In this lesson, I will view an animation titled Le temps des sucres. 1. Open Section Two, Day One of the Workbook and complete the Reflection.

Transcription

1 1 In this lesson, I will view an animation titled Le temps des sucres. 1. Open Section Two, Day One of the Workbook and complete the Reflection. 2. Read the context below then view the animation Le temps des sucres on the Animation CD or Website. Context: Mai and the rest of the grade seven class have just arrived in Québec city for a student exchange. Mai is introduced to her partner Jasmine and Jasmine s father at the airport. While driving home, the girls discuss their families and the activities they will do this week. The fun will start at the cabane à sucre the next day. The maple sugaring season in French, is called Le temps des sucres or La cabane à sucre. This season announces the arrival of spring. In Québec, the Maple Sugaring season traditionally starts early March and ends late April. Many French communities in Alberta also celebrate their own version of La cabane à sucre. The custom of collecting maple water (l eau d érable) comes from the First Nations. They understood its energetic and nutritional value. Using their tomahawk to make a tap hole, they would attach a wood shaving on the bottom which channeled the maple water towards a bark container. The maple water was then boiled in clay pots to obtain maple syrup. The Aboriginal people taught the settlers how to tap the tree trunks at springtime, how to collect the maple water and how to boil it down. This practice rapidly became a part of everyday life for the settlers. This syrup was an important source of sugar in the 17th and 18th centuries. Today, many sugar shacks have a sophisticated tubing system in place to collect sap but there are still some which use the traditional methods of collecting maple water. There are 13 varieties of maple trees in North America but the sugar maple leaf is the symbol of Canada and it is found on the Canadian flag. 3. Open Section Two, Day One of the Workbook and do questions 1, 2, and 3. Pg 1

2 2 In this lesson, I will review the names of family members in French. 1. View again the animation Le temps des sucres on the Animation CD or Website. Pay attention to the different family members that Jasmine and Mai mention. 2. How many of the family members mentioned in the animation did you recognize? Read the French names of the different family members illustrated below. Consult the Glossary to verify the pronunciation of any family members you are unsure of. la belle-mère le beau-père le cousin la cousine le demi-frère la demi-sœur le frère la grand-mère les grandsparents le grand-père les jumelles les jumeaux Pg 2

3 2 Maman la mère l oncle Papa les parents le père la sœur la tante 3. Open Section Two, Day Two of the Workbook and do questions 1, 2, 3, and 4. Pg 3

4 3 In this lesson, I will learn about the foods that are served at la cabane à sucre. 1. Read the context below then listen to Track 18 on the Module 4 CD. Use the following pictures to help you understand. Context: The students have just come in from the sleigh ride. They enter the cabane and check out the food choices on the menu. Pg 4

5 3 2. Listen to Track 19 on the Module 4 CD. You will hear the food items illustrated below being named. Practice saying each word after you hear it, and then record yourself saying them. 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. le café les crêpes les fèves au lard le jambon (à l érable) le lait les œufs (dans le sirop) l omelette les oreilles de crisse le pain (maison) le pain doré les pommes de terre rissolées les saucisses (dans le sirop d érable) le sirop d'érable la soupe aux pois la tarte au sucre le thé la tire d'érable 3. Open Section Two, Day Three of the Workbook and do question 1. Pg 5

