y a une bibliothèque dans la ville’.
  2. Insert n’ before y and pas after a: ‘Il n’y a pas…’.
  3. Replace indefinite une with de: ‘Il n’y a pas de bibliothèque dans la ville’.

Guided practice

Say there is no school here and no park in the village.

Hint: Use d’ before école and de before parc.

Check the guided answer

‘Il n’y a pas d’école ici.’ ‘Il n’y a pas de parc dans le village.’ The indefinite nouns follow pas de/d’.

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

Read the short description aloud with transcript hidden; then ask a new spoken question about absence. Record written, heard and spoken evidence separately.

  • Identifies the missing place when heard
  • Distinguishes an existing place in speech
  • Produces an intelligible new il n’y a pas de sentence
Find and correct a misconception

“Il n’y a pas un café is the standard way to say there is no café at all.”

Correction: Use ‘Il n’y a pas de café’ for the general absence of a café in this context.

Extend and reflect

Describe two absent and two present features of a fictional school.

Guidance: Use il y a for presence and il n’y a pas de/d’ for general absence; avoid claiming facts about a real school.

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

This lesson practises: Use il y a for existence. 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 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Negate avoir, faire and être before nouns

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

  • Place ne or n’ and pas around a present-tense verb
  • Choose de after a negated indefinite noun with avoir or faire
  • Keep the indefinite article in a simple identifying clause with être

Vocabulary: ne … pas = not · n’ai pas = do not have · pas de = no / not any · je ne fais pas de sport = I do not do sport · ce n’est pas un livre = it is not a book

Retrieve previous learning

Write ‘I have a pencil case’ and ‘I do sport’.

Check: ‘J’ai une trousse’ and ‘Je fais du sport.’ These affirmative phrases make the later negative article changes visible.

Learn the concept

In careful written French, ne or n’ comes before the conjugated verb and pas after it. Before a vowel, write n’: ‘Je n’ai pas…’ Around a consonant-initial verb, retain ne: ‘Je ne fais pas…’. Everyday speech sometimes drops ne; this lesson teaches the complete form used in careful writing.

With an indefinite noun after negated avoir, un or une usually becomes de (or d’ before a vowel): ‘J’ai une trousse’ becomes ‘Je n’ai pas de trousse’. With an activity phrase after faire, ‘Je fais du sport’ becomes ‘Je ne fais pas de sport’. The change is tied to the negative expression before an indefinite amount, not to every noun that happens to appear after a negative verb. A definite article remains: ‘Je n’ai pas le livre’ means I do not have the particular book.

An identifying sentence with être is different: ‘C’est un livre’ becomes ‘Ce n’est pas un livre’, retaining un. Likewise ‘C’est une amie’ becomes ‘Ce n’est pas une amie’, retaining une. Compare the three cases by asking whether the verb expresses possession, an activity or identity before replacing an article. This is a model for these contexts, not a claim about every possible French negative structure.

Worked model

  1. Start from ‘J’ai un stylo’.
  2. Place n’ before ai and pas after it: ‘Je n’ai pas…’.
  3. Replace the indefinite un with de: ‘Je n’ai pas de stylo’.
  4. Contrast ‘C’est un stylo’ → ‘Ce n’est pas un stylo’, where être keeps un.

Guided practice

Make ‘Je fais du sport’ and ‘C’est une règle’ negative. Why do the articles differ?

Hint: Faire + negative activity differs from être + identity.

Check the guided answer

‘Je ne fais pas de sport’ and ‘Ce n’est pas une règle.’ The activity takes de after pas; the identifying être clause keeps une.

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

If a teacher reads the passage without showing it, the response can provide listening evidence. Do not infer listening from a written translation or the displayed transcript.

  • Distinguishes a negated possession from a negated identity after hearing unseen examples
  • Uses the full ne or n’ … pas form intelligibly in a new response
Find and correct a misconception

“Every article after pas must change to de.”

Correction: A simple identifying clause with être keeps un or une, and definite le/la/les normally remain. The lesson's indefinite noun after negative avoir or faire takes de for the general meaning.

Extend and reflect

Write a two-column fictional inventory: what a character has and does not have.

Guidance: Use at least one indefinite article and one definite article. Explain why the negative forms differ and ask a teacher to check any unfamiliar nouns.

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

This lesson practises: Place ne or n’ and pas around a present-tense verb. 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

Negative statements and articles: written check

Original beta written check of general negative possession, activity and identification. Teacher-observed listening and speech are separate. Further live source lessons, if any, need a fresh audit before full-unit claims. Checks denied actions, contrasted clauses and absence of an indefinite noun. Checked against the public unit sequence; qualified academic review is still 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.