Reflecting on a Disappointing Test Result | Learn French in English

French lesson set in a contemporary Paris everyday setting: In a classroom, two adults review a disappointing test result and identify focused strategies for listening and word forms..

EN → FR / Level: B1

About This Lesson

Use Reflecting on a Disappointing Test Result to practice French conversation, pronunciation, vocabulary, grammar, and quizzes.

Dialogue

A

Mon résultat au test était décevant, même si j'avais beaucoup étudié.

mohn ray-zool-TAH oh test ay-TEH day-suh-VAHN, mem SEE zhah-VEH boh-KOO ay-tew-DYAY. My test result was disappointing, even though I studied a lot.
B

Avant de perdre ta motivation, regarde quelles parties ont posé problème.

ah-VAHN duh PAIR-druh tah moh-tee-vah-SYOHN, ruh-GAHRD kel par-TEE ohn poh-ZAY proh-BLEM. Before you lose motivation, look at which parts caused the problem.
A

La plupart de mes erreurs concernaient la compréhension orale et les formes des mots.

lah ploo-PAR duh may-ZAIR kohn-sair-NAY lah kohn-pray-ahns-YOHN oh-RAL ay lay FORM day moh. Most of my mistakes were in listening and word forms.
B

Ce schéma est utile parce qu'il montre où il faut se concentrer.

suh SHAY-mah ay-tew-EL parss kuh keel MOHN-truh oo eel foh suh kohn-sahn-TRAY. That pattern is useful because it shows where to focus.
A

Je pensais qu'étudier plus longtemps suffirait.

zhuh pahn-SAY kay-tew-DYAY plew lohn-TAHN sew-fee-RAY. I thought studying longer would be enough.
B

Parfois, la stratégie compte plus que le nombre d'heures.

par-FWAH, lah stray-tay-ZHEE kohnt plew kuh luh NOHMBR DUR. Sometimes the strategy matters more than the number of hours.
A

Alors, la prochaine fois, je devrais m'entraîner à la compréhension orale avec une limite de temps.

ah-LOR, lah proh-SHEN fwah, zhuh duh-VRAY mahn-tray-NAY ah lah kohn-pray-ahns-YOHN oh-RAL ah-VEK ewn lee-MEET duh TAHN. Then I should practice listening under time pressure next time.
B

Essaie cela et révise les familles de mots au lieu d'apprendre du vocabulaire isolé.

eh-SAY suh-LAH ay ray-VEEZ lay fah-MEE duh moh oh luh duh-PRAHNDR duh voh-kah-bew-LAIR ee-zoh-LAY. Try that, and review word families instead of isolated vocabulary.
A

Ce résultat me paraît toujours mauvais.

suh ray-zool-TAH muh pah-RAY too-ZHOOR moh-VAY. This result still feels bad.
A

Mais au moins, il me montre ce que je dois corriger.

may oh mwahn, eel muh MOHN-truh suh kuh zhuh DWAH koh-ree-ZHAY. But at least it shows me what to fix.
B

Maintenant, tu as un plan concret pour la prochaine tentative.

man-tuh-NAHN, tew ahz ewn plahn kohn-KRAY poor lah proh-SHEN tahn-tah-TEEV. Now you have a concrete plan for the next attempt.

