Français

FrançaisYear 7 Language Guide

Nom: …………………………………………Classe: …………………………………………

3 Phonics 22 Map of France

4 Pronunciation Tips 23 Countries

5 Group Talk Card 24 “A” and “the”

6 Learning Styles 25 Describing a place

7 Memory Strategies 26 Prepositions

8 Word/Picture links 27 Subject Pronouns

9 Vocabulary Learning 28 Present Tense (regular)

10 Listening & Reading 29 Avoir, être & aller

11 Core Language 30 High Frequency Verbs

12 Levels Progress 31 Animals

13 Skills Progress 32 Family

14 Levels Record Grid 33 Character

15 Writing Checklist 34 School Subjects

16 Greetings 35 Opinions

17 Questions 36 Telling the time

18 Useful phrases 37 Time (2)

19 Numbers 38 Clothes

20 Months/Days 39 What are you wearing?

21 School bag/Colours 40 Websites & Links

Contents:

1

éléphant

2

loup

3

casquette

4

poisson

5

cochon

6

enfant

7

Ô la la

8

heureux

9

âne

10

un

11

vin

12

midi

The good news about French pronunciation is that it obeys clear rules and there are patterns to follow. A good starting point is to remember that the last letter is (almost) always silent!

Tips for pronouncing French

French Letter(s) Sound Example Wordai ay mais

au oh jaune, chaussettes

c k café, sac

ç / ci / ce s français, cinéma, France

ch sh chat

e / eu uh ce, peut

è / ê eh frère, même

é / er / ez / et ay école, aller, écoutez, et

en / an on enfant, mange

g / gu g grand, dialogue

ge / gi jzh (pleasure / measure) rouge

h almost always silent hôtel

i / ie / it / is ee merci, lit, radis

im / in am / an (through nose) impossible, vin

oi wah moi, petits pois

ou oo nous

qu k (NOT kw) quand, qui

r rrrr (at the back of your throat) rouge

u ee through oo lips une, tu

ui wee suis

x s soixante

Try these ‘virelangues’:Qui sont ces six singes suisses?Douze douches doucesCinq chiens chassent six chats

4

J’aime(le français)

(Le français) est cool

Que penses-tu?

Oui, je suis d’accord!

Non, je ne suis pas d’accord

T’es dingue!

Je pense que…

Group Talk Support Card

Moi aussi

Comment trouves-tu?

Si!

Aimes-tu?T’es stupide!

Tu as raison

Extras:

5

Learning Styles

What is a learning style?A learning style is simply a preference for the method by which you learn and remember what you learned.

Where do learning styles come from?Your learning style will be influenced by your genetic make-up, your previous learning experiences, your culture and the society you live in.

Why is it important to know about them?Your learning style will indicate how you (prefer to) learn, the types of learning activities that work best for you. If you know about your own learning style you can be more independent and more successful in your learning.

Is my learning style fixed?You will always have the natural strength in your preferred learning style(s) but you can increase your learning power and use more of your brain by adding other learning style strategies to your preferred style.

NB: Exams are mostly given in the visual, written learning style. Visual input and retrieval strategies work best for those types of exams.

You may have some scores in each of the 3 learning styles but you will usually have a preference for 1 style. If you want to do a very short learning styles inventory to see which your preferred learning style is, go to www.howtolearn.com - you will have to register with your e-mail address. I have done this and you receive further emails from the site, which are easy to ignore/delete. It has not led to any increase in SPAM!

6

Visual Learning Style• learns best by seeing• neat, orderly• speaks quickly, holds head up, shoulders erect• good long range planners• good spellers• memorises by strong visual associations• functions best with overall view before proceeding• has trouble remembering verbal instructions –unless written down

Auditory Learning Style• learns best through hearing• likes to listen to talks, music or lectures• good story tellers• talks to self• likes talking more than writing• easily distracted by noise –generally can’t listen to someone talk on

phone and listen to another person talking to them at the same time

• may have problems with projects involving visualisation• likes jokes better than comics

Kinaesthetic Learning Style• learns best by doing and through movement• often good athletes• speaks more slowly• memorises by moving around, walking etc..• gestures a lot• doesn’t mind clutter/mess in workspace• using action words when speaking• wants to act things out

Memory Strategies

7

Brain researchers have shown many times that the power of memory is multiplied many times if we connect an association to the picture asking: “What does this sound like/remind me of?”

