In this lesson, I will view an animation titled La famille de Mai. 1. Open Section Two, Day One of the Workbook and complete the Reflection.

Transcription

1 1 In this lesson, I will view an animation titled La famille de Mai. 1. Open Section Two, Day One of the Workbook and complete the Reflection. 2. Read the context below then view the animation La famille de Mai on the Animation CD or Website. Context: M. Dumont has asked the students to do a project about themselves in the format of their choice so that they can get to know each other better. Mai created a PowerPoint presentation about her family which she is now presenting to the class. 3. Open Section Two, Day One of the Workbook and do questions 1, 2, and 3. Pg 1

2 2 In this lesson, I will review the names of family members in French. 1. You have encountered the names of different family members throughout the French course in Grades 4 through 6. How many of these names can you remember? Say aloud the French name of each family member illustrated below. Consult the Glossary to verify the pronunciation of any family members you are unsure of. father mother brother sister half brother half sister stepfather stepmother grandfather grandmother uncle aunt boy cousin girl cousin Pg 2

3 2 When you want to know who a particular person is, you ask the question Qui est-ce? If Mai wanted to learn about particular members of Émilie s, family here are examples of questions that she would ask and the answers Émilie would give: Qui est-ce? C est mon père. Qui est-ce? C est ma mère. Qui est-ce? Ce sont mes grands-parents. In English, we use the questions Who is it? or Who are they? However in French, the same question is used when asking about one or more persons. If we are talking about one person, we answer with C est and when we are talking about more than one person, we answer with Ce sont. Did you notice that mon, ma and mes were used in the answers above? These are possessive adjectives that Émilie used when identifying different members of her family. They mean my. The form you use depends on the gender (masculine or feminine) and number (singular or plural) of the noun following the possessive adjective. 2. Open Section Two, Day Two of the Workbook and do questions 1 and 2. Pg 3

4 2 There are certain words we can use to identify the relationship a certain family member has with another. Study the examples below: Henri est le mari de Thérèse. (Henri is Thérèse s husband.) Amélie est la femme de Robert. (Amélie is Robert s wife.) Christian est le fils d Hélène et Ricardo. (Christian is Hélène and Ricardo s son.) Sonia est la fille d Hélène et Ricardo. (Sonia is Hélène and Ricardo s daughter.) Mari, femme, fils and fille are four examples of these words. Remember you can look up the French names for additional family members, such as nephew or grandson in a French English dictionary. A relationship between two family members can be used to explain how you are related to the first family member. Let s look at a few examples: Le père de ma mère est mon grand-père. (My mother s father is my grand-father.) La fille de ma tante est ma cousine. (My aunt s daughter is my cousin.) Le fils de ma grand-mère est mon père. (My grand-mother s son is my father.) 3. Open Section Two, Day Two of the Workbook and do questions 3, 4, and 5. Pg 4

5 3 In this lesson, I will answer questions using information contained in un arbre généalogique (family tree). 1. Open Section Two, Day Three of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 15 on the Module 2 CD. Use the following pictures to help you understand. Context: It is Miguel s turn to present his family in M. Dumont s class. He has decided to share his family tree with the class. Pg 5

6 3 Miguel presented his family members by using un arbre généalogique. A family tree is a visual way of showing how the members of a family are linked together. It can be very simple and only show a few relatives or it can be more complicated and show many generations including one s ancestors. Miguel used the verb s appeler when naming different members of his family. Let s look at two examples. Ils s appellent Henri et Thérèse. Mon frère s appelle Christian. Notice how the verb is written differently according to the subject of the sentence. This verb follows the same conjugation patterns as other verbs that end in er. Refer to the chart below to see how the verb ending changes according to the pronoun used. S appeler Je m appelle Il/Elle s appelle Tu t appelles Ils/Elles s appellent When you want to know someone s name, you ask the question Comment t appelles-tu? You answer with Je m appelle. We can change this question somewhat to ask what a particular family member s name is. Study the examples below. Comment s appelle ta tante? Comment s appellent ses parents? Elle s appelle Amélie. Ils s appellent Hélène et Ricardo. We use possessive adjectives to describe the relationship one person has with another. Each question above contains a possessive adjective. Ton, ta and tes mean your. Son, sa and ses mean his or her. Remember: In order to know when to use a masculine possessive adjective or a feminine one, ALWAYS look at the noun it accompanies. When a noun is plural, you will always use the plural possessive adjective, regardless if it is masculine or feminine. Here are some additional questions we can ask about family members as well as possible answers to each one. Combien de personnes est-ce qu il y a dans sa famille? Il y a neuf personnes dans sa famille. Combien de sœurs est-ce que tu as? J ai deux sœurs. Pg 6

