In this lesson, I will view an animation titled La soirée d accueil and learn what titles we use when addressing adults.

Transcription

1 1 In this lesson, I will view an animation titled La soirée d accueil and learn what titles we use when addressing adults. 1. Open Section Two, Day One of the Workbook and complete the Reflection. 2. Read the context below then view the animation La soirée d accueil on the Animation CD or Website. Context: It s Meet the Teacher night at the school. Families and students are gathering in the gym. M. Leblanc, the principal, introduces his staff. Then Miguel takes his parents on a tour of the school. After the tour they head to the cafeteria for snacks. In schools, when addressing school personnel, students use Mr., Mrs., or Ms. as a courtesy title in front of the name. We also use such titles in French. Look at the list below. Monsieur: M. (male) Madame: Mme (married female) Mademoiselle: Mlle (unmarried female) M. Leblanc est le directeur. Mme Lise Lavallée est la professeure de mathématiques. Mlle Louise Bernier est la bibliothécaire. It is important to know that the term Mademoiselle is now more often used with young girls and once a young girl has become an adult, she is usually addressed as Madame whether she is married or not. This change has risen from the feminist movement and the English term is Ms. Listen to Track 22 on the Module 1 CD to hear the sentences above. Listen for the correct pronunciation of all three titles. 3. Open Section Two, Day One of the Workbook and do questions 1, 2, 3, and 4. Pg 1

2 2 In this lesson, I will review vocabulary used to name people in my school. 1. Listen to Track 24 on the Module 1 CD. You will hear the names of different people who work in a school. Say each word aloud after you hear it. Then record yourself saying the names of these people. Listen to your recording and compare it to the track. How is your pronunciation? Practice any words that are difficult for you a second time. Note that we use the articles un/le for males and we use the articles une/la for females. Some of the vocabulary spelling varies slightly depending on the gender while others remain unchanged. l aide un ami/une amie le bibliothécaire/ la bibliothécaire un camarade de classe/ une camarade de classe le concierge/la concierge le conseiller/ la conseillère le directeur la directrice le directeur adjoint la directrice adjointe l élève le professeur Pg 2

3 2 la professeure le secrétaire/la secrétaire 2. Open Section Two, Day Two of the Workbook and do question 1. Many names are similar in French and in English. They may differ in spelling or in pronunciation. Examples: French Spelling Jean Christine Justin Suzanne Lise Paul Julie Rémi English Spelling John Kristine Justin Susan Lisa Paul Julie Remi Last names are usually associated with a person s heritage. If your family is English it would, most probably, have an English last name. If your family is Ukrainian it would, most probably, have a Ukrainian last name. If your family is German it would, most probably, have a German last name. This also holds true in French. If your family is French it would, most probably, have a French last name. Pg 3

4 2 However, we can no longer assume that people with a French last name speak French. We could likely find a parent, a grandparent or great-grandparent that did or still does. Here are a few common French last names. Which ones do you recognize? Amyotte Desrosiers Lemoine Beauchamp Dumont Létourneau Bernier Fontaine Mandin Bilodeau Gagné Martin Blais Hébert Moquin Boucher Lavallée Ouellette Cadrin Leblanc Paradis Chartrand Lefebvre Listen to Track 26, on the Module 1 CD. Listen to the proper pronunciation of the first and last names mentioned above. In French, there are two ways to say you tu vous Tu is used when addressing a person you know well a person your own age or younger a member of your family Vous is used when addressing a group of two or more people a person you don t know well a person in formal situations to show respect a professional or a person who is older than you are - such as doctors, professors, principals, teachers. Pg 4

