School life: inversion questions and singular common -RE &amp; -IR verbs

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 singular forms of prendre and dire
Use a conjugated verb to report a school conversation

Vocabulary: je prends = I take · tu prends = you take · il prend = he takes · je dis = I say · tu dis = you say · elle dit = she says

Retrieve previous learning

In ‘tu parles’, what tells you who is speaking?

Check: The subject tu addresses one person; the verb ending agrees with that subject.

Learn the concept

Prendre and dire do not use the regular -er pattern. Compare je prends, tu prends, il/elle prend with je dis, tu dis, il/elle dit. The spelling changes with the subject even where two forms sound alike. A name such as Léa takes the third-person form: Léa prend le bus; Léa dit bonjour.

Use the two verbs for different actions. ‘Je prends le cahier’ means I take the exercise book; ‘Je dis bonjour au professeur’ means I say hello to the teacher. Do not write ‘je prend’ by copying the il/elle form. To build a short conversation, let one speaker ask about an object and the other answer with an action, rather than listing verbs without meaning.

Worked model

Begin with ‘Léa ... son cahier’ and identify Léa as third person singular.
Select prend from prendre: ‘Léa prend son cahier’.
Add a separate speech action: ‘Elle dit bonjour au professeur’.
Check that the subject Elle requires dit, not dis.

Guided practice

Complete ‘Tu ___ ton sac et tu ___ bonjour’ with prendre and dire.

Hint: Both verbs need the tu form; each has a different written ending.

Check the guided answer

‘Tu prends ton sac et tu dis bonjour.’ Prends has -s and dis has -s for tu.

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 listening passage aloud without displaying it. Then ask the learner to create a new spoken exchange; record listening and speaking separately from the written answers.

Identifies the object in an unseen spoken sentence
Uses a suitable singular prendre form aloud
Responds to a new question rather than reading a script

Find and correct a misconception

“All present-tense verbs take the same singular endings as parler.”

Correction: Prendre and dire are irregular in these forms: je prends, il prend, je dis, il dit.

Extend and reflect

Add an exchange with ‘elle prend’ and ‘tu dis’. How do the subjects change the verbs?

Guidance: Check who performs each action before selecting prend or dis; a teacher can observe the new exchange aloud.

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

This lesson practises: Choose singular forms of prendre and dire. 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

Turn school statements into inversion questions

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

Move a conjugated verb before a subject pronoun
Use a hyphen and question mark in written inversion

Vocabulary: tu parles = you speak · parles-tu ? = do you speak? · tu regardes = you watch · regardes-tu ? = do you watch?

Retrieve previous learning

Identify subject and verb in ‘Tu regardes le tableau’.

Check: Tu is the subject; regardes is the conjugated verb.

Learn the concept

A statement can become a formal yes/no question by placing its conjugated verb before its pronoun. ‘Tu regardes le tableau’ becomes ‘Regardes-tu le tableau ?’. Keep the object in place and join the verb and pronoun with a hyphen. The question mark marks the written question; in speech the listener also needs an audible question contour.

Do not invert an infinitive or delete the subject. In ‘Tu aimes lire’, aimes is the conjugated verb and lire is the infinitive; the question is ‘Aimes-tu lire ?’. French also has other common ways to ask, such as rising intonation, but this lesson practices inversion deliberately.

Worked model

Underline tu and conjugated parles in ‘Tu parles français’.
Move parles ahead of tu and join them: parles-tu.
Keep français and add a question mark: ‘Parles-tu français ?’.

Guided practice

Transform ‘Tu regardes le film’ into an inversion question.

Hint: Move only regardes before tu; retain le film.

Check the guided answer

‘Regardes-tu le film ?’ The verb stays conjugated for tu and the hyphen joins verb and pronoun.

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, ask both questions orally, and note which meaning the pupil hears. Then invite an unscripted question; pronunciation and listening require teacher observation.

Distinguishes both questions when heard
Asks a new intelligible question
Responds to a peer's spoken answer

Find and correct a misconception

“The infinitive moves to the front in any two-verb question.”

Correction: The conjugated verb moves; the dependent infinitive remains in place.

Extend and reflect

Ask one question with a single verb and one with two verbs about school activities.

Guidance: Underline each conjugated verb before inversion and check that the infinitive stays unchanged.

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

This lesson practises: Move a conjugated verb before a subject 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

Ask about coming and going with venir and sortir

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 singular present forms of venir and sortir
Build a yes/no inversion question with a hyphen
Ask a two-verb question while leaving the second verb in the infinitive

Vocabulary: je viens / tu viens / il vient = I / you / he come · je sors / tu sors / elle sort = I / you / she go out · venir = to come · sortir = to go out · aimer = to like

Retrieve previous learning

How can a short French question be shown in writing and heard in speech?

