Preview Chapter 2 inside! - Publishing January 2009
←
→
Transcription du contenu de la page
Si votre navigateur ne rend pas la page correctement, lisez s'il vous plaît le contenu de la page ci-dessous
Preview Chapter 2 inside!
Publishing January 2009
© 2010 • ISBN-13: 9780135033678 • ISBN-10: 0135033675 • Hardcover • 586 pp
2 Voici mes amis
Who are the people shown here and what are they doing? Does this remind you of experiences you’ve
had with people you know?
Leçon 1 Mes amis et moi After completing this chapter, you
should be able to:
Leçon 2 Nos loisirs
◆ Describe people’s appearance
Leçon 3 Où est-ce qu’on va ce and personality
week-end ? ◆ Talk about sports and leisure activities
Venez chez nous ! Vive le sport ! ◆ Ask for information
◆ Give commands and make suggestions
◆ Talk about French and American notions of
friendship
◆ Talk about major sporting events across the
Francophone world
Leçon 1 Mes amis et moi
Preparation: Provide an overview of the
lesson by showing the Ch. 2 video segment
POINTS DE DÉPART TEXT AUDIO
TRACK 00
Les amis. Have students listen and watch,
then describe the activities friends are
Elles sont comment ?
sharing. This video clip may also be shown in Denise et Marie regardent un album de photos.
conjunction with the Vie et culture section.
DENISE : C’est toi sur la photo là, avec le chapeau ?
Presentation: Only feminine forms of
variable adjectives are presented here, since
MARIE : Bien sûr.
in most cases the masculine spoken form can DENISE : Tu es jolie. Qui sont les autres filles ?
be easily derived from the feminine. This MARIE : Ce sont mes amies du collège.
derivation rule will be taught in the Formes DENISE : Comment s’appelle l’autre fille avec un chapeau ?
et fonctions section of this lesson. To MARIE : Ça c’est Diane ; elle est maintenant à la fac avec moi. C’est ma
present the vocabulary, use the girls’ photo colocataire. Elle est très intelligente et ambitieuse. Mais elle est
and the dialogue, as well as the boxed list of amusante aussi ; elle adore les histoires drôles.
adjectives. Read or play the recorded DENISE : Et la grande fille mince et rousse ?
dialogue, pointing out each person as she is MARIE : C’est Clara. Elle est très élégante. Elle travaille avec les
described. Test comprehension by asking Qui personnes âgées ; c’est une fille gentille et généreuse.
est blonde ?, etc., or by creating statements
DENISE : Et la blonde ?
that students must identify as true or false.
Next, use either/or questions to elicit
MARIE : C’est Anne-Laure. Elle est super sportive et sociable ; pas du
repetitions: Clara est blonde ou rousse ? tout paresseuse, elle.
Finally, have students provide opposites for DENISE : Pas comme toi, donc !
adjectives: Elle est grande ? —Non, elle est MARIE : Arrête !
petite. As follow-up, have students describe
magazine photos of interesting-looking
women.
LEÇON 1 MES AMIS ET MOI soixante-neuf 69
Pour décrire les femmes
jeune d’un certain âge âgée
belle jolie moche
grande de taille moyenne petite
maigre mince forte grosse
Note: Adjectives like châtain, derived from blonde rousse châtain brune
nouns, are invariable and never add an e or élégante
an s. gentille méchante
généreuse égoïste
intelligente bête
ambitieuse énergique paresseuse
sportive pantouflarde
sérieuse drôle amusante
À vous la parole
Implementation: 2-1 This allows students 2-1 En d’autres termes. Describe each young woman, using other
to practice nuancing descriptions by using the words.
negative and the qualifying adverbs taught in
Ch. 1, L. 1. MODÈLE Clara n’est pas égoïste.
Clara est généreuse.
Additional Activity: Ask students to
describe one of the women in your class so 1. Clara n’est ni (neither) brune, ni blonde, ni châtain.
that classmates can guess who it is. For 2. Clara n’est pas petite.
example, É1 Elle est d’un certain âge. Elle est 3. Clara n’est pas méchante.
blonde, grande et assez mince. É2 C’est le
4. Diane n’est pas très mince.
professeur ? É1 Oui. Be aware that some
5. Diane n’est pas petite.
students are sensitive about physical
descriptions. As an alternative, you might 6. Diane n’est ni blonde, ni rousse, ni châtain.
bring in magazine photos and have students 7. Diane n’est pas bête.
work in pairs to create a description; post all 8. Anne-Laure n’est pas paresseuse.
the photos, then have the class guess which 9. Anne-Laure n’est pas grande, mais elle n’est pas petite non plus.
one is being described. 10. Anne-Laure n’est pas pantouflarde.
Implementation: 2-2 Offer a few 2-2 Une personne connue. Describe a well-known girl or woman, real
examples, then have students work in pairs or imaginary, and have your classmates guess who it is.
or small groups to prepare a description. Each
group gives out its information bit by bit; MODÈLE É1 Elle est très jeune ; elle a environ (about) douze ans. Elle est
they receive one point for each statement petite, mince et rousse. Elle n’a pas de parents, mais elle a un
they make before class members guess
chien, Sandy.
correctly.
É2 C’est Annie, la petite orpheline.
Expansion: 2-3 To follow up, display
all pictures in the classroom. As
individual students share their 2-3 Voici une amie/mes amies. Bring in a photo of a female friend or
description with the class, their friends to describe to a partner.
classmates will listen to determine which
MODÈLE Voici la photo d’une de mes amies. Elle s’appelle Julie. Elle est
person is being described.
grande et blonde. Elle est intelligente et très énergique. Elle aime
le tennis.
70 soixante-dix CHAPITRE 2 VOICI MES AMIS
Presentation: If you have not yet shown it, use the Ch. 2 video segment Les amis to lead into this section or to follow up on discussion.
Note: For more information, see Raymonde Carroll’s chapter on friendship in her book Évidences invisibles : Américains
Vie et culture et Français au quotidien (Éditions du Seuil, 1987); translated by Carol Volk as Cultural Misunderstandings: The French-
American Experience (The University of Chicago Press, 1990). The quote featured here can be found on page 77.
Les amis schoolmate, teammate, playmate,
companion, co-worker, colleague, childhood
Concepts of friendship vary from culture to friend, new friend, old friend, very old
culture. In France, friendships are usually friend, family friend, close friend, very close
formed slowly, over many years. Once friend, best friend, girlfriend, boyfriend,
established, they tend to last a lifetime. etc.).
American visitors and exchange students in
France sometimes find it difficult to form However, Americans’ casual use of the word
friendships with French peers because of the “friend” leads French observers to conclude that
brevity of their stays. French exchange students their own concept of friendship is more durable
and visitors to the United States, on the other and considerably more nuanced.
hand, often report that Americans make friends
very quickly and seem to refer to many people E T VO U S ?
as “my friend.” This contrasts sharply with
1. What behaviors or features of American
French usage where the word ami is reserved
society might promote the perception among
for those people with whom a strong bond of
the French that friendships are formed
friendship has been established. In Cultural
quickly?
Misunderstandings: The French-American
2. Think about the contexts in which you would
Experience, Raymonde Carroll, a French
refer to someone as “my friend.” Do you
anthropologist living in the United States,
agree with Carroll’s observation that
explains the use of the word “friend” in
Americans tend to use the word friend rather
American English:
loosely? What advantages and disadvantages
For an American, . . . this is merely a verbal are there to using friend to refer to a wide
shortcut which saves the trouble of range of relationships?
explaining the differences between “friend” 3. Do you agree with the judgment that
and all the other terms available American friendships are less durable and
(acquaintance, vague acquaintance, buddy, less nuanced than French friendships?
pal, chum, roommate, housemate, classmate, Explain your response.
Key: Et vous ? Point out the tendency for
Americans to use first names immediately on
meeting someone, to invite people into their homes
very soon after they have met, and even to hug or Voici quelques
kiss business associates. Suggest to students that amis qui
because Americans tend to change jobs and move discutent au café.
frequently, often far from family and childhood
friends, there is perhaps more of a necessity to
form new friendships quickly.
LEÇON 1 MES AMIS ET MOI soixante-et-onze 71
Sons et lettres TEXT AUDIO
TRACK 00
La détente des consonnes finales
As a general rule, final consonant letters are not pronounced in French:
Presentation: Present this topic in l’enfant elle est nous sommes très jeunes beaucoup
conjunction with Les adjectifs variables.
However, there are four final consonant letters that are generally
pronounced: -c, -r, -f, and -l. To remember them, think of the English word
careful.
la fac pour neuf Daniel
An exception is the letter -r in the infinitive ending -er and in words ending
in -er and -ier:
écouter danser le dîner le premier janvier
The letter n is seldom pronounced at the end of a word. Together with the
preceding vowel letters it represents a nasal vowel sound:
mon copain le chien l’enfant
Initial practice: Reinforce with a At the end of a word, one or more consonant letters followed by -e always
discrimination drill to ensure that students stand for a pronounced consonant. These consonants must be clearly
hear pronounced final consonants: un articulated, for they mark important grammatical distinctions such as
homme ou une femme ? Michel est feminine versus masculine forms of adjectives. The final -e doesn’t
amusant. Michèle est intelligente. represent any sound.
Dominique est sérieuse. Dominique est
généreux. Daniel est élégant. Danielle est Danielle est sérieuse intelligente amusante
petite. Renée est ambitieuse. René est vs. Daniel est sérieux intelligent amusant
paresseux. Andrée est sportive, etc.
Additional names that work well in this
type of exercise include Pascal/e and
Claude.
À vous la parole
Implementation: 2-4 First have 2-4 Prononcer ou ne pas prononcer ? In which words should you
students go through and underline pronounce the final consonant?
pronounced final consonants, and draw a
line through silent final consonants. avec Robert il aime danser s’il vous plaît pour ma sœur
neuf cahiers le jour de Noël le Québec le singulier
2-5 Contrastes. Read each pair of sentences aloud and note the contrasts.
C’est Denise. / C’est Denis.
Voilà Françoise. / Voilà François.
Pascale est amusante. / Pascal est amusant.
Michèle est blonde. / Michel est blond.
72 soixante-douze CHAPITRE 2 VOICI MES AMIS
FORMES ET FONCTIONS
1. Les adjectifs variables
Noun phrases in French
◆ You have learned that adjectives agree in gender and number with the typically include multiple
noun they modify. Invariable adjectives have only one spoken form. The written indications of number
and gender: compare, for
feminine ending -e and the plural ending -s show up only in the written
example, une amie
forms. intelligente with un copain
amusant and des profs
Ma sœur est stressée. Mes amies sont stressées. sympathiques. Because
Mon frère est discipliné. Mes amis sont disciplinés. the written indications are
not always heard in the
Mon père est calme. Mes parents sont calmes.
spoken forms, it is a good
idea to get into the habit of
◆ Variable adjectives have masculine and feminine forms that differ in double-checking the number
and gender of any nouns
pronunciation. Their feminine form ends in a pronounced consonant. To
and adjectives that you
pronounce the masculine, drop the final consonant sound. The written write.
letter -s or -x at the end of plural adjectives is not generally pronounced.
Presentation: What we call invariable
SINGULIER f. Anne est amusante et généreuse. adjectives have a single spoken form, but some
have distinct written masculine and feminine
m. Cédric est amusant et généreux.
forms as well as distinct plural written forms.
PLURIEL f. Mes amies sont amusantes et généreuses. This presentation focuses on spoken forms and
is reinforced by the Sons et lettres treatment.
m. Mes copains sont amusan ts et généreux. Exercises in the Student Activities Manual focus
on the written forms of invariable and variable
The feminine form of variable adjectives always ends in -e. The final -e is adjectives. To present variable adjectives,
dropped in the masculine form; therefore, the final consonant sound, prepare a series of parallel examples describing
heard in the feminine form, is also dropped. Although some variable le couple idéal, where the two members of the
adjectives have spelling irregularities, this pronunciation rule still couple have identical personality and physical
applies. For example, in the feminine form généreuse [enerøz], the final traits. Arrange the examples in two columns
with Elle est... on the top of the first column and
consonant is pronounced, but it is dropped in the masculine form
Il est... on the top of the second column. Then
généreux [enerø]. In the written form, the final -e is dropped in the fill in the columns with examples such as:
masculine and the final -s is changed to -x. Other regular variable élégante, élégant ; grande, grand ; ambitieuse,
adjectives that show spelling changes include: Note: Point out that the ambitieux ; brune, brun ; intelligente,
irregularities involve changes intelligent ; amusante, amusant ; gentille,
rousse S roux grosse S gros gentille S gentil in the final written consonant: gentil ; généreuse, généreux. As you read and
-ss→x; -ll→l, etc. display the forms, have students explain the
◆ Adjectives whose masculine singular form ends in -x do not change in written forms, then see whether they can give
the masculine plural form. the rule for deriving the masculine spoken form
from the feminine. Finish by asking students,
Est-ce que ce couple est vraiment un couple
Laurent est roux. Laurent et Matthieu sont roux.
idéal ? Pourquoi ?
◆ As you have learned, with a mixed group of feminine and masculine
nouns, the plural form of the adjective is always the masculine form.
Jessica et Laure sont brunes. Jessica and Laure are brunettes.
Kevin et Alexis sont blonds. Kevin and Alexis are blonds.
Max et Sylvie sont roux. Max and Sylvie are redheads.
Note: You may wish to point out that some frequently used adjectives precede the noun. These include belle, grande,
jeune, jolie, and petite, all of which were presented in the Points de départ. Prenominal adjectives will be treated in Ch.
3, L. 1 and L. 2.
LEÇON 1 MES AMIS ET MOI soixante-treize 73
Note: Point out that belle and brune involve ◆ Note the following irregular forms:
vowel changes (i.e., from [ε] to [o] for belle-
beau and from [y] to [ε̃] for brune-brun) as
well as the loss of the final consonant; FÉMININ MASCULIN
sportive shows a final consonant change from belle beau
[v] to [f].
brune brun
Initial practice: Begin with a discrimination sportive sportif
drill, as in the Sons et lettres, so that students
hear masculine and feminine forms of adjectives:
Michel est amusant. Michèle est intelligente.
Pascal est sportif. Pascale est ambitieuse. Claude
est blonde. Claude est petit. René est gros. Renée À vous la parole
est élégante, etc. Continue with a simple
substitution exercise, such as the following:
Des jumeaux. Julien and Juliette are twins. Tell 2-6 Pas mes amis ! Your friends are quite different from what your
how they are alike: Juliette est grande. —Et son mother thinks; tell how.
frère, Julien, est grand aussi. Elle est rousse ; elle MODÈLE Tes amies sont paresseuses !
est un peu forte ; elle est assez amusante ; elle
Ah non, elles sont énergiques.
est très intelligente ; elle est vraiment gentille ;
elle est généreuse. 1. Tes amis sont méchants !
Next reverse the direction of derivation by 2. Tes amis sont trop idéalistes !
providing the masculine form and having students 3. Tes amies sont têtues !
respond with the feminine. Stress the importance 4. Tes amis sont trop conformistes !
of over-articulating the final consonant, since it 5. Tes amis sont trop bêtes !
contains the signal for the gender: Julien est très 6. Tes amis sont égoïstes !
élégant. —Sa sœur, Juliette, est très élégante
7. Tes amies sont trop sérieuses !
aussi. Il est sportif ; il est assez ambitieux ; il est
très sérieux ; il est beau.
8. Tes amis sont tous (all) pessimistes !
Expansion: 2-7 You may also bring 2-7 Les amis. Describe the appearance and personality of this group of
large photos, such as those found in fine art friends to your partner.
reproductions, catalogs, or magazines into
class. Put students into pairs to work out their MODÈLE Il y a trois femmes qui sont assez jeunes, une femme d’un
description, then bring all the photos to the certain âge et un homme...
front of the class. As each pair describes their
person, the other students try to guess to
which photo the description corresponds. You
may wish to introduce expressions such as
avoir les cheveux courts/longs/bouclés/
blonds, as appropriate.
74 soixante-quatorze CHAPITRE 2 VOICI MES AMIS
2-8 Le monde idéal. Ideally, what are the following people and pets like? Expansion: 2-8 To follow up, have each
Describe them to your partner. pair report back to the class and see how
many people in the class have similar
MODÈLE le chien idéal descriptions.
É1 Pour moi, le chien idéal est petit, gentil et intelligent.
É2 Pour moi aussi, le chien idéal est gentil et intelligent, mais il
est grand.
1. le père idéal
2. la mère idéale
3. l’enfant idéal
4. le/la colocataire idéal/e
5. le professeur idéal
6. l’étudiant idéal
7. l’ami/e idéal/e
8. le chat idéal
2. Les adverbes interrogatifs Presentation: Review formation of yes/no
questions and the use of si, taught in Ch. 1,
◆ To ask a question requesting specific information, it is necessary to use L. 3, before teaching this material; use
an interrogative word or expression. Usually, the interrogative word or exercises from those earlier sections. Present
expression appears at the beginning of the question and is followed by the new expressions using multiple-choice
est-ce que/qu’: questions: Quand est-ce que nous avons notre
cours de français ? le matin ? l’après-midi ?
le soir ? Où est-ce que nous avons notre cours
Où est-ce que tes amis travaillent ? Where do your friends work? de français ? au café ? à la maison ? à la fac ?
Quand est-ce qu’ elle arrive ? When does she arrive? Combien d’étudiants est-ce qu’il y a dans
notre classe ? quinze ? vingt ? vingt-deux ?
Comment est-ce que le prof de français
s’appelle ? M. X ? Mme Y ? Mlle Z ?
Some of the words or expressions frequently used to ask questions
Note: Remind students that they have
are:
learned to form some information questions
comment how Comment est-ce que tu t’appelles ? using simply a question word without rising
où where Où est-ce qu’il travaille ? intonation: Comment tu t’appelles ? Il a quel
quand when Quand est-ce que tu arrives ? âge ?, but that these are very informal ways
pourquoi why Pourquoi est-ce que tu ne travailles pas ? of asking a question.
combien de how many Combien d’étudiants est-ce qu’il y a ? Presentation: To show the two possible
answers for pourquoi, display a humorous
exchange such as: Pourquoi est-ce que vous
parlez anglais ? —Parce que nous sommes
The question pourquoi ? can be answered in two ways: américains ; —Pour frustrer le prof.
Note: Questions using quel will be treated in
—Pourquoi est-ce que tu aimes tes —Why do you like your friends? Ch. 8, L. 1; qui, que, and quoi will be treated
amis ? in Ch. 8, L. 2.
—Parce qu’ils sont très amusants. —Because they’re lots of fun.
—Pourquoi est-ce que tu téléphones ? —Why are you calling?
—Pour inviter mes amis à dîner. —To invite my friends to dinner.
When used to ask how many, combien is linked to the noun by de/d’:
Combien de frères est-ce que tu as ? How many brothers do you have?
Combien d’enfants est-ce qu’ils ont ? How many children do they have?
