This set mixes the four skills from integrating language skills: listening notes, reading evidence, error testing and planning. The questions are original and run from easier to harder.
How should I use this set?
- Cover the answers and write or say your own French first. Several questions have more than one correct response.
- Mark each answer sure, unsure or guess before you check it.
- Open the answer. For open questions, compare the features in the model, not the exact words.
- Use the routing section at the end for any error.
Questions
1. You hear: Ici l’office de tourisme de Dinan. Le marché du jeudi est annulé à cause de la pluie. Il a lieu vendredi matin, de huit heures à midi, sur la place du château. Pour la visite guidée, il faut réserver avant mercredi. Write a note with four facts.
Show answer
Model: jeudi ✗ (pluie) / marché vendredi matin 8h-12h / lieu: place du château / visite guidée: réserver avant mercredi. Check that the cancellation has its ✗ sign and that the times are digits.
2. Using that note, write one sentence that tells a friend when the market is now.
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Model: Le marché n’a pas lieu jeudi à cause de la pluie, mais il y a un marché vendredi matin, de huit heures à midi. It gives the cancelled day, the new day and the hours.
3. Which detail in the note from question 1 is most likely to be missed, and what habit protects it?
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The cancellation of Thursday. A negative is easy to miss. Write ✗ beside the day at once, on the same line.
4. Text: Le club de lecture se réunit le mardi de dix-sept à dix-huit heures à la bibliothèque. L’entrée est gratuite, mais il faut s’inscrire avant le 5 mars. Chaque mois, les membres choisissent un livre et en parlent ensemble. Which sentence gives the evidence for Qu’est-ce qu’on fait au club ?
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Chaque mois, les membres choisissent un livre et en parlent ensemble. The other sentences give time, place, price and a condition, so they do not answer what is done in the club.
5. Rephrase il faut s’inscrire avant le 5 mars in your own words.
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Examples: On doit s’inscrire avant le cinq mars or Il ne faut pas attendre après le cinq mars pour s’inscrire. Either keeps the deadline and changes the structure. A simple version with on doit is perfectly good.
6. Give a spoken answer of two or three sentences to Pourquoi ce club est-il une bonne idée ?
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Model: Je pense que c’est une bonne idée parce que c’est gratuit, donc tout le monde peut venir. En plus, on discute d’un livre avec d’autres personnes, et moi, j’aime lire. Look for a claim, evidence from the text, a connector and a personal reason.
7. Correct the error and log its rule: Hier, j’ai sorti avec mes amis.
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Hier, je suis sorti avec mes amis (or sortie for a girl). Sortir in this meaning takes être, and the participle agrees with the subject. Likely cause: using avoir for every verb.
8. Write two new sentences in the perfect tense, one with rentrer and one with manger, to test the fix in question 7.
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Model: Samedi, je suis rentré à six heures. Nous avons mangé une pizza. Rentrer takes être and manger takes avoir, so the pair shows both sides of the rule. A girl would write rentrée.
9. A log says: Listening: 4 of 5 details found. Speaking: 5 stops to find a verb. Writing: verb endings wrong in 5 of 8 present-tense verbs. Choose a priority and give one action with a re-test.
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Model: Priority: present-tense verb forms, because they appear in speaking and writing. Action: write ten sentences with être, avoir, aller and faire, then say them aloud. Re-test: write eight new sentences in five days and count the errors. The priority comes from repeated evidence, and the re-test can be counted.
10. A friend says: I got a low mark in a mock, so I must be a grade 4. Explain in two sentences why this is not a useful basis for practice.
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Model: A single task cannot predict a grade, because grade boundaries are set by Cambridge for each exam series. The useful question is which pattern cost the most in that task, and what to practise this week. Check that your answer separates the outcome from the evidence.
If you got these wrong
| What went wrong | Revisit |
|---|---|
| Missing a negative or a detail in a recording (1, 2, 3) | Use a listening note to plan an original short response |
| Wrong evidence or a copied answer (4, 5, 6) | Turn reading evidence into a relevant spoken explanation |
| A correction that did not hold (7, 8) | Revisit an error with a different original task |
| A vague plan or a grade-based plan (9, 10) | Plan what to practise next |
For the full route, return to the module page.
What should I do after this set?
Pick the question type you were least sure about and repeat it with a new text or recording. Keep a short log of what happened, as in the last lesson.
A teacher who hears your answers aloud can see patterns that paper practice hides, which is the core of online one-to-one French tuition.