Word by Word

Mon In « Mon résultat », this means my and identifies the result as belonging to the speaker. It comes before « résultat » in this noun phrase. Use the same pattern before something that belongs to the speaker.
résultat « résultat » means result, here the outcome of the test. In « Mon résultat au test », it is the central noun of the phrase. Use it to name the outcome of a test, activity, or situation.
au In « au test », « au » means on the or in the and links the result to the test. It is the contracted form used before « test » in this expression. Use it in similar expressions involving a test or another masculine noun introduced by à + le.
test « test » means test, the assessment whose result is being discussed. In « au test », it specifies which result is meant. Use it after an article or preposition when referring to an assessment.
était In « était décevant », this means was and describes the test result. It links « Mon résultat au test » with the description « décevant ». Use this form to describe how something was in the past.
décevant « décevant » means disappointing and describes the result in « était décevant ». It expresses that the result did not meet expectations. Use it after a form of être to describe a disappointing outcome.
même si « même si » means even though in « même si j'avais beaucoup étudié » and introduces a condition that does not change the disappointing result. « même » adds the idea of even, while « si » introduces the condition. Use « même si » before a clause when presenting an unexpected contrast.
j'avais In « j'avais beaucoup étudié », « j'avais » means I had and places the studying before the past result being discussed. It combines with « étudié » to describe study that was already completed. Use this pattern when relating an earlier action to a later past situation.
beaucoup « beaucoup » means a lot in « j'avais beaucoup étudié » and indicates a large amount of studying. It comes before « étudié » here. Use it before a verb to express doing something a lot.
étudié In « j'avais beaucoup étudié », « étudié » means studied and completes the expression of the speaker's earlier study with « j'avais ». The form refers to the studying that had already taken place. Use it after « j'avais » when describing that completed study.
Avant In « Avant de perdre ta motivation », « Avant » means before and sets a time relation between two actions. It introduces the action that should happen first. Use « Avant de » before an infinitive to say before doing something.
de In « Avant de perdre », « de » links « Avant » to the following infinitive and helps express before losing. Use it in the pattern « Avant de » followed by an infinitive.
perdre In « de perdre ta motivation », « perdre » means lose, specifically lose motivation. It is an infinitive after « avant de ». Use this form after « avant de » when naming an action that has not happened yet.
ta In « ta motivation », « ta » means your and identifies the motivation as belonging to the person addressed. It comes directly before « motivation ». Use it before something belonging to the person you are addressing.
motivation « motivation » means motivation, the desire or energy to continue studying. In « perdre ta motivation », it is something that can be lost. Use it with expressions describing gaining, keeping, or losing motivation.
regarde In « regarde quelles parties ont posé problème », « regarde » means look at and gives a direct instruction to examine something. Here the speaker is told to analyze the parts of the test. Use it before the thing or clause you want someone to inspect.
quelles In « quelles parties », « quelles » means which and asks the listener to identify particular parts. It comes immediately before « parties ». Use it before a noun when selecting which items are meant.
parties « parties » means parts, here the different sections or areas of the test. In « quelles parties », it identifies the possible areas that caused difficulty. Use it to divide a test, task, or larger subject into sections.
ont In « ont posé problème », « ont » means have and works with « posé » to describe what the parts did. Together, the expression says that the parts caused a problem. Use it with a past participle when several things are described as having done something.
posé In « ont posé problème », « posé » contributes the idea of causing or creating a problem, not physically placing something. The reusable expression « poser problème » means to cause a problem. Use it with « problème » when identifying a difficulty.
problème « problème » means problem in the expression « poser problème ». It names the difficulty caused by some parts of the test. Use it after « poser » to describe something that causes difficulty.
La In « La plupart de mes erreurs », « La » means the and begins the noun phrase identifying the majority of the mistakes. It is part of the expression « la plupart de ». Use this article at the beginning of that expression.
plupart « plupart » means most or the majority in « La plupart de mes erreurs ». The expression identifies more than half, or the greater part, of the mistakes. Use « la plupart de » before the group being discussed.
mes In « mes erreurs », « mes » means my and identifies the mistakes as belonging to the speaker. It comes before « erreurs ». Use it before things belonging to the speaker when referring to more than one item.
erreurs « erreurs » means mistakes, here the incorrect answers or problems in the test. In « mes erreurs concernaient... », the mistakes are linked to specific areas. Use it when discussing errors in a test, task, or piece of work.
concernaient In « mes erreurs concernaient la compréhension orale et les formes des mots », this means were about or concerned. It links the mistakes to the areas they related to. Use this form to say what a set of mistakes or issues was about.
compréhension In « compréhension orale », « compréhension » means understanding or comprehension. Together with « orale », it names the listening-comprehension part of the test. Use it in expressions describing understanding of spoken or written material.
orale In « compréhension orale », « orale » means oral or listening-related and describes the type of comprehension. The whole expression refers to understanding spoken language. Use it after « compréhension » when discussing listening comprehension.
et « et » means and and joins « la compréhension orale » with « les formes des mots ». It shows that both areas were involved. Use it to connect two words, phrases, or areas in the same statement.
les In « les formes des mots », « les » means the and introduces the forms being discussed. It comes before « formes ». Use it before a noun when referring to specific items or categories already understood from the context.
formes « formes » means forms, here the different forms that words can take. In « les formes des mots », it refers to word forms as a study area. Use it with « des mots » when discussing how words appear or change.
