1. Open open Section Four, Day One of the Workbook to complete the Reflection and do question 1.

4 Section Four: Pâques DAY ONE In this lesson, I will learn about different Easter traditions. 1. Open open Section Four, Day One of the Workbook to complete the Reflection and do question 1. 2. Read the context below then listen to Track 47 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: It is the last day of classes before the Easter long weekend. A few students in Mme Morin s class are talking about different things they do to celebrate Easter. They are also excited because the Easter egg hunt will start in a few minutes. Pg 115

When we want to wish someone a Happy Easter in French, we say Joyeuses Pâques, just like Mme Morin did to her students. Did you notice that the word œuf was used many times in the dialogue you just listened to? L œuf is an item that we always see at Easter. An egg is a symbol of new life. Pg 116

continued... Offering eggs to others is a tradition that has existed for hundreds of years. Originally eggs were painted with bright colours to celebrate spring. Some experts state that eggs were often given to servants by their masters and exchanged among friends. You will learn more about other symbols associated with Easter and decorating eggs later in this Section. 3. Open Section Four, Day One of the Workbook and do questions 2 and 3. Pg 117

DAY TWO In this lesson, I will be introduced to new vocabulary. 1. Read the context below then listen to Track 48 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: The bell has just rung and the students are excited about the Easter long weekend. Karine and Émilie are talking about how much fun they had doing the Easter egg hunt. They bring up different Easter traditions during their conversation. Pg 118

Karine and Émilie talked about different symbols associated with Easter. We often see les poussins during the spring and they represent new life. As you know l œuf is a universal symbol that everyone associates with Easter. Le lys is a flower that we find in churches and people s homes during the Easter season. The lily symbolizes purity and announces the arrival of spring. The Christians see the lily as a reminder of how Jesus came back to life. Pg 119

continued... Another popular Easter symbol is le lapin de Pâques. The tradition of the Easter Bunny originates from Germany in the 1500s. Children made nests out of grass, leaves and twigs, and placed them outside. The Easter Bunny would fill the nests with multicoloured eggs during the night. This tradition was brought to North America in the 1700s. Nowadays, the Easter Bunny hides chocolate eggs and bunnies for children to find. The first edible bunnies were actually made in Germany in the 1800s and les fêves en gelée became an Easter treat in 1930. Finally, le panier is a tradition that evolved from the custom of people taking food for their Easter dinner to mass to be blessed. Today children fill their baskets with eggs and yummy treats. Interestingly enough, the Easter bunny does not exist in France or many other European countries. One legend says that the church bells fly to Rome on Good Friday and when they return on Easter Sunday they drop eggs for boys and girls to find. Another legend says that the bells return filled with chocolate eggs for everyone to share. Pg 120

2. Listen to Track 49 on the Module 5 CD and take some time to learn the vocabulary related to Easter. 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. la chasse aux œufs les couleurs les fèves en gelée le lapin de Pâques le lapin en chocolat le lys un œuf de Pâques les œufs colorés le panier le poussin le printemps Pg 121

We ask the question Qu est-ce que c est? to find out what something is. In French, the same question is used when you are asking about one object or many objects. Look at the examples below. Qu est-ce que c est? C est un panier Qu est-ce que c est? Ce sont des œufs colorés. When we are asking about one object, we use C est in the reply. Ce sont is used to reply about many objects. 3. Open Section Four, Day Two of the Workbook and do questions 1, 2, 3, and 4. Pg 122

DAY THREE In this lesson, I will learn about the religious aspects of Easter. 1. Open open Section Four, Day Three of the Workbook and complete the Reflection. 2. Listen again to Track 47 on the Module 5 CD. Pay special attention to when the characters discuss different religious elements associated with Easter. The characters mentioned different religious elements associated with Easter in their conversation, including special days, going to church, the resurrection and the cross. Did you know that Easter is not only a holiday but a season unto itself? For many religious people, it marks a time of miracles and a reaffirming of faith. The Easter Season is made up of many significant days. Palm Sunday is the Sunday before Easter Sunday. It commemorates Jesus arrival in Jerusalem. Holy Thursday is significant because it marks the day that Jesus ate and drank with his disciples. This meal is known as the Last Supper. Pg 123

