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Pratique de conversation: Comment seprésenter et se saluer
Structure 1.1: Addressing others Tu et vous
Perspectives culturelles:Greetings in French
Voix en direct: Tu ou vous? Quelquesréflexions
Thème: Identification des choses et despersonnes
Structure 1.2: Identifying people andthings Qui est-ce? Qu’est-ce que c’est? Est-ce que... ?
Structure 1.3: Naming people and thingsLes articles indéfinis
Thème: La description des personnes
Structure 1.4: Describing people Les pronoms sujets avec être
Structure 1.5: Describing Les adjectifs(introduction)
In this chapter, you will learn fundamentals to help youcommunicate in your classroom surroundings: how tointroduce yourself and others, greet fellow students, identifyobjects in the classroom, identify people and describe them,
Les camarades etla salle de classe
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count, and spell. In the Perspectives culturelles sections,you will also learn about greetings in the francophone worldand why French and English have so many cognates, orwords in common. �
� un 1
Perspectives culturelles: Vocabulaire enmouvement
Thème: Les vêtements et les couleurs
Pratique de conversation: Commentcommuniquer en classe
À lire, à découvrir et à écrireLecture: Tout le monde (chanson)
Voix en direct (suite)
Expression écrite: Petit portrait
� Module 1
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Comment se présenter et se saluer
Expressions utiles pour se présenter
Contexte non-familier, respectueux Contexte familier
2 deux � Module 1 Les camarades et la salle de classe
� Pratique de conversationSuggestion for introducing the firstlesson: Begin by introducingyourself. Then walk up to a student,shake his or her hand, and say:Bonjour. Je m’appelle ___. Et vous?Students may simply give theirname. Say: Bonjour, Jake. Aftergreeting a number of students, turnto the class and say: Il s’appelle Jake.Elle s’appelle Jennifer. Et elle(pointing to a student you’ve met),comment s’appelle-t-elle? As an icebreaker, follow up by havingstudents walk around the roomshaking hands and introducingthemselves to their classmates. Beginby using the formal greeting. First,model the exchange, playing the two parts using photos of famousindividuals in a formal setting. Oncestudents have practiced the formalgreeting, write on the boardfamilier/non-familier (respectueux)and ask students using gestures:Quand vous parlez avec les autresétudiants, est-ce familier ou non-familier? (pointing to thewords on the board). Then gothrough the informal greeting and have students act it out witheach other.
— Bonjour, madame. Je m’appelleDenis Beaufort. Et vous?
— Moi, je m’appelle ChristineChambert. Je suis de Marseille. Etvous?
— Je suis de Paris.
— Salut! Je m’appelle Anne-Sophie.Et toi?
— Je m’appelle Stéphane. Je suis deParis. Et toi?
— Moi, je suis de Montréal.
— Salut, Mélanie. Ça va?— Oui, ça va.— Je te présente mon ami, Nabil.— Bonjour, Nabil.— Bonjour.
■ Activité 1: Comment vous appelez-vous?
Suivez le modèle avec deux camarades de classe. (Circulate as if you were at acocktail party. Remember to shake hands when you say Bonjour. Replace thewords in bold with your personal information.)
Modèle: — Bonjour, monsieur/madame/mademoiselle. Je m’appelleLaurence. Et vous?
— Je m’appelle Camille. Je suis de Dallas. Et vous?— Moi, je suis de Paris.
■ Activité 2: Comment t’appelles-tu?
Suivez le modèle avec trois camarades de classe.
Modèle: — Je m’appelle Jennifer. Et toi?— Moi, je m’appelle Jake.— Je suis de Chicago. Et toi?— Moi aussi, je suis de Chicago. / Moi, je suis de Portland.
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Pratique de conversation � trois 3
Comment s’appelle-t-elle?Elle s’appelle Juliette Binoche. C’est uneactrice française célèbre. Ses films sontChocolat avec Johnny Depp (2000) et BeeSeason (2005) avec Richard Gere.
Comment s’appelle-t-il?Il s’appelle Luc Besson. C’est un réalisateur(director) français. Ses films sont Nikita (1991),Léon (The Professional) (1995) et Le CinquièmeÉlément (The Fifth Element) (2000).
Et vous, comment vous appelez-vous?
Activité 4 helps students learn eachother’s names. Ask: Qui est-ce?Comment s’appelle-t-il/elle? Est-ceque c’est Tiffany? Encouragestudents to learn each other’s namesas soon as possible so they canaddress one another in class. Act outdialogs with students, shake hands asyou greet them, and adjust your stylebetween formal and informalgreetings.
■ Activité 3: Présentez vos camarades de classe.
Maintenant présentez vos camarades de classe aux autres étudiants.
Modèle: Il/Elle s’appelle . Il/Elle est de .
■ Activité 4: Testez-vous!
Avec un(e) camarade, montrez du doigt (point out) des étudiants etdemandez «Comment s’appelle-t-il/elle?»
Modèle: — Comment s’appelle-t-elle?— Elle s’appelle Elizabeth.
Expressions utiles pour se saluerStructure 1.1
Addressing others Tu et vous
In French greetings, a distinction is made between formal and informalterms of address. See page 22 for guidelines on using the formal vous and the informal tu. In Perspectives culturelles you will read further onthis topic.
Contexte non-familier, respectueux
— Bonjour, madame. Comment allez-vous?
— Très bien, merci, et vous?
— Bonsoir, mademoiselle.— Bonsoir, monsieur. À demain.
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Contexte familier
4 quatre � Module 1 Les camarades et la salle de classe
To present the Écoutons ensemble!without audio, read the followingstatements and questions:1. Bonjour, monsieur. Commentallez-vous? 2. Salut, Jean. Ça va?3. Au revoir, madame. À tout àl’heure. 4. Comment vous appelez-vous? 5. Bonsoir, monsieur. 6. Salut,Jean. À demain. 7. Je suis de LosAngeles. Et vous? 8. Je vous présentemon professeur de français,Monsieur Lutèce.
Réponses: 1. non-familier; a 2. familier; b 3. non-familier; b 4. non-familier; b 5. non-familier; c 6. familier; b 7. non-familier; c 8. non-familier, a
— Salut, Paul. Ça va?— Oui, ça va. Et toi?
— Comment ça va?— Ça ne va pas du tout!
— Au revoir, Pauline. À bientôt!— Allez, au revoir!
— Salut, Marc. À tout à l’heure!— Ciao!
■ Écoutons ensemble! Réponses logiques pour se saluer
Listen to the following initial statements and questions and choose the logicalresponse. Mark each exchange as familier or non-familier. Then listen to theentire exchange to check your answers.
1. familier ___ non-familier ___a. Très bien, merci. Et vous?b. Je m’appelle Henri.c. À bientôt.
2. familier ___ non-familier ___a. Je suis de Washington.b. Oui, ça va.c. Au revoir.
3. familier ___ non-familier___a. Pas mal.b. Au revoir.c. Bonjour.
4. familier ___ non-familier___a. Très bien, merci. Et vous?b. Je m’appelle Anne.c. Bonsoir.
