Les verbes en -er: What I Like at School

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World Languages · French 1-2
SP-FREN-005 · Free to print and use in your classroom · substituteplans.com
Page 2
Les verbes en -er: What I Like at School
World Languages · French 1-2 · Grades 9-10 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet. Write the -er ending chart on the board (about 3 minutes).
Technology
None.
Student
independence
High. Students work alone, then check with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will conjugate regular -er verbs in the present tense and use them to talk about school
subjects and activities.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: Regular -er verbs: drop -er and add: je → -e · tu → -es · il/elle → -e · nous → -ons · vous
→ -ez · ils/elles → -ent. Example: parler → je parle, tu parles, il parle, nous parlons, vous parlez, ils parlent.
☐ Write on the board: j’aime = I like · je n’aime pas = I do not like · j’adore = I love · je déteste = I hate.
(Before a vowel, je becomes j’.)
☐ Keep the answer key on your desk. It has all the answers and English meanings.
Say this to start
Good morning! Today in French you will practice regular verbs that end in -er, and you will talk about the school
subjects you like and do not like. The pattern for the endings is on the board. If you follow the pattern, you can
conjugate hundreds of verbs. Work on your own first, and then compare with a partner.

SubstitutePlans.com
World Languages · French 1-2
SP-FREN-005 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Point out the -er
pattern and the like/dislike phrases on the board.
Take out a pencil and read the board.
5–10
Walk through the example on the board with the class:
parler → je parle, tu parles, il parle… Ask a student to say
the next line, then another. Ask, “What stays the same,
and what changes?”
Read aloud and discuss the pattern.
10–22
Tell students to complete the conjugation table (Part A).
They should apply the ending pattern for aimer and jouer.
Write the missing forms.
22–34
Tell students to do Part B (questions 1–8), and then write
their two opinion sentences in Part C (questions 9–10).
Write the correct verb forms. Write two
sentences about what they like and do not
like.
34–44
Tell students to match the school subjects in Part D
(questions 11–16). Then invite a few volunteers to read one
of their sentences from Part C aloud.
Match subjects. Share a sentence if they
wish.
44–50
Read answers from the key. Students mark their own work.
Collect worksheets.
Check answers and hand in the worksheet.
If things go wrong
• If students say they do not know a verb, tell them the English meaning is in the table headers and in the
directions. They only need to apply the endings.
• If students ask why “j’aime” has an apostrophe, explain that je becomes j’ before a vowel sound.
• If students ask about “jouer au foot,” explain that jouer à + sport is how French talks about playing a sport
(au = à + le).
• If students finish early, use the early finishers list.
Early finishers
• Choose another -er verb you know (for example, manger, danser, chanter, regarder or écouter) and write all
six forms.
• Write a short dialogue where two students ask each other about subjects they like. Use Tu aimes … ? and
J’aime …
Support and challenge
• Support: Students complete the parler column and only the je/tu/il rows for the other verbs.
• Challenge: Students write one negative sentence for each of the three verbs, using ne … pas.

SubstitutePlans.com
World Languages · French 1-2
SP-FREN-005 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: