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

Transcription

1 1 Section One: Noël DAY ONE In this lesson, I will view an animation titled Joyeux Noël. 1. Open open Section One, Day One of the Workbook and complete the Reflection. 2. Read the context below and then view the animation Joyeux Noël on the Animation CD or Website. Context: Miguel and Karine are sitting on the couch looking at Miguel s Christmas photos. They discuss different traditions including decorating the tree, singing Christmas carols, attending midnight mass and the Christmas Eve feast. Miguel celebrated Christmas with his family and talked about certain family members in the animation. With whom do you celebrate Christmas? Do you remember how to say the names of different family members in French? Look at the pictures on the following page to refresh your memory. Pg 1

2 le père la mère le frère la sœur le demi-frère la demi-sœur le beau-père la belle-mère le grand-père la grand-mère l oncle la tante le cousin la cousine Did you notice any new family members in the pictures above? We have included le beau-père (stepfather) and la belle-mère (stepmother), as nowadays, some children are part of blended families and may celebrate Christmas with different sets of parents. 3. Open Section One, Day One of the Workbook and do questions 1, 2, 3, and 4. Pg 2

3 DAY TWO In this lesson, I will be introduced to new vocabulary. 1. Read the context below then listen to Track 1 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Christmas is less than one month away. Miguel and Karine are talking on the phone about decorating their homes and what they are looking forward to during this festive time of the year. Pg 3

4 Pg 4

5 2. Listen to Track 2 on the Module 5 CD and take some time to learn the names of different Christmas objects in French. Use the following pictures from left to right to help you follow along. Listen a second time and repeat each word after you hear it. Record yourself saying the words below. Compare your recording with the track. How is your pronunciation? Practice saying again the words that are giving you difficulty. l ange le bas de Noël le bonhomme de neige les bougies la boule de Noël le cadeau la canne de Noël la couronne les décorations l étoile le gui la guirlande les jouets les lumières le lutin le père Noël les rennes le réveillon le sapin de Noël le traîneau Pg 5

6 When we want to wish someone a Merry Christmas in French, we say Joyeux Noël, just like Miguel and Karine did in the animation. Many people often write Christmas cards to send their best wishes to family and friends. We use the expression Meilleurs Vœux in French when offering someone our best wishes. It is customary for people to hang mistletoe le gui in their homes during the Christmas season. It is a symbol of love and peace. If two people are caught under the mistletoe, they are to give each other a kiss and then they will experience happiness and good luck in the year to come. 3. Open Section One, Day Two of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 6

7 DAY THREE In this lesson, I will learn about colours that are associated with Christmas. 1. Open open Section One, Day Three of the Workbook and complete the Reflection. 2. View again the animation Joyeux Noël. Pay special attention to the colours that are mentioned when Karine describes Miguel s Christmas tree. The two most common colours associated with Christmas are red and green. Red symbolizes the life-giving blood that Jesus gave us. It is a vivid colour and is often seen as a sign of strength and passion. Green is the colour of nature and symbolizes life and growth. For example, the Christmas tree is green all year round, so it symbolizes eternal life. Pg 7

8 continued... Other popular colours seen at Christmas are white, blue, silver and gold. White is said to represent the angels who announced Jesus birth and is a symbol of purity. Blue is a peaceful colour that represents the sky from which the angels appeared. Silver and gold symbolize richness and brightness. They are often related to light and glory. Pg 8

9 Karine talked about the colour of different Christmas decorations in the animation. When colours are used to describe something, they are adjectives. Therefore they take the masculine or feminine and singular or plural forms of the nouns they describe. Look at the following examples The chart below shows the different forms of common colours. Masculine Singular Feminine Singular Masculine Plural Feminine Plural blanc blanche blancs blanches bleu bleue bleus bleues brun brune bruns brunes gris grise gris grises 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 Pg 9

10 continued... Remember that the spelling of some colours is the same whether they are masculine or feminine. Other colours have a different spelling when they are feminine. The plural forms of most colours take an s except for orange. Did you notice that Karine used the words argenté and doré when describing Miguel s Christmas tree? These words are also adjectives. Argenté means silvery and doré means golden. Review the examples below. J aime la guirlande dorée. Notice that there is an extra e on doré since guirlande is a feminine noun. J aime les boules rouges et argentées. Since we are talking about more than one boule and the word is feminine, we add an e and an s to the word argenté. Pg 10

11 continued... Refer to the chart below to see the different forms of the adjectives argenté and doré. Masculine Singular Feminine Singular Masculine Plural Feminine Plural argenté argentée argentés argentées doré dorée dorés dorées Remember: Always look at the noun in order to determine if the adjective should be written in the masculine or feminine and singular or plural forms. 3. Open Section One, Day Three of the Workbook and do questions 1, 2, and 3. Pg 11

