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Français Year 7 Language Guide Nom: …………………………………………

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1 Français Year 7 Language Guide Nom: …………………………………………
Classe: …………………………………………

2 Contents: 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

3 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 Introduce each with an action. Keep repeating/practising with actions so that it becomes easy to correct pronunciation with a simple gesture.

4 Tips for pronouncing French
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! French Letter(s) Sound Example Word ai 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 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) u ee through oo lips une, tu ui wee suis x soixante Try these ‘virelangues’: Qui sont ces six singes suisses? Douze douches douces Cinq chiens chassent six chats 4

5 Non, je ne suis pas d’accord
Group Talk Support Card 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… Extras: Tu as raison Moi aussi Si! T’es stupide! Aimes-tu? Comment trouves-tu? 5

6 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 - you will have to register with your address. I have done this and you receive further s from the site, which are easy to ignore/delete. It has not led to any increase in SPAM! 6

7 Memory Strategies Visual Learning Style Auditory 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 7

8 Word-Picture Association
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?” 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 1.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. 8

9 Vocabulary Learning Strategies
Try some of these strategies out when you have vocabulary to learn at home. Make a crossword puzzle using all of your words. Provide a separate answer key. 25 points Pyramid words, then translate e.g. L Li Liv Livr Livre Book Make flashcards with French on one side and English or picture on the reverse. Rainbow your words – each letter in a different colour, then translate. 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. Use word art and alphabetise your words/trans. 25 pts Write each word 3 times & translate once. 25 pts 9

10 Listening and Reading Strategies
Below 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

11 + infinitive verb at the end of the sentence
KS3 French Core Language 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: sometimes aujourd’hui: today toujours: always demain: tomorrow puis: then hier: yesterday souvent: often jamais: never la semaine dernière: last week la semaine prochaine: next week cette semaine: this week 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 il / elle he/she a est fait on (every)one / we 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 Sentence building Conjunctions et: and mais: but ou: or car: because aussi: also parce que: because cependant: although 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 Things ça: that un peu: a bit trop: too rien: nothing très: very beaucoup: much /many quelquechose: something Opinions Je (n’)aime(pas)…: I (don’t) like … J’adore…: I love … Je déteste …: I hate … Je trouve… : I find … A mon avis…: In my opinion Je pense que… :I think that… 11

12 5 4 3 2 1 L S R W Year 7 Progress: Levels Listening Speaking Writing
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. Listening Speaking Writing Reading 12

13 { { { { Pronunciation Memory Sentence- building Creativity Performance
Year 7 Progress: Skills { I can read text accurately that has new language in it I can use all the sentence-building support on the CL sheet to write a short text I can use the language I’ve learnt to make an activity for my class I can use strategies to memorise & give a short talk I take part confidently in role plays in front of the class I set myself targets & try to meet them { I can remember how to pronounce words correctly over time I can use strategies to memorise single words & sentences I can adapt the language I know to create a rap/song I take part 3 times per lesson in whole class interaction (co-teacher) I ask questions about language & act on my wishes I can use the linking words on the CL sheet to write a short paragraph { In class & at home I can sort out which words I know and don’t know I can repeat new words accurately & make links to phonics I can use the language I know to describe a photo I know how to use different parts of haben’, & ‘sein’ to build my own sentences I can look up new words confidently in a dictionary I talk confidently in paired dialogues in class. { In class I actively use music, song, gesture & colour to help me memorise I can adapt model sentences by changing 1 or 2 words to make new meanings I can use individual words to create a poem following a model I get started straight away on a new task I have learnt the phonics & remember the sounds I can memorise & perform a song in German. Pronunciation Memory Sentence- building Creativity Performance Autonomy 13

14 Assessment 1 Assessment 2 Assessment 3 Date Skills Level
Over all level Assessment 2 Date: Skills Level Over all level Assessment 3 Date: Skills Level Over all level End of Y ___ target level: 14

15 Year 7 Tick grid ? Present (reg) Present (avoir, être) adjectives links questions opinions reasons negatives Present (irreg) Future spelling errors } We will focus on these 4 during the Autumn Term. } 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

16 Salutations Greetings Sentence building Bonjour 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 Sentence building 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

17 Questions Où? 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

18 Phrases utiles Useful phrases J’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… 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 need 18