5. familier ___ non-familier___a. Merci, madame.b. Pas mal. Et toi?c. Bonsoir, mademoiselle.
6. familier ___ non-familier ___a. Bonjour. Comment ça va?b. Au revoir.c. Bonsoir, monsieur.
7. familier ___ non-familier ___a. Je m’appelle Christophe.b. Il est de New York.c. Je suis de Washington.
8. familier ___ non-familier ___a. Bonjour, monsieur.b. Ça va?c. Salut.
■ Activité 5: Jouez le dialogue.
Saluez trois étudiants de la classe.
Modèle: — Bonjour / Salut, Jeanne. Ça va?— Oui, ça va. (Ça ne va pas. / Ça va très bien. / Ça va très mal.)
CD1, Track 2
— Bonjour, Nicole. Ça va?— Pas mal. Et toi?— Moi, ça va.— Nicole, voici mon amie
Sylvie. Sylvie, Nicole.— Bonjour, Sylvie.— Bonjour, Nicole.
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Greetings in French
Learning how to negotiate greetings and leave-takings is important for feelingcomfortable in a foreign culture. These practices vary throughout thefrancophone world. They differ, for example, between France, Québec, andFrench-speaking Africa.
Bonjour!In France, greetings are more codified than they are in many Anglo-Saxoncountries. Therefore, getting this behavior “right” goes a long way to making agood impression.
First, whenever French people come into contact with others, whetherfriends or strangers (shopkeepers, waiters, or office personnel), they greet them upon their arrival and say good-bye before leaving. In “official” situations,bonjour or au revoir is accompanied by monsieur, madame, or mademoisellewithout including the last name.
— Bonjour, madame.— Au revoir, mademoiselle.
A handshake or “la bise”?Greetings are generally accompanied by a gesture,either a handshake or kisses on the cheeks (unebise or un bisou). Acquaintances and businessassociates shake hands each time they see oneanother. The handshake is a brief up and downmovement, rather than a prolonged pumping upand down. Men greeting each other most oftenshake hands. When leaving a group of people aftera social event, it’s important to shake everyone’shand or se faire un bisou. French family members,friends, and acquaintances se font la bise whenthey greet and part. In addition, when one isintroduced to the good friend of a friend or afamily member, one often takes part in this ritualas well. For Americans, it is important to note thatla bise does not usually include a hug; it is light physical contact.
Un sourire?Americans instinctively smile when they come into contact with strangers. The French generallymaintain a more neutral facial expression in public spaces such as the street or the métro. This cultural difference can producemisunderstandings. Americans might find theunsmiling French arrogant and aloof. The French,on the other hand, aren’t sure how to interpret the smile. Sometimes the flash of a smile isassumed to be a flirtatious advance.
Perspectives culturelles � cinq 5
� Perspectives culturelles
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Tu ou vous?In FranceOne of the most complicated cultural practices in French involves decidingwhether to use the formal or informal form of address. Since in English thisdistinction does not exist, learners will often choose the wrong form or randomlyalternate between the tu and the vous forms. For the French, this can beconfusing because the choice involves notions of hierarchy, intimacy, and respect.When in doubt, it is always preferable to err on the side of formality. Use tu withfamily members, friends, and among fellow students. Use vous with teachers,older people, and those within the general public with whom you interact. Vousis always used to address more than one person. When in doubt, wait for theother person to give you permission to use the tu form: On peut se tutoyer?
In QuébecFrench-speaking Canada, like its neighbor to the south, is often more informalthan France. Canadians are more inclined to use tu with people over fifty,waiters in restaurants, or their boss. Vous is generally used with teachers as aform of respect.
Greetings in French-speaking AfricaIn Sénégal, Côte d’Ivoire, and other French-speaking African countries, the informal tuis also more commonly used than in France.Greetings often involve a more lengthyritual than the formulaic Comment ça va?When seeing an acquaintance or familymember after an absence, one inquiresabout the health and well-being of all theirfamily members: Comment va ton père? Ilse porte bien? Et ta mère, elle va bien?(How is your father? He’s doing well? Andyour mother, is she well?)
■ Avez-vous compris?
Look at the following scenarios and identifythe behavior as bien élevé (polite) or malélevé (impolite). Explain your response.
1. You walk into a bakery and say: Deux baguettes, s’il vous plaît.2. You say bonjour to greet your friend’s best friend with your hands at your
side.3. Your good friend introduces you to his/her best friend and you kiss
him/her lightly on both cheeks.4. You wave good-bye to your friends at a social gathering and say: Au revoir.
À bientôt.5. You’re in Québec and you tutoie your waiter.
■ Et vous?
1. With several students write down rules for formal and informal greetingsin the United States or another country with which you’re familiar. Shareyour rules with the class.
2. Which do you feel is more physical, a hug or a kiss on the cheek? Explain.
3. Explain why French people might be confused when someone switchesbetween the use of tu and vous when addressing them.
6 six � Module 1 Les camarades et la salle de classe
Réponses: Answers are given inFrench in case you wish to accustomyour students to hearing the Frenchversion of their answers.1. Mal élevé: Il est nécessaire de dire«Bonjour, monsieur/madame/mademoiselle». 2. Mal élevé: Il faut se serrer la main ou se faire la bise.3. Bien élevé: En général, on fait labise quand on rencontre l’ami(e)d’un(e) ami(e) pour la première fois.4. Mal élevé: Il faut serrer la main oufaire la bise à tout le monde avant departir. 5. Bien élevé: Au Canada on setutoie plus facilement.
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■ Réfléchissez aux réponses
1. Did all the speakers agree that college-age people should use tu with eachother?
2. When or under what circumstances did they seem to think that thisbehavior changes?
3. Which of the speakers was less formal?4. (In groups) Talk about some basic rules of politeness you were taught
when growing up and see what differences and commonalities about thesecodes you find in your group. For example, did you address your friends’parents by their first name?
Perspectives culturelles � sept 7
Voix en direct
Tu ou vous? Quelquesréflexions
On dit qu’entre étudiants ou entre jeunes personnes en général on se tutoie1, même si2 on ne seconnaît pas3. Est-ce vrai4?
PAQUOT: Oui, entre étudiants... oui oui.
ROMANET: Oui, entre les jeunes, oui, il n’y a pas deproblème. On tutoie tout le monde5 franchement6.
1use the informal greeting 2even if 3don’t know each other 4Is it true 5everyone 6frankly
Alors à quel âge est-ce qu’on commence à se vouvoyer7?
PAQUOT: Je ne sais pas s’il y a un âge. C’est plutôt8
une différence d’âge. Vers vingt-cinq ou peut-être9 trente ans... Enfin c’estdifficile à dire10.
ROMANET: Je pense que c’est quand on change demilieu11, on commence à travailler12. Quand on est étudiant,on est cool, on est à l’école13, on se tutoie, on est à l’aise14. Il n’ya pas de différence d’âge. C’est quand on commence àtravailler que c’est plus sérieux.
