Choosing a Simple Review Routine | Learn French in English

About This Lesson

Use Choosing a Simple Review Routine to practice French conversation, pronunciation, vocabulary, grammar, and quizzes.

Dialogue

Je veux revoir la leçon d'aujourd'hui.

zhuh vuh ruh-VWAHR lah luh-SOHN doh-zhoor-DWEE I want to review today's lesson.

Mais je ne sais pas par où commencer.

meh zhuh nuh seh pah par OO koh-mahn-SAY But I am not sure where to start.

Commence par les notes qui sont directement liées à des situations réelles.

kuh-MAHNS pahr lay NOHT kee sohn dee-rekt-muh-MAHN LYAY ah day see-tü-ah-see-OHN ray-EL Start with the notes that connect directly to real situations.

D'habitude, je relis tout, mais cela prend trop de temps.

dah-bee-TÜD zhuh ruh-LEE too meh suh-LAH prahn troh duh tahn I usually reread everything, but that takes too much time.

Choisis les parties que tu peux utiliser dans une courte conversation.

shwah-ZEE lay pahr-TEE kuh tyoo puh ü-tee-lee-ZAY dahn zün koort kon-vair-sah-SYOHN Choose the parts you can use in a short conversation.

On pourrait écrire des phrases d'exemple avant de s'entraîner à parler.

ohn poo-RAY ay-KREER day frahz dehg-ZAHM-pluh ah-VAHN duh sahn-tray-NAY ah pahr-LAY We could write example sentences before we practice speaking.

Dire les phrases d'exemple à voix haute montrera si tu peux utiliser ces expressions dans une conversation.

DEER lay frahz dehg-ZAHM-pluh ah VWAH OHT mohn-truh-RAH see tyoo puh ü-tee-lee-ZAY sayz ex-preh-SYOHN dahn zün kon-vair-sah-SYOHN Saying the example sentences aloud will show whether you can use the phrases in conversation.

Cela semble plus utile que de recopier toute la page.

suh-LAH SAHMBL plooz ü-TEEL kuh duh ruh-koh-PYAY toot lah PAHZH That sounds more useful than copying the whole page again.

Cela montre aussi quels points sont clairs et lesquels demandent plus de pratique.

suh-LAH MOHN-trah oh-SEE kell PWAHN sohn KLAIR ay luh-KELL duh-MAHND ploo duh prah-TEEK It also shows which points are clear and which ones need more practice.

Choisissons chacun quelques expressions utiles et testons-les après le cours.

shwah-zee-SOHN shah-KUN kellk ex-preh-SYOHN ü-TEEL ay tess-TOHN-lay ah-PRAY luh KOOR Let's each choose a few useful phrases and test them after class.

Une courte routine sera plus facile à répéter qu'un long plan de révision.

ün KOORT roo-TEEN suh-RAH plooz fah-SEEL ah ray-pay-TAY kuhn lohn plahn duh ray-vee-ZYOHN A short routine will be easier to repeat than a long review plan.

Word by Word

Je “Je” means “I” and is the subject pronoun used in “Je veux revoir la leçon d'aujourd'hui.” It is used when the speaker talks about themself, including when expressing a wish or intention.

veux “veux” means “want” here and is the form of “vouloir” used with “je”. The pattern “Je veux” is useful for stating something you want to do, such as reviewing a lesson.

revoir “revoir” means “review again” in “Je veux revoir la leçon d'aujourd'hui.” It is an infinitive after “veux”, so “Je veux revoir...” expresses what the speaker wants to do.

la “la” means “the” before the feminine singular noun “leçon”. In “la leçon”, it identifies a specific lesson, and the same article pattern is useful with other feminine singular nouns.

leçon “leçon” means “lesson” in this dialogue. In “la leçon d'aujourd'hui”, it refers to the lesson from today and can be used when discussing study material or a class lesson.

d'aujourd'hui “d'aujourd'hui” means “of today” or “today's” in “la leçon d'aujourd'hui”. It specifies which lesson is meant, and this form is useful when identifying something connected with today.

