it is homework in french

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Homework in the oxford-hachette french dictionary, homework in the pons dictionary, homework examples from the pons dictionary (editorially verified), monolingual examples (not verified by pons editors), translations for homework in the english » french dictionary (go to french » english ), homework [ brit ˈhəʊmwəːk, am ˈhoʊmˌwərk] n.

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1. homework SCHOOL :

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2. homework (research) :

Homework diary n.

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Translations for homework in the French » English Dictionary (Go to English » French )

1. homework (work after school) :, 2. homework (paid work done at home) :.

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• homeward-bound
• home waters
• homework diary
• homeworking

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What is "Homework" in French and how to say it?

Les devoirs, learn the word in this minigame:, more study routine vocabulary in french, example sentences, learn the word for "homework" in 45 more languages., other interesting topics in french, ready to learn french, language drops is a fun, visual language learning app. learn french free today..

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Homework in French

Homework in French is devoirs

Example Sentences

• Elle aidait son frère dans ses devoirs . She assisted her brother with his homework . Source
• J'ai fait mes devoirs hier. I did my homework yesterday. Source
• J'ai fini mes devoirs avec difficulté. I finished my homework with difficulty. Source
• Je viens de finir mes devoirs . I have just finished my homework . Source
• Je me suis mis à jour dans tous mes devoirs la nuit dernière. I caught up on all my homework last night. Source
• Je finis mes devoirs . I'm finishing my homework . Source
• Faire ses devoirs est extrêmement ennuyeux. Doing homework is extremely boring. Source
• Je regarde la télé après avoir fini mes devoirs . I watch TV after I finish my homework . Source
• Combien de temps me faudra-t-il pour finir mes devoirs  ? How long will it take me to finish my homework ? Source
• Que cela te plaise ou non, tu dois faire tes devoirs . Whether you like it or not, you have to do your homework . Source
• Je pensais que tu avais des devoirs . I thought you had homework . Source
• Je compte sur son aide pour faire mes devoirs . I intend him to help me with my homework . Source
• As-tu fini tes devoirs  ? You have finished your homework , haven't you? Source
• Je me suis endormi en faisant mes devoirs . I fell asleep while I was doing my homework . Source
• Remets tes devoirs pour demain, je te prie. Please turn in your homework by tomorrow. Source
• Elle a fait ses devoirs en un clin d’œil. She did her homework in a flash. Source
• Il finit ses devoirs avant de se coucher. He finishes his homework before going to bed. Source

Looking for something a bit more visual? Check out our infographic on Homework in French with example sentences and translations.

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Translation of devoirs – French–English dictionary

(Translation of devoirs from the PASSWORD French-English Dictionary © 2014 K Dictionaries Ltd)

Examples of devoirs

Word of the Day

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to try to persuade a customer who is already buying something to buy more, or to buy something more expensive

Searching out and tracking down: talking about finding or discovering things

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What is the translation of "do homework" in French?

"do homework" in french, do homework {vb} [example].

• volume_up faire les devoirs

Translations

Do homework {verb} [example].

• open_in_new Link to source
• warning Request revision

Context sentences

English french contextual examples of "do homework" in french.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "do homework" in a sentence, english how to use "faire les devoirs" in a sentence, similar translations, similar translations for "do homework" in french.

• devoir scolaire
• faire cuire
• se livrer à
• s'y retrouver
• do everything in one's power
• do exercise
• do fieldwork
• do for someone
• do gymnastics
• do homework
• do honestly
• do housework
• do impersonations
• do impressions
• do it again
• do it doggy fashion
• do justice to

Translations into more languages in the bab.la English-Swedish dictionary .

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French translation of 'housework'

Examples of 'housework' in a sentence housework

Trends of housework

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• housewarming
• housewarming party
• housing allowance
• housing association
• All ENGLISH words that begin with 'H'

Related terms of housework

• to do the housework

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French Subjunctive Tense

The French subjunctive tense (or mood) is used to express wishes, emotions and doubts. For example, je veux que tu fasses te devoirs (I want you to do your homework). Many students have a hard time with the subjunctive because its conjugations are different from normal verb endings and there are many rules for when to use it.

What is the French subjunctive mood?

