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where do you come from réponse ?

**Blog Post: “Answering ‘Where Do You Come From?’: Grammar Tips and Classroom Activities”**

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### Introducing: The Simple Question That Stumps Learners
When asked *Where do you come from?*, students often hesitate between *I come from France* and *I’m from France*. This post clarifies the grammatical nuance, while offering fun ways teachers can explore this question in class.

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### 1. Choosing the Right Response: Matching Verbs Matters
**The key rule**: **Mirror the question’s structure!**

The question uses *come* (*Where **do you come** from?*), so the reply should too:
✅ **I come from X** (country/city). Example: *I come from Marseille!*)

Using *I’m from X* is common in informal speech. It’s correct, but for precision in exams or classwork, matching *come* matches the question’s *do you come*. For nationality, pair it with *I’m [nationality]:*
*“I come from Canada, and I’m Canadian!”*

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### 2. When Does *I’m From* Work?
While *I’m from England* is widely accepted, teachers often emphasize mirroring verbs in early stages to build strong foundations. Resources like *AnglaisFacile* and classroom worksheets highlight this distinction. Example from a **LVE21 collège exercise**:
*Q:* Where **did she come from?**
*A:* She **came** from Madagascar!

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### 3. Classroom Activities: Make it Engaging
Teachers! Try these ideas based on resources like *Bout de Gomme’s* display games or *Linguee’s context examples*:

– **Quiz Boards**: Create flashcards with *Where do you **come** from?* and *What nationality are you?* options. Students match answers to student profiles.
– **Role-Play Travel Scenarios**: Pairs ask for info while “boarding a plane” or “at a language exchange café.”
– **Video Challenges**: Watch YouTube clips (check the linked resource) and analyze how native speakers phrase it—sometimes casual, sometimes formal!

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### 4. Common Pitfalls to Avoid
– **Mixing structures**: *I come French* **→** ❌. Always: *I’m French (nationality), and I come from __!*
– **Missing capital letters**: *I come from france → ❌ (Capitalize: **France**). Same for *American*, *Mexican*, etc.).*
– Overcomplicating: For beginners, consistency matters more than rigidness: Both *I’m/I come from* are fine—but teach the logic!

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### 5. Beyond Grammar: Cultural Context
Include fun facts! Did you know…
– In Francophone Africa, saying *I come from Côte d’Ivoire* highlights a region’s diversity (vs *French* being nationality/ethnicity).
– Countries vs Cities: *I come from **Marrakesh**, Morocco*, helps learners pratice places & nationalities.

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### 6. Student-Created Content Tips
Let learners create posters, like those seen on *Planète Enfantastique*, with pictures of flags/cities + sentences:
*“I come from ✈ China! I’m Chinese.”*

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### Conclusion: Why it’s Worth the Effort
Nailing this structure builds confidence for similar questions: *Where **did you go**?*, *What **did you eat?***. Plus, watching kids debate whether *“I’m French vs I come French”* sparks critical thinking—*great for linguistic *awareness*!

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**Try it today:** Pair up learners to create a “World Map” wall where they mark places they’ve visited or lived, replying *I’ve been to Egypt* or *I’m from Colombia!*. Share your classroom’s creative responses in the comments below!

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Language is about connection, not just rules. While *I’m from* works in most situations, these tricks help students *shine* in exams **and** real-world conversations! 🌍✨

*Sources: linguee.fr, indeed.com career tips, and French primary teaching platforms.*

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*(This post was crafted with French learners in mind—perfect for CM1-CM2 classes using “Anglaisfacile” or “mon-ecole” resources!)*