19 French Numbers 19 1 un 2 deux 3 trois 4 quatre 5 cinq 6 six 7 sept 8
huit 9 neuf 10 dix 11 onze 12 douze 13 treize 14 quatorze 15 quinze 16 seize 17 dix-sept 18 dix-huit 19 dix-neuf 20 vingt 21 vingt-et-un 22 vingt-deux 23 vingt-trois 24 vingt-quatre 25 vingt-cinq 26 vingt-six 27 vingt-sept 28 vingt-huit 29 vingt-neuf 30 trente 31 trente-et-un 32 trente-deux 33 trente-trois 34 trente-quatre 35 trente-cinq 36 trente-six 37 trente-sept 38 trente-huit 39 trente-neuf 40 quarante 41 quarante-et-un 42 quarante-deux 43 quarante-trois 44 quarante-quatre 45 quarante-cinq 46 quarante-six 47 quarante-sept 48 quarante-huit 49 quarante-neuf 50 cinquante 51 cinquante-et-un 52 cinquante-deux 53 cinquante-trois 54 cinquante-quatre 55 cinquante-cinq 56 cinquante-six 57 cinquante-sept 58 cinquante-huit 59 cinquante-neuf 60 soixante 61 soixante-et-un 62 soixante-deux 63 soixante-trois 64 soixante-quatre 65 soixante-cinq 66 soixante-six 67 soixante-sept 68 soixante-huit 69 soixante-neuf 70 soixante-dix 71 soixante-et-onze 72 soixante-douze 73 soixante-treize 74 soixante-quatorze 75 soixante-quinze 76 soixante-seize 77 soixante-dix-sept 78 soixante-dix-huit 79 soixante-dix-neuf 80 quatre-vingts 81 quatre-vingt-un 82 quatre-vingt-deux 83 quatre-vingt-trois 84 quatre-vingt-quatre 85 quatre-vingt-cinq 86 quatre-vingt-six 87 quatre-vingt-sept 88 quatre-vingt-huit 89 quatre-vingt-neuf 90 quatre-vingt-dix 91 quatre-vingt-onze 92 quatre-vingt-douze 93 quatre-vingt-treize 94 quatre-vingt-quatorze 95 quatre-vingt-quinze 96 quatre-vingt-seize 97 quatre-vingt-dix-sept 98 quatre-vingt-dix-huit 99 quatre-vingt-dix-neuf 100 cent 19

20 Les mois The months of the year Les jours The days of the week
janvier 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 week lundi Monday mardi Tuesday mercredi Wednesday jeudi Thursday vendredi Friday samedi Saturday dimanche Sunday Dates/Ordinal Numbers: 1st: premier Otherwise: number + “ième” e.g 7th = septième 20

21 Dans mon sac In my school bag Les couleurs The colours un 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 colours bleu blue vert green brun brown gris grey noir black blanc white rouge red jaune yellow rose pink orange violet purple 21

22 La France - L’Hexagone Nord Ouest Est Sud 22
Metropolitan France is divided into 22 régions and then into 96 numbered départements – Paris is 75. Nord-ouest Nord-est Ouest Est Sud-ouest Sud-est Sud 22

23 Les Pays Countries J’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 Namibia la Nouvelle-Zélande New Zealand la Belgique Belgium 23

24 How to say ‘a’ and ‘the’: definite and indefinite articles
Masculine Feminine Plural In normal sentences (subject) the le la les a un une des 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 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 same e.g. le garçon intelligent_ If the noun being described is feminine (la / une) then the adjective adds an –e e.g. la fille intelligente If the noun being described is plural (les / des) then the adjective adds an –s e.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: old petit: small nouveau: new Some adjectives don’t follow the pattern for endings e.g. blanc - blanche 24

25 Adjectifs pour décrire un endroit (adjectives to describe a place)
escarpé steep plat flat haut tall/high bas small/low clair light sombre dark bruyant noisy paisible peaceful pollué polluted propre unpolluted sale dirty clean amusant fun ennuyeux boring joli pretty laid ugly beau beautiful dégoûtant disgusting calme calm orageux stormy animé busy vide empty chaud hot froid cold étroit straight sinueux meandering riche rich pauvre poor brillant shining éteint dull grand big petit small énorme enormous minuscule tiny déchiqueté jagged lisse smooth embrumé misty ensoleillé sunny Honfleur Mirepoix Rocamadour 25

26 Prepositions These are the most commonly used positioning words: 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 26

27 tu je il elle vous nous ils
Subject pronouns: tu je je I tu you (singular familiar) il he elle she nous we vous you (singular formal) you (plural ) ils they (masc. / mixed) elles they (fem.) il elle vous nous ils 27