5 2 In the animation, Miguel introduced his parents to Mme Lavallée. He said: «Mme Lavallée, je vous présente mes parents, Hélène et Ricardo.» He used the formal pronoun Vous to be polite. If Miguel were introducing his best friend to his mother this would be an informal situation and he would use the pronoun Tu (te). Look at the example below: «Maman, je te présente mon ami, Justin.» Did you notice that tu became te in the introduction? We will not, at this time, explain the grammar behind this change. Simply remember that in formal situations you say je vous présente and in informal situations you say je te présente When we are introducing people, we often say what relation they are to us. This could be a friend, a teacher or a parent. Notice that in the examples above, Miguel uses mes parents and mon ami when he introduces his parents and his friend. When we want to say what relation someone is to us we will use possessive adjectives. Look at the chart below to review these. Masculine and Singular Feminine and Singular Masculine/Feminine and Plural mon ma mes Here are a few examples: Je te présente mon ami, Justin. Je vous présente ma tante, Louise. Je te présente mes cousins, Luc et Françoise. However if the person you are introducing is not related to you, you simply use an article. Look at the examples below. Je te présente un camarade de classe, Justin. Je vous présente la secrétaire, Mme Lambert. Je vous présente les conseillers, M. Rousseau et Mme Jean. 3. Open Section Two, Day Two of the Workbook and do questions 2, 3, 4, 5, and 6. Pg 5

6 3 In this lesson, I will review colours, physical descriptors, personality traits and body parts as I describe people around me. 1. Read the context below then listen to Track 27 on the Module 1 CD. Use the following pictures to help you understand. Context: Marie has just started school at Louis-Riel. She and Karine are sitting in the hallway during the lunch hour watching school personnel walk by. Marie tries to name the people she sees and Karine helps her when she is unsure. Mme Lavallée Mme Bernier M. Dumont M. Paradis When we want to describe people, we use physical descriptors such as colour or height. In the dialogue you just heard, Karine gave a physical description of Mme Lavallée: Mme Lavallée a les cheveux noirs, les yeux bruns et elle porte des lunettes. (Mrs. Lavallée has black hair, brown eyes and she wears glasses.) Notice that in French the colour comes after the noun. We reviewed colours on Day Two of Section One. Here are a few more colours you may need to use when describing physical traits: Masculine Singular Feminine Singular Masculine Plural Feminine Plural blond blonde blonds blondes gris grise gris grises roux rousse roux rousses Pg 6

7 3 You might also use the adjective clair ( light) and foncé (dark) when describing hair and eyes: Il a les yeux bleu clair. Elle a les cheveux brun foncé. Notice that if you use the adjectives clair and foncé with a colour, this becomes a compound adjective, meaning that one adjective is qualified by another and the whole remains invariable. Therefore it doesn t agree in gender and number with the noun. Look at some other examples: les yeux verts (one adjective vert therefore takes an s because yeux is masculine and plural) les yeux vert foncé (two adjectives vert and foncé therefore remains invariable) les cheveux bruns (one adjective brun therefore takes an s because cheveux is masculine and plural) les cheveux brun clair (two adjectives brun and clair therefore remains invariable) Karine also used other adjectives to describe Mme Bernier and M. Dumont. She said: Elle est jolie et mince. Il est très grand. (She is pretty and thin.) (He is very tall.) Did you notice that when we describe physical features, sometimes we use the verb avoir (to have) and other times, we use the verb être (to be). The chart below reviews how these verbs are conjugated. Avoir Être J ai Tu as Il/Elle a Nous avons Vous avez Ils/Elles ont Je suis Tu es Il/Elle est Nous sommes Vous êtes Ils/Elles sont Pg 7

8 3 Here are other adjectives that would also use the verb être: Masculine Singular Feminine Singular Masculine Plural Feminine Plural beau belle beaux belles court courte courts courtes short grand grande grands grandes tall gros grosse gros grosses big joli jolie jolis jolies mince mince minces minces thin petit petite petits petites small English Translation beautiful/ handsome pretty/good looking Depending on where you are in Canada or in France, it s important to note that different words are used to name the same things. Here are a few examples of these types of words. In Canada we say le professeur la professeure la bibliothécaire le directeur In France we say le maître or l instituteur la maîtresse or l institutrice la documentaliste le principal 2. Open Section Two, Day Three of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 8

