1. Open Section Three, Day One of the Workbook and do question 1.

Transcription

1 3Section Three: Classroom Equipment (Supplies, Furniture) DAY ONE In this lesson, I will be introduced to vocabulary specific to equipment, supplies and furniture in the classroom. I will also review the use of the definite articles le/la/les. 1. Open Section Three, Day One of the Workbook and do question Read the context below then view the animation On range la salle de classe on the DVD or Website. Context: Émilie and Jean-François notice that the classroom needs some cleaning. They offer to help Mme Morin put everything back in its place. 3. Open Section Three, Day One of the Workbook and do questions 2 and 3. Pg 51

2 In French definite articles are either masculine or feminine. They are always placed in front of a noun. Review the chart below: Masculine Singular Feminine Singular Masculine or Feminine Plural le la les le crayon (pencil) le stylo (pen) la gomme (eraser) la règle (ruler) les crayons, les gommes les stylos, les règles The English equivalent to le/la or les is the. Definite articles are used when you are making reference to a specific item. 4. Open Section Three, Day One of the Workbook and do questions 4, 5, and 6. Pg 52

3 DAY TWO In this lesson, I will review the use of indefinite articles un/une/des in French. In French indefinite articles are either masculine or feminine. They are always placed in front of a noun. Masculine Singular Feminine Singular Masculine or Feminine Plural un une des un crayon (pencil) un stylo (pen) une gomme (eraser) une règle (ruler) des crayons des gommes des stylos des règles The English equivalent to un/une is a/an. Indefinite articles are used when you are making reference to a non-specific item. 1. Open Section Three, Day Two of the Workbook and do questions 1 and 2. Pg 53

4 DAY THREE In this lesson, I will be introduced to the preposition sur. 1. Review the animation from Day One On range la salle de classe then open Section Three, Day Three of the Workbook and do questions 1 and Listen to Track 31 on the Module 1 CD. The character is describing the items that are found in the picture below. Le crayon est SUR le pupitre. L horloge est SUR le mur. Le livre est SUR l étagère. The word sur has the same meaning as on. 3. Open Section Three, Day Three of the Workbook and do questions 3 and 4. Pg 54

5 DAY FOUR In this lesson, I will be introduced to the preposition sous. 1. View the animation On range la salle de classe then open Section Three, Day Four of the Workbook and do question Listen to Track 33 on the Module 1 CD. The character is describing the items that are found under the desk. La chaise est SOUS le pupitre. L agenda scolaire est SOUS le pupitre. Le cahier d exercices est SOUS le pupitre. The word sous has the same meaning are the word under. 3. Open Section Three, Day Four of the Workbook and do questions 2 and 3. Pg 55

6 DAY FIVE In this lesson, I will be introduced to the preposition dans. 1. Review once more the animation On range la salle de classe then open Section Three, Day Five of the Workbook and do question Look inside the desk below. Which items are dans le pupitre? If you forget the words, look in the Glossary. Point to each item and say it out loud. Pg 56

7 3. Read the context below then listen to Track 35 on the Module 1 CD. Use the following pictures from left to right to help you understand. Context: Karine and Émilie will describe what they see in the desk above in question 2. Compare what you said with what you hear. Were you right? 4. Open Section Three, Day Five of the Workbook and do questions 2, 3, and 4. Pg 57

8 DAY SIX In this lesson, I will be introduced to the preposition devant and derrière. 1. Read the context below then listen to Track 37 on the Module 1 CD. Use the following pictures from left to right to help you understand. Justin Monique Patrick Context: Justin, Monique and Patrick are sorting their supplies after working on a project. When the sorting is done, Patrick and Justin, notice that they are missing a few supplies. They make plans to go to the school office over the lunch hour to purchase these. Pg 58

9 Pg 59

10 2. Open Section Three, Day Six of the Workbook and do question 1. Devant is the word used to express in front of in French. Derrière is used to express behind in French. Listen to Track 38 on the Module 1 CD. Use the picture above to help you understand. 3. Open Section Three, Day Six of the Workbook and do questions 2, 3, 4, and 5. Pg 60

