Using storyboards is a great way to teach students the difference between reflexive and non-reflexive verbs. The images help visual learners identify a clear difference between the different versions of the same base verb. In this activity, students will create a storyboard that illustrates the use of verbs both reflexively and non-reflexively.
Have beginner students practice depicting and describing scenarios using common, everyday reflexive verbs, or have more advanced students demonstrate the difference between verbs that change meaning in reflexive form. Make the assignment more complex by requiring use of the verbs in a tense other than the present.
| Reflexive | Not Reflexive |
|---|---|
| Antoine se lave les mains. | Antoine lave la voiture. |
| Maman se couche à dix heures. | Maman couche le bébé à sept heures. |
| Je me suis cassée le bras. | J'ai cassé le vase. |
| Nous nous sommes trouvés à l'entrée d'un labyrinthe mystérieux. | Nous avons trouvé un vieux coffre et une clé dans le labyrinthe. |
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Student Instructions
Create a chart that illustrates four reflexive verbs that can also function as non-reflexive verbs.
Integrate reflexive verbs into your classroom’s daily schedule, such as morning check-ins or end-of-day reflections. For example, ask students to describe what they did before school using reflexive verbs (Je me suis réveillé, Je me suis brossé les dents). Frequent repetition helps students remember the structure and context for these verbs.
Say each reflexive verb and its pronoun combinations aloud, then have students repeat after you. Use gestures or actions to reinforce meaning (e.g., miming washing hands for ‘se laver’). Active participation boosts both pronunciation and retention.
Pair students and have them write or improvise short conversations where each uses at least two reflexive verbs. Encourage them to ask and answer questions about their routines (e.g., ‘À quelle heure te couches-tu ?’). Dialogues make practice interactive and relatable.
Display images, props, or flashcards that represent common reflexive actions (such as a toothbrush for ‘se brosser’). Invite students to act out scenes or match props to verbs. Visuals support comprehension for all learners, especially younger grades.
Assign short journal entries in which students describe their day or feelings using reflexive verbs. Prompts might include ‘Aujourd’hui, je me suis senti(e)...’ Journaling helps students personalize language and gain writing confidence.
French reflexive verbs are verbs where the subject performs an action on itself, using a reflexive pronoun (like se). For example, se laver means “to wash oneself.” The pronoun must agree with the subject in each sentence.
Use side-by-side examples and visuals to show that reflexive verbs involve the subject acting on itself (Elle se brosse les cheveux), while non-reflexive verbs act on someone or something else (Elle brosse le chien).
Common everyday reflexive verbs include se laver (to wash oneself), se réveiller (to wake up), se coucher (to go to bed), and se brosser (to brush oneself).
Some verbs like trouver, mettre, and occuper have different meanings in their reflexive form. For example, trouver = to find, but se trouver = to be located.
Have students create a storyboard or chart showing sentences with both reflexive and non-reflexive forms of the same verbs, then add simple illustrations for each.