French Teacher Notes and Answers - Galore Park
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French
TWO
E
FOR
PL COMMON
ENTRANCE
Teacher
M
Notes and
SA
Answers
Nigel Pearce
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AN HACHETTE UK COMPANYAbout the author
Nigel Pearce has spent nearly all his working life in the teaching of
French. He was Head of Modern Languages at Summer Fields in Oxford
for 20 years, during which time he was for several years the IAPS
Modern Languages Coordinator and held a similar post with SATIPS. He
is a Member of the Chartered Institute of Linguists and is the author
of the French for Common Entrance series of textbooks. He now lives in
western France, where he is a freelance translator and proofreader.
Acknowledgements
Every effort has been made to trace all copyright holders, but if any have been inadvertently
overlooked, the Publishers will be pleased to make the necessary arrangements at the first
opportunity.
Although every effort has been made to ensure that website addresses are correct at time of going to
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press, Galore Park cannot be held responsible for the content of any website mentioned in this book.
It is sometimes possible to find a relocated web page by typing in the address of the home page for a
website in the URL window of your browser.
Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made
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from wood grown in sustainable forests. The logging and manufacturing processes are expected to
conform to the environmental regulations of the country of origin.
Orders: Teachers please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE.
Telephone: (44) 01235 400555. Email primary@bookpoint.co.uk. Lines are open from 9 a.m. to 5 p.m.,
Monday to Saturday, with a 24-hour message answering service.
Parents, Tutors please call: 020 3122 6405 (Monday to Friday, 9:30 a.m. to 4.30 p.m.).
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Email: parentenquiries@galorepark.co.uk
Visit our website at www.galorepark.co.uk for details of other revision guides for Common Entrance,
examination papers and Galore Park publications.
ISBN: 978 1 4718 6725 5
SA
Text copyright © Nigel Pearce 2018
First published in 2018 by
Galore Park Publishing Ltd,
An Hachette UK Company
Carmelite House
50 Victoria Embankment
London EC4Y 0DZ
www.galorepark.co.uk
Impression number 10 9 8 7 6 5 4 3 2 1
Year 2022 2021 2020 2019 2018
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A catalogue record for this title is available from the British Library.Table des matières
French for Common Entrance
Teacher Notes and Answers iv
1 C’est comment? 1
2 Le centre-ville, c’est loin? 8
3 On fait les magasins! 17
4 La rentrée des classes 28
5 La vie de tous les jours:
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le travail et les loisirs 37
6 On fait un tour en Normandie 48
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7 Novembre en Normandie 60
8 Hier, aujourd’hui et demain 69
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9 Le séjour de Peter en France 77
10 À la station de ski 86
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A comprehensive vocabulary list is
included at the end of this PDF
iiiFrench for Common
Entrance Teacher
Notes and Answers
●●Preface
This book contains a complete set of answers to all the exercises in
French for Common Entrance Two (FFCE) including teaching notes and
transcripts of all the audio tracks. The answers to exercises are not
intended to be prescriptive but should provide guidance to those
using the course. Where answers are in French, English is generally
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included for reference, in case translation has been used in an
extension exercise.
Further assessment material to accompany this course is also available,
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which may be used at the end of each chapter. This material consists of
French for Common Entrance 13+ Revision Guide and French for Common
Entrance 13+ Exam Practice Questions with a separate answer guide.
This material has been designed to meet the requirements of those
preparing for the Common Entrance examination but may prove useful
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as a means of assessing the progress of anyone using this course.
●●About the course
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As part of Galore Park’s range of textbooks, French for Common
Entrance Two began life as the final part of the series So You Really
French for Common Entrance Teaching notes
Want to Learn French. It is a volume designed to provide wider
practice in Common Entrance French and is particularly suitable for
higher achievers. It also offers basic groundwork before students
prepare for the Independent Schools Examinations Board’s (ISEB’s)
Common Academic Scholarship examination; it assumes completion of
French for Common Entrance One.
Every effort has been made, in this edition, to revise and update the
course contents to reflect these objectives.
●●General guidance
At with the rest of the course, suggestions are made as to the best
ways to exploit the course material; teachers, knowing their students
better than anyone else, will know what will or won’t work for them.
ivTopics and grammar
General guidance
Teacher Notes and Answers One and Two are both are structured with
reference to the ISEB Common Entrance French Syllabus. As you would
expect, all the topics and grammar listed in the ISEB syllabus, once
introduced, will reappear from time to time in the body of the text
and exercises of the course.
