French 41—First Year French 1 Section 200, 500 / 3 Credit Hours Katie Winkleman, BA Copyright © 2012 Brigham Young University. All rights reserved. Published by the Department of Independent Study Division of Continuing Education Brigham Young University 120 MORC Provo, Utah 84602-1514 USA
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Introduction to this Lessons Packet Thank you for purchasing the lesson packet for FREN 41: First-Year French 1. Included in this packet, you should have received these items: • •
this introductory letter a copy of the readings from each lesson (the pages following this letter)
Begin your online course by reading the syllabus; it contains the information you need to successfully complete the course. As you begin, you will notice that each lesson includes a brief introduction, learning outcomes for the lesson, and lesson reading material. The reading material for each lesson is included in this packet, as well as in the online course. The lessons also have Speedback assignments and Self Check exercises associated with them, as well as instructor-graded assignments; these are available only through the online course. This packet is designed to give you the best experience for reading the detailed lesson content and taking notes. To complete the course, you will need access to the online assignments and exams. Best wishes for your success in this course!
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FREN 41: First-Year French 1
Introduction to this Lessons Packet ..................................................3
Lesson 1: Commençons....................................................................7 1.1: Greetings...................................................................................... 8 1.2: Second Person............................................................................10 1.3: French Alphabet......................................................................... 11 Study and Learn................................................................................ 13 Culture Corner................................................................................... 16 1.4: Numbers.....................................................................................19 1.5: Names and Ages......................................................................... 21 Study and Learn................................................................................22 Study and Learn............................................................................... 24 Leçon Review................................................................................... 26
Lesson 2: Se Connaître, La Belgique.............................................28 2.1: Large Numbers.......................................................................... 30 2.2: Likes and Dislikes......................................................................32 2.3: Articles.......................................................................................36 Culture Corner.................................................................................. 38 2.4: Accent Marks............................................................................ 40 2.5: Regular Verbs............................................................................ 42 2.6: A Letter.......................................................................................45 Leçon Review................................................................................... 46 Instructor-Graded Assignment........................................................ 48
Lesson 3: A L’École, Bonneville......................................................59 3.1: School Subjects.......................................................................... 60 3.2: Days and Times.......................................................................... 61 3.3: Classes....................................................................................... 62 Study and Learn............................................................................... 64 Culture Corner...................................................................................65 3.4: Time............................................................................................67 3.5: School Supplies..........................................................................70 Study and Learn................................................................................ 71 3.6: Prices..........................................................................................72 3.7: Opinions.....................................................................................73 Leçon Review....................................................................................74
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Table Of Contents
Lesson 4: Les Achats, Dijon............................................................75 4.1: Clothing and More......................................................................76 4.2: To Buy........................................................................................78 4.3: Articles.......................................................................................79 To Ask How You Look and Tell What You Think about Clothing....81 Culture Corner.................................................................................. 82 4.4: Colors........................................................................................ 84 4.5: Needs..........................................................................................87 Study and Learn............................................................................... 89 4.6: To Go..........................................................................................91 Study and Learn................................................................................93 Leçon Review................................................................................... 94
Lesson 5: Les Sports et Les Activites, Quebec..............................95 5.1: Activities and Sports.................................................................. 96 Study and Learn............................................................................... 96 5.2: How Often, How Well............................................................... 98 5.3: Equipment................................................................................100 5.4: Yes and No Questions.............................................................. 101 5.5: Suggestions...............................................................................102 Culture Corner.................................................................................103 5.6: Months and Seasons................................................................104 5.7: Dates and Holidays..................................................................106 Study and Learn..............................................................................107 Study and Learn..............................................................................109 5.8: Weather and Temperature....................................................... 110 5.9: Locations.................................................................................. 112 Leçon Review.................................................................................. 113
Lesson 6: Au Restaurant, Paris................................................... 114 6.1: Common Foods........................................................................ 116 Study and Learn.............................................................................. 118 6.2: Ordering Food.......................................................................... 119 Study and Learn.............................................................................. 121 6.3: Prendre....................................................................................122 Study and Learn..............................................................................123 Culture Corner.................................................................................124 6.4: Common Menu Items..............................................................126
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FREN 41: First-Year French 1
6.5: Food and Quantities.................................................................128 Study and Learn..............................................................................130 6.6: Opinions and Food................................................................... 132 Leçon Review.................................................................................. 133
Lesson 7: La Famille, Lac Leman................................................ 135 7.1: Family Relationships................................................................136 7.2: Adjectives.................................................................................138 Study and Learn..............................................................................140 7.3: To Be.........................................................................................143 7.4: Descriptions............................................................................. 145 7.5: Possessive Pronouns................................................................ 147 Study and Learn..............................................................................148 Culture Corner.................................................................................149 7.6: To Want and To Be Able...........................................................151 7.7: Asking for Directiosn................................................................ 153 Leçon Review.................................................................................. 154 Instructor-Graded Assignment....................................................... 156
Final Exam Preparation................................................................ 163 Final Exam Preparation..................................................................163
Appendix........................................................................................ 165 Appendix......................................................................................... 165
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Lesson 1
Commençons
H
ere we go!
You’ll be greeting people and counting and asking
questions and spelling words, all in French. Imagine that. In half an hour you’ll be speaking French. You won’t exactly be ready for that trip to France, but you’ll be on the road and taking your first steps. And with each lesson you’ll be able to say more and more. Sometimes we listen to music CDs so often that we know every word, and when one song ends, we know what the next song is before it starts. Well, that’s how often you ought to listen to the audio clips that accompany this lesson and every lesson. If you do, not only will you know French, but you’ll also sound French. Ready? Then on to lesson 1 we go. Bonne chance (good luck)!
Learning Outcomes 1. Say “hello” and “goodbye,” ask how people are, and tell how you are. 2. Determine when to use tu and vous. 3. Say the letters of the French alphabet and learn to make some French sounds that don’t exist in English. 4. Say and recognize numbers 0-20. 5. Tell your name and age and ask others their names and ages.
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1.1: Greetings
Say “hello” and “goodbye,” ask how people are, and tell how you are.
Study and Learn © BYU Independent Study
Exercise Review Sentences Repeat these French expressions after the French speaker. Repeat the expressions at least five times. Then record yourself and compare yourself to the French speaker. Greetings to say “hello” to anyone
Bonjour1
to say “hello” to people your own age or younger
Salut
to ask how an individual is or how several people are (formal)
Comment allez-vous?
to ask how someone is who is your own age or younger or someone you know well (familiar)
Comment vas-tu? or Ça va?
“I’m doing great.”
Très bien. or Je vais très bien.
“I’m doing okay.”
Comme ci, comme ça. or Pas mal.
“I’m not doing well.”
Ça ne va pas bien. or Ça va mal.
to say “goodbye” to anyone
Au revoir
to say “goodbye” to someone your own age or younger
Salut
“See you soon” “See you later.”
A bientôt
“See you later.”
A toute à l’heure
1. Bonjour also means “good morning” and “good afternoon.”
Now use a sheet of paper to cover the right-hand column of the table. Read the English explanation and say the corresponding French word or expression. If you don’t remember, keep studying until you can say all the French phrases without looking.
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Lesson 1: Commençons
Play the MP3 track and listen to the track once. Then play the track and repeat each line after the native speaker. Next, play the track again and choose one part, then play the track again and play the other part. If you have a friend or family member handy, have each person take a part. After you have practiced Conversations each role twice, record yourself saying the entire conversation and compare it to the native speaker. How is your accent? Keep practicing the conversations until you feel like you are sounding like a native speaker. Conversation #1 -Bonjour monsieur.
-Bonjour madame.
-Comment allez-vous?
-Je vais bien, merci. Et vous?
-Très bien, merci.
Conversation #2 -Salut Marc.
-Salut Stéphane.
-Comment vas-tu?
-Pas mal. Et toi?
-Oh, ça va.
Conversation #3 -Salut vous deux.
-Salut Monique.
-Vous allez bien?
-Oui. Et toi?
-Super.
Conversation #4 -Au revoir Jean.
-Au revoir Elise.
-Salut. A bientôt.
-Salut. A toute à l’heure.
The titles Monsieur (Mr.), Madame (Mrs.) and Mademoiselle (Miss) are used more often in French society than in many other societies. Often, the title is used without a name, as you see above.
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© BYU Independent Study
Exercise Review Sentences
1.2: Second Person
Determine when to use tu and vous. In French there are two words that mean “you”—tu and vous. Tu can only be used for one person. It is used for people you know well, including family members, people your own age, and people much younger than yourself. It is very casual. If you would call someone by their first name or a family title (mom, dad, grandma, etc.), use tu. Also use tu if you’re talking to an animal! Vous is used for more than one person, whether you know them well or not. It is also used for one person whom you don’t know well, or who is older than you, or who is in a position of authority, like a teacher or your employer. If you are ever in doubt as to which one to use, choose vous. If you call a person by a title like Mr. or Mrs., use vous.
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1.3: French Alphabet
Say the letters of the French alphabet and learn to make some French sounds that don’t exist in English.
Study and Learn Here’s your chance to start sounding like a French native. Listen to the MP3 track once, next listen to it again and repeat after the native speaker. Listen to the track and repeat after the native speaker at least five times. Then record yourself and compare your recording to the native speaker. How do you sound? French Alphabet If you feel like you need more practice to sound more native like, continue to repeat after the native and record yourself and compare yourself to the native.
Letter
Sounds like
Letter
Sounds like
a
ah
n
en
b
bay
o
o
c
say
p
pay
d
day
q
ku
e
euh
r
air
f
ef
s
es tay
g
geay
t
h
ahsh
u
u
i
ee
v
vay
j
gee
w
dooblehvay
k
ka
x
eeks
l
el
y
ee grek
m
em
z
zed
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© BYU Independent Study
Exercise Review Sentences
Study and Learn If you learn this next section well, you’ll be able to pronounce almost any French word you run into. Because the letter “a” is pronounced ah, how would you pronounce the following? • • • • •
va oh là là papa ça va ma
The letter “e” is pronounced euh. How would you pronounce these? • • • • •
de me se le ne
A single “e” at the end of a word is silent unless it has an accent aigu (é) and then it’s pronounced ay. How would you pronounce these words? • • • • •
né pré dé clé télé
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FREN 41: First-Year French 1
“Et,” “es,” and “ez” combinations at the end of words also sound like ay, unless the “es” comes at the end of a plural noun. With that in mind, pronounce the following. • • • • •
des mes projet Monet parlez
The letter “i” is pronounced ee. Pronounce these words. • • • • •
midi Fifi si ri ni
The letter “o” is pronounced oh, as in Ohio. An “o” is usually never by itself. These combinations of letters often make the “o” sound: au, aux, aut, eau, eaux. For practice, pronounce the following. • • • • • • • • •
ot op pot vaut veau taux beaux lot trop
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Lesson 1: Commençons
The letter “u” is fun to make, but people think you’re a bit strange when you practice it. You say the “i” sound (ee) through a straw! Form your lips as if you were sucking on a straw and then say “ee.” (No no, don’t suck. Just form your lips that way and say “ee.”) That’s the French “u.” We don’t have any sounds quite like it in English. Try these words: • • • •
tu vu su voulu
The combination “th” is always pronounced like a “t.” Try these: • •
math Arthur
The letter “h” is never pronounced. For example: • •
Hôtel is pronounced “ôtel.” Hôpital is pronounced “ôpital.”
“R” is not made with the lips as it is in English. Say the word “ago.” If you stop at the “g” (like when you say “ug”), you’ll notice all your air is stuck in the back of your mouth. The “g” stops the air from getting through (bet you never noticed that before). Now say the word “aha.” The air slides over the top of your tongue and against the roof of your mouth. That’s the American “h” sound. The French “r” is just between the “g” stop and the “h” slide of air. Say “ago” but make a little space for the air to slip over. If it sounds like you’re going to spit, the opening isn’t big enough or you’re expelling the air too fast. Try these aloud: • • • •
Paris mari par gare
Here’s something else you have probably never realized about your mouth. When you make an “n” sound, the tip of your tongue touches the
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FREN 41: First-Year French 1
ridge right behind your upper front teeth. Say “none.” Feel where your tongue is? Say “fun.” That’s what this next sound is going to be. Say “fun,” or try to say it, while keeping your tongue on the ridge behind the lower teeth. You’ve just made a beautiful French sound. Say these words while keeping your tongue from completing the “n” sound: • • • •
bon ton un plan
Usually, single consonants are not pronounced at the end of a word, with the exception of “c,” “r,” “f,” and “l” (CaReFuL). Check these out: • • • •
Pot is pronounced “po.” Paris is pronounced “Paree.” Nez is pronounced “nay.” Trop is pronounced “tro.”
© BYU Independent Study
Exercise Review Sentences Click the audio icon below. Check your pronunciation of the practice words beginning at the start of this Study and Learn section on the previous page.
Culture Corner In the year 1066, a guy named William (Guillaume in French) sailed from France to England with an army and conquered the English. He and his successors then told everyone in England that they had to speak French or else. As a result, there are a lot of English words that come from French. An amazing tapestry, the Bayeux tapestry, was created in the eleventh century telling the story of this event. Thanks to William, you’ll probably easily recognize the following words. What do you think these French words mean?
Pronunciation
• • •
adorable responsable conférence
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Lesson 1: Commençons
• • • • •
mirage participation sincère éducation existence
Though the words look the same, they are pronounced a little differently. Let’s look at the first word. When we say “adorable” we say the “dor” part just a little bit stronger than the other syllables, so we say aDORable. English does that on most words. For example: • • • • • • • •
aDORable resPONsible CONference mirAGE particiPAtion sinCERE eduCAtion exIStence
In French, all of the syllables have the same emphasis. So if you say the letters with French sounds and the syllables with equal emphasis, you’ll sound very French.
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1.4: Numbers
© BYU Independent Study
Say and recognize numbers 0–20.
Study and Learn Exercise Review Sentences Click the audio icon to listen to and practice the numbers 0 to 20.
Numbers
Number
Spelling
Number
Spelling
0
zéro
11
onze
1
un
12
douze
2
deux
13
treize
3
trois
14
quatorze
4
quatre
15
quinze
5
cinq
16
seize
6
six
17
dix-sept
7
sept
18
dix-huit
8
huit
19
dix-neuf
9
neuf
20
vingt
10
dix
Tip: Make study cards, writing a number on each. Shuffle the cards and say the numbers in French until you have them memorized.
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1.5: Names and Ages
Tell your name and age and ask others their names and ages.
© BYU Independent Study
Study and Learn Exercise Review Sentences Repeat these French expressions after the French speaker. Repeat the expressions at least five times. Then record yourself and compare yourself to the French speaker. Names and Ages to ask a person’s name who is your own age or younger
Comment t’appelles-tu? or Tu t’appelles comment?
to ask what an older person’s name is or more than one person at a time
Comment vous appelez-vous? or Vous vous appelez comment?
to say what your name is
Je m’appelle _______.
to say your age
J’ai _______ ans.
to ask a person’s age who is your own age or younger1
Tu as quel âge? or Quel âge as-tu?
to ask several people how old they are (your own age or younger)
Vous avez quel âge? or Quel âge avez-vous?
1 It’s not a good idea to ask adults how old they are.
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Study and Learn
Practice the following dialogues in French.
Dialogue 1 -Hello sir.
-Hello.
-How are you?
-I’m fine. How are you?
-Fine. What is your name?
-I’m Mr. Young. What’s your name?
-I’m Mark.
Dialogue 2 -Hi.
-Hi.
-How are you?
-Great. How are you?
-I’m okay.
-What’s your name?
-I’m Danielle. What’s your name?
-I’m John.
-How old are you?
-I’m 17. How old are you?
-I’m 16. See you soon John.
-See you later.
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Study and Learn Below are some useful phrases and questions. You may not understand the answer you get, but at least the French person would perceive your need! to get someone’s attention
Excusez-moi monsieur (or madame).
to ask for a bathroom
Où sont les toilettes?
to ask how much something costs
C’est combien?
to find a location
Je cherche une banque (bank). Je cherche une poste (post office). Je cherche la gare (station). Je cherche cette adresse.
to ask if a person speaks English
Vous parlez anglais?
to say what you want while pointing at it
Je voudrais ça.
to say “thank you”
Merci.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to check your pronunciation.
Useful phrases
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Leçon Review Note: Leçon reviews are an aid for you to test your knowledge of each lesson prior to doing the Speedback assignment and taking the final exam. It does not need to be turned in and will not be graded. Answers are provided for your benefit in the appendix. Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau!1 You’re ready for the Speedback assignment; three or four answers, pas mal,2 but be sure to know the correct answers and understand the concepts for those you missed before taking the Speedback assignment; five or more, pas trop bien,3 You need to review and study the lesson material before taking the Speedback assignment.
1. 2. 3. 4. 5. 6. 7.
How would you say “hi” to a friend? How would you ask an adult his or her name? How would you ask someone his or her age? How would you tell someone your age? How would you ask two people how old they are? How would you ask a friend how he or she is? How would you say you’re doing really well? Okay? You’re not doing well? 8. Under what conditions would you use “ tu” with someone? 9. Under what conditions would you use “vous” with someone? 10. How would you say “hello” to an older person? 11. Count from 1–20 in Italian . . . ooops . . . in French, of course.
1 tions!” 2 3
Chapeau literally means “hat,” but used as an exclamation, it means “congratulaPas mal means “not bad.” Pas trop bien means “not very good.”
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Lesson 1: Commençons
12. Using the French alphabet, spell and then pronounce the following words. a. Paris b. roman c. chocolat d. bonjour e. chez f. comment g. bientôt h. physiologie i. mangez j. Manet 13. How would you ask for the bathroom? 14. How would you say you want something?
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Lesson 2
Se Connaître, La Belgique
B
elgium is a wonderful little country.
French is spoken there,
and the people are generally very friendly. Wherever you may go, numbers are useful for discussing prices, population, ages, and all sorts of data . . . like how many pounds of chocolate the average Belgian eats! Accents are marks on letters which may change the way a word sounds. You’ll find them in this lesson too. Do you like Belgian waffles? That’s a question you’ll learn to ask in this lesson. As a matter of fact, you’ll be able to talk about things you like doing and things you dislike as well.
Learning Outcomes 1. 2. 3. 4.
Say and recognize numbers into the millions. Express likes and dislikes. Use le, la, les, and l’ correctly. Recognize and use accent marks; recognize what effect they have on letters. 5. Use some common, regular verbs. 6. Read and write a simple letter in French.
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2.1: Large Numbers
Say and recognize numbers into the millions.
Study and Learn © BYU Independent Study
Exercise Review Sentences Click the audio icon below to listen to and practice the following numbers until you have learned them. • • • • • • • • • • • • • • • • • • • • • • •
20 is vingt 21 is vingt-et-un 22 is vingt-deux 30 is trente 31 is trente-et-un 33 is trente-trois 40 is quarante 41 is quarante-et-un 44 is quarante-quatre 50 is cinquante 51 is cinquante-et-un 55 is cinquante-cinq 60 is soixante 61 is soixante-et-un 66 is soixante-six 70 is soixante-dix 71 is soixante-et-onze 77 is soixante-dix-sept 80 is quatre-vingts 81 is quatre-vingt-un 88 is quatre-vingt-huit 90 is quatre-vingt-dix 91 is quatre-vingt-onze
Large Numbers
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Lesson 2: Se Connaître, La Belgique
• • • • • • •
99 is quatre-vingt-dix-neuf 100 is cent 300 is trois-cents 323 is trois-cent-vingt-trois 1.000 is mille 6.135 is six-mille-cent-trente-cinq 1.000.000 is un million
The numbers 21, 31, 41, 51, 61, and 71 have the word et (and) before the one. These are the only numbers where et is used. In English, we say one hundred and one thousand. For these two numbers, the French don’t say “one,” they say just cent or mille. For one million, the “one” is said. A decimal is used instead of a comma for numbers of four digits and larger.