des In « des mots », « des » means of the and links the forms to the words they belong to. The whole phrase « les formes des mots » means the forms of the words. Use it to connect a noun with the specific things associated with it.
mots « mots » means words in « les formes des mots ». It identifies what the forms belong to. Use it when discussing vocabulary or the different forms of individual words.
Ce In « Ce schéma », « Ce » means this or that and points to the pattern just identified in the test results. It comes before « schéma ». Use it before a noun to refer to something specific in the situation or conversation.
schéma « schéma » means pattern in « Ce schéma est utile ». It refers to the recurring distribution of mistakes between listening and word forms. Use it to name a pattern or structure that can be observed in information.
est In « Ce schéma est utile », « est » means is and links the pattern to the description « utile ». It identifies the pattern's value for planning study. Use it to describe what something is like or what quality it has.
utile « utile » means useful in « est utile » and says that the pattern helps identify where to focus. It evaluates the information by its practical value. Use it after « est » to describe something that helps with a task.
parce In « parce qu'il montre », « parce » begins the reason clause explaining why the pattern is useful. It works with « qu'il » to express because it shows. Use it as part of this reason-introducing expression.
qu'il In « parce qu'il montre », « qu'il » introduces the clause meaning that it or because it, depending on the preceding connector. Here it continues « parce » and refers to the pattern as the thing that shows something. Use it to introduce a clause with « il » as its subject.
montre In « il montre où il faut se concentrer », « montre » means shows and says that the pattern reveals where attention is needed. The subject is « il », referring to the pattern. Use it when information, evidence, or a result reveals something.
où In « où il faut se concentrer », « où » means where and introduces the point or area that needs attention. It connects « montre » to the clause describing the focus. Use it before a clause to specify where something happens or applies.
il In « il faut se concentrer », « il » is the impersonal subject used in the expression of necessity. It does not refer to a particular person here. Use it in « il faut » when saying that something is necessary.
faut In « il faut se concentrer », « faut » means is necessary or must. Together with « il », it expresses the need to focus. Use « il faut » followed by an infinitive to state what is necessary.
se In « se concentrer », « se » is the reflexive element showing that the subject focuses themselves. It belongs with « concentrer » in this expression. Use it before the infinitive when the action refers back to its subject.
concentrer In « se concentrer », « concentrer » means focus or concentrate. Here it names the action that is necessary in the identified areas. Use it with « se » when describing directing one's attention to something.
Je In « Je pensais », « Je » means I and identifies the speaker as the person who held the belief. It is the subject of the sentence. Use it at the beginning of a statement about your own thoughts or actions.
pensais In « Je pensais qu'étudier plus longtemps suffirait », « pensais » means thought and introduces the belief the speaker had about studying longer. It is followed by the idea that was believed. Use it to report what you believed or assumed.
qu'étudier In « Je pensais qu'étudier plus longtemps suffirait », « qu'étudier » means that studying. « qu' » introduces the idea, and « étudier plus longtemps » is the action being evaluated. Use this structure to present an action as the subject of what someone thought.
plus In « plus longtemps », « plus » contributes the meaning more or longer and increases the duration of studying. It works together with « longtemps », rather than expressing the whole time idea alone. Use it before « longtemps » to compare durations.
longtemps In « étudier plus longtemps », « longtemps » means for a long time and describes the duration of studying. With « plus », it means for a longer time. Use it with an action when discussing how long that action continues.
suffirait In « étudier plus longtemps suffirait », « suffirait » means would be enough and presents the speaker's expected result of studying longer. It describes a possible conclusion rather than an established fact. Use it after a proposed action when saying that the action would be sufficient.
Parfois « Parfois » means sometimes and limits the statement to some occasions rather than all of them. It introduces the general advice about study strategy. Use it at the beginning of a sentence when describing something that happens occasionally.
stratégie « stratégie » means strategy, here the method used for studying. In « la stratégie compte plus que le nombre d'heures », it is compared with the amount of time spent. Use it when discussing a planned method for reaching a goal.
compte In « la stratégie compte plus que le nombre d'heures », « compte » means matters or counts. It says that the strategy has greater importance than the number of hours. Use it with a subject when explaining what has importance.
que In « compte plus que le nombre d'heures », « que » means than and introduces the second side of the comparison. It links the importance of the strategy to the number of hours. Use it after « plus » when comparing two things.
le In « le nombre d'heures », « le » means the and introduces « nombre ». It makes the phrase refer to the specific number under discussion. Use it before « nombre » in this expression.
nombre « nombre » means number in « le nombre d'heures ». It refers to how many hours were studied. Use it with « de » and the thing being counted when discussing a quantity.
d'heures In « le nombre d'heures », « d'heures » means of hours. The form « d' » appears before « heures », and the phrase identifies what is being counted. Use it after « nombre » when specifying a number of hours.
Alors « Alors » means then and introduces the speaker's next conclusion or action. Here it connects the advice about strategy to the plan for the next attempt. Use it at the beginning of a sentence to introduce a consequence or next step.
prochaine In « la prochaine fois », « prochaine » means next and identifies the upcoming occasion. It describes « fois ». Use it in this expression when referring to the next time something happens.
fois In « la prochaine fois », « fois » means time or occasion. The whole expression means next time. Use it with an adjective or determiner when referring to a particular occasion.
devrais In « je devrais m'entraîner », « devrais » means should and presents the speaker's intended or recommended action. It is followed by the infinitive « m'entraîner ». Use « je devrais » before an infinitive to say what you ought to do.
m'entraîner In « m'entraîner à la compréhension orale », « m'entraîner » means practice or train myself. « m' » shows that the speaker is practicing themselves, and the following phrase identifies the skill. Use this form with « à » before the activity or skill being practiced.