6 3 When you want to know what someone wants to eat or order, you ask one of the following questions: Qu est-ce que tu vas manger? (What are you going to eat?) Qu est-ce que vous allez commander? (What are you going to order?) Possible answers to these questions include: Je vais manger une omelette et des saucisses. Je vais commander du pain doré et du jambon. Nous allons manger de la tarte au sucre. Nous allons commander des oreilles de crisse et des œufs cuits dans le sirop. Notice that the question asked with the pronoun Tu is answered with the pronoun Je, and the question asked with the pronoun Vous is answered with the pronoun Nous. The questions above can be modified if you want to know what a particular person wants to eat or order. Look at the sample questions and answers below. Qu est-ce que Jasmine va manger? Elle va manger des crêpes. Qu est-ce que tes parents vont commander? Ils vont commander de la tire. Notice how pronouns were used in the answers to replace the name or noun used in the question. Elle replaces Jasmine and Ils replaces tes parents. Remember that in French, we use the pronoun ils when talking about a group that is made up of males and females. The conjugated form of the verb aller, in the present tense, precedes the verbs manger (to eat) and commander (to order) in all the examples above. The conjugation chart below is provided as a reference. Aller Je vais Nous allons Tu vas Vous allez Il/Elle va Ils/Elles vont Pg 6

7 3 When describing foods we want to eat or order, we use the preposition de plus a definite article to express some. This preposition changes forms depending on the gender and number of the noun it precedes. Use the chart below to guide you. Noun de + definite article Form to use Masculine, Singular de + le du Feminine, Singular de + la de la Masculine or Feminine, Singular (used with nouns that start with a vowel or an h, which is a silent letter in French.) de + l de l Masculine or Feminine, Plural de + les des Notice that with masculine nouns and plural nouns this preposition takes a new form. If you are unsure of the gender of a certain word, use the Glossary or a French English dictionary to find the answer. It is important to note that with the nouns omelette and crêpe, you use the indefinite article une to express that you are eating these items. Je vais manger une omelette et une crêpe. Why? This is because you are eating the whole item and not just some. In the event that you are eating some of these you would say: Je vais mange de l omelette et de la crêpe. We use the verb aimer to indicate what one likes or dislikes eating. Look at the examples below. J aime manger des fèves au lard. Il aime manger de la tire. Nous n aimons pas manger de la soupe aux pois. Elles n aiment pas manger du pain. Pg 7

8 3 Notice how the verb is conjugated according to the subject of the sentence. The different verb endings terminaisons are indicated in red in the chart below. Aimer J aime Nous aimons Tu aimes Vous aimez Il/Elle aime Ils/Elles aiment When indicating you don t like a particular food item, we use the expression ne.pas. The ne comes before the conjugated form of the verb aimer and pas comes right after it. Notice that ne become n because the verb aimer starts with a vowel. 4. Open Section Two, Day Three of the Workbook and do questions 2, 3, 4, 5, and 6. Pg 8

9 4 In this lesson, I will review money expressions and how to write money amounts in French. 1. Read the context below then listen to Track 20 on the Module 4 CD. Use the following picture to help you understand. Context: Now that the students know what foods and drinks are served at la cabane à sucre, they examine the menu more closely to see how much things cost. Each student has only $10 to spend so they calculate the total of the items they would like to order. Pg 9

10 4 When you write money amounts in French the dollar sign ($) is written at the end of the amount where as in English it is written at the beginning. Another difference is that in French we use a comma instead of a period. We use the question starter Combien coûte? to ask how much something costs. Study the examples below. Combien coûte la soupe aux pois? La soupe aux pois coûte 2,50 $. Combien coûtent les oreilles de crisse? Les oreilles de crisse coûtent 3 $. You simply write the food or drink after the start of the question. However we use coûte when asking the price of one item and coûtent for more than one item. We use the word plus to add values together. 1,50 $ plus 3 $ font 5,50 $. ($1.50 plus $3 equals $5.50.) We use the verb avoir when we want to say how much money we have and the expression il me reste to say how much money we have left. J ai 10 $. (I have $10.) Il me reste 4,50 $ pour le dessert. (I have $4.50 left over for dessert.) 2. Open Section Two, Day Four of the Workbook and do questions 1, 2, 3, and 4. Pg 10

11 5 In this lesson, I will learn how to order food. 1. Read the context below then listen to Track 22 on the Module 4 CD. Use the following picture and the menu on Day Four to help you understand. Context: The students have made their food choices and calculated how much everything will cost. Jasmine saves a table while the others go to the food counter and place their orders. Pg 11