Word-Picture association1.Choose a word, look at it and say it out loud.2. What does the sound of the word remind you of? (at this stage don’t think of the real meaning of the word, only what the sound of the word makes you think of)3. Now think of the actual meaning of your new word. Create a picture (looking up and to the side) in your mind of your association and the real meaning of the word –make the mental image as humorous and detailed as you can and hold the picture in your mind.4. Now draw the picture –use as much colour as you can as this also enhances memory!5. Now write the word under the picture you have drawn.6. In another colour write the English meaning of the word in the top corner (right or left depending on where your visual memory is) of the card.7. Hold your card up above eye level in your own visual memory position and say the word and the English meaning several times.8. As you are recalling each word, use your visual memory –look upward and to the right/left.

You’ll find some more ideas for improving your memory on the next page.

An association is simply something that is connected to and reminds us of something else.

Author David Sousa says, “Whenever two events, actions or feelings are learned together they are said to be associated or bonded, so that the recall of one prompts the spontaneous recall of the other. The word Romeo elicits Juliet, Batman gets Robin.”

Word-Picture Association

8

Vocabulary Learning Strategies

Make a crossword puzzle using all of your

words. Provide a separate answer key.

25 points

Pyramid words, then translate e.g.

LLiLivLivr

LivreBook

25 points

Make flashcards with

French on one side and

English or picture on

the reverse.

25 points

Rainbow your words –

each letter in a

different colour, then

translate.25 points

Make a PPT using pictures you’ve found online: each slide has a picture and French label.50 pts

Write your

words in

code. Add

answers

after each

coded word.

25 points

Use word artand alphabetise your words/trans. 25 pts

Write each word 3 times & translate

once. 25 pts

Try some of these strategies out when you have vocabulary to learn at home.

9

Listening and Reading StrategiesBelow are some ideas of strategies to help you work out the meaning of new words in reading and listening texts. Before you reach for a dictionary, can you use any of these strategies to help?

• Does a word look or sound like an English word? E.g. bleu, professeur, oncle

• Do we know what part of the word means? E.g. chocolaterie

• Which words in a sentence/text do I already know?

• What do the rest of the words in the sentence mean?

• What is the context of the text? Can pictures/titles help?

• Can I spot any synonyms? (words that mean the same/similar)

• Can grammar help? Which tenses are in the text?

• Common sense … what could it mean?

• Can I make an educated guess?

10

KS3 French Core Language

Pronouns habiter(to live)

avoir(to have)

être(to be)

porter(to wear)

faire(to do)

je I habite ai suis porte fais

tu you (sing.) habites as es portes fais

il / elle he/she habite a est porte fait

on (every)one / we habite a est porte fait

nous we habitons avons sommes portons faisons

vous you (plural) habitez avez êtes portez faites

ils/ elles they (m / f) habitent ont sont portent font

Asking questions:Qui? Who?Quel? Which?Où? Where?Que / quoi? What? Quand? When?Pourquoi? Why?Comment? How?Combien? How much / many?

Time:maintenant: now quelquefois: sometimesaujourd’hui: today toujours: alwaysdemain: tomorrow puis: then hier: yesterday souvent: oftenjamais: neverla semaine dernière: last weekla semaine prochaine: next weekcette semaine: this week

OpinionsJe (n’)aime(pas)…: I (don’t) like …J’adore…: I love …Je déteste …: I hate …Je trouve… : I find …A mon avis…: In my opinionJe pense que… :I think that…

Thingsça: that un peu: a bit trop: too rien: nothingtrès: verybeaucoup: much /manyquelquechose: something

je peux / on peut

+ infinitive verb at the end of the sentence

I can/you can

je veux I want to

je dois I have to/must

je vais I’m going to

j’aime I like to

je voudrais I would like to

Sentence building Conjunctions et: andmais: butou: orcar: becauseaussi: alsoparce que: becausecependant: although

11

5 5 5 5

5 5 5 5

5 5 5 5

4 4 4 4

4 4 4 4

4 4 4 4

3 3 3 3

3 3 3 3

3 3 3 3

2 2 2 2

2 2 2 2

2 2 2 2

1 1 1 1

1 1 1 11 1 1 1

L S R W

I can understand the main points

and opinions from a longer spoken passage, which

includes reference to present and past or future.