Mais “Mais” means “but” and introduces a contrasting point: the speaker wants to review, but is unsure how to begin. Use it to connect an idea with an opposing or limiting idea.

ne “ne” is part of the negation in “je ne sais pas”, meaning “I do not know”. It works together with “pas” around the verb and is useful for making this type of negative statement.

sais “sais” means “know” in “je ne sais pas” and is the form of “savoir” used with “je”. The pattern “je ne sais pas” is useful when saying that you do not know something or do not know how to proceed.

pas “pas” completes the negation in “je ne sais pas”, giving the meaning “do not know”. In this dialogue it follows the verb, together with “ne”, to state uncertainty about where to start.

par In “par où commencer”, “par” helps express the route or point through which someone should begin: “where to start”. The pattern “par où commencer” is useful when asking how to begin a task.

où “où” means “where” in “par où commencer”. Together with “par” and “commencer”, it asks for the starting point of an action.

commencer “commencer” means “start” in “par où commencer”. It is an infinitive after “où” and is useful when discussing the beginning of a task, activity, or review.

Commence “Commence” means “start” as a direct instruction in “Commence par les notes...”. It is the imperative form of “commencer” used to tell one person what to do first.

les “les” means “the” before the plural noun “notes”. In “les notes qui sont directement liées...”, it points to specific notes and is useful before a known plural group.

notes “notes” means “notes” in the study context. “Commence par les notes...” shows a reusable way to tell someone to begin with a particular source of information.

qui “qui” means “that” or “which” in “les notes qui sont directement liées...”. It introduces information describing the notes and is useful for linking a noun to a clause that describes it.

sont “sont” means “are” in “qui sont directement liées...”, and it is the form of “être” used with the plural subject “les notes”. It connects the notes with their description or condition.

directement “directement” means “directly” and modifies “liées” in “directement liées à des situations réelles”. It emphasizes a clear, immediate connection and is useful when describing how one thing relates to another.

liées “liées” means “connected” or “related” in “les notes qui sont directement liées à des situations réelles”. The form describes the notes as having a connection with real situations, which is useful when linking study content to practical contexts.

à “à” means “to” in “liées à des situations réelles”. It completes the expression for being connected or related to something and is useful after “liées” when naming that connection.

des “des” introduces the plural noun “situations” in “des situations réelles”. It refers to some real situations without identifying one particular situation.

situations “situations” means “situations” in “des situations réelles”. Here it refers to practical contexts in which the learner might use the notes or expressions.

réelles “réelles” means “real” and describes “situations” in “des situations réelles”. It marks the situations as practical or genuine rather than merely theoretical.

D'habitude “D'habitude” means “usually” and introduces a habitual action: “D'habitude, je relis tout”. Use it to describe what normally happens, especially at the beginning of a sentence.

relis “relis” means “reread” in “je relis tout” and is the form of “relire” used with “je”. The pattern “je relis tout” is useful for describing a usual review method involving all the material.

tout “tout” means “everything” in “je relis tout”. It is the object of “relis” and indicates that the speaker rereads all of the material rather than selected parts.

cela “cela” means “that” or “it” and refers here to the action of rereading everything. In “cela prend trop de temps”, it lets the speaker comment on a previously mentioned activity.

prend “prend” means “takes” in “cela prend trop de temps” and is the form of “prendre” used with “cela”. The expression “prendre du temps” is useful for saying how much time an activity requires.

trop “trop” means “too much” in “trop de temps”. It shows that the amount of time is greater than is desirable, and the pattern “trop de” is useful before a noun.

de In “trop de temps”, “de” links the quantity “trop” to the noun being measured. This quantity pattern is useful for expressing too much of something.

temps “temps” means “time” in “cela prend trop de temps”. The expression describes the time required by an activity and is useful when explaining that a method is time-consuming.

Choisis “Choisis” means “choose” as a direct instruction in “Choisis les parties...”. It is the imperative form of “choisir” used to tell one person to select something.

parties “parties” means “parts” in “les parties que tu peux utiliser”. It refers to selected sections of the lesson, and the phrase is useful when recommending that someone work with only certain sections.

que “que” means “that” or “which” in “les parties que tu peux utiliser”. It introduces the clause describing which parts are meant and links “parties” to the action “tu peux utiliser”.

tu “tu” means “you” when speaking to one person in an informal context. Here it is the subject of “peux utiliser”, addressing the study partner directly.

peux “peux” means “can” in “tu peux utiliser” and is the form of “pouvoir” used with “tu”. The pattern “tu peux + infinitive” is useful for describing what someone is able or allowed to do.

utiliser “utiliser” means “use” in “tu peux utiliser”. It is an infinitive after “peux” and is useful when talking about applying words, phrases, notes, or other resources.

dans “dans” means “in” in “dans une courte conversation”. It places the use of the phrases within a conversation and is useful for naming the context in which an action happens.

une “une” means “a” before the feminine singular noun “conversation”. In “une courte conversation”, it introduces one conversation of the described type.

courte “courte” means “short” and describes “conversation” in “une courte conversation”. It specifies that the practice context is brief, which is useful when choosing a manageable activity.

conversation “conversation” means “conversation” in “une courte conversation”. It refers to spoken interaction and is useful when discussing phrases that can be used with another person.

