KS3 · French · Year 8
Communications: singular -re verbs like 'entendre'
Language learning: plural -RE verbs in the present
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IllumED Slides
IllumED · 1/10
Your learning goal
I can use verbs like 'entendre' in the present tense singular, including with inversion questions.
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Communications: singular -re verbs like 'entendre': slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
Original teaching resources
The original illustrated PowerPoint is available as well as the IllumED text slides. It retains the publisher’s design and credits.
Download original PowerPoint ↓What you’ll learn
I can use verbs like 'entendre' in the present tense singular, including with inversion questions.
Key learning points
- Open [eu/œu] is pronounced as in 'cœur'.
- Closed [eu] is pronounced as in 'deux'.
- Use the definite article with language nouns except after 'parler'.
- Adjectives describing nationalities agree with nouns. Nationalities of people ('un Espagnol') have a capital letter.
- Swap the subject-verb order to ask an inversion question; use liaison between the verb and subject if a vowel follows.
Words to know
- open [eu/œu]
- sound-symbol correspondence pronounced as in 'cœur'
- closed [eu]
- sound-symbol correspondence pronounced as in 'deux'
- inversion
- when the subject pronoun and the verb switch places to form a question
Common mistakes
To describe a language, where something or someone is from, use exactly the same word in French, as we do in English, e.g. 'I learn Spanish,' 'he is Spanish'.
When used as a noun for a language, the word needs a definite article. When used as an adjective to describe nationality of a person or thing, the word agrees with the noun it describes. When used for nationality, the word needs a capital letter.
For parents, carers and teachers
- There are many opportunities for reading aloud within the lesson and opportunities to exaggerate pronunciation, especially the liaison with inversion. Task C2 could be differentiated and used as a speaking task to challenge or modelled with the forms of 'à' or 'de', depending on pupil confidence.