7 3 Quel âge a ta mère? Ma mère a 62 ans. Quel âge a son grand-père? Il a 81 ans. Combien means how many and Quel âge means how old. You need to know your numbers in French in order to answer either of these questions. You can refer to the Glossary to double check how a certain number is spelled and/or pronounced. When using the question Combien, there is a possibility that the answer could be zero or none. For example: Combien de frères est-ce que tu as? Je n ai pas de frères. Combien de cousins est-ce que Karine a? Elle n a pas de cousins. (How many brothers do you have?) (I don t have any brothers.) (How many cousins does Karine have?) (She doesn t have any cousins.) Notice that the preposition de replaces a number in the answers above. A pronoun can be used in the place of a noun or a person s name when answering a question. For example, ils replaces ses grands-parents and elle replaces Karine. Refer to the chart below to see which pronouns can be used. Masculine Singular Feminine Singular Masculine Plural Feminine Plural il elle ils elles 3. Open Section Two, Day Three of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 7

8 4 In this lesson, I will use colours and adjectives to describe one s physical appearance. I will also learn how to say someone s height and weight in French. 1. View again the animation La famille de Mai on the Animation CD or Website. Pay special attention to the different words used to describe how each family member looks. 2. Open Section Two, Day Four of the Workbook and do question 1. In Section One, you learned that colours are used as adjectives when they describe eyes or hair. Remember that adjectives always agree in number and gender with the noun they qualify. Look at the examples below: Thao a des yeux bruns. Mai a des cheveux noirs. Notice that the colour is always placed after the noun. We can also use the adjectives foncé (dark) and clair (light) when talking about colours. Review the examples below. Mon père a des yeux brun foncé. Ma mère a une bouche rose clair. When adding the words foncé and clair to any colour, this set of words become invariable (ex. brun foncé, rose clair), which means that they remain the same whether or not the noun they describe is masculine or feminine or plural. Pg 8

9 4 Here is a chart that you can use to describe the colour of specific facial features. Masculine Singular Feminine Singular Masculine Plural Feminine Plural blanc blanche blancs blanches bleu bleue bleus bleues blond blonde blonds blondes brun brune bruns brunes gris grise gris grises noir noire noirs noires orange orange orange orange rose rose roses roses rouge rouge rouges rouges roux rousse roux rousses vert verte verts vertes We can also use specific adjectives to describe other physical features or one s appearance. Remember that we use the verb avoir to describe what someone has and the verb être to describe how something or someone is. You can to refer to the Glossary if you can t remember how these verbs are conjugated. Study the sentences below. Il a un visage ovale. Ses lunettes sont rondes. Elle a un petit nez. Son cou est long et mince. Thao est beau. Ma grand-mère est vieille. (He has an oval face.) (Her glasses are round.) (She has a small nose.) (Her neck is long and thin.) (Thao is handsome.) (My grandmother is old.) Pg 9