LEÇON 1 MES AMIS ET MOI soixante-quinze 75
Note: At this level, questions with inversion ◆ Another question construction, called inversion, is used in writing, in
are presented largely for receptive control. formal conversation, and in a few fixed expressions. In questions with a
Students should be able to recognize these pronoun subject using inversion, the subject follows the verb and is
questions and to be able to produce them in connected to it with a hyphen. Notice that when the verb form ends in a
limited fixed expressions such as Quel âge vowel, the letter -t- is inserted before the pronoun and linked to it with a
avez-vous ? Comment allez-vous ? Students
hyphen.
should be encouraged to form their questions
with intonation or est-ce que and instructors
should also make an effort to produce these Comment vas-tu ? How are you?
types of questions in their spoken and written Comment allez-vous ? How are you?
interactions with students. Quel âge a-t-il ? How old is he?
Note: The verb aller is presented in L. 3 of
Inversion is also more generally used with the verbs aller and être when
this chapter.
the subject is a noun:
Comment vont tes parents ? How are your parents?
Où est ta sœur ? Where’s your sister?
À vous la parole
Implementation: 2-9 To make the 2-9 Pardon ? You can’t quite hear all that your instructor says, so use a
exercise more realistic, read each of the question word or expression to ask for the missing information.
instructor’s statements out loud, replacing the
underlined material with static-like noise. For MODÈLE J’ai cinq cahiers.
further practice, repeat this exercise and Combien ?
have students provide the complete
questions. 1. Nous travaillons dans la salle de classe.
2. Il y a un examen mardi.
3. Il y a trois étudiants français.
4. Yannick est absent parce qu’il est malade.
5. Elle s’appelle Chloé.
6. Elle a deux sœurs.
7. Nous ouvrons le livre pour réviser un exercice.
Implementation: 2-10 Demonstrate an 2-10 À propos de Thomas. Your friend is telling you about her new
exaggerated pronunciation of Ah bon ?, and boyfriend Thomas, and you want more details.
make sure students understand what it
means. Challenge them to be expressive as MODÈLE Thomas a deux colocataires.
they complete the exercise.
Ah bon ? Comment est-ce qu’ils s’appellent ?
OU Ah bon ? Est-ce qu’ils sont aussi étudiants ?
1. Il est assez jeune.
2. Il n’habite pas dans la résidence (dorm).
3. Il est d’une famille nombreuse.
4. Il travaille le week-end.
5. Il arrive bientôt.
6. Il n’est pas en forme.
7. Il n’aime pas le sport.
8. Il a des chiens.
76 soixante-seize CHAPITRE 2 VOICI MES AMIS2-11 Au service des rencontres. Ariane has called a dating service. As Expansion: 2-11 This is good preparation
you listen in on her end of the phone conversation, imagine the questions for playing Jeopardy!, where students earn
she is being asked. points by providing the question that elicits
the information given.
MODÈLE Je m’appelle Ariane Patoine. Key: 2-11 1) Où est-ce que vous habitez ?
Comment vous appelez-vous, mademoiselle ? 2) Combien de colocataires est-ce que vous
avez ? Est-ce que vous avez des colocataires ?
1. J’habite à Ottawa. 3) Est-ce que vous avez des animaux
2. Non, je n’ai pas de colocataire. familiers ? 4) Est-ce que vous travaillez ?
3. Oui, j’ai un chien et deux chats. 5) Où est-ce que vous travaillez ? 6) Quand
4. Oui, je travaille. est-ce que vous travaillez ? 7) Pourquoi est-
5. Je travaille dans un bureau. ce que vous travaillez le weekend ? 8) Quand
6. Je travaille le week-end. est-ce que vous avez des cours ?
7. Parce que je suis étudiante.
8. J’ai des cours (classes) le lundi, le mardi, le mercredi et le vendredi.
2-12 Questions indiscrètes ? Interview one of your classmates, asking Expansion: 2-12 You might offer to let
him/her questions about the following subjects. Report back to the class students ask you any questions they wish, or
bring in a visitor to be interviewed.
what you learned about your partner.
MODÈLE la famille
Est-ce que tu as des frères ou des sœurs ?
Où est-ce qu’ils habitent ?...
la musique
Est-ce que tu aimes la musique ?
Quand est-ce que tu aimes écouter de la musique ?...
(you report back) Voici Ian. Il a un frère. Il habite à Baltimore. Ian
n’aime pas la musique, mais...
1. la famille
2. les animaux
3. les amis
4. la musique
5. le sport
Work with a partner to see how
many questions you can ask
this family. For example: Est-ce
que vous êtes français ? Où
est-ce que vous habitez ?
Comment s’appellent …, etc.
LEÇON 1 MES AMIS ET MOI soixante-dix-sept 77Lisons
Use illustrations to predict
content. To anticipate and
better understand an
2-13 Les Misérables
author’s descriptions in a
text, make preliminary A. Avant de lire. You are about to read an excerpt from the opening
assumptions by studying the paragraphs of the novel Les Misérables by Victor Hugo, a well-known
illustrations. nineteenth-century French novelist, playwright, and poet. Les Misérables
has been translated into many languages and has been a major musical for
many years.
Preparation: 2-13 If your students are Three characters are introduced in the beginning of the novel, the
not familiar with Les Misérables, there are Bishop of Digne and the two women in his household. Look at the
many online resources for both the show
illustrations of these three characters made by Georges Jeanniot for the first
and the novel. To prepare for the reading
edition of Les Misérables. Then make lists of adjectives you know in French
(and the Après avoir lu), you could
have students look for the synopsis and that could be used to describe each person. Using the illustrations to make
some details about the main characters on preliminary assumptions about these characters can help you follow the
the Web. See the Chez nous Companion author’s descriptions, even if you cannot understand every word.
Website for links. You may also wish to
show a short excerpt from one of the
many films made of Les Misérables. In
particular, before completing Avant de
lire, you might show the scene where
Valjean arrives at the Bishop’s house; ask
students to describe the characters they
see.
Implementation: Avant de lire
Students can work alone or in pairs. When
everyone has come up with adjectives,
L’évêque
lists could be compared in groups or
though a whole-class discussion. Check to
see whether some students are familiar
with the story and know how these
characters fit into the plot.
an Valjean et l’évèque
lle Baptistine, Je
Mme Magloire, M
78 soixante-dix-huit CHAPITRE 2 VOICI MES AMISB. En lisant. As you read the descriptions of the Bishop, Mlle Baptistine, Key: En lisant 1) 75 2) 65 3) Mlle
and Mme Magloire, focus on getting a general sense of the passage. You Baptistine 4) Mme Magloire 5) Mlle
will note that the author incorporates a number of adjectives into his Baptistine: tall, thin, pale, gentle; Mme
description of the two women and gives an indication of each person’s age. Magloire: large, fat, busy, old, white-
Then look for the answers to the following specific questions: haired.