The French subjunctive (le subjonctif) is a mood. It called a mood because it is used to express the subject’s attitudes, feelings and perceptions. The French language utilizes the subjunctive in order to stress a sentence’s subjectivity (personal perceptions). An example of the subjunctive is: Il faut que vous fassiez votre travail (You need to do your work).

Sentences including the subjunctive often include the word que (that). The French use the subjunctive to express the subject’s feelings regarding the other person.

More French subjunctive examples

In the example sentences below, the verb forms are different form the present tense (indicative). In addition, each sentence has two subjects separated by que (that).

• Je veux  que  tu  fasses  tes devoirs.  I want you to do your homework.
• Je suis heureux  que   tu  sois  ici.  I’m happy you’re here.
• Je doute  qu ’il vienne .  I doubt he’s coming.

French subjunctive conjugation tables

For most French verbs, the subjunctive is formed by removing the -ent from the third-person plural (ils/elles) form in the present tense and adding the following subjunctive endings: -e, -es, -e, ions, -iez  and  -ent.

The pronunciation of the subjunctive is mostly based on the the pronunciation of the present tense ils forms.

The following table shows how to form the subjunctive for regular -er, -ir and -re verbs .

The subjunctive conjugation of most irregular verbs is the same: Drop the -ent from the ils form in the present tense and add the subjunctive endings.

Dual-stem subjunctive conjugations

Some verbs has dual-stem subjunctive conjugations.

This means that the je, tu, il, elle and ils subjunctive forms are made from the present tense ils form and the nous and vous subjunctive from are made from the present tense nous form.

In the table below, note that the je, tu, il, elle and ils subjunctive forms of boire (to drink) are based of the present tense ils form boivent and the nous and vous subjunctive forms are based off of the present tense nous form (buvons) .

The subjunctive conjugations for the verbs aller (to go), avoir (to have), être (to be) and vouloir (to want) are irregular. They are not related to the present tense forms. In addition, they all have dual-stems.

The verbs faire (to make, do), savoir (to know) and pouvoir (to be able, can) are irregular in that the subjunctive forms are not related to the present tense. Unlike the table above, they have a single subjunctive stem.

French subjunctive examples and phrases

In this section we will look at some example sentences and phrases which require the usage of the subjunctive.

The subjunctive usage can be broken down into three categories: Wish, emotion and doubt.

1. Examples of wish

In the example sentences, below, the subject is expressing a feeling of wishing or wanting, or making a demand.

• Je veux que tu sois plus polis.  I want that you be more polite.
• J’exige que vous arriviez à l’heure.  I demand that you arrive on time.
• Elle souhaite que je fasse mes devoirs. She wants me to to do my homework.

The following verbs require the subjunctive and fall in this “wish” category:

• aimer meiux que  to prefer
• avoir besoin que  to need
• demander que  to request, ask for
• désirer que  to want, wish, desire
• exiger que  to demand
• ordonner que  to order
• préférer que  to prefer
• recommander que  to recommend
• souhaiter que  to wish
• suggérer que  to suggest
• vouloir que  to want

The following impersonal expressions (an expression that starts with il , meaning “it”) require the subjunctive.

• il faut que  it’s necessary that, you have/one has to
• il est necessaire que  it’s necessary that
• il est essentiel que  it’s essential that
• il est important que  it’s important that
• il est utile que  it’s useful that

Il faut que is very common. It translates to “It’s necessary that” or “You have to”. This lesson covers il faut in detail.

• Il faut que tu sois à l’heure. You have to be on time.
• Il faut que je fasse attention. I need to pay attention.

2. Examples of emotion

The second group of phrases which require the subjunctive fall into the category of emotion (happy, sad, fearful, etc.).

• Je suis content qu’elle vienne. I’m happy she’s coming.
• Je suis triste qu’il ne soit pas avec nous. I’m sad he’s not with us.
• Elle a peur qu’il ne fasse pas son travail. She’s afraid he’s no doing his work.