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2.2: Likes and Dislikes Learn to express likes and dislikes.
Study and Learn A verb is in its infinitve form when it is not yet matched up with a subject-in other words, when it is not conjugated. In English, the infinitive form always includes the word “to,” for example “to eat,” “to sing,” and “to dance.” In French, there is no extra word in the infinitive form; instead, we look at the ending of the verb to tell what form it is in. Many verbs end in “-er” in the infinitive (unconjugated) form, for example manger, chanter, and dancer. When we conjugate these verbs, we change the “-er” ending. Aimer is an “-er” verb. Most “-er” verbs have the same spelling and pronunciation pattern j’aime
I like
nous aimons
we like
tu aimes
you like
vous aimez
you like
il aime
he likes
ils aiment
they like
elle aime
she likes
elles aiment
they like (feminine)
on aime
one likes
• • • • •
Je, tu, il, elle, nous, vous, ils, and elles are called subject pronouns. As you can see, je means “I.” Tu and vous mean “you.” You’ve already learned these. Nous means “we.” Il can mean “he,” or “it” when talking about a masculine object. Elle can mean “she,” or “it” when talking about a feminine object. Use ils for “they” when you’re speaking about males, mixed groups, or nouns that are masculine. Use elles for “they” when you’re talking about females or nouns that are feminine.
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Lesson 2: Se Connaître, La Belgique
•
The letter “s” at the end of a word is silent unless the following word begins with a vowel. In that case the “s” makes a “z” sound. ◊ Nous aimons is pronounced like “nooz emon.” ◊ Vous aimez is pronounced like “vooz emay.” ◊ Ils aiment is pronounced like “eelz em.” ◊ Elles aiment is pronounced like “ellz em.”
Here are some things you or others might or might not like. le foot (soccer)
le volley
Noël (Christmas)
voyager (to travel)
dessiner (to draw)
le piano
la musique classique
lire (to read)
chanter (to sing)
le cyclisme (cycling)
le cinéma (movies)
le jogging
les gaufres (f.) (waffles)
dormir (to sleep)
le basket
le ski
danser (to dance)
le français (French)
le rock
Besides asking “Do you like. . . ?” (Tu aimes. . . ?) as you learned earlier, we can also ask if others like things. • • •
Il aime danser? means “Does he like to dance?” Elles aiment le cinéma? means “Do they like the movies?” Robert aime voyager? means “Does Robert like to travel?”
Expressing Likes and Dislikes to say you like something
J’aime le chocolat. (I like chocolate.)
to say you like something a lot
J’aime beaucoup le sport. (I like sports a lot.)
to say you don’t like something
Je n’aime pas la biologie. (I don’t like biology.)
to say you don’t like something very much
Je n’aime pas beaucoup danser. (I don’t like dancing very much.)
to ask if an individual (of your own age) likes Tu aimes les escargots? (Do you like something snails?) to ask if several people or an older person likes something
Vous aimez voyager? (Do you like to travel?)
to say “yes” and “no”
Oui (yes) Non (no)
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FREN 41: First-Year French 1
When you ask a yes/no question, you raise your voice at the end of the question. Listen for that in the audio track and remember to imitate it as well as you can.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to and practice the new vocabulary.
Likes and Dislikes
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2.3: Articles Use le, la, les, and l’ correctly.
Study and Learn The le, la, les, and l’ before nouns are called articles. They mean “the.” In English, we often use nouns without “the.” • •
“Hamburgers are good.” In French it’s Les hamburgers sont bons. “I like ice cream.” J’aime la glace. In French, the article must be used.
Le is used for masculine nouns. Les is for plurals. •
Le vélo means “the bike.” Les vélos means “(the) bikes.”
La is used for feminine nouns. Les is for plurals. •
La robe means “the dress.” Les robes means “(the) dresses.”
When a singular noun begins with a vowel, an l’ is used instead of le or la. •
L’école means “the school.” Les écoles means “(the) schools.”
As you learn new nouns, try to learn the article that goes with them. That way you will know if a word is masculine or feminine. Note - Not all french words that begin with an h will use le or la. In fact, most of the words that begin with an h are muted (muet). If a word has an h muet than the preceding article will be l’. Here are some examples: • h muet - L’hélicoptère means “the helicopter”. Les hélicoptères means “(the) helicopters.”
• h aspiré (non muet) - le hibou means “owl”. Les hiboux means “(the) owls”.
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Culture Corner La Belgique Belgium, a small country of almost eleven million people, borders France on the north. Two linguistic groups live in Belgium—those who speak French and those who speak Flemish (Dutch). Though neither group is particularly fond of the other group, the country is remarkably united and prosperous. In the capital, Bruxelles, both languages are spoken. In the north and west, only Flemish is spoken, and in the south and east, only French is spoken. Belgium is known for its lace (la dentelle), waffles (les gaufres), chocolate (le chocolat), crystal (le crystal), and french fries (les frites). The city of Antwerp is known for its diamond (le diamant) brokers. Brugges is often called “the Venice of the North” because of its beautiful canals, and the small town of Waterloo is where the armies of Napoleon Bonaparte were defeated in 1815. If you were to visit Bruxelles, you’d want to visit La Grande Place, a large square surrounded by buildings dating from 1688. On a much smaller scale, you’d want to see the most famous statue in the country—le Mannequin Pis, only two feet tall—which is just a couple of blocks from La Grande Place. On the Rue des Bouchers, you can choose from dozens of restaurants and you’d probably order moules-frites, which are mussels with french fries, a Belgian tradition. On the outskirts of town is the Bruparck where you’ll find the Atomium; Mini-Europe, which has miniature reconstructions of Europe’s major monuments; an amusement park; several museums; and several good restaurants.
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Lesson 2: Se Connaître, La Belgique
© BYU Independent Study
Click through the slide show below to see the major attractions of La Belgique!
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2.4: Accent Marks Recognize and use accent marks. Recognize what effect they have on letters.
Study and Learn Accent marks change the way letters are pronounced. Read the explanations and pronounce the words below each. When you spell a word aloud, you say the letter and then the accent.
Example: élève = E accent aigu, L, E accent grave, V, E • •
• • •
•
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an “e” with an accent aigu (´) makes an “ay” sound (i.e., café, fiancé, été, année) an accent grave (`) may appear on an “a,” “e,” or “u,” and gives an “e” the “eh” sound (i.e., Hélène, lève, brèf; doesn’t affect the sound of the “a” or the “u”) a “c” with a cédille (f.) (¸) gives the “c” an “s” sound; used only with “ca,” “co,” “cu” combinations (i.e., garçon, lançons, ça va) “ci” and “ce” combinations automatically give an “s” sound an accent circonflexe (^) may appear on any vowel. It has no effect on the sound but is sometimes helpful in translating a word. The circonflexe means there used to be an “s” following the vowel. By adding an “s” after the letter with the accent, we may recognize the word hôpital, forêt, côte, pâte, croûte an “e” with a tréma, or more commonly deux points (two dots [¨]), makes the accented vowel sound separately from the vowel next to it (i.e., Noël, Gwenaël)
Lesson 2: Se Connaître, La Belgique
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to the practice words that are found on the next page. How did you do? Pronounce the following words. Sound really French! • • • • • • • • • • • • • • • • • • • •
âgé déjà l’école (f.) février l’idée (f.) l’été (m.) oublié très le vélo le glaçon la voûte le rôti le maïs la mère étudier à bientôt désolé les pêches (f.) la pièce rêver
Accent Marks 1
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to the words you just said. Practice those you don’t feel you pronounced very well.
Accent Marks 2
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2.5: Regular Verbs Use some common, regular verbs. The verb regarder means “to look at” or “to watch”. Je regarde la télé.
Nous regardons le match de tennis.
Tu regardes le film.
Vous regardez le match de baseball.
Il regarde la vidéo.
Ils regardent l’acteur.
Elle regarde la vidéo.
Elles regardent l’actrice.
To tell about things we do, we use many “-er” verbs. danser (to dance)
Je danse bien. Tu danses bien. Il danse mal. Elle danse beaucoup. Nous dansons bien. Vous dansez bien. Ils dansent beaucoup. Elles dansent mal.
écouter (to listen)
J’écoute de la musique. Tu écoutes le professeur? Il écoute la radio. Elle écoute de la musique. Nous écoutons un cd. Vous écoutez le rock? Ils écoutent le professeur. Elles écoutent la radio.
étudier (to study)
J’étudie le français. Tu étudies l’espagnol. Il étudie les maths. Elle étudie la biologie. Nous étudions beaucoup. Vous étudiez la géographie. Ils étudient beaucoup.
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Lesson 2: Se Connaître, La Belgique
Elles étudient aussi. jouer (to play)
Je joue au baseball. Tu joues au basket. Il joue au volley. Elle joue au tennis. Nous jouons au foot.1 Vous jouez au Scrabble. Ils jouent aux cartes. Elles jouent à la marèle.
manger (to eat)
Je mange les frites. Tu manges les frites. Il mange les frites. Elle mange les frites. Nous mangeons les frites. Vous mangez les frites. Ils mangent les frites. Elles mangent les frites.
nager (to swim)
Je nage à la piscine.2 Tu nages à la piscine. Il nage à la piscine. Elle nage à la piscine. Nous nageons à la piscine. Vous nagez à la piscine. Ils nagent à la piscine. Elles nagent à la piscine.
parler (to talk)
Je parle français. Tu parles espagnol. Il parle anglais. Elle parle au téléphone. Nous parlons français. Vous parlez en classe? Ils parlent beaucoup. Elles parlent anglais.
travailler (to work)
Je travaille au supermarché. Tu travailles bien. Il travaille beaucoup. Nous travaillons à l’école. Vous travaillez bien. Ils travaillent à l’école.
visiter (to visit a place)
Je visite le musée. Tu visites la tour Eiffel? Il visite le musée.
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FREN 41: First-Year French 1
Elle visite l’arc de triomphe. Nous visitons la Belgique. Vous visitez la poste. Ils visitent l’école. Elles visitent le Louvre. 1. Football is the French word for “soccer.” 2. “-ger” verbs such as manger and nager keep the “e” before “ons”—nous mangeons, nous nageons
Click the audio icon below to listen to the verbs and practice saying them in all their forms. Do your very best to imitate the French speaker. All “-er” verbs follow the same pattern as aimer and regarder. In French, j’étudie les maths means “I study Regular Verbs math” and “I’m studying math.” “Nous visitons le musée” means “We visit the museum” or “We’re visiting the museum.” Present tense verbs are used to tell what you usually do or what you are doing. We ask yes/no questions with these verbs the same way we do with the verb aimer. How would you ask some friends “Do you listen to (or are you listening to) classical music? “ You would say “Vous écoutez de la musique classique?” How would you ask if Justin works at (or if he’s working at) Taco Bell? You would say “Justin travaille à Taco Bell?” How would you ask if Natalie and Jason play (or are playing) soccer? You would say “Natalie et Jason jouent au footl?” Pretty easy, isn’t it? Just remember to make your verb agree with the subject, and raise your voice at the end of the question. The verb aimer can be used with other verbs to tell what you like or don’t like to do. The verb aimer is conjugated but the second verb remains unchanged. • • •
44
Il aime jouer. Vous aimez parler. J’aime travailler.
© BYU Independent Study
Exercise Review Sentences
2.6: A Letter
Read and write a simple letter in French.
Study and Learn Didier lives in Namur, Belgium. He writes you the following letter. You probably won’t understand every word he writes, but you will understand what he’s talking about. Bonjour, Je m’appelle Didier Pellicier. J’habite à Namur, en Belgique. J’ai 16 ans. Je joue au basket. J’aime aussi faire du ski nautique sur la Meuse. Je regarde la télé mais pas beaucoup. J’écoute de la musique et j’adore la musique américaine. Je joue de la guitare. J’étudie les maths, les sciences, et la géographie. Je n’aime pas la géographie, mais j’aime beaucoup les maths. Et toi. Comment tu t’appelles? Quel âge as-tu? Tu aimes le sport? Quelle musique est-ce que tu aimes? Le rock? Le rap? La musique classique? Tu joues d’un instrument de musique? Le piano? La guitare? Le violon? Tu aimes les maths? Tu regardes beaucoup la télé? Salut, et à bientôt, Didier Pellicier
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Leçon Review
Do this section without referring back to the lesson material.
As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau! You’re ready for the InstructorGraded assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Instructor-Graded assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Instructor-Graded assignment.
1. 2. 3. 4. 5.
How would you tell someone you like soccer? How would you ask a friend if he or she likes chocolate? How would you ask two friends if they like dancing? How would you say you don’t like snails? Spell the following words aloud in French and then pronounce each one. a. âgé b. glaçon c. mère 6. How would you say “We’re speaking,” “They’re playing,” and “She’s working”? 7. How would you ask a friend if he or she plays soccer? 8. How would you ask several friends if they play volleyball? 9. How would you say “I study a lot”? 10. How would you ask several friends if they watch television? 11. Count by tens from 10 to 100. 12. How would you say the following numbers? a. 56 b. 78 c. 234
46
Lesson 2: Se Connaître, La Belgique
d. 765 e. 1.357 f. 9.753
47
Instructor-Graded Assignment You will submit your completed assignment to Independent Study electronically through your course. What you’ll need to turn in: • •
MP3 recordings 1-7 Exercises A and B
When you submit the audio portion of your assignment, be aware that the following audio/video files will be the only acceptable files for your assignment: • • • • •
Wav files .MOV files Mp3 files Mp4 files Links to online websites where you have uploaded your presentation.
If you submit your portfolio in another format, it will not be accepted. Please zip all your files for this assignment and upload just the single zipped file, rather than uploading each item individually. For help on zipping files, please watch the tutorial.
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© BYU Independent Study
Instructor-Graded Assignment
How to zip and upload your file.
From Leçon 1 Record 1 Tell the name and age of each of the following students using complete sentences.
Example: If the prompt sayd “Marianne 18 ans,” you will say “Leçon 1, Record 1, Number 1: Marianne a dix-huit ans.” 1. 2. 3. 4. 5. 6.
Paul 14 ans Charles 17 ans Elise 11 ans Anne-Marie 15 ans Daniel 12 ans Miriam 16 ans
Record 2 Spell each student’s name using the French alphabet. 7. Paul 8. Charles
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FREN 41: First-Year French 1
9. Elise 10. Anne 11. Daniel 12. Miriam
Record 3 On your tape or MP3 recording, read the questions aloud, and then answer them in French using a complete sentence. 13. Tu as quel âge? 14. Comment tu t’appelles? 15. Comment vas-tu?
From Leçon 2 Record 4 Record the following numbers in French. 16. 68 17. 346 18. 177 19. 51 20. 93 21. 489 22. 814 23. 236 24. 111 25. 2.482 26. 18.731 27. 21.817
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Instructor-Graded Assignment
Record 5 Tell a friend you like or dislike the following things and then ask the friend if he or she likes the thing or the activity.
Example 1: If the prompt is (Chocolate)
You might record, “Leçon 2, Record 5, Number 1: J’aime beaucoup le chocolat. Tu aimes le chocolat?” If you do not like chocolate, you might record “Leçon 1, Record 5, Number 1: Je n’aime pas le chocolat. Tu aimes le chocolat?”
Example 2: If the prompt is (To Study)
You might record “Leçon 2, Record 5, Number 2: J’aime étudier. Tu aimes étudier?” If you do not like to study, you might record “Leçon 2, Record 5, Number 2: Je n’aime pas étudier. Tu aimes étudier?”
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FREN 41: First-Year French 1
28. (To Sing)
29. (To Play Soccer)
30. (To Watch Television)
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Instructor-Graded Assignment
31. (French Fries)
32. (To Dance)
33. (To Travel)
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FREN 41: First-Year French 1
34. (To Talk on the Telephone)
35. (Christmas)
Record 6 Ask the following people if they like the items or activities pictured.
Example: If the prompt is (To Swim)
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Instructor-Graded Assignment
You might record “Leçon 2, Record 6, Number 1: Vous aimez nager?” 36. (To Eat)
37. (To Listen to Music)
38. (To Sleep)
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FREN 41: First-Year French 1
39. (To Travel)
40. (To Study)
41. (To Eat Chocolate)
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Instructor-Graded Assignment
Record 7 Read the following sentences. 42. Elle travaille au café. 43. Nous aimons le chocolat. 44. Tu étudies le français. 45. Ils parlent français. 46. Vous visitez Paris. 47. Je joue au basket. 48. Jeanne danse bien. 49. Paul et Marc écoutent de la musique. 50. Ils aiment écouter le cd. 51. Je n’aime pas étudier.
Written Responses To make sure that I can open and read the written portion of your assignment, save it as an .RTF (rich text format) file. Here’s how to do it: 52. Type your paper in a word-processing program (such as Microsoft Word). 53. When you save the file, click the Save as type: drop-down list. 54. Select Rich Text Format (*.rtf). 55. Use the course number, your first and last name, and the assignment name for the filename. For example, “[FREN41]_ [ArtBurnah]_[Assignment1].rtf.” 56. Click Save. 57. Submit the lesson’s .RTF file through the [Lesson/Assignment Title] assignment for grading.
© BYU Independent Study
Listening Exercise A Listen to the audio clip, then type the number you hear. Make sure to label your responses clearly with Exercise A and the question numbers.
Example: You hear “trois.” You write “Exercise A Question 1: 3.” 58.
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Exercise A
FREN 41: First-Year French 1
59. 60. 61. 62. 63. 64. 65. 66. 67.
Listening Exercise B © BYU Independent Study
Listen to the audio clip, then type the English meaning of the French sentence you hear.
Example 1: You hear, “Elles aiment le cyclisme.” You write, “Excericse B. Question 1. They (f.) like cycling.”
Exercise B
Example 2: You hear “Exercise B. Question 1. Nous nageons beaucoup.” You write “We swim a lot.” 68. 69. 70. 71. 72. 73.
Cahier d’Exercices Make sure you have submitted Cahier d’Exercices H and J. I will be grading them when I grade the rest of your assignment. NOTE: You MUST submit the audio and written portion at the same time.
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Lesson 3
A L’École, Bonneville
T
hough
French schools are very different than schools in the
States, there are some similarities. Do you look at the clock a lot during your math class? We’ll learn about telling time in this lesson. We’ll also learn the names of some of your classes. We’ll talk about school supplies and prices and how to purchase things.
Learning Outcomes 1. 2. 3. 4. 5. 6. 7.
Name classes at school. Identify the days of the week and various parts of the day. Tell what classes you have. Tell time. Identify school supplies. Ask the price of things and understand prices in Euros. Give your opinion about classes and people.
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3.1: School Subjects Name classes at school.
Study and Learn © BYU Independent Study
Click through the slide show below and study each of the vocabulary words.
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3.2: Days and Times
Identify the days of the week and various parts of the day.
Study and Learn In French, the days of the week are not capitalized unless they start sentences. lundi
Monday
mardi
Tuesday
mercredi
Wednesday
jeudi
Thursday
vendredi
Friday
samedi
Saturday
dimanche
Sunday
le weekend
the weekend
le matin
morning
l’après-midi
afternoon
le soir
evening
la semaine
the week
When you use le with a day of the week, it means “every.” Le samedi means “every Saturday.” Just saying samedi would be saying “this Saturday,” not “every Saturday.” “Thursday morning” is jeudi matin. “Saturday afternoon” is samedi après-midi. “Friday night” is vendredi soir.
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3.3: Classes
Tell what classes you have.
Study and Learn Here’s Fanny Saraux’s high school schedule. It will probably be very different from the schedule you’re used to. A schedule is called an emploi du temps.
lundi 8H15
histoiregéo
8H45 9H15
biologie
samedi
histoiregéo
E.P
math
espagnol
français math
espagnol TP biologie
anglais
espagnol
informatique
biologie anglais
français TP1 physique
14H45 15H15 15H45 16H15 16H45 17H15
vendredi
informatique
13H45 14H15
jeudi
français
9H45 10H15 10H45 11H15 11H45 12H15 12H45 13H15
mercredi
mardi
physique
espagnol économie
économie
math
anglais
1. “TP” indicates travaux pratique which means “a lab.”
Answer the questions about Fanny’s emploi du temps. 1. What days does she have French?
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Lesson 3: A L’École, Bonneville
2. What days does she have history/geography? 3. How many times a week does she have English? What days and at what times does she have it? 4. How long does she get for lunch? Is it always the same? Explain. 5. What days does she have the fewest classes? 6. How many days of the week does she have school?
L’école (School) French students typically have ten to fourteen different matières (subjects). They may have some classes only once a week and others three times a week. Some classes are taught in ninety-minute or two-hour blocks, others are just an hour long. Often, students stay in the same room and teachers come in for different classes. Generally, students spend the entire school day with the same group. Classes often go until 5 pm. French high school students who wish to go on to the university must have a major area of study the last three years of high school. At the end of their senior year, which is called terminal, students take a test called the baccalauréat, or the bac. There are several different bacs in the different majors, like science or languages or economy or mathematics. The test takes a few days and has both written and oral sections. Students spend their entire terminal year preparing for the test, which they must pass in order to go on to the university. About 70 percent of students pass the test. American students go from ninth to tenth to eleventh grades. In French secondary schools, students begin in sixth grade (sixième) and go on to fifth (cinquième), fourth (quatrième), and so forth. Ninth grade is troisième, which means “third.” Junior high is called “le collège.” High school is called “le lycée” and has three grades—seconde (second), première (first), and terminal. Letter grades are not given. Instead, numbers from 1 to 20 are used. A 20 represents a perfect score and is almost never given. A 19 is very rare. An 18 in a class is considered excellent. Students and parents are very happy with grades of 11 and above. Less than an 8 is considered a failing grade. Most schools don’t have classes on Wednesday afternoon, but they may have classes on Saturday mornings.
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Study and Learn To say what classes you have, use the expression j’ai. It’s the same expression you used to tell your age. It means “I have.” Here are all the forms of the verb “to have” (avoir). j’ai
I have
nous avons
we have
tu as
you have
vous avez
you have
il a
he has
ils ont
they have
elle a
she has
elles ont
they have
J’ai allemand. Tu as chorale? Il a français. Elle a histoire. Nous avons maths. Vous avez informatique. Ils ont biologie.
Exercise Review Sentences Click the audio icon below to listen to the verb avoir used with class names. Repeat the track until your pronunciation is like the native French voice. To ask what classes someone has on Monday, you would say Tu as quels cours le lundi? or Tu as quoi le lundi? Avoir If you were talking with more than one friend, you would say Vous avez quels cours le lundi? or Vous avez quoi le lundi?
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© BYU Independent Study
Elles ont anglais.
Culture Corner Bonneville, France Bonneville is a small French city of about 13,000 people nestled in an Alpine valley about twelve miles south of Geneva, Switzerland. It was founded in 1290, so it’s probably a little older than the town you live in. In the summer, the surrounding mountains are perfect for hiking, climbing, and paragliding. Rafting is popular on nearby rivers and the good fishing attracts many visitors. In the winter, the area is a paradise for downhill and cross-country skiing. La Môle is a mountain that rises from the edge of the city. From its summit, a two hour climb, you can see three countries—France, Switzerland, and Italy—as well as Europe’s largest glacier-fed lake, Lac Léman. Europe’s tallest mountain, Mont Blanc, is only twenty-five miles to the south. A typical French town, Bonneville is centered on a town square (une place). The Hôtel de Ville, or town hall, is on one side of the square, with bookstores, cafes, bakeries and banks on the other three sides. The center of the square is used for parking except on market days, when stalls selling local produce, cheeses, candy, clothing, and about anything one could want fill the area. Four store-lined streets lead out from the square. Just behind the main square is a medieval castle. Its courtyard is used for plays and other cultural events. There is also a high school in Bonneville, le lycée Guillaume Fichet. It looks different from many American high schools. It has five floors, no athletic fields, no drivers’ ed range, and it has a dormitory for students who travel far and stay all week. These students have their meals at the high school as well. Click through the slide show below to see the major attractions of Bonneville, France!
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© BYU Independent Study
FREN 41: First-Year French 1
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3.4: Time Tell time.
Study and Learn Telling time is easy. Just say Il est . . . plus the number + heures. Except for midnight and noon, the word heures must always be used.
Il est une heure.
Il est deux heures.
Il est cinq heures.
Il est neuf heures.
Il est onze heures.
To add minutes, you use the same sentence and add the number of minutes. You can also subtract the number of minutes it is before the hour, as we do in English when we say “It is ten to six” by using the word moins, which means minus or less.
Il est trois heures quinze or Il est trois heures et quart.
Il est quatre heures dix.
Il est six heures vingt-cinq.
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Il est neuf heures cinq.
FREN 41: First-Year French 1
Il est trois heures quarante-cinq or Il est quatre heures moins le quart.
Il est quatre heures cinquante-cinq or Il est cinq heures moins cinq.
Il est neuf heures trente-cinq or Il est dix heures moins vingt-cinq.
For times between :31 and :59, there are two ways to express time. In English, we can say 3:45 as “three forty-five” or “quarter to four.” In French, it’s the same way; 3:45 could be trois heures quarante-cinq or quatre heures moins le quart. In English, 4:55 can be “four fifty-five” or “five minutes to five.” In French, it can be quatre heures cinquante-cinq or cinq heures moins cinq. As in English, fifteen minutes can also be “quarter,” as in “a quarter past three.” In French it would be il est trois heures et quart. Thirty minutes can also be “half,” as in “half past four.” In French it would be il est quatre heures et demie. • •
du matin = in the morning de l’après midi = in the afternoon
•
du soir = in the evening
midi and minuit
There are two ways of telling time in French—official time (you might know it as military time), which is based on a 24-hour clock and is used in schedules, TV guides, movie times, and so forth, and conversational time, which is a 12-hour clock. Official time never uses et quart, et demie, moins, du matin, and so forth. It uses only numbers.
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© BYU Independent Study
Il est deux heures trente.
Lesson 3: A L’École, Bonneville
Conversational
Official
une heure
or
treize heures
2:15 pm could be
deux heures et quart
or
quatorze heures quinze
5:30 pm could be
cinq heures et demie
or
dix-sept heures trente
5:30 am could be
cinq heures et demie
or
cinq heures trente
1 pm could be
• • • •
Quelle heure est-il? = What time is it? Il est huit heures. = It’s 8 o’clock. A quelle heure? = At what time? A huit heures. = At 8 o’clock.
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3.5: School Supplies Identify school supplies.
Study and Learn
© BYU Independent Study
Qu’est-ce qu’il te faut pour l’école? (What do you need for school?) Click through the slide show below and study each of the vocabulary words.
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Study and Learn © BYU Independent Study
Study the vocabulary words below in the following illustration.
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3.6: Prices
Ask the price of things and understand prices in Euros.
Study and Learn The Euro Until recently, the French had their own currency called the Franc. In January 2002, most countries in the European Union switched from their own currencies to the Euro. This makes it easier for Europeans and for visitors to Europe to travel and do business. Imagine if each state in the United States had its own currency; if you went to Connecticut from New York, you would have to convert all your New York money into Connecticut money. Then after returning to New York, you’d have a pocketful of useless Connecticut currency! That’s the way it’s been in Europe for centuries. The Euro solves the problem and makes life for tourists much easier as well. To ask how much something costs, we say C’est combien? • •
C’est combien le sac? C’est combien les gommes?
To tell the price of something, we say C’est + the price or, if we are speaking of more than one item, we say the items or Ils/Elles sont + the price. • • • •
C’est combien la calculatrice? C’est cinquante huit euros. C’est combien les crayons? Les crayons sont deux euros dix or Ils sont deux euros dix.
Cents are called centimes.
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3.7: Opinions
Give your opinion about classes and people.
Study and Learn How do you feel about certain classes? Teachers? • • • • • • • • • • • • • • • • • • • •
J’aime beaucoup l’algèbre. C’est intéressant. (I really like algebra. It’s interesting.) passionnant (fascinating) fantastique (fantastic, cool, super) génial (great) facile (easy) mortel (deadly boring) pénible (terrible) difficile (difficult) nul (worthless) zéro (useless) pas terrible (not great) Il est/elle est gentil(le) (nice). sympa (nice) vache (really mean) ennuyeux (boring) méchant (mean) barbante (boring) cool (cool) je déteste (I hate j’adore (I love)
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Leçon Review Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau! You’re ready for the Speedback assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Speedback assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Speedback assignment.
1. Name the days of the week in French in order starting with Monday. 2. How do you say “morning,” “afternoon,” “evening,” “week”? 3. Name any ten classes. 4. How do you say “first,” “second,” “third”? 5. How would you ask a friend what classes he or she has on Tuesday morning? 6. How do you say, “What class does she have Wednesday afternoon”? 7. How do you say “it’s 3 o’clock,” “it’s 6:25,” “it’s 9:15,” “it’s 4:30,” “it’s noon”? 8. Using the 24-hour clock, how do you say “3 pm,” “7:45 pm,” “10:30 pm”? 9. Name ten things you need for school or would typically find in a classroom. 10. Give your opinion of two classes and two teachers.
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Lesson 4
Les Achats, Dijon
I
f you like to shop, this lesson is for you! If you don’t like to shop,
especially for clothes, you’ll learn lots of useful vocabulary anyway.
Learning Outcomes 1. 2. 3. 4. 5. 6.
Name many articles of clothing and accessories. Use the verb “to buy.” Tell what things are, as in “that’s a . . .” and “those are . . .”. Recognize and say some colors and use colors with nouns. Express need. Recognize and say the names of different stores and businesses and use the “to go” verb to say you’re going somewhere or going to do something.
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4.1: Clothing and More
Name many articles of clothing and accessories.
Study and Learn Un and une correspond to “a” or “one” in English. Un crayon would be “a pencil” or “one pencil.” Because all French nouns are either masculine or feminine, there is a masculine form and a feminine form of “a” or “one.” Un is the masculine form. Une is the feminine form. Some things are plural, like socks or shoes. The plural for un or une is des. It kind of means “some.” Look at the following items of clothing. Does the gender of the clothing have anything to do with who would wear it?
Exercise Review Sentences Read the table below and click play on the audio player to listen to how each Go to lesson 4.1 in your course item of clothing is said. Practice until online to listen to “Clothing and you can say them correctly. Each itme More”. will be said with either un, une, or des. You’ve probably noticed that gender (masculine or feminine) has nothing to do with who might wear an article of clothing. A tie is feminine. A shirt is masculine. Audio
Clothing and More un short
shorts
un anorak
a ski coat
un parapluie
an umbrella
un t-shirt
a t-shirt
unpatalon
a pair of pants
des bottes (f.)
boots
un débardeur
a tank top
un manteau
a coat
un imperméable
a rain jacket
des sandales (f.)
sandals
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Lesson 4: Les Achats, Dijon
Clothing and More un bonnet de ski
a beanie
un chapeau
a hat
un maillot de bain (m.)
a swimming suit
des gants (m.)
gloves
une serviette
a towel
un pull
a sweater
des lunettes de soleil (f.)
sunglasses
une écharpe
a scarf
un pull à col roulé
a turtleneck sweater
des chausseres (f.)
shoes
des bracelets (m.)
bracelets
une robe
a dress
des chaussettes (f.)
socks
un montre
a watch
une jupe
a skirt
un foulard
neckerchief or cravat
un pendentif
a necklace or pendant
un chemisier
a woman's blouse
des tennis
tennis shoes or sneakers
des boucles d’oreilles (f.)
earrings
une veste
a jacket
un jean
a pair of jeans
un portefeuille
a wallet
une chemise
a man’s blouse
un pyjama
a set of pajamas
une cravate
a tie
un costume
a suit
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4.2: To Buy
Use the verb “to buy.”
Study and Learn The verb acheter means “to buy.” It’s a regular “-er” verb—sort of! The endings are regular “-er” endings, but there is an accent grave in some forms of the verb. j’achète
I buy
nous achetons
we buy
tu achètes
you buy
vous achetez
you buy
il/elle/on achète
he/she/one buys
ils/elles achètent
they buy
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4.3: Articles
Tell what things are, as in “that’s a . . .” and “those are . . .”.
Study and Learn Un, une, and des (“a,” “an,” and “some”) are called indefinite articles. That means they’re used to speak about things in general. Le, la, and les (“the”) are called definite articles because they usually refer to specific things. “The . . .” Un film means any old film. But le film means “the film,” the one that we saw or the one that was lousy. In other words, un film is used to refer to a film in general, whereas le film is used to refer to a specific film. Je regarde un film.
means
“I’m watching a film.”
Je regarde le film.
means
“I’m watching (the listener knows exactly which film I’m talking about) the film.”
Le chien aboie.
means
“The dog (the one we know, ours) is barking.”
Un chien aboie.
means
“Some dog (we don’t know which one) is barking.”
The definite articles are often used as part of a noun. When that happens, it means the noun in general. Hmmm. Look at the following examples.
• •
• •
Les trains arrivent toujours à l’heure en France. Trains always arrive on time in France. Le chocolat est bon mais cher. Chocolate is good but expensive. (But passez-moi le chocolat [pass me the chocolate] refers to some specific chocolate.) La pluie tombe. Rain is falling or Rain falls. J’aime les pâtisseries. I like pastries.
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FREN 41: First-Year French 1
C’est means “it is.” Ce sont means “those are.” If you’re talking about one item, use c’est. When talking about more than one, use ce sont. C’est une chemise means “it’s a shirt.” Ce sont des chemises means “those are shirts.”
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To Ask How You Look and Tell What You Think about Clothing To Say How You Look • • •
Tu aimes ma nouvelle robe? (Do you like my new dress?) Que penses-tu de mon pendentif? (What do you think about my pendant?) Comment tu trouves mes boucles d’oreilles? (What do you think of my earrings?)
To say you like something • • • • •
La robe te va très bien. (The dress looks good on you.) C’est chouette. C’est cool. (It’s neat. It’s cool.) Je le (la, les) trouve mignon comme tout. [I think it’s (they’re) really cute.] C’est super. Ils sont super. (It’s super. They’re super.) C’est beau. C’est chic. (It’s pretty.)
To say you don’t like something • • • • •
La robe ne te va pas très bien. (The dress doesn’t look good on you.) C’est moche. C’est affreux. (It’s ugly. It’s terrible.) Je ne le (la, les) trouve pas très beau. [I think it’s (they’re) not very pretty.] C’est nul. (It’s totally uncool.) C’est pas très beau. Ça fait cloche. (It’s not very pretty. It looks weird.)
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Culture Corner Dijon, France When you think of Dijon, maybe you think of mustard. Dijon is known for its moutarde. It’s also known for some pretty fine cheeses (fromages), for its spice bread (pain d’épices) and for its wines (les vins). This is also the place to eat snails—the famous “escargots de Bourgogne”! Dijon is the capital of the Burgundy region of France, about 150 miles to the southeast of Paris. It has been a city since before the time of Julius Caesar. In the middle ages it was known as “the town of a hundred towers” because it had so many church steeples soaring about the town. Roofs of fifteenthand sixteenth-century buildings were made of multi-colored tiles, and today you can still see these unique roofs on several historic buildings. When the dukes of Burgundy were rich and powerful in the 1400s and 1500s, Dijon, their capital, rivaled Paris in elegance and style. Though Dijon has over 150,000 inhabitants, almost everything for the tourist, or for the shopper, is within a ten minute walk of Rue de la Liberté, a street running between the Place Darcy and the Place de la Libération in downtown Dijon. The Church of Nôtre Dame, the ducal palace, the tower of Philippe le Bon, the Cathedral of Saint Benigne, and lots of museums are right there, and so are pâtisseries, boulangeries, charcuteries, librairies, banques, tabacs, boutiques, pharmacies, laverie, crémeries, cafés, cinémas, la poste, and a grand magasin. La gare is even just down the street, just past le jardin. Dijon is also the home of a large université, the University of Bourgogne. It’s located on a wooded campus on the outskirts of town. In the summer, the university offers inexpensive courses to students from other countries who wish to study French. Maybe you’d like to study there. Click through the slide show below to see the major attractions of Dijon, France!
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© BYU Independent Study
Lesson 4: Les Achats, Dijon
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4.4: Colors
Recognize and say some colors, and use colors with nouns.
Study and Learn Let’s pratice our colors. Grab some crayons, print out graphics when you see them and let’s start coloring. blanc
white
bleu
blue
gris
grey
jaune
yellow
marron
brown
noir
black
orange
orange
rose
pink
rouge
red
vert
green
violet
purple
Because all French nouns are either masculine or feminine, colors also become masculine or feminine. The colors in the above list are all in the masculine form. Colors always come after the thing they describe. In English, we say, “a green blouse.” In French, it’s un chemisier vert. “Yellow shorts” would be un short jaune. “Blue pants” would be un pantalon bleu. Easy? Oui, c’est facile (it’s easy). With plural nouns, though, the spellings of some of our colors change. “Red socks” would be des chaussettes rouges. “Blue t-shirts” would be des t-shirts bleus. We add an “s” to the color to make it plural. The letter “s” doesn’t change the way the word is pronounced. With feminine nouns, unless there is already an “e” at the end of the color, we add one. That’s because we have to make the color feminine. “A blue shirt” would be une chemise bleue. “A green tie,” besides being ugly,
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Lesson 4: Les Achats, Dijon
would be une cravate verte. “A grey skirt” would be une jupe grise. The letter “e” may change the pronunciation of the word. The ending of vert, when the “e” is added, makes the “t” sound. The ending of gris, when the “e” is added, gives the “s” a “z” sound by the way. What happens if something green is both feminine and plural? Oui. Bravo. Good job. It becomes vertes. The color white is a bit different. The feminine form of blanc is blanche. Violet becomes violette. Marron is the one exception to these rules; it never has an “e” or an “s” at the end.
Click the audio icon below. Now grab your crayons, print out this page by clicking any of the images below, and color the clothing items mentioned with the colors you hear. You may even hear two colors. If so, figure out some two-tone pattern for that item of clothing. You will hear both masculine and feminine forms, as well as plural forms. Practice saying the names of the colors.