1. How old is the Bishop, M. Myriel?
2. Knowing that moins means less, indicate how old his sister is.
3. What is the name of the Bishop’s sister? Key: En regardant de plus près
4. What is the name of their household servant? 1) domestique, servante 2) grande, the
5. Give two adjectives in English to describe each woman. author is probably stressing how tall and
thin she is 3) occupé/e, maybe stressé/e
4) à cause de son activité d’abord —
heavy people who are busy get out of
En 1815, M. Charles-Francois-Bienvenu Myriel était1 évêque de Digne. breath easily; ensuite à cause d’un
C’était un vieillard2 d’environ soixante-quinze ans… asthme —people with asthma
M. Myriel était arrivé3 à Digne accompagné d’une vieille fille4, sometimes have difficulty breathing.
Expansion: Help students to see how
Mlle Baptistine, qui était sa sœur et qui avait5 dix ans de moins que lui.
the two female characters differ in looks
Ils avaient6 pour tout domestique une servante appelée Mme 5 and manner. You could have them make
Magloire. a list of adjectives for each in French and
Mlle Baptistine était une personne longue, pâle, mince, douce7. Elle identify the opposites.
n’avait jamais8 été jolie…
Mme Magloire était une petite vieille, blanche, grasse, replète9, Expansion: The central characters in
affairée, toujours haletante, à cause de son activité d’abord, ensuite à cause 10 Les Misérables, who are not introduced
d’un asthme. in these opening lines, include Jean
Valjean, l’Inspecteur Javert, Fantine,
Marius, and Cosette. You might ask
1
past tense of the verb être 2une personne âgée 3had arrived 4une femme d’un certain âge qui est whether any students have read the
célibataire 5past tense of the verb avoir, sg. 6past tense of the verb avoir, pl. 7gentle 8never 9grosse novel or seen a movie version or the
musical and have them tell about it.
Alternatively, students can look for
information on the Web. As a follow-up
C. En regardant de plus près. Take a closer look at the following features assignment, ask students to work with a
of the text. partner to prepare a two- or three-
sentence description of one of the main
1. There are two words in the text that are synonyms and mean characters mentioned above. Have them
“household worker.” What are they? start by making a list of adjectives in
2. Mlle Baptistine is described with the adjective longue. Can you provide French that fit the character. They should
a synonym in French for this word? What point do you think the author also indicate the person’s age. Students
is trying to make with the choice of this particular adjective? may also describe the relationships
3. Look at the adjective affairée. This is an adjective used to describe a between their character and other
very busy person. Do you know any other adjectives in French that characters listed. After writing, groups
could be used to indicate the same idea? may take turns sharing their description
4. Mme Magloire is described as haletante. The rest of the sentence with the class; see if others can guess
whom they have described.
explains why she is described in this way. Given this context, and the
illustration of Mme Magloire, what do you think the adjective haletante
means?
D. Après avoir lu. How successful are the author’s brief descriptions in
painting a portrait of each of the three characters? Look back at the lists of
adjectives you drew up in preparation for reading. How closely do your
predictions coincide with what you read? Is there anything you would
change in the drawings, based on the descriptions in the text?
LEÇON 1 MES AMIS ET MOI soixante-dix-neuf 79Leçon 2 Nos loisirs
Presentation: Students have
POINTS DE DÉPART TEXT AUDIO
TRACK 00
already seen the verb faire in
expressions such as Qu’est-ce qu’il
Nos activités fait ? and Deux et deux, ça fait
quatre. Limit use here to the
singular forms, fais/fait, the
complete paradigm for faire is
treated in the Formes et
fonctions for this lesson.
Moi, je fais du sport ; je joue au foot Mes copains font de la musique. Ils jouent François et Léa organisent une fête. François
avec des amis. On a un match tous dans un groupe. Ils donnent un concert samedi fait les courses et Léa fait la cuisine.
les samedis. soir. Mamadou joue de la guitare et Valentin
joue du piano.
Ma copine Amélie ne fait pas grand-chose ; elle
reste à la résidence et elle regarde un film. Ses
amies Vanessa et Anne-Laure jouent aux échecs.
Presentation: Present this vocabulary by showing and describing
the leisure activities (IRCD/TR, Ch. 2). Test comprehension by
showing the unlabeled images (IRCD/TR, Ch. 2) and having students Nathalie est super sportive ; elle fait Benjamin fait du bricolage et son amie
point to or mime the activity named. Use either/or questions to elicit de la natation. Elle fait du vélo aussi. Élodie fait du jardinage.
repetitions of key vocabulary: Il fait des courses ou il fait la cuisine ? Have students repeat the new vocabulary, including the expressions in the boxed list. Then use visuals or
miming (by the teacher or students) to get the class to recall the new vocabulary and identify activities. Use a quick substitution drill to review the forms of -er verbs like
jouer : Je joue au foot ; nous. —Nous jouons au foot, etc.
80 quatre-vingts CHAPITRE 2 VOICI MES AMISDes loisirs
On fait... On joue...
du sport au football, au basket-ball, Some French verbs require
de la natation, du vélo, au tennis, au golf, au football a preposition. For example,
du jogging américain, au rugby, au the verb jouer is followed by
volley-ball, au hockey the preposition à or the
preposition de, plus the
On fait... On joue... definite article. To remember
that jouer is followed by à
de la musique du piano, de la guitare, de for sports and games, and
l’harmonica, du saxophone, by de for musical
de la batterie, de la musique instruments, memorize a
couple of sentences that are
classique, du jazz, du rock
personally meaningful. For
example, you might come up
On fait... On joue...
with: Je joue au foot and
des courses, la cuisine, aux cartes, aux échecs, au Mon frère joue de la
du bricolage, du jardinage Scrabble, au loto, aux jeux de guitare.
société
Note: The words basketball and volleyball
À vous la parole are written without a hyphen, reflecting the
orthographic reform of 1990. Students may
2-14 On joue ? Based on the drawings, also see these words spelled with a hyphen.
what is everyone doing this afternoon? The forms le football, le basketball, and le
volleyball are often abbreviated to le foot, le
MODÈLE On joue au tennis. basket, and le volley. This is frequent in
spoken French, particularly among students.
Note that in Canada, le football is referred to
1. 2. 3. 4.
as le soccer, le football américain as le
football, and le basketball as le ballon-
panier.
Implementation: 2-14 Show the visual
cues for this exercise (IRCD/TR, Ch. 2).
5. 6. 7. 8.
2-15 Chacun à son goût. Based on the descriptions, figure out with a
partner what these friends probably do in their spare time.