The following verbs require the usage of the subjunctive and fall into the emotion category:

• avoir peur que  to fear that
• craindre que  to fear that
• s’étonner que  to be surprised that
• être content, heureux que  to be happy that
• être triste que  to be sad that
• regretter que  to be sorry that
• se plaindre que  to complain that
• se fâcher que  to be angry that
• être faché, fureux que  to be angry that
• avoir honte que  to be ashamed that

The following impersonal expressions use the subjunctive and fall into the emotion category:

• il est étonnant que  it’s surprising that
• il est bizarre que  it’s strange that
• il est curieux que  it’s strange that
• il est ennuyeux que  it’s annoying that
• il est énervant que  it’s annoying that
• il est embêtant que  it’s annoying that
• Il est énervant qu’il fasse tant de bruit.  It’s annoying that he’s making so much noise.
• Il est curieux qu’elle n’aille pas en France.  It’s strange that she’s not going to France.
• Il est étonnant vous ne comprenniez pas.  It’s surprising that you don’t understand.

3. Examples of doubt

The following example sentences require the usage of the subjunctive and fall into the category of doubt.

• Je doute qu’elle vienne avant 18h00.  I doubt she’ll come before 6pm.
• Je ne pense pas qu’il comprenne ce qui se passe.  I don’t think he knows what’s happening.
• Je ne suis pas convaincu que tu aies raison.  I’m not convinced you’re right.

The following verbs are associated with doubt and require the subjunctive:

• nier que  to deny that
• douter que  to doubt that
• ne pas penser que  to not think that
• ne pas croire que  to not believe that
• ne pas être sûr(e)/certain(e) que  to not be sure that

The following impersonal expressions require the subjunctive and fall into the category of doubt.

• il n’est pas certain que  it’s not certain that
• il n’est pas sûr que  it’s not sure that
• il n’est pas évident que  it’s not obvious/evident that
• il n’est pas clair que  it’s not clear that
• il n’est pas exact que  it’s not accurate that
• il n’est pas vrai que  it’s not true that

Two subjects vs. one subject

The subjunctive requires two subjects on both sides of the word que . However, when there is only one subject an infinitive is used.

For example, you cannot say, Je veux que j’aille au magasin for “I want that I go to the store”. In this situation use the infinitive of the verb: Je veux aller au magasin (I want to go to the store).

Verbs which take the indicative

There are some verbs which take the indicative. This is because there is no element of subjectivity, meaning they are not based on subjective personal or individual perceptions.

In other words, the topic that’s being discussed is known to be a reality.

The verb penser (to think) can take both the subjunctive or the indicative.

• Je pense que Paul est en retard. I think Paul is late.
• Je ne pense pas que Paul soit en retard. I don’t think Paul is late.

The first sentence starting with Je pense que (I think that), the indicative because what’s being expressed is believed to be a reality. Paul is late.

In the second sentence starting with Je ne pense pas que (I don’t think that), the subjunctive is used because whether Paul is late or not is subjective, meaning the topic is open for discussion.

2. Espérer

The verb espérer (to hope) take the indicative. This verb is often followed by the futur simple .

• J’espère qu’elle viendra. I hope she’ll come.
• J’espère que tu comprendras. I hope you’ll understand.

Impersonal expressions which take the indicative

The following impersonal expressions take the indicative as they suggest no element of subjectivity.

• Il est certain que it is certain that
• Il est évident que it is obvous that
• Il est probable que it is probable that
• Il est sûr que it is sure that
• Il est vrai que it is true that
• Il me semble que It seems to me that

Here are some example sentences.

• Il est certain que le subjonctif est très utile. It’s certain that the subjunctive is very useful.
• Il me semble que vous comprenez la leçon. It seems to me that you understand the lesson.

Past subjunctive

To form the past subjunctive, combine the auxiliary verb ( avoir or être ) in the present subjunctive with the verb’s past participle.

The French use the past subjunctive to create anteriority. The dependent clause (what comes after the  que ) occurs before the action of the main clause. 

Past subjunctive conjugation and examples

For the past subjunctive, the auxiliary verb is expressed in the present subjunctive.

Here are some example sentences using the past subjunctive.

• Je suis triste que tu sois tombé malade.  I’m sorry you fell ill.
• Je suis ravi que vous soyez venus.  I’m delighted you came.
• J’ai peur que tu aies manqué la réunion.  I’m afraid you missed the meeting.
• Je suis content que tu sois revenu.  I’m happy you came back. 