The revised course includes a full explanation of the past tenses
passé composé and imparfait.
Differentiation
It is hoped that one may assume a certain standard if a student is
aiming at the higher grades in CE French. Therefore the teacher will
not find a great many suggestions here for differentiating in a group,
except that extension work is provided in many of the exercises.
Within a larger, more mixed-ability group, it will be self-evident that
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the students should have completed French for Common Entrance One.
Assessing progress in language teaching
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If there is an imbalance in the skills represented in records of
achievement over a certain time (for example, if you find that much
more time has been spent on grammar than other aspects), it might
be appropriate to scale students’ scores to reflect this. You could, for
example, scale all results to 25 per skill, giving a percentage at the
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end of a certain period, or allow a certain grade for appropriate scores
within a skill. For example, if during one three-week period 225 points
were available for writing, but only 65 for speaking, you could award
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‘A’ to those achieving 200 and 60 respectively, and so on.
Audio transcripts
The audio transcripts are omitted from the Student textbook only
when the teaching point concerns purely listening practice. They can
all be found in this Teacher Notes and Answers PDF.
Outline course planner
Every school is different, with varying numbers of students studying
French from a variety of starting ages, often with widely differing
numbers of hours of French per week. Consequently, this is an attempt
only to remind teachers of what ought to be covered, in an ideal
world, by when.
You may teach students starting French in a variety of years, but your
target examination is usually taken in Year 8. These factors, along
with hours available and the abilities of your students, will inform
how you will adapt this simple plan to suit your own needs. For this
vreason, I have referred only to ‘years of French’, rather than national
curriculum years or real ages.
One thing I found helpful was to remember that, what with normal,
foreseeable interruptions to the school routine (revision, exams,
preparation for theatrical performances and so on), the school year
usually ends up having 25 useful teaching weeks:
Autumn Term 10 weeks
Spring Term 8 weeks
Summer Term 7 weeks
My advice (for this course) is to divide the term into halves, then
teaching weeks, and each week into achievable sections, always bearing
in mind the stage you want to aim for by the end of a term or half-term.
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In order to offer these suggestions, I have of course made certain
assumptions based on my experience, which, I have no doubt, will
bear little or no resemblance to your own! When creating schemes of
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work at school I found that I had endlessly to re-assess my planning,
as you will, but I do hope the accompanying planning suggestions
may be of some help.
The following scheme covers the course in two years, but for this
to lead to Level 2 success, the school curriculum will have to have
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a generous allocation of hours of French per week. It might best
suit those students taking Common Entrance 13+ who began at 11.
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French for Common Entrance Teaching notes
viFrench for Common Entrance One and Two course
General guidance
planner: complete course in 2 years
First year of French
First Autumn half-term
Book One:
Chapitre 1
Chapitre 2
Chapitre 3: Chapitre 3 is an achievable aim by half-term.
Second Autumn half-term
Chapitre 4
Chapitre 5
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Leave time for revision of the main teaching points and vocabulary.
REVISE FOR END-OF-TERM TESTS, IF APPROPRIATE.
First Spring half-term
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Term 2 should begin with revision of Term 1.
Chapitre 6
Chapitre 7
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Leave time for revision of the course to date.
Second Spring half-term
Chapitre 8
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Chapitre 9
Aim to cover the main points in Chapitres 8 and 9.
Leave time for revision of the main teaching points
REVISE FOR END-OF-TERM TESTS IF APPROPRIATE.
First Summer half-term
Chapitre 10
Chapitre 11
Chapitre 12
Leave time for revision of the main teaching points and vocabulary.
Second Summer half-term
(Chapitre 12 if not yet covered.)
Leave time for revision of the course to date.
Practise test-style tasks for end-of-year tests.
REVISE FOR END-OF-YEAR TESTS IF APPROPRIATE.
viiSecond year of French
First Autumn half-term
Include revision of the course to date in planning.
Chapitre 13
Chapitre 14
Chapitre 15
Leave time for revision of the main teaching points and vocabulary.
Second Autumn half-term
This is a good time to revise the main teaching points in Book One.
Book Two:
Chapitre 1
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Chapitre 2
Aim to start studying Chapitre 3 by half-term and revise the main
teaching points and vocabulary covered to date.
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REVISE FOR END-OF-TERM TESTS IF APPROPRIATE.
