1. Open Section Three, Day One of the Workbook and complete the Reflection.

Transcription

1 3 Section Three: Le Carnaval de Québec DAY ONE In this lesson, I will view an animation titled Le Carnaval. 1. Open Section Three, Day One of the Workbook and complete the Reflection. 2. Read the context below then view the animation Le Carnaval on the Animation CD or Website. Context: M. Rémi and his grade six class have just watched a DVD of last year s Carnaval de Québec. They discuss the history of Le Carnaval then make lists of activities, food and souvenirs. They can t wait to use all they have learned to plan their own mini Carnaval de Québec. The habitants of New France, or as we know it, Québec, have always had celebrations just before the beginning of lent to break up the long, cold winter months. The first Carnaval occurred in However, the Carnaval did not become a yearly tradition until the mid 1950 s. In 1954, a group of business people brought the Carnaval back to life and the mascot Bonhomme Carnaval was born. The first official edition of Le Carnaval de Québec took place in The celebration of the Carnaval has continued every year since in the city of Québec. It is always held in the month of February. Pg 1

2 continued From one Carnaval to the next, the list of activities continues to grow to include Québecois folkloric lifestyles such as dogsleds and canoes. Other activities include winter sports and snow sculptures. Today, the Québec winter carnival is the largest in the world and the third on the top list of carnivals to attend after the famous carnivals in Rio and New Orleans. 3. Open Section Three, Day One of the Workbook and do questions 1 and 2. Pg 2

3 DAY TWO In this lesson, I will learn about Bonhomme Carnaval and review winter clothing and the verb porter. 1. Open Section Three, Day Two of the Workbook and complete the Reflection. The mascot for Le Carnaval is Bonhomme Carnaval. You will also find that he is often simply called Bonhomme. He is present throughout the festivities. You can see him in posters, in the parade or just out on the street enjoying the races alongside the spectators. He is a true symbol of Le Carnaval. He is always dressed up in the same manner. Qu est-ce que le Bonhomme Carnaval porte? Il porte une ceinture fléchée, une tuque rouge et des bottes blanches. Pg 3

4 Notice that in the Cultural Clip, we used the verb porter to say what Bonhomme wears. If you were to take part in the carnival festivities, what type of clothing would you need to wear? Listen to Track 27 on the Module 5 CD to hear M. Rémi asking students various questions about what they would wear to Le Carnaval. Follow along with the sentences below. Qu est-ce que tu portes pour aller au Carnaval? Je porte des bottes de neige noires. Je porte un foulard violet. Je porte un habit de neige brun. Qu est-ce que Miguel porte pour aller au Carnaval? Il porte un manteau bleu. Il porte des mitaines orange. Il porte une tuque rouge. Qu est-ce que Karine porte pour aller au Carnaval? Elle porte un pull jaune. Elle porte un chandail vert. Elle porte un pantalon noir. Pg 4

5 continued Did you notice that we used colours in the sentences above? Remember that colours are adjectives and therefore must agree in gender (masculine or feminine) and number (singular or plural) with the noun they qualify. Use the chart below to help you remember how to spell the different forms of the colours correctly. Masculine Singular Feminine Singular Masculine Plural Feminine Plural blanc blanche blancs blanches gris grise gris grises brun brune bruns brunes jaune jaune jaunes jaunes noir noire noirs noires orange orange orange orange rose rose roses roses rouge rouge rouges rouges vert verte verts vertes violet violette violets violettes Also notice that when you use the pronoun tu in the question, you answer with the pronoun je. Miguel is masculine and therefore replaced by the pronoun il. Karine is feminine and therefore is replaced by the pronoun elle. 2. Open Section Three, Day Two of the Workbook and do questions 1, 2, 3, and 4. Pg 5

6 DAY THREE In this lesson, I will learn about Carnaval activities and use the verbs aimer and préférer to discuss likes, dislikes and preferences. 1. Open Section Three, Day Three of the Workbook and complete the Reflection then do question When you are at Le Carnaval de Québec, there are many activities that you are able to take part in, either as a participant or a spectator. Read the context below then listen to Track 29 on the Module 5 CD. Context: Karine and Jean-François are looking at the pictures of Carnaval activities. Follow along as they say whether they like, dislike or prefer the various activities. le spectacle d ouverture le spectacle de fermeture le rafting sur neige la grande virée le défilé le Ciné-Tuque la course en canot le jeu de soccer géant Pg 6

