Archive of ‘French 7’ category

Chapitre 7: Mise en train

Activité 1: Tu as compris?

1. They are talking about Isabelle’s family.

2. Isabelle has a brother called Alexandre

3. Isabelle has three cousins.

4. She also mentions her grandparents, parents, brother, aunts and uncle.

5. She loves them and is proud of her family, because she tells Thuy a lot about them.

Activité 2: Vrai ou faux?

1. Vrai

2. Faux

3. Faux

4. Faux

5. Faux

Activité 3: Quelle photo?

1. b

2. a

3. c

4. d

Activité 4: Cherche les expressions

1. Je peux…?

2. C’est… or Ce sont…

3. Elle est adorable or Elle est très intelligente.

4. Ils sont heureux.

5. Il/Elle a… ans.

6. Il est parfois pénible.

Activité 5:

Isabelle’s family is similar to some I know, because she has cousins, aunts and uncles a brother and more. It is a bit different to mine, because she only has three cousins and I have more, and she only has one sibling. However, this is also very common, it just depends on the person and family. There is nothing that special about Isabelle’s family really.

Reflections on our Unit

La Rotonde Montparnasse

1. Historical background of your café

La Rotonde was established in 1911 in the Montparnasse district. It is one of the most well-known cafés in the area, and has always been very popular, because of both its menu and its location.
2. Names of the famous people who frequented your café and the reason or purpose for those people to go to this café. Did they have a particular activity going on in this café?

The café was filled with painters and surrealists during the years between the wars, such as Picasso, who would go there to do some of their work. Nowadays, artists still visit La Rotonde, but also film directors. Cafés are a nice place to relax while still doing work, and many people chose to visit this one, as it was a well-known and popular place to go.
3. Has your café been at the origin of some changes in French society? Has it had any impact on any aspect of French society?
I don’t think that La Rotonde has made any very important changes, but it has definitely been a popular place to eat and meet up with people, and that is always an important thing. It is quite a traditional place and fits in very well with French society.
4. Is this café playing the same role nowadays and why/why not?

The café hasn’t changed much over time, so I think that it plays the same role: it gives people good food and a warm welcome at all times.
5. If you can have access to some figures, would you say that the number of cafés in France is generally increasing or decreasing? How would you explain this trend? What future developments can we foresee? Are there any new types of cafés that you are aware of?
The number of cafés in France is quickly decreasing, with 200,000 cafés in 1960 and only almost 40,000 left. According to some statistics, two cafés go out of business almost every day. I think that this is happening because cafés have become a smaller part of French culture, and people meet or talk in other places now. However, I am still quite surprised that this is happening, because internet cafés seem to be usually very popular.
6. French cafés have existed for more than three hundred years. What is it that makes cafés still a popular tradition? Explore several aspects of your café and report on its location, its atmosphere, its menu and prices. From your results, what would you say contributes to making it a popular place?

I think that some cafés are still popular for several reasons. The main reasons La Rotonde is so famous is because of its location and menu. It has a large variety of different food on the menu, and it isn’t too expensive in comparison to most French restaurants. It has a pleasant atmosphere as well, with the two brothers who own the café working hard to please the customers.

Chapitre 5: Mise en Train

Activité 1

1. What is the relationship between the teenagers in Qu’est-ce qu’on prend?

They’re friends.

2. Where are they at the beginning of the story?

They’re at Chloé’s house.

3.Where do they decide to go?

The café.

4. Who has trouble deciding what to order?


5. What is the problem at the end of the story?

Chloé can’t find her wallet.

Activité 2

True or False?

1. Cécile commande une menthe à l’eau.


2. Thomas demande l’addition.


3. Chloé invite Sébastien à aller au café.


4. Chloé ne retrouve pas son argent.


5. Le serveur dit «Bon appétit!».


6. Chloé commande un jus d’orange.


Activité 3

Match it Up

1. On va au café? – c. Désolé. J’ai des devoirs à faire.

2. Qu’est-ce que vous prenez? – Je vais prendre une menthe à l’eau.

3. C’est combien, les coupes Melba? – d. Trois trente-cinq.

4. Qu’est-ce que vous avez comme jus de fruit? – a. Nous avons du jus d’orange, du jus de pomme…

Activité 4

What do the students say to…

1. Give an excuse for someone?

Sébastien ne peut pas venir avec nous. Il a des devoirs à faire.

2. Ask if someone’s ready to order?

Vous avez choisi?

3. Order food?

Apportez-moi … s’il vous plaît.

4.  Ask what kind of fruit juice the restaurant serves?

Qu’est-ce que vous avez comme jus de fruit?

