Teach present tense French verbs in French? Yes, teaching grammar and staying in the target language can happen at the same time even with beginning French students. As you reflect on how to make this happen, know that there are moments of trial and error, 2 steps forward and 1 step back. And this is okay. It’s normal. Keep pivoting and adapting.
There is no one perfect way to teach present tense French verbs in French. On the other hand, there are tons of World Language instructional methods to perfect as we adapt our craft to our students, their personalities, and our own style of delivery. Part 1 in this series starts with 2 general and adaptable routines to lay a foundation for teaching present tense French verbs in French.
This blog is part 2 in a series of what I call tips, ideas, and considerations to teach French grammar in French. Take parts, leave parts, and start conversations with colleagues. Our professional development as World Language teachers is filled with the same type of growth that we want our students to experience. It is okay when our delivery is not perfect the first time out of the gate. Baby steps. Let’s start talking about how to teach present tense French verbs in French by using language functions and the idea of meaning before form.
Present Tense French Verbs – The Role of Language Functions
Language functions are essential to provide a reason for teaching a grammar structure such as present tense French verbs. A language function answers the question “Why are we learning this?”. Some examples of the numerous language functions are: compliment, insult, compare/contrast, explain, convince, defend, correct, express surprise, express frustration, and sequence.
“Describe” is also a language function, however we overuse this language function as we teach present tense verbs in French to our beginning students. During the French 1 units, we overteach the number of verb forms and verbs which immediately is a buzz kill and reduces student interest levels:
- describe your family (all 6 forms of “être” / to be)
- describe your home (all 6 forms of “avoir” / to have)
- describe your dream vacation (all 6 forms of “aller” / to go)
- describe the main character in the novel / story / movie / article
With just a slight shift in language function, the unit’s outcome (and its grammar points and structures) take on a new direction and purpose.
Language Function examples:
- describe your family becomes compare / contrast two family members in terms of ages, preferences, and personalities
- I don’t teach all forms of the verb “to be” in order to compare / contrast. Teach only the forms that students need to interact with each other: “I, you-informal, he/she/one.”
- A narrowed concrete focus and fewer verb forms keep me speaking in French.
- describe your home becomes redesign two rooms in your home to submit to the famous tv show “Home Town” with Erin and Ben Napier
- With the context of redesign, I am able to concretely show students how to use grammar structures such as adjective agreement to redesign the furniture or paint colors in a room. When the concept is concrete, I can stay in French.
- A concrete focus of “before / after” with a home makeover, I’ve narrowed down the verb forms to third person singular and third person plural which is easier to teach in French than all 6 forms of a verb randomly.
- describe your dream vacation becomes give a dream vacation to (a loved one) for their birthday. Now I am able to teach the present tense French verbs in French as I narrow the verb forms to third person singular. Students learn to concretely compare / contrast:
- who the favorite family or friend is
- costs and locations of hotels, restaurants, and tourist attractions
- activities to do vs places to see
- times of the year to go to benefit from the activities to do and the places to see
- describe the main character in the novel becomes blame or defend a character’s personality shift from the beginning to the end of the novel (or tv show) (or movie)
- natural grammar structures will arise from this and because the topic is now in context of the novel’s story, I have examples and moments in the story to keep teaching in French
Any of the above language functions can be present tense French verbs and therefore are usable in a beginning French 1 or 2 classroom. I prefer French 1 repetition and mastery of “I, you, he/she/one” instead of the quantity of all 6 verb forms without a purpose.
What about “meaning before form”? Read on for ideas surrounding the present tense French verbs: aller, être, and avoir. When students learn how to use the verbs first through meaning, then later on, the written form connects more solidly to the context.
Present Tense French Verbs – Aller
Aller (to go) / Meaning before Form
Example: During the 2nd and 3rd quarters, my French 1 students use “je vais” (I go) and “je ne vais pas” (I don’t go) with infinitives to talk about what they’re going to do on the weekend. During this time, I do not explain the verb forms of “to go” or the concept of an infinitive. They use the “I” and “you” forms for the purpose of communication. Maybe, I introduce the third person singular to expand the conversations.
This is only speaking and usually with a chat mat for language support. The speaking activity happens each Friday or right before a vacation and it becomes a routine. They solidify the correct spoken use of the verb “to go” for several months before studying how to write it.