11 DAY SEVEN In this lesson, I will be introduced to the expression J ai besoin de. 1. Review Track 37 on the Module 1 CD then open Section Three, Day Seven of the Workbook and do question 1. The expression J ai besoin de in French is formed with the verb J ai (to have) and the words besoin de to express need. If you were to translate J ai besoin de directly you would say I have need. However, the true meaning in modern English is better said as I need. Here are a few forms to express need in French. I need You need He needs She needs J ai besoin de Tu as besoin de Il a besoin de Elle a besoin de J ai, tu as, il a, elle a are all forms of the verb Avoir (to have). Pg 61

12 continued You place the item you need after the form of Avoir besoin de. Examples: J ai besoin d un magnétophone. Tu as besoin d un stylo. Il a besoin d une poubelle. Note that de turns to d because un/une start with a vowel. 2. Open Section Three, Day Seven of the Workbook and do questions 2, 3, and 4. Pg 62

13 DAY EIGHT In this lesson, I will be introduced to possessive adjectives mon/ma and ton/ta. 1. Review Track 37 on the Module 1 CD then open Section Three, Day Eight of the Workbook and do question 1. Notice the use of possessive adjectives in the track above. Mon, Ma refer to mine. Ton, Ta refer to yours (informal) The form you use depends on the gender (masculine or feminine) and number (singular or plural) of the noun following the possessive adjective. Review the examples below: C est mon crayon. (It is my pencil) C est ton crayon. (It is your pencil) You use mon/ton crayon because crayon is masculine. (le crayon or un crayon) Pg 63

14 continued C est ma gomme. (It is my eraser) C est ta gomme. (It is your eraser) You use ma/ta gomme because gomme is feminine. (la gomme or une gomme) Masculine Singular mon ton Feminine Singular ma ta 2. Open Section Three, Day Eight of the Workbook and do questions 2, 3, and 4. Pg 64

15 DAY NINE In this lesson, I will be introduced to the plural possessive adjectives mes/tes. 1. Review Track 37 on the Module 1 CD then open Section Three, Day Nine of the Workbook and do question 1. Notice that when the students are talking about the felt pens they say: mes feutres/tes feutres. Masculine Singular Feminine Singular Masculine or Feminine Plural mon ma mes ton ta tes Mes refers to my (plural) for masculine and feminine nouns. Tes refers to your (plural) for masculine and feminine nouns. Listen to the following examples on Track 42 on the Module 1 CD. Pg 65

16 continued C est mon crayon. C est ma règle. Ce sont mes crayons. Ce sont mes règles. C est ton crayon. C est ta règle. Ce sont tes crayons. Ce sont tes règles. Note: Notice how C est becomes Ce sont when plural. 2. Open Section Three, Day Nine of the Workbook and do questions 2, 3, and 4. Pg 66

17 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: Take a look at the pictures below. Can you name them without checking the Glossary? Are you using the proper article le or la? Pg 67

18 Day Two: Read the following vocabulary words, they are accompanied by definite articles le, la and les. Can you replace the definite articles with the indefinite articles un, une and des? le calendrier la fenêtre le pupitre la chaise Day Three: Can you tell me where the pencil is using the word sur? Day Four: Can you tell me where the notebook is using the word sous? Pg 68

19 Day Five: Look at the picture below. Can you tell me what is in the desk using dans? Day Six: Who is devant Jean-François? Who is derrière Justin? Day Seven: We all have needs: I need, you need, he needs, she needs. In French we say: J ai besoin de, tu as besoin de, il a besoin de, elle a besoin de. Using all the forms above, how would you express a need for a pencil (un crayon)? Pg 69

20 Day Eight: Use the possessive adjectives mon/ma and ton/ta appropriately with the following nouns in two sentences. First say that the object belongs to you and then say that it belongs to your friend. Remember to start you sentence with C est. le pupitre la chaise le crayon la salle de classe Day Nine: Using the same pictures from Day Eight review and the plural possessive adjectives mes and tes create new sentences. Remember that C est becomes Ce sont. 2. Open Section Three, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 70