TESTS SHOULD CONFIRM STUDENTS’ PROSPECTIVE LEVEL (1 or 2).
First Spring half-term
Chapitre 3
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Chapitre 4
It should have been decided by now which are Level 1 exam
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candidates and which are Level 2.
REVISE FOR END-OF-TERM TESTS IF APPROPRIATE.
French for Common Entrance Teaching notes
Second Spring half-term
This is an important half-term in which to increase momentum.
Chapitre 5
Chapitre 6
First Summer half-term
Planning: Are Level 2 candidates on track to complete the course,
including time for revision and practice? Have you been practising
Speaking and Listening exam tasks with candidates? The Speaking and
Listening tests take place just after the holidays!
Chapitre 7
Chapitre 8
Chapitre 9
viiiGeneral guidance
Second year of French (continued)
Second Summer half-term
Thorough revision of the complete course and CE examination
practice.
CE SPEAKING AND LISTENING TESTS
Final revision for CE Reading and Writing Tests.
Chapitre 10
CE READING AND WRITING TESTS
Topics and grammar
As you would expect, all the topics and grammar listed below in the
ISEB syllabus, once introduced, will reappear from time to time in the
body of the text and exercises of the course.
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The need to revise any work can quickly be addressed by referring to
these lists.
Topics – as in the ISEB list
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Note: * asterisks denote topics not required at Level 1.
Topic Chapter(s)
Language of the classroom Book One, Chapter 2
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House, home, daily routine and chores Book One, Chapter 4
Life and work at school Book One, Chapter 2; Chapter 5 (main topic)
Time, dates, numbers and prices Book One, Chapter 4 (time); Chapter 6 (dates, more numbers and prices)
Personal description Book One, Chapter 7 (main topic)
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Family, friends and pets Book One, Chapter 8 (main topic)
Meeting people Book One, Chapter 1 (basic introductions and greetings); recurs
throughout the course
Free-time activities Book One, Chapter 9 (topic introduction); continued in Book One,
Chapter 10
Holiday activities Book One, Chapter 12
Visiting a café or restaurant Book One, Chapter 13; continued in Chapter 14
Simple health problems Book One, Chapter 15 (main topic)
Description of a town or region Book Two, Chapter 1
Finding the way and using transport Book Two, Chapter 2 (main topic, as vehicle for sub-story)
Shopping for food, clothes and presents Book Two, Chapter 3
Weather and the four seasons Book One, Chapter 11
Pocket money* Book Two, Chapter 3 – but not as a separate topic
Understanding tourist information* Book Two, Chapter 2
Topics – arranged by order of appearance in the course
1 Meeting people; basic greetings
2 Language of the classroom
ix3 House, home, daily routine and chores
4 Time, numbers
5 Life and work at school
6 Dates, numbers and prices
7 Personal description
8 Family, friends and pets
9 Free-time activities
10 Free-time activities (2)
11 Weather and the four seasons
12 Holiday activities
13 Visiting a café or restaurant
14 Visiting a café or restaurant (2)
15 Simple health problems
16 Description of a town or region
17 Finding the way and using transport; understanding tourist
information*
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18 Shopping for food, clothes and presents; pocket money*
Grammar knowledge required for Level 1 as listed by ISEB, with
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stages of introduction in this course
Grammar concept Course
Verbs
Present tense (I) regular and common irregular -ER: Book One, Chapter 3
-IR, -RE: Book One, Chapter 10
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Common irregular verbs are introduced throughout
the book
Present tense (II) common reflexive Book One, Chapter 4
Future tense with aller Book One, Chapter 9
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Conditional: only je voudrais, j’aimerais Book One, Chapter 13; Chapter 14
*Imperative forms Book One, Chapter 15
French for Common Entrance Teaching notes
*Infinitive (i) aller, aimer, détester, préférer futur proche: Book One, Chapter 9
*Infinitive (ii) vouloir, pouvoir, devoir, il faut Other verbs + infinitives are introduced gradually
from Book One, Chapter 6.