Keyword or gesture: students always say “this weekend” or “this afternoon” or a specific day to start the question or start their answer to “what are you doing?” I prefer the quality of use over the quantity of the conjugated present tense French verbs because the verb “to go” shows up in French 2.
Example 2: During the 4th quarter, the “I, you, he/she/one” present tense French verbs come up again when studying places in town. Same words, different context. I frame the structure as:
- Where do you go to study?
- Where do you go to ___?
Keyword or gesture: students always must finish their question to a partner with a false choice. “Where do you go to study? To the beach?” It doesn’t concern me if students never master the plural forms of “to go” (we, you, they) during French 1. Quality over quantity. The verb shows up in French 2.
Present Tense French Verbs – Être
Être (to be) / Meaning before Form
Example 1: create a situation where students need to use the present tense French verbs to serve a purpose
- “Je suis / Tu es” (I am / You are) – learn to compliment or insult someone
- Add the negative “ne…pas” to expand their ability to compliment or insult as well as defend themselves from insults
- Teach the he/she/one form of the verb during the “Friends and Family” unit, if applicable. Learn to compliment or insult someone’s family, if applicable.
Keyword or gesture: students always put their hands on their hips when they are about to insult someone
Example 2: play hide-and-seek when learning places in town / “Where’s Waldo?” as a guessing game
- After learning “C’est un café.” (It’s a café.) I return to “il est” (he is) but in the context of Where’s Waldo? He is at the café. He’s not at the museum..
- I do not explain that “au” is a combination of “à + le”, etc…. That will come at a later date. For now, I want them to locate where Waldo is and isn’t.
- After a few days, I circle back to “I am / I am not” to play hide-and-seek on a map with a partner. This is an activity to get students learning “to the” + places in town while using a structure (I am) that they’ve already been using. They can continue to use the “I am” form while guessing where famous locations are, for example:
- Clue: I see Big Ben. Answer: I am in London. / I am in England.
Keyword or gesture: students always shrug their shoulders when asking “where?”
Again, I am not concerned if students do not master the plural forms of “to be” in French 1 because these present tense French verbs show up in French 2. Quality over quantity.
Present Tense French Verbs – Avoir
Avoir (to have) / Meaning before Form
Example 1: students learn “J’ai 15 ans. Quel âge as-tu?” (I am 15 years old. How old are you?) but not all forms of the verb “avoir” (to have). I do not teach numbers to 100. Numbers above 20 are for the family unit when the number needed to express age is higher. The other forms of the verb “avoir” are taught throughout the year as they are needed to serve the purpose of that unit.
Keyword or gesture: students always point to their partner when saying “you” and to themselves when saying “I”. Mastery of the “I” and “you” forms is more important than all 6 forms out of context. Quality over quantity.
Example 2: to describe the number of items you have (brothers, sisters, cousins, friends) during the “My Friends and Family” unit. Add the negative form, if applicable. If the negative form of the verb to have doesn’t fit in here (je n’ai pas de….. tu n’as pas de….), then wait to teach it later in the year.
Keyword or gesture: students always shake their head no and wag their finger back and forth to indicate the negative form being used.
Present tense French verbs – Final Thoughts
The foundation I attempt to create in French 1 and French 2 is to master fewer forms but use them consistently with a purpose throughout the course of the year. Solidifying meaning before form by using routines and rituals is key to having students understand when a verb is or is not used and for what purpose.
This philosophy of meaning before form isn’t perfect. Students still mix up “I go” with “I am” with “I have” as they speak spontaneously. This just tells me that I need to model more and provide more language support during the speaking activities. At the end of French 1, the goal is to move them towards purposeful spoken use of the target language instead of conjugated memorization of verb forms. The suggestions are applicable to other World Languages.
Keep reading in this series on how to teach French grammar in French for other ideas. French grammar topics include:
- Teach French Grammar in French at the beginning levels
- 10 Easy tips to stay 90% or more in the Target Language (Part 1 in a series)
Read the blogs or watch them on my YouTube Channel: L’Essentiel French Resources. Thank you for your time on today’s topic of teaching present tense French verbs in French and starting the conversations with your colleagues. My name is Lisa and I enjoy being your new French colleague. How can I help you tomorrow?