Check: A written question has a question mark. A spoken question needs a recognisable question contour; punctuation cannot be heard.

Learn the concept

Venir and sortir have different singular endings. Write je viens, tu viens, il or elle vient; write je sors, tu sors, il or elle sort. A name used as a subject also takes the third-person form: ‘Lina vient au club’ and ‘Sam sort ce soir’. The final consonants in these forms are not a reliable guide to spelling, so check the subject before selecting the written ending.

Formal yes/no inversion places the conjugated verb before its subject pronoun with a hyphen: ‘Sors-tu ce soir ?’ asks ‘Are you going out this evening?’ Start from ‘Tu sors ce soir’; move sors before tu, join them with a hyphen, and retain the rest of the sentence. Do not invert a proper name by merely writing ‘Sort-Lina’; use a subject pronoun if that inversion structure is taught.

In a two-verb question, only the first conjugated verb moves: ‘Aimes-tu sortir ?’ means ‘Do you like going out?’ Aimes is conjugated for tu; sortir remains the infinitive. Read a fictional exchange: ‘Viens-tu au club ? — Oui, je viens au club. Aimes-tu sortir après le club ? — Non, je préfère rester.’ A teacher must give an unseen spoken version before this can count as listening; reading the displayed exchange checks reading only.

Worked model

Begin with the statement ‘Tu aimes sortir’.
Move the conjugated verb before the pronoun and join them: ‘Aimes-tu’.
Leave the second verb as the infinitive sortir, then add the question mark: ‘Aimes-tu sortir ?’.
Answer with a different subject if speaking for yourself: ‘Oui, j’aime sortir.’

Guided practice

Change ‘Tu sors ce soir’ into an inversion question, then say which verb form ‘Il’ needs in ‘Il ___ au club’.

Hint: Move only the conjugated verb and check the subject of venir.

Check the guided answer

‘Sors-tu ce soir ?’ and ‘Il vient au club.’ Sors-tu needs a hyphen; third-person singular venir is vient.

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 present the original listening text orally with the transcript hidden, then observe a new unscripted question and response. Record listening, pronunciation and written grammar separately.

Identifies venir and sortir in an unseen spoken exchange
Asks a new inversion question with intelligible words
Answers the heard question rather than reading a prepared script

Find and correct a misconception

“In ‘Aimes-tu sortir ?’, both verbs must be conjugated.”

Correction: Only aimer changes for tu and inverts. Sortir stays in the infinitive.

Extend and reflect

Write two questions for fictional club members, one with venir and one with aimer + infinitive.

Guidance: Check each subject and hyphen. Ask a teacher to observe the questions aloud; the written work cannot prove spoken competence.

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

This lesson practises: Use singular present forms of venir and sortir. 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

Ask about another pupil with il and elle inversion

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 third-person singular form
Invert a verb with il or elle
Recognise inserted -t- where a vowel-final verb needs it

Vocabulary: il parle = he speaks · parle-t-il ? = does he speak? · elle aime = she likes · aime-t-elle ? = does she like? · vient-elle ? = does she come?

Retrieve previous learning

Which is third person: tu or elle?

Check: Elle is third person singular; tu addresses one person.

Learn the concept

A third-person statement such as ‘Elle vient au club’ can become ‘Vient-elle au club ?’. Move the conjugated verb before elle and join with a hyphen. The same applies to ‘Il prend le bus’ → ‘Prend-il le bus ?’. First choose the form agreeing with il or elle, then invert it.

When the verb ends in a written vowel, standard inversion often needs a linking -t-: ‘Il parle français’ → ‘Parle-t-il français ?’ and ‘Elle aime la musique’ → ‘Aime-t-elle la musique ?’. This -t- connects sounds; it is not a new verb ending. Do not add it in vient-elle, because vient already ends with t.

Worked model

Start with ‘Elle aime le sport’ and identify aime as third-person singular.
Move aime before elle; a vowel-final verb needs the linking -t-.
Write ‘Aime-t-elle le sport ?’ with two hyphens and a question mark.

Guided practice

Ask whether he speaks French and whether she comes to school.

Hint: Compare the endings of parle and vient before choosing whether to insert -t-.

Check the guided answer

‘Parle-t-il français ?’ and ‘Vient-elle à l’école ?’. Parle needs linking -t-; vient does not.

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

Play or speak the text with the transcript hidden, then prompt an unscripted question about a third person. Do not infer listening or pronunciation from written punctuation.

Identifies the affirmative answer when heard
Asks a third-person question intelligibly
Responds to an unfamiliar spoken question

Find and correct a misconception

“Every il/elle inversion needs a new -t-.”