Interrogative forms + est-ce que Book One, Chapter 8
Negative expressions
ne ... pas,*ne ... jamais,*ne ... rien Book One, Chapter 4; Chapter 15
Idiomatic expressions
e.g. avoir chaud/froid/faim/soif/mal, faire + avoir idioms: Book One, Chapter 12
weather faire + weather: Book One, Chapter 11
Nouns
Genders and plurals of common nouns Gender concept: Book One, Chapter 2
Definite and indefinite article Articles: Book One, Chapter 2
Partitive article (and de/d’ with quantity/negatives) Partitive: Book One, Chapter 2
xGeneral guidance
Grammar concept Course
Adjectives
Agreement and position of regular and irregular Book One, Chapter 5; Chapter 7
adjectives
*Comparatives Book One, Chapter 16
Possessives Book One, Chapter 2
Adverbs
*Adverbs ending in -ment Book Two, Chapter 3
Common adverbs
Grammar knowledge required for Level 2, with stages of introduction in the course
Grammar concept Course
Verbs
Present tense (I) regular and common irregular -ER: Book One, Chapter 3
-IR, -RE: Book One, Chapter 10
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Common irregular verbs are introduced throughout
the book.
Present tense (II) common reflexive PL Book One, Chapter 4
Future tense with aller Book One, Chapter 9
Conditional: only je voudrais, j’aimerais Book One, Chapter 13; Chapter 14
Imperative forms Book One, Chapter 15
Infinitive after aller, aimer, détester, préférer, Other verbs + infinitives are introduced gradually
vouloir, pouvoir, devoir, il faut from Book One, Chapter 3.
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Interrogative forms + est-ce que Interrogative: Book One, Chapter 8
Passé composé Book Two, Chapter 3; Chapter 6
Imperfect tense Book Two, Chapter 10
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Negative expressions
ne … pas, ne … jamais, ne … plus, ne … rien Negatives: Book One, Chapter 4; Chapter 15
Idiomatic expressions
e.g. avoir chaud/froid/faim/soif/mal, faire + avoir idioms Book One, Chapter 12
weather faire + weather: Book One, Chapter 11
Nouns
Genders and plurals of common nouns Gender concept: Book One, Chapter 2
Definite and indefinite article Articles: Book One, Chapter 2
Partitive article (and de/d’ with quantity/negatives) Partitive: Book One, Chapter 2
Adjectives
Agreement and position of regular and irregular Book One, Chapter 5; Chapter 7
adjectives
Comparison of adjectives Book Two, Chapter 10
Possessive adjectives Book One, Chapter 2
Demonstrative adjectives Book One, Chapter 11
Adverbs
Adverbs ending in -ment Book Two, Chapter 3
Common adverbs
xiGrammar concept Course
Pronouns
Subject personal pronouns, including on Introduced gradually from Book One, Chapter 1,
summarised in Book Two, Chapter 1.
Relative pronoun qui Introduced gradually from Book One, Chapter 1,
summarised in Book Two, Chapter 1.
Reflexive pronouns With reflexives, Book One, Chapter 4
Relative pronoun que (qu’) Book Two, Chapter 3
Direct and indirect object pronouns Book Two, Chapter 1
Disjunctive pronouns: moi, toi, lui, elle, nous, Included when needed; listed in grammar summary.
vous, eux, elles
Prepositions and conjunctions
Common prepositions and conjunctions, depuis and From Book One, Chapter 2 onwards
the present tense
Numerals
Cardinal numbers: 0–100 Brief introduction Book One, Chapter 1
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Ordinal numbers: 1–10 Book One, Chapter 4 (with time)
Dates and time: 12-hour and 24-hour clock Book One, Chapter 6
Note
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Remaining syllabus numbers (up to 1000) Book One, Chapter 6
The course includes brief explanations of some grammar, slightly in
excess of what is required in Common Entrance Level 1. Exercises on
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this are restricted to comprehension; they can also serve to reassure
the less confident student that a grasp of the gist of a topic may be
achieved without too much emphasis being placed on the grammar.
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Exercises reflecting the style of examination questions
Please note that, in French for Common Entrance One, many of the
French for Common Entrance Teaching notes
exercises, activities and tests will be given in the style of questions
used in the examination.
Some exercises will be relevant to all candidates, but some will mainly
concern those taking Level 2. It has been decided to differentiate
these as follows in the Student textbook:
Level 1 exam style questions will be denoted by Level 1
Exclusive Level 2 exam style questions will be denoted by
Level 2
Questions practising Common Entrance exam-level skills relevant to
both levels will be denoted by an ‘exam-style’ note.
All the other work in the book is intended for the secure learning of
French, and is necessary for all students, whichever version of the
exam they take.
xiiC’est comment?
