2. Reread the context below then view the animation Un déjeuner pour Maman on the DVD or Website.

Transcription

1 4 Section Four: Mother s Day and Father s Day DAY ONE In this lesson, I will view an animation titled Un déjeuner pour Maman. 1. Before viewing the animation, read the context in number 2 then open Section Four, Day One of the Workbook to complete the Reflection and do question Reread the context below then view the animation Un déjeuner pour Maman on the DVD or Website. Context: Miguel, his sister Sonia and his brother Christian have prepared a special breakfast in bed for their mother to celebrate Mother s Day. They describe their presents and what they have prepared to eat. Miguel s mother suggests that the children do the same for Father s Day but the children decide that something slightly different would be better. 3. Open Section Four, Day One of the Workbook and do question 2. Pg 97

2 Mother s Day is celebrated throughout the world. In French, it is called La fête des Mères. In Canada, it is always celebrated on the second Sunday of the month of May. In France, it is celebrated on the last Sunday of May or the first Sunday of June. When you want to wish Happy Mother s Day to your mother, your grandmother or another important woman in your life, you say Bonne fête des Mères or Joyeuse fête des Mères. 4. Open Section Four, Day One of the Workbook and do question 3. Pg 98

3 DAY TWO In this lesson, I will review some vocabulary and I will learn new words. 1. Open Section Four, Day Two of the Workbook and do question 1. How do you remember whether a noun is masculine or feminine and singular or plural? To find out if a noun is either masculine or feminine, look at the article placed in front of the noun. The articles le and un indicate that a noun is masculine. le muffin un livre Pg 99

4 continued The articles la and une indicate that a noun is feminine. la carte une rose To find out if a noun is either singular or plural, you can also look at the article preceding the noun. The articles les and des indicate that a noun is plural. les muffins des cartes You can also look if the noun ends with an s. If it has an s, it often means that it is plural. There are exceptions to this rule but this is a basic rule to remember. la rose (sing.) les roses (plur.) un livre (sing.) des livres (plur.) Pg 100

5 2. Listen to Track 46 on the Module 4 CD. Use the following pictures from left to right to help you follow along. You will hear some words that you have already seen in the previous Modules as well as new words. You will need them throughout this section. Listen to them, practice saying them, then record yourself. Compare your recording to the CD track. How is your pronunciation? Practice one more time words that are difficult before moving on. le bouquet le cadeau le café la carte le déjeuner le dîner la fleur le jus d orange le lit le livre la marguerite le muffin la rose la salade de fruits le signet Pg 101

6 la tasse la tulipe le yogourt 3. Open Section Four, Day Two of the Workbook and do question View again the animation Un déjeuner pour Maman on the DVD or Website. This time, pay close attention to what is on the breakfast tray. Miguel used the expression il y a to describe what was on the breakfast tray. Il y a un verre de jus d orange. Il y a deux muffins. Remember: the expression il y a is always singular, whether it describes one item or many. Pg 102

7 5. Open Section Four, Day Two of the Workbook and do questions 3 and 4. Pg 103

8 DAY THREE In this lesson, I will review numbers and colours. 1. Open Section Four, Day Three of the Workbook and complete the Reflection. 2. View again the animation Un déjeuner pour Maman on the DVD or Website. This time, pay close attention to the conversation between Sonia and her mother as they are talking about the bouquet of flowers. Numbers can be written in their numerical or letter form. Look at the chart below to help you remember how to spell the most common numbers. 1 un 2 deux 3 trois 4 quatre 5 cinq 6 six 7 sept 8 huit 9 neuf 10 dix 11 onze 12 douze 13 treize 14 quatorze 15 quinze 16 seize 17 dixsept 18 dixhuit 19 dixneuf 20 vingt 21 vingt et un 22 vingtdeux 23 vingttrois 24 vingtquatre 25 vingtcinq 26 vingtsix 27 vingtsept 28 vingthuit 29 vingtneuf 30 trente 31 trente et un Pg 104