à In « m'entraîner à la compréhension orale », « à » links the action of practicing to the skill being practiced. It introduces « la compréhension orale ». Use it after « s'entraîner » when naming the activity or skill.
avec In « avec une limite de temps », « avec » means with and adds the condition under which the listening practice will happen. It introduces « une limite de temps ». Use it before a noun to state an accompanying condition or feature.
une In « une limite », « une » means a or one and introduces the time limit. It presents the limit as one specific element of the practice plan. Use it before a noun when introducing one non-specific item.
limite « limite » means limit in « une limite de temps ». It identifies the maximum amount of time available for the practice. Use it with « de » to specify what is limited.
temps In « une limite de temps », « temps » means time and specifies what the limit applies to. The whole phrase means a time limit. Use it after « limite de » when discussing the available duration.
Essaie In « Essaie cela », « Essaie » means try and gives a direct instruction to use the proposed method. It refers back to practicing under time pressure. Use it when encouraging someone to test an idea or method.
cela In « Essaie cela », « cela » means that and refers back to the listening practice under a time limit. It points to an action or method already mentioned. Use it to refer to an idea, action, or situation without repeating it.
révise In « révise les familles de mots », « révise » means review and gives a direct instruction about study material. It is followed by the material to review. Use it before a subject when telling someone to review it.
familles In « les familles de mots », « familles » means families and refers to groups of related words. The phrase contrasts these groups with isolated vocabulary. Use it with « de mots » when studying related word forms together.
au lieu de In « au lieu d'apprendre du vocabulaire isolé », the whole expression means instead of learning isolated vocabulary. « au » and « lieu » form the idea of choosing one option in place of another, while « de » introduces the alternative action « apprendre »; before the vowel in « apprendre », it appears as « d' ». Use this expression before an infinitive to present an alternative.
d'apprendre In « au lieu d'apprendre du vocabulaire isolé », « d'apprendre » means to learn. « d' » is the form of « de » before « apprendre », and the infinitive names the action that is not chosen. Use it after « au lieu de » when presenting an alternative action.
du In « du vocabulaire », « du » introduces an unspecified amount of vocabulary, meaning some vocabulary. It presents vocabulary as a quantity rather than as separate individual items. Use it before an uncounted amount of something.
vocabulaire « vocabulaire » means vocabulary, the words being studied. In « du vocabulaire isolé », it refers to words learned separately rather than through a word family. Use it when discussing the words a learner knows or studies.
isolé In « vocabulaire isolé », « isolé » means isolated or separate. It describes vocabulary learned on its own instead of as part of a related group. Use it after a noun when describing something as separate from its surrounding group.
me In « me paraît », « me » means to me and identifies whose impression is being expressed. It shows that the result seems a certain way to the speaker. Use it before a verb when describing how something appears or feels to you.
paraît In « Ce résultat me paraît mauvais », « paraît » means seems or appears. It describes the speaker's impression of the result rather than presenting the description as an objective measurement. Use it with « me » to say how something seems to you.
toujours In « me paraît toujours mauvais », « toujours » means still and shows that the negative impression continues. It places the feeling in the present after the earlier result. Use it to say that a situation remains unchanged.
mauvais « mauvais » means bad in « Ce résultat me paraît toujours mauvais ». It gives the speaker's negative evaluation of the result. Use it after a verb such as « paraît » when describing something negatively.
Mais « Mais » means but and introduces a contrast with the speaker's continuing disappointment. It leads to the useful positive consequence of the result. Use it to connect two ideas that differ or pull in different directions.
au moins « au moins » means at least in « Mais au moins, il me montre... ». « au » contributes to the fixed expression, while « moins » gives the idea of a minimum; together they limit the positive conclusion to one clear benefit. Use it when acknowledging a benefit even though the overall situation is not good.
dois In « je dois corriger », « dois » means must or have to and expresses an obligation. It tells what the speaker needs to do with the result. Use « je dois » before an infinitive to state a necessary action.
corriger In « ce que je dois corriger », « corriger » means correct or fix. It names the action the speaker must take to improve the identified problems. Use it after an expression of obligation when referring to errors or other things that need fixing.
Maintenant « Maintenant » means now and marks the present point after the result has been analyzed. It introduces the fact that a plan is available. Use it at the beginning of a sentence to focus on the current situation.
tu In « tu as un plan », « tu » means you and identifies the person being addressed. It is the subject of the statement about having a plan. Use it when speaking directly to one person in this familiar form of address.
as In « tu as un plan », « as » means have and expresses possession or availability. It tells the listener that a concrete plan is now available to them. Use « tu as » before a noun when saying that someone has something.
un In « un plan », « un » means a or one and introduces the plan as one specific item. It comes directly before « plan ». Use it before a singular noun when introducing a non-specific item.
plan « plan » means plan, here the set of actions for the next attempt. In « tu as un plan concret », it names the practical response to the test result. Use it when discussing organized steps toward a goal.
concret In « un plan concret », « concret » means concrete or specific. It shows that the plan contains clear actions rather than only a general intention. Use it after a noun to describe a practical and clearly defined idea.
pour In « pour la prochaine tentative », « pour » means for and connects the plan to the attempt it is intended to support. It introduces the purpose or occasion. Use it before a noun when saying what something is intended for.
tentative « tentative » means attempt in « la prochaine tentative ». It refers to the next time the learner will take the test or try the task. Use it with an article and a time expression when referring to a particular attempt.