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●●Teaching notes
Objectives
Essential learning targets:
● Understanding France’s system of départements
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and régions
● Understanding someone’s opinion of a place or
an event PL
● Saying or writing our opinion of a place or an event
● Understanding text or speech about comparisons
● Comparing, in speech or writing, one person or
thing with another
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Secondary learning target:
● Subject and direct object pronouns
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Method
Students describe places they have visited in the present tense. Giving
opinions using c’est … is a stepping stone to describing visits in the
past tenses, for which this chapter will hopefully create an appetite.
It is interesting to see how students react.
Throughout the chapter, bear in mind how much time you have and
how much detail you can go into.
Planning
Plan using the learning targets as reference points.
Assessment
Use the learning targets as reference points to assess students, as
explained in Book One Chapter 1.
1●●Answers and transcripts
France’s system of departments and regions is explained at the
beginning of the chapter.
Exercice 1.1
Peter, le correspondant anglais de Chloé, va faire sa deuxième visite. 87
Papa. Écoute, chérie. N’oublie pas que Peter va venir au
mois d’octobre.
Maman. Eh oui. Il habite où exactement, en Angleterre?
Papa. Je ne sais plus. J’ai la documentation de l’école
ici, dans un tiroir du bureau. Ou bien dans ma
serviette …
Maman. C’est un gentil garçon. Mais il ne parle pas
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beaucoup!
Papa. Il va peut-être parler plus cette fois-ci. Il apprend
le français depuis trois ans maintenant!
PL
Maman. Oui, c’est vrai. Chloé dit qu’il écrit assez bien.
Papa. Et Chloé écrit à Peter en anglais, c’est ça?
Maman. Oui. Elle lui écrit en anglais. Pauvre Peter! Alors,
où est-ce qu’il habite?
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Papa. Voilà: Peter Harrison, dix-sept Rubens Road,
Epsom, Surrey.
Maman. C’est où? C’est dans quelle région?
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Papa. Dans le sud, je crois. C’est ça?
Maman. Je ne me souviens plus.
Papa. Tiens. Voici les filles! Alors, quelles sont les
nouvelles?
Chloé. Mamie va nous aider. Elle va écrire à son amie
en Belgique!
Papa. En Belgique?
Magali. Oui. Elle a une amie qui est très vieille, comme
C’est comment?
elle. (…) Elle s’appelle Albertine Lévy.
Chloé. Mais quand elle parle elle a l’air triste. C’est
bizarre.
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21 Chloé 4 Belgium
Answers and transcripts
2 October 5 sad
3 Mamie
C’est comment? – What is it like?
This section focuses on giving opinions on places, things and
experiences.
Exercice 1.2
1 Visiting Angers is brilliant! 4 Skiing in the Alps is exciting!
2 A meal in the restaurant is delicious! 5 Visiting the Louvre museum is
interesting!
3 Shopping with Chloé is fun!
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Exercice 1.3
Chloé et Magali sont de nouveau chez Mamie.
PL 88
Chloé. Bonjour, Mamie. Qu’est-ce que c’est?
Mamie. Bonjour, les enfants. Ça? C’est une lettre.
Magali. Alors?
Mamie. Ce n’est pas Albertine qui m’écrit.
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Chloé. Ah bon, pourquoi? Elle est morte?
Mamie. Mais non! Mais elle n’habite plus en Belgique.
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Magali. Chouette! Elle est en France!
Mamie. Non plus. Elle habite à l’étranger.
Chloé. À l’étranger! Zut!
Mamie. C’est un voisin qui m’écrit.
Magali. Qu’est-ce qu’il dit, le voisin? Où est-elle?
Mamie. Le voisin n’a pas son adresse. Mais on ne sait
jamais …
1 Ce n’est pas Albertine qui m’écrit. 4 Qu’est-ce qu’il dit?
2 Elle est morte? 5 On ne sait jamais.
3 Elle n’habite plus en Belgique.
3Exercice 1.4
1 Ce n’est pas Chloé qui écrit le message.
2 Elle est française?
3 Nous n’habitons plus en Angleterre.
4 Qu’est-ce qu’ils pensent?
5 On ne trouve jamais les réponses.
Direct object and subject pronouns
Students are reminded of the pronouns that have been taught so far
in the course – subject and direct object – and their meanings in
English.