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© BYU Independent Study
Exercise Review Sentences
Colors
FREN 41: First-Year French 1
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4.5: Needs Express need.
Study and Learn There are several ways to express need. •
•
•
•
Avoir besoin de . . . J’ai besoin d’un pantalon.
I need a pair of pants.
Tu as besoin des chaussures?
Do you need shoes?
Il me faut . . . Il me faut des boucles d’oreille.
I need earrings.
Il me faut un short.
I need shorts.
We can also say “I’m looking for”: Je cherche . . . Je cherche une cravate.
I’m looking for a tie.
Je cherche des baskets.
I’m looking for gym shoes.
or “I would like”: Je voudrais . . . Je voudrais une jupe.
•
I’d like a skirt.
or “do you have”: vous avez . . . ? Vous avez des sacs à dos?
Do you have backpacks?
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FREN 41: First-Year French 1
Exercise Review Sentences © BYU Independent Study
Click the audio icon to listen to how the expressions are said. Practice them.
Needs
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Study and Learn When you enter a clothing store in a French-speaking country, the sales help may be totally indifferent or very warm, exactly as they are in American stores! If you have to approach a salesperson to get help, you’d say: •
Pardon monsieur/mademoiselle. Je cherche . . . ◊ or Vous avez . . . ? ◊ or Excusez-moi monsieur, il me faut . . .
The salesperson might approach you and ask: • •
Est-ce que je peux vous aider? ◊ or Je peux vous aider? (Can I help you?) Then you could say, Oui, merci. Je cherche . . . ◊ or vous avez . . . ◊ or il me faut . . .
To ask if they have an item in a certain color, you could say: • •
Vous l’avez en bleu? (Do you have it in blue?) Vous les avez en vert? (Do you have them in green?)
Clothing sizes in Europe are different than they are in the States. A size 6 dress is like a 36! So to find something in your own size, you might say: •
1
Vous l’avez en ma taille?1 (Do you have it in my size?) ◊ or Vous les avez en ma taille? (Do you have them in my size?)
Shoe size is not called taille. Ask for your pointure instead.
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FREN 41: First-Year French 1
Study this conversation: Salesperson
Customer
Bonjour. Je peux vous aider?
Oui. Vous avez des t-shirts?
Oui.
Je cherche un t-shirt bleu.
Nous avons beaucoup de t-shirts bleus ici.
J’en suis sûr. Voilà.
J’en suis sûr. Voilà.
Merci monsieur.
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4.6: To Go
Recognize and say the names of different stores and businesses, and use the “to go” verb to say you’re going somewhere or going to do something.
Study and Learn
© BYU Independent Study
Click through the slide show below and study each of the vocabulary words. Try saying the names of the stores out loud.
© BYU Independent Study
Exercise Review Sentences Click the audio icon below to listen and learn how to pronounce each place.
Study and Learn The verb aller means “to go.” Unfortunately, it’s a pretty strange verb and doesn’t follow many of the rules. As with the verb avoir in the last lesson, you just have to memorize it.
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To Go
FREN 41: First-Year French 1
je vais
nous allons
I go
we go
tu vas
you go
vous allez
you go
il/elle/on va
he/she/one goes
ils/elles vont
they go
On is a general word. It means “someone” does it. On va à la pâtisserie pour acheter les éclairs au chocolat means “People go to the pastry shop to buy chocolate éclairs.” On is used in suggestions, too. On va au café? means “How about we go to the café?” One of the ways we use the verb aller is to talk about places we go. Notice how in English we always go to a place: I’m going to the restaurant;” “She’s going to the bank;” “They go to the bookstores every day.” In French we also say we go to a place. The French word “à” means “to,” but it also means “at” and “in”— so for example, à BYU can mean to BYU, at BYU or in BYU. In English, “to the” doesn’t change. But in French, “the” has to change with the gender and number, so the French way of saying “to the” has to change with the different places we go. • • • •
à + le = au; so, “to the museum” would be au musée. “To the restaurant” would be au restaurant. à + la = à la; that’s easy, so “to the bookstore” would be à la librairie à + l’ = à l’; so “to the church” would be à l’église à + les = aux; so “to the pharmacies” would be aux pharmacies
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Study and Learn With the verb “to go,” we can also talk about things that we are going to do. We form the future by conjugating the verb “aller” and by not conjugating the second verb. Je vais manger.
I’m going to eat.
Elle va jouer au tennis.
She’s going to play tennis.
Nous allons nager à la piscine.
We’re going to swim at the pool.
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Leçon Review Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau! You’re ready for the Speedback assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Speedback assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Speedback assignment.
1. 2. 3. 4. 5. 6. 7. 8.
Name three items of clothing you would wear in cold weather. Name three items of clothing you would wear in warm weather. Name four things people might wear to church. How do you say “She’s buying sandals” and “We’re buying socks”? How do you say “Chocolate is good” and “Pass me the chocolate”? What colors are on the American flag? Name five colors that are not on the American flag. How do you say “a blue shirt,” a red sweater,” “brown shoes,” and “purple and pink socks”? 9. How do you say you are looking for a watch? 10. What would you say to get a salesperson’s attention? 11. How would you compliment what someone is wearing? 12. How would you criticize what someone is wearing? 13. Where would you catch a train, mail a letter, watch a movie, exchange traveler’s checks, buy bread, see famous paintings, and buy yogurt? 14. How do you say “She’s going to go to the restaurant,” “We go to church,” “I’m going to go to the museum,” and “Are you [singular and plural] going to play”?
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Lesson 5
Les Sports et Les Activites, Quebec
W
hat do you like to do when you have free time?
Do you like
to sit in front of the TV? Do you like to play sports? Do you prefer riding a bike or reading a good book? Do you like team sports or individual sports or do you prefer a good game of chess to any sport? Whatever you enjoy doing, we’ll learn how to talk about it in this lesson. Okay, I lied. We’ll learn how to talk about a lot of common sports and activities, but maybe not whatever you like doing. I don’t know how to say “tiddly winks” in French!
Learning Outcomes 1. 2. 3. 4. 5. 6. 7. 8. 9.
Talk about activities and sports. Talk about how often and how well you do sports. Talk about the equipment needed for various sports and activities. Ask yes and no questions. Make suggestions. Say and recognize the months and the seasons. Say dates and holidays. Speak about the weather and temperature. Talk about where you do certain activities.
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5.1: Activities and Sports Talk about activities and sports.
Study and Learn © BYU Independent Study
Click through the slide show below and study each of the french phrases.
© BYU Independent Study
Exercise Review Sentences
Activities and Sports
Click the audio icon to listen to the sentences above and be able to say each sport or activity. Many of these words are English but we want to say them the way the French do when they’re speaking French.
Study and Learn
There are several ways to talk about the things we do. You already know the verbs jouer, nager, and regarder. There are sports that we play and activities that we do. Generally we use different verbs for each. You play tennis, but do you play skiing? It sounds silly. We
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Lesson 5: Les Sports et les Activites, Quebec
don’t play skating or sailing either. The verb we use for these activities, and for lots of other things, is faire. je fais
I do
nous faisons
we do
tu fais
you do
vous faites
you do
il/elle/on fait
he/she/one does
ils/elles font
they do
Here are activities generally used with the two verbs.
Faire
Jouer1
de l’escrime (f.) (fencing)
au ping pong
de la voile (sailing)
au baseball
du patinage (ice skating)
au volley
du jogging
au basket
du cyclisme (cycling)
au hockey
de la photo
au foot (soccer)
du ski nautique
au football américain
de l’athlètisme (m.) (track and field)
au scrabble
du cheval (horseback riding)
au tennis
de la randonnée (hiking)
aux échecs (m.) (chess)
de la gymnastique
au Monopoly
du roller
aux cartes (f.)
de l’alpinisme (m.) (mountain climbing)
aux dames (f.) (checkers)
de la musculation (weightlifting)
á des jeux (m.) électroniques (video games)
de la natation 1. In French, jouer is used with musical instruments just like in English. But the preposition changes from au/à la/aux to du/de la/des. (Elle joue du piano. Nous jouons de la batterie.)
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5.2: How Often, How Well
Talk about how often and how well you do sports.
Study and Learn Adverbs can tell how well or how often something is done. Here are a few useful adverbs when talking about sports: bien
well
mal
poorly
toujours
always
encore
still
souvent
often
parfois
sometimes
de temps en temps
from time to time
ne . . . jamais1
never
1. The ne goes before the verb and jamais follows the verb.
Adverbs come after the conjugated verb. Jacques joue bien au hockey. Moi, je fais souvent du ski. Jocelyne ne fait jamais du cheval. Nous jouons toujours au tennis. However de temps en temps is an exception because it always goes at the end of a sentence. Je joue au foot de temps en temps.
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5.3: Equipment
Talk about the equipment needed for various sports and activities.
Study and Learn In leçon 4 we talked about various ways to say you need certain things. One of the ways was il me faut. We’re going to get rid of the “me” for a minute and just use il faut. • •
Il faut une raquette pour jouer au tennis. A racket is needed to play tennis. Il faut un appareil photo pour faire de la photo. A camera is needed for taking pictures.
© BYU Independent Study
Click through the slide show below and study each of the vocabulary words.
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5.4: Yes and No Questions Ask yes and no questions.
Study and Learn To ask a yes/no question we can simply raise our voice tone at the end of a sentence. For example, Tu joues au volley? or Vous faites du ski nautique? Or we can put the expression “Est-ce que” in front of the sentence. For example, Est-ce que tu joues au volley? or Est-ce que vous faites du ski? We still raise our voice at the end of the question. We can add in the adverbs too, so we can ask how well or how often someone does something. For example, Est-ce que tu joues bien au tennis? or Est-ce que tu fais parfois de la randonnée?
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to the questions and imitate the intonation.
Yes and No Questions
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5.5: Suggestions Make suggestions.
Study and Learn On is a pretty useful word. On means “someone” or “they in general,” and sometimes it means “we.” I’ll explain: • • • •
If I wanted to suggest we have a picnic on Monday, I could say, On fait un picnic lundi? If I wanted to suggest a trip to the café at 8, I could say, On va au café à huit heures? If I wanted to say “English is spoken here,” I’d say, On parle anglais. If I wanted to say “soccer is a spring sport,” I’d probably say, On joue au foot au printemps.
On s’amuse means “we’re having fun.”
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Culture Corner Québec, Canada Québec is the name of both a province of Canada and a city. The largest city in the province of Québec is Montréal, which is actually the second largest French-speaking city in the world, after Paris. But the capital of the province is Québec City. The province of Québec is divided into ten regions. The most important river in Québec is the enormous St. Lawrence River, which joins the Great Lakes with the Atlantic Ocean. If you like la randonnée and le camping, you’ll find endless forêts and pistes (trails) and lacs (lakes) and fleuves (big rivers). If you like to aller à la pêche, you can fish for salmon in the Gaspée or trout in the Côte-Nord. If you like to faire du ski, then Mont St. Anne is for you. It’s just outside the city of Québec and there is both downhill and cross-country skiing. In the summer, Mont St. Anne is great for le v.t.t.(mountain bike). Le patinage is very popular, and one of the national sports of Canada is le hockey. The City of Québec had its own hockey team until 1995, Les Nordiques. Montréal is the home of Les Canadiens, a hockey team that has won over twenty Stanley Cups. Le sirop d’érable (maple syrup) is an important product of the forests, as is lumber. And Québec provides much of the hydro-electric power used by New England. Le canoë, le kayak, le rafting are all popular on the many rivers. If you enjoy les musées, you won’t be disappointed. There are hundreds of history museums and art museums and about any other kind of museum you could hope for. In addition, there are forts and battlefields and trading posts that have been around for two hundred and fifty years or more. Les fêtes (celebrations)? Carnaval, in février, is a week of parades and dancing and snow/ice sculptures and food and drink and music. Québec is the capitol of fun during all four seasons.
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5.6: Months and Seasons
Say and recognize the months and the seasons.
Study and Learn Do you water ski in the winter? (Not unless you live in Tahiti!) Do you throw snow balls in the summer? Some things are generally done during certain seasons of the year—l’été (summer), l’automne (fall), l’hiver (winter), le printemps (spring). We use en for three seasons: l’été, l’automne, and l’hiver. To say “in summer,” we say en été; “in autumn” is en automne; and “in winter” is en hiver. To say “in the spring,” we use au instead of en—au printemps. We also use en with months; “in september” is en septembre. Here are some examples. • • • • •
On joue au football américain en automne. On fait du ski en hiver. On fait du cyclisme au printemps. On nage en été. Je joue au tennis en juillet.
The seasons each cover three months. In the months in which seasons change, the change usually occurs on the 21 or 22 of the month, so we’re going to generalize the seasons into three months each.
l’automne
l`hiver
le printemps
l’été
janvier
avril
juillet
octobre
février
mai
août
novembre
mars
juin
septembre
décembre
Notice the months, just like the days of the week, are not capitalized as they are in English.
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Lesson 5: Les Sports et les Activites, Quebec
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to and practice the names of the months and the seasons.
Months and Seasons
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5.7: Dates and Holidays Say dates and holidays.
Study and Learn To say a date, we first say “le” followed by the number, followed by the month. “May 6” is le six mai. “Oct 23” is le vingt-trois octobre. The only number that doesn’t follow the pattern is “first”; for example, “January 1” is le premier janvier. The first day of each month is the only time an ordinal number is used when saying dates. Quelle est la date de ton anniversaire? means “when’s your birthday?” Mon anniversaire c’est le 7 octobre means “My birthday is October 7.” When’s yours?
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Study and Learn You’ve had enough time to possibly forget the big numbers in leçon 2. Go back and relearn them if you’ve forgotten. That way you’ll be able to do the next section. Tu es né(e) quand? means “When were you born?” If you’re speaking to a girl, you add that extra “e,” but it’s silent. Tu es née quand? You just need to remember to put it in when you’re writing. Suppose Arnaud was born on March 17, 1987. If you asked Arnaud “Tu es né quand, Arnaud?” he would say “le dix-sept mars, mille neuf cent quatre-vingt sept.” Or, he could say “le dix-sept mars, dix-neuf cent quatre-vingt sept.” Both mean March 17, 1987.
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Study and Learn
© BYU Independent Study
Here are some holidays. Write and say the date of the holiday or, if the holiday doesn’t always fall on the same date, say what month it is in. Click through the slide show and study each of the vocabulary words.
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5.8: Weather and Temperature Speak about the weather and temperature.
Study and Learn Quel temps fait-il? (What’s the weather like?)
© BYU Independent Study
We usually use the verb faire in the il form to talk about weather. Click through the slide show below and study each of the weather phrases.
Quelle température est-ce qu’il fait? means “What’s the temperature?” If you were on the verge of sunstroke in Paris and you asked what the temperature was, a French person might say “Il fait trente-six degrées.” You’d probably think the person was out of his or her mind to say “thirtysix degrees.” That’s because the French use Celsius instead of Fahrenheit. On the Celsius scale, zero is freezing and one hundred is boiling. Thirty-six degrees would be in the upper nineties!
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Lesson 5: Les Sports et les Activites, Quebec
The temperature often falls below zero degrees centigrade. To say it’s “five below”, you’d say, “il fait moins cinq.” “Il fait,” then, is used with temperature, as well as most weather.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to the holiday, weather, and temperature expressions. Be sure to say them correctly.
Weather and Temperature
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5.9: Locations
Talk about where you do certain activities.
Study and Learn © BYU Independent Study
Click through the slide show and study each of the French phrases.
In leçon 4, we talked about contractions like au, à la, and so forth. To say “he plays volleyball in the gym,” we would say “Il joue au volley au gym.” To say “I like to swim at the beach,” we would say “J’aime nager à la plage.”
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Leçon Review Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau! You’re ready for the Speedback assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Speedback assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Speedback assignment.
1. Using complete sentences, say that you play five different sports or games. 2. Say that you do five different activities. 3. How do you say, “He often plays chess,” “They go sailing sometimes,” “We skate well,” and “I never mountain climb”? 4. How would you suggest that we have a picnic on Thursday? 5. Name the twelve months beginning with January. 6. How do you say, “A bat is needed for baseball” and “Skates are needed for ice-skating”? 7. Say the following dates: October 7, July 12, February 25, and November 14. 8. How do the French say “Christmas,” “Easter,” “Mother’s Day,” and “Halloween”? 9. Name three weather conditions typical of winter. 10. Name three weather conditions typical of summer. 11. Where would you watch a basketball game and football game, go swimming, and go horseback riding?
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Lesson 6
Au Restaurant, Paris
T
here’s something exciting about visiting a café in Paris. Imagine
sitting at a tiny sidewalk table on a busy Parisian sidewalk watching an unending parade of interesting people go by while you sip a cold drink and eat a croque monsieur. You don’t know what a croque monsieur is? Read on. How about eating in an elegant French restaurant and being served food that looks as good as it tastes by an impeccably dressed waiter? You prefer fast food maybe? Many of the fast food places you are used to in the United States are also found in France. They serve the same things too. It seems kind of funny to go all the way to France just to eat in a McDonald’s or a Pizza Hut, but sometimes it’s just convenient and linguistically non-threatening! France has its own fast food places too, like Quick, or Pomme de Pain. Other “fast” food stores, and particularly tempting ones, are the pastry shops that are found everywhere. Cafés usually don’t have food already prepared as do the fast food places. They serve complete meals, as well as snacks, but they aren’t necessarily fancy. Cafés also have alcoholic drinks, while the fast food places don’t. Many cafés are gathering places for neighborhoods. All the local gossip is shared over a drink or a light meal. Restaurants are everywhere. With so many eating places, one wonders why there aren’t very many fat French people. A good question. Anyway, restaurants can be chains like Flunch or Courtepaille or Buffalo Grill,
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which are like Cracker Barrel or Village Inn or Sizzler. More often you find family-run neighborhood restaurants. A menu is always posted outside the door so you can look at the different dishes and prices before you go in. There is a large variety of ethnic restaurants, so you can choose from Italian, Chinese, Mexican, Indian, and dozens of others.
Learning Outcomes 1. 2. 3. 4. 5. 6.
Recognize and say some common foods. Order in a restaurant, and ask for the bill. Use the verb prendre with foods and other things. Recognize more common menu items. Shop for food and order it in quantities. Express opinions about foods.
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6.1: Common Foods
Recognize and say some common foods.
Study and Learn Let’s talk about things to eat. Have you ever thought about things you can’t count, like water, or butter, or milk, or salad? You’ve probably heard people ask for “a milk,” but what they really mean is a glass of milk or a container or a gallon, because you just can’t count milk. Now, hot dogs you can count. You can ask for one or two or a dozen. The difference between count and noncount nouns is pretty important when asking for food. Count nouns have a singular and a plural form. Non-count nouns do not. To say “do you have . . .?” we use the verb avoir and say, “Avez-vous . . .?” or “Vous avez . . .?” Because it’s a yes/no question, your voice goes up at the end. Here’s how to ask about things you can count. Avez-vous des hamburgers?
Do you have some hamburgers?
Avez-vous des sandwiches?
Do you have some sandwiches?
Vous avez des frites?
Do you have some fries?
We use des with things that can be counted. But with noncount nouns, we have to use what’s called a partitive article. Sounds cool doesn’t it? We use partitive articles so that we don’t say stupid things like “Do you have some milks?” or “Do you have any butters?” Here are the articles. • • •
du for a masculine noun. (e.g. Avez-vous du vin?) de la for a feminine noun. (e.g. Vous avez de la glace?) de l’ for a noun beginning with a vowel. (e.g. Avez-vous de l’eau?)