12 5 A cashier or server will usually ask you one of the following questions when you order something to eat or drink. Both of these questions ask what you would like. Qu est-ce que vous désirez? or Qu est-ce que vous voulez? Remember that vous is the formal form of you and is used when you don t know someone very well or as a sign of respect. In less formal situations, the pronoun tu is used. The questions above would then be: Qu est-ce que tu désires? or Qu est-ce que tu veux? There are a few different ways one can order food in French. Here are examples. Je veux une omelette et du pain maison. (I want an omelet and homemade bread.) Je prends des œufs et du jambon. (I ll take eggs and ham.) Est-ce que je peux avoir des crêpes et un café? (May I have pancakes and a coffee?) There are also many questions that a server or a cashier could ask you once you have placed your order. Study the examples below. Est-ce que vous voulez du sirop d érable? (Would you like some maple syrup?) Est-ce que tu veux quelque chose à boire? (Would you like something to drink?) Est-ce que tu veux ton œuf cuit dans le sirop? (Would you like your egg cooked in syrup?) Est-ce que vous désirez autre chose? (Would you like anything else?) Qu est-ce que vous prenez dans votre café/thé? (What do you take in your coffee/tea?) Qu est-ce que tu prends pour dessert? (What would you like for dessert?) Pg 12

13 5 Notice that the question starter Est-ce que is used to express would you and Qu est-ce que is used to express what would you. Of course there are other questions that a server or cashier could ask you. Use a French English dictionary to help you find the words for other questions you may wish to ask. 2. Open Section Two, Day Five of the Workbook and do questions 1, 2, and 3. Pg 13

14 6 In this lesson, I will review different activities that one can participate in at la cabane à sucre. 1. Read the context below then listen to Track 24 on the Module 4 CD. Use the following pictures to help you understand. Context: The students are quite full after brunch so they decide to watch the show on the stage. While watching the show, they discuss various activities that happen at la cabane à sucre. Pg 14

15 6 The students participated in different activities at La cabane à sucre. Let s look at a few examples. Je mange de la tire sur la neige. (I eat maple taffy.) Jasmine danse la gigue. (Jasmine dances the jig.) Nous regardons le spectacle. (We watch the show.) Vous faites une randonnée en traîneau. (You go on a sleigh ride.) Les garçons jouent des jeux d hiver. (The boys play winter games.) Mai et Élise chantent des chansons. (Mai and Élise sing songs.) Notice how the verbs are conjugated according to the subject of each sentence. Study the verb conjugation charts below. Manger Danser Regarder Je mange Tu manges Il/Elle mange Nous mangeons Vous mangez Ils/Elles mangent Je danse Tu danses Il/Elle danse Nous dansons Vous dansez Ils/Elles dansent Je regarde Tu regardes Il/Elle regarde Nous regardons Vous regardez Ils/Elles regardent Faire Jouer Chanter Je fais Tu fais Il/Elle fait Nous faisons Vous faites Ils/Elles font Je joue Tu joues Il/Elle joue Nous jouons Vous jouez Ils/Elles jouent Je chante Tu chantes Il/Elle chante Nous chantons Vous chantez Ils/Elles chantent All of the verbs that end in er follow the same conjugation pattern. The verb endings or terminaisons which change according to the pronoun are shown in red. The verb faire (to do / to make) is irregular so it doesn t follow the same pattern as the other verbs. The verb conjugations for this verb are shown in green. 2. 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 review clothing vocabulary. 1. Open Section Two, Day Seven of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 25 on the Module 4 CD. Use the following pictures and the clothing pictures on the next page to help you understand. Context: The students have been outside taking part in various activities. Yvan complains that he needs to go inside because he s freezing. His friends explain that s because he s not dressed for the winter weather. Pg 16

