DaskerelApplied skills, proven.

Year 7 · French · controlled beta

Everyday situations: plural 'faire'

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.

Check Oak's current unit sequence

Year 7 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Use nous faisons and vous faites in daily activities

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 first- and second-person plural faire accurately
  • Interpret faire activity phrases without confusing them with aller

Vocabulary: nous faisons = we do/make · vous faites = you do/make · faire du sport = do sport · faire les courses = go shopping · faire un gâteau = make a cake

Retrieve previous learning

What are the singular third-person forms of faire?

Check: Il or elle fait; the plural third person is ils or elles font.

Learn the concept

Faire is irregular. ‘Nous faisons du sport’ means ‘We do sport’; ‘vous faites du sport’ means ‘You do sport’ when addressing a group or a formal person. The forms faisons and faites must be learnt rather than built from a regular -er stem. Faire itself means do or make, although a whole phrase may have a natural English translation with go: ‘nous faisons les courses’ means ‘we go shopping’. ‘Nous allons au marché’ instead uses aller and names a destination.

Read the original weekend exchange: ‘Vous faites un gâteau ? — Oui, nous faisons un gâteau.’ A group is asked whether it makes a cake and replies as we. The same object stays in both clauses; the subject and verb change with the speaker. In spoken work, the teacher should hear whether the learner can distinguish faisons from faites and respond to a fresh prompt, not infer it from writing.

Worked model

  1. Role card: our group does sport, so start with nous.
  2. Recall the irregular form faisons, not a guessed -er form.
  3. Write ‘Nous faisons du sport’; a question addressed to the group uses ‘Vous faites du sport ?’

Guided practice

Ask a group whether it makes a cake; write its affirmative reply.

Hint: Use vous faites for the question and nous faisons for the reply.

Check the guided answer

Vous faites un gâteau ? Oui, nous faisons un gâteau. The group changes from addressee to speaker.

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 text hidden, the teacher says a new faire question and separately records comprehension and the learner's spontaneous reply. Provide pronunciation feedback rather than treating spelling as speech evidence.

  • Distinguishes faisons and faites in unseen speech
  • Responds with a relevant irregular faire form
Find and correct a misconception

“Nous faites is the plural form for we.”

Correction: Use nous faisons for we and vous faites for you; faire does not follow a regular -er pattern.

Extend and reflect

Write a fictional club exchange about two weekend activities.

Guidance: Include one faire activity and one aller destination, and explain the translation of each.

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

This lesson practises: Use first- and second-person plural faire accurately. 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 · Reading · original lesson pack

DASKEREL beta · internal AI review pending

Contrast il fait with ils font in everyday activities

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

  • Choose third-person singular or plural faire
  • Distinguish activity from destination in translation

Vocabulary: il/elle fait = he/she does · ils/elles font = they do · faire du sport = do sport · faire les courses = go shopping · aller au marché = go to the market

Retrieve previous learning

Write ‘they have books’ for a supplied male group.

Check: Ils ont des livres. The owners are plural, so use ont.

Learn the concept

Faire is irregular. One person takes fait: ‘Il fait du sport.’ A group takes font: ‘Ils font du sport.’ A fictional female group takes elles font. The verb agrees with the subject, not with the activity noun. If a group's pronouns are unknown, keep its name: ‘Les élèves font du sport.’

A whole phrase may translate differently in natural English: ‘Elles font les courses’ means ‘They go shopping’, yet its French verb is still faire. ‘Elles vont au marché’ uses aller and means ‘They go to the market’. The first names an activity, the second a destination. Do not turn an English translation choice into a false French conjugation rule.

Worked model

  1. Role card: two fictional girls do sport, so select elles.
  2. Choose font, third-person plural of faire.
  3. Write ‘Elles font du sport’; contrast ‘Elle fait du sport’ for one girl.

Guided practice

Translate ‘She goes shopping. They go shopping’ for a supplied female group and name the French verb.

Hint: Use faire les courses with fait or font.

Check the guided answer

Elle fait les courses. Elles font les courses. Both use faire even when English says ‘go shopping’.

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 reads a new singular/plural pair with the text hidden and observes a spoken description; written responses cannot establish either skill.

  • Distinguishes singular and plural subjects in a heard activity
  • Uses fait or font intelligibly in a new description
Find and correct a misconception

“Ils fait is correct because fait means ‘does’.”

Correction: The plural subject ils takes font. Il or elle takes fait.

Extend and reflect

Write a fictional activity report with one person and a group.

Guidance: Explain why each form of faire agrees with its subject. Do not guess unknown group pronouns.

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

This lesson practises: Choose third-person singular or plural faire. 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

Choose possessive adjectives from the owned noun

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

  • Choose mon/ma/mes or ton/ta/tes by owner and noun
  • Use the singular feminine vowel exception carefully

Vocabulary: mon livre = my book · ma sœur = my sister · mes livres = my books · ton livre = your book · ta sœur = your sister · tes livres = your books

Retrieve previous learning

What does des show in ‘des livres’?

Check: Unspecified plural books; des is a plural article.