These words all mean “some” or “any.” We don’t use the word des with noncount nouns.
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Lesson 6: Au Restaurant, Paris
We use either des or a number for count nouns. Unless you have a really big appetite, you probably would want only one steak (Un steak s’il vous plaît.). On the other hand, you don’t usually ask for sixteen French fries. You might say, “Des frites s’il vous plaît” (s’il vous plaît means “please”), because you want some fries, not a specific number. Same with green beans or peas or Brussels sprouts (but no one would ask for them anyway!). The same principle applies when you want a part of something. Can you eat an entire cake? Even though we can count “cakes” we probably aren’t going to eat the whole thing, so we ask for a part of a cake. To do that, we use the partitive article as well. Du gateau s’il vous plaît means “some of” or “a part of” a cake. De la tarte means “a piece of the pie,” not the whole thing.
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Study and Learn © BYU Independent Study
Exercise Review Sentences Click the audio icon. Click through the slide show below and study each of the fast food words and phrases.
© BYU Independent Study
Fast Food Words
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6.2: Ordering Food Order in a restaurant, and ask for the bill.
Study and Learn Click the audio icon. • • • • •
• • • •
•
Bonjour. Vous désirez? ◊ Hello. What would you like? Avez-vous des sandwiches? ◊ Do you have sandwiches? Ordering Food Oui, bien sûr. ◊ Yes, of course. Qu’est-ce que vous avez comme sandwiches? ◊ What kind of sandwiches do you have? Eh bien, nous avons des sandwiches au jambon, au fromage, au pâté, et au saucisson. ◊ We have ham, cheese, liverwurst, and salami sandwiches. Je vais prendre un sandwich au fromage. ◊ I’ll have a cheese sandwich. Vous voulez boire quelque chose? ◊ Would you like a drink? Ah oui. Qu’avez-vous comme boissons? ◊ Ah yes. What do you have for drinks? Nous avons les boissons fraîches . . . coca, Orangina, lemonade, schweppes, et des jus de fruit—orange, pommes, et pamplemousse. ◊ We have soft drinks...Coke, orange, lemonade, and Schweppes. We also have fruit juices – orange, apple, and grapefruit. Avez-vous de l’eau minérale?
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© BYU Independent Study
Exercise Review Sentences
FREN 41: First-Year French 1
• • •
◊ Do you have mineral water? Ah oui. Perrier, Vichy, Evian. ◊ Yes. Perrier, Vicky, Evian. Je prends une demie de Perrier, s’il vous plaît. ◊ I’ll have a half liter of Perrier, please. Bien. ◊
Okay.
Mineral Water You may ask for tap water—de l’eau du robinet—in a French restaurant. However, the French usually order mineral water, for which the customer pays. There are many brands of mineral water but usually only two types—gazeuse, sometimes called pétillante (naturally carbonated), and nature or non-gazeuse (noncarbonated). Mineral water is believed to help digestion and, also, it doesn’t alter the flavor of food. The major brands are Badoit, Contrexéville, Évian, Perrier, Vichy, and Vittel. Eau minérale comes in bottles of un quart litre (1/4 liter), une demie litre (1/2 liter), and un litre, which is about a quart.
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Study and Learn Here are several ways to order things: je voudrais (I would like), je prends (I take), or simply name the item and add a s’il vous plaît (if you please) to be polite. You can also say apportez-moi (bring me). . . .
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6.3: Prendre
Use the verb prendre with foods and other things.
Study and Learn The verb prendre means “to take.” You can prendre un bus, un train, or un taxi. When it’s cold out, mothers like to tell their children to “Prenez les manteaux! (Take coats!)” Prendre is also used as “to have” with food, like when you want to say “I’ll have a steak. (Je prends un steak.)” je prends
nous prenons
I take
we take
tu prends
you take
vous prenez
you take
il/elle/on prend
he/she/one takes
ils/elles prennent
they take
Je prends.
Je prends le crayon.
Je prends un sandwich.
Tu prends.
Tu prends le bus.
Tu prends une omelette.
Il prend.
Il prend de la glace.
Il prend un stylo.
Nous prenons des livres.
Nous prenons une balle.
Vous prenez votre ballon?
Vous prenez un fruit?
Ils prennent des CDs.
Ils prennent une boisson.
Elles prennent les robes bleues.
Elles prennent une jupe.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to how the forms of the verb are pronounced.
Prendre
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Study and Learn To find out what kinds of food or drinks are available, we can say “Qu’est-ce que vous avez comme . . .?” or “Qu’avez-vous comme . . .?” In the dialogue at the start of objective 2, the customer asked what kinds of sandwiches were available and also what kind of drinks they had. At the end of your meal, you’ll need to ask for the bill. Waiters don’t usually bring the bill until you ask for it. To get the waiter’s attention, say “Monsieur,” or if it’s a woman, say “Madame” or “Madamoiselle.” To ask for the bill, you say, “L’addition, s’il vous plaît.”
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Culture Corner Paris, France You’ve grown up seeing pictures of the Eiffel Tower and the Champs Elysées. You may have heard of the Louvre museum and the Notre Dame Cathedral. Paris is indeed a sight-seer’s paradise. The city dates back to pre-Roman times, when a tribe called the Parisii lived on some small islands in the Seine River. The Parisii were eventually conquered by the Romans under Julius Caesar, who named the place Lutece and made it a Roman capital. The foundations and walls of Roman homes, banks, and even an arena can still be seen in Paris today. In the twelfth century, the great cathedral of Notre Dame was begun, and, a century later, the royal palace of the Louvre was built. The Sainte Chapelle, the Jewel of Gothic Architecture, was built by Louis IX, who later became Saint Louis. In the seventeenth century, elegant apartments were built at what is now called the Place des Vosges and, in the early 1800s, Victor Hugo made his home there. In 1889, the Eiffel Tower was completed for the World’s Fair held in Paris. It was supposed to stand for five years and then be torn down, but it became the symbol of Paris, and is still standing over a hundred years and millions of tourists later. Paris is a city of over nine million people. Though it is a very large city, its huge parks and tree-lined boulevards minimize the big city feeling. Paris feels more like a collection of small towns linked by an efficient subway system. Each “town” has a different feel to it. The Latin Quarter is an exciting university town where the streets are crowded until 2 AM. Montmartre is a community of artists, perched on a hill overlooking the rest of the city, and dominated by the domes of Sacré Coeur. La Défense, with its modern skyscrapers, artsy fountains and extensive plazas, is a bustling business and finance center. Le Marais is an ethnic smorgasbord where fifteenth-century mansions share streets with Jewish delicatessens, Tunisian bakeries, and cyber cafés.
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Lesson 6: Au Restaurant, Paris
© BYU Independent Study
Paris has something for everyone. An American author named Gertrude Stein once said, “America is my country and Paris is my hometown.” Once you’ve been to Paris, you’ll always have a desire to return. Click through the slide show below to see the major attractions of Paris, France!
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6.4: Common Menu Items Recognize more common menu items.
Study and Learn
boeuf (m.)
beef
porc (m.)
pork
poulet (m.)
chicken
agneau (m.)
lamb
cheval (m.)
horse
pâté (m.)
meat spread
rognons (m.)
kidneys
dinde (f.)
turkey
charcuterie (f.)
cold meats
canard (m.)
duck
côtelettes (f.)
cutlets
tranche (f.)
slice
les crudités (f.)
raw veggies
poisson (m.)
fish
andouille or andouillettes (f.)
tripe or intestines
des crevettes (f.)
shrimp
des huîtres (f.)
oysters
foie gras (f.)
goose liver © BYU Independent Study
At a restaurant, sentence structure follows the same pattern except that the menu gets far more complicated. It is not possible to list in this course everything that might be on a menu because of the hundreds of different types of restaurants that exist. So here are a few key words to look for.
Exercise Review Sentences Click the audio icon. Llisten and repeat the above menu items.
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Common Menu Items
Lesson 6: Au Restaurant, Paris
Study and Learn Beef in France is generally served on the rare side, very rare. Most Americans like their meat well done. It’s about impossible to get welldone meat in France, but we can get close. When you order meat, a waiter may ask, “Vous le voulez comment?” or “Quel cuisson?” which means “How do you want it?” Your choices are • • • •
bleu, which is pretty close to raw; saignant, which means very rare; à point, which is the equivalent of “medium,” means “just right,” but it’s just right for a Frenchman; or bien cuit, which means well done, which is equivalent to medium.
To get your meat as cooked as possible, use overkill. Say “bien, bien cuit,” or “très bien cuit.” You may wish to add, “Je suis américain.” Sometimes explaining that helps the French to understand why you wish to “ruin” perfectly good meat by overcooking it.
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6.5: Food and Quantities Shop for food and order it in quantities.
Study and Learn Instead of eating in restaurants every day, you may want to get something in a supermarché. It’s a lot cheaper and you can get the quantity you wish. The great thing about a supermarché is that you don’t need to know how to say very much in French. Just put what you want in your panier (basket) and check out. A few things are done differently in French supermarchés. The customer empties the basket on the belt rather than leaving the items in the basket. The basket is placed on the floor. Also, when buying fruit and vegetables, the customer weighs the produce and presses the corresponding button on the scales. The bar code price sticker comes out of the machine and the customer sticks it on the bag of produce. Outdoor markets, marchés, abound in France. At these markets, just as in a supermarket, the prices are non-negotiable. There is no haggling over price. You do need to know how much you want though. Europeans use grams and kilograms, not pounds and ounces. A kilogram is 1,000 grams, or about 2.2 lbs. That makes 500 grams about a pound, and 250 grams about a half pound. A normal American hamburger is about 100 grams of meat (about 3.5 ounces). Prices are usually shown by the kilogram. A kilogram of cherries might get you 350 cherries. That’s enough cherries to make you sick for a week! So you might ask for 150 grams of cherries. Let’s learn the names of some foods and then we can learn how to order appropriate quantities.
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Lesson 6: Au Restaurant, Paris
Study and Learn © BYU Independent Study
Click through the slide show below and study each of the French phrases.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to learn the terms for the foods previously mentioned and the quantities below.
Quantities and Measurements • • • • • • • • •
un kilo (1,000 grams) un morceau (a piece) une tranche (a slice) un paquet (a package) une botte (a bunch) un litre/50 cl (cl = centilitre) un pot (a jar) une bouteille (a bottle) une douzaine (a dozen)
Food and Quantities
All quantities listed are followed by de, or d’ in case of a vowel.
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Study and Learn © BYU Independent Study
Exercise Review Sentences Click the audio icon below. Here I am at a marché (an outdoor market). I want to buy a picnic lunch for four people. Listen as I order at different stands. Because an outdoor market is comprised of lots of different stands, I need to go from person to person to get what I want. Write down the amount of each item I ask for. 1. Cerises
2. Beurre
3. Tomates
4. Moutarde
5. Pommes
6. Yaourt
7. Baguette
8. Jambon
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Ordering Food
Lesson 6: Au Restaurant, Paris
9. Gruyère
10. Radis
11. Lait
12. Mayonnaise
© BYU Independent Study
Walking down a city street or a village street in the early morning is a treat for the nose if a bakery is anywhere within a block or two. The smell of baking bread and fresh pastries is irresistible. You can buy pastries any time of day, but the morning is an especially good time. Here are some of the pastries you might like to try.
Exercise Review Sentences Click the audio icon. Practice saying the following pastry names.
Pastries
Les Pâtisseries (Pastries) un pain au chocolat
a roll with chocolate baked inside
un pain aux raisins
a flat cream and raisin pastry
des croissants (m.)
crescent rolls
une brioche
a sweet, cake-like bread
un chou à la crème
a cream puff
un millefeuille
layers of crust and cream
des éclairs (m.) (au café et au chocolat)
eclairs
un cornet
a cone-shaped, cream-filled pastry
une réligieuse
two cream puffs, a small one on top of a large one
un chausson
a turnover
une tarte
a pie
un flan
custard with crust
des gâteaux (m.)
cakes
des biscuits (m.)
cookies
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6.6: Opinions and Food Express opinions about foods.
Study and Learn To suggest or recommend something to eat or drink, we can use the verb prendre. • Prends les escargots. Prenez une pizza. Or, we can say something is good or delicious or great. • C’est bon, la salade. Les frites sont bonnes. Les crêpes sont délicieuses. La soupe à l’oignon est excellente. Or we can say we like an item. • J’aime la mousse. J’aime beaucoup le croque monsieur. Je trouve la tarte excellente. J’adore les fraises. • C’est délicieux. C’est très bon. C’est excellent. C’est fantastique. J’aime beaucoup. J’aime bien. Je trouve ça excellent. On the other hand, to discourage something, we can use the negative of prendre—ne prends pas. • Ne prends pas la quiche. Ne prenez pas une pizza. Or we can say something is yucky. • C’est dégoûtant. C’est horrible. Or we can say we don’t like an item. • Je n’aime pas beaucoup la mousse. Je n’aime pas du tout le yaourt. Je ne peux pas le manger, le foie.
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Leçon Review Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
fewer than two answers, chapeau! You’re ready for the Speedback assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Speedback assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Speedback assignment.
1. 2. 3. 4. 5.
How do you ask if a café has sandwiches? How would you ask for french fries? How would you ask for some pie? How do you say “please”? How would you order a cheese sandwich? Hot chocolate? A steak with fries? 6. How would you ask what kinds of drinks a place has? 7. How would you order mineral water? (Give three possibilities.) 8. How do you ask for the bill? 9. How do you ask for a well-done steak? 10. Name six fruits. 11. Name six vegetables. 12. Name four dairy products. 13. Name three pastries. 14. Suggest to a friend that he or she have the pizza. 15. Give a positive opinion of food. 16. Give a negative opinion of food.
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FREN 41: First-Year French 1
True or False 17. Meat is always well done in France. 18. If you want your bill in a French restaurant, you’d better ask for it. 19. The French have three kinds of cheese—smelly, very smelly, and noxious.
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Lesson 7
La Famille, Lac Leman
O
n the average, the size of the typical
French family is smaller
than that of an average American family. As a matter of fact, the French government encourages couples to have children by providing financial assistance to couples that have children, including benefits such as reducing transportation costs (train and bus) for large families, helping them with schooling, and even reducing taxes. The average French family has about two children. Very often both parents work. Families are generally close and get together often for dinner and for holidays.
Learning Outcomes 1. Explain family relationships such as brother, sister, mother, father, and so forth. 2. Use adjectives to describe people. 3. Use the verb “to be” to describe people. 4. Describe people by saying what characteristics they have. 5. Use possessive pronouns like “his,” “her,” and “my.” 6. Use the verbs “to want” and “to be able.” 7. Ask for and understand directions to a location.
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7.1: Family Relationships
Explain family relationships such as brother, sister, mother, father, and so forth.
Study and Learn
© BYU Independent Study
The following family tree illustrates the family relationships described below it. Study these relationships carefully.
• • • • • •
François est le père de Stéphanie (et de Pierre et de Michelle). Jeannine est la mère de Stéphanie (et de Pierre et de Michelle). Pierre est le frère de Stéphanie. Stéphanie est la fille de François et de Jeannine. Pierre est le fils de François et de Jeannine. Michelle est la soeur de Stéphanie.
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Lesson 7: La Famille, Lac Léman
• • • • • • • • • • • •
Jean-Paul est le grand-père de Stéphanie (et de Pierre et de Michelle). Georgette est la grand-mère de Stéphanie (et de Pierre et de Michelle). Philippe est l’oncle de Stéphanie (et de Pierre et de Michelle). Catherine est la tante de Stéphanie (et de Pierre et de Michelle). Christophe est le cousin de Stéphanie (et de Pierre et de Michelle). Delphine est la cousine de Stéphanie (et de Pierre et de Michelle). Stéphanie est la nièce de Philippe et de Catherine. Pierre est le neveu de Philippe et de Catherine. François est le mari de Jeannine. Jeannine est la femme de François. Christophe est le petit-fils de Jean-Paul et de Georgette. Stéphanie est la petite fille de Jean-Paul et de Georgette.
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7.2: Adjectives
Use adjectives to describe people.
Study and Learn To describe people and things, we use adjectives like “short” or “tall” or “nice” or “pretty.” When you read about Annick’s family, you saw lots of adjectives. We learned that Gérard is pénible and Loïc is mignon. Catherine is blonde and jolie. Here are the adjectives we saw, with some new ones: pénible
annoying
âgé
old
sympa
nice
blond
blond
joli
pretty
marié
married
sportif
athletic
roux
redheaded
gentil
kind
beau
handsome
maigre
skinny
mignon
cute
intelligent
smart
gros
fat
chauve
bald
amusant
fun or funny
travailleur
hardworking
embêtant
irritating
sérieux
serious
jeune
young
belle
beautiful
fin
thin, as in fingers, noses, slices, etc.
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Lesson 7: La Famille, Lac Léman
In French, adjectives must agree with the person they describe. So a girl gets a feminine adjective, while a guy gets a masculine adjective. And two people get a plural adjective. Here are examples: • • •
Il est blond. Elle est blonde. Ils sont blonds. Elles sont blondes.
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Study and Learn If an adjective ends in “e” (without an accent) in the masculine form, like jeune or maigre, there is no change in the feminine form. • Il est jeune. or Elle est jeune. Ils sont jeunes. or Elles sont jeunes.
il
elle
ils
elles
pénible
pénible
pénibles
pénibles
chauve
chauve
chauves
chauves
timide
timide
timides
timides
riche
riche
riches
riches
maigre
maigre
maigres
maigres
pauvre
pauvre
pauvres
pauvres
triste
triste
tristes
tristes
As usual, French wouldn’t be French if there weren’t a few exceptions. An adjective ending in “f” in the masculine form will follow this pattern:
il
elle
ils
elles
sportif
sportive
sportifs
sportives
actif
active
actifs
actives
naïf
naïve
naïfs
naïves
An adjective ending in “eux” in the masculine form will follow this pattern:
il
elle
ils
elles
sérieux
sérieuse
sérieux
sérieuses
heureux
heureuse
heureux
heureuses
anxieux
anxieuse
anxieux
anxieuses
merveilleux
merveilleuse
merveilleux
merveilleuses
paresseux
paresseuse
paresseux
parresseuses
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Lesson 7: La Famille, Lac Léman
Adjectives ending in “eau” in the masculine form will follow this pattern:
il
elle
ils
elles
beau
belle
beaux
belles
nouveau
nouvelle
nouveaux
nouvelles
Some adjectives are just weird. They don’t follow rules!
il
elle
ils
elles
vieux
vieille
vieux
vieilles
gentil
gentille
gentils
gentilles
roux
rousse
roux
rousses
travailleur
travailleuse
travailleurs
travailleuses
gros
grosse
gros
grosses
Most adjectives, like colors, come after the noun they modify—un garçon paresseux, or les yeux bleus, or une fille maigre, or un monsieur chauve. But there are a few adjectives that come before the noun. Generally, adjectives of beauty, age, goodness, and size come before the noun. Here’s a short list: • • • •
beauty—beau, joli age—vieux, jeune, nouveau goodness—bon, mauvais, gentil size—grand, petit, gros, long
When a plural noun has an adjective in front of it and we’re using the verb avoir we use de instead of des—not des beaux yeux, but il a de beaux yeux. Elle a de longs cheveux. With two adjectives that follow the noun, use et or mais between them. • • •
Il est un beau garçon roux et intelligent. Mon ami est un garçon amusant et intéressant. Elle est jeune mais très sérieuse.