7use the formal greeting 8rather 9maybe 10hard to say 11environment 12towork 13school 14at ease
Est-ce que vous vouvoyez les parents de vos amis15?
PAQUOT: Oui, je les vouvoie en général.
ROMANET: Oui, toujours, toujours. Je vouvoietoujours les parents de mes amis.
KONISKY: Non, je les tutoie en général.15your friends
Pierre Paquot
24 ansÉtudiant, Paris
Julien Romanet
23 ansÉtudiant, Paris
Nicolas Konisky
24 ansÉtudiant, Paris
CD1, Track 3
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Notez et analysezsections draw students’attention to structural featuresembedded in the presentation of newmaterial. Encourage students to findpatterns and make hypotheses aboutthem. Write examples on the board,when appropriate. When possible,restate this material, in French, so thatstudents become familiar with Frenchgrammatical terms.
Identification des choses et des personnes
Structure 1.2
Identifying people and things Qui est-ce?, Qu’est-ce que c’est?, Est-ce que... ?
Structure 1.3
Naming people and things Les articles indéfinis
One of the first ways you will use French is to ask for help identifying thepeople and things around you. Identification questions appear on page 23.Naming people and things also requires the use of indefinite articles (seepage 24).
La salle de classeQu’est-ce que c’est?
� Thème
■ Notez et analysez
Look at the article thatprecedes each of theclassroom objects. Howmany forms do you see?Try to explain why theyvary.
C’est une fenêtre. Ce sont des chaises. —Est ce que c’est un crayon?—Non, c’est un stylo.
8 huit � Module 1 Les camarades et la salle de classe
C’est un bureau.
Suggestion for introducingclassroom vocabulary: Begin bypointing out objects in theclassroom, naming them: Regardez,c’est une porte. After namingeverything a few times, begin saying:Montrez-moi la porte. Donnez-moiun crayon. Finally ask: Qu’est-ceque c’est?, and have studentsrespond in complete sentences. Youcan choose a student to take over therole of pointing to objects andasking students to identify them.
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Thème � neuf 9
■ Activité 6: Est-ce que c’est... ?
Suivez le modèle.
Modèle: — Est-ce que ce sont des cahiers?— Non, c’est un livre.
Qui est-ce?
1. Est-ce quec’est uneporte?
2. Est-ce que ce sont deschaises?
3. Est-ce quec’est unbureau?
4. Est-ce que cesont descahiers?
5. Est-ce quec’est une craie?
6. Est-ce quec’est untableau?
C’est Tony Parker,un basketteurprofessionnel. Il jouepour la NBA.
C’est Maryse Condé,un écrivain de laGuadeloupe, undépartement de laFrance.
C’est MathieuKassovitz. Il est acteur,metteur en scène etmannequin.
C’est la princesseCaroline, princesse deMonaco, une petiteprincipauté entre laFrance et l’Italie.
C’est Johnny Hallyday.Il est rocker, genre Elvis.
C’est Laetitia Casta. Elleest act ice et mannequin.
The French media are filled with newsabout American celebrities, especiallythose in the fields of entertainment.French-speaking celebrities are lesslikely to be household names in theUnited States. Let us introduce you toa few here. You will gradually meetmore throughout the text.
C’est GérardDepardieu, un acteurfrançais connu(known) aux États-Unis.
C’est Vanessa Paradis.Elle est chanteuse etactrice. C’est lapartenaire de JohnnyDepp.
C’est ZinédineZidane. Il est joueurde foot.
C’est Audrey Tautou.Elle est actrice.
C’est Jean-PaulGaultier. Il estdesigner/couturier.
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■ Activité 7: Qui est-ce?
Suivez le modèle.
Modèle: — C’est Tommy Hilfiger?— Non, c’est Jean-Paul Gaultier.
10 dix � Module 1 Les camarades et la salle de classe
1. C’est ReeseWitherspoon?
2. C’est Pete Sampras? 3. C’est Vanessa Paradis?
4. C’est Audrey Tautou? 5. C’est Shaquille O’Neal?
6. C’est Elvis Presley?
7. C’est MathieuKassovitz?
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La description des personnes
Structure 1.4
Describing people Les pronoms sujets avec être
Structure 1.5
Describing Les adjectifs (introduction)
In the following thème, you’ll learn how to describe people. For this you’llneed to learn the verb être (to be) and some descriptive adjectives. Theverb être is presented on page 25. See pages 26–27 for details on theformation of adjectives in French.
■ Activité 8 À l’arrêt d’autobus
Décrivez chaque personne à l’arrêt d’autobus (bus stop). Utilisez les adjectifset les noms dans l’image.
La description physiqueComment sont-ils?
Thème � onze 11
� Thème
Suggestion: Adjectives are presentedprimarily as vocabulary items here,with a focus on comprehensionrather than on agreement rules.Begin by bringing in pictures todescribe. Example: Regardez cettefemme. Elle est belle, n’est-ce pas?Elle est grande, mince et blonde. Etson ami, il est brun avec les cheveuxcourts. Est-ce qu’il est gros? Non?Then do Activité 8 with yourstudents.
■ Activité 9: Écoutez votre professeur: Qui est sur l’image?
Qui est-ce que votre professeur décrit?
Modèle: PROFESSEUR: C’est une vieille femme avec les cheveux gris. Elle estun peu forte et elle porte des lunettes (wears glasses).Qui est-ce?
ÉTUDIANT(E): C’est Mme Vincent.
State short descriptions of thepeople in this drawing (or bringanother) for students to identify. Elleest blonde et jeune. (C’est Annie.)C’est un jeune homme de taillemoyenne. (C’est Jean-Claude.)
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La description de la personnalitéComment est-il?
François Leclerc
Nicole Brunot
12 douze � Module 1 Les camarades et la salle de classe
Suggestion: Hold up pictures ofpeople and ask students to guess attheir personalities: Regardez cethomme. Est-ce qu’il est sincère?Non? Est-ce qu’il est timide? Non?
Activité 10 demonstrates the largenumber of cognates available tostudents and helps them compareFrench and English pronunciation ofthese words. Before putting students in pairs, model the questions. Oncestudents have finished working inpairs, ask: Est-ce que Robert estoptimiste ou pessimiste? Il estoptimiste? Est-ce qu’il est un peuoptimiste ou très optimiste? This is the first time students mustconsistently use negation. Ask anumber of questions that willproduce negative responses forpractice.
Suggestion: Do Activité 11 booksclosed, as a listening activity, writingthe names of the people to identifyon the board. After reading eachdescription, ask: Qui est-ce?Encourage students to listen forkeywords.
■ Notez et analysez
Look at the adjectives inboldface used by FrançoisLeclerc and Nicole Brunot to describe themselves.Which one has a differentspelling. Why?
Notez et analyez draws students’attention to grammatical features inmodel sentences to help themdiscover the underlying rule. Pointout that optimiste and sociabledon’t change because the masculineform already ends in an e. Onceyou’ve introduced the idea ofadjective agreement, spend mostof class time on using theseadjectives in a meaningful way,describing people your students arefamiliar with.