Learn the concept

A possessive adjective identifies an owner, while its form agrees with the owned noun. For ‘my’, use mon with a masculine singular noun, ma with most feminine singular nouns, and mes with any plural noun. For one familiar person's ‘your’, use ton, ta and tes in the same pattern. Thus ‘mon livre’, ‘ma photo’, ‘mes livres’ and ‘ton livre’, ‘ta photo’, ‘tes livres’. The owner may be any gender; the noun's grammar chooses the form.

Before a feminine singular noun starting with a vowel or mute h, French commonly uses mon/ton for pronunciation: ‘mon amie’, ‘ton amie’, not ‘ma amie’. This remains a feminine noun. A teacher can model the linking sound in ‘mes amis’ and check it separately. Read the original exchange ‘Tu as tes livres ? — Oui, j'ai mes livres.’ Tes refers to the listener's books in the question; mes refers to the speaker's books in the reply.

Worked model

  1. Identify the owned noun in ‘my books’: livres is plural.
  2. Choose mes regardless of the grammatical gender of singular livre.
  3. Write ‘mes livres’; contrast ‘mon livre’ for one book.

Guided practice

Write ‘your photo’, ‘your photos’ and ‘your female friend’ to one familiar person.

Hint: Photo is feminine; plural uses tes; amie begins with a vowel.

Check the guided answer

Ta photo; tes photos; ton amie. Ton before amie avoids a vowel clash but amie remains feminine.

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 speaks an unseen ownership exchange and asks whose belongings are mentioned. Separately observe a new spoken pair with teacher-modelled liaison; written form selection remains a separate check.

  • Identifies whose item is meant in unseen speech
  • Uses a relevant possessive phrase intelligibly
Find and correct a misconception

“A female owner must always say ma, even for a book.”

Correction: The owned noun determines the form: anyone says mon livre for my book.

Extend and reflect

Invent a fictional lost-property conversation with four items.

Guidance: Vary singular, plural and vowel-initial nouns; identify each owner and ask for spoken feedback.

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

This lesson practises: Choose mon/ma/mes or ton/ta/tes by owner and noun. 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

Integrate family, possession and activity language

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

  • Combine être, avoir, faire and a regular -er verb accurately
  • Revise a description by checking subjects, articles and possessives

Vocabulary: nous sommes = we are · nous avons = we have · nous faisons = we do · ma famille = my family · mes livres = my books · elle regarde = she watches

Retrieve previous learning

Write ‘we have’, ‘we do’ and ‘my books’.

Check: Nous avons; nous faisons; mes livres.

Learn the concept

An extended description is clearer when each sentence states who acts and what happens. Use a planning grid with subject, verb and object: ‘Ma sœur regarde un film. Nous faisons un gâteau. Nous avons des livres.’ The first sentence uses a regular -er verb; the second uses irregular faire; the third uses irregular avoir. Ma agrees with feminine sœur and des introduces unspecified plural books. These sentences are fictional and do not disclose a learner's family circumstances.

Revise rather than merely lengthen. Check that a plural subject has the right verb, an adjective describes the stated group, and a possessive adjective fits the owned noun. Then read aloud after a teacher model. A learner may choose a fictional household or school club if discussing personal family life is unsuitable. Written recall is one evidence type; listening to a fresh account and speaking a new version require separate teacher observation.

Worked model

  1. Plan one line about a fictional sister: ‘Ma sœur regarde un film.’
  2. Add a shared activity: ‘Nous faisons un gâteau.’
  3. Add a possession and check its article: ‘Nous avons des livres.’ Read each subject and verb aloud to check the change.

Guided practice

Improve ‘Ma sœur regardent un film. Nous faites un gâteau. Nous avez des livres.’

Hint: Check whether each subject is singular or plural and recall irregular plural forms.

Check the guided answer

Ma sœur regarde un film. Nous faisons un gâteau. Nous avons des livres. Sœur is singular; nous takes faisons and avons.

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 text hidden, the teacher reads a new fictional household or club account and records comprehension. In a separate turn, observe the learner speaking a new three-sentence account and responding to feedback. Offer a non-personal fictional option.

  • Extracts two facts from an unseen spoken account
  • Communicates a coherent new account intelligibly
  • Responds to teacher correction of a verb
Find and correct a misconception

“If a sentence has several nouns, the verb agrees with the nearest noun.”

Correction: Find the subject of each clause: nous faisons un gâteau, where gâteau is the object and does not select the verb.

Extend and reflect

Write and revise a six-line fictional club profile using four previously learnt verb forms.

Guidance: Mark each subject, verb, article and possessive. Revisit the profile later and note a correction you can now make.

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

This lesson practises: Combine être, avoir, faire and a regular -er verb accurately. 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

Everyday faire: written beta check

Checks fait/font and whole-phrase translation. This written check assesses reading and writing only. Listening and speaking require separate teacher observation with text hidden. Academic review is required; this does not approve a whole live unit. Additional DASKEREL beta written check for the live Oak topics added after the dated export. This checks reading and writing; a teacher must observe listening and speaking with text hidden. Academic review remains required. 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.