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FREN 41: First-Year French 1
If you have an adjective that precedes the noun and a regular adjective, just follow the rule. • Emilie est une belle fille blonde. • Mes amis ont de longs cheveux roux. To ask what someone is like, we say “Comment est . . .” So to ask what someone’s brother is like, we’d say “Comment est ton frère?” The answer might be “Mon frère est petit. Il est pénible. Il a des cheveux bruns.” If you wanted someone to describe him- or herself, you could say “Comment es-tu?” The answer might be “Je suis beau et intelligent. Je suis sportif et j’ai les yeux bleus.”
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7.3: To Be
Use the verb “to be” to describe people.
Study and Learn To describe people we often use the verb être. It’s the verb “to be” and tells what someone is—tall, smart, cute, annoying, and so forth. je suis
I am
nous sommes
we are
tu es
you are
vous êtes
you are
il/elle/on est
he/she/one is
ils/elles sont
they are
C’est means “it is.” Ce sont means “these are.” Je suis gentil.
Je suis intelligent.
Tu es timide.
Tu es amusante.
Il est paresseux.
Il est embêtant.
Elle est rousse.
Il est active.
Nous sommes mariés.
Nous sommes heureux.
Vous êtes sportif.
Vous êtes intelligent.
Ils sont mignons.
Ils sont actifs.
Elles sont travailleuses.
Elles sont embêtantes.
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen to the forms of être used with adjectives. Pay attention to liaison, the way the verb links to the following word if it begins with a vowel. To Be
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FREN 41: First-Year French 1
Here’s a description of Jean-Claude: •
Jean-Claude est gentil. Il est plutôt (sort of) grand et un peu (a little) timide. Il est sportif et amusant.
And here’s a description of Monique: •
Elle est gentille. Elle est blonde et elle est plutôt petite. Elle est maigre et très active. Elle est mignonne.
Here’s a description of a place, lac Léman: •
Le lac est beau. L’eau est froide et très bleue. Il y a de petits villages pittoresques. Les bateaux blancs circulent entre la France et la Suisse.
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7.4: Descriptions
Describe people by saying what they have.
Study and Learn Sometimes we describe people by what they have rather than what they are. •
She has blue eyes. He has a big nose. They have long hair. We have freckles.
Of course, we use the verb avoir (see leçon 3) for these. Remember also that “age” is something we have. Here are some things we have: • • • • •
• • • •
les yeux (eyes)—bleus, verts, noirs, marrons ◊ J’ai les yeux bleus. les cheveux (hair)—longs, courts, châtains, blonds, bruns, gris ◊ Elle a les cheveux blonds. les taches de rousseur (freckles) ◊ Tu as des taches de rousseur? les fossettes (dimples) ◊ L’enfant a des fossettes. le nez (nose)—un petit nez, un nez énorme (comme Cyrano de Bergerac) ◊ M. Bergerac, vous avez un grand nez! la bouche (mouth)—une petite bouche ◊ Cette fille a une grande bouche. les lèvres (lips)—des lèvres minces les jambes (legs)—de longues jambes le cou (neck)—un cou épais ◊ Le joueur de football américain a un cou épais.
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• •
oreilles (ears) ◊ Dumbo a de grandes oreilles. ans (years)—quinze ans ◊ Les élèves ont quinze ans.
Exercise Review Sentences © BYU Independent Study
Click the audio icon to listen to the above descriptions with the verb avoir and practice saying them. Pay particular attention to how to pronounce the parts of the body. Descriptions
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7.5: Possessive Pronouns
Use possessive pronouns like “his,” “her,” and “my.”
Study and Learn In English we can say “Ken’s mom” or “Katie’s brother.” This is not the case in French. To say “Mark’s brother,” we say le frère de Mark. To say “Sara’s book,” we say le livre de Sara. To say “Megan’s hair,” we say les cheveux de Megan (les because Megan has more than one hair!)
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Study and Learn On the other hand, we can say “his father” or “our cousins” or “their shirts” in French. We use possessive adjectives to do this. They are pretty easy but you must remember that the masculine or feminine form of the adjective is determined by the noun it modifies, not who the noun belongs to. To say “his mother” or “her mother,” we say sa mère. Because mère is feminine we use sa. To say “his father” or “her father,” we’d say son père because père is masculin. Ses cousins means “his” or “her cousins” because cousins is plural. With a plural, the gender no longer matters. Ses cousines is feminine, but there is no feminine form of ses. In French, there is no difference between “his” and “her.” Look at this. Son frère is “his” or “her brother.” Sa soeur is “his” or “her sister.” The words sa or son tell us that the noun which follows is feminine or masculine, respectively, and that the noun belongs to one person. Here are the possessive adjectives: masculine
feminine
plural
my
mon
ma
mes
your
ton
ta
tes
his/her
son
sa
ses
our
notre
notre
nos
your
votre
votre
vos
their
leur
leur
leurs
We can use these pronouns to talk about someone’s family. • C’est mon père (That’s my dad), C’est ta soeur (That’s your sister), and so forth.
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Culture Corner Le Lac Léman The largest glacier-fed lake in Europe, Lac Léman, is almost 50 miles long and 9 miles wide at its widest point. The border between France and Switzerland runs right through the middle of the lake. Large passenger boats, some still steam-powered, serve as buses between the many towns along the shores of the lake. Passengers have to carry passports if they travel from one country to the other. Famous towns, such as Geneva and Lausanne in Switzerland, and Evian in France, are stops for these boats, and so are castles, such as Chillon, and ancient cities such as the Roman town of Nyon (founded in 52 B.C. ) and the medieval village of Yvoire. In the middle ages, pirates sailed the lake and plundered merchant ships. Finally, angry dukes assembled a large fleet to clear the lake of pirates and burn their cities. The castle of Chillon is built on a huge rock just off the shores of the lake and was a base for the Counts in the middle ages. Today you can visit the castle with its dungeons and common rooms and towers and secret passages. Julius Caesar thought the lake so beautiful that in 52 B.C. he founded the city of Nyon as a retirement community for his cavalry. There are ruins of Roman temples and baths and all sorts of artifacts in the city’s Roman museum. The remains of over fifty ancient villages tell us that the shores of Léman have been continuously populated for over 4,000 years. Between the cities of Evian, in France, and Lausanne, in Switzerland, the lake is over 1,000 feet deep. Along the shores are numerous beaches and parks and many harbors for the hundreds of pleasure boats. Yet, for those who enjoy solitude, there are miles and miles of forested shoreline where a family can have a private picnic and swim. On a clear day, and there are lots of clear days, you can see Mont Blanc, Europe’s tallest mountain, and the snow-covered Alps to the south, while to the north are steep hillsides green with vineyards and forested mountains. The south-facing slopes along the Swiss side of the lake are
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© BYU Independent Study
ideal for growing grapes, which are used to make wine. The eastern end of the lake is dominated by the Alps on both shores, with the beautiful Sion Valley, carved by the Rhone River, splitting the mountains as far as the eye can see. Lac Léman is perfect for swimming and boating and water skiing. In July and August vacationers fill its hotels and campgrounds, but during the rest of the year life is calmer. During the warm months the lake absorbs the heat (200,000 billion calories worth). In the winter, this heat is released, warming the land around the lake and making winters fairly mild. Sadly, this warming effect often causes days of heavy fog, making driving no fun. The lake never freezes. The region around Lac Léman is a sportman’s paradise. There is mountain-climbing, skiing, snowboarding, paragliding, hiking, mountain- biking, river-running, and animal-watching. There is rowing, sailing, parasailing, and fishing, and there’s even a ski jump into the lake for free-style training. One writer, Amiel, has called Lac Léman “the king of all the lakes of Europe.” Once you’ve been there, you will agree with him. Click through the slide show below to see some of these attractions!
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7.6: To Want and To Be Able Use the verbs “to want” and “to be able.”
Study and Learn The verb vouloir means “to want.” je veux
nous voulons
I want
we want
tu veux
you want
vous voulez
you want
il/elle/on veut
he/she/one wants
ils/elles veulent
they want
•
• • •
Vouloir is used with nouns and other verbs. ◊ Elle veut un steak. (She wants a steak.) ◊ Tu veux aller au cinéma? (Do you want to go to the movies?) How would you say “I want some ice cream”? How about “We want to travel”? We can use vouloir to make plans. ◊ Dis, tu veux étudier avec moi ce soir? (Do you want to study with me tonight?) ◊ Vous voulez m’accompagner au théâtre ce weekend? (Do you want to come with me to the theater this weekend?) ◊ Tu veux aller manger avec Lenaïc? (You want to go eat with Lenaïc?) ◊ Vous voulez danser? (Do you want to dance?)
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen and learn this verb. Repeat it until you sound like the French voice. Remember, the pronunciation of “ent” at the end of verbs is always silent. To Want
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The verb “to be able” is pouvoir. It looks a lot like vouloir. je peux
I can
nous pouvons
we can
tu peux
you can
vous pouvez
you can
il/elle/on peut
he/she/one can
ils/elles peuvent
they can
• • • •
Papa. Je peux prendre la voiture? (Dad. Can I take the car?) Elles peuvent finir les devoirs plus tard. (They can finish the homework later.) Nous ne pouvons pas voir les enfants. (We can’t see the children.) Je veux mais je ne peux pas. (I want to but I can’t.)
© BYU Independent Study
Exercise Review Sentences Click the audio icon to listen and learn this verb. Repeat it until you sound like the French voice. Remember, the pronunciation of “ent” at the end of verbs is always silent. To Be Able
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7.7: Asking for Directiosn
Ask for and understand directions to a location.
Study and Learn Let’s say you’re in Nyon, Switzerland, looking for the hotel Beau Rivage. •
•
The first thing you need to do is to get someone’s attention. ◊ Pardon madame. ◊ Excusez moi monsieur. Then you tell what we’re looking for. ◊ Je cherche l’hôtel Beau Rivage. (I’m looking for the hotel Beau Rivage.) ◊ Où se trouve l’hôtel Beau Rivage? (Where is the hotel Beau Rivage?) ◊ L’hôtel Beau Rivage, s’il vous plaît. (The hotel Rivage please.)
The answers you receive will vary because there is no single way to give directions. Here are some important things to listen for: suivez
follow . . .
continuez
continue . . .
descendez
go down . . .
jusqu’à cette rue
until that street
tournez à gauche/à droite
turn left/right
c’est à gauche (etc.)
it’s on the left
deuxième feu
second traffic light
tout droit
straight
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Leçon Review Do this section without referring back to the lesson material. As a general rule, if you miss . . . • •
•
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fewer than two answers, chapeau! You’re ready for the Instructor-Graded assignment; three or four answers, pas mal, but be sure to know the correct answers and understand the concepts for those you missed before taking the Instructor-Graded assignment; five or more, pas trop bien. You need to review and study the lesson material before taking the Instructor-Graded assignment.
1. 2. 3. 4.
How do you say “My brother’s name is Paul” How do you say “This is my sister” How do you say “John is her father” How do you say someone is a. annoying, b. handsome (pretty), c. smart, and d. redheaded?
5.
How do you say a. “She’s athletic,” b. “They’re happy,” and c. “We’re nice”
6.
How do you say a. “She has blue eyes,” b. “I have freckles,” c. “Cyrano has a big nose,” and d. “We have long hair”
7.
How do you say “He’s young but he’s serious”
Lesson 7: La Famille, Lac Léman
8.
How do you say a. “We want to study” and b. “I want some ice cream”
9.
How do you say a. “Can I take the car?” and b. “They can speak French”
10. How do you ask for directions to the Eiffel Tower? 11. How do you tell someone to turn left at the second light?
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Instructor-Graded Assignment You will submit your completed assignment to Independent Study electronically through your course. To make sure that I can open and read your paper, please save the written portion as an .RTF (rich text format) file. Here’s how to do it: 1. Type your paper in a word-processing program (such as Microsoft Word). 2. When you save the file, click the Save as type: drop-down list. 3. Select Rich Text Format (*.rtf). 4. Use the course number, your first and last name, and the assignment name for the filename. For example, “[FREN41]_ [ArtBurnah]_[Assignmen21].rtf.” 5. Click Save. 6. Submit the lesson’s .RTF file through the [Lesson/Assignment Title] assignment for grading. What you’ll need to turn in: • • •
MP3 recodings 1-7 Listening exercises 7-8 through 7-12 Exercises 1 and 2
The following audio/video files will be the only acceptable files for your assignment: • • • •
Wav files .MOV files Mp3 files Mp4 files
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Instructor-Graded Assignment
•
Links to online websites where you have uploaded your presentation.
If you submit your portfolio in another format, it will not be accepted. NOTE: You MUST submit the audio and written portion at the same time. Please zip all your files for this assignment and upload just the single zipped file, rather than uploading each item individually. For help on zipping files, please watch the tutorial under the first Instructor Graded Assignment in Lesson 2.
Recording 1 Using French, tell me about four family members in an MP3 recording. Each must be related in a different way—mother, father, brother, aunt, grandfather, and so forth. Follow this pattern: “My uncle’s name is George. He is forty-five years old. He is smart.”
Recording 2 Part A. Here is your chance to really brag. In French, record at least five sentences telling me how wonderful you are. Things like “I’m smart. I’m very nice. I’m athletic. I’m rather good looking,” and so forth. Part B. Hillary and Harold Hideous are very disagreeable twins. Tell me three rather negative traits that each one has. You may use some of the same traits for each. Things like “Hillary is annoying. Harold is lazy and Hillary is lazy, too.”
Recording 3 Describe two good friends, one male and one female. Talk about both their physical description and personality. Use at least three expressions using “to have,” and three expressions using “to be.”
Recording 4 Read each of the ten sentences you translated in “Cahier d’Exercices L.”
Recording 5 Part A. Read the eight sentences you wrote in “Cahier d’Exercices J.” Part B. Tell me two things you want and two things you don’t want. (Use complete sentences.)
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Part C. Tell your little sister two things she can do and two things she can’t do. (Examples: “You can watch T.V.” “You can’t eat the cat.”)
Recording 6 Give the following directions in French.
Ask for directions to the Eiffel tower. 7. Ask for directions to the Eiffel tower. 8. Tell someone to turn left at the second light. 9. Tell someone to continue until the third street. 10. Tell someone you’re looking for the Hard Rock Café. 11. Tell someone to “go to the first light, turn right, and continue to the second street. It’s on the right.”
Recording 7 Record the relationship to Marc of each of the following people based on the family tree. Use full sentences as in the model.
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Instructor-Graded Assignment
Example: Qui est Michelle? Michelle est la cousine de Marc. 12. Qui est Jean? __________________________________ _______________________________________ 13. Qui est Claire? __________________________________ ______________________________________ 14. Qui est Emmanuelle? _____________________________ ______________________________________ 15. Qui est Robert? _________________________________ ______________________________________ 16. Qui est Antoine? ________________________________ ______________________________________ 17. Qui est Magalie? ________________________________ _______________________________________ 18. Qui est Paul? ___________________________________ ______________________________________ 19. Qui est Abdou? _________________________________ ______________________________________ 20. Qui est Charlotte? _______________________________ ______________________________________ 21. Qui est Aicha? __________________________________ ______________________________________
Listening Exercise A © BYU Independent Study
Listen to the audio clip. You will hear ten questions about the family tree. Write in the name of the person described (11-20).
Exercise A
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Example: You hear, “C’est le père de Jean.” You write: Robert © BYU Independent Study
Listening Exercise B Listen to the audio clip. You will hear ten people being described. Decide whether the person is (a) a girl, (b) a boy, or (c) can’t tell. The names used will give no clues.
Listen to the audio clip. For questions 31-40, you will hear the description of several people. Put the number of the question beside the descriptive words you hear used. A correct number next to the adjective is worth one point; an incorrect number next to the adjective is minus one point. (questions 31-40) Exercise C
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© BYU Independent Study
Exercise B
Listening Exercise C
Instructor-Graded Assignment
_____happy _____shy _____thin _____smart _____young _____bald _____athletic _____funny _____blond _____nice _____cute _____annoying _____lazy _____hard-working _____redheaded _____handsome
Listening Exercise D © BYU Independent Study
Listen to the audio clip. For questions 41-47, listen to the sentences. Do the speakers (a) want to do something or (b) can they do something?
Listening Exercise E Listen to the audio clip. Exercise D For questions 48-53, number the directions in the order in which they are said. Some of the choices are not used.
© BYU Independent Study
_____turn left _____follow the road _____turn right _____go until the corner _____go to the first light _____continue straight _____turn right at the first light _____go to the second light Exercise E
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Exercise 1 Fill in the correct form of the possessive adjective. Example: his ____ soeur (answer: sa) 22. our frères 23. my livre 24. their vélo 25. your (familiar) tante 26. her chemise 27. my amis 28. our école 29. his skis 30. your (plural) yeux 31. their frites
Exercise 2 True or False Mark a if the statement is true (vrai) or b if the statement is false (faux). 32. Lac Léman is in two different countries. 33. Boat passengers need to carry passports. 34. The water is too cold for water sports. 35. Lac Léman is in the Alps. 36. The lake affects the climate of the entire region. 37. In winter, ice skating is a popular sport on the lake. 38. Julius Caesar visited the lake.
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Final Exam Preparation What You Can Expect The final exam is closed-book and consists of fifty listening comprehension and fifty reading questions. If you’ve learned each section before going on to the next, you’ll do fine. Your final will be given to you by a proctor who will play each track on the CD all the way through once and allow you time for each answer. If necessary, the proctor will play each segment through one additional time. The CD will then be turned off, and you will be able to complete the remainder of the test. The entire test should take no more than ninety minutes. You must receive a grade of at least 60 percent on the final exam in order to pass the course!
What You Should Review Here’s a little tip: 50 percent of the questions on the final come from lessons 3 and 4! Does that mean 50 percent of your study time should be spent on those lessons? MAIS OUI! Lesson 7 has the next highest percentage of material on the exam—almost 20 percent. Remember, you must pass the final exam to pass the course. Best wishes!
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Appendix Leçon 1 Vocabulary • • • • • • • • • • • • • • • • • • • • •
cinq—5 deux—2 dix—10 dix-huit—18 dix-neuf—19 dix-sept—17 douze—12 huit—8 neuf—9 onze—11 quatorze—14 quatre—4 quinze—15 seize—16 sept—7 six—6 treize—13 trois—3 un—1 vingt—20 zéro—0
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Phrases • • • • • • • • • • • • • • • • • • • • • • • • • • • •
A bientôt—“See you soon.” A toute à l’heure—“See you later.” Au revoir—to say “goodbye” to anyone Bonjour—to say “hello” to anyone Ça ne va pas bien.—“I’m not doing well.” Ça va?—to ask how someone is who is your own age or younger or someone you know well Ça va mal.—“I’m not doing well.” C’est combien?—to ask how much something costs Comme ci, comme ça.—“I’m doing okay.” Comment allez-vous?—to ask how an individual is or how several people are Comment t’appelles-tu?—to ask a person’s name who is your own age or younger Comment vas-tu?—to ask how someone is who is your own age or younger or someone you know well Comment vous appelez-vous?—to ask what an older person’s name is or more than one person at a time Excusez-moi monsieur (or madame).—to get someone’s attention J’ai ___ ans.—to say your age Je cherche cette adresse—to find a location (this address). Je cherche la gare—to find a location (station). Je cherche une banque.—to find a location (bank) Je m’appelle _____.—to say what your name is Je vais très bien.—“I’m doing great.” Je voudrais ça.—to say what you want while pointing at it Merci.—to say “thank you” Où sont les toilettes?—to ask for a bathroom Pas mal.—“I’m doing okay.” Quel âge as-tu?—to ask a person’s age who is your own age or younger Quel âge avez-vous?—to ask several people how old they are (your own age or younger) Salut—to say “hello” or “goodbye” to people yourown age or younger Très bien.—“I’m doing great.”