I can give a short, prepared talk, expressing

my opinions and referring to

present and past or future events.

I can understand the main points

and detail in written texts in

various contexts, including present

and past or future.

I can write a short text on a range of

familiar topics, using simple

sentences, and referring to

present and past or future events.

I can understand the main points and some of the

detail from a short spoken

passage.

I can take part in a simple

conversation and give my

opinions. My pronunciation and intonation are generally

good.

I can understand the main points and some detail

from short written texts. I use context to

help me deduce meaning.

I can write a short text on a familiar topic, adapting

language I know. I use memorised language well.

I can understand the main points

from a short spoken passage.

I can ask and answer simple questions and talk about my

interests.

I can understand the main points

from a short written text. I

am able to use a dictionary with

more confidence.

I can write a few sentences with support, using

language I have learnt. My spelling is

understandable.

I can understand a range of

familiar words and phrases.

I can answer simple questions

and give back basic

information.

I can understand and read out

familiar written phrases. I can

use a dictionary to look up new

words.

I can copy a model to write 1 or 2

short phrases and complete the

words on a simple form.

I can understand a few familiar spoken words and phrases.

I can say and repeat words

and short, simple phrases.

I can recognise and read out a

few familiar words and phrases.

I can write or copy simple words

correctly.

Year 7 Progress: Levels

Listening

Speaking

ReadingWriti

ng

12

I have learnt the phonics

& remember the sounds{

{{{

Pro

nunc

iation

Mem

ory

Sent

ence

-bu

ilding

Crea

tivity

Perfo

rman

ce

Auton

omy

I can repeat new words

accurately & make links to phonics

I can remember

how to pronounce

words correctly over time

I can read text

accurately that has

new language in

it

In class I actively use music, song,

gesture & colour to help me

memorise

In class & at home I can

sort out which

words I know and

don’t know

I can use strategies to

memorise single words & sentences

I can use strategies to memorise & give a short

talk

I can adapt model

sentences by changing 1 or

2 words to make new meanings

I know how to use different

parts of haben’, & ‘sein’ to build

my own sentences

I can use the linking words

on the CL sheet to

write a short paragraph

I can use all the

sentence-building

support on the CL sheet

to write a short text

I can memorise &

perform a song in

German.

I talk confidently

in paired dialogues in

class.

I take part 3 times per lesson in

whole class interaction

(co-teacher)

I take part confidently in role plays in front of the class

I can use individual words to create a poem

following a model

I can use the

language I know to

describe a photo

I can adapt the

language I know to create a rap/song

I can use the

language I’ve learnt to make an activity for

my class

I get started straight

away on a new task

I can look up new words

confidently in a

dictionary

I ask questions

about language & act on my

wishes

I set myself targets &

try to meet them

Year 7 Progress: Skills

13

14

Date

Skills Level Over all level

Assessment 1

Assessment 2Date:

Skills Level Over all level

Date:Skills Level Over all level

Assessment 3

End of Y ___ target level:

End of Y ___ target level:

We will focus on these 4 during the Autumn Term.

}}

? Present (reg)

Present (avoir, être)

adjectives

links

questions

opinions

reasons

negatives

Present (irreg)

Future

spelling errors

Year 7 Tick grid

}We will add these during the Spring Term and combine with the first 4.

We will add these during the Summer Term and try to produce speaking and writing that includes all these elements.

It’s always important to keep the number of spelling mistakes to a minimum!

What is the tick grid?The tick grid is a tool to help you plan a piece of speaking or writing. You use it to decide what language to use in your work. It is also used by the teacher to mark your work and give you helpful information, for example, how many of each language element you tried to use and how many attempts were successful. It helps you to see clearly how you could improve on each piece for the next time.What is the ? column for?When you plan your work, your teacher will decide with you how many examples of each element you want to include. You write the number in the space provided.What are the smiley/sad faces for?Your teacher will put a line for each correct attempt in the smiley column and one for each unsuccessful attempt in the sad face column. It’s always better to have a mark in the sad face column than a complete blank.

15

Salutations GreetingsBonjour hello

Bonsoir good evening

Salut hello / hi / bye

Au revoir goodbye

A bientôt bye / see you soon

S’il vous plaît please

Merci thank you

Ça va? How are you?

