Greeting: singular 'être' and regular adjectives · Year 7

Year 7 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Se présenter : je suis et tu es

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.

Oak : je suis et tu es, avec audio

Learning outcomes

Use je suis and tu es in short exchanges
Read subject pronouns and identify the person of être

Vocabulary: bonjour — hello · je — I · tu — you (singular, familiar) · suis — am · es — are · calme — calm

Retrieve previous learning

What is a pronoun? / Qu'est-ce qu'un pronom ?

Check: A pronoun can stand for a person or thing: je refers to the speaker and tu to one person addressed familiarly.

Learn the concept

In French, être means 'to be'. The forms change with the subject: je suis means 'I am'; tu es means 'you are' when speaking familiarly to one person. Keep the two-word pair together. English uses am and are differently too, but the French forms are not made by simply adding an English ending. Write the accent in être when naming the infinitive.

Read this ORIGINAL DASKEREL DIALOGUE. Its speakers are fictional teaching examples, not real learners:

Amina : « Bonjour, je suis Amina. Je suis calme. »

Noé : « Bonjour, je suis Noé. Tu es calme. »

In English, Amina says hello, identifies herself and says she is calm. Noé identifies himself and then says 'You are calm' to Amina.

Notice the difference between je and tu. In Noé's final sentence, tu refers to Amina, not to Noé. If the speaker changes, the referent of je changes too. A learner can test meaning by replacing the pronoun with the speaker's or listener's name before translating. Bonjour works as a daytime greeting; this unit later adds questions rather than treating every sentence as a question already.

The written words do not prove how a learner sounds. French word-final consonants, including many final s letters, are often silent, but there are exceptions and links between words. Use the linked Oak audio and feedback from a teacher for listening and pronunciation. The written check here assesses selecting and interpreting forms, not spoken fluency.

Worked model

Underline je and tu in the original dialogue.
Match je to whoever is speaking in each turn.
Pair je with suis and tu with es.
Translate Amina's two sentences into natural English.
Explain why Noé's final tu refers to Amina.
Read the linked audio with a teacher before judging pronunciation.

Guided practice

In Noé's turn, who is tu and what does tu es calme mean?

Hint: Noé is speaking to Amina.

Check the guided answer

Tu refers to Amina, the person Noé addresses. Tu es calme means 'You are calm' in a familiar singular exchange.

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.

Find and correct a misconception

“Je and tu can take either suis or es because both mean to be.”

Correction: The subject controls the present form: je suis and tu es in this unit.

Extend and reflect

How does the meaning of je shift when Malik speaks after Inès?

Guidance: Keep je as 'I' but change its referent to the current speaker; do not change the conjugation.

Take the end-of-unit check

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

This lesson practises: Use je suis and tu es in short exchanges. 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 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Accorder des adjectifs réguliers

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.

Oak : accord régulier des adjectifs, avec audio

Learning outcomes

Choose the regular feminine form of an adjective for a girl or woman
Distinguish spelling change from a verified sound change

Vocabulary: grand/grande — tall · petit/petite — short · content/contente — pleased · adjectif — adjective · féminin — feminine

Retrieve previous learning

Which verb form follows je, and which follows tu?

Check: Je suis means I am; tu es means you are when addressing one person familiarly.

Learn the concept

An adjective describes a noun or person. For many regular French adjectives, the written feminine form adds e: grand becomes grande, petit becomes petite, and content becomes contente. The adjective agrees with the person described, not with the speaker's gender. This is a common pattern, not a rule that works for every French adjective; we will meet unchanged and irregular forms too.

Read this ORIGINAL DASKEREL DIALOGUE. The names and statements are invented classroom examples:

Amina : « Noé est grand. »

Noé : « Amina est grande. »

Amina : « Malik est content. »

Noé : « Inès est contente. »

The first pair describes height, the second feeling. Each feminine form adds an e in writing; no extra word equivalent to English 'a' is needed before these adjectives.

Work from the referent: identify the person described, select the base adjective, then check its ending. In « Amina est grande », Amina is the person described, so the regular feminine spelling is grande. In « Malik est content », the masculine spelling remains content. Do not add e to the verb est or to the person's name to force agreement.

A final consonant may become audible when a feminine e is added, as with grand/grande, but written work alone cannot verify whether a learner hears or pronounces it. Compare the linked Oak audio with a teacher or trained speaker. Avoid using a rough English sound spelling as a substitute for listening. Treat this lesson's written tasks as spelling and reading practice, not a pronunciation certificate.

Worked model

Find the person described in each original turn.
Select grand, petit or content as the base adjective.
For the regular feminine form, add e to the written adjective.
Leave est unchanged because the subject is still third person singular.
Check that the English meaning stays the same while French form agrees.
Use the linked audio and feedback for any spoken difference.

Guided practice

Why is Inès est contente written with a final e?

Hint: Who is described, and what is the base form?

Check the guided answer

Inès is the person described. The regular base adjective content takes the written feminine form contente in this sentence.

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.

Find and correct a misconception

“The adjective agrees with whoever is speaking, rather than the person described.”

Correction: The adjective form follows the person or noun it describes; Noé can say Amina est grande.

Extend and reflect

Why would a learner check a dictionary before adding e to an unfamiliar adjective?

Guidance: The pattern is common but has unchanged and irregular exceptions; confirm the actual form.

Take the end-of-unit check

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

This lesson practises: Choose the regular feminine form of an adjective for a girl or woman. 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 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Poser une question oui ou non

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.