Correction: Insert linking -t- after a vowel-final verb such as parle, but not after vient.

Extend and reflect

Make two contrasting questions with aime-t-elle and prend-il.

Guidance: Explain why one written question has the linking -t- and the other does not.

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

This lesson practises: Use a third-person singular form. 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 for information using question words and inversion

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 où, quand or pourquoi for the information wanted
Place an inverted verb–pronoun pair after a question word

Vocabulary: où = where · quand = when · pourquoi = why · Où vas-tu ? = Where are you going? · Quand viens-tu ? = When are you coming?

Retrieve previous learning

What does ‘Viens-tu au club ?’ ask for?

Check: It asks for yes or no; it does not specify where, when or why.

Learn the concept

A question word narrows the answer required. Où asks for a place, quand for a time and pourquoi for a reason. Follow it with a correctly formed inverted pair: ‘Où vas-tu ?’, ‘Quand viens-tu ?’ and ‘Pourquoi sors-tu ?’. The same hyphen belongs between the conjugated verb and the subject pronoun.

Read a possible exchange: ‘Quand viens-tu au club ? — Je viens lundi.’ A response of ‘oui’ would not answer when. To ask about somebody else, use ‘Où va-t-elle ?’ because vowel-final va needs linking -t- before elle. Check both the question word and the verb form before writing the answer.

Worked model

The desired answer is ‘lundi’, a time, so select quand.
Start from ‘Tu viens au club lundi’ and form viens-tu.
Write ‘Quand viens-tu au club ?’ and answer ‘Je viens lundi’.

Guided practice

Ask for the place in ‘Tu vas au parc’ and give the place as an answer.

Hint: Use où followed by the inverted form of tu vas.

Check the guided answer

‘Où vas-tu ? — Je vais au parc.’ Où seeks the place and vas-tu uses the conjugated tu form.

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 two exchanges aloud with their transcript hidden. Ask a new where or when question orally and observe whether the reply supplies the appropriate information.

Extracts the time from an unseen spoken answer
Forms an intelligible information question
Gives a place or time appropriate to a heard question

Find and correct a misconception

“Any yes/no answer will do after a question word.”

Correction: A where question needs a place; a when question needs a time; a why question needs a reason.

Extend and reflect

Write and speak one pourquoi question with a sensible reasoned reply.

Guidance: A reply such as ‘Parce que j’aime le sport’ gives a reason; have a teacher observe the spoken exchange.

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

This lesson practises: Choose où, quand or pourquoi for the information wanted. 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

Compare three ways to ask school questions

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 intonation, est-ce que and inversion questions
Distinguish a yes/no question from an information question

Vocabulary: Tu viens ? = Are you coming? · Est-ce que tu viens ? = Are you coming? · Viens-tu ? = Are you coming? · Où viens-tu ? = Where are you coming?

Retrieve previous learning

What is the inversion form of ‘Tu parles français’?

Check: ‘Parles-tu français ?’ moves the conjugated verb before tu and uses a hyphen.

Learn the concept

French can ask a yes/no question by raising the voice at the end of a statement (‘Tu viens ?’), placing est-ce que before a statement (‘Est-ce que tu viens ?’), or inverting conjugated verb and pronoun (‘Viens-tu ?’). These forms can seek the same yes/no information, though their register and context vary. In writing, punctuate each as a question.

An information question asks for more than yes/no: ‘Où vas-tu ?’ requests a place. ‘Est-ce que tu vas au club ?’ requests confirmation. To answer well, identify what information is missing before selecting a response. Use school contexts without implying that all three forms are interchangeable in every conversation.

Worked model

Begin with the statement ‘Tu lis le soir’.
Keep word order and add a question contour: ‘Tu lis le soir ?’.
Prefix est-ce que: ‘Est-ce que tu lis le soir ?’.
Invert lis and tu: ‘Lis-tu le soir ?’. Each asks yes/no.

Guided practice

Classify ‘Est-ce que tu prends le bus ?’ and ‘Quand prends-tu le bus ?’ by answer type.

Hint: Does the question ask for confirmation or a time?

Check the guided answer

The est-ce que question asks yes/no. Quand prends-tu asks when, so an answer such as ‘à huit heures’ is needed.

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

Speak all questions without showing the transcript. Check recognition of the information request, then observe one new question in a suitable spoken form.

Recognises the place question when heard
Asks an intelligible yes/no question
Replies with a place to an unseen où question

Find and correct a misconception

“The presence of a question mark makes every question ask yes or no.”

Correction: Question words such as où or quand require a place or time, even though the sentence also ends with a question mark.

Extend and reflect

Ask the same yes/no question in two forms and then make it a when question.

Guidance: Compare the requested answers, not just the punctuation. A teacher should observe the spoken forms separately.