Ça va… I am… (literally ‘it’s going…’)

très bien great

bien good/fine

bof ok

mal bad

pas du tout awful

Comment t’appelles-tu? What’s your name?

Je m’appelle… My name is…

J’habite à… I live in…..

J’ai… ans I am ……years old.

Mon anniversaire est le… My birthday is on the …..of…

Je viens de l’Angleterre I’m from England

J’ai un frère (une sœur) I have a brother (sister)

Mon frère / ma sœur s’appelle… My brother (sister) is called…Je suis enfant unique I’m an only child

16

Sentence building

Questions QuestionsOù? Where?

Qui? Who?

Quand? When?

Que / quoi? What?

Comment? How?

Pourquoi? Why?

Combien? How much/many?

Quel ? Which?

Comment t’appelles-tu? What is your name?

Quel âge as-tu? How old are you?

Où habites-tu? Where do you live?

Quelle est la date de ton anniversaire? When is your birthday?

As-tu des frères ou des sœurs? Do you have brothers and sisters?

Comment s’appelle ton frère? What is your brother called?

Comment s’appelle ta sœur? What is your sister called?

Quel âge a-t-il / elle? How old is s/he?

Aimes-tu? Do you like……?

17

Phrases utiles Useful phrasesJ’aime I like

Je n’aime pas I don’t like

J’adore I love

Je détest I hate

Je préfère I prefer

parce que because

c’est / ce n’est pas It is/ it isn’t

il y a / il n’y a pas There is/are There isn’t/aren’t

très very

assez quite

puis-je parler en anglais? Can I speak in English?

comment dit-on… en français? How do you say … in French?

répétez s’il vous plaît Can you repeat?

comment dit-on… en anglais? What is…..in English?

j’ai un problème / une idée I have a problem/idea

j’ai oublié I’ve forgotten

c’est super It’s great

vrai / faux True / false

merci Thank you

de rien Don’t mention it

je voudrais I would like

j’ai / je n’ai pas I have / I don’t have

je ne comprends pas I don’t understand

j’ai besoin de I need18

1un

2deux

3trois

4quatre

5cinq

6six

7sept

8huit

9neuf

10dix

11onze

12douze

13treize

14quatorze

15quinze

16seize

17dix-sept

18dix-huit

19dix-neuf

20vingt

21vingt-et-un

22vingt-deux

23vingt-trois

24vingt-quatre

25vingt-cinq

26vingt-six

27vingt-sept

28vingt-huit

29vingt-neuf

30trente

31trente-et-un

32trente-deux

33trente-trois

34trente-quatre

35trente-cinq

36trente-six

37trente-sept

38trente-huit

39trente-neuf

40quarante

41quarante-et-un

42quarante-deux

43quarante-trois

44quarante-quatre

45quarante-cinq

46quarante-six

47quarante-sept

48quarante-huit

49quarante-neuf

50cinquante

51cinquante-et-un

52cinquante-deux

53cinquante-trois

54cinquante-quatre

55cinquante-cinq

56cinquante-six

57cinquante-sept

58cinquante-huit

59cinquante-neuf

60soixante

61soixante-et-un

62soixante-deux

63soixante-trois

64soixante-quatre

65soixante-cinq

66soixante-six

67soixante-sept

68soixante-huit

69soixante-neuf

70soixante-dix

71soixante-et-onze

72soixante-douze

73soixante-treize

74soixante-quatorze

75soixante-quinze

76soixante-seize

77soixante-dix-sept

78soixante-dix-huit

79soixante-dix-neuf

80quatre-vingts

81quatre-vingt-un

82quatre-vingt-deux

83quatre-vingt-trois

84quatre-vingt-quatre

85quatre-vingt-cinq

86quatre-vingt-six

87quatre-vingt-sept

88quatre-vingt-huit

89quatre-vingt-neuf

90quatre-vingt-dix

91quatre-vingt-onze

92quatre-vingt-douze

93quatre-vingt-treize

94quatre-vingt-quatorze

95quatre-vingt-quinze

96quatre-vingt-seize

97quatre-vingt-dix-sept

98quatre-vingt-dix-huit

99quatre-vingt-dix-neuf

100cent

French Numbers

19

Les mois The months of the yearjanvier January

février February

mars March

avril April

mai May

juin June

juillet July

août August

septembre September

octobre October

novembre November

décembre December

Les jours The days of the weeklundi Monday

mardi Tuesday

mercredi Wednesday

jeudi Thursday

vendredi Friday

samedi Saturday

dimanche Sunday

Dates/Ordinal Numbers:

