Transitional Phrases as Writing Tools (French)

Martin Anders in Germany has graciously sent us the French version of Drew’s list:

1. TIME

after, afterward = après
already = déjà
always = toujours
as soon as = dès que
at first = d’abord, premièrement
at last = enfin
at the beginning = au début
at the same time = en même temps
at once = tout de suite
before = avant
briefly = bref, en bref
day before yesterday = avant-hier
during = pendant (que)
eventually = enfin, finalement
finally = finalement
first = premier/première; d’abord
frequently = souvent
immediately = tout de suite
in a little while = bientôt
in the first place = en premier lieu
in the meantime = entretemps
in the past/future = autrefois/à l’avenir
last night = la nuit dernière
lastly = enfin, finalement
later = plus tard
meanwhile = entretemps, pendant ce temps
most of the time = le plus souvent
next = puis, après
(the) next day = le lendemain
never = jamais
night before last = avant-hier soir
now = maintenant
often = souvent
on the following day = le lendemain
once = une fois
promptly = tout de suite
rarely = rarement
sometimes  = quelquefois, parfois
soon = bientôt
suddenly = tout à coup, tout d’un coup
then = puis, après, ensuite
when = quand
yesterday = hier

2. PLACE

above = au-dessus de
among = entre, au milieu de
around = autour de
below = sous, au-dessous de
beside = à côté de?
beyond = de l’autre côté de, au-delà de
from = de
here = ici
in front of = devant
inside = dans, à l’intérieur de
nearby = près de
next to = à côté de
on = sur
opposite = en face de
outside = dehors, en dehors de
through = à travers
under = sous

3. ADD AN IDEA

again = encore une fois, de nouveau
also = aussi
and = et
as well = aussi, également
besides = en plus
further, furthermore = en plus
in addition (to) = en plus
in the first place = premièrement, d’abord
in the second place = deuxièmement
last(ly) = enfin, en fin de compte
likewise = de même
more = plus (de)
moreover = en plus
on the other hand = de l’autre côté
similarly = de même (que), pareillement
too = aussi

4. ILLUSTRATE OR EXPLAIN AN IDEA

as follows = comme suit
for example = par exemple
in other words = en d’autres mot?
in particular = en particulier
in the first instance = premièrement
like = comme?
mainly = principalement, essentiellement
namely = à savoir
specifically = surtout, spécifiquement
such as = comme
that is = c’est à dire
thus = ainsi

5. COMPARE/CONTRAST IDEAS

although = bien que, quoi que
but = mais
conversely = réciproquement
differently = différemment, de façon différente
however = pourtant, toutefois
in contrast = en revanche, contrairement, à la différence de
in spite of = malgré
nevertheless = tout de même
on the one hand = d’un côté
on the other hand = d’un autre/de l’autre côté
no doubt = sans doute
of course = bien sûr
on the contrary = contrairement à
otherwise = sinon

6. TO SHOW A RESULT

accordingly = en conséquence
as a result = donc, en conséquence
as one would expect = comme prévu
consequently = par conséquent
for this reason = pour cette raison
hence = par conséquent
in any case = de toute façon
logically = logiquement
of course = bien sûr
then = puis, ensuite
therefore= c’est pour ça que
thus = par conséquent
so = comme ça; donc

7. TO EMPHASIZE AN IDEA

above all = surtout
equally = également
especially = surtout
in fact = en fait
principally = principalement

8. TO SUMMARIZE

after all = après tout
as has been noted = comme déjà dit
finally = enfin
in the end = en fin de compte, enfin
in other words = en d’autres mots
on the whole = dans l’ensemble
to summarize = pour résumer
that is = c’est à dire

Courtesy of Drew Hiben, Rancho Cucamonga HS, CA

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6 thoughts on “Transitional Phrases as Writing Tools (French)”

  1. …I am in full midterm madness …

    Re: the recent thread here of simplicity – today I realized that I have my computer and document camera on a cart (I don’t have a classroom), a container to put pencils and laser pointers and markers and small scantron quiz forms in, the Anne Matava story I am using that day, and that’s it. My clutter from AP French days is gone, and my mind and teaching reflect the lack of clutter. I think that of the threads here, the two most helpful for me this year have been Robert’s on ACTFL and this one on simplicity. Ours is a way of teaching that demands the absence of clutter, in my view. Of course, chill, I have only three classes per day and they are all level 1. But this is changing my life. Time for another Merton:

    “To allow oneself to be carried away by a multitude of conflicting concerns, to surrender to too many demands, to commit oneself to too many projects, to want to help everyone with everything is to succumb to violence. The frenzy of the activist neutralizes his work for peace. It destroys the fruitfulness of his own work, because it kills the root of inner wisdom which makes work fruitful.”

  2. I get it, but the kids get so out of control – review sheets, make-up work, administrative micro managing of exam format – not content, mind you, but it’s come down to what logo needs to be on the single sided cover page. It’s a seventy minute exam, 20% of their grade AND no grade below 60 can be earned! So the clever ones know how to figure the average to keep their A,B,C – whatever. I have become such a hippie about this. I would never be involved with this madness unless of course, a paycheck were attached!! Add in the fact that our first day back at school was Jan 5, we are closed on Monday (MLK) and again on Jan 23 for semester break. In effect, I teach very little in January. Come semester 2, I am going to kick it into neutral and go slower and deeper. Que sera, sera. Vent over!

  3. It reminds me of Robert’s use of the term unethical to describe using old grammar methods to teach when we know better. Here also, in the area of the frenzied gathering of data by out of control district and building administration teams with money they need to spend (in part to justify their own incomes), are we not being unethical in allowing this misuse of funds?

    We in DPS are going to start the Krashen/Beniko Mason study next week. It will be a valid study done by two of the most, if not the two most, respected researchers on language acquisition in the world. It’s a big deal. It’s authentic data gathering. We want to do it and we don’t want to hampered in our work in any way for the next six to eight weeks as we complete the study.

    Our team here in Denver cannot afford to be put into situations where we are can’t teach maximum CI minutes because of the local gathering of bogus data, and yet this is the situation we will be in, just like you are now chill. I guess we don’t have enough power to confront those who believe in the mythical value of the excessive gathering of data.

  4. You best schedule some FVR if Krashen is coming to your class. :} you can do that while you are catching up on the BS work the admin needs/wants/desires.

  5. Beniko, not Krashen, will be doing the entire study. Steven will merely oversee it and sign off on the results for publication. It could be just another study or it could be an important study.

    But we are doing things right. Matava just wrote a kick ass set of scripts for it to go with an excellent final reading. Y’all can’t have it yet. But Beniko has been in my classroom before. She’s very cool.

    I did fix the FVR thing today at school as instructed by y’all. I pulled countless unused books, including Reading A -Z, from behind those weird wall spaces, cupboards, shelves and shit like that, that one finds in school classrooms.

    We will do ten minutes of FVR a day even during the study. That will be really hard for me, to just sit there and read with them, but y’all made it clear to me that I haven’t trained my kids properly. Thanks for that. Y’all rock. We rock.

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