French

Liberté a first-year French textbook Gretchen Angelo

Copyright c 2003 Gretchen V. Angelo All rights reserved. This work is licensed under the Creative Commons Attribution- NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/1.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. A copy of this license is also included in appendix 2 of this book. rev. 13th February 2007

Brief Contents 1 Bonjour! Ca va? 9 ¸ 2 Ma famille et mes possessions 73 3 Le travail et les loisirs 145 4 Sorties et voyages 201 5 Les voyages de ma famille 253 6 ` Tant de choses a faire! 297 7 Mon corps 337 8 A table! 389 9 Hier, aujourd’hui, et demain 427 10 Racontons des histoires! 453 11 Au magasin 489 12 ´ Resultats 539 3

Contents 1 Bonjour! Ca va? ¸ l’universit´, 149.—Le travail, 156.—Les e loisirs, 159.—R´sum´, 162.—Vocabulaire e e ´ A Activites. . . . . . . . . . . . . 10 fran¸ais-anglais, 164. c Bonjour !, 10.—Le cours de fran¸ais, c B Grammar . . . . . . . . . . . . 168 16.—Les chiffres, 18.—Identifications. Qui est. . . ?, 21.—Descriptions, 22.—R´sum´, e e Telling time, 168.—Regular verbs in the 25.—Vocabulaire fran¸ais-anglais, 28. c present tense, 172.—Two-verb sentences, 177.—Yes/No Questions, 179.—-er verbs B Grammar . . . . . . . . . . . . 31 with spelling changes, 182. The French alphabet and French C Lab Worksheet and Review . . . . 185 pronunciation, 31.—Subject pronouns, with special attention to vous and tu., La vie ` l’universit´, 185.—L’emploi a e 35.—Articles and Gender of Nouns, 40.— du temps, 186.—Le travail, 188.—Les Giving Commands - the imperative form, loisirs, 188.—L’heure et le jour, 189.— 43.—Numbers, 45.—The verb ˆtre, 47.— e Vocabulaire, 190.—Exercices de r´vision e Gender of adjectives, 49.—Questions in ćrits, 192.—Self-Check : Meeting chapter e French, 53.—Optional : IPA Help, 56. 3 objectives, 196.—Answers, 197. C Lab Worksheet and Review . . . . 58 Bonjour !, 59.—En classe, 60.—Les chiffres, 4 Sorties et voyages 61.—Identifications, 62.—Descriptions, ´ A Activites. . . . . . . . . . . . . 202 63.—Exercices de r´vision ćrits, 65.— e e En ville, 202.—Directions, 207.—Les Self-Check : Meeting chapter 1 objectives, saisons et le climat, 210.—Les voyages, 68.—Answers, 69. 214.—R´sum´: e e chapitre 4, 217.— Vocabulaire fran¸ais-anglais, 218. c 2 Ma famille et mes possessions 73 B Grammar . . . . . . . . . . . . 221 ´ A Activites. . . . . . . . . . . . . 74 The prepositions “`” and “de” and their a Nos possessions, 74.—Ma famille, 79.—Ma contractions with the definite article, maison, 87.—L’ˆge, 91.—Nos conditions a 221.—Le verbe aller , 222.—R´vision : les e physiques et mentales, 93.—R´sum´, 95.— e e verbes en -ir, 226.—The verb faire, 228.— Vocabulaire fran¸ais-anglais, 97. c Faire and weather expressions, 229.— B Grammar . . . . . . . . . . . . 101 Recognition : Le pass´ compos´, 231. e e Definite and indefinite articles, 101.— C Lab Worksheet and Review . . . . 234 Possession and Definite and Indefinite En ville, 234.—Les verbes r´guliers en -ir, e Articles, 103.—Pr´positions de lieu - Pre- e 235.—Les directions, 236.—Les mois et les positions of location, 104.—The verb saisons, 237.—Le temps qu’il fait, 238.— avoir , 106.—Il y a, 108.—Possessive Les voyages, 239.—Tense recognition, Adjectives, 110.—Simple Negation, 116.— 240.—Le vocabulaire - Optional, 241.— Age, 119.—Idiomatic Expressions with Exercices de r´vision ćrits, 242.—Self- e e avoir , 120. Check: Meeting chapter 4 objectives, 247. C Lab Worksheet and Review . . . . 126 Nos possessions, 126.—Ma famille, 5 Les voyages de ma famille 128.—Ma maison, 130.—Nos condi- ´ A Activites. . . . . . . . . . . . . 254 tions physiques, 131.—L’ˆge, 132.— a Prononciation, 133.—Exercices de r´vision e Les origines, 254.—Notre voyage aux ćrits, 135.—Self-Check : Meeting chapter e Etats-Unis, 257.—L’histoire de ma famille, 2 objectives, 138. 260.—R´sum´: Visite au pays d’origine, e e 262.—Vocabulaire fran¸ais-anglais, 264. c B Grammar . . . . . . . . . . . . 267 3 Le travail et les loisirs The verb venir , 267.—Prepositions with ´ A Activites. . . . . . . . . . . . . 146 Place Names, 269.—Le pass´ com-e Mon emploi du temps, 146.—La vie ` a pos´, 272.—Dates, 278.—Informational e 4