Exercice 1.5
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Students are required to read out the French, to get used to the sound of the
pronoun positions, then translate the phrases. Here are the translations:
PL
1 You (sing.) look/are looking at me.
2 He looks/is looking for us.
3 She listens/is listening to you.
4 I meet/am meeting (up with) you.
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5 He forgets them.
La comparaison (how to compare people and things
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in French)
The basic rules of expressing comparison are introduced here.
Exercice 1.6
Students translate the sentences into French. This can be done orally, in class or
as a written exercise.
1 Le restaurant est plus grand que le café.
2 Marie est plus grande que Pierre.
C’est comment?
3 Ton frère est plus petit que ma sœur.
4 À Paris il fait plus chaud qu’à Londres.
5 Février est plus froid que juillet.
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4Answers and transcripts
Exercice 1.7
Mamie. Et oui. Ce n’est plus comme avant. 89
Chloé. Quoi, Mamie? Qu’est-ce qui n’est plus comme
avant?
Mamie. Tout le village est différent …
Magali. Pourquoi, Mamie, pourquoi est-ce que c’est
différent?
Mamie. Bon, d’abord, maintenant on a l’autoroute!
Imagine, à l’époque … Tout le monde se connaît,
tout le monde se dit bonjour.
Magali. Mais, le village est différent?
Mamie. Oh oui. Essaie d’imaginer le village sans piscine,
sans magasins.
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Chloé. Pas de magasins? Mais …
Mamie. Il n’y a que la mairie, un petit café et une
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boulangerie.
Magali. Et le parking, à côté de l’église?
Mamie. Un parking? Pour une seule voiture! La voiture
du médecin! Nous autres, on roule à vélo ou on
monte à cheval!
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Chloé. Ah oui, je comprends. C’est différent
maintenant. Maintenant on a deux parkings,
des feux, une salle de réunion, une petite école
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maternelle, une supérette …
Mamie. Tous les jeunes travaillent à la Grande Ferme …
Chloé. La Grande Ferme? Le restaurant?
Mamie. Mais non! C’est une vraie ferme à cette époque-là!
On est dans une région agricole.
1 Now there is a motorway.
2 Everyone said hello to each other; everyone knew each other.
3 There was no swimming pool and there were no shops.
4 There are two car parks.
5 The doctor had the only car when Mamie was young.
5Exercice 1.8
Students make up comparison sentences with adjectives given in the exercise.
Students who finish early could make five sentences of their own.
1 Le village est plus intéressant he village is more interesting than
T
que la ferme. the farm.
2 Chloé est moins loyale que hloé is less loyal than Magali.
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Magali. (Chloé is not as loyal as Magali).
3 Monsieur Béchet est aussi Mr Béchet is as strict as Mrs Schmidt.
strict que Madame Schmidt.
4 Mamie est moins active que Mamie is less active than Chloé.
Chloé.
5 Le café est plus moderne que he café is more modern than the
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l’église. church.
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Exercice 1.9 PL
The reading passage may be used for pronunciation practice as well as
comprehension.
1 Mamie continue de parler amie continues to talk about the
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celebrations of her youth.
(b) des fêtes de sa jeunesse.
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2 Pendant qu’elle parle, While she speaks, she looks sad.
(e) elle a l’air triste.
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3 Mamie dit que la guerre amie says that the war is a sad
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time.
(d) est une époque triste.
4 Chloé veut en savoir plus hloé wants to know more about
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the war and Occupation.
(a) sur la guerre et l’Occupation.
5 Elles ne trouvent pas assez hey don’t find enough information
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on the internet.
(c) d’informations sur internet.
C’est comment?
1
6Vocabulary list 1
Answers and transcripts
l’autoroute ( f.) the motorway l’hôtel de ville the town hall
la Belgique Belgium la mairie the town hall; the
la bibliothèque the library mayor’s office in a
le bureau the study; the desk village
l’église ( f.) the church les nouvelles the news
la ferme the farm la serviette the briefcase; the
les feux (m.) the traffic lights towel
la guerre the war le tiroir the drawer
les jeunes the young people agricole farming (adj.);
la jeunesse the youth agricultural
Des verbes
rouler to go (in/on a s’asseoir to sit down
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wheeled vehicle) poser une question to ask a question
se souvenir (de) to remember proposer to suggest
avoir l’air to seem; to look
PL
D’autres expressions utiles
attentivement carefully; attentively pendant que while
toujours always; still l’année dernière ( f.) last year
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SA
7You can also read