MODÈLE É1 Margaux est très réservée.
É2 Elle ne fait pas grand-chose ; elle reste à la maison et regarde
un film.
1. Charlotte est très sociable. 5. Laurent est fanatique de jazz.
2. Loïc est super sportif. 6. Céline aime préparer le dîner.
3. Delphine est une bonne 7. Alex préfère les jeux de société.
musicienne. 8. Rachid est très actif.
4. Florian adore le cinéma. 9. Anaïs est bricoleuse.
LEÇON 2 NOS LOISIRS quatre-vingt-un 81Implementation: All information is adapted from the 2007 edition of Francoscopie by Gérard Mermet
and the most recent statistical data provided by INSEE on its Web site. Point out that musculation is related
Vie et culture to the English word “muscles” and refers to strength training, and note that gym = gymnastique in French
may refer to gymnastics but also refers to any type of physical exercise or stretching.
Les loisirs des Français The chart below indicates the percentage of
The French devote more than one-third of their French people who participated in various
waking hours to leisure activities, about seven leisure-time activities at least once in the course
hours per day on average. They now enjoy the of a year. Examine it with a partner: How
shortest workweek of any European country, 35 many activities can you identify? How do
hours, and have five weeks of paid vacation these activities compare with your own leisure
each year. Typically, a little less than 20 percent activities and those of people you know? How
of the total household budget is used for leisure do you think a chart drawn up for North
activities. Americans would differ from this one?
Une année de loisirs
100%
98%
90%
80%
70%
70%
% des Français
61%
60%
52%
50%
40%
38%
30%
22%
20%
13%
10% 9% 9%
5%
3%
0%
rom lo
er faire re de es
e on
lire ge
nst la mu ym
de que
e
jar re
s u nse
du télé
é
ad
ral
e
uv
iv
a
en ulati
ag
g
da
col
n
i
nl
cho
fai mus
a
din
e
d
la
reg sirs
fai er l
bri
u
la
rum sc
fai faire
ne
ard
i
Lo
sp
td
du
re
ai
re
de
an
f
re
de
rd
re
fai
nte
cha
ni
d'u
jou
2-16 Et toi ? With the person sitting beside you, take turns telling three
things you typically do on the weekend. Use only words and expressions
that you know. Then share with your classmates what you have learned
about your partner.
MODÈLE É1 Le week-end, je travaille un peu, je joue au basket et je fais la
cuisine. Et toi ?
É2 Je ne fais pas grand-chose ; je reste à la maison et je prépare
mes cours.
82 quatre-vingt-deux CHAPITRE 2 VOICI MES AMIS2-17 Un sondage. Poll your classmates to find out what percentage Implementation: 2-17 Divide students
participate in each of the activities included in the chart in the Vie et into groups to make the data collection easier
culture. Designate one student in your group to ask the questions, and and allow more students the opportunity to
another to keep track of responses on the board. Compare your percentages participate. You may wish to postpone this
activity until you have presented the
with those presented for the French. What are your conclusions?
conjugated forms of the verb faire in
1. Posez des questions. Formes et fonctions 2 of this lesson to
allow students to report back sentences such
MODÈLE Qui fait du bricolage ? (raise your hand if you do) as Cinq étudiants font du vélo.
Qui joue d’un instrument de musique ? (raise your hand if
you do)
Expansion: 2-17 Discuss whether class
2. Comptez les réponses. results resemble those of the French poll.
3. Annoncez les résultats. Why might they differ? Are there any
activities not included in the French poll that
MODÈLE Trois étudiants font du bricolage ; c’est 30 pour cent. (if your would probably figure prominently in a poll
group has 10 members). of American leisure activities?
Un étudiant joue du piano ; c’est 10 pour cent.
TEXT AUDIO
Sons et lettres TRACK 00
Presentation: As you present this topic,
L’enchaînement et la liaison review the notion of rhythmic groups.
In French, consonants that occur within a rhythmic group tend to be linked
to the following syllable. This is called enchaînement. Because of this Note: The word enchainement is spelled
feature of French pronunciation, most syllables end in a vowel sound: without a circumflex accent according to the
Ortographic reform of 1990
il a /i la/ sept amis /sε ta mi/ Élise arrive /e li za riv/
As you have learned, some final consonants are almost always pronounced;
these include final -c, -r, -f, -l, and all consonants followed by the written
letter -e:
Loïc ma sœur sportif Cyril arrête seize il aime
Other final consonants are pronounced only when the following word
begins with a vowel. These are called liaison consonants, and the process that
links the liaison consonant to the beginning of the next syllable is called
liaison. Liaison consonants are usually found in grammatical endings and
words such as pronouns, articles, possessive adjectives, prepositions, and
numbers. You have seen the following liaison consonants:
Note: Point out that liaison is never made
◆ -s, -x, -z (pronounced /z/): vousavez, lesenfants, nosamis, with the final -t of the word et.
auxéchecs, trèsaimable, sixans, chezeux
◆ -t: c’estun chapeau, elles sonténergiques
◆ -n: ona, unoncle, monami
When you pronounce a liaison consonant, articulate it as part of the next
word:
~kl/
deuxoncles /dø zɔ not */døz ~ ɔ kl/ Note: The asterisk in the examples is a
~
on a /ɔ na/ not */ɔ~n a/ linguistic convention used to show that this
il estici /i le ti si/ not */il et i si/ form is not part of a native speaker’s
repertoire.
LEÇON 2 NOS LOISIRS quatre-vingt-trois 83À vous la parole
2-18 Contrastes : sans et avec enchaînement. Pronounce each pair of
phrases. Be sure to link the final consonant of the first word to the following
word when it begins with a vowel.
une copine une amie
pour Bertrand pour Albert
Luc parle Luc écoute
neuf livres neuf ordinateurs
quel cousin quel oncle
elle fait ça elle aime ça
2-19 Liaisons. Pronounce the liaison consonants in the following
phrases. Be sure to link the consonant with the following word.
nousallons vousécoutez
ona unan
ilsarrivent elleshabitent en ville
elles sontau bureau elles vontà la maison
son petitami il a vingtans
tonamie sonenfant
Presentation: To present this topic FORMES ET FONCTIONS
inductively, use examples with jouer à, jouer
de, and faire. For example: J’aime le tennis. 1. Les prépositions à et de
Je joue au tennis. Ma mère adore la natation.