17 7 3. How many articles of clothing did you recognize in the dialogue? Try naming in French each article of clothing illustrated below. Feel free to check the Glossary for the names of any items you don t remember. Pg 17

18 7 We use the verb porter to say what we wear. Study the examples below. En hiver, je porte un habit de neige. En hiver, les enfants portent des mitaines et des foulards. À la cabane à sucre, vous portez un chandail, un jean et un manteau. À la cabane à sucre, nous portons des bottes de neige. Notice how the verb is written differently depending on the pronoun being used. Refer to the chart below to see how this verb is conjugated. Porter Je porte Nous portons Tu portes Vous portez Il/Elle porte Ils/Elles portent Another thing to notice when using the verb porter is that we always use indirect articles (un, une, des) before the clothing item as shown in the sentences above. Here are some examples of questions and answers we can ask about what someone is wearing. Qu est-ce que tu portes? Je porte un pantalon noir et une chemise blanche. Qu est-ce que vous portez? Nous portons des gilets jaunes. Qu est-ce que Miguel porte? Il porte un habit de neige rouge. Qu est-ce que Jasmine et Mai portent? Elles portent des tuques brunes. Colours are used in the answers above to describe the articles of clothing being worn. Colours are adjectives and thus need to agree in gender and number with the item they are describing. The colour orange is an exception to this rule. The different forms of common colours are provided in the chart on the next page: Pg 18

19 7 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 Did you notice that the pronouns Il and Elles were used in the last two sentences to replace the characters names? You can always replace a person s name or a noun with a pronoun when answering a question. Refer to the chart below to see which pronouns to use at what times. Masculine Singular Feminine Singular Masculine Plural Feminine Plural Il Elle Ils Elles 4. Open Section Two, Day Seven of the Workbook and do questions 1, 2, 3, and 4. Pg 19

20 8 In this lesson, I will review different verbs and learn songs about la cabane à sucre. 1. Listen to Tracks 26 and 27 on the Module 4 CD. You will hear two songs that are sung at la cabane à sucre. Follow along with the words below. The pictures next to the different verses in each song will give you a better idea of what each one is about. À la cabane à sucre À la cabane à sucre M en allant promener J ai goûté l eau d érable Et je l ai adorée Il y a longtemps que je l aime J ai un p tit bec sucré. À la cabane à sucre M en allant promener J ai mangé tant de tire J avais les doigts collés Il y a longtemps que je l aime J ai un p tit bec sucré. Pg 20

21 8 La cabane à sucre C est à la cabane à sucre À la mode, à la mode C est à la cabane à sucre Qu on s est donné rendez-vous On a rempli nos bedons À la mode, à la mode On a rempli nos bedons Oh la la! Comme c était bon! On est entré dans la danse À la mode, à la mode On est entré dans la danse Sur un p tit air de violon Et on a dansé si fort À la mode, à la mode Et on a dansé si fort Qu on a défoncé l plancher 2. Open Section Two, Day Eight of the Workbook and do question 1. Pg 21

22 8 When you listen to a French song for the first time, you may not understand every word. It is more important that you have a general idea of what the song is conveying. Here are a few things you can do to facilitate your understanding: Look for visual clues in the pictures that accompany the lyrics. Listen for words you already know. Listen for words or patterns that are repeated in the song. Listen to the song a few times to familiarize yourself with the lyrics. An important part of learning a second language is the ability to remember and use vocabulary in context. The strategies below will help you recall and/or learn a particular song. Break down the song into lines and practice each line silently or aloud. Associate a few lines of each song with an image. Repeat the entire song silently or aloud. How many verbs did you recognize while listening to the songs? You are likely familiar with some verbs like manger and danser. Of course there are others that you may not have heard of, such as goûter and tomber. The chart below contains the English translation for the verbs mentioned in the songs as well as a few others associated with la cabane à sucre. VERB manger danser se promener goûter adorer remplir défoncer tomber faire essayer boire porter regarder écouter jouer chanter ENGLISH EQUIVALENT to eat to dance to take a walk to taste to like a lot / to adore to fill to break up / to smash in to fall down to do / to make to try to drink to wear to watch to listen to to play to sing Pg 22