More lessons:

• Imparfait: Guide for Beginners
• Master The Passé Composé
• Guide to the Future Tense
• Reflexive Verb Guide

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David Issokson is a lifelong language enthusiast. His head is swimming with words and sounds as he speaks over six languages. Of all the languages he speaks, he's the most passionate about French! David has helped hundreds of students to improve their French in his private online lessons. When procrastinating working on FrenchLearner, David enjoys his time skiing and hiking in Teton Valley, Idaho.

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• English Only

Homework - singular or plural?

• Thread starter Mr_Croft
• Start date Nov 19, 2007
• Nov 19, 2007

Senior Member

I haven't ( have not) done it. It is singular. My homework is singular. It names the collective tasks I have to do. Bienvenido mr_Croft! Note: Some dictionaries describe this noun as "uncountable". There are many threads here about uncountable nouns. You may find them by using the forum Search feature, or by looking up the word "uncountable" in the WordReference English dictionary. It will display threads with that word in the title: Forum discussions with the word(s) 'uncountable' in the title: Countable and uncountable, depending on context! Countable, uncountable: asparagus Countable, uncountable: homework Uncountable nouns - an exercise is the word "cheese" uncountable? Countable, uncountable: mail, e-mail Countable, uncountable: broccoli, orange Countable, uncountable: advice, bread, cabbage, hair, onions Countable, uncountable: chocolate, chocolates Countable, uncountable: food Countable, uncountable: news Two uncountable nouns become plural? Countable, uncountable: peanuts, people Should the verb be singular or plural after two uncountable nouns? Countable and uncountable, depending on context! uncountable luck Biker, Sponsor: UNCOUNTABLE??? is or are with a list of uncountable Countable, uncountable: help Countable, uncountable: snow Two types of uncountable nouns. the use of articles with uncountable nouns Countable, uncountable: patience "Advice" - uncountable??? Tip (countable or uncountable)  

The last time we talked about this, everyone but me said that homework is not countable. Countable, uncountable: homework But in this particular example, even I would say: I haven't done my homework. Have you done your homework? I haven't done it yet. - - - even if I have homework to do in several different subjects.  

The pandemic taught me the benefits of flipped homework

In this extract from “Online Education During Covid-19 and Beyond“ by Silvia Puiu and Samuel O. Idowu, Olga Amarie shares what she learned about flipped homework while teaching pandemic-era French lessons

Olga Amarie

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The pandemic has given rise to an opportunity and a challenge: the need to explore new teaching and learning methods. A unique strategy for enquiry, application and assessment that my students and I refined to navigate these extraordinary times more effectively was teaching and learning from flipped homework. I flipped one portion of my FREN 2001 Intermediate French I course to improve student engagement and motivation. 

FREN 2001 Intermediate French I is a course conducted entirely in French, with strolls planned to help students learn the language and explore the cultures of the French-speaking regions. 

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Speakers at the Intermediate level can successfully handle various communicative tasks in straightforward social situations. However, their conversation generally remains confined to predictable and concrete exchanges necessary for survival in the target culture. The question arises: How can students progress more rapidly? The flipped classroom concept empowers students to expedite their progress to the advanced level. They can handle topics by combining and recombining known elements before each class. They can practise with native speakers prior to oral exams. They can study grammar modules at home to dedicate their time in class to oral practice. 

Students often need help in world language classes owing to vocabulary, grammar and pronunciation limitations. A flipped learning approach allows students to review the new material at their own pace by engaging in online activities. This transforms previously unfamiliar content into something familiar and more easily absorbed. As a result, by the end of the semester, students in a flipped classroom are capable of self-directed learning. They produce paragraph-level language instead of sentence-level language. Their proficiency extends to employing various time frames in oral and written discourse. Moreover, they become adept at comprehending authentic texts such as articles, short stories or native speaker utterances.

The flipped classroom is an innovative educational framework that moves the lecture outside the classroom via technology and moves homework and practice with concepts inside the classroom via learning activities. Students take on a more proactive role in their learning process, developing independent learning skills through presentations, videos, PowerPoint presentations and tutorials done at home. In class, the instructor uses the time to facilitate their discussions and help them apply their knowledge through concrete tasks. 

The flipped homework experiment

During the pandemic, my central objective was to tailor homework to students’ unique learning styles, prompting me to investigate the impact of flipped learning. This was when I realised it was necessary to compare the learning environment between a flipped classroom and a traditional conversation-homework classroom. 