Elle fait de la natation le lundi et le mercredi. ◆ The preposition à generally indicates location or destination and has
Mon père aime bien le golf. Il joue au golf le several English equivalents.
week-end. Ma sœur adore la musique,
surtout la guitare. Elle joue de la guitare Elle habite à Paris. She lives in Paris.
dans un groupe. Using sentences with the Il est à la maison. He’s at the house.
definite article in the presentation allows Elle va à une fête. She’s going to a party.
students to discover that à and de form
contractions with the definite articles le, la, As you’ve seen, the preposition à is also used in the expression jouer à, to
and les. After providing numerous examples, play (sports or games).
both orally and in written form, ask students Nous jouons au tennis le lundi. We play tennis on Mondays.
whether they can explain the rules, and
Ils jouent aux cartes le samedi soir. They play cards on Saturday
display a simple graphic with the contractions
evenings.
as illustrated here.
Presentation: Point out that French and With other verbs, à introduces the indirect object, usually a person who
English differ with regard to the types of receives the action.
objects used with verbs: téléphoner à
parler Cédric parle à la petite fille. Cédric’s speaking to the little
(+ indirect object) vs. écouter (+ direct
object). You might also want to contrast girl.
parler à and parler de. téléphoner Nous téléphonons à nos We’re phoning our friends.
amis.
donner Elle donne la photo à son She gives her boyfriend the
ami. photo.
84 quatre-vingt-quatre CHAPITRE 2 VOICI MES AMIS◆ À combines with the definite articles le and les to form contractions.
There is no contraction with la or l’.
à + le S au Il joue au golf. He plays golf.
à + les S aux Ils jouent aux échecs avec They play chess with friends.
des amis.
à + la S à la Je reste à la maison I’m staying home on Friday
vendredi soir. evening.
à + l’ S à l’ Je parle à l’oncle de Simon. I’m talking to Simon’s uncle.
◆ The preposition de/d’ indicates where someone or something comes from.
Mon copain Justin est de Montréal. My boyfriend Justin is from Montreal.
Elle arrive de France demain. She arrives from France tomorrow.
As you’ve seen, de is also used in the expression jouer de, to play (music
or a musical instrument).
Son ami joue du piano dans un Her friend plays piano in a group.
groupe.
Lui, il joue de l’harmonica. He plays the harmonica.
De/d’ also is used to indicate possession or other close relationships.
C’est le frère du professeur. It’s the teacher’s brother.
Voilà le livre de Kelly. There’s Kelly’s book.
◆ De combines with the definite articles le and les to form contractions.
There is no contraction with la or l’.
de + le S du Mon amie fait du jogging. My girlfriend goes jogging.
de + les S des On parle des projets pour We’re talking about plans for
le week-end. the weekend.
de + la S de la Moi, je joue de la guitare. I play the guitar.
de + l’ S de l’ Il joue de l’accordéon. He plays the accordion.
À vous la parole
2-20 Ça cause. Tell what today’s subjects of conversation are for Camille
and her friends.
MODÈLE la copine de Bruno Initial practice: Begin practice with simple
Elles parlent de la copine de Bruno. substitution drills: Il joue au foot ; loto. —Il
joue au loto ; échecs ; basket ; cartes ;
1. le professeur de français tennis ; jeux de société, etc.; Je joue du
2. le match de basket le week-end dernier (last) piano ; guitare. —Je joue de la guitare ;
3. les problèmes du campus batterie ; harmonica ; saxophone ; musique
4. la nouvelle (new) colocataire de Camille classique ; jazz, etc.
5. l’oncle d’Antoine
6. les devoirs d’anglais
7. le dernier film des frères Coen
LEÇON 2 NOS LOISIRS quatre-vingt-cinq 85Variation: 2-21 Have students suggest 2-21 Des célébrités. What do these famous people do?
other famous athletes, chefs, and musicians.
Key: 1) Il joue de la guitare/Il chante. 2) Il
MODÈLE Kobe Bryant
fait du vélo. 3) Elle joue au foot. 4) Elle fait Il joue au basket-ball.
la cuisine. 5) Elle joue au tennis. 6) Elle joue 1. John Mayer
du piano/Elle chante. 7) Il joue du
2. Lance Armstrong
saxophone. 8) Il joue au golf.
3. Mia Hamm
4. Rachael Ray
5. Serena Williams
6. Alicia Keys
7. Kenny G.
8. Tiger Woods
2-22 Trouvez une personne qui... Circulate in the classroom to find
Implementation: 2-22 Use as a mixing someone who does each of the things listed. When your instructor calls
activity; impose a time limit, then have time, compare notes to see who came closest to completing the list.
students ask questions to get missing
information: Qui joue de l’harmonica ? Ask
MODÈLE joue de l’harmonica
follow-up questions: Tu joues dans un É1 Tu joues de l’harmonica ?
groupe ?, etc. É2 Non. (You ask another person.)
OU Oui. (You write down this person’s name.)
1. fait du vélo
2. fait de la natation
3. reste à la maison le dimanche soir
4. joue au golf le week-end
5. joue du piano
6. téléphone à ses parents le week-end
7. parle au professeur en français
8. joue du saxophone
9. joue souvent (often) aux cartes
10. fait du jardinage
Presentation: Present the verb inductively
through a short narrative: Le week-end, je 2. Le verbe faire
fais des courses et je fais du jardinage. Mon
mari fait du bricolage ; les enfants font du ◆ The verb faire (to make, to do) is used in a wide variety of expressions.
sport, etc. Et vous, vous faites du sport ? Ask Here are the forms of this irregular verb.
students to summarize the forms, and display
the verb chart, re-modeling pronunciation.
Remind students of where they have seen FA I R E to make, to do
this verb before: in arithmetic problems and
the question Qu’est-ce qu’il fait ?, as well as SINGULIER PLURIEL
in the lexical items taught in the Points de
départ. je fais nous faisons
tu fais vous faites
il ils
f font
elle fait elles
M
on
86 quatre-vingt-six CHAPITRE 2 VOICI MES AMISNote: The expressions faire une promenade
◆ A question using faire does not necessarily require using faire in the and faire de la marche can both be translated
answer: into English as “to take a walk,” however the
nuances are quite different; une promenade
—Qu’est-ce que tu fais samedi ? —What are you doing on Saturday? is a leisurely walk or stroll while la marche
—Je joue au golf. —I’m playing golf. refers to vigorous walking, such as for
exercise.
◆ A form of the preposition de is used with the verb faire in some
expressions.
—Elle fait du sport. —She plays sports.
—Moi aussi, je fais de la natation. —Me too, I swim.
◆ Faire is used in many idiomatic expressions related to everyday
activities; it is one of the most common and useful French verbs.
Tu fais du sport ? Do you play sports?