10 4 Remember that adjectives must agree in gender and in number with the noun they qualify. The chart below contains various adjectives you might use to describe one s physical characteristics. Masculine Singular Feminine Singular Masculine Plural Feminine Plural beau belle beaux belles bouclé bouclée bouclés bouclées curly English Translation beautiful/ handsome carré carrée carrés carrées square court courte courts courtes short droit droite droits droites straight grand grande grands grandes tall or large gros grosse gros grosses big or fat jeune jeune jeunes jeunes young joli jolie jolis jolies pretty long longue longs longues long mince mince minces minces thin ovale ovale ovales ovales oval petit petite petits petites small rond ronde ronds rondes round vieux vieille vieux vieilles old As a rule, we add an e to make the adjective feminine and an s to make it plural. However, there are exceptions to this rule. Beau, gros, long and vieux are irregular adjectives because they don t follow a pattern. Other adjectives, like jeune, mince and ovale stay the same whether they are masculine or feminine. There are many more adjectives to choose from other than those listed in the chart above. Consult the Glossary or a dictionary. This will help you find the definition of new adjectives as well as their correct spelling. Pg 10

11 4 The last thing you need to know is where to place the adjectives in a sentence. Sometimes they come before the noun and other times they come after. Adjectives that refer to size and beauty are placed before the noun they describe. Therefore, beau, grand, gros, jeune, joli, petit and vieux will always be found in front of the thing or person they describe. The other adjectives in the chart above should be written after the noun. In the animation, Mai told us how tall each of her family members is. We use the verb mesurer to indicate someone s height (hauteur). Let s look at some examples. Je mesure 190 cm. Tu mesures 157 cm. Mon frère mesure 183 cm. Ma mère mesure 160 cm. In English, we usually say I am 190 cm tall. However, the direct translation of the first sentence is I measure 190 cm. If you want to tell someone s weight (poids), you use the verb peser. Study the examples below. Je pèse 64 kg. Tu pèses 52 kg. Il pèse 79 kg. Elle pèse 100 kg. The English equivalent of the second sentence is You weigh 52 kg. Remember that you need to add an s to the verb mesurer or peser when using the pronoun Tu (you). 3. Open Section Two, Day Four of the Workbook and do questions 2, 3, 4, 5, and 6. Pg 11

12 5 In this lesson, I will use different adjectives to describe personality traits. 1. Open Section Two, Day Five of the Workbook and complete the Reflection. 2. View again the animation La famille de Mai on the Animation CD or Website. Pay special attention to the adjectives that were used to describe each family member s personality. You used personality traits in Section One to describe your friends. In the animation, Mai described different qualities that each person in her family possesses. Let s take a look at a few examples. Mon père est très généreux, sincère et travailleur. (My father is very generous, sincere and hardworking.) Ma mère est sociable, bien organisée mais peu ponctuelle. (My mother is sociable, well organized but not very punctual.) Mon frère est sportif et intelligent. (My brother is athletic and intelligent.) Like physical characteristics, personality traits are also adjectives. Therefore, they take the gender and number of the noun they qualify. If the person they are describing is a female, then the adjective is feminine. If the adjective is describing more than one person, then it is written in the plural form. Remember that if you are describing a group of people with girls and boys, then the trait will be masculine plural. Look at the additional examples below. Mes tantes sont patientes. (My aunts are patient.) Ma grand-mère et mon grand-père sont intéressants. (My grandmother and grandfather are interesting). Pg 12

13 5 A list of common personality traits and their different forms in French is provided below for your reference. Masculin Féminin Masculin Féminin Singulier Singulier Pluriel Pluriel Translation actif active actifs actives active aimable aimable aimables aimables likeable amusant amusante amusants amusantes fun artistique artistique artistiques artistiques artistic aventureux aventureuse aventureux aventureuses adventurous bon bonne bons bonnes good calme calme calmes calmes calm charmant charmante charmants charmantes charming comique comique comiques comiques funny consciencieux consciencieuse consciencieux consciencieuses conscientious confiant confiante confiants confiantes confident content contente contents contentes happy, glad curieux curieuse curieux curieuses curious dynamique dynamique dynamiques dynamiques dynamic efficace efficace efficaces efficaces efficient énergique énergique énergiques énergiques energetic fier fière fiers fières proud généreux généreuse généreux généreuses generous gentil gentille gentils gentilles nice heureux heureuse heureux heureuses happy honnête honnête honnêtes honnêtes honest intelligent intelligente intelligents intelligentes intelligent intéressant intéressante intéressants intéressantes interesting joyeux joyeuse joyeux joyeuses happy/joyful loyal loyale loyaux loyales loyal mignon mignonne mignons mignonnes cute modeste modeste modestes modestes modest organisé organisée organisés organisées organized ponctuel ponctuelle ponctuels ponctuelles punctual populaire populaire populaires populaires popular responsable responsable responsables responsables responsible sincère sincère sincères sincères sincere sociable sociable sociables sociables sociable sportif sportive sportifs sportives athletic studieux studieuse studieux studieuses studious timide timide timides timides shy travailleur travailleuse travailleurs travailleuses hard working Pg 13