9 4 In this lesson, I will review the animation and work with names of the rooms in a school. 1. Open Section Two, Day Four of the Workbook and complete the Reflection. 2. Reread the context below then review the animation La soirée d accueil on the Animation CD or Website. Pay close attention to the rooms that Miguel visits with his parents. Context: It s Meet the Teacher night at the school so families and students are gathering in the gym. M. Leblanc, the principal, introduces his staff. Then Miguel takes his parents on a tour of the school. After the tour, they head to the cafeteria for some snacks. 3. In a school there is a large variety of rooms that one will find. Look at the pictures and names of rooms below. Then listen to Track 28 on the Module 1 CD to hear each one being said. Repeat each name after you hear it. Practice often as it will help you as you complete this section. la bibliothèque le bureau le bureau du conseiller/le bureau de la conseillère le bureau du directeur/ le bureau de la directrice le bureau du directeur adjoint/ le bureau de la directrice adjointe la cafétéria la conciergerie l entrée Pg 9

10 4 le gymnase l infirmerie la salle des arts dramatiques la salle des arts industriels la salle des arts plastiques la salle de classe la salle à dîner la salle d économie domestique la salle de musique la salle des ordinateurs la salle du personnel la sortie le stationnement le terrain de jeux les toilettes le vestiaire If you wanted to name the rooms in your school you would say: Dans mon école, il y a deux gymnases. (In my school, there are two gymnasiums.) Dans mon école, il y a six salles de classe. (In my school, there are six classrooms.) Pg 10

11 4 Dans mon école, il y une salle des ordinateurs. (In my school, there is a computer room.) Notice that in French we use the expression il y a to say there is and there are. Also notice when you use numbers as adjectives they are always placed before the noun they qualify. 4. Open Section Two, Day Four of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 11

12 5 In this lesson, I will use floors plans to follow and give directions in French. 1. Read the context below then listen to Track 30 on the Module 1 CD. Use the pictures below to help you understand. Context: In order to help Marie get better acquainted with the school, Karine has drawn a floor plan. Marie needs to get to the gymnasium for class. Karine uses the the plan to show her the way. M. Mandin Pg 12

13 5 When giving directions in French, there are certain expressions you will need to know. Here are some prepositions to start with: entre (between) à côté de (beside) à gauche (to the left) à droite (to the right) devant (in front of ) derrière (behind) en face de (opposite) When giving directions, you need to use verbs in the imperative form: Verbs Imperative (Tu) Imperative (Vous) aller (go) va allez tourner (turn) tourne tournez continuer (continue) continue continuez marcher (walk) marche marchez Verbs in the imperative are used to give commands. We don t use pronouns when giving commands. Look at the following examples: Marche tout droit. Tournez à gauche. Other useful expressions include: tout droit premier coin à la deuxième porte au bout du couloir (straight) (first corner) (at the second door) (at the end of the hallway) You will also need to review ordinal numbers. Use the chart below to help you with these. premier/première 1 er / 1 èr e sixième 6 e deuxième 2 e septième 7 e troisième 3 e huitième 8 e quatrième 4 e neuvième 9 e cinquième 5 e dixième 10 e Pg 13