9 3. Open Section Four, Day Three of the Workbook and do questions 1 and Read the context below then listen to Track 49 on the Module 4 CD. Use the following picture from left to right to help you understand. Context: Élise and Karine are describing the bouquets of flowers they made for their grandmothers. Pg 105

10 Below are the most common colours. Masculine Singular Feminine Singular Masculine Plural Feminine Plural blanc blanche blancs blanches bleu bleue bleus bleues 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 Did you notice how the spelling of some colours changes from the masculine to the feminine form? le signet blanc la rose blanche (a white bookmark) (a white rose) Did you notice that some of them have the same spelling whether they are masculine or feminine? le signet rouge la rose rouge (a red bookmark) (a red rose) Pg 106

11 continued Did you notice that most colours simply take an s when plural? However the colour orange never changes whether it is singular or plural, masculine or feminine. les signets rouges (many red bookmarks) les signets orange (many orange bookmarks) Always look at the noun described by the colour. It will help you to decide if the adjective is masculine or feminine and singular or plural. 5. Open Section Four, Day Three of the Workbook and do question 3. Pg 107

12 DAY FOUR In this lesson, I will review the verb Aimer using the forms Elle aime and Elle n aime pas. 1. Open Section Four, Day Four of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 50 on the Module 4 CD. Use the following pictures from left to right to help you understand. Context: Karine and Émilie are planning a special breakfast for Mother s Day. They are discussing what their mother and grandmother like and don t like to eat for breakfast. Pg 108

13 3. Open Section Four, Day Four of the Workbook and do questions 1 and 2. The verb Aimer describes likes and dislikes. It is used very often while speaking in French. When you are talking about other people s likes and dislikes and they are female, you would say: Maman aime le fromage. (Mom likes cheese.) Elle aime le fromage. (She likes cheese.) Maman n aime pas le yogourt. Elle n aime pas le yogourt. (Mom doesn t like yogurt.) (She doesn t like yogurt.) Notice that you can replace the noun Maman with the pronoun Elle. Elle = She 4. Open Section Four, Day Four of the Workbook and do questions 3, 4, and 5. Pg 109

14 DAY FIVE In this lesson, I will review how to tell time in French. 1. Open Section Four, Day Five of the Workbook and complete the Reflection. 2. Do you remember how Miguel s mother asked him what time it was when they woke her up on Mother s Day? View again the beginning of the animation Un déjeuner pour Maman on the DVD or Website and pay attention to what she says. When you want to know what time it is, you use this format: Quelle heure est-il? Il est sept heures. What time is it? It s seven o clock. In order to differentiate between morning and evening, you can simply add du matin or du soir after you have told what time it is. Il est sept heures du matin. Pg 110

15 continued Il est sept heures du soir. When the clock shows 12 o clock, it is either noon or midnight. Il est midi. Il est minuit. Pg 111

16 3. Review time with Tracks 29, 37, 40 and 42 on the Module 3 CD. Use CD Tracks and Dialogues at the back of Module Three to help you follow along. 4. Open Section Four, Day Five of the Workbook and do questions 1, 2, and 3. Pg 112

17 DAY SIX In this lesson, I will prepare a card and a special breakfast for my mother, grandmother or another important female person in my life. 1. Open Section Four, Day Six of the Workbook and do question Read the context below, then listen to Track 51 on the Module 4 CD. Use the following pictures from left to right to help you understand. Context: Émilie and Karine continue to plan their Mother s Day gifts. Émilie has decided to serve her grandmother breakfast at 9 o clock, but Karine s mother will have hers at 10 o clock. Together, Émilie and Karine start working on their cards. Pg 113

18 3. Open Section Four, Day Six of the Workbook and do question 2 then complete the Reflection. Pg 114

19 DAY SEVEN In this lesson, I will review some geometrical forms and learn a few interesting facts about Father s Day. 1. Open Section Four, Day Seven of the Workbook and complete the Reflection. Father s Day is celebrated in North America as well as in many countries in Europe. It started in the United States in 1910 but it became an official celebration only in the 1960s. It is celebrated on the third Sunday in June. While many people celebrate their father and their grandfather, others, like Élise, want to give a card or a small present to an important male friend or relative. It is an opportunity to tell people that we love them and care about them. In French, Happy Father s Day translates as Bonne fête des Pères. Pg 115