14 5 Consult a French - English dictionary to look up any additional personality traits that aren t included in the chart on the previous page. In some of the examples above, adverbs were used to indicate the degree to which someone displays a certain quality. For example, très généreux means very generous. Assez, aussi, bien, peu and très are adverbs we can use when describing someone s personality. Listen to Track 18 on the Module 2 CD to hear examples of how these adverbs are used. Follow along with the sentences below. Ma belle-mère est assez polie. Mon père est aussi honnête. Mes tantes sont bien organisées. Mon oncle est peu sportif. (My step-mother is polite enough.) (My father is also honest.) (My aunts are well organized.) (My uncle is not very athletic.) Mes grands-parents sont très énergiques. (My grandparents are very energetic.) Notice how each adverb is placed after the conjugated form of the verb être and before the adjective. When you want to know what someone is like, you use the question starter Comment. Look at the examples below. Comment est ta sœur? Comment sont ses parents? Elle est amusante et dynamique. Ils sont modestes et sympas. Note that when you are talking about one person, you use est and when talking about two or more persons, you use sont. 3. Open Section Two, Day Five of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 14

15 6 In this lesson, I will review types of homes and how to say one s address in French. 1. Read the context below then listen to Track 20 on the Module 2 CD. Use the following pictures to help you understand. Context: Miguel sold cookie dough as a fundraiser for his basketball team. He and his mother are at the school picking up the dough. They load up the car to deliver it to the people that ordered it. They decide to start with his cousins and grandparents. Pg 15

16 6 Miguel and his mother mentioned different homes in their conversation. Listen to Track 21 to hear the different types of homes one can live in. Follow along with the pictures below. l appartement l appartement en copropriété le duplex la maison la maison jumelée la maison mobile la maison en rangée la maison de plain-pied la maison à deux étages la maison à deminiveaux We use the verb habiter to say in what kind of home we live. Let s look at some examples. J habite dans une maison à demi-niveaux. (I live in a split-level house) Ma grand-mère habite dans un appartement. (My grandmother lives in an apartment.) Mes cousins habitent dans un duplex. (My cousins live in a duplex) Pg 16

17 6 Notice how the verb endings change depending on the subject of the sentence. The different endings for each pronoun are highlighted in red in the chart below. J habite Tu habites Il/Elle habite Nous habitons Vous habitez Ils/Elles habitent Remember that the preposition dans (in) must be placed before the type of home as in the sentences above. You reviewed how to give someone s address in Section One. The sentence structure we use is quite easy. Let s look at a few examples. Mon adresse est 945 Blackmud Drive. (My address is 945 Blackmud Drive.) Ton adresse est e Avenue, appartement 5. (Your address is rd Avenue, apartment 5.) Son adresse est numéro 29, re Rue. (His/her address is number 29, st Street.) Since the word adresse is a masculine noun, we have to use one of the following masculine possessive adjectives: mon, ton or son. Remember that for a specific street name, the words Avenue or Rue always follow the last number in an address. For people that live in an apartment, the word appartement and the apartment number are given at the end of the address, like in the second sentence above. For a specific house or condo number, we use the expression numéro and simply put the number sign (#) before the address, like in the last example. We use the term première when talking about First Street or Avenue. Finally, we add the ending e to any other number that precedes the word Rue or Avenue. 2. Open Section Two, Day Six of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 17