Oak : questions par intonation, avec audio

Learning outcomes

Turn a familiar statement into a yes/no question
Answer with oui or non while preserving adjective agreement

Vocabulary: oui — yes · non — no · Tu es calme ? — Are you calm? · Elle est contente ? — Is she pleased? · question — question

Retrieve previous learning

Which form of être belongs with tu, il and elle?

Check: Tu es is second person singular; il est and elle est are third person singular.

Learn the concept

A familiar French statement can become a yes/no question without changing its word order: Tu es calme. becomes Tu es calme ? in writing. In speech, the speaker can use question intonation, often rising at the end. The written question mark lets a reader recognise the intended question, but it cannot prove that a learner has produced suitable intonation. Other question constructions exist; this unit practises the basic intonation pattern.

Read these ORIGINAL DASKEREL DIALOGUE TURNS. The speakers are invented for the exercise:

Amina : « Tu es calme ? »

Noé : « Oui, je suis calme. Inès est contente ? »

Amina : « Oui, elle est contente. »

The first question asks Noé about himself, so he answers with je. The second asks about Inès, so Amina answers with elle, and contente agrees with Inès.

A negative short answer may begin with non. For this beginner unit, « Non, je suis triste » can answer « Tu es content ? » by giving a different state; a later unit teaches full sentence negation. Do not invent a missing e in an adjective already ending in e: « Elle est triste ? » uses triste, not tristes for one person. The question mark changes sentence function, not adjective agreement or verb conjugation.

Use the linked Oak audio or teacher modelling to hear the question and compare it with a statement. French uses several ways to ask questions, and pitch patterns vary with context, so a printed arrow or English imitation is not a pronunciation test. A teacher should observe listening and speaking separately. This written lesson can check question form, meaning and agreement only.

Worked model

Start with the statement Tu es calme.
Keep tu es and the adjective in the same order.
Add a question mark in writing and label it a yes/no question.
Answer Oui, je suis calme from the listener's point of view.
For a question about Inès, use elle est and the correct feminine adjective.
Compare spoken question and statement with linked audio under supervision.

Guided practice

Why does Noé answer je suis after Amina asks tu es calme ?

Hint: The listener becomes the speaker in the answer.

Check the guided answer

Amina's tu points to Noé. When Noé speaks for himself, he uses je suis rather than repeating tu es.

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.

Find and correct a misconception

“Every French yes/no question must begin with a question word or inverted verb.”

Correction: A familiar statement can become a question through intonation in speech and a question mark in writing, with the same word order.

Extend and reflect

Create an original four-turn exchange that includes a question about the listener and a question about a third person.

Guidance: Label speakers, track je and tu as roles change, and check adjective agreement before seeking spoken feedback.

Take the end-of-unit check

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

This lesson practises: Turn a familiar statement into a yes/no question. 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 · Vocabulary and grammar · original lesson pack

DASKEREL beta · internal AI review pending

Décrire soi-même et une autre personne

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.

Oak : je suis, il est et elle est, avec audio

Learning outcomes

Use je suis, il est and elle est with suitable adjectives
Track who each French pronoun refers to in a short text

Vocabulary: il — he · elle — she · est — is · intelligent/intelligente — intelligent · triste — sad · et — and

Retrieve previous learning

How does a regular adjective such as content change for Inès?

Check: The regular feminine form adds e: Inès est contente, while Malik est content.

Learn the concept

The present forms needed here are je suis ('I am') and il est or elle est ('he is' or 'she is'). Je belongs to the speaker; il or elle can refer back to a named person. The verb est stays the same for il and elle, while an adjective may change to agree with the person described. Do not write il suis or je est.

Read these ORIGINAL DASKEREL DIALOGUE TURNS. These characters are fictional teaching examples, not real pupils:

Amina : « Je suis calme. Malik est intelligent. Il est content. »

Noé : « Je suis content. Inès est intelligente. Elle est calme. »

In the first turn, il refers to Malik. In the second, elle refers to Inès. Each je changes referent when the speaker changes.

The adjective intelligent is recognisable from English, but recognisable spelling alone is not enough to build the whole sentence. Inès est intelligente has the regular feminine e; Malik est intelligent does not. Calme already ends in e and is written the same for a male or female person in this simple use. Triste also stays the same. These examples prevent overgeneralising 'add e' to every adjective.

To read a new sentence, circle its subject, underline the form of être and draw an arrow from il or elle to the named person it replaces. Translate the meaning rather than every word in isolation. For listening, check the linked Oak audio: the initial sound of elle is not the same as the vowel in il. Written responses cannot show accurate hearing or pronunciation; ask for observed audio work and feedback.

Worked model

Mark Amina and Noé as the two dialogue speakers.
Translate each je suis according to its current speaker.
Match il est to Malik and elle est to Inès.
Check intelligent versus intelligente against the person described.
Notice that calme and triste already end in e and do not gain another one.
Use the linked audio to check il and elle with a teacher.

Guided practice

Who is elle in Noé's turn, and why is intelligente written with e?

Hint: Find the name immediately before the pronoun.

Check the guided answer

Elle refers to Inès. Intelligente is the regular feminine spelling because Inès is the person being described.

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.

Find and correct a misconception

“Every adjective ending in e needs another e for a woman or girl.”

Correction: Calme and triste already have the same written form in these masculine and feminine examples.

Extend and reflect

How does Noé's je differ from Amina's je without changing the form suis?

Guidance: Explain the change of speaker and referent, then create one more labelled turn.

Take the end-of-unit check

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

This lesson practises: Use je suis, il est and elle est with suitable adjectives. 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.