23 8 We use the structure Je vais + the infinitive form of a verb to say that you are going to do a particular activity. The infinitive form is simply the natural form of a verb before it is conjugated. The sentences below are examples of different activities one might do at la cabane à sucre. Je vais manger des oreilles de crisse. (I am going to eat salted pork crisps.) Je vais goûter la soupe aux pois. (I am going to taste pea soup.) Je vais porter une tuque et des mitaines. (I am going to wear a toque and mittens.) Je vais écouter des chansons. (I am going to listen to songs.) Je vais faire un bonhomme de neige. (I am going to make a snowman.) 3. Open Section Two, Day Eight of the Workbook and do questions 2, 3, and 4. Then complete the Reflection. Pg 23

24 9 In this lesson, I will learn about different places to visit in the city of Québec. 1. Open Section Two, Day Nine of the Workbook and complete the Reflection. 2. View one last time the animation Le temps des sucres on the Animation CD or Website. Pay attention to the different places Jasmine mentioned that one should see in Québec City. There are lots of interesting places to see and things to do in Québec besides going to la cabane à sucre. One of the most recognized places is Le Château Frontenac. In fact the United Nations has named it as a World Heritage Site. This hotel overlooks the Saint Lawrence River. It was built in 1893 as a stopover for passengers who were traveling on the Canadian Pacific Railway. Le fleuve Saint-Laurent is a very important waterway in Canada. Historically it was the launching spot for the exploration of North America and the site of landmark battles. Today it is often referred to as the gateway to North America because all the tankers and cargo boats traveling to the interior of the continent must pass Québec City. Another recognizable site is La Citadelle which is situated on Cap Diamant, the highest point in the city. It is the most important fortification built in Canada under British rule. It was built in the 17 th century and has served as the home of the Royal 22 nd Regiment of the Canadian Forces since Although a national historical site, it is still an active military garrison today. Le Vieux Québec is the most popular area in Québec City. It too was named a World Heritage Site in The old city is surrounded by high stone walls which one can enter by passing through one of four gates. Half of the buildings in the old city were built before The city is divided into upper town and lower town. In both parts of Vieux Québec, you can find fashion boutiques, souvenir shops, cafés and restaurants. Tourists visiting Québec City should make a point of walking along the narrow streets or taking un tour en calèche through Vieux Québec. Pg 24

25 9 The most famous church is called la Cathédrale Notre-Dame, which is the oldest parish in North America. The original church was built in 1647 but was destroyed during the English conquest in The church was then rebuilt but destroyed again by fire in The church that exists today is an exact replica of the original. 3. Open Section Two, Day Nine of the Workbook and do questions 1 and 2. Then complete the second Reflection. Pg 25

26 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: How do we say maple sugaring season in French? How did the tradition of collecting maple water start? Day Two: Name three family members you would invite to go with you to la cabane à sucre. Day Three: Write sentences indicating which of the food items illustrated below you like and which ones you don t like. Day Four: Choose three items served at la cabane à sucre and write down how much each one costs. Then write a sentence telling the total cost of all three items. Follow the same structure you used in the Workbook activity. Day Five: Write down three questions that a server or a cashier could ask you about the food items you chose above. Day Six: Name three activities that you can participate in at la cabane à sucre. Pg 26

27 10 Day Seven: Name the different articles of clothing illustrated below. Day Eight: Sing one of the songs you learned. Write two sentences using the structure Je vais. telling what two things you would do at la cabane à sucre. Day Nine: Choose two places you could visit in Québec City and share one thing you learned about each one. 2. Open Section Two, Day Ten of the Workbook and do questions 1 and 2. Then complete the Reflection and do question 3. Pg 27