18 7 In this lesson, I will review different professions. 1. Open Section Two, Day Seven of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 23 on the Module 2 CD. Use the following pictures to help you understand. Context: M. Paradis, the school counselor, has received the results to the job survey the students completed in Health class last week. While comparing their results, the students discuss what professions they are best suited for as well as other jobs they are interested in. Pg 18

19 7 3. Can you remember the names of different professions in French? Listen to Track 24 on the Module 2 CD to hear the professions listed below being named. Follow along with the pictures. Practice saying each word after you hear it. l avocat (le)/ l avocate (la) le bibliothécaire /la bibliothécaire le boulanger/la boulangère le charpentier/ la charpentière le chauffeur d autobus/ la chauffeuse d autobus le chauffeur de taxi/ la chauffeuse de taxi le coiffeur/ la coiffeuse le concierge/ la concierge le dentiste/ la dentiste l électricien (le)/ l électricienne (la) le facteur/ la factrice le fermier/ la fermière l infirmier(le)/ l infirmière (la) le maire/ la mairesse le mécanicien/la mécanicienne le médecin/ la médecin l ouvrier(le)/ l ouvrière (la) le plombier/ la plombière le pharmacien/la pharmacienne le policier/ la policière Pg 19

20 7 le pompier/ la pompière le pompiste/ la pompiste le professeur/ la professeure le secrétaire/ la secrétaire le serveur/ la serveuse le vendeur/ la vendeuse le vétérinaire/ la vétérinaire As you saw above, there is a masculine and a feminine form for each profession. There are a few professions that use the same word regardless of their gender. For example, a male doctor is le médecin and a female doctor is la médecin. When the same word is used, the article (le/la) tells us the gender of the person practicing the profession. With most professions, the feminine form is written differently. For example, a male pharmacist is le pharmacien and a female pharmacist is la pharmacienne. We use the verb être when indicating someone s profession. Let s look at a few examples. Ma tante est avocate. Mon père est électricien. Mes parents sont dentistes. (My aunt is a lawyer.) (My dad is an electrician.) (My parents are dentists.) In English, we always use the article a or an before indicating someone s profession. However in French, you will notice that an indefinite article (un, une, des) is not used. Remember that when you are talking about more than one person, you need to add an s to the end of the profession, as in the last sentence above. When you want to know what kind of job someone has, you ask the question Quelle sorte d emploi a?. Study the examples below. Quelle sorte d emploi a ton cousin? Quelle sorte d emploi a ta sœur? Mon cousin est vendeur. Ma sœur est factrice. Pg 20

21 7 Quelles sortes d emplois ont tes parents? Ma mère est coiffeuse. Mon père est policier. Remember that the job or profession named in each answer must be written in the correct form (masculine or feminine). If you want to know whether a certain family member works or has a job, you ask Est-ce que ton/ta travaille? You simply write the name of the family member in the blank. Remember to use the possessive adjective ton if the family member is male and ta if the family member is female. Study the question and possible answers below. Est-ce que ta grand-mère travaille? Oui, elle est infirmière. OR Non, elle ne travaille pas. OR Non, elle n a pas d emploi. We can use the expression ne travaille pas or n a pas d emploi when someone doesn t work or have a particular job. 4. Open Section Two, Day Seven of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 21

22 8 In this lesson, I will use the verb aimer and adorer as well as adverbs of quantity to describe family members likes and dislikes. 1. Open Section Two, Day Eight of the Workbook and complete the Reflection. 2. View the animation La famille de Mai one more time on the Animation CD or Website. Pay special attention to each family member s likes and dislikes. In the animation, Mai described what each of her family members liked and disliked. Examine the sentences below. Mon père aime la nourriture épicée. Il n aime pas le football. Ma mère adore lire mais n aime pas trop regarder la télé. Thao aime beaucoup jouer au basketball. Can you tell which verbs were used in the sentences above to describe likes and dislikes? You re right if you chose aimer and adorer. We use the verb aimer to express what we like. Let s look at two more examples. Nous aimons le hockey. Mes grands-parents aiment jouer aux cartes. Pg 22