20 2. Read the context below, then listen to Track 52 on the Module 4 CD. Use the following pictures from left to right to help you understand. Context: Miguel wants to make a bookmark for Father s Day. Elise likes his idea but she doesn t see her dad very often and therefore, could not give it to him. Miguel suggests making a bookmark for someone else. Élise agrees and they start planning their bookmarks. 3. Open Section Four, Day Seven of the Workbook and do question 1. Pg 116

21 4. Listen to Track 53 on the Module 4 CD for the correct pronunciation of the geometrical shapes. Follow along from left to right with the pictures below. Some of the shapes have a very similar pronunciation in French and English. Repeat each word out loud at least twice. le cercle un carré le rectangle un triangle le trapèze un parallélogramme Here are three simple ways to present an object or a person: Voici means here is. Voici un triangle. (Here is a triangle.) Voilà means there is. Voilà le triangle rouge. (There is a red triangle.) C est means this is. C est un triangle bleu. (This is a blue triangle) When you want to present more than one object or person, C est becomes Ce sont. Ce sont deux triangles verts. (There are two green triangles.) 5. Open Section Four, Day Seven of the Workbook and do question 2. Pg 117

22 DAY EIGHT In this lesson, I will continue working with shapes and colours and I will review the expressions plus grand que and plus petit que. 1. Read the context below, then listen to Track 54 on the Module 4 CD. Use the following pictures from left to right to help you understand. Context: Miguel and Élise are comparing the shapes they have glued on their bookmarks. Pg 118

23 Shapes come in various sizes. When comparing shapes, if one shape is bigger than the other, we use the expression plus grand que. If one shape is smaller than the other, we use the expression plus petit que. Look at the examples below. Le cercle bleu est plus petit que le cercle jaune. Le cercle jaune est plus grand que le cercle bleu. 2. Open Section Four, Day Eight of the Workbook and do questions 1, 2, 3, and 4. Pg 119

24 DAY NINE In this lesson, I will review the verb Aimer using the forms il/elle aime and il/elle n aime pas. 1. Read the context below then listen to Track 55 on the Module 4 CD. Use the following pictures from left to right to help you understand. Context: Miguel and Élise continue working on their bookmark and they are discussing what Miguel s father and M. Bilodeau like and dislike in terms of shapes and colours. Miguel s Father M. Bilodeau Pg 120

25 The verb Aimer describes likes and dislikes. It is used very often while speaking in French. When you are talking about other people s likes and dislikes and they are male, you would say: Papa aime le signet. Il aime le signet. (Dad likes the bookmark.) (He likes the bookmark.) Papa n aime pas le rouge. Il n aime pas le rouge. (Dad doesn t like red.) (He doesn t like red.) Notice that you can replace the proper noun Papa with the pronoun Il. Il = He 2. Open Section Four, Day Nine of the Workbook and do questions 1, 2, and 3. Pg 121

26 DAY TEN In this lesson, I will review concepts from previous lessons in Section Four. 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 would you say Happy Mother s Day in French? Day Two: Look at the tray below. Describe what s on the tray using the sentence structure il y a. Day Three: Can you tell how many flowers there are in the bouquet and what colour they are? Pg 122

27 Day Four: Look at the items above in Day Two. How would you say that your mother likes one of these and dislikes another? Hint: use the verb Aimer. Day Five: Can you tell what time it is in French on the following clocks? Use Il est as a sentence starter. Day Six: Were your breakfast and card a success? How do you say I love you, in French? Day Seven: Can you name in French the shapes below? Day Eight: Using plus grand que and plus petit que, compare the two squares below. Pg 123

28 Day Nine: Name one colour your father likes and one colour he doesn t like using Il aime and Il n aime pas as sentence starters. 2. Open Section Four, Day Ten of the Workbook and do questions 1, 2, and 3. Pg 124