14 5 Here are some examples of these prepositions, verbs and expressions used in giving directions: Tu es à la bibliothèque. (You are at the library.) Pour aller au gymnase, tourne à droite au premier coin. (To go to the gym, turn right at the first corner.) La salle de classe n 3 est la deuxième porte à la droite. (Classroom n 3 is the second door on the right.) Continue tout droit. (Go straight.) Here are the directions that Karine gave Marie: Tu es à la bibliothèque. Pour aller au gymnase, continue tout droit jusqu au premier coin. Tourne à droite. Va tout droit. La porte du gymnase est au bout du couloir. (You are in the library. To go to the gym, go straight until the first corner. Turn right. Go straight. The gym door is at the end of the hallway.) Notice that Karine used Tu when speaking with Marie. This was an informal situation. If you had to give directions to an adult, you would use Vous. Look at the same directions below using Vous. Vous êtes à la bibliothèque. Pour aller au gymnase, continuez tout droit jusqu au premier coin. Tournez à droite. Allez tout droit. La porte du gymnase est au bout du couloir. Notice that in front of feminine nouns, we say à la and in front of masculine nouns we say au. à la bibliothèque au gymnase 2. Open Section Two, Day Five of the Workbook and do questions 1, 2, 3, and 4. Pg 14

15 6 In this lesson, I will continue working with vocabulary for school personnel and areas inside/outside of the school. On Day Two and Day Four we worked with vocabulary for school personnel and areas inside/outside of the school. Take some time to review this vocabulary. When you want to say what someone does in a school, you say: Mme Boucher est la secrétaire. If you want to know where Mme Boucher is, you would ask: Où se trouve Mme Boucher? or Où est Mme Boucher? Where would you most likely find her in a school? If you said au bureau you are correct. Therefore complete sentence answers to the questions above would be: Mme Boucher se trouve au bureau. or Mme Boucher est au bureau. Notice that in front of feminine nouns, we say à la and we say au in front of masculine nouns when saying that someone is at a certain place. Mme Bernier est à la bibliothèque. M. Rémi se trouve au gymnase. However we use dans to say that someone is in a certain place: M. Rémi est dans la salle des ordinateurs. 1. Open Section Two, Day Six of the Workbook and do questions 1, 2, 3, and 4. Pg 15

16 7 In this lesson, I will learn to describe items I see in a classroom. 1. Read the context below then listen to Track 33 on the Module 1 CD. Use the picture below to help you understand. Context: Mme Bernier has asked the Book Club to help her label objects in the library. Two evenings a week, she teaches French to adults and this week they are learning vocabulary associated with objects found in a school. Marie says she will have her father join the classes so that he can learn some French. Pg 16

17 7 2. On Track 33, you heard the names of various school items found in the library. Below are other items that were not mentioned but are also found in a school. Listen to Track 34 on the Module 1 CD to hear these objects being named. Repeat each word out loud then record yourself naming all the objects in Track 33 and 34. Compare your pronunciation with the tracks then practice those words that are difficult for you a second time. l agrafeuse le bac de recyclage la brosse la fenêtre le lecteur de DVD le lecteur de CD le perforateur la poubelle la punaise le pupitre le rétroprojecteur le tableau (blanc) le tableau d affichage le taille-crayon le téléviseur le trombone Pg 17

18 7 When you want to describe what you see in a classroom, you could use the verb voir (to see) or the expression Il y a (there is, there are). Look at the examples below: Je vois un bureau. Je vois deux chaises. Il y a trente pupitres. Il y a dix tables. If you see more than one of the same object, you will need to use numbers. Remember that numbers used as adjectives always come before the noun. Review numbers 1-30 with Track 35 on the Module 1 CD and the written form below. 1 un 6 six 11 onze 16 seize 21 vingt et un 26 vingt-six 2 deux 7 sept 12 douze 17 dix-sept 22 vingt-deux 27 vingt-sept 3 trois 8 huit 13 treize 18 dix-huit 23 vingt-trois 28 vingt-huit 4 quatre 9 neuf 14 quatorze 19 dix-neuf 24 vingt-quatre 29 vingt-neuf 5 cinq 10 dix 15 quinze 20 vingt 25 vingt-cinq 30 trente 3. Open Section Two, Day Seven of the Workbook and do questions 1, 2, 3, and 4. Pg 18