1st: premierOtherwise: number + “ième” e.g 7th = septième

20

Dans mon sac In my school bagun journal a diary

une gomme a rubber

un stylo a pen

une règle a ruler

des ciseaux a pair of scissors

un livre a book

un cahier an exercise book

un dictionnaire a dictionary

une trousse a pencil case

un crayon a pencil

une calculatrice a calculator

un taille-crayon a pencil sharpener

Les couleurs The coloursbleu blue

vert green

brun brown

gris grey

noir black

blanc white

rouge red

jaune yellow

rose pink

orange orange

violet purple21

La France - L’HexagoneMetropolitan France is divided into 22 régions and then into 96 numbered départements – Paris is 75.

Nord

Sud

EstOuest

Nord-est

Sud-estSud-ouest

Nord-ouest

22

Les Pays CountriesJ’habite en… I live in (+ country)

D’où viens-tu? Where do you come from?

Je viens de… I come from…

l’Australie Australia

l’Écosse Scotland

l’Espagne Spain

la France France

l’Allemagne Germany

l’Italie Italy

les États Unis The United States

le Pays de Galles Wales

l’Angleterre England

l’Irlande Irland

la Suisse Switzerland

l’Autriche Austria

le Pakistan Pakistan

la Pologne Poland

la Namibie Namibiala Nouvelle-Zélande New Zealandla Belgique Belgium

23

How to say ‘a’ and ‘the’: definite and indefinite articles Masculine Feminine Plural

In normal sentences (subject)

the le la lesa un une des

Rules about adjectives:An adjective is always describing something, and that word is a noun. In French the adjective usually comes after the noun (e.g. a car red, the hair curly). The adjective also ‘agrees’ with the noun…

Adjective endings:If the noun being described is masculine (le / un) then the adjective stays the samee.g. le garçon intelligent_

If the noun being described is feminine (la / une) then the adjective adds an –ee.g. la fille intelligente

If the noun being described is plural (les / des) then the adjective adds an –se.g. les enfants intelligents

You might need to add –es if the noun is feminine and plural.e.g. les filles intelligentes

Key exceptions:Some adjectives don’t follow the rules. The words below will go in front of the noun (like in English).grand: big vieux: oldpetit: small nouveau: new

Some adjectives don’t follow the pattern for endings e.g. blanc - blanche

24

NB: if you use le / la in front of a word beginning with a vowel it is shortened to l’ to make it easier to pronounce.E.g. le + enfant = l’enfant

Adjectifs pour décrire un endroit (adjectives to describe a place)escarpé steep plat flathaut tall/high bas small/lowclair light sombre darkbruyant noisy paisible peacefulpollué polluted propre unpollutedsale dirty propre cleanamusant fun ennuyeux boringjoli pretty laid uglybeau beautiful dégoûtant disgustingcalme calm orageux stormyanimé busy vide emptychaud hot froid coldétroit straight sinueux meanderingriche rich pauvre poorbrillant shining éteint dullgrand big petit smallénorme enormous minuscule tinydéchiqueté jagged lisse smoothembrumé misty ensoleillé sunny

25Honfleur

Rocamadour Mirepoix

Prepositions

sur on (top of)

sous under / below

dans in

devant in front of

derrière behind

à côté de next to

en face de opposite

entre between

à / au at / on

à travers through

jusqu’à until

pour for

avec with

de from

à to

avant before

après after

par by / through

vers towards

These are the most commonly used positioning words:

26

Subject pronouns:

je I

tu you (singular familiar)

il he

elle she

nous we

vous you (singular formal)

vous you (plural )

ils they (masc. / mixed)

elles they (fem.)

je

il

tu

elle

nousvous

ils

vous

27

je joue I play

tu joues You play (fam. sing.)

il/elle joue He/She plays

nous jouons We play

vous jouez You play (formal / plural)

ils/elles jouent They play -er

Verb

s (e

.g. j

ouer

= to

pla

y)

The Present TenseTo be able to use a regular verb in a sentence, first decide which pattern it will follow:

Does it end –er , –ir or –re?