23 8 The verb aimer is also used to express what we don t like. Mon père n aime pas les œufs. Mes cousins n aiment pas faire du ski alpin. Remember for a negative sentence, you need to put an n before the conjugated form of the verb aimer and pas after it. The verb adorer is used to express that we really like something a lot. J adore aller au cinéma. Vous adorez les légumes. (I love going to the movies.) (You love vegetables.) The chart below has been provided as a reference. The different terminaisons (verb endings) are highlighted in red. AIMER NE PAS AIMER ADORER J aime Je n aime pas J adore Tu aimes Tu n aimes pas Tu adores Il/Elle aime Il/Elle n aime pas Il/Elle adore Nous aimons Nous n aimons pas Nous adorons Vous aimez Vous n aimez pas Vous adorez Ils/Elles aiment Ils/Elles n aiment pas Ils/Elle adorent 3. Open Section Two, Day Eight of the Workbook and do question 1. Pg 23

24 8 Here are some examples of questions one can ask about a family member s likes or dislikes. Qu est-ce que ton oncle aime? Qu est-ce que tes parents n aiment pas? Qu est-ce que vous (toi et ta famille) adorez? Possible answers to these questions include: Mon oncle aime faire un pique-nique. Il aime le tennis. Mes parents n aiment pas patiner. Ils n aiment pas les céréales chaudes. Moi et ma famille adorons faire du ski alpin. Nous adorons la crème glacée. Two possible answers were given for each question asked. In the first sentence, the family member was used with a possessive adjective (mon, ma, mes). In the second sentence, a pronoun was used. A pronoun is a word that replaces the family member. For example, Il replaces Mon oncle. The pronouns used in the sentences above are highlighted in red. Likes and dislikes can include specific activities, sports, types of foods, etc. You can refer to the Glossary or a French English dictionary if you need to find the French name of a particular like or dislike. You are familiar with singular possessive adjectives which are used to indicate that someone owns something or is related to someone else. When talking about someone related to you and your family, we use the possessive adjectives notre or nos, meaning our. Study the sentences below. Notre grand-père aime peu le baseball. (Our grandfather likes baseball a bit.) Notre sœur aime bien aller au parc. (Our sister really likes going to the park.) Nos parents aiment beaucoup les jeux. (Our parents like games a lot.) Nos cousins n aiment pas trop les bleuets. (Our cousins don t like blueberries very much.) Notre is used when talking about one person and nos is used when talking about more than one person. Both of these possessive adjectives are used whether the family member is masculine or feminine. Pg 24

25 8 We use adverbs of quantity (beaucoup, bien, peu, trop) to indicate how much we like or dislike something. Examples of these adverbs were used in the previous sentences. Notice how each adverb comes directly after the verb in each sentence. 4. Open Section Two, Day Eight of the Workbook and do questions 2, 3, and 4. Pg 25

26 9 In this lesson, I will examine how families spend their time together in Canada and in France. 1. Open Section Two, Day Nine of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 27 on the Module 2 CD. Use the pictures below from left to right to help you understand. Context: Émilie is enjoying visiting her cousin Sonia in France. She has toured Sonia s school and met some of her friends. She decides she wants to know more about how Sonia spends time with her family. Sonia gives examples of different activities she does with her family and asks Émilie to do the same. Pg 26