7 les chambres à air le Bal de Bonhomme L International de sculpture sur neige la cabane à sucre le déjeuner western de Calgary le palais de glace la tyrolienne The verbs aimer and préférer were used to describe the activities above. When you want to say whether you like or dislike something, you use the verb aimer: J aime le jeu de soccer géant. (I like ) Je n aime pas la tyrolienne. (I don t like ) When you want to say that you prefer a certain activity, you use the verb préférer: Je préfère le déjeuner western de Calgary. (I prefer ) Pg 7

8 When you visited the official Carnaval website, did you notice the funny jester-like characters called les Knuks? Who are they? The story goes that during one of Bonhomme s visits to the Nordic countries, he met this joyful tribe named the Knuks. Bonhomme helped them defeat their enemy the Grrrounchs and since this time they come, every year, from their home at the Arctic Circle to celebrate Le Carnaval. Their joyful spirit and playful antics rejoice the young and young at heart. They play the role of knights to Bonhomme and accompany him to all the festivities. 3. Open Section Three, Day Three of the Workbook and do questions 2, 3, 4, and 5. Pg 8

9 DAY FOUR In this lesson, I will use the verbs jouer, regarder, danser and faire to describe what one might do at Le Carnaval de Québec. At this time, you may want to review Carnaval activities on Day Three using Track 29 and Bingo de Carnaval. There are many verbs you can use to describe participation in various Carnaval activities. Here are a few: jouer regarder danser faire aller to play to look to dance to do to go If you are talking about yourself, you might say: Au Carnaval, je joue au jeu de soccer géant. Au Carnaval, je regarde le défilé. Au Carnaval, je danse au Bal de Bonhomme. Au Carnaval, je fais le rafting sur neige. Au Carnaval, je vais à la cabane à sucre. Pg 9

10 continued For all of the verbs except faire and regarder, you would use the prepositions au or à la. You use au when the noun is masculine and à la when the noun is feminine. If you wish to talk about other people and what they are doing at Le Carnaval, you will need to use the proper pronouns and verb conjugations. Use these charts to help you. Jouer Regarder Danser Je joue Tu joues Il joue Elle joue Nous jouons Vous jouez Ils jouent Elles jouent Je regarde Tu regardes Il regarde Elle regarde Nous regardons Vous regardez Ils regardent Elles regardent Je danse Tu danses Il danse Elle danse Nous dansons Vous dansez Ils dansent Elles dansent Faire Aller Je fais Tu fais Il fait Elle fait Nous faisons Vous faites Ils font Elles font Je vais Tu vas Il va Elle va Nous allons Vous allez Ils vont Elles vont Pg 10

11 continued Do you remember when to use each pronoun? Je I Tu You (singular) Il He Elle She Nous We Vous You (plural) Ils They (male) Elles They (female) 1. Open Section Three, Day Four of the Workbook and do questions 1, 2, 3, and 4. Pg 11

12 DAY FIVE In this lesson, I will work with Carnaval food vocabulary, listen to a script, answer questions, write sentences and make a recording. 1. Open Section Three, Day Five of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 32 on the Module 5 CD. Use the following pictures to help you understand. Context: M. Rémi has put Justin and Émilie in charge of deciding what types of food they will have at their Carnaval. They review the DVD of Le Carnaval de Québec and then make a list of possibilities. Pg 12

13 Look at the following food items you might find at a carnival. la barbe à papa le cornet de neige les crêpes (la) les frites (la) le hamburger le hot-dog le maïs soufflé les nachos la pizza la pomme glacée les queues de castor (la) les saucisses (la) la saucisse sur bâtonnet la tire Pg 13

14 continued If someone asked you what you ate at a carnival what would they say and how would you answer? Look at the example below: Qu est-ce que tu manges au carnaval? Je mange de la barbe à papa. Here are other examples of questions and answers using various pronouns: Qu est-ce que Jean mange au carnaval? Il mange des nachos. Qu est-ce que vous mangez au carnaval? Nous mangeons un hot-dog. Qu est-ce qu ils mangent au carnaval? Ils mangent des queues de castor. Review the pronouns on Day Four if you are unsure of their meaning. Look at the questions above and notice how the verb manger changes according to the pronoun that is used. Je mange Tu manges Il/Elle mange Nous mangeons Vous mangez Ils/Elles mangent Pg 14