Take the infinitive verb, remove the last two letters and add one of the following endings depending on who is doing the verb.

28

je finis I finish

tu finis You finish (fam. sing.)

il/elle finit He/She finishes

nous finissons We finish

vous finissez You finish ( formal / plural)

ils/elles finissent They finish -ir V

erbs

(e

.g. fi

nir =

to fi

nish

)je vends I sell

tu vends You sell (fam. sing.)

il/elle vend_ He/She sells

nous vendons We sell

vous vendez You sell (formal / plural)

ils/elles vendent They sell -re

Ver

bs

(e.g

. ven

dre

= to

sell)

j’ai I havetu as You have (Fam./sing.)il / elle a He/She hasnous avons We havevous avez You have (Form./plural)ils / elles ont They have

Irregular Verbs

There are many verbs which don’t follow the rules in French. These can be found in the verb tables in the middle of a dictionary.

Three of the most important ones are:

je suis I am

tu es You are (Fam./sing.)

il / elle est He/she is

nous sommes We are

vous êtes You are (Form./plural)

ils /elles sont They areav

oir –

to h

ave

être

– to

be

alle

r – to

goje vais I go

tu vas You go (fam./sing.)

il / elle va He/She goes

nous allons We go

vous allez You go (Form./plural)

ils / elles vont They go29

Infinitive – FR

Infinitive – ENG

travailler to workmanger to eatvoyager to travel/goavoir * to haveécouter to listenétudier to learnlire * (je lis) to read

1. Pronoun 2. VERB 3. Time phrase 4. Anything else! Extra

details: e.g ...

jej‘

(+vowel)

travaillemangevoyage

aiécouteétudie

lisfais

achèteregarde

suisjoueparle

rencontre

souvent:oftenquelquefois:sometimes(presque) chaque jour:

(almost) every dayune fois par semaine:

once a weektoujours: alwaysrarement: rarely

à la maison: at homedu chocolat: chocolate

en bus: by busun chien: a dogmon CD: my CD

le français: Frenchun livre: a book

les devoirs: homeworkune lettre: a letter

mes amis: my friendsintelligent: intelligent

le rugby: footballau collège: at school

un film: a film

High Frequency Verbs

Making Sentences

30

Infinitive – FR

Infinitive – ENG

faire * to make/doacheter to buyregarder to watchêtre * to bejouer to playparler to speakrencontrer to meet

NB: Verbs marked * are irregular

J’ai… I have got…

un oiseau a bird

un chien a dog

une poisson a fish

une souris a mouse

une tortue a tortoise

un chat a cat

un cheval a horse

un cochon d’Inde a guinea pig

un lapin a rabbit

Les animaux

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un frère brotherune sœur sisterun père fatherune mère motherdes parents parentsune grand-mère / mamie grandmotherun grand-père / papi grandfatherun cousin male cousinune cousine female cousinune tante auntun oncle uncledes jumeaux twinsun frère jumeau twin brotherune sœur jumelle twin sisterune fille daughter / girlun fils sonun demi-frère half- / step-brotherune demi-sœur half- / step-sisterun demi-père step-fatherune demi-mère step-motherun petit-fils grandsonune petite-fille a granddaughter

La famille

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La personnalitéaimable / désagréable friendly/horrible

sérieux / amusant serious/funny, fun

travailleux / paresseux hard-working/lazy

assuré / timide confident, outgoing/shy

bavard / réservé talkative/quiet

gâté, égoïste / généreux spoilt, selfish/generous

patient / impatient patient/impatient

stressé/ calme stressed/calm

optimiste /pessimiste optimistic/pessimistic

heureux / triste happy/sad

bon/mal, méchant good/bad, naughty

énervant / sympa annoying/pleasant

têtu / décontracté stubborn/easy-going

affectueux / froid affectionate/cold

bête, dingue, bizarre / intelligent silly, mad, strange/intelligent

imaginatif, créatif / ennuyeux imaginative, creative/dull

intéressant / barbant interesting/boring

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les sciences sciences

le sport / l’EPS PE

l’espagnol Spanish

le français French

l’allemand German

la géographie Geography

l’histoire History

l’nformatique ICT

l’anglais English

les maths Maths

la musique Music

l’éducation religieuse RE

la technologie Technology

le dessin Art

la biologie Biology

la chimie Chemistry

la physique Physics

la théâtre Drama

la récréation / récré break

le déjeuner lunch

l’emploi du temps timetable

le cours lesson

la matière subject

Les matières = school subjects

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je pense que I think that

je crois que I believe that

à mon avis In my opinion..

