tense used to describe how things were or used to be in the past

A1-1 la poupée

A1-2 les cubes

A1-3 le nounours

A1-4 les patins à roulettes

A1-5 l’ours en peluche

A1-6 la toupie

A1-7 la sucette de bébé

A1-8 la peinture à numéros

Childhood: then and now: key - RE and -IR verbs in the imperfect tense

French

School in France - then and now: -er verbs imperfect tense

Primary and secondary school: -er verbs imperfect tense, ordinal numbers

Childhood: present and imperfect tenses, 'il y a' meaning 'ago'

Montreal - a diverse city: imperfect tense singular

Montreal - habitual and one-off past events: imperfect and perfect

Spring holidays: perfect tense with 'être', pronouns 'moi', 'toi', 'qui'

Celebrities: perfect and imperfect

Pupils are introduced firstly to -er verbs in the imperfect tense to describe habitual events in the past. The imperfect of common irregular verbs is added,  before pupils then contrast one-off and habitual events with the perfect vs imperfect tenses, practising this with known and new vocabulary.

How things used to be: imperfect tense, ordinal numbers

Forming the imperfect tense. Put the stages in the correct order.

Which of the following means 'she used to believe'?

Which are the correct translations of 'Je partais'?

Put the words in the correct order to explain what the people were doing yesterday. Start with 'je'

__________ appartenais à un club de danse mais __________ n’aimait pas danser. Chose the correct option to fill in the blanks.

J'ai passé deux {{}} en France.  Add the missing word.

Put the words in order to make the question, 'how old are you?'

What is the French word for 'non-religiousness'?

How do you say 'free' (as in free/available to do something) in English?

Which of the following means 'every year'?

Childhood: then and now: key - RE and -IR verbs in the imperfect tense

Lesson outcome