3 Section Three: Le Festival du Voyageur DAY ONE In this lesson, I will discover Le Festival du Voyageur. 1. Open open Section Three, Day One of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 33 on Module 5 CD. Use the following pictures to help you understand. Context: Isabelle is going to spend a week with her cousin in Manitoba while her parents are away. She is very excited, as she will be going to school with her cousin and taking part in the Festival du Voyageur. She just received a pamphlet from her cousin describing the festival and decides to show it to her friend Karine. Pg 83
LÉGENDE 1. Entrée principale 2. Guichet 3. Les sculptures sur neige 4. Les toilettes 5. Les relais 6. Randonnées en traîneau 7. Cabane à sucre 8. Chansons/Danses 3. Open Section Three, Day One of the Workbook and do question 1. Pg 84
DAY TWO In this lesson, I will be introduced to new vocabulary related to le voyageur. Who was le voyageur? Le voyageur which translates as the traveller was contracted by the fur companies between the 1680 s and the 1850 s during the fur trade era in Canada to transport and deliver goods to the trading posts. These men were young and single. They were also lightweight because space was very limited in the canoe; however, they also needed to be strong to be able to carry the canoe over long distances. Though the majority of voyageurs were French Canadian, some were German, English and Iroquois. Pg 85
continued... What did le voyageur look like? Look at the numbered picture below and listen to Track 34 on the Module 5 CD as we describe le voyageur and the items he travels with. Pg 86
1. Open Section Three, Day Two of the Workbook and do questions 1 and 2. When we want to ask what something is we say: Qu est-ce que c est? (What is it?) If there is one item, we would reply: C est une pipe. (It s a pipe.) If there are two or more items, we would answer: Ce sont des mocassins. (They re moccasins.) Notice that we use C est when the sentence is singular and Ce sont when the sentence is plural. Pg 87
A symbol which is often associated with le voyageur is la ceinture fléchée (sash). The sash worn by le voyageur was a very significant part of his clothing attire. It was hand woven and had more than a decorative function. The sash was used for warmth and back support, as well as an aid to help carry very heavy items. The sash was wrapped twice around the waist and tied to the side. 2. Open Section Three, Day Two of the Workbook and do questions 3 and 4. Pg 88
DAY THREE In this lesson, I will discover what le voyageur ate on his journey. 1. Open open Section Three, Day Three of the Workbook and complete the Reflection. Le voyageur carried with him food that was light in weight and compact. It needed to be carried many miles on his back and also had to fit easily in a canoe that did not allow for much baggage. The voyageur s diet included pork and beans, pea soup, bannock and pemmican. The men who traveled from Montreal were known as the les mangeurs de lard (pork-eaters) because French-Canadians quite enjoyed eating pork meat boiled in a soup (pea soup). Pg 89
When you want to know what le voyageur eats for a certain meal you ask: Qu est-ce que le voyageur mange pour le déjeuner? (What does the traveller eat for breakfast?) Qu est-ce que le voyageur mange pour le dîner? (What does the traveller eat for lunch?) Qu est-ce que le voyageur mange pour le souper? (What does the traveller eat for dinner?) The answers to these questions include: Il mange une galette. Il mange du pemmican. Il mange des fèves au lard. Pg 90
continued... Il mange de la soupe aux pois. Listen to Track 36 on the Module 5 CD. You will hear each of the questions above followed by an answer. 2. Open Section Three, Day Three of the Workbook and do questions 1, 2, 3, and complete the Reflection. Pg 91
DAY FOUR In this lesson, I will learn about the daily schedule of le voyageur. 1. Open open Section Three, Day Four of the Workbook and complete the Reflection. Le voyageur worked on average 14 hours per day. In the summer time, he spent much of his day in the canoe. There were three spots he might occupy in the canoe: l avant (bowman): guides the canoe from the front le gouvernail (steerman): guides the canoe from the back le milieu (middleman): paddles from the middle of the canoe (is the least experienced man on the boat and earns about half what the other two do) He also spent parts of the day carrying the canoe and goods when walking between one river to another or from the river to the Fort. This was called le portage. Pg 92