c’est / ce sont It is/they are

bien good

ennuyeux boring

amusant fun

difficile hard/difficult

facile easy

utile useful

inutile useless

intéressant interesting

délassant relaxing

affreux terrible

j’aime le professeur I like the teacher

le professeur est affreux the teacher is terrible

gentil / serviable nice/helpful

mais but

et and

aussi also

j’aime… I like…

Les opinions = opinions

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Quelle heure est-il? = What time is it?

heure

quartle quart

et demie

etmoins

cinq

dix

vingt

vingt-cinq

In French, just as in English, there are two ways of expressing the time:

2:15 (two fifteen) il est deux heures quinze

2:15 (quarter past two) il est deux heures et quart

2:30 (two thirty) il est deux heures trente

2:30 (half past two) il est deux heires et demie

2:40 (two forty) il est deux heures quarante

2:40 (twenty to three) il est trois heures moins vingt

2:45 (two forty-five) il est deux heures quarante-cinq

2:45 (quarter to three) il est trois heures moins le quart

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midi middayminuit midnightle matin (in) the morningl’après-midi (in) the afternoonle soir (in) the eveningla nuit (in) the nightàhuit heures le soir at 8 p.m.A quelle heure commence …? What time does…start?A quelle heure finit …? What time does ..finish?les cours lessonsla récréation breakl’heure du déjeuner lunchbreakle jour dayla journée scolaire school dayà at (at time)le premier / deuxième cours first/second lessonlundi, le premier cours j’ai… on Monday, first lesson I have …avant / après before / afterle premier cours commence à… first lesson starts at …deux fois par semaine twice a weekle weekend at the weekendpendant la semaine during the week

Le temps = Time

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Les vêtements = Clothingune ceinture belt

un pull jumper

une jupe skirt

un pantalon trousers

une veste jacket/blazer

un jean jeans

un collant tights

une chemise shirt

un sweat à capuche hoodie

une robe dress

un sweat sweatshirt

un T-Shirt t-shirt

des chaussures shoes

un short shorts

des chaussettes socks

des bottes boots

des baskets trainers

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je porte (wear)il / elle porteje déteste(hate)j‘aime (like)je trouve (find)j‘ai (have)je voudrais (would like)

Masculine

un pantalonpullT-shirtsweat

noirpratiqueblancconfortable

trousersjumperT-shirtsweatshirt

Feminine

unerobejupevestecravate

à la modelaidenoirerayée

dressskirtblazertie

Plural

des

chaussureschaussettesbottesgants

noirescoloréeslaidesinconfortables

shoessocksbootsgloves

Que portes-tu? = What are you wearing?

Que portes-tu au collège? What do you wear to school?l’uniform scolaire school uniformpratique practicalconfortable comfortableinconfortable uncomfortablemonotone dull/monotonousà la mode fashionablecool coolserré tightchic trendycoloré colourfullaid uglyrayé stripedje préfererais porter… I would prefer to wear …je dois porter… I have to wear

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Websiteshttp://www.hanleymfl.typepad.com Hanley MFL Blog

http://zut.languageskills.co.uk/beginner/year7.html

This site is free at all times

http://www.hellomylo.com/MYLO has lots to offer – it works best if you set up your own account.

http://www.languagesonline.org.uk/

This site is called Languages Online – it has lots of language learning activities for Spanish, French, German & Italian.

http://www.bbc.co.uk/languages/french/The BBC website has a lot – it has a course called French Steps for beginners

http://www.digitaldialects.com/French.htmClick on topics (there are lots of other languages too) and follow the links to different activities.

AccentsTo type characters with accents, either select INSERT + Symbol OR using the number keypad, hold down ALT and one of these numbers:

é = 130 ù = 151 ç = 135ê = 136 ô = 147 à = 133è = 138 î = 140 â = 131û = 150 ï = 139

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