19 8 In this lesson, I will review prepositions of place and use them to describe where to find various objects in a classroom. 1. Read the context below and listen again to Track 33 on the Module 1 CD. This time listen closely to the words used to describe where each word card is going to be placed. Context: Mme Bernier has asked the Book Club to help her label all the objects in the library. Two evenings a week, she teaches French to adults and this week they are learning vocabulary associated with objects found in a school. Marie says she will have her father join the classes so that he can learn some French. There are many words used to describe where things are found. On Day Five you used some prepositions of place to indicate where various rooms in the school are located. Here is a list of these as well as a few others for you to use. au-dessous de underneath au-dessus de above entre between à côté de beside à gauche de to the left of à droite de to the right of sur on dans in devant in front of derrière behind en face de opposite of Pg 19

20 8 Listen to Track 36 on the Module 1 CD. You will hear sentences that match the pictures below describing where the poster (l affiche) is in relation to the table (la table). Remember that prepositions with de use de la with feminine nouns and du with masculine nouns. Look at the two following examples: L affiche est à côté de la table. L affiche est à côté du tableau blanc. 2. Open Section Two, Day Eight of the Workbook and do questions 1, 2, 3, 4, and 5. Pg 20

21 9 In this lesson, I will learn that there are differences in schools around the world. 1. Open Section Two, Day Nine of the Workbook and complete the Reflection. Where is Cameroon? Cameroon is a small country found on the west coast of Africa. It, like Canada, has two official languages, French and English. The northwest and southwest provinces are Anglophone and the other eight provinces are Francophone. Cameroon has a population of about 15 million habitants. Children in Cameroon have access to free elementary school education and must attend public school until the age of 12. At this time students take entrance exams in order to continue to secondary school. If students do well on these exams the government will pay for their schooling until the age of 17. In Cameroon, students can attend free public schools or pay tuition to attend religious based schools or private schools. The Anglophone schools follow the British school system and the Francophone schools follow the French school system. Students who attend secondary school without government assistance must pay high tuition fees, therefore many students do not continue attending school after the age of 12. It is interesting to note that over the past years the female enrollment in schools has gone up. In the past, girls did not attend school often as it was their job to get water for their families and this was quite a long walk and took most of the day. However, today the water sources are closer leaving more time for girls to attend school, at least until the age of 12. Schools in Cameroon vary greatly in their structure. In rural areas, we find many one room schools where many children of different ages attend school taught by one or two teachers. In urban settings, schools resemble more closely our schools here in Canada. Pg 21

22 9 Below is a typical floor plan for private international schools in Cameroon. Notice that there is a boarding house. Students, who attend secondary education schools, often leave home and live at the school during the school year. 2. Open Section Two, Day Nine of the Workbook and do questions 1 and 2. Pg 22

23 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: Listen again to Track 23 on the Module 1 CD. Write the names of the people who are named with their correct titles. Day Two: Look at the pictures of the people below. Introduce them each informally and then introduce them again formally. Mme Bernier, la bibliothécaire M. Paradis, le conseiller M. Leblanc, le directeur Day Three: Describe each person illustrated above. Include at least one descriptor that doesn t include hair and eyes. Day Four: Say that each room illustrated below is found in your school. Pg 23

24 10 Day Five: Use the floor plan in the Module on Day Five. Give directions to and from the following locations: le gymnase la cafétéria le bureau - la salle de classe n 6 Day Six: Using vocabulary about school areas, answer each of the following questions. There are no wrong answers. Où est M. Rémi? Où est Mme Lavallée? Où est M. Leblanc? Day Seven: You have walked into your homeroom. Name the items that you see below. Use je vois or Il y a as sentence starters. Day Eight: Use various prepositions of place from Day Eight to say where the objects in the previous number are located in the classroom. There are no wrong answers, simply pick two objects and one preposition to generate a sentence. Give at least five different answers. Day Nine: Which country did you research? Name one interesting thing you learned about its schools. 2. Open Section Two, Day Ten of the Workbook and do questions 1, 2, 3, and 4. Pg 24