continued... Some voyageurs had the honour of paddling the Express canoe. This canoe which carried important men or messages needed to travel at twice the usual speed. A typical day consisted of waking up at 3 AM, packing the canoe and heading out. They stopped for breakfast around 8 a.m., lunch around 1 p.m. and supper which meant the end of day around 8 p.m. They also stopped for a few minutes every hour throughout the day to smoke a pipe as they stayed in the canoe. This was such a routine that it became a way of telling time. For example they might say that a distance between two points would be 3 pipes. In the winter time, the canoe was replaced with dogs and a sled. Pg 93
2. Read the context below then listen to Track 38 on the Module 5 CD. Use the following schedule to help you understand. 3 h du matin.... 8 h du matin 8 h 30 du matin.. 1 h de l après-midi.. 1 h 30 de l après-midi.. 8 h du soir.. Pg 94
In French we do not use a.m. and p.m. to indicate the time of day. We simply say for example: 8 h du matin (in the morning) À 8 heures du matin, je mange mon déjeuner. 1 h de l après-midi (in the afternoon) À 1 heure de l après-midi, je mange mon dîner. 8 h du soir (in the evening/night) À 8 heures du soir, je mange mon souper. We also use midi (noon) and minuit (midnight) to indicate the 12 o clock times. 3. Open Section Three, Day Four of the Workbook and do questions 1, 2, and 3. Pg 95
DAY FIVE In this lesson, I will learn to sing songs about le voyageur. 1. Open open Section Three, Day Five of the Workbook and complete the Reflection. Le voyageur used songs while rowing in the canoe or carrying the canoe on land. This helped to keep him on pace as well as pass the time. Listen to Tracks 40 and 41 on the Module 5 CD. You will hear students singing two songs about le voyageur. Do you recognize the tune that is used? Pg 96
continued... Voyageur, que portes-tu? Voyageur, que portes-tu que portes-tu? que portes-tu? Voyageur, que portes-tu pendant tes voyages? Je porte mes grandes raquettes, grandes raquettes, grandes raquettes. Je porte mes grandes raquettes et ma ceinture fléchée... Voyageur, que portes-tu que portes-tu? que portes-tu? Voyageur, que portes-tu pendant tes voyages? Je porte mon pantalon, pantalon, pantalon. Je porte mon pantalon et ma bonne pipe... Pg 97
continued... Voyageur, que manges-tu? Voyageur, que manges-tu que manges-tu? que manges-tu? Voyageur, que manges-tu pendant tes voyages? Je mange du pemmican, pemmican, pemmican. Je mange du pemmican pendant mes voyages. Voyageur, que manges-tu que manges-tu? que manges-tu? Voyageur, que manges-tu pendant tes voyages? Je mange une bonne galette, bonne galette, bonne galette. Je mange une bonne galette pendant mes voyages. Pg 98
continued... Did you recognize the two verbs used in the song? Porter means to wear Manger means to eat Therefore Voyageur que portes-tu? means Traveller what do you wear? and Voyageur que manges-tu? means Traveller what do you eat? 2. Open Section Three, Day Five of the Workbook and do questions 1, 2, 3, and 4. Pg 99
DAY SIX In this lesson, I will become familiar with Le Festival du Voyageur that takes place every year in Manitoba. 1. Open open Section Three, Day Six of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 42 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Isabelle and her cousin Jasmine are at Le Festival du Voyageur. Jasmine is holding the map of the festival grounds and they are trying to decide where they will go first. Pg 100
On the track you just listened to, Isabelle and Jasmine were discussing what they would like to do, when specific activities start, and where they are located. The question Jasmine used to ask where something was located started with the question word Où se trouve Où se trouve la cabane à sucre? (Where is the sugar shack?) Isabelle answered: Elle est à droite des randonnées en traîneau. When describing where objects or places are located we use prepositions of place. à droite de to the right à gauche de to the left à côté de next to When these prepositions are placed in front of masculine nouns de becomes du: La cabane à sucre est à droite du guichet. When placed in front of feminine nouns de becomes de la: Le guichet est à gauche de la cabane à sucre. When placed in front of plural nouns de becomes des: Le guichet est à gauche des randonnées en traîneau. 3. Open Section Three, Day Six of the Workbook and do questions 1, 2, and 3. Pg 101
DAY SEVEN In this lesson, I will review time concepts and the question word Quand. 1. Open open Section Three, Day Seven of the Workbook and do question 1. When telling time in French you simply say: Il est 6 heures. (It s 6 o clock) In English, we distinguish between day and night by using a.m. and p.m.. In French, we say: Il est 6 heures du matin. (It s 6 o clock in the morning.) Il est 2 heures de l après-midi. (It s 2 o clock in the afternoon.) Il est 9 heures du soir. (It s 9 o clock at night.) Pg 102
