I can review the whole module: describe a person and a thing, give my opinion and object, link two ideas with cause and result, handle on, and say whose thing it is.
What we review
What we review
There are no new rules in this lesson — only what you have already used.
• What a person or a thing is like: beau, bel, belle, beaux, belles, and the same for nouveau and vieux; adjectives in -al give -aux in the masculine plural and -ale / -ales in the feminine; marron and orange don't change.
• Opinions: à mon avis, je pense que, je trouve que; agreement on a scale from “tout à fait d'accord” to “pas du tout d'accord”; “right” and “wrong” take avoir; exclamations with three structures: Quel … ! Comme … ! Que … !
• Linking two ideas: cause as a sentence (parce que, car) and as a noun (à cause de — bad, grâce à — good); result (donc, c'est pour ça que); contrast (mais, pourtant); purpose (pour + infinitive).
• On means “we”, “people in general”, or “someone”, and the verb after it takes the il and elle form. Understand casual forms, but write in full.
• Whose it is: le mien … les leurs, always with an article; “C'est à moi” is the second way to answer; prêter — lend your own, emprunter — borrow someone else's.
• A reader's letter is read with its map: who is writing, what it was like before, what it's like now, the opinion, the proposal.
Module summary: you can now describe a person, give an opinion and back it up, disagree politely, and say whose thing it is.
Giving an opinion and responding to someone else's
After À mon avis there's no que; with a person, use d'accord avec and a stressed pronoun.
| Step | Set phrase | Example or note |
|---|---|---|
| giving an opinion | À mon avis, … | À mon avis, ce musée est génial. |
| giving an opinion | Je pense que … | Je pense que Sophie arrive demain. |
| giving an opinion | Je trouve que … | Je trouve que ce jardin est joli. |
| asking for an opinion | Vous en pensez quoi ? | a question to the person you're talking to, with vous |
| full agreement | Je suis tout à fait d'accord | strongest |
| agreement | Je suis d'accord avec toi | avec toi, avec lui, avec eux |
| disagreement | Je ne suis pas d'accord | polite objection |
| full disagreement | Je ne suis pas du tout d'accord | the strongest |
| right and wrong | Tu as raison · Tu as tort | with avoir, not être |
Cause and result
On the left, what the linking word takes; on the right, where it goes in the sentence.
| Linking word | What follows it | Position in the sentence |
|---|---|---|
| parce que | a full sentence | between the two parts, answers Pourquoi ? |
| car | a full sentence | between the two parts, never starts the sentence |
| à cause de | a noun with an article, a bad cause | à cause du bruit, à cause de la pluie |
| grâce à | a noun with an article, a cause that helped | grâce au métro, grâce à Julien |
| donc | a full sentence | inside the sentence, after a comma |
| alors | a full sentence | inside the sentence, after a comma |
| c'est pour ça que | a full sentence | starts the second sentence |
Lesson notes
What we review
There are no new rules in this lesson — only what you have already used.
• What a person or a thing is like: beau, bel, belle, beaux, belles, and the same for nouveau and vieux; adjectives in -al give -aux in the masculine plural and -ale / -ales in the feminine; marron and orange don't change.
• Opinions: à mon avis, je pense que, je trouve que; agreement on a scale from “tout à fait d'accord” to “pas du tout d'accord”; “right” and “wrong” take avoir; exclamations with three structures: Quel … ! Comme … ! Que … !
• Linking two ideas: cause as a sentence (parce que, car) and as a noun (à cause de — bad, grâce à — good); result (donc, c'est pour ça que); contrast (mais, pourtant); purpose (pour + infinitive).
• On means “we”, “people in general”, or “someone”, and the verb after it takes the il and elle form. Understand casual forms, but write in full.
• Whose it is: le mien … les leurs, always with an article; “C'est à moi” is the second way to answer; prêter — lend your own, emprunter — borrow someone else's.
• A reader's letter is read with its map: who is writing, what it was like before, what it's like now, the opinion, the proposal.
Module summary: you can now describe a person, give an opinion and back it up, disagree politely, and say whose thing it is.