15 continued The articles found in front of the nouns (food items) vary, depending on whether what you are eating is one item, part of an item or more than one item. If you are eating one item or more than one item, you use un or une or des. une crêpe une frite une queue de castor une saucisse un nacho un cornet de neige un hamburger un hot-dog une pomme glacée une saucisse sur bâtonnet des crêpes des frites des queues de castor des saucisses des nachos des cornets de neige des hamburgers des hot-dogs des pommes glacées des saucisses sur bâtonnet However, if you are eating part of a whole item you would use de la or du. de la barbe à papa du maïs soufflé de la pizza de la tire 3. Open Section Three, Day Five of the Workbook and do questions 1, 2, 3, and 4. Pg 15

16 DAY SIX In this lesson, I will review how to write, read and say the time in French. 1. Open Section Three, Day Six of the Workbook and do question Read the context below then listen to Track 34 on the Module 5 CD. Use the following pictures to help you understand. Context: While Justin and Émilie worked on the carnival menu, Jean- François and Karine were putting together the schedule for Le mini Carnaval. Listen as they decide at what time each activity should begin. Pg 16

17 If someone wanted to know at what time a particular carnival activity was going to start, they would ask: À quelle heure est le rafting sur neige? Snow rafting is starting at 2:45p.m., therefore the time of the event could be written and said in many ways. A. You can write out the time using letters: Le rafting sur neige est à deux heures quarante-cinq. B. You can write out the time using numbers: Le rafting sur neige est à 2 h 45 de l après-midi. Notice that for the 12 hour clock, we do not use AM or PM in French. We simply add one of the following after the time. du matin (a.m.) de l après-midi (p.m.) du soir (p.m.) morning afternoon evening We also use h as an abbreviation for heure (hour). Notice that when the time is right on the hour like 2:00, we simply write the following omitting the zeros: 2 h C. You can write out the time using expressions for the quarter, half, and three quarters of the hour. Le rafting sur neige est à trois heures moins le quart. 2 h 15 deux heures et quart (and a quarter) 2 h 30 deux heures et demi (and a half) 2 h 45 trois heures moins le quart (minus a quarter) D. You can also use midi (noon) and minuit (midnight) to indicate the 12 o clock times. Le Ciné-Tuque est à midi. 3. Open Section Three, Day Six of the Workbook and do questions 2, 3, and 4. Pg 17

18 DAY SEVEN In this lesson, I will review questioning structures using Est-ce que, Quand and Quel. 1. Read the context below then listen to Track 35 on Module 5 CD. Use the following pictures to help you understand. Context: The students have been working on the plans for their mini Carnaval de Québec. Justin and Karine present their group s ideas to M. Rémi. M. Rémi asks them various questions about their food choices, activities and schedule. Pg 18

19 M. Rémi asked questions about the students mini Carnaval de Québec. Quand est-ce que le Carnaval commence? (When does the Carnaval start?) Quand est-ce que le Carnaval finit? (When does the Carnaval end?) Quelles activités est-ce qu il y a? (What activities are there?) Quelles sortes de nourriture est-ce qu il y a? (What kind of food is there?) Est-ce qu il y a de la tire sur la neige? (Is there taffy on snow?) Notice that we use Quand to ask questions about when something is happening; we use Quelles to ask questions about what kind of activities are going to take place and Est-ce que to ask if something particular is going to be at Le Carnaval. 2. Open Section Three, Day Seven of the Workbook and do questions 1, 2, and 3. Pg 19

20 DAY EIGHT In this lesson, I will learn a new French song. 1. Open Section Three, Day Eight of the Workbook and complete the Reflection. 2. Listen to Track 36 on the Module 5 CD. The words to the song Bonhomme! are given below. Follow along as you listen to the song. Bonhomme! Bonhomm', bonhomm', sais-tu jouer? Bonhomm', bonhomm', sais-tu jouer? Sais-tu jouer de ce violon-là? Sais-tu jouer de ce violon-là? Zing, zing, zing de ce violon-là. Bonhomm'! Bonhomm'! Tu n'es pas maître dans ta maison, Quand nous y sommes! Bonhomm', bonhomm', sais-tu jouer? Bonhomm', bonhomm', sais-tu jouer? Sais-tu jouer de cett' flûte-là? Sais-tu jouer de cett' flûte-là? Flût, flût, flût de cett' flûte-là. Zing, zing, zing de ce violon-là. Pg 20