continued... In both French and English, we have special words to describe the twelfth hour: midi noon minuit midnight A shorter way to write time in French is by replacing heures with h. Il est 6 h. 2. Open Section Three, Day Seven of the Workbook and complete question 2. 3. Listen again to Track 42 on the Module 5 CD. Pay close attention to the times that are mentioned. How many did you hear? When Isabelle wanted to know when an activity started, she used the question word Quand Quand sont les randonnées en traîneau? (When are the sleigh rides?) Pg 103
continued... She could also ask the question: À quelle heure sont les randonnées en traîneau? (At what time are the sleigh rides?) To both of the questions, the answer would be the same: Les randonnées en traîneau sont à 11 h. (The sleigh rides are at 11 o clock.) When you want to state something that you would like to do and at what time you would say: À 6 h, je vais aller à la cabane à sucre. (At 6 o clock, I will go to the sugar shack.) 4. Open Section Three, Day Seven of the Workbook and do questions 3, 4, 5, and 6. Pg 104
DAY EIGHT In this lesson, I will review the vocabulary associated with la cabane à sucre. 1. Open open Section Three, Day Eight of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 44 on the Module 5 CD. Use the following pictures from left to right to help you understand. Context: Isabelle and Jasmine are at la cabane à sucre. It is lunch time and everything looks and smells good. They fill their plate and sit at a table to eat. They discuss the food they chose and decide to go outside to get some maple taffy for dessert. Jasmine la crêpe le sirop d'érable les œufs la tire d'érable Isabelle le pain doré le sirop d'érable le jambon la tire d'érable Pg 105
3. Open Section Three, Day Eight of the Workbook and do question 1. Listen again to Track 45 on the Module 5 CD. Notice the question that each character asks. When you want to know what someone eats at the sugar shack you would ask: Qu est-ce que tu manges à la cabane à sucre? They would answer: Je mange du jambon. 4. Open Section Three, Day Eight of the Workbook and do questions 2 and 3. Pg 106
DAY NINE In this lesson, I will review the expressions J aime, Je n aime pas, Je préfère... 1. Open open Section Three, Day Nine of the Workbook and complete the Reflection. 2. Read the context below then listen to Track 46 on the Module 5 CD. Use the following pictures to help you understand. Context: Isabelle and Jasmine are at the stage. Isabelle has gone up to dance the jig. While Jasmine waits for her, Paul a friend from school comes over to talk with her. He has just arrived at the festival. They discuss what they like, dislike and prefer as Paul decides what he will see while he is at the festival. Pg 107
When you are asked: Est-ce que tu aimes les randonnées en traîneau? You might answer J aime les randonnées en traîneau. or Je n aime pas les randonnées en traîneau. When you are asked: Est-ce que tu préfères les randonnées en traîneau ou la cabane à sucre? You would answer: Je préfère les randonnées en traîneau. or Je préfère la cabane à sucre. Notice that we use J aime to say I like Je n aime pas to say I dislike Je préfère to say I prefer 3. Open Section Three, Day Nine of the Workbook and do questions 1, 2, 3, and 4. Pg 108
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: What is le Festival du Voyageur and where does it take place? Day Two: Who was le voyageur? In French, name the clothing items below. Day Three: What does le voyageur eat while travelling? Name the items below in French. Start with Il mange Pg 109
Day Four: Describe a typical day for le voyageur. Day Five: Sing the chorus and a verse of the two songs you learned: Voyageur que portes-tu? and Voyageur que manges-tu? Day Six: What types of activities did Jasmine and Isabelle enjoy at the festival? Name the following activities in French. Day Seven: How would you answer the following questions? À quelle heure sont les randonnées en traîneau? Quand est la cabane à sucre? Day Eight: Look at the pictures below to help you complete the following sentence. À la cabane à sucre, je mange Pg 110
Day Nine: Look at the pictures below and decide whether you like or dislike each. Remember to start your sentence with J aime or Je n aime pas. Look at the two pictures below and say which one you prefer. Start your sentence with Je préfère 2. Open Section Three, Day Ten of the Workbook and do questions 1, 2, 3, 4, and complete the Reflection. Pg 111