12 DAY FOUR In this lesson, I will review numbers and the expression Il y a. I will also learn how to use the questions Il y a combien de? and Quelle couleur est/sont? We use the expression il y a which means there is and there are with a number to describe how many of something there are. For example: Il y a cinq bas de Noël. (There are five Christmas stockings.) Pg 12

13 continued... Il y a quinze boules rouges. (There are fifteen red ornaments.) Notice that the number is found in front of each item in the preceding sentences. The expression il y a means there is when we are talking about one of something. For example: Il y a un bonhomme de neige devant la maison. (There is a snowman in front of the house.) Pg 13

14 continued... Refer to the chart below to review the numbers from un 6 six 11 onze 16 seize 2 deux 7 sept 12 douze 17 dix-sept 3 trois 8 huit 13 treize 18 dix-huit 4 quatre 9 neuf 14 quatorze 19 dix-neuf 5 cinq 10 dix 15 quinze 20 vingt 1. Open Section One, Day Four of the Workbook and do questions 1, 2, and 3. When we want to know how many of something there are, we ask the question, Il y a combien d? For example: Il y a combien d étoiles sur le sapin de Noël? (How many stars are on the Christmas tree?) Il y a dix étoiles sur le sapin de Noël. (There are ten stars on the Christmas tree.) Notice that the words combien de or combien d appear before the noun in the question and the number is placed before the noun in the answer. Pg 14

15 continued... When we want to know the colour of a specific object we ask the question Quelle couleur est? For example: Quelle couleur est le sapin de Noël? (What colour is the Christmas tree?) Le sapin de Noël est vert. (The Christmas tree is green.) When you want to ask about the colour of more than one of something, you use the question, Quelle couleur sont? For example: Quelle couleur sont les étoiles? (What colour are the stars?) Les étoiles sont jaunes. (The stars are yellow.) Remember that colours take the same form (masculine or feminine and singular or plural) as the nouns. 2. Open Section One, Day Four of the Workbook and do question 4. Pg 15

16 DAY FIVE In this lesson, I will learn about different Christmas carols sung in French. 1. Open open Section One, Day Five of the Workbook and complete the Reflection. There are many songs that we sing in both French and English with the same tune. For example, we sing Bonne Fête ( Happy Birthday ). Miguel and his family are singing a well known Christmas carol Vive le vent. Listen to Track 5 on the Module 5 CD. Follow along with the words on the following page. The pictures next to each verse will give you a better idea of what the song is about. Pg 16

17 Vive le vent Sur le long chemin Tout blanc de neige blanche, Un vieux monsieur s avance Avec sa canne dans la main. Et tout là-haut, le vent Qui siffle dans les branches, Lui souffle la romance Qu il chantait petit enfant : Vive le vent, vive le vent, Oh! Vive le vent d hiver Qui s en va sifflant, soufflant Dans les grands sapins verts Oh! Vive le vent, vive le temps, Vive le temps d hiver. Boule de neige et jour de l An Et bonne année grand-mère Joyeux, joyeux Noël Aux mille bougies, Quand chantent vers le ciel Les cloches de la nuit : Oh! Vive le vent, vive le vent, Vive le vent d hiver Qui rapporte aux vieux enfants Leurs souvenirs d hier. Pg 17

18 Et le vieux monsieur Descend vers le village ; C est l heure où tout est sage Et l ombre danse au coin du feu Mais dans chaque maison Il flotte un air de fête Partout la table est prête Et l on entend la même chanson Vive le vent, vive le vent, Oh! Vive le vent d hiver Qui s en va sifflant, soufflant Dans les grands sapins verts Oh! Vive le vent, vive le temps, Vive le temps d hiver. Boule de neige et jour de l An Et bonne année grand-mère Joyeux, joyeux Noël Aux mille bougies, Quand chantent vers le ciel Les cloches de la nuit : Oh! Vive le vent, vive le vent, Vive le vent d hiver Qui rapporte aux vieux enfants Leurs souvenirs d hier. Pg 18