continued... Le Vendredi saint (Good Friday) is well known as it commemorates the crucifixion of Jesus Christ. Many people go to church on Good Friday to remember the day that Jesus died on the cross and sermons are based on how Jesus offered his life to pardon the sins of all mankind. Holy Saturday is another day of mourning and then it s Easter Sunday. Le dimanche de Pâques is a joyous holiday as we celebrate a rebirth, the resurrection of Jesus, which is evidence of eternal life. La croix is the symbol for the Christian religion as Jesus was nailed to a cross but then came back to life. La brebis is a religious symbol that exists since the beginning of time and represents purity and innocence. Long ago it was believed that lambs brought good luck to others. Les cloches are another symbol that we see at Easter time. While we normally hear bells rung all year, they fall silent on Holy Thursday and do not ring again until Easter Sunday. The bells are not rung for three days as a way of remembering the death of Jesus and hearing them again is a sign of Jesus rebirth. This tradition comes from France and Italy. Others say the church bells ring joyfully on Sunday morning to announce the arrival of spring. Have you ever noticed that church bells are often gold? This is because l or (gold) represents the light brought, by Christ, who rose from the dead, to enlighten our world. Pg 124

3. Listen to Track 52 on the Module 5 CD and take some time to learn the religious terms associated with Easter. 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. la brebis les cloches la croix le dimanche de Pâques l église le Vendredi saint 4. Open Section Four, Day Three of the Workbook and do questions 1, 2, and 3. Pg 125

DAY FOUR In this lesson, I will learn about decorating Easter eggs and be introduced to the verb décorer. I will also review colours and shapes. 1. Open open Section Four, Day Four of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 53 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Miguel has gone over to Émilie s house to decorate Easter eggs. They talk about what a fun tradition this is. They also describe the colours and shapes they will use to decorate their eggs. Pg 126

Miguel and Émilie referred to different colours in their conversation, such as bleu and vert foncé. Normally we see softer colours, also known as pastels, at Easter time. However in the past, eggs were painted bright colours to represent the brightness and liveliness of spring. Did you know that specific colours seen at Easter time symbolize different things? For example, you often see purple banners and ribbons hanging in church. Le violet is the colour of lent. Le blanc symbolizes hope, purity and newness. Le vert represents nature and growth. Pg 127

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: L œuf est bleu. Les lys sont blancs. The chart below shows the different forms of colours that we typically see at Easter. Masculine Singular Feminine Singular Masculine Plural Feminine Plural blanc blanche blancs blanches bleu bleue bleus bleues jaune jaune jaunes jaunes rose rose roses roses vert verte verts vertes violet violette violets violettes Pg 128

continued... In French, 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 all the colours in the chart take an s. 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. Did you notice that Émilie and Miguel used the words clair and foncé when you listened to the dialogue? Both these words are adjectives that can be added to colours. Clair means light and foncé means dark. Review the examples below. Le panier est bleu clair. Les œufs sont vert foncé. Take a look at the second sentence again. Notice that an s has not been added to the words vert and foncé. When you add clair or foncé to any colour, this set of words becomes invariable (ex. bleu foncé, jaune clair), which means that they remain the same regardless of whether or not the noun they describe is masculine or feminine or plural. Pg 129

continued... When we want to know the colour of a specific object, we ask the question Quelle couleur est? For example: Quelle couleur est l œuf? (What colour is the egg?) L œuf est rose. (The egg is pink.) When you want to ask about the colour of more than one of something, you use the question Quelles couleurs sont? For example: Quelle couleur sont les poussins? (What colour are the chicks?) Les poussins sont jaunes. (The chicks are yellow.) Notice that when asking or answering a question we use EST for singular and SONT for plural. 3. Open Section Four, Day Four of the Workbook and do question 1. Pg 130

Émilie and Miguel mentioned different shapes when they described the Easter eggs they decorated. Refresh your memory by looking at the list of shapes below. le carré le cercle le cœur le diamant l étoile l ovale le rectangle le triangle Pg 131

continued... Now read the following sentences that describe eggs being decorated: Je décore mon œuf avec des triangles roses. Tu décores ton œuf avec des diamants bleus. Elle décore son œuf avec une étoile violette. Can you tell which word means decorates in the sentences above? If you look closely, the word in French is quite similar to the word in English. Décorer is the verb in French for to decorate. Did you notice that an s is added to the word décoré in the second sentence? The verb is written the same way for the subjects Je, Il and Elle. Look at the conjugated form of this verb below. Je décore Tu décores Il décore Elle décore Pg 132

continued... The words mon, ton and son were used before the word œuf in the sentences above. These are possessive adjectives which we use in French to identify something that belongs to you or someone else. Mon, ma and mes refer to my. Ton, ta and tes refer to your. Son, sa and ses refer to his/her. Always look at the noun following the possessive adjective. This is the word which will determine if the adjective to use is feminine or masculine and singular or plural. Use a dictionary or the Glossary to help you. Look at the chart below: Masculine Singular Feminine Singular Masculine/ Feminine Plural mon ma mes ton ta tes son sa ses 4. Open Section Four, Day Four of the Workbook and do questions 2, 3, 4, and 5. Pg 133