Grammar Points

même si + indicatif

Même si le résultat est décevant, je me concentre.

mem SEE luh ray-zool-TAH ay day-suh-VAHN, zhuh muh kohn-sahntr.

Even though the result is disappointing, I focus.

« Même si » introduit une condition réelle ou possible et se construit avec l’indicatif.

au lieu de + infinitif

Au lieu de réviser du vocabulaire isolé, essaie une famille de mots.

oh luh-YUH duh ray-VEEZ-ay dew voh-kah-bew-LAIR ee-zoh-LAY, eh-SAY ewn fah-MEE duh moh.

Instead of reviewing isolated vocabulary, try a word family.

Après « au lieu de », on utilise l’infinitif pour exprimer une alternative.

French Vocabulary

concerner verb
kohn-sair-NAY to concern concernaient

Mes erreurs concernaient la compréhension orale

décevant adj
day-suh-VAHN disappointing

un résultat décevant

erreur noun
eh-RUR mistake erreurs

mes erreurs

étudier verb
ay-tew-DYAY to study étudié

j'avais beaucoup étudié

la plupart de phrase
lah ploo-PAR duh most of

La plupart de mes erreurs

même si conj
MEM SEE even though

même si j'avais beaucoup étudié

motivation noun
moh-tee-vah-SYOHN motivation

ta motivation

partie noun
par-TEE part parties

quelles parties

perdre verb
PAIR-druh to lose

Avant de perdre ta motivation

poser problème phrase
poh-ZAY proh-BLEM to cause a problem ont posé problème

les parties qui ont posé problème

regarder verb
ruh-gar-DAY to look at regarde

regarde quelles parties ont posé problème

résultat noun
ray-zool-TAH result

Mon résultat au test

Quiz

Word Order

Arrange the words in the correct order.

I thought studying longer would be enough.

Show AnswerJe pensais qu'étudier plus longtemps suffirait.

This result still feels bad.

Show AnswerCe résultat me paraît toujours mauvais.

Spelling

Tap the letters to spell the word.

part

Show Answerparties

motivation

Show Answermotivation

to look at

Show Answerregarde

to lose

Show Answerperdre