27 9 Émilie and her cousin discussed what activities they liked to do with their respective families. Study the sentences below. Ma famille et moi aimons aller au cinéma. Nous aimons jouer aux cartes. In each sentence, the verb aimer was used followed by the name of the activity. Listen to Track 28 to hear different family activities being named in French. Follow along with the pictures. aller au cinéma aller au parc aller au zoo faire un piquenique faire une promenade faire de la bicyclette faire du ski alpin faire du ski de fond jouer aux cartes patiner regarder la télé Of course there are many other activities that one may choose to do with one s family. Other possible activities could be found in the vocabulary list for Hobbies and Interests in Section One or you can look up the French word for a particular activity in French - English dictionary. If you want to say that you and your family do a particular activity, you can also conjugate the verb found at the beginning of any activity listed above. Let s look at a few examples. Ma famille et moi allons au zoo. Nous faisons de la bicyclette. Pg 27

28 9 Nous jouons au soccer. Ma famille et moi regardons la télé. Aller and faire are irregular verbs that don t follow the same conjugation pattern as verbs that end in er. Use the chart below to see how these two verbs are conjugated. ALLER Je vais Tu vas Il/Elle va Nous allons Vous allez Ils/Elles vont FAIRE Je fais Tu fais Il/Elle fait Nous faisons Vous faites Ils/Elles font Remember that the verbs jouer, patiner, regarder and others that end in er follow the same conjugation pattern as aimer and adorer. You can refer to the conjugation chart for the verbs aimer and adorer on Day Eight to refresh your memory. Did you notice that the pronoun Nous was used in place of the words Ma famille et moi in the sentences above? Pronouns can be used at any time to avoid repeating a word or a group of words. Let s look at a few more examples. Ta famille et toi jouez au tennis. Vous jouez au tennis. Mes grands-parents font une promenade au parc. Ils font une promenade au parc. Mes cousines vont au zoo. Elles vont au zoo. The pronouns that were used to replace each set of underlined words are highlighted in red. Nous means we, Vous is the plural form of you, Ils and Elles mean they. When the people you are talking about are male, you use the pronoun Ils and when they are female you use the pronoun Elles. If you are talking about a group of people with some males and some females, you will always use the pronoun Ils. Pg 28

29 9 Émilie s cousin Sonia named a few activities that her and her family like to do together. Some of these activities are the same as those that we do in North America, such as going to the movies or taking walks. There are a few other activities that are a bit different. For example, Sonia s family spent time going to the café as well as different museums. These two activities are very common in France as they are part of the European culture. One s culture and physical surroundings can influence what type of activities one participates in. Émilie s family likes going camping every summer which is a popular activity in North America but less popular in Europe. Many Europeans go to exotic resorts, such as Martinique or cultural countries like Italy for their holidays. 3. Open Section Two, Day Nine of the Workbook and do questions 1, 2, 3, and 4. Pg 29

30 10 In this lesson, I will review concepts from previous lessons in Section Two. 1. Before moving to today s activities, take some time to review this section and be aware of all that you have learned. Day One: Name the three family members that Mai presented in the animation. Then name two things she and her family like to do together. Day Two: Complete each of the sentences below with the correct family member. La sœur de mon père est ma. Le mari de ma grand-mère est mon. La fille de mon oncle est ma. Day Three: Use Miguel s family tree to answer the questions below. Comment s appelle sa sœur? Quel âge a son père? Combien de frères est-ce qu il a? Day Four: Write two sentences to describe the physical appearance of each character below. Remember to use the correct form of colours and adjectives in your sentences. Day Five: Choose two members of your family and describe each one s personality. Use at least two personality traits and one adverb for each family member. Pg 30

31 10 Day Six: Write a sentence indicating what type of home each character lives in as well as a sentence telling their address. Day Seven: Answer the following questions in complete sentences. Quelle sorte d emploi a ta mère? Quelle sorte d emploi a ton père? Est-ce que ta grand-mère travaille? Est-ce que ton oncle travaille? Day Eight: Choose two family members and describe their likes and dislikes. Use aimer/ne pas aimer as well as an adverb of quantity (beaucoup, bien, peu, plus, moins) in your descriptions. For example, Ma cousine aime bien le soccer. Elle n aime pas la natation. Day Nine: Write sentences using the verbs faire, aller and jouer to describe what activities you and your family do together. 2. Open Section Two, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 31