DAY FIVE In this lesson, I will learn about which articles of clothing and activities are associated with le printemps. I will also review different weather expressions in French. 1. Open open Section Four, Day Five of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 55 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Miguel, his sister Sonia and his brother Christian are spending the afternoon at the park with a few friends. They discuss different activities they can do, what the weather is like, and articles of clothing they wear in the spring. Pg 134

Le printemps starts on March 21 every year. This day is known as the spring equinox. Easter and holidays related to Easter, such as Good Friday are moveable feasts. They do not fall on a fixed date and are actually based on the lunar calendar. Easter occurs on the first Sunday following the full moon that occurs on or following the spring equinox. As such, Pâques falls anywhere between le 22 mars and le 25 avril. Pg 135

3. a. Look at the picture of the different articles below. Give the French word for each item with the correct definite article le, la, les. Consult the Glossary if you have difficulty recalling some of the names. b. Were you able to correctly identify each item? Did you notice that one of items was different than the others? The French word for umbrella is le parapluie. 4. Open Section Four, Day Five of the Workbook and do question 1. Pg 136

You just reviewed different articles of clothing. In order to say what you or others are wearing, you need to use the verb Porter. Porter means to wear in English. Look at the examples below. Je porte un imperméable. (I wear a raincoat.) Tu portes des bottes de pluie. (You wear rubber boots.) Il porte un chandail. (He wears a sweater.) Elle porte une casquette. (She wears a baseball cap.) Notice that the conjugated form of this verb is porte with the pronouns Je, Il and Elle; however it takes an s with the pronoun Tu and becomes portes. Remember: We use the indefinite articles un, une and des when describing something we wear. Did you recognize some of the activities that the students mentioned in their discussion about springtime? When you are playing, you use the verb Jouer. When you are doing an activity, you use the verb Faire. Look at the chart of activities and sports that are associated with spring. Notice which ones are played and which ones are being done. Pg 137

continued... Jouer Faire Je joue au soccer. Je fais de la bicyclette. Je joue au baseball. Je fais de la planche à roulettes. Je joue au parc. Je fais du patin à roues alignées. Je joue au basketball. Je fais une promenade. Pg 138

continued... Note that if you are talking to, or about someone else, you use different pronouns and therefore the verb changes form. Study the sentences below. Tu joues au parc. (You play at the park.) Tu fais de la bicyclette. (You ride a bike.) Il/Elle joue au soccer. (He/She plays soccer.) Il/Elle fait une promenade. (He/She goes for a walk.) 5. Open Section Four, Day Five of the Workbook and do question 2. Pg 139

A few kinds of weather we experience in springtime were mentioned in the dialogue. Take a few minutes to review the different expressions below that we use to describe weather. Il fait soleil. Il fait beau. Il faut chaud. Il pleut. Pg 140

continued... Il vente. Il y a des nuages. Il fait mauvais. Il fait froid. 6. Open Section Four, Day Five of the Workbook and do questions 3 and 4. Pg 141

DAY SIX In this lesson, I will review numbers and the expression Il y a. I will also use the question format Il y a combien de? We use the expression il y a which means there are with a number to describe how many of something there are. For example: Il y a douze poussins. Il y a quatre parapluies. Notice that the number is found in front of each item in the sentences above. Pg 142

continued... The expression il y a means there is when we are talking about one of something. For example: Il y a un œuf de Pâques. Refer to the chart below to review the numbers from 1 20. 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 dix-sept 18 dix-neuf 19 dix-neuf 20 vingt Pg 143