19 continued... Did you notice that this song has the same tune as Jingle Bells? However the lyrics of the songs differ. In Jingle Bells we sing about how much fun it is to ride in a onehorse open sleigh whereas in Vive le vent, we sing about the lively wind and the fun times we have in winter. Carols are songs of joy and praise that friends and/or families sing when they celebrate together at Christmas. Other popular Christmas carols in French include Mon beau sapin ( O Christmas Tree ), Le petit renne au nez rouge ( Rudolph the Red-Nosed Reindeer ), and L enfant au tambour ( Little Drummer Boy ). The meanings of these songs are quite similar in French and English. Petit Papa Noël is a well-known French carol which does not have an English equivalent. In this carol, children remind Santa Claus to bring them a few toys and they tell him to dress warmly for his journey. Listen to Tracks 6, 7, 8 and 9 on the Module 5 CD. You will hear students singing the Christmas carols mentioned above. 2. Open Section One, Day Five of the Workbook and do questions 1, 2, and 3. Pg 19

20 DAY SIX In this lesson, I will learn about the religious aspects of Christmas. 1. Open open Section One, Day Six of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 12 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Miguel and his sister are at church on Christmas Eve. They discuss the different things they see while attending midnight mass. Pg 20

21 Attending la messe de minuit (midnight mass) is still an important part of Christmas for many French Christian families. During this special church service, we see the nativity scene and hear the story of baby Jesus birth: how Jesus was born in a stable because there was no room for Mary and Joseph at the inn, that the shepherds were the first ones to hear the news of Jesus birth and how the Wise Men came to offer gifts to the new born child, who would be king of the Jews. Christian families believe that Jesus was the son of God and was sent to deliver man from sin. 3. Open Section One, Day Six of the Workbook and do questions 1, 2, and 3. Pg 21

22 DAY SEVEN In this lesson, I will learn about two important meals: le réveillon and le repas de Noël. 1. Open open Section One, Day Seven of the Workbook and complete the Reflection. 2. Listen to Track 14 on the Module 5 CD and take some time to learn the names of different foods eaten at Christmas time. Use the following pictures from left to right to help you follow along. Listen a second time and repeat each word after you hear it. Record yourself saying the words below. Compare your recording with the track. How is your pronunciation? Practice saying the words that are giving you difficulty again. les bonhommes de pain d épice les boulettes de viande la bûche de Noël les chocolats la dinde la farce le jambon les légumes les mandarines les pâtisseries Pg 22

23 les petits pains les pommes de terre la sauce la tourtière Le réveillon (midnight feast) is a very important event that French families celebrate when they return home from midnight mass. It is the culinary high point of the season which is a symbolic awakening to the meaning of Christ s birth. The word réveillon comes from the French verb réveiller which means to wake up or revive. Typical dishes served include la tourtière (meat pie), les boulettes de viande (meatballs), le jambon (ham) and les pâtisseries (pastries). Pg 23

24 continued... Another important meal is le repas de Noël (Christmas dinner). Again this is a celebration among family members. Typical dishes served on Christmas day include la dinde (turkey), la farce (stuffing), la sauce (gravy), les pommes de terre (potatoes), les légumes (vegetables) and les petits pains (buns). The most popular dessert served is la bûche de Noël (yule log). Some popular food items served in France for le réveillon and le repas de Noël are le saumon fumé (smoked salmon), le foie gras (liver paté), les craquelins (crackers) and la dinde aux marrons (turkey served with chestnuts). Pg 24

25 3. Open Section One, Day Seven of the Workbook and do questions 1, 2, and Read the context below and listen to Track 16 on the Module 5 CD. Context: Miguel and Karine are discussing which Christmas foods they like and dislike. Pg 25

26 Did you notice that Karine and Miguel used the verb aimer to describe the things they like and dislike? When you want to indicate that you like something, you use J aime J aime la dinde avec la farce. (I like turkey with stuffing.) When you want to indicate that you don t like something, you use Je n aime pas For example: Je n aime pas la tourtière. (I don t like meat pie.) The words ne, n and pas are always clues to look for if you want to know if a sentence is negative. 5. Open Section One, Day Seven of the Workbook and do questions 4, 5, and 6. Pg 26

27 DAY EIGHT In this lesson, I will review the verb manger and the personal pronouns Il and Elle. 1. Open open Section One, Day Eight of the Workbook and do question Read the context below then listen to Track 17 on the Module 5 CD. Use the following pictures to help you follow along. Context: Miguel is describing what he and his family eat for the Christmas Eve feast and Christmas dinner. Pg 27

28 Miguel used the verb manger when describing what his family eats at Christmas time. The verb is written differently, depending on who is doing the action. Look at the sentences below. Je mange du jambon. (I eat ham.) Tu manges de la tourtière. (You eat meat pie.) Il mange des petits pains. (He eats buns.) Elle mange des bonhommes de pain d épice. (She eats gingerbread men.) Nous mangeons de la dinde. (We eat turkey.) The verb will take an s when it is used with the personal pronoun Tu. Pg 28