On “On” means “we” in “On pourrait écrire...”, referring here to the two classmates together. It is common in spoken French for suggesting a shared action.

pourrait “pourrait” means “could” in “On pourrait écrire...” and is the conditional form of “pouvoir” used for a suggestion. The pattern “On pourrait + infinitive” is useful for proposing a possible activity.

écrire “écrire” means “write” in “On pourrait écrire des phrases d'exemple”. It is an infinitive after “pourrait” and is useful when proposing that someone put ideas or examples into written form.

phrases “phrases” means “sentences” or “phrases” in “des phrases d'exemple”. Here it refers to written examples prepared before speaking practice.

d'exemple “d'exemple” means “of example” in “des phrases d'exemple”. It identifies the phrases as examples for study or practice and is useful after a noun when specifying its purpose.

avant “avant” means “before” in “avant de s'entraîner à parler”. With “de” and an infinitive, it places one activity before another and is useful for ordering study steps.

s'entraîner “s'entraîner” means “practice” or “train” in “s'entraîner à parler”. The reflexive infinitive is used in the pattern “s'entraîner à” followed by an activity, here speaking.

parler “parler” means “speak” in “s'entraîner à parler”. It is the activity being practiced and is useful after “s'entraîner à” when naming the skill being developed.

Dire “Dire” means “saying” or “to say” in “Dire les phrases d'exemple à voix haute”. The infinitive names the action that will show whether the phrases can be used in conversation.

voix “voix” means “voice” in the expression “à voix haute”. This expression describes producing the words aloud and is useful when distinguishing spoken practice from silent reading or writing.

haute “haute” completes “à voix haute”, meaning “aloud”. It describes the voice in this fixed expression, which is useful when instructing someone to speak the words audibly.

montrera “montrera” means “will show” in “Dire les phrases d'exemple à voix haute montrera...”, and it is the future form of “montrer”. It describes a result that the speaking practice will reveal.

si “si” means “whether” in “montrera si tu peux utiliser...”. It introduces the point being checked and is useful when saying that an action will reveal whether something is possible.

ces “ces” means “these” before the plural noun “expressions”. In “ces expressions”, it points back to the example phrases already being discussed.

expressions “expressions” means “expressions” or “phrases” in “utiliser ces expressions”. It refers to the language items the learners are practicing and testing in conversation.

semble “semble” means “seems” in “Cela semble plus utile” and is the form of “sembler” used with “cela”. The pattern “cela semble + adjective” is useful for giving an impression or evaluation.

plus “plus” means “more” in “plus utile”. It forms a comparison, showing that the suggested method is judged more useful than copying the whole page.

utile “utile” means “useful” in “Cela semble plus utile”. It evaluates the review method, and the pattern “plus utile que” is useful for comparing two activities.

recopier “recopier” means “copy again” in “que de recopier toute la page”. It is an infinitive naming the alternative activity being compared with the more useful method.

toute “toute” means “the whole” or “entire” in “toute la page”. It emphasizes that the complete page is copied, and its form matches the feminine singular noun “page”.

page “page” means “page” in “toute la page”. It refers to the complete page of study material that the speaker would otherwise copy again.

montre “montre” means “shows” in “Cela montre aussi...”, and it is the present form of “montrer” used with “cela”. It introduces another result of the review method.

aussi “aussi” means “also” in “Cela montre aussi...”. It adds this result to the earlier point about speaking the example sentences.

quels “quels” means “which” before the masculine plural noun “points” in “quels points sont clairs”. It helps identify the particular points whose status is being assessed.

points “points” means “points” in “quels points sont clairs”. Here it refers to individual topics or details in the lesson that may be clear or may need more practice.

clairs “clairs” means “clear” in “quels points sont clairs”. It describes the points that the learners already understand, and it is useful when evaluating progress.

et “et” means “and” and joins the two results being compared: points that are clear and points that need more practice. It is useful for adding a related item or clause.

lesquels “lesquels” means “which ones” in “lesquels demandent plus de pratique”. It refers back to the masculine plural “points” and avoids repeating that noun in the second part of the comparison.

demandent “demandent” means “require” in “lesquels demandent plus de pratique” and is the form of “demander” used with the plural subject “lesquels”. It identifies the points that need additional work.

pratique “pratique” means “practice” in “plus de pratique”. It names the additional activity required for the less clear points and is useful after “plus de” when discussing the amount of practice needed.