1. Open Section Four, Day Six of the Workbook and do question 1. We can use both colours and numbers to describe a noun. Look at the examples below. Il y a vingt fèves en gelée roses. Il y a sept casquettes violettes. Remember that the number will always come before the noun and the colour will always come after the noun. Also remember that colours need to agree in gender (m/f) and number (sing/pl) with the noun. In the first sentence, fève en gelée is masculine so we use the masculine form of the colour pink. Since we are talking about more than one jelly bean, we add an s to the end of the word rose. In the second example, since casquette is feminine we use the feminine form of the colour purple which is violette. We also add an s to the end of the word since there are seven baseball caps. Pg 144

continued... When we want to know how many of something there are, we ask the question Il y a combien de? For example: Il y a combien d œufs verts dans le panier? (How many green eggs are in the basket?) Il y a neuf œufs verts dans le panier. (There are nine green eggs in the basket.) Notice that the words combien de appear before the noun in the question and the number is placed before the noun in the answer. 2. Open Section Four, Day Six of the Workbook and do questions 2, 3, 4, and 5. Pg 145

DAY SEVEN In this lesson, I will review how to add and subtract numbers in French as well as how to use the verb avoir. The words addition and plus are spelled the same in English and French. They have the same meaning but their pronunciation is different. Subtraction is called la soustraction in French. The term minus is moins in French. Study the examples below: douze plus quatre font seize neuf moins deux font sept Pg 146

continued... Are you able to determine which word in French means equals? When writing or reading an arithmetic equation in French, we use the word font. 1. Open Section Four, Day Seven of the Workbook and do question 1. 2. Read the context below then listen to Track 57 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Miguel and his sister Sonia are practicing how to add and subtract in French with the eggs the Easter Bunny left in their yard. Pg 147

Did you notice that Miguel and Sonia used the verb avoir when talking about how many eggs they had? For example: Miguel said: J ai trois œufs jaunes plus six œufs bleus. J ai combien d œufs? Sonia replied: Tu as neuf œufs. J ai means I have in French and Tu as means You have. When we want to indicate how many things someone has, we use Il a or Elle a. Look at the examples below. Il a douze œufs de Pâques. (He has twelve Easter eggs.) Elle a vingt fèves en gelée. (She has twenty jelly beans.) Remember that the pronoun Je becomes J in front of a vowel. Pg 148

continued... Look at the chart below to see how this same verb is conjugated when the subject is plural. Pronoun Example Nous Nous avons huit poussins dans la classe. (We have eight chicks in our class.) Vous Vous avez des imperméables bleus. (You have blue raincoats.) Ils Elles Ils ont des t-shirts verts. (They (m) have green t-shirts.) Elles ont deux parapluies. (They (f) have two umbrellas.) Pg 149

3. Open Section Four, Day Seven of the Workbook and do questions 2, 3, and 4. Pg 150

DAY EIGHT In this lesson, I will review prepositions in French and be introduced to the verbs cacher, chercher, trouver and ramasser. 1. Open open Section Four, Day Eight of the Workbook and do question 1. 2. Read the context below then listen to Track 59 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Miguel and his sister Sonia are looking forward to the Easter egg hunt tomorrow morning. They talk about how the Easter Bunny hides eggs and leaves them clues to follow. Pg 151

Miguel and Sonia used different verbs to describe specific actions related to the Easter egg hunt. As you know, you look for hidden eggs. Once you find them you gather the eggs and put them in your basket. Cacher means to hide. Chercher means to look for. Trouver means to find. Ramasser means to gather or to pick up. Look at the examples below to see how these verbs are used. Le lapin de Pâques cache les œufs dans l arrière-cour. (The Easter Bunny hides eggs in the backyard.) Je cherche un œuf violet. (I am looking for a purple egg.) Miguel trouve deux œufs jaunes sous la chaise. (Miguel finds two yellow eggs under the chair.) Tu ramasses trois œufs bleus. (You are gathering three blue eggs.) Pg 152

continued... These four verbs have the same conjugation pattern as other ER verbs. The chart below shows the conjugated forms of each verb when the subject is singular. Cacher Chercher Je cache Tu caches Il/Elle cache Trouver Je trouve Tu trouves Il/Elle trouve Je cherche Tu cherches Il/Elle cherche Ramasser Je ramasse Tu ramasses Il/Elle ramasse Notice that the conjugated form of these verbs stays the same with the pronouns Je, Il and Elle; however we always add an s to the end of the verb with the pronoun Tu. 3. Open Section Four, Day Eight of the Workbook and do question 2. Pg 153