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Appendix
• • • • •
Tu as quel âge?—to ask a person’s age who is your own age or younger Tu t’appelles comment?—to ask a person’s name who is your own age or younger Vous avez quel âge?—to ask several people how old they are (your own age or younger) Vous parlez anglais?—to ask if a person speaks English Vous vous appelez comment?—to ask what an older person’s name is or more than one person at a time
Grammar Rules Using tu and vous In French there are two words which mean “you”—tu and vous. Tu can only be used for one person. It is used for people you know well, including family members, people your own age, and people much younger than yourself. It is very casual. If you would call someone by their first name or a family title (mom, dad, grandma, etc.), use tu. Also use tu if you’re talking to an animal! Vous is used for more than one person, whether you know them well or not. It is also used for one person who you don’t know well, or who is older than you, or who is in a position of authority, like a teacher or your employer. If you are ever in doubt as to which one to use, choose vous. If you call a person by a title like Mr. or Mrs., use vous.
Pronunciation Guide Letters a
n
b
o
c
p
d
q
e
r
f
s
g
t
h
u
i
v
j
w
k
x
l
y
m
z
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A single “e” at the end of a word is silent unless it has an accent aigu (é). The letter “o” is usually never by itself. These combinations of letters often make the “o” sound: au, aux, aut, eau, eaux. The letter “u” is fun to make, but people think you’re a bit strange when you practice it. You say the “i” sound (ee) through a straw! Form your lips as if you were sucking on a straw and then say “ee.” That’s the French “u.” We don’t have any sounds quite like it in English. The combination “th” is always pronounced like a “t.” The letter “h” is never pronounced. “R” is not made with the lips as it is in English. Say the word “ago.” If you stop at the “g” (like when you say “ug”), you’ll notice all your air is stuck in the back of your mouth. The “g” stops the air from getting through. Now say the word “aha.” The air slides over the top of your tongue and against the roof of your mouth. That’s the American “h” sound. The French “r” is just between the “g” stop and the “h” slide of air. Say “ago” but make a little space for the air to slip over. If it sounds like you’re going to spit, the opening isn’t big enough or you’re expelling the air too fast. Here’s something else you have probably never realized about your mouth. When you make an “n” sound, the tip of your tongue touches the ridge right behind your upper front teeth. Say “none.” Feel where your tongue is? Say “fun.” That’s what this next sound is going to be. Say “fun,” or try to say it, while keeping your tongue on the ridge behind the lower teeth. You’ve just made a beautiful French sound. Usually, single consonants are not pronounced at the end of a word, with the exception of “c,” “r,” “f,” and “l.”
Leçon 2 Vocabulary • • • • • • • • • •
cent—100 chanter—to sing le cinema—movies cinquante—50 cinquante-cinq—55 cinquante-et-un—51 dessiner—to draw le foot—soccer le jogging—jogging lire—to read
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
mille—1000 la musique classique—classical music Noël—Christmas non—no oui—yes le piano—piano quarante—40 quarante-et-un—41 quarante-quatre—44 quatre-vingt-dix—90 quatre-vingt-dix-neuf—99 quatre-vingt-huit—88 quatre-vingt-onze—91 quatre-vingt-un—81 quatre-vingts—80 vingt—20 vingt-deux—22 vingt-et-un—21 six-mille-cent-trent-cinq—6.135 soixante—60 soixante-dix—70 soixante-dix-sept—77 soixante-et-onze—71 soixante-et-un—61 soixante-six—66 trente—30 trente-et-un—31 trente-trois—33 trois-cents—300 trois-cent-vingt-trois—323 un million—1.000.000 le cyclisme—cycling le volley—volleyball voyager—to travel
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Phrases • • • • • •
J’aime beaucoup (le sport).—to say you like something a lot (I like sports a lot.) J’aime (le chocolat).—to say you like something (I like chocolate.) Je n’aime pas beaucoup (danser).—to say you don’t like something very much (I don’t like dancing very much.) Je n’aime pas (la biologie).—to say you don’t like something (I don’t like biology.) Tu aimes (les escargots)?—to ask if an individual (of your own age) likes something (Do you like snails?) Vous aimez (voyager)?—to ask if several people or an older person likes something (Do you like to travel?)
Grammar Rules Likes and Dislikes Aimer (to like) is an “-er” verb. Most “-er” verbs have the same spelling and pronunciation pattern. Je, tu, il, elle, nous, vous, ils, and elles are called subject pronouns. As you can see, je means “I.” Tu and vous mean “you.” You’ve already learned these. Nous means “we.” Il can mean “he,” or “it” when talking about a masculine object. Elle can mean “she,” or “it” when talking about a feminine object. Use ils for “they” when you’re speaking about males, mixed gender groups, or nouns that are masculine. Use elles for they when you’re talking about females or nouns that are feminine. The letter “s” at the end of a word is silent unless the following word begins with a vowel. In that case the “s” makes a “z” sound.
Use le, la, les, and l’ Correctly The le, la, les, and l’ before nouns are called articles. They mean “the.” In English, we often use nouns without “the.” “Hamburgers are good.” In French it’s Les hamburgers sont bons. “I like ice cream.” J’aime la glace. In French, the article must be used. Le is used for masculine nouns. Les is for plurals. Le vélo means “the bike.” Les vélos means “(the) bikes.” La is used for feminine nouns. Les is for plurals. La robe means “the dress.” Les robes means “(the) dresses.” When a singular noun begins with a vowel, an l’ is used instead of le or la. L’école means “the school.” Les écoles means “(the) schools.” As you learn new nouns, try to learn the article that goes with them. That way you will know if a word is masculine or feminine.
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Accent Marks Accent marks change the way letters are pronounced. Read the explanations and pronounce the words below each. When you spell a word aloud, you say the letter and then the accent. élève = E accent aigu, L, E accent grave, V, E • • • • •
•
an “e” with an accent aigu (´) (e.g., café, fiancé, été, année) an accent grave (`) may appear on an “a,” “e,” or “u;” it doesn’t affect the sound of the “a” or the “u”) a “c” with an cédille (¸) gives the “c” an “s” sound; used only with “ca,” “co,” “cu” combinations (e.g., garçon, lançons, ça va) “ci” and “ce” combinations automatically give an “s” sound an accent circonflexe (ˆ) may appear on any vowel. It has no effect on the sound but is sometimes helpful in translating a word. The circonflexe means there used to be an “s” following the vowel. By adding an “s” after the letter with the accent, we may recognize the word hôpital, forêt, côte, pâte, croôte an “e” with a trema, or more commonly deux points (two dots [¨]), makes the accented vowel sound separately from the vowel next to it (e.g., Noël, Gwenaël)
Using Common Verbs To tell about things we do, we use many “-er” verbs. All “-er” verbs follow the same pattern as aimer and regarder. In French, j’étudie les maths means “I study math” and “I’m studying math.” Nous visitons le musée means “We visit the museum” or “We’re visiting the museum.” Present tense verbs are used to tell what you usually do or what you are doing. We ask yes/no questions with these verbs the same way we do with the verb aimer. How would you ask some friends “Do you listen to (or are you listening to) classical music?” You would say Vous écoutez de la musique classique? The je form always ends in the letter “e.” The vous form always ends in “ez.” How would you ask if Justin works at (or if he’s working at) Taco Bell? You would say Justin travaille à Taco Bell? How would you ask if Natalie and Jason play (or are playing) soccer? You would say Natalie et Jason jouent au foot? Pretty easy, isn’t it? Just remember to make your verb agree with the subject and raise your voice at the end of the question.
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Leçon 3 Vocabulary • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
l’allemand—German l’anglais—English l’après-midi—afternoon les arts plastiques—art l’auto-école—driver’s education une bibliothèque—library la biologie—biology une brosse (un effaceur)—eraser un bureau—office un cahier—notebook une calculatrice—calculator une carte—map intéressant—interesting la chorale—choir un classeur—folder un compas—compass la comptabilité—accounting une craie—chalk un crayon—pencil des crayons de couleur—colored pencils la danse—dance le dessin—drawing difficile—difficult dimanche—Sunday un écran—a screen un élève—student une élève—student (female) ennuyeux—boring l’espagnol—Spanish facile—easy fantastique—fantastic, cool, super une fenêtre—window des feuilles de papier—sheets of paper un feutre—marker le français—French
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
genial—great la géographie—geography une gomme—eraser l’histoire—history une horologe—clock gentil—nice l’informatique—computer science jeudi—Thursday un lecteur CD—CD player un Livre de math—math book lundi—Monday un magnétoscope—VCR mardi—Tuesday les maths—math le matin—morning méchant—mean mercredi—Wednesday mortel—deadly boring nul—worthless l’orchestre—orchestra un ordinateur—computer pas terrible—not great for teachers passionnant—fascinating pénible—terrible une porte—door un poster—poster un pot de colle—jar of glue un professeur—teacher un réprojecteur—overhead projector une règle—ruler un sac à dos—backpack samedi—Saturday la semaine—the week le soir—evening l’E.P.—P.E. un stylo—pen sympa—nice une table—table
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• • • • • • • • • •
un tableau—chalkboard un tableau d’affichage—bulletin board un taille-crayon—pencil sharpener un téléviseur—television monitor le théâter—drama une trousse—pencil bag vache—really mean vendredi—Friday le weekend—the weekend zéro—useless
Phrases • • • • • • •
A huit heures.—At 8 o’clock A quelle heure?—At what time? de l’après midi—in the afternoon du matin—in the morning du soir—in the evening Il est huit heures.—It’s 8 o’clock. Quelle heure est-il?—What time is it?
Grammar Rules Telling Time Telling time is easy. Just say Il est . . . + the number + heures. Except for midnight and noon, the word heures must always be used. To add minutes, you use the same sentence and add the number of minutes. For times between :31 and :59, there are two ways to express time. In English, we can say 3:45 as “three forty-five” or “quarter to four.” In French, it’s the same way; 3:45 could be trois heures quarante-cinq or quatre heures moins le quart. In English, 4:55 can be “four fifty-five” or “five minutes to five.” In French, it can be quatre heures cinquante-cinq or cinq heures moins cinq. As in English, fifteen minutes can also be “quarter” as in “a quarter past three.” In French it would be il est trois heures et quart. Thirty minutes can also be “half,” as in “half past four.” In French it would be il est quatre heures et demie. There are two ways of telling time in French—official time (you might know it as military time), which is based on a 24-hour clock and is used in schedules, TV guides,
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movie times, and so forth; and conversational time, which is a 12-hour clock. Official time never uses et quart, et demie, moins, du matin, and so forth. It uses only numbers.
Prices and Currency In January 2002, most European countries in the European Union changed from their own currency to the Euro. This makes it easier to travel and to do business. Imagine if each state in the United States had its own currency, and if you went to Connecticut from New York, you had to convert all your New York money. After returning to New York, you’d have a pocketful of useless Connecticut currency! That’s the way it’s been in Europe for centuries. The Euro solves the problem and makes life for tourists much easier as well. To ask how much something costs, we say C’est combien? C’est combien le sac? C’est combien les gommes? To tell the price of something, we say C’est + the price or, if we are speaking of more than one item, we say the items or Ils/Elles sont + the price. C’st combien la calculatrice? C’est cinquante huit euros. C’est combien les crayons? Les crayons sont deux euros dix or Ils sont deux euros dix. Cents are called centimes.
Leçon 4 Vocabulary • • • • • • • • • • • • • • •
un anorak—jacket des bracelets (m.)—bracelets une banque—bank blanc—white un pressing—dry cleaners bleu—blue un bonnet de ski—ski cap des bottes—boots des boucles d’oreilles—earrings une boulangerie—bakery une boutique—small store une écharpe—scarf un café—café une cathédrale—cathedral un chapeau—cap
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
une charcuterie—deli des chaussettes—socks des chaussures—shoes une chemise—shirt un chemisier—blouse un cinéma—movie theater un pull à coll roulé—turtleneck sweater un costume—suit une cravate—tie une crémerie—dairy un débardeur—tank top une église—church un foulard—foulard des gants—gloves une gare—railroad station un grand magasin—department store gris—gray un imperméable—raincoat un jardin—garden jaune—yellow un jean—jeans une jupe—skirt une librairie—bookstore des lunettes de soleil—sunglasses un maillot de bain—bathing suit un manteau—coat marron—brown une montre—watch un musée—museum noir—black orange —orange un pantalon—pants un parapluie—umbrella une patisserie—pastry shop un pendentif—necklace une pharmacie—pharmacy un portefeuille—wallet une poste—post office
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• • • • • • • • • • • • • • •
un pull—sweater un pyjama—pajamas un restaurant—restaurant une robe—dress rose—pink rouge—red des sandales—sandals un mouchoir—handkerchief un short—shorts un t-shirt—t-shirt un kiosque—kiosk des tennis—tennis shoes vert—green une veste—jacket violet—purple
Phrases • • • • • • • •
Il me faut des boucles d’oreillse—I need earrings. Il me faut un short—I need shorts. J’ai besoin d’un pantalon—I need a pair of pants. Je cherche des baskets—I’m looking for gym shoes. Je cherche une cravate—I’m looking for a tie. Je voudrais une jupe—I’d like a skirt. Tu as besoin des chaussures?—Do you need shoes? Vous avez des sacs à dos?—Do you have backpacks?
Grammar Rules Un and Une Un and une correspond to “a” or “one” in English. Un crayon would be “a pencil” or “one pencil.” Because all French nouns are either masculine or feminine, there is a masculine form and a feminine form of “a” or “one.” Un is the masculine form. Une is the feminine form. Some things are plural, like socks or shoes. The plural for un or une is des. It kind of means “some.”
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Use the verb “To Buy” The verb acheter means “to buy.” It’s a regular “- er” verb—sort of! The endings are regular “-er” endings, but there is an accent aigu in some forms of the verb.
Saying “that’s a—” and “those are—” Un, une, and des (“a,” “an,” and “some”) are called indefinite articles. That means they’re used to speak about things in general. Le, la, and les are called definite articles because they usually refer to specific things (“the”). Un film means any old “film.” But le film means “the film,” the one that we saw or the one that was lousy. In other words, un film is used to refer to a film in general, whereas le film is used to refer to a specific film. The definite articles are often used as part of a noun. When that happens, it means the noun in general. C’est means “it is.” Ce sont means “those are.” If you’re talking about one item, use c’est. When talking about more than one, use ce sont. C’est une chemise means “it’s a shirt.” Ce sont des chemises means “those are shirts.”
The Verb “To Go” The verb aller means “to go.” Unfortunately, it’s a pretty strange verb and doesn’t follow many of the rules. As with the verb avoir in the last lesson, you just have to memorize it. On is a general word. It means “someone” does it. On va á la patisserie pour acheter les éclairs au chocolat means “People go to the pastry shop to buy chocolate eclairs.” On is used in suggestions, too. On va au café? means “How about we go to the café?” As in English, there are several ways to use the verb “to go.” We can “go to a place.” “I’m going to the restaurant.” “She’s going to the bank.” “They go to the bookstores every day.” Notice that in English, “to the” doesn’t change. With the verb “to go,” we can also talk about things that we are going to do. We form the future by conjugating the verb aller and by not conjugating the second verb.
Leçon 5 Vocabulary • • •
un appareil-photo—camera un ballon—ball un ballon de football américain—football
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
une batte—baseball bat bien—well un caméscope—video camera une canne à pêche—fishing rod des chaussures de ski—ski boots des chaussures de sport—sport shoes de temps en temps—from time to time Encore—still une épée—sword le Jour d’action de grâces—Thanksgiving la fête nationale l’Indépendance—Independence Day la fête des mères—Mother’s Day la fête des Pères—Father’s Day la fête du Travail—Labor Day un filet—net le jour des presidents—President’s Day des maillots de bain—bathing suits mal—poorly ne . . . jamais—never Noël—Christmas le Nouvel An—New Year’s Day un panier—basketball hoop Pâques—Easter Parfois—sometimes des patins—ice skates les pièces—pieces poisson d’avril—April Fool’s Day une raquette—racquet la rentrée—return to classes un sac à dos—back pack la Saint Patrick—St. Patrick’s Day la Saint Valentin—Valentine’s Day une selle—saddle la sortie des classes—last day of class souvent—often toujours—always la Toussaint—Halloween un voilier—sailboat
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Phrases • Elle fait du cheval à la campagne—She rides horses in the country • Elle fait du ski—She skis • Elles font du ski nautique—They water ski • Elles jouent au tennis—They play tennis • Il fait beau—It is lovely • Il fait chaud—It is hot • Il fait du brouillard—It is foggy • Il fait du patinage—He ice skates • Il fait du soleil—It is sunny • Il fait du vent—It is windy • Il fait frais—It is cool • Il fait froid—It is cold • Il fait mauvais—It is bad weather • Il fait un temps magnifique—It is great weather • Il joue au hockey—He plays hockey • Il neige—It is snowing • Il pleut—It is raining • Il y a des nouages—It is cloudy • Il y a des orages—There are thunderstorms • Il y a une tempête de neige—There is a blizzard • Ils jouent au basket—They play basketball • Ils jouent au Monopoly—They play Monopoly • Ils nagent à la piscine—They swim in the swimming pool • Je fais du roller—I roller skate • Je regarde le sport à la télé—I watch sports on TV • Les feuilles tombent—The leaves are falling • Mes amis font de l’alpinisme aux Alpes—My friends hike in the Alps • Nous faisons du patinage á la patinoire—We ice skate at the skating rink • Nous jouons au basket au gymnase—We play basketball at the gymnasium • Nous jouons au foot—We play soccer • On étudie à l’école—One studies at school • On fait de la planche à voile à la mer—One windsurfs in the sea • On fait de la voile au lac—One sails in the lake
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• • • • • • • • •
On fait des pique-niques au parc—One picnics in the park On joue au foot au stade—One plays soccer in the stadium On mange au restaurant—One eats at the restaurant On nage à la piscine—One swims in the swimming pool On regarde un film au cinéma—One watches films at the cinema Tu fais de la voile?—Do you sail? Tu joues aux échecs à la maison?—Do you play chess at home? Vous faites du jogging au bois?—Do you jog in the woods? Vous jouez aux cartes?—Do you play cards?
Grammar Rules Talking about What We Do There are several ways to talk about the things we do. You already know the verbs jouer, nager, and regarder. There are sports that we play and activities that we do. Generally we use different verbs for each. You play tennis, but do you play skiing? It sounds silly. We don’t play skating or sailing either. The verb we use for these activities, and for lots of other things, is faire.