28 The Present Tense -er Verbs (e.g. jouer = to play)
To 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. je joue I play tu joues You play (fam. sing.) il/elle He/She plays nous jouons We play vous jouez You play (formal / plural) ils/elles jouent They play -er Verbs (e.g. jouer = to play) je finis I finish tu 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 Verbs (e.g. finir = to finish) je vends I sell tu 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 Verbs (e.g. vendre = to sell) 28

29 avoir – to have être – to be aller – to go 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: j’ai I have tu as You have (Fam./sing.) il / elle a He/She has nous avons We have vous avez You have (Form./plural) ils / elles ont They have avoir – to have 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 are être – to be je 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 go aller – to go 29

30 High Frequency Verbs Making Sentences Infinitive – FR Infinitive – ENG
travailler to work manger to eat voyager to travel/go avoir * to have écouter to listen étudier to learn lire * (je lis) to read Infinitive – FR Infinitive – ENG faire * to make/do acheter to buy regarder to watch être * to be jouer to play parler to speak rencontrer to meet NB: Verbs marked * are irregular Making Sentences 1. Pronoun 2. VERB 3. Time phrase 4. Anything else! Extra details: e.g ... je j‘ (+vowel) travaille mange voyage ai écoute étudie lis fais achète regarde suis joue parle rencontre souvent:often quelquefois:sometimes (presque) chaque jour:(almost) every day une fois par semaine: once a week toujours: always rarement: rarely à la maison: at home du chocolat: chocolate en bus: by bus un chien: a dog mon CD: my CD le français: French un livre: a book les devoirs: homework une lettre: a letter mes amis: my friends intelligent: intelligent le rugby: football au collège: at school un film: a film 30

31 Les animaux 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 31

32 La famille un frère brother une sœur sister un père father une mère
mother des parents parents une grand-mère / mamie grandmother un grand-père / papi grandfather un cousin male cousin une cousine female cousin une tante aunt un oncle uncle des jumeaux twins un frère jumeau twin brother une sœur jumelle twin sister une fille daughter / girl un fils son un demi-frère half- / step-brother une demi-sœur half- / step-sister un demi-père step-father une demi-mère step-mother un petit-fils grandson une petite-fille a granddaughter 32

33 La personnalité aimable / 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 33

34 Les matières = school subjects
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 34

35 Les opinions = opinions
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… 35

36 heure le quart moins et quart et demie
Quelle heure est-il? = What time is it? 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 heure cinq dix le quart moins et quart vingt vingt-cinq et demie 36

37 Le temps = Time midi midday minuit midnight le matin (in) the morning
l’après-midi (in) the afternoon le soir (in) the evening la nuit (in) the night àhuit 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 lessons la récréation break l’heure du déjeuner lunchbreak le jour day la journée scolaire school day à at (at time) le premier / deuxième cours first/second lesson lundi, le premier cours j’ai… on Monday, first lesson I have … avant / après before / after le premier cours commence à… first lesson starts at … deux fois par semaine twice a week le weekend at the weekend pendant la semaine during the week 37

38 Les vêtements = Clothing
une 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 38

39 Que portes-tu? = What are you wearing?
je porte (wear) il / elle porte je déteste(hate) j‘aime (like) je trouve (find) j‘ai (have) je voudrais (would like) Masculine  un pantalon pull T-shirt sweat noir pratique blanc confortable trousers jumper sweatshirt Feminine une robe jupe veste cravate à la mode laide noire rayée dress skirt blazer tie Plural  des chaussures chaussettes bottes gants noires colorées laides inconfortables shoes socks boots gloves Que portes-tu au collège? What do you wear to school? l’uniform scolaire school uniform pratique practical confortable comfortable inconfortable uncomfortable monotone dull/monotonous à la mode fashionable cool serré tight chic trendy coloré colourful laid ugly rayé striped je préfererais porter… I would prefer to wear … je dois porter… I have to wear 39

40 Websites Accents ê = 136 ô = 147 à = 133 è = 138 î = 140 â = 131
Hanley MFL Blog This site is free at all times MYLO has lots to offer – it works best if you set up your own account. This site is called Languages Online – it has lots of language learning activities for Spanish, French, German & Italian. The BBC website has a lot – it has a course called French Steps for beginners Click on topics (there are lots of other languages too) and follow the links to different activities. Accents To 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 = 135 ê = 136 ô = 147 à = 133 è = 138 î = 140 â = 131 û = 150 ï = 139 40

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