I wanted to uncover how homework influenced the learning environment, students’ diverse learning styles and students’ engagement. How does the learning environment of a flipped classroom compare with the learning environment of a conversation-homework classroom? Is learning from homework useful, efficient or just busy work? 

To address these enquiries, I chose two sections of FREN 2001 Intermediate French I classes during the pandemic to conduct my investigation and help students learn. In one section, I was teaching, as usual, a traditional conversation class followed by assigned activities as homework. In the second section, I opted to flip just the homework and use it predominantly for in-class activities and assessments. My students had to adjust personal learning strategies they had relied on for years to fit this new classroom structure. The outcome was highly encouraging, demonstrating that this adaptation was swift and effective. 

In the traditional conversation-homework classroom, students often arrived unprepared for class activities, grappling with producing new vocabulary and grammatical structures. They spent much time completing their homework but they never had the chance to use that material in class because we had more material to cover the next day, which was new and overwhelming. Consequently, students spent significant time on their homework, yet this effort rarely translated into substantial classroom engagement.   

After reading about the flipped classroom and attending training sessions and workshops at Georgia Southern University, my teaching methods and strategies changed. I use a highly learner-focused delivery model, fostering personalised engagement with each student. I give clear guidelines for class interaction and, most importantly, I empower learners to take responsibility for their own learning. The focus is on students’ autonomy and accountability for their own learning. 

This is how I flipped the homework portion of our course. From the beginning of the semester, I now assign all the activities on the book’s Supersite, with due dates on a course calendar. The dates for the homework are due before the material is covered in class. I encourage students to cultivate a daily practice routine, ingraining the habits necessary for effective learning. I underscore the relevance of these activities to perform in class, whether through quizzes, speaking with their peers or answering open-ended questions. The short quizzes in class are precisely like the activities they practise at home on the Supersite, maintaining consistency. 

Make your students feel positive about homework

From a pool of about 20 exercises, I randomly select one for in-class assessment. Class sessions include a five- to 10-minute homework assignment every time. Considering my flipped classroom, two areas are affected: homework and in-class dynamics. Both shape how my students interact with the material, the professor and classroom peers. Interestingly, it appears as though students do not prefer a structured or traditional homework environment; they are pleased by how homework is ultimately handled in the flipped classroom, as evidenced by the Student Ratings of Instruction. Suddenly, students have more time to learn. This freedom positively impacted the students’ attitude towards homework learning activities, affecting how comfortable they were with class participation. 

A discernible dichotomy emerges in the dynamics of homework in these two class formats. In the traditional classroom, students frequently complain about completing assigned homework. In the flipped classroom, homework intertwines with active learning, occurring when students are most engaged in the learning process. They match, write, translate, apply, compare, arrange, combine, compose, create, organise, research, choose, record, listen, watch a video and comment on all these good verbs from Bloom’s Taxonomy for Learning Objectives. Students practise repeatedly because the computer allows for unlimited submissions. It is practice; it is learning, not just graded homework for completion. Students see that the homework is accessible in the flipped classroom because the pressure and the stress switch from completing it for a grade to learning from it and using it in class to shine.

In the flipped classroom, students are not penalised for incomplete homework. Some students practise more while others practise less at home, depending on their learning style. From the instructor’s point of view, flipped homework is more manageable and more accurate in measuring student progress and learning. For the flipped classroom, the top priority is not completing homework but a relaxed atmosphere where more learning is happening at the pace that the student needs.

Olga Amarie is professor of French at Georgia Southern University.

This is an adapted extract from Online Education During Covid-19 and Beyond , edited by Silvia Puiu and Samuel O. Idowu, published with permission from Springer.

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French food and drink revision worksheet

Subject: French

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

11 May 2024

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French KS3 worksheet for cover, revision, homework etc. Recap food and drink with EPI-style activities.

Match up vocab Add the spaces Choose and circle the correct word Gapfill - write the missing word Who said (reading) Choose ‘je mange’ or ‘je bois’ Tick the verb in the past tense Anagrams writing Add the missing vowels Answer the questions about the text in English

The first question of each task is done as an example. With a suggested ‘challenge task’ extension at the end.

Great for last minute cover work, revision leading up to a test, or for retrieval and consolidation of learning over the last few topics.

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