29 continued... Always look at the personal pronoun before the verb in order to use the correct form of the verb. We also use the verb manger to say what someone doesn t eat. Look at the examples below: Je ne mange pas de farce. (I don t eat stuffing.) Il ne mange pas de légumes. (He doesn t eat vegetables.) Notice that the word ne is placed before the verb and the word pas is placed after the verb. When using the verb manger we also need to ensure we use before the name of the food we are eating. Notice how the de or d takes the place of a definite or an indefinite article in the sentences above. Note: The de or d is used in negative sentences. Refer to the chart on the next page to determine whether to use du, de la, de l or des with each food item. Pg 29

30 Masculine Singular du jambon Feminine Singular de la bûche de Noël Plural (Masculine or Feminine) des bonhommes de pain d épice de la dinde des boulettes de viande de la farce des chocolats de la sauce des légumes de la tourtière des mandarines des pâtisseries des petits pains des pommes de terre Remember: In a negative sentence, you replace the du, de la, and des with either de or d, if the following word starts with a vowel. 3. Open Section One, Day Eight of the Workbook and do questions 2 and 3. Pg 30

31 Look at the example sentences below: Mon père mange des petits pains. (My dad eats buns.) Il mange des petits pains. (He eats buns.) Karine mange des légumes. (Karine eats vegetables.) Elle mange des légumes. (She eats vegetables.) Notice that in both French and English when we are talking about people, their names can be replaced by a pronoun. When we are talking about a male person, we use the pronoun Il. If we are talking about a female person, we use the pronoun Elle. 4. Open Section One, Day Eight of the Workbook and do questions 4, 5, and 6. Pg 31

32 DAY NINE In this lesson, I will learn about the different words we use to ask questions in French. 1. Open open Section One, Day Nine of the Workbook and do question View again the animation Joyeux Noël. Pay special attention to the different questions that Karine asked Miguel while they are looking at his album of Christmas photos. During the animation, Karine asked Miguel a variety of questions: Qui? This question is used when we want to know who is doing something. Karine asked: Qui joue du piano? (Who is playing the piano?) Miguel answered: C est ma mère. (It s my mother.) Pg 32

33 continued... Quand est-ce que? This question is used when we want to know when something happens. Karine asked: Quand est-ce que tu ouvres les cadeaux? (When do you open presents?) Miguel answered: J ouvre toujours un cadeau la veille de Noël. (I always open one present on Christmas Eve.) Où est-ce que? This question is used when you are wondering where something happens. Karine asked: Où est-ce que tu manges ton souper de Noël? (Where do you eat Christmas dinner?) Miguel answered: Chez mes grands-parents. (At my grandparents house.) Pg 33

34 continued... Il y a combien de? This question is used when we want to know how many of something there are. Karine asked: Il y a combien de personnes chez tes grandsparents? (How many people are at your grandparents?) Miguel answered: Il y a 15 personnes. (There are fifteen people.) Remember that the words combien de appear before the noun in the question and the number is placed before the noun in the answer. A good way to remember which question format to use is to ask yourself what you are trying to find out. Do you want to know who, when, where or how many? The best way to become proficient in asking questions in French is to practice using them whenever you can. 3. Open Section One, Day Nine of the Workbook and do questions 2, 3, 4, and 5. Pg 34

35 DAY TEN In this lesson, I will review concepts from previous lessons in Section One. 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: How do you say Merry Christmas in French? Day Two: Look at the pictures below. Can you name each Christmas object in French? Make sure that you use the correct article. Day Three: Write a sentence which describes the colour for each item shown below. Pg 35

36 Day Four: Answer the following questions about different Christmas objects found in your home: Il y a combien de bas de Noël? Quelles couleurs sont les lumières sur ton sapin de Noël? Day Five: Sing the chorus of Vive le vent. The lyrics are provided in the workbook. Name one other Christmas carol in French. Day Six: Look at the pictures below. Write the name of each picture in French using the correct definite article le/ la/ l / les. Explain the religious significance of Christmas. Day Seven: Write sentences using J aime and Je n aime pas to say which of the foods below you like and dislike. What is the name for the midnight feast that many families celebrate on Christmas Eve? Pg 36

37 Day Eight: Look at the pictures below of different foods eaten at Christmas. Indicate one item that your mother or father eats and one he or she does not eat. Use the correct pronoun Il/Elle and form of the verb manger (mange/ne mange pas) in your answers. Complete the rest of the sentence with either du/ de la/ de l / des/ de/ d. Day Nine: How do you say the following questions in French? Answer them. Where do you eat Christmas dinner? When do you put up your Christmas tree? 2. Open Section One, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 37