Choisissons “Choisissons” means “let's choose” in “Choisissons chacun quelques expressions utiles”. It is an invitation to make a shared decision and is the imperative form of “choisir” for “we”.

chacun “chacun” means “each” in “Choisissons chacun...”. Here it indicates that each of the two classmates should select their own few useful expressions.

quelques “quelques” means “a few” or “some” before the plural noun “expressions”. It indicates a limited number without giving an exact number.

utiles “utiles” means “useful” and describes “expressions” in “quelques expressions utiles”. It identifies the phrases worth selecting for later practice.

testons “testons” means “let's test” in “testons-les après le cours”. It is the imperative form of “tester” for “we” and invites both classmates to try the selected expressions.

après “après” means “after” in “après le cours”. It places the testing activity later than the class and is useful for expressing the order of events.

cours “cours” means “class” in “après le cours”. In this context it refers to the lesson or class that has just finished, and the phrase is a common way to identify when something happens.

routine “routine” means “routine” in “Une courte routine”. It refers to a repeated set of review actions and is useful when discussing a regular study habit.

sera “sera” means “will be” in “Une courte routine sera plus facile...”, and it is the future form of “être”. It describes the expected quality of the routine.

facile “facile” means “easy” in “plus facile à répéter”. The pattern “facile à” followed by an infinitive describes an action that can be done without much difficulty.

répéter “répéter” means “repeat” in “facile à répéter”. It is the infinitive after “facile à” and refers to doing the same review routine again on a regular basis.

qu'un “qu'un” means “than a” in the comparison “plus facile à répéter qu'un long plan de révision”. It introduces the second option against which the short routine is compared.

long “long” means “long” and describes “plan” in “un long plan de révision”. It contrasts the extended review plan with the shorter routine.

plan “plan” means “plan” in “un long plan de révision”. It refers to an organized review approach and is useful when discussing a structured set of study activities.

révision “révision” means “review” in “un long plan de révision”. The phrase specifies that the plan is for reviewing lesson material and is useful when naming the purpose of a plan.

Grammar Points

Impératif : verbe sans sujet

Choisis une partie courte.

shwah-ZEEZ ün pahr-TEE KOORT

Choose a short part.

The imperative gives a direct instruction. The subject pronoun is omitted: choisis means “choose.”

pourrait + infinitif

La conversation pourrait sembler utile.

lah kon-vair-sah-SYOHN poo-RAY SAHMB-LAY ü-TEEL

The conversation could seem useful.

Pourrait expresses a possibility or suggestion. It is followed by the infinitive sembler.

French Vocabulary

aujourd'hui adv

oh-zhoor-DWEE today

la leçon d'aujourd'hui

commencer verb

koh-mahn-SAY to start

Je ne sais pas par où commencer.

d'habitude adv

dah-bee-TÜD usually

D'habitude, je relis tout.

directement adv

dee-rekt-muh-MAHN directly

directement liées à des situations réelles

leçon noun

luh-SOHN lesson

Je veux revoir la leçon d'aujourd'hui.

lié adj

LYAY connected; linked liées

les notes qui sont directement liées

note noun

NOHT note notes

Commence par les notes qui sont directement liées à des situations réelles.

par où phrase

pahr OO where to; how to

Je ne sais pas par où commencer.

prendre verb

PRAHNDR to take prend

Cela prend trop de temps.

relire verb

ruh-LEER to reread relis

D'habitude, je relis tout.

revoir verb

ruh-VWAHR to review

Je veux revoir la leçon d'aujourd'hui.

situation noun

see-tü-ah-see-OHN situation situations

des situations réelles

Quiz

Word Order

Arrange the words in the correct order.

I want to review today's lesson.

Show Answer

Je veux revoir la leçon d'aujourd'hui.

Spelling

Tap the letters to spell the word.

directly

Show Answer

directement

to start

Show Answer

commencer

to review

Show Answer

revoir

connected; linked

Show Answer

liées