Questions, 279. B Grammar . . . . . . . . . . . . 401 C Lab Worksheet and Review . . . . 282 The partitive article, 401.—Negatives, Les origines, 282.—Le pass´ compos´, e e 406.—Prendre and Boire, 411.— 283.—L’immigration, 284.—Dans le pass´, e Imperatives, 413. 285.—Les Dates, 286.—Exercices de C Lab Worksheet and Review . . . . 417 r´vision ćrits, 288.—Self-Check : Meeting e e La nourriture, 417.—Contradictions, chapter 5 objectives, 292.—Answers, 293. 419.—Au restaurant, 421.—Imperatives (Time on recording: 51:05), 422. ` 6 Tant de choses a faire ! ´ A Activites. . . . . . . . . . . . . 298 9 Hier, aujourd’hui, et demain Nos activit´s rćentes, 298.—Les travaux e e ´ A Activites. . . . . . . . . . . . . 428 mńagers, 300.—Mes responsabilit´s au e e Comparaisons, 428.—Aujourd’hui et travail, 305.—Pas de temps!, 307.— demain, 430.—Hier et aujourd’hui, 431.— Mon temps libre, 309.—R´sum´, 311.— e e Prćisions, 433. e Vocabulaire fran¸ais-anglais, 313. c B Grammar . . . . . . . . . . . . 435 B Grammar . . . . . . . . . . . . 316 Comparatives, 435.—L’imparfait, 438.— R´vision : les verbes en -re, 316.— e Demonstratives, 441. Les verbes vouloir, pouvoir, et devoir, C Lab Worksheet and Review . . . . 446 e e e 317.—Pass´ compos´ of ˆtre verbs, 320.— Comparaisons, 446.—Aujourd’hui et L’adjectif interrogatif Quel, 323. demain, 448.—Hier et aujourd’hui, 449.— C Lab Worksheet and Review . . . . 325 Prćisions, 450. e Les travaux mńagers, 325.—Mes repon- e sabilit´s au travail, 326.—Le pass´ com- e e pos´, 327.—Comment passer le temps, e 10 Racontons des histoires 329.—Exercices de r´vision ćrits, 330.— e e ´ A Activites. . . . . . . . . . . . . 454 Answers, 334. Comment le faites-vous ?, 454.—Vers un ´panouissement personnel, 457.—Les mo- e ments cl´s de la vie, 460.—Racontons des e 7 Mon corps histoires!, 463.—R´sum´, 465. e e ´ A Activites. . . . . . . . . . . . . 338 B Grammar . . . . . . . . . . . . 467 Mon corps, 338.—Mes vˆtements, 343.— e Adverbs, 467.—Comparisons with adverbs Ma journé, 346.—Ma sant´, 349.— e e and verbs, 469.—Conditions, 471.—Les e R´sum´,e c 355.—Vocabulaire fran¸ais- verbes dire, lire, ćrire, 472.—Le pass´ e e anglais, 357. compos´ et l’imparfait : Action et contexte, e B Grammar . . . . . . . . . . . . 360 474. Direct object pronouns, 360.—Placement C Lab Worksheet and Review . . . . 480 of adjectives, 366.—The verb mettre and Lab : Comment faire ?, 480.—Lab : Vers verbs like sortir , 371.—Reflexive or Prono- un ´panouissement personnel, 480.—Lab : e minal Verbs, 374.—Agreement of the past Lire, dire, ćrire, 482.—Racontons une his- e participle in “avoir” verbs, 378.—Reflexive toire !, 482.—Exercices de r´vision ćrits, e e or Pronominal verbs in the pass´ compos´, e e 484. 379. C Lab Worksheet and Review . . . . 383 11 Au magasin Le corps, 383.—Les vˆtements, 383.—Ma e ´ A Activites. . . . . . . . . . . . . 490 routine, 384.—Ma sant´, 385. e Aux Galeries Lafayette, 490.—Au magasin, 494.—Mes achats, 497.—Cadeaux, 500.— 8 A table ! Vocabulaire fran¸ais-anglais, 502. c ´ A Activites. . . . . . . . . . . . . 390 B Grammar . . . . . . . . . . . . 504 La nourriture, 390.—Contradictions, Indirect Objects, 504.—Imperatives with 393.—Au restaurant, 396.—Vocabulaire pronouns, 510.—The interrogatives qui, fran¸ais-anglais, chapitre 8, 398. c que, qu’est-ce qui, quoi, and quel , 514.— 5