5. Ask how much something costs?

C’est combien, …

6. Ask for the check?

Monsieur! L’addition, s’il vous plaît.

Activité 5

Chloé is in an embarrassing situation. She thinks she has lost her wallet. What do you think she is going to do? Take turns with a partner suggesting ways Chloé and her friends might resolve their problem.

Solution 1: She could try to borrow money from someone, and pay them back later.
Solution 2: She could go back to her house if she lives nearby and get her money.
Solution 3: She could check if she left her wallet in her purse.

Chapitre 4, Sports et Passe-temps

Mes Résponses

Exercise 1 – Tu as compris?

1. She is sending her a vidéo cassette, a brochure for Sainte-Anne, and photos of a mountain near Québec.

2. Emilie likes mountain biking, horseback riding, tennis, skiing, and she loves sports.

3. She wants to know if it snows in San Diego. She also wants to know what sports Leticia likes, and if she listens to music.

4. She tells her it snows from November through April in Québec.

5. Emilie likes to listen to music and watch television.

Exercise 2 – C’est Emilie?

1. “J’adore faire du sport” Likely, because she says she loves sports.

2. “Le ski? Ici on n’aime pas beaucoup ça.” Unlikely, because she says in the letter that she likes to ski.

3. “Pour moi, Quèbec, c’est barbant en hiver.” Unlikely, because she mentions several activities she likes during the winter, and she loves the snow.

4. “Faire des films avec un caméscope, pour moi, c’est passionnant.” Likely, because Emilie makes a video for Leticia.

5. “Je regarde la tèlè en hiver quand il fait trop froid.” Likely, because she says that when it’s too cold, she watches TV and listens to music.

6. “La musique? Bof! Je n’aime pas beaucoup ça.” Unlikely, because she mentions that she listens to music sometimes.

Exercise 3 – Cherche les expressions

1. Emilie says: “Salut, Leticia!” to greet her pen pal.

2. She says: “Comment ça va?” to ask her how she is.

3. To ask how the weather is, Emilie says “Quel temps est-ce qu’il fait à San Diego?”.

4. She says: “J’adore…”, “Je…” and “J’aime Beaucoup” to say what she likes to do.

5. To express her opinion about something, Emilie says: “J’adore…”, “C’est super…” and “J’ai aussi…”.

6. She says: “Et la Californie, c’est comment?”, “Est-ce qu’il neige à San Diego?” and “Quel temps est-ce qu’il fait à San Diego?” to inquire about California.

7. To say goodbye, Emilie says: “A très bientôt”.

Exercise 4 – Les saisons et les sports

1. Au printemps, Emilie fait de l’équitation et elle joue au tennis.

2. En hiver, elle fait du ski.

3. En automne, elle fait du patin et de la natation.

4. En été, elle fait du deltaplane et de la voile.

Exercise 5 – En maintenant, à toi

1. ‘Emilie fait du ski.’ Moi, non.

2. ‘Elle écoute de la musique.’ Moi aussi.

3. ‘Emilie fait des films avec un caméscope.’ Moi, non.

4. ‘Elle fait de l’équitation.’ Moi, non.

5. ‘Quand il fait trop froid pour sortir, Emilie regarde la télé.’ Moi aussi.

6. ‘Emilie joue au tennis.’ Moi aussi.

My IB Learner Profile in French

In our first French class of the year, we did an activity where we had to translate each learner profile from french to english. After that, we discussed how we could be each of them in French class.

Un Communicateur (Communicator)

I think I can be a communicateur in French class by speaking the language with my classmates as much as possible. It would also be a good idea to try to think a bit in French too. Not all the time, but enough to make a difference.

Audacieux (Risk-taker)

I can be audacieux by using new words and phrases. Also, I should just try to answer a question, or pronounce a new word, even if I think that it’s wrong. One of the best ways to learn is from your mistakes, isn’t it?

Intègre (Principled)

In French class I can be intègre by asking for help if I need it. I can also be honest in telling people if I’ve gotten something wrong, and I shouldn’t be embarrassed by it.

Altruiste (Caring)

I can be altruiste in French class helping others if they get something wrong, instead of just telling them that they need to fix it, I should come up with a solution if I can.

Ouvert d’esprit (Open-minded)

I think it is very important to be ouvert d’esprit in French class because we’re learning a new language, and people make mistakes. You have to be open-minded, otherwise students will get embarrassed and won’t learn to speak the language as well, especially if they don’t talk in class. I should listen and accept everyone’s ideas, because we are learning as a class.

We also learned the names of the other five learner profiles in French, and I think it was a good start to the new school year.