Faire
Jouer
de l’escrime (fencing)
au ping-pong
de la voile (sailing)
au baseball
du patinage (ice skating)
au volley
du jogging
au basket
du cyclisme (cycling)
au hockey
de la photo
au football (soccer)
du ski nautique
au football américain
de l’athlètisme (track and field)
au Scrabble
du cheval (horseback riding)
au tennis
de la randonnée (hiking)
aux échecs (chess)
une promenade (take a walk)
au Monopoly
de la gymnastique
aux cartes
du roller
aux dames (checkers)
de l’alpinisme (mountain climbing)
à des jeux électroniques (video games)
de la musculation (weightlifting) de la natation
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Yes and No Questions To ask a yes/no question we can simply raise our voice tone at the end of a sentence. For example, Tu joues au volley? or Vous faites du ski nautique? Or we can put the expression “Est-ce que” in front of the sentence. For example, Est-ce que tu joues au volley? or Est-ce que vous faites du ski? We still raise our voice at the end of the question. We can add in the adverbs too, so we can ask how well or how often someone does something. For example, Est-ce que tu joues bien au tennis? Or Est-ce que tu fais parfois de la randonnée?
Making Suggestions On is a pretty useful word. It isn’t pronounced like the English “on,” but you know how to pronounce that French “n.” On means “someone” or “they in general,” and sometimes it means “we.” I’ll explain. If I wanted to suggest we have a picnic on Monday, I could say, On fait un pique-nique lundi? If I wanted to suggest a trip to the café at 8, I could say, On va au café à huit heures? If I wanted to say “English is spoken here,” I’d say, On parle anglais. That means “someone around here speaks English.” If I wanted to say “soccer is a spring sport,” I’d probably say, On joue au foot au printemps. That means “they (whoever they are) play soccer in the spring.” On s’amuse means “we’re having fun.”
The Seasons Do you water ski in the winter? (Not unless you live in Tahiti!) Do you throw snow balls in the summer? Some things are generally done during certain seasons of the year— l’été (summer), l’automne (fall), l’hiver (winter), le printemps (spring). To say “in summer,” we say en été. We use “en” for three seasons. To say “in the spring,” use “au”—au printemps. To say “in” plus a month, we always use “en.” Here are some examples. On joue au football américain en automne. On fait du ski en hiver. On fait du vélo au printemps. On nage en été. Je joue au tennis en juillet. The seasons each cover three months. In the months in which seasons change, the change usually occurs on the 21 or 22 of the month, so we’re going to generalize the seasons into three months each.
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Saying Dates and Holidays To say a date, we first say “le” followed by the number, followed by the month. “May 6” is le six mai. “Oct 23” is le vingt-trois octobre. The only number that doesn’t follow the pattern is “first”; for example, January 1” is le premier janvier. The first day of each month is the only time an ordinal number is used when saying dates. Quelle est la date de ton anniversaire? means “when’s your birthday?” Mon anniversaire c’est le 7 octobre means “My birthday is October 7.” When’s yours?
Leçon 6 Vocabulary • • • • • • • • • • • • • • • • • • • • • • • • • •
les abricots—apricots Agneau—lamb andouille—tripe or intestines andouilettes—tripe or intestines une baguette—loaf of bread une banane—banana le beurre—butter des biscuits—cookies le boeuf—beef une boisson fraîche—refreshment une botte—a bunch une bouteille—a bottle une brioche—a sweet, cake-like bread un café—coffee canard—duck une carotte—carrot les cerises—cherries charcuterie—cold meats un chausson—a turnover un cheval—horse du chocolat chaud—hot chocolate un chou à la crème—a cream puff un citron—lemon un coca—coke un cornet—a cone-shaped, cream-filled pastry des côtelettes—cutlets
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
une courgette—zucchini la crème—cream des croissants—crescent rolls un croque monsieur—toasted cheese and ham sandwich les crudités—raw veggies une dinde—turkey une douzaine—a dozen des éclairs (au café et au chocolat—eclairs un filet de poisson—fish fillet un flan—custard with crust une fraise—strawberry les framboises—raspberries des frites—french fries le fromage—cheese le fromage frais—cream cheese des gateaux—cakes une glace—ice cream un hamburger—hamburger les haricots verts—green beans un hot dog—hot dog du jus d’orange—orange juice du jus de pommes—apple juice le ketchup—ketchup un kilo—1,000 grams le lait—milk la laitue—lettuce de l’eau minérale—mineral water le maïs—corn la mayonnaise—mayonnaise un millefeuille—layers of crust and cream un morceau—a piece de la mousse au chocolat—chocolate mousse la moutarde—mustard les oeufs—eggs les oignons—onions une omelette—omelette les oranges—oranges du pain—bread
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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
un pain au chocolat—a roll with chocolate baked inside un pain aux raisins—a flat cream and raisin pastry un pamplemousse—grapefruit un paquet—a package le pâté—meat spread des patisseries—pastries une pêche—peache les petits pois—peas une pizza—pizza une poire—pear poisson—fish un poivron vert—green pepper une pomme—apple les pommes de terre—potatoes le porc—pork un pot—a jar le poulet—chicken une quiche—quiche les radis—radishes des raisins—grapes une religieuse—two cream puffs, a small one on top of a large one du riz—rice les rognons—kidneys de la salade—salad un sandwich—sandwich la sauce—salad dressing or gravy un soda—soda de la soupe—soup un steak-frites—fried steak de la tarte—pie du thé—tea une tomate—tomato une tranche—slice du vin—wine la vinaigrette—vinaigrette le yaourt—yogurt
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Phrases • • • • • • •
Ah oui. Perrier, Vichy, Evian.—Y es. Perrier, Vichy, Evian. Ah oui. Qu’avez-vous comme boissons?—Yes. What do you have? Avez-vous de l’eau minérale?—Do you have mineral water? Avez-vous des sandwiches?—Do you have sandwiches? Bien.—Okay. Bonjour. Vous désirez?—Hello. What would you like? Eh bien, nous avons des sandwiches au jambon au fromage, au pâté, et au saucisson.—We have ham, cheese, liverwurst, and salami sandwiches.
•
Je prends un demie de Perrier, s’il vous plait.—I’ll have a half liter of Perrier, please. Je vais prendre un sandwich au fromage—I’ll have a cheese sandwich. Oui, bien sûr.—Yes, of course. Qu’est-ce que vous avez comme sandwiches?—What kind of sandwiches do you have? Vous voulez boire quelque chose?—Would you like a drink?
• • • •
Grammar Rules Speaking in Restaurants To say, “do you have . . .?” we use the verb avoir and say, “Avez-vous . . .?” or “Vous avez . . .?” Because it’s a yes/no question, your voice goes up at the end. We use des with things that can be counted. But with noncount nouns, we have to use what’s called a partitive article. Sounds cool doesn’t it? We use partitive articles so that we don’t say stupid things like “Do you have some milks?” or “Do you have any butters?” Here are the articles: du for a masculine noun. (e.g.. Avez-vous du vin?) de la for a feminine noun. (e.g. Vous avez de la glace?) de l’ for a noun beginning with a vowel. (e.g. Avez-vous de l’eau?) These words all mean “some” or “any.” We don’t use the word des with noncount nouns. We use either des or a number for count nouns. Unless you have a really big appetite, you probably would want only one steak (Un steak s’il vous plaît). On the other hand, you don’t usually ask for sixteen French fries. You might say, “Des frites s’il vous plaît” (s’il
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vous plaît means “please”), because you want some fries, not a specific number. Same with green beans or peas or brussel sprouts (but no one would ask for them anyway!). The same principle applies when you want a part of something. Can you eat an entire cake? Even though we can count “cakes” we probably aren’t going to eat the whole thing, so we ask for a part of a cake. To do that, we use the partitive article as well. Du gateau s’il vous plaît means “some of” or “a part of” a cake. De la tarte means “a piece of the pie,” not the whole thing.
More Restaurant Etiquette The verb prendre means “to take.” You can prendre un bus, un train, or un taxi. When it’s cold out, mothers like to tell their children to “Prenez les manteaux! (Take coats!)” Prendre is also used as “to have” with food, like when you want to say “I’ll have a steak. (Je prends un steak).” To find out what kinds of a food or drink are available, we can say, “Qu’est-ce que vous avez comme . . .?” or “Qu’avez-vous comme . . .?” At the end of your meal, you’ll need to ask for the bill. Waiters don’t usually bring the bill until you ask for it. To get the waiter’s attention, say “Monsieur,” or if it’s a woman, say “Madame” or ”Mademoiselle.” To ask for the bill, you say, “L’addition, s’il vous plaît.”
Ordering Meat Beef in France is generally served on the rare side, very rare. Most Americans like their meat well done. It’s about impossible to get well-done meat in France, but we can get close. When you order meat, a waiter may ask, “Vous le voulez comment?” or “Quel cuisson?” which mean “How do you want it?” Your choices are bleu, which is pretty close to raw; saignant, which means very rare; à point, means “just right,” but it’s just right for a Frenchman; or a bit rare. Bien cuit, means well cooked, but is what we would call medium. To get your meat as cooked as possible, use overkill. Say “bien, bien cuit,” or “très bien cuit.” You may wish to add, “Je suis américain.” Sometimes explaining that helps the French to understand why you wish to “ruin” perfectly good meat by overcooking it.
More on the Verb prendre To suggest or recommend something to eat or drink, we can use the verb prendre. We can say something is good or delicious or great. Or we can say we like an item. On the other hand, to discourage something, we can
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use the negative of prendre. Or we can say something is yucky. Or we can say we don’t like an item.
Leçon 7 Vocabulary • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
âgé—old amusant—fun or funny beau—handsome belle—beautiful blond—blond chauve—bald c’est à gauche (etc.)—it’s on the left continuez—continue . . . descendez—go down . . . deuxième feu—second traffic light embêtant—irritating fin—thin, as in fingers, noses, slices, etc. gentil—kind gros—fat intelligent—smart jeune—young joli—pretty jusqu’à cette rue—until that street maigre—skinny marié—married mignon—cute pénible—annoying roux—redheaded sérieux—serious sportif—athletic suivez—follow . . . sympa—nice tournez à gauche/à droite—turn left/right travailleur—hardworking
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Grammar Rules Adjective Rules If an adjective ends in “e” (without an accent) in the masculine form, like jeune or maigre, there is no change in the feminine form. As usual, French wouldn’t be French if there weren’t a few exceptions. Most adjectives, like colors, come after the noun they modify—un garçon paresseux, or les yeux bleus, or une fille maigre, or un monsieur chauve. But there are a few adjectives that come before the noun. Generally, adjectives of beauty, age, goodness, and size come before the noun. When a plural noun has an adjective in front of it and we’re using the verb avoir we use de instead of des—not des beaux yeux, but il a de beaux yeux. Elle a de longs cheveux. With two adjectives that follow the noun, use et or mais between them. To ask what someone is like, we say “Comment est . . .” So to ask what someone’s brother is like, we’d say “Comment est ton frère?” The answer might be “Mon frère est petit. Il est pénible. Il a des cheveux bruns.” If you wanted someone to describe him- or herself, you could say “Comment es-tu?” The answer might be “Je suis beau et intelligent. Je suis sportif et j’ai les yeux bleus.”
Using “To Be” Verbs To describe people we often use the verb être. It’s the verb “to be” and tells what someone is—tall, smart, cute, annoying, and so forth. C’est means “it is.” Ce sont means “these are.”
Describing People by Telling What They Have Sometimes we describe people by what they have rather than what they are. Of course, we use the verb avoir (see leçon 3) for these. Remember also that “age” is something we have.
Using Possessive Pronouns In English we can say “Ken’s mom” or “Katie’s brother.” This is not the case in French. To say “Mark’s brother,” we say le frère de Mark. To say “Sara’s book,” we say le livre de Sara. To say “Megan’s hair,” we say les cheveux de Megan (les because Megan has more than one hair!). On the other hand, we can say “his father” or “our cousins” or “their shirts” in French. We use possessive adjectives to do this. They are pretty easy but you must remember that the masculine, or, feminine form of the
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adjective is determined by the noun it modifies, not who the noun belongs too. To say “his mother” or “her mother,” we say sa mère. Because mère is feminine we use sa. To say “his father” or “her father,” we’d say son père because père is masculin. Ses cousins means “his” or “her cousins” because cousins is plural. With a plural, the gender no longer matters. Ses cousines is feminine, but there is no feminine form of ses. In French, there is no difference between “his” and “her.” Look at this. Son frère is “his” or “her brother.” Sa soeur is “his” or “her sister.” The words sa or son tell us that the noun which follows is feminine or masculine, respectively, and that the noun belongs to one person.
Review Answers Leçon 1 Review 1. Salut. (But Bonjour would be fine.) 2. Comment vous appelez-vous? or Vous vous appelez comment? 3. Quel âge as-tu? or Tu as quel âge? 4. J’ai (14, 15, 16, ?) ans. (Example: J’ai quinze ans.) 5. Quel âge avez-vous? or Vous avez quel âge? 6. Comment vas-tu? or Ça va? 7. Je vais très bien. or Je vais bien. 8. Comme ci, comme ça. or Pas mal. 9. Ça ne va pas bien. or Ça va mal. 10. with someone your own age or younger or a close family member, and never with more than one person 11. with more than one person with someone older than you or someone in a position of authority over you 12. Bonjour + title such as monsieur, or madame 13. see objective 4 14. see objective 3 15. Où sont les toilettes? 16. Je voudrais ça.
Leçon 2 Review 1. 2. 3. 4.
J’aime le foot. Tu aimes le chocolat? Vous aimez danser? Je n’aime pas les escargots.
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5. See objective 4. 6. Nous parlons. Ils (elles) jouent. Elle travaille. 7. Tu joues au foot? 8. Vous jouez au volley? 9. J’étudie beaucoup. 10. Vous regardez la télé? 11. See objective 1. 12. See objective 1.
Leçon 3 Review 1. lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche 2. le matin, l’après-midi, le soir, la semaine 3. la comptabilité, les arts plastiques, la biologie, la chimie, la chorale, l’informatique, la danse, le théâtre, le dessin, l’auto-école, l’anglais, le français, la géographie, l’allemand, l’histoire, les maths, l’orchestre, l’E.P, l’espagnol (any ten) 4. premier, deuxième, troisième 5. Tu as quels cours mardi matin? 6. Elle a quel cours mercredi après-midi? 7. il est trois heures, il est six heures vingt-cinq, il est neuf heures et quart (or il est neuf heures quinze), il est quatre heures et demie (or il est quatre heures trente), il est midi 8. il est quinze heures, il est dix-neuf heures quarante-cinq, il est vingt-deux heures trente 9. un bureau, une table, une carte, un ordinateur, un tableau, une craie, un effaceur, un écran, un réprojecteur, un magnètoscope, un lecture CD, une porte, une fenêtre, un poster, un téléviseur, une horloge, une bibliothèque, un tableau d’affichage, un professeur (any ten) 10. see objective 7
Leçon 4 Review 1. possibilities include: un anorak, un manteau, un bonnet de ski, des gants, un pull, une écharpe, un pull à col roulé (any three) 2. possibilities include: un short, un tee-shirt, un débardeur, des sandales, un maillot de bain (any three)
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3. possibilities include: une robe, une jupe, un chemisier, un pendentif, des boucles d’oreilles, des chausseurs, une chemise, une cravate, un costume (any four) 4. Elle achète des sandales. Nous achetons des chaussettes. 5. Le chocolate est bon. Passe-moi le chocolat. 6. bleu, blanc, rouge, 7. possibilities include: jaune, vert, rose, marron, noir, gris, violet, orange (any five) 8. une chemise bleue, un pull rouge, les chaussures marron, les chaussettes violettes et roses 9. Je cherche une montre. 10. Pardonnez-moi + monsieur, madame, mademoiselle, excusezmoi + . . . 11. La robe (or other article of clothing) te va très bien. Je les trouve mignons comme tout. Ils/Elles sont super. C’est chic, beau joli. 12. Cela ne te va pas trop bien. C’est moche, ça. C’est affreux. Je ne les trouve pas très beaux. C’est nul. Ce n’est pas beau. Ça fait cloche. 13. à la gare, à la poste, au cinéma, à la banque, à la boulangerie, au musée, à la crémerie 14. Elle va au restaurant. Nous allons à l’église. Je vais au musée. Tu vas jouer? Vous allez jouer?
Leçon 5 Review 1. Je joue aux cartes. Je joue au tennis. Je joue au foot. Je joue aux dames. Je joue au Monopoly. (possible answers) 2. Je fais du ski. Je fais du vélo. Je fais de la photo. Je fais du cheval. Je fais de la voile. (possible answers) 3. Il joue souvent aux échecs. Parfois ils font de la voile. Nous faisons bien du patinage. Je ne fais jamais de l’alpinisme. 4. On fait un pique-nique jeudi? 5. janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre 6. Il faut une batte pour jouer au baseball. Il faut des patins pour faire du patinage. 7. le sept octobre, le douze juillet, le vingt-cinq février, le quatorze novembre 8. Noël, Pâques, la fête des Méres, la Toussaint 9. Il neige. Il fait froid. Il y a des tempêtes.
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10. Il fait chaud. Il fait du soleil. Il fait un temps magnifique. 11. au gymnase, à la piscine (à la plage), au stade, à la campagne
Leçon 6 Review © BYU Independent Study
The answers are highlighted in the table below.
1. 2. 3. 4. 5.
Vous avez des sandwiches? Je voudrais des frites, s’il vous plaît. Je vais prendre de la tarte. (or Je voudrais . . .) s’il vous plaît Apportez-moi un sandwich au fromage. Un chocolat chaud, s’il vous plaît. Je voudrais un steak frites. (Any of these forms is appropriate, as is je vais prendre.) 6. Qu’est-ce que vous avez comme boisson? 7. De l’eau minérale, s’il vous plaît. Apportez-moi de l’eau minérale. Je vais prendre de l’eau minérale. 8. L’addition, s’il vous plaît. 9. Un steak bien cuit, s’il vous plaît. 10. les bananes, les oranges, les pommes, les ananas, les pêches, les citrons, les fraises, les framboises, les poires, etc. (any six)
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11. les petits pois, les haricots verts, le maïs, la laitue, les pommes de terre, les courgettes, les poivrons verts, les radis, les carottes, etc. (any six) 12. le lait, la crème, le yaourt, la glace, le beurre, le fromage (any four) 13. un pain au chocolat, un millefeuille, une réligieuse, un pain aux raisins, un croissant, une brioche, un éclair (any three) 14. Prends la pizza. 15. C’est bon. C’est délicieux. C’est excellent. 16. C’est dégoûtant. 17. False. The French serve their meat rare. 18. True. Otherwise, you could sit there for a long time. 19. False. France has over four hundred different types of cheese.
Leçon 7 Review 1. 2. 3. 4.
Mon frère s’appelle Paul. C’est ma soeur. Jean est son père. Il/Elle est pénible. Il est beau/Elle est belle. Il est intelligent/Elle est intelligente. Il est roux/Elle est rouse. 5. Elle est sportive. Ils sont heureux/Elles sont heureuses. Nous sommes gentils. 6. Elle a les yeux bleus. J’ai des taches de rousseur. Cyrano a un grand nez. Nous avons de longs cheveux. 7. Il est jeune mais sérieux. 8. Nous voulons étudier. Je veux de la glace. 9. Je peux prendre la voiture? Ils/Elles peuvent parler français. 10. Je cherche la tour Eiffel. or Où se trouve la tour Eiffel? 11. Tournez à gauche au deuxième feu.
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