Savoir and connaˆ ıtre, 520. meilleurs, 546. C Lab Worksheet and Review . . . . 524 B Grammar . . . . . . . . . . . . 549 Au magasin et ` la maison, 524.—Achats a The pronoun y, 549.—The pronoun en, et information, 525.—Poser des questions, 551.—Reactions : More on the pass´ com- e 526.—Savoir et connaˆ ıtre, 526.—Exercices pos´ and imparfait, 556.—Superlatives, e de r´vision ´crits, 528.—Answers, 532. e e 559.—Optional section - vouloir, pouvoir, devoir in the past tenses, 563.—Appendix : ´ 12 Resultats “Le Corbeau et le Renard” par Jean de la Fontaine (texte original), 564. ´ A Activites. . . . . . . . . . . . . 540 Cons´quences, 540.—R´actions, 543.—Les e e 6

Introduction To the teacher and the student This French book is aimed at a first-year college student. Its features include: 1. Each chapter is built around communicative strategies. Clearly defined objectives in communication, culture, and grammar are given at the start of each chapter, and summary exercises at the end allow students to measure their mastery of these objectives. 2. The exercises in the in-class (A) sections are composed mainly of guided practice and extension activities, along with occasional comprehension checks and comprehensible input. Some further activities are indicated in the instructor’s marginal notes. The teacher can provide teacher- directed “setting-the-stage” activities, comprehension checks, and further comprehensible input before beginning each section. Many models are provided to the students to give them a secure context in which to practice their vocabulary before they are asked to produce independent language. 3. The grammar included is explained in a more narrative form and in much more detail than is typical for first-year textbooks. The grammar (B) sections should be read by the students outside of class before the communicative activities requiring those grammar points are done in class. By providing more explicit grammatical detail than is usual in a first-year book, the author hopes to stimulate students to reflect on the grammar of their own language as well as of French, helping students to become aware that their study of French is not just about mastery of a new language and culture, but about a more critical view of their own. 4. The amount of grammar is much less than is typically contained in a first-year text. The grammar included has been chosen to meet the needs of the communicative goals of each chapter, and these have been selected based on what a student ranking intermediate-low to -mid on the ACTFL oral proficiency scale should be able to accomplish. The grammatical concepts included in this book focus on those that will be needed for the sentences and questions that a typical low-intermediate speaker can form, and those are emphasized repeatedly. 5. The book implicitly and explicitly recycles material from previous chapters on a regular basis, so that students can see their learning as a continual progression rather than as a rush from one grammar point to the next. 7