21 Bonhomm'! Bonhomm'! Tu n'es pas maître dans ta maison, Quand nous y sommes! Bonhomm', bonhomm', sais-tu jouer? Bonhomm', bonhomm', sais-tu jouer? Sais-tu jouer de ce tambour-là? Sais-tu jouer de ce tambour-là? Boum, boum, boum de ce tambour-là. Flût, flût, flût de cett' flûte-là. Zing, zing, zing de ce violon-là. Bonhomm'! Bonhomm'! Tu n'es pas maître dans ta maison, Quand nous y sommes! 3. Open Section Three, Day Eight of the Workbook and do questions 1, 2, 3, and 4. Pg 21

22 DAY NINE In this lesson, I will work with numbers as I learn how to write money amounts in French. 1. Read the context below then listen to Track 37 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Isabelle and Miguel had the task of deciding if they should have souvenirs for their mini Carnaval de Québec. After visiting the official Carnaval website, they decide that they will create their own Effigie to sell. Note: The prices below are fictional and do not coincide with the prices on the website. un t-shirt 14,99 $ une tuque 9,99 $ une casquette 12,99 $ une ceinture fléchée 15,99 $ une tasse 5,99 $ un verre en plastique 4,99 $ l Effigie 10,00 $ Pg 22

23 When you write money amounts in French, the dollar sign ($) is written at the end of the amount unlike in English where it is written at the beginning. Also a comma is used instead of the period to separate the dollar and cent amounts. We use the verb coûter to say how much something costs. Le t-shirt coûte 14,99 $. (The t-shirt costs $14.99.) We use the verb acheter when we want to buy something. J achète le t-shirt pour 14,99 $. (I buy the t-shirt for $14.99.) We use the verb avoir when we want to say how much money we have. J ai vingt dollars. J ai 20,00 $. (I have twenty dollars. I have $20.00.) We use the word plus to add values together. 5 $ plus 6 $ Ça coûte 11 $. (It costs $11.00.) Listen to Track 38 on the Module 5 CD as the sentences above are read. Pg 23

24 What is l Effigie? Every year since 1955, a new pin is designed every year to help commemorate Le Carnaval de Québec. If you visit the official Carnaval website, you can view all of the past pins as well as the present pin under À propos du Carnaval. L Effigie also serves as your laissez-passer (entry pass) to all the festivities at Le Carnaval de Québec. 2. Open Section Three, Day Nine of the Workbook and do questions 1, 2, 3, and 4. Pg 24

25 DAY TEN In this lesson, I will review concepts from previous lessons in Section Three. 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: Can you name when and where the Carnaval is held? Day Two: Who is the Carnaval mascot? What does he wear? Give your answers in complete sentences. Use the verb porter. Day Three: Look at the Carnaval activities below. Use the verbs aimer and préférer to say which you like, which you dislike and which you prefer. Pg 25

26 Day Four: Use the verbs regarder, aller, faire, jouer and danser to say something you would do at Le Carnaval. Use the following sentence starter and the Glossary to help you. Au Carnaval, je Day Five: Answer the following question using the vocabulary images below. Qu est-ce que tu manges au Carnaval? Day Six: Look at the following pictures. Use the activity and the time to say when each activity takes place. 9 h 2 h h 30 1 h h Pg 26

27 Day Seven: Read the following questions. Can you answer them? Invent the information that you need! Quand est-ce que le Carnaval commence? Quelles activités est-ce qu il y a le matin? Quelles sortes de nourriture est-ce qu il y a? Day Eight: Sing a few verses of Bonhomme! Day Nine: Look at the following souvenirs and prices. First use the verb coûter and say how much each souvenir costs. Next use the verb acheter and say that you are buying each souvenir. 14,99 $ 7,99 $ 10,99 $ 15,99 $ 2. Open Section Three, Day Ten of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 27