«Je suis sociable et optimiste.Mais je ne suis pas très patiente.»
■ Activité 10: Comment es-tu?
Posez des questions à un(e) camarade de classe à propos de sa personnalité.Ensuite, changez de rôles.
Modèles: optimiste— Tu es optimiste?— Oui, je suis assez optimiste. Et toi?— Moi aussi (Me too). / Moi, je suis pessimiste.
timide— Tu es timide?— Non, je ne suis pas très timide. Et toi?— Moi non plus (Me neither). / Moi, je suis timide.
1. idéaliste 4. sociable 7. fatigué(e)2. sympathique 5. sérieux (sérieuse) 8. patient(e)3. timide 6. nerveux (nerveuse)
■ Activité 11: Test! Qui est-ce?
Lisez les descriptions et identifiez les personnages célèbres.
Madonna Chris Rock Michel CousteauGérard Depardieu Ang Lee Oprah WinfreyCéline Dion Shaquille O’Neal Tom Hanks
1. C’est un jeune comique américain qui a sa propre émission sur ComedyCentral. Il est assez petit, noir et très intelligent.
2. C’est une chanteuse et danseuse très célèbre qui influence sa génération.Elle est blonde et d’un certain âge—pas très jeune, mais pas vieille. Ellen’est pas du tout timide. C’est une femme provocatrice! C’est la «MaterialGirl».
3. C’est une femme noire de Chicago. Elle est jolie et un peu forte. Elle a uneémission à la télévision qui est très populaire, surtout avec les femmes. Ellea aussi un magazine avec sa photo sur la couverture. Elle est idéaliste,généreuse et très riche.
4. C’est un océanographe français. Il fait des documentaires sur l’océan pourla télévision. C’est le fils d’un autre océanographe célèbre.
5. C’est une chanteuse québécoise avec une voix très forte. Elle est grande etmince et elle travaille beaucoup à Las Vegas.
«Moi? euh... Je suis sociable, assezoptimiste et très patient.»
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Vocabulaire en mouvement
As an English speaker, you already have a more extensive French vocabularythan you may realize. Why? It all began in 1066 when William the Conqueror, aFrench Norman, crossed the Channel to invade England. With a French-speaking king on the English throne, French soon became the language of thearistocracy. French words were considered more refined than their plain Anglo-Saxon counterparts. Combattre (to combat), for example, was more stylish thanfight, descendre (to descend) was more refined than to go down, and égoïsme(egoism) more sophisticated than selfishness.
A mass migration of words crossed the Channel in the other direction duringthe eighteenth century, before the Revolution, especially in the area of sports.Since this period, the French have enjoyed talking about le golf, le tennis, and lematch.
More recently, the French have become disturbed by the massive influx ofEnglish words invading their country, especially in the areas of business,technology, and popular culture. This cross-fertilization is to your advantagewhen learning French, especially when you can see the written word. To fullyexploit this advantage, you’ll need to learn to recognize these cognates, sharedby French and English.
Perspectives culturelles � treize 13
� Perspectives culturelles
■ Et vous?
1. Think of some French words or expressions used in English. When mightyou use them? For what kinds of topics?
2. What groups of people in France would you expect to use the mostEnglish? Why?
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14 quatorze � Module 1 Les camarades et la salle de classe
� ThèmeLes vêtements et les couleurs
Les couleurs
Les vêtements— Qu’est-ce que vous portez?— Moi, je porte...
Brun and marron are both used forbrown. Brun is generally used torefer to brown hair, eyes, and skin.Marron commonly describes thecolor of clothing. It’s an invariableadjective similar to orange, as it isbased on a noun, the word chestnut.
un blouson
des chaussures (f)un chapeau
un parapluie des baskets (f) un jean
un manteau
un T-shirtune jupe
une robe un short
une cravate
un sac
des lunettes (f) de soleil
une chemise
un pantalon
un chemisier
un pull-over (pull, fam)
des tennis (f) ou
Suggestion: Combine color withclothing using your students asexamples. Say: Regardez Andrew. Ilporte un jean et une chemise bleue.Est-ce qu’il y a un autre étudiantqui porte un jean? Les jeans sonttrès à la mode dans cette classe.Then make true/false statementsabout your students’ dress. Accustomstudents to the possessive structure:La robe de Pauline est bleue.
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■ Activité 12: Écoutez votre professeur: Vrai ou faux?
Écoutez les descriptions de votre professeur des vêtements à la pageprécédente (previous). Sont-elles vraies (true) ou fausses (false)?
Modèle: — Le chapeau est blanc.— Vrai.
■ Activité 13: De quelle couleur est... ?
Avec un(e) camarade de classe, regardez les illustrations à la page 14 etrépondez aux questions en suivant (following) le modèle.
Modèle: — De quelle couleur est le manteau?— Il est noir.
1. De quelle couleur sont les tennis? Elles sont...
2. De quelle couleur est la jupe? Elle est...
3. De quelle couleur est la chemise?
4. De quelle couleur est la robe?
5. De quelle couleur est le short?
6. De quelle couleur est le pull?
Thème � quinze 15
Activité 12: Refer to the clothes onpage 14 and make several true/falsestatements, such as: La cravate estrouge. Le sac est rose. Reviewclothing with a TPR (Total PhysicalResponse) activity: Si vous portezun jean, levez-vous. Si vous portezun short, levez la main. Studentsmight also be wearing a tank top (undébardeur), a sweatshirt (unsweatshirt), des sandales, a cap(une casquette), or flip flops (destongs).
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Comment communiquer en classe
Expressions utiles pour la communication en classeThe following phrases are important for managing activities in the classroom.By learning them, you can help maintain a French-speaking environment, evenas a beginner. For example, any time you need a French translation for a wordyou can ask: Comment dit-on ___ en français? Your instructor will welcome aJ’ai une question or a Je ne comprends pas.
Le professeur dit:
16 seize � Module 1 Les camarades et la salle de classe
� Pratique de conversation
Écoutez. Asseyez-vous. Allez au tableau. Fermez la porte. Ouvrez votre livre.
Regardez le tableau. Faites les devoirs: page 22, exercice 6.
Travaillez avec un(e) camarade de classe. Rendez-moi vos devoirs, s’il vous plaît.
Pardon? Je ne comprends pas. J’ai une question. Comment dit-on dog en français? / Comment ça s’écrit? C-H-I-E-N.
L’étudiant dit:
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■ Écoutons ensemble! La communication en classe
Listen to the various people communicating in a classroom, and number thefollowing situations in the order that you hear them.
____ a. Mathias wants to know how to say anthropologie in English.____ b. The instructor wants the students to turn in their homework.____ c. Camille doesn’t understand what her instructor is saying.____ d. The instructor thinks it’s too noisy and asks someone to close the
door.____ e. The students are supposed to work with a partner on an activity.____ f. Marie has a question.____ g. The students are supposed to open their books.____ h. The instructor wants the students to speak English.