Nous faisons une promenade. We’re taking a walk.
On fait de la marche. We walk (for exercise).
Elle aime faire la cuisine. She likes to cook.
Il fait des courses. He’s running errands.
Ils font du jogging le matin. They jog in the morning. Ils font une promenade le
Vous faites de la danse ? Do you study dance? dimanche après-midi. Est-ce
que vous faites une
Je fais du français. I study French.
promenade le week-end ?
À vous la parole Initial practice: Begin practice with a
discrimination drill: one person, or more than
one? Elle fait des courses. Ils font une
2-23 Suite logique. Based on their interests, what are these people doing promenade. Il fait de l’anglais. Elles font du
in their spare time? français. Elles font la cuisine. Elle fait du vélo.
Ils font du jogging. Il fait du sport. Elles font
MODÈLE Sylvie aime le ballet. de la musique, etc. Follow with a simple
Elle fait de la danse. substitution drill: Je fais du foot ; vous.
—Vous faites du foot ; toi ; eux, etc.
1. Nous arrivons au supermarché.
2. Florent et Hamid aiment la nature.
3. Tu adores préparer le dîner.
4. Vous êtes fanatique de jazz.
5. Ludovic aime travailler dans le jardin.
6. Hélène et Béa sont vraiment sportives.
7. J’aime travailler à la maison.
8. David et moi sommes très paresseux.
2-24 Et vous ? Discuss with a partner your usual activities for each of Implementation: 2-24 Point out the
the categories proposed. use of pas de in negative expressions, as
shown in the model. Have students report
MODÈLE la musique back what they found out from their partner.
É1 Je ne fais pas de musique, mais j’ai un lecteur CD et beaucoup Compare answers for all class members. As
de CD ; j’aime le jazz. an additional exercise, put up a frequency
É2 Je fais de la musique ; je joue du piano et de la guitare. scale and let students indicate how often they
do the things you ask about.
1. la musique 4. la cuisine
2. le sport 5. des travaux à la maison
3. les jeux
LEÇON 2 NOS LOISIRS quatre-vingt-sept 87Preparation: Preview the activity by finding
out which Francophone athletes students are Écoutons TEXT AUDIO
TRACK 00
already familiar with—have they heard of
Zinédine Zidane, do they know that Tony
Parker of the San Antonio Spurs is French? The 2-25 Des portraits d’athlètes
theme of sports is further developed in the
Venez chez nous ! section of this chapter. A. Avant d’écouter. Look at the photos of three Francophone athletes.
Which sport does each play? Can you think of two or three adjectives to
Script: Écoutons Tony Parker est un Français describe each athlete? Have you ever seen any of these athletes in person or
qui joue au basket dans le NBA. Il est né en on television?
1982 en Belgique. Il est brun et assez grand.
Tony est très sportif. Il aime regarder le
football, le hockey et le base-ball, et il joue au
tennis. Il aime bien la musique américaine et
les fêtes entre amis, et il adore les jeux
électroniques. Il a deux frères qui jouent aussi
au basket-ball.
Hoda Lattaf joue au football pour l’équipe
féminine de France et l’Olympique de Lyon.
Elle est née au Maroc en 1978. Elle est brune,
de taille moyenne, mince et très musclée. Elle
n’aime pas beaucoup regarder le football à la
télé ; elle préfère voir des amis et aller à la
piscine. Elle a cinq frères.
Guillaume Latendresse joue au hockey
pour l’équipe des Canadiens. C’est un très
jeune joueur ; il est né le 24 mai 1987 à
Sainte-Catherine au Québec. Il est blond,
grand, musclé et très fort. Il est motivé et
sérieux. Il aime beaucoup jouer au hockey et
passer du temps avec sa famille. Son frère
aîné, qui s’appelle Oliver, joue au hockey aussi.
Tony PARKER Hoda LATTAF Guillaume LATENDRESSE
B. En écoutant. Listen to the descriptions of the three athletes and fill in
the missing information in the chart below.
Name Sport Age Appearance Favorite Activities
and Family Information
Tony PARKER
Hoda LATTAF
Guillaume LATENDRESSE
C. Après avoir écouté. Now use the completed chart to summarize in a
couple of sentences the information about the athlete who most appeals to
you. Then add a sentence telling why this person is interesting to you.
MODÈLE Mon athlète préféré est... Je trouve cette personne intéressante
parce qu’il/elle...
88 quatre-vingt-huit CHAPITRE 2 VOICI MES AMISLeçon 3 Où est-ce qu’on va ce week-end ?
POINTS DE DÉPART TEXT AUDIO
TRACK 00
Presentation: Present the vocabulary showing the labeled drawing of the small town (IRCD/TR, Ch. 2); read aloud or
Destinations diverses paraphrase or have students listen to the Points de départ text. Have students help describe in simple terms activities at each
location, using -er verbs they know. Check
Le week-end, qu’est-ce que tu fais ? Tu aimes nager ? Alors tu vas
comprehension by having students point to the places
probablement à la piscine. Tu pratiques un autre sport ? Alors tu vas you name or describe. Have students repeat key words
probablement au stade, au gymnase ou au parc. Tu aimes les activités (as you point to the drawing): C’est la librairie ou la
culturelles ? Tu vas peut-être voir un film au cinéma ou une exposition au bibliothèque ? —C’est la librairie. The Ch. 6
musée ; ou bien tu assistes à une pièce, un ballet ou un concert au théâtre. Observons video segment (Visitons Seillans) is a visit
Tu cherches un livre ? Voilà la bibliothèque ou bien la librairie. Tu ne fais to the small town of Seillans; play this sequence
pas la cuisine ? Alors va au restaurant, au café ou chez un ami pour without sound to allow students to see what a small
manger. town in France looks like. Point out that the verbs
Note: Point out that the word église in French
manger and nager have a spelling peculiarity in the
usually refers to a Catholic church; a Protestant
first-person plural, reflecting the pronunciation: nous
church is un temple. Jewish people worship in une
mangeons, nous nageons.
synagogue and Muslims in une mosquée.
le gymnase
le stade la piscine l’église la mairie
municipale
le parc le monument le cinéma
aux morts la place
le théâtre
le marché
le musée
la bibliothèque
municipale
Note: The presentation and the
exercises that follow use only the
singular forms of aller: je vais, tu
vas. The complete paradigm is
taught in the Formes et fonctions la librairie l’hôtel la gare le café le restaurant
section of this lesson.
LEÇON 3 OÙ EST-CE QU’ON VA CE WEEK-END ? quatre-vingt-neuf 89Vous pouvez aussi lire