8

Chapter 1 Bonjour! Ca va? ¸ Objectives for chapter 1 Communication (what students will be able to do): By the end of this chapter, students will be able to: a / Salut! 1. Greet other people and introduce themselves. 2. Understand basic commands given in French class and respond appropriately. 3. Count and spell in French. 4. Identify and describe themselves, other people, and objects. Culture (what students will know about the French-speaking world): By the end of this chapter, students will know something about: 1. Where French is spoken and by how many people; the deﬁni- tion of “Francophone.” 2. How to address another person formally or informally, as appropriate. 3. Customs of greeting in France and other Francophone countries. Grammar/ Tools (what students need to know): In order to perform these communicative tasks, students will have to understand and be able to use correctly the following structures: 1. The French alphabet, numbers, and some basics of French pronunciation. 2. The subject pronouns and the diﬀerence between tu and vous in French. 3. The conjugation of the present tense of the verb ˆtre. e 4. The concept of gender for nouns and of gender and number agreement of adjectives. 9

´ A Activites A.1 Bonjour ! Dans cette section, nous allons observer les dialogues et les pratiques culturelles quand on fait la connaissance de quelqu’un. ´ A.1.1 Presentations Quand on fait la connaissance de quelqu’un, on se pr´sente. e Mini-Vocabulaire: faire la connaissance fir l ky ni s£se to meet b / Ils se serrent la main. quelqu’un kil q÷ £ someone se pr´senter e sd pre z£ te e to introduce oneself se serrer la main sd si re l m£ i to shake hands Bonjour £ ur y Hello Note : In the model dia- Comment . . . ky m£ F F F e What is your name? logues and exercise examples, . . . t’appelles-tu ? . . . t pil ty (informal) the speakers are labeled (A) . . . vous appelez-vous ? . . . vu z ple vu (formal) and (B), and their parts should Je m’appelle. . . d m pil My name is. . . be read in turn. Elements you Enchant´(e)e £ £ te e e Pleased to meet you. will need to replace to perso- Pr´sentez-vous e pre z£ te vu e Introduce yourself nalize the dialogues are shaded ` cˆt´ de vous a o e ko te dd vu next to you in grey. Words in bold are vo- Exemple: A: Bonjour ! B: Bonjour ! cabulary words whose English A: Je m’appelle Marie. B: Je m’appelle Marc. translation is given in a ”mini- Comment t’appelles- vocabulary” list in the margin tu ? or in the exercise. A: Enchant´e ! e B: Enchant´. e Note : The world symbol is Pr´sentez-vous ` deux (2) personnes ` cˆt´ de vous. e a a o e used to designate cultural information contained in the A.1.2 Observation culturelle text. Very shortly, these presentations will be in French. LA BISE In many French-speaking countries, people kiss each other on the cheek or shake hands when they meet. In everyday situations, men shake hands, while women more often kiss, and mixed couples will kiss or shake hands depending on their level of acquaintance. The kiss (“le bisou” or “la bise”) begins on the right cheek ﬁrst, which means you should move your head to your left ; the number of kisses varies from one to four depending on the region or country and on the level of emotion. A kiss or handshake is also given upon leaving, even if the two parties have only been together a few minutes ! Another aspect of French-speaking cultures you should be aware of is the space between people. In many countries, people stand much closer together when talking than Americans do, so do not c / La bise feel intimidated or crowded if the person you are speaking with stands quite close. 10 Chapter 1 Bonjour! Ca va? ¸

A.1.3 Le cercle d’amis Pr´sentons-nous ! Dans cet exercice, toute la classe va se pr´senter. e e Formez un grand cercle dans la classe. 1. Dans des groupes de 3 (A-B-C), pr´sentez-vous. A e se pr´sente ` B ; B se pr´sente ` C ; la personne au e a e a centre (B) pr´sente A ` C. e a B A C1 A ` B : Bonjour, je m’appelle Sylvie. a B ` A : Je m’appelle Joe. a A et B : Enchant´(e). [A et B se serrent la main.] e B ` C : Comment t’appelles-tu ? a C ` B : Je m’appelle Oscar. a B ` A et ` C : Sylvie, je te