L’alphabet
Pratique de conversation � dix-sept 17
Suggestions for pronunciationwork: Pronunciation activities workbest when students are not distractedby other cognitive demands.Therefore, the straightforward taskof learning the alphabet or numbers,or any task that does not requireattention to meaning, is an idealtime to work on the correctpronunciation of French sounds.Students enjoy this “playful”attention to accuracy. Think aboutplaying the role of an old-fashionedschoolmistress/master. Throw upyour hands and roll your eyes duringa botched choral repetition activity.Respond to a “good” performancewith rapture. Once students areproducing the letters well, challengethem to repeat them more quickly.Never isolate any students who arehaving difficulty by having themrepeat in front of the class until theyget it right. Save individual problemsfor office hours.
The alphabet: The letters E, G, H, J,W, and Y can be challenging. Afterreviewing the alphabet, havestudents spell their names for you asyou write out the letters on theboard.
Quelle page? Répétez, s’il vous plaît. Merci, monsieur.
CD1, Track 4
a a Aliceb bé Bernardc cé Céliad dé Davide e Estherf ef Françoisg gé Guyh hache Hervéi i Irènej ji Jeank ka Kariml elle Lucienm em Mathilde
n en Nabilo o Odilep pé Patriceq ku Quentinr erre Rolands esse Sébastient té Thérèseu u Ugolinv vé Véroniquew double vé Williamx iks Xaviery i grec Yasminaz zèd Zacharie
Les accentsé = e accent aigu: bébé, clé, théè = e accent grave: mère, père, chèreê = e accent circonflexe (â, ê, î, ô, û): forêt (forest), flûte, hôpital (hospital)The circonflexe on an e or an o often represents a missing s.ç = c cédille: garçon, ça va. The cédille indicates a soft c pronounced like an s.ë, ï = e, i tréma: Noël, Loïc. The tréma indicates that the vowel combinationshould be pronounced as two separate syllables.
2
7
1
3
6
4
5
8
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■ Activité 14: Un test d’orthographe (spelling test)
Écoutez votre professeur et écrivez le mot sur une feuille de papier. (Write thenumbers 1–8 on a piece of paper and write down the words your instructorspells.)
■ Activité 15: Écoutez votre professeur. Devinez (Guess) ensemble.
Écoutez les phrases suivantes prononcées par votre professeur et trouvezl’équivalent en anglais. Suivez le modèle.
Modèle: PROFESSEUR: Répétez, s’il vous plaît.ÉTUDIANT(E): h (hache)
18 dix-huit � Module 1 Les camarades et la salle de classe
Activité 14, suggested words: girafe,zèbre, français, xylophone, hôpital,forêt, appartement, Mississippi.Think about doing this activity withbooks closed and giving theinstructions in French while actingthem out: Prenez une feuille depapier. Écrivez les chiffres de 1 à 8.Je prononce les lettres et vousécrivez le mot. After students spelleach word, ask: Quel est le mot? andhelp them with the pronunciation.
Activité 14: Select five of the wordsfrom the spelling test and ask: Lemot xylophone, comment s’écrit-il?Work on pronunciation of the lettersas students spell out the words. Thenask: Comment dit-on xylophone enfrançais?
First model Activité 15 by callingout one of the commands. Then say:C’est quelle lettre? C’est ___.Here, students are working onpronunciation of letters as well asexpressions for communicating inthe classroom.
1. Répétez, s’il vous plaît.2. Lisez l’exercice à la page 4.3. Écoutez.4. Excusez-moi.5. Faites les devoirs.6. Posez la question à votre
voisin(e).7. En français, s’il vous plaît.8. Travaillez avec un(e) camarade.9. Comment dit-on dog en
français?10. Les devoirs sont à la page 2.
a. Do the homework.b. How do you say “dog” in French?c. Excuse me.d. Read the exercise on page 4.e. Ask your neighbor the question.f. In French, please.g. Work with a partner.h. Please repeat.i. The homework is on page 2.j. Listen.
Les nombres de 0 à 60
0 zéro1 un2 deux3 trois4 quatre5 cinq6 six7 sept8 huit9 neuf
10 dix11 onze12 douze13 treize14 quatorze15 quinze16 seize17 dix-sept18 dix-huit19 dix-neuf
20 vingt21 vingt et un22 vingt-deux23 vingt-trois24 vingt-quatre25 vingt-cinq26 vingt-six27 vingt-sept28 vingt-huit29 vingt-neuf
30 trente31 trente et un32 trente-deux40 quarante50 cinquante60 soixante
In Activité 16, have students takedown contact information of twostudents sitting near them. InFrench, e-mail is commonly referredto as mail, mèl, e-mail, courrierélectronique, or courriel. Courriel,a French Canadian term, has beenofficially adopted by the FrenchCommission on terminology, but itdoes not predominate in practice.
■ Activité 16: Donne-moi tes coordonnées (contactinformation), s’il te plaît.
Demandez les coordonnées de deux étudiants dans votre classe. Substituezvotre nom et vos coordonnées.
Modèle: — Comment t’appelles-tu?— Je m’appelle Jeanne Rambouillet.— Rambouillet? Comment ça s’écrit?— C’est R-A-M-B-O-U-I-deux L-E-T, Rambouillet.— Et ton numéro de téléphone?— C’est 310-643-0975.— Et ton adresse de courriel?— C’est [email protected] (pronounced: Jeanne a [arobase]
yahoo point com).
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■ Activité 17: Comptez!
Avec un(e) partenaire, comptez.
1. Comptez de 0 à 20.2. Comptez jusqu’à 60 en multiples de 10.3. Comptez jusqu’à 60 en multiples de 5.4. Comptez jusqu’à 30 en multiples de 2.5. Comptez jusqu’à 30 en multiples de 3.
■ Activité 18: Écoutez votre professeur: Nombres en désordre.
Identifiez la série de nombres prononcés.
liste A: 36, 38, 41, 43, 45, 18, 57, 12
liste B: 26, 38, 41, 52, 43, 18, 17, 12
liste C: 16, 28, 4, 52, 43, 13, 19, 2
liste D: 36, 28, 42, 62, 45, 8, 16, 22
liste E: 16, 8, 44, 50, 15, 13, 57, 2
Pratique de conversation � dix-neuf 19
Activité 18, Goal: comprehension ofnumbers. Tell students: Regardez lescinq listes de nombres: A, B, C, D etE. Écoutez bien. Je vais lire une sériede nombres. Identifiez la liste que jelis. Est-ce que c’est A, B, C, D ou E?After leading the activity, ask astrong student to read a series forthe class to identify.
Use voiceboard forindividual oral practice with theThèmes and the Pratiques deconversation in Module 1.
3.
Find out someone’s nameand where he/she is fromby asking anotherclassmate.
5.
Class is over. Say good-byeto a classmate you will notsee until the next meeting.He/She will respondappropriately.
4.
You want to writesomeone’s name andphone number in youraddress book. Ask him/herto spell his/her last nameto make sure you write itdown correctly.
1.