Sonia and Miguel used different words such as derrière and sous to describe where the eggs might be hiding in their backyard These words are called prepositions of place. They are used to describe the location of something in relation to something else. Use the chart below to help you remember the meanings of these different prepositions. Preposition of place dans derrière devant sur sous à côté de English translation in behind in front of on under next to Look at the examples below: Il y a trois œufs bleus derrière le garage. Les deux œufs jaunes se trouvent sous la chaise. Pg 154

continued... Notice that we use the verb Être or the verb Se Trouver to indicate where a specific object is located. The expression il y a can also be used to indicate where a specific number of the same item are located. 4. Open Section Four, Day Eight of the Workbook do questions 3, 4, and 5. Then complete the Reflection. Pg 155

DAY NINE In this lesson, I will learn about different nursery rhymes and songs children sing at Easter time. 1. Open open Section Four, Day Nine of the Workbook and complete the Reflection. 2. Listen to Tracks 62, 63 and 64 on the Module 5 CD. The students in Mme Morin s class are singing songs to celebrate Pâques. Follow along with the words below. The pictures that accompany each song will give you a better idea of what each one is about. Une poule sur un mur Une poule sur un mur, qui picote du pain dur Picoti, Picota Lève la queue et puis s en va. Pg 156

P'tit lapin plein de poils P'tit lapin plein de poils P'tit lapin plein de poils p'tit lapin plein de poils partout par devant, par derrière par dessus, par dessous p'tit lapin plein de poils partout. Saute, saute mon lapin Saute, saute mon lapin, À la mode, à la mode. Saute, saute mon lapin, À la mode des lapins. Saute, saute chaque matin, À la mode, à la mode. Saute, saute chaque matin, À la mode des lapins. Saute, saute sous le sapin, À la mode, à la mode. Saute, saute sous le sapin, À la mode des lapins. Pg 157

We sing songs to celebrate special occasions, like wishing someone a Happy Birthday or at Christmas time. Easter is a well known holiday and children often sing songs about spring and things associated with Easter. Songs and nursery rhymes are created so that children can develop a sense of musicality. Une comptine (nursery rhyme) is a short verse which contains words that rhyme. For example, in Une poule sur un mur, the word mur rhymes with dur. We also often see words or expressions that repeat themselves, like in P tit lapin plein de poils. Une chanson (song) is typically longer than a nursery rhyme and deals with a specific topic. It may or may not include rhyming words and/or specific patterns. On Day Two, you learned that the French word for Easter Bunny is le lapin de Pâques. In some European countries, they use the term le lièvre de Pâques. In English, un lapin means a rabbit and un lièvre means a hare. 3. Open Section Four, Day Nine of the Workbook and do question 1. Pg 158

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 communicating. Here are a few things you can do to facilitate your understanding: 1. Look for visual clues in the pictures that accompany the lyrics. 2. Listen for words you know. 3. Listen for words or patterns that are repeated in the song. 4. 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. Use the strategies below to help you learn and recall the songs you just heard. 1. Break down the song into lines and practice each line silently or aloud. 2. Associate a few lines of each song with an image. 3. Repeat the entire song silently or aloud. 4. Open Section Four, Day Nine of the Workbook and do questions 2, 3, and 4. Pg 159

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 do we say Happy Easter in French? What does l œuf symbolize? Day Two: Look at the pictures of items associated with Easter below. Name each item in French using the correct definite article le, la, les. Day Three: Name two religious symbols associated with Easter. Explain the importance of le Vendredi saint and le dimanche de Pâques. Pg 160

Day Four: Write sentences describing the colour of each item below. Now write a sentence that tells how Justin decorated his Easter egg. Remember to use the correct form of the verb Décorer in your sentence. Day Five: Identify in French the clothing and weather expressions shown below. Pg 161

Day Six: Use the picture below to answer the following questions. Il y a combien d œufs bleus dans le panier? Il y a combien de lapins en chocolat dans le panier? Il y a combien de fèves en gelée vertes dans le panier? Day Seven: Answer the following questions: J ai neuf œufs plus six œufs. J ai combien d œufs? Il a vingt œufs moins huit œufs. Il a combien d œufs? Write the different forms of the verb avoir for the pronouns Tu, Nous and Elles. Day Eight: Write sentences to describe where the different items shown in the picture are located. Remember to use the correct preposition of place in each sentence. Pg 162

Can you explain when we use each of the following verbs in French? Cacher, Chercher, Trouver, Ramasser Day Nine: What is the French word for nursery rhyme? Sing one of the nursery rhymes or songs you learned. 2. Open Section Four, Day Ten of the Workbook and do questions 1, 2, 3, and 4. Pg 163