Find out from a classmatehow to say optimistic inFrench. Then ask him/herif he/she is optimistic.
2.
Your friend’s motheropens the door. Greet herand tell her your name.She will respond politely.
■ Situations à jouer!
Qu’est-ce qu’on dit dans les situations suivantes?
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Lecture
■ Anticipation
You are about to read the words of a contemporary French song, by the youngFrench singer Zazie, consisting mostly of a list of French names. The names thesinger has selected are important to the song’s message, a hymn to tolerance.Before reading the lyrics, jot down a couple of French male and female namesyou know. Tout le monde (Everyone) was a hit (un tube), when it came out.
20 vingt � Module 1 Les camarades et la salle de classe
� À lire, à découvrir et à écrire
Chanson: Tout le monde°
Words and music by Zazie 1998«Made in love» (album)
Michel, MarieDjamel, JohnnyVictor, IgorMounia, Nastassia
Miguel, FaridMarcel, DavidKeïko, SolalAntonio, Pascual
Tout le monde il est beauTout le monde il est beau
François, FrancoFrancesca, PabloThaïs, ElvisShantala, Nebilah
Salman, LoanPeter, GünterMartin, KevinTatiana, Zorba
Tout le monde il est beauTout le monde il est beau
Quitte à faire de la peine à Jean-Marie°
Prénom ZazieDu même paysQue Sigmund, que SallyQu’Alex, et Ali
Tout le monde il est beauTout le monde il est beauTout le monde il est beau
Assez grand pour tout l’monde
Nanananana...
This song familiarizes students with traditional French names,as well as with names of Frenchpeople whose parents are offoreign origin, revealing the multi-ethnic composition of Frenchsociety. The phrase Quitte à fairede la peine à Jean-Marie is areference to Jean-Marie Le Pen, theleader of the far-right Frontnational, an anti-immigrantpolitical party.
At the risk of causing pain toJean-Marie (a far-right
anti-immigrant politician)
1
5
10
15
20
25
30
Everyone
Isabelle de Truchis de Varenne («Zazie»), chanteusepopulaire française
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■ Activité de lecture
Look over the song and answer the following questions.
1. What’s the name of the singer? Does her name figure in the lyrics?2. Look for traditional French names in the song. Do they correspond to
names you included in your list?3. Like the United States, which is known for its ethnic diversity, France is
comprised of people from many nations and continents. Locate names inthe song that correspond to the following regions of the world. You maywant to use the map at the beginning of the book to help you locate them.
REGIONSa. North Africa or the Middle Eastb. Hispanic countriesc. Francophone Europe or Canadad. Asia
e. Germany or Northern Europef. Mediterranean Europe (Italy or
Greece)g. Eastern Europe
■ Compréhension et intégration
1. What is the message of this simple song?2. After the release of Tout le monde, Zazie was interviewed about listener
responses. She explained that she received an extremely insulting letterfrom someone on the extreme right, and a few letters from boys namedJean-Marie who felt attacked. She assured them that she thinks Jean-Marieis a very nice name. Why did she have to make this point?
■ Maintenant à vous!
Can you think of a popular song that has these kinds of inclusive lyrics (lyricsthat stress the intrinsic value of all people independent of their group identity)?
Expression écrite■ Petit portrait
In this writing activity you will write a description of a famous person of yourchoice.
PREMIÈRE ÉTAPE: Rewrite the following description changing Pierre-Louis toMarie-Louise. You’ll need to change the gender of the underlined words.
Voici Pierre-Louis. C’est un jeune homme de Marseille. Il est assez grand et beauavec des cheveux blonds et courts. Il n’est pas très intelligent, mais il est patientet sympathique. C’est un homme intéressant.
DEUXIÈME ÉTAPE: Now describe a famous person, following the model above.Attach a picture or photograph to your description.
Voix en direct (suite)Go to to view video clips of French people interviewed for Voix endirect introducing themselves. You will also see a little French girl playingschool and “teaching” the alphabet.
Phrases: describing people
Grammar: adjective agreement, adjective agreement (number)
Vocabulary: hair colors, people, personality, colors, clothing
S YS T È M E - D
À lire, à découvrir et à écrire � vingt et un 21
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Structure 1.1
Addressing others Tu et vous
When you are speaking to an individual in French, you need to choose between the formal(vous) and informal (tu) forms of address. When speaking with someone whom you don’tknow very well, who is older than you, or who is in a higher position, vous is in order.
The informal tu is used as follows:
• between students of the same age group and young people in general• between people who are on a first-name basis• among family members• with children• with animals
In some French-speaking countries, such as Canada or French-speaking Africa, the morefamiliar tu form is more common when speaking to a single individual.
Tu es nerveux, Paul?Tu es étudiant ici?
Vous is always used in addressing more than one person. Vous is also generally used asfollows:
• with and between people who are not on a first-name basis• among people who are meeting for the first time• with those who are older than you• with a boss or superior
In cases of doubt, it is always preferable to use vous. You will want to add monsieur,madame, or mademoiselle for politeness.
Bonjour, mademoiselle. Comment allez-vous?Dominique et Christine, vous comprenez le professeur?Bonjour, monsieur. Comment allez-vous?Vous parlez français très bien, mademoiselle.
■ Exercice 1. Tu ou vous? Select the appropriate pronoun for the following situations.
1. You are speaking with your friend’s mother, Mme Arnaud. tu vous
2. You are speaking to your dog. tu vous
3. You are speaking to your instructor. tu vous
4. You are speaking with a school acquaintance. tu vous
5. Your grandmother is speaking to you. tu vous
6. You are speaking with a business acquaintance, Jean-Claude Cassin. tu vous
7. You are speaking to a group of friends. tu vous
22 vingt-deux � Module 1 Les camarades et la salle de classe
� S
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Structures utiles � vingt-trois 23
� S
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lesStructure 1.2
Identifying people and things Qui est-ce? Qu’est-ce que c’est? Est-ce que... ?
To inquire about someone’s identity, ask Qui est-ce?
— Qui est-ce? — Who is it?— C’est Paul. — It’s Paul.
If you want an object to be identified, ask Qu’est-ce que c’est?
— Qu’est-ce que c’est? — What is it?— C’est un livre. — It’s a book.
Any statement can be turned into a yes/no question by placing est-ce que in front of it andusing rising intonation.
C’est Richard. It’s Richard.Est-ce que c’est Richard? Is it Richard?
C’est une table. It’s a table.Est-ce que c’est une table? Is it a table?
Que contracts to qu’ when followed by a vowel sound.
Est-ce qu’il est étudiant? Is he a student?
■ Exercice 2. Match the questions in column A with the appropriate answers in column B.
A B
1. Qu’est-ce que c’est? a. Je m’appelle Patrick.2. Qui est-ce? b. Non, c’est la classe d’espagnol.3. Est-ce que c’est Paul? c. Non, c’est David.4. Je m’appelle Fred. Et vous? d. Non, elle s’appelle Margot.5. Est-ce qu’elle s’appelle Marguerite? e. Oui, c’est un dictionnaire.6. Est-ce que c’est la classe de français? f. C’est un livre.7. Est-ce que c’est un dictionnaire? g. C’est Jacqueline.
■ Exercice 3. Write out an appropriate question for the following answers.
1. — _______________________________________________________________ ?
— Non, c’est un bureau.
2. — _______________________________________________________________ ?
— Non, il s’appelle Jean.
3. — _______________________________________________________________ ?
— C’est un cahier.
4. — _______________________________________________________________ ?
— C’est Jean-Jacques Rousseau.
5. — _______________________________________________________________ ?
— Oui, c’est une chaise.
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24 vingt-quatre � Module 1 Les camarades et la salle de classe
� S
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les Structure 1.3
Naming people and things Les articles indéfinis
The French indefinite articles un, une, and des are equivalent to a, an, and some.
Gender (Genre)All French nouns are categorized by gender, as masculine or feminine, even when they referto inanimate objects. The form of the article that precedes the noun indicates its gender. Asone would expect, nouns that refer to males are masculine and, conversely, nouns that referto females are feminine. However, the gender of inanimate nouns is unpredictable. Forexample, parfum (perfume) is masculine, chemise (shirt) is feminine, and chemisier(blouse) is masculine. We suggest that when learning new words, you store them in yourmemory with the correct article as if it were one word.
singular plural
masculine un livre des livres
feminine une fenêtre des fenêtres
Number (Nombre)French nouns are also categorized according to number, as singular or plural. The indefinitearticle des is used in front of plural nouns, regardless of gender. The most common way tomake a noun plural is by adding an s. If the noun ends in -eau, add an x to form the plural.Since final s is not often pronounced in French, the listener must pay attention to the articleto know whether a noun is plural or singular.
singular plural
un cahier des cahiers
un professeur des professeurs
une fenêtre des fenêtres
un tableau des tableaux
Pronunciation guideWhen un is followed by a vowel sound, the n is pronounced. If des is followed by a nounbeginning with a vowel sound, the s is pronounced like a z. This linking is called liaison.
un�n
étudiant des�z
étudiants
■ Exercice 4. Make the following nouns plural.
Modèle: une fenêtre des fenêtres
1. un professeur
2. un étudiant
3. un pupitre
4. une porte
5. un cahier
6. un bureau
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Structures utiles � vingt-cinq 25
� S
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les■ Exercice 5. Fill in the blanks with the appropriate indefinite article: un, une, or des.
1. C’est livre.
2. Ce sont fenêtres.
3. C’est jeune homme.
4. C’est femme extraordinaire!
5. Ce sont étudiants.
6. C’est table.
7. C’est bureau.
8. Ce sont cahiers.
Structure 1.4
Describing people Les pronoms sujets avec être
Subject pronouns enable you to refer to people and things without repeating their names.
— Est-ce que Chantal est jolie? — Is Chantal pretty?— Oui, elle est très jolie. — Yes, she is very pretty.
— C’est Jean-Yves. — It’s Jean-Yves.— Il est de Montréal. — He’s from Montreal.
Subject pronouns
singular plural
je I nous we
tu you (informal) vous you (plural or formal)
il he ils they (masculine or mixed masculine and feminine)
elle she elles they (feminine)
on one, people, we (familiar)
French verb endings change according to the subject. Although most of these changesfollow regular patterns, a number of common verbs are irregular. Être (to be) is one of theseirregular verbs.
être (to be)
je suis nous sommes
tu es vous êtes
il/elle/on est ils/elles sont
Note that on is used with the singular verb form even though its meaning may be bothsingular (one) and plural (people and we).
On est content(s). We’re happy.
■ Exercice 6. Write the appropriate subject pronoun for the following situations.
1. You’re talking to your best friend.
2. You’re talking about your friend Anne.
3. You’re discussing the students in your class.
4. You’re talking about yourself and your family.
5. You’re talking about the players on the women’s basketball team.
6. You’re addressing a group of people.
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26 vingt-six � Module 1 Les camarades et la salle de classe
� S
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les ■ Exercice 7. Jérôme overhears a student talking to his friends. Fill in the blanks with the
verb être.
Philippe et Pierre, vous (1) dans la classe de français de Mme Arnaud,n’est-ce pas? Moi, je (2) dans la classe de Mme Bertheau. Elle
(3) très sympathique. Nous (4) vingt-huit dans cetteclasse. La classe (5) grande et elle (6) formidable aussi.Les étudiants (7) sympathiques et intelligents. Pierre, est-ce que lesétudiants (8) sympathiques dans l’autre classe? Tu (9)sûr (sure)?
Structure 1.5
Describing Les adjectifs (introduction)
Adjectives describe people, places, or things. In French, they agree in number and genderwith the noun they modify.
singular plural
masculine Il est petit. Ils sont petits.
feminine Elle est petite. Elles sont petites.
Making adjectives pluralMost French adjectives form their plural by adding an s to the singular form as just shown.However, if the singular form ends in a final s, x, or z, the plural form does not change.
singular plural
Le pantalon est gris. Les pantalons sont gris.
Making adjectives feminineMost feminine adjectives are formed by adding an e to the masculine singular form. If themasculine form ends in an e, the masculine and feminine forms are identical.
masculine feminine
Il est fort. Elle est forte.
Le short est jaune. La robe est jaune.
Pronunciation guidelineYou can often distinguish between feminine and masculine adjectives by listening for thefinal consonant. If it is pronounced, it generally means that the adjective ends in an e andthe corresponding noun is feminine.
Il est grand. Elle est granDe.Le bureau est petit. La table est petiTe.Le cahier est vert. La robe est verTe.
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Structures utiles � vingt-sept 27
� S
tru
ctu
res
uti
lesIrregular adjectives
French has a number of irregular adjectives that differ from the pattern just described.Additional irregular adjectives are presented in Module 3.
masculine feminine
blanc blanche
vieux vieille
beau belle
gentil gentille
■ Exercice 8. Marc’s twin brother and sister are remarkably similar. Complete thefollowing sentences describing them.
Modèle: Jean est petit; Jeanne est petite aussi.
1. Jean est blond; Jeanne est aussi.
2. Jean est intelligent; Jeanne est aussi.
3. Jeanne porte un vieux chemisier vert; Jean porte une chemise.
4. Jeanne est très belle et Jean est très aussi.
5. Jean est gentil; Jeanne est aussi.
■ Exercice 9. Complete the following passage using the appropriate form of theadjectives in parentheses.
Ma mère est une (beau) (1) femme (intelligent) (2)avec des cheveux (blond) (3) et (court) (4) et des yeux(brun) (5). Mon père est (fort) (6) et il est très sympathique. Mon frère et moi, nous sommes (content) (7) de nosparents.
■ Tout ensemble!Éric sees his friends Paul and Anne at the cafeteria. Complete their conversation with thewords from the list.
allez-vousbleueça va
deestgrande
merciqui est-ces’appelle
sommeset toiun
uneune question
ÉRIC: Salut, Paul et Anne. Comment (1)?
PAUL: (2) bien. (3)?
ÉRIC: Bien, (4). J’ai (5) pour vous. Regardez la(6) fille blonde là-bas. (7)?
PAUL: La fille qui porte (8) jupe (9)?
ÉRIC: Non, elle porte (10) jean.
ANNE: Ah oui! Elle (11) Natalie. Elle est (12) New York.
ÉRIC: Ah bon? Elle (13) étudiante?
PAUL: Oui, en lettres (humanities). Nous (14) dans la même classe dephilosophie. Viens (Come on), je vais vous présenter.
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NomsLa salle de classe The classroomune activité an activityun bureau a deskun cahier a notebookun(e) camarade de classe a classmateune chaise a chairune chose a thingune craie a piece of chalkun crayon a pencilles devoirs (m pl) homeworkun dictionnaire a dictionaryun(e) étudiant(e) a studentune fenêtre a windowune lampe a lampun livre a bookun mur a wallun ordinateur a computerune porte a doorun professeur (prof, fam) a teacherune question a questionun stylo a penune table a tableun tableau a (black)board
Les vêtements Clothingun chapeau a hatdes chaussures (f pl) shoesune chemise a shirtune jupe a skirtdes lunettes (f pl) glassesun maillot de bain a bathing suitun manteau a coatun pantalon (a pair of) pantsune robe a dressun sac (à dos) a purse (backpack)
Mots apparentés: un jean, un T-shirt, un pull-over,(pull, fam), des sandales (f pl), un short, des tennis (f pl), un sweatshirt, des baskets (f pl)
Les personnes Peopleun(e) ami(e) a friendun(e) enfant a childune femme a womanune fille a girlun garçon a boyun homme a man
Pronomsje Itu you (singular, informal)il heelle sheon one, people, we (fam)nous we
vous you (plural or formal)ils they (m)elles they (f)
AdjectifsLa description physique Physical descriptionbeau (belle) handsome (beautiful)blond(e) blondbrun(e) brown, brunette(les cheveux) blonds, blond, brown, red, gray,
bruns, roux, gris, short, long (hair)courts, longs
de taille moyenne of average sizefort(e) heavy, stocky; stronggrand(e) big; talljeune youngjoli(e) prettylaid(e) uglymoche (fam) uglypetit(e) little, small; short
(person)vieux (vieille) old, elderly
La description de Personal la personnalité characteristics
célèbre famouscharmant(e) charmingcomique funnygentil(le) niceraisonnable sensiblesympathique (sympa, fam) nice
Mots apparentés: amusant(e), fatigué(e), idéaliste,intelligent(e), nerveux (nerveuse), optimiste,patient(e), riche, sérieux (sérieuse), sociable, timide
Les couleurs Colorsblanc(he) whitebleu(e) bluebrun(e) browngris(e) grayjaune yellowmarron brownnoir(e) blackrose pinkrouge redvert(e) green
Mots apparentés: beige, orange, violet(te)
Les nombres(See page 18 for numbers 0–60.)zéro, un, deux, trois... soixante
28 vingt-huit � Module 1 Les camarades et la salle de classe
� Vocabulaire
■ Vocabulaire fondamental
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Nomsun blouson a jacketune brosse a chalkboard eraserun chemisier a blouseun classeur a binderun complet a man’s suitdes coordonnées (f pl) contact
informationune cravate a tieune feuille de papier a sheet of paperune horloge a clockune idée an ideaune lumière a lightdes lunettes (f pl) de soleil sunglassesle monde francophone the French-speaking
worldun parapluie an umbrellaun pupitre a student deskun sourire a smileun(e) voisin(e) a neighbor
Les professions Professionsun acteur (une actrice) an actorun basketteur basketball playerun chanteur (une chanteuse) a singerun couturier (une couturière) a fashion designerun danseur (une danseuse) a dancerun écrivain a writerun joueur (une joueuse) a soccer player
de footun mannequin a modelun metteur en scène a (film) directorun prince (une princesse) a prince (princess)un rocker a rock musician
Verbesfaire la bise to kiss on both cheeks(se) présenter to introduce oneself or
another personse saluer to greet each otheril y a there is, there are
VerbesJe m’appelle... My name is . . .Il s’appelle... His name is . . .être to beporter to wear
Mots diversune adresse de courriel an email addressassez somewhat, kind ofaussi also, tooun chien a dogmerci thank youmoi aussi me toopas notpas du tout not at alls’il vous plaît, s’il te please
plaît (fam)très very
Expressions utilesComment se présenter How to introduce
et se saluer oneself and greetpeople
(See pages 2–4 for additional expressions.)Au revoir. À bientôt. Good-bye, So long.
See you soon.
Bonjour, madame. Hello, ma’am.Comment allez-vous? How are you?Comment ça va? How are you? (fam)Bonsoir, monsieur. Good evening, sir.Comment s’appelle-t-il/elle? What’s his/her name?Je m’appelle Marie. Et vous? My name is Mary.
What’s yours?Je te/vous présente Jean. This is Jean.Je suis de Paris. Et vous? I’m from Paris.
And you?Salut, ça va? Hi, how are you?Ciao. Bye. (fam)
Comment communiquer How to communicateen classe in class
(See pages 16–17 for additional expressions.)Ouvrez votre livre. Open your book.J’ai une question. I have a question.Je ne comprends pas. I don’t understand.Comment ça s’écrit? How is it spelled?
QuestionsDe quelle couleur est... ? What color is . . . ?Qui est-ce? Who is it?Qu’est-ce que c’est? What is it?Est-ce que c’est un stylo? Is it a pen?
Vocabulaire � vingt-neuf 29
■ Vocabulaire supplémentaire
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� Appendix B
Appendix B � quatre cent quatre-vingt-cinq 485
Module 1 Exercice 1
1. vous 2. tu 3. vous 4. tu 5. tu 6. vous 7. vous
Exercice 21. f 2. g 3. c 4. a 5. d 6. b 7. e
Exercice 31. Est-ce que c’est une table?2. Est-ce qu’il s’appelle Patrick?3. Qu’est-ce que c’est?4. Qui est-ce?5. Est-ce que c’est une chaise?
Exercice 41. des professeurs 2. desétudiants 3. des pupitres 4. desportes 5. des cahiers 6. desbureaux
Exercice 51. un 2. des 3. un 4. une 5. des 6. une 7. un 8. des
Exercice 61. tu 2. elle 3. ils 4. nous 5. elles6. vous
Exercice 71. êtes 2. suis 3. est 4. sommes 5. est 6. est 7. sont 8. sont 9. es
Exercice 81. blonde 2. intelligente 3. vieille,verte 4. beau 5. gentille
Exercice 91. belle 2. intelligente 3. blonds 4. courts 5. bruns 6. fort 7. contents
Tout ensemble!1. allez-vous 2. Ça va 3. Et toi 4. merci 5. une question 6. grande 7. Qui est-ce 8. une 9. bleue 10. un 11. s’appelle 12. de 11. est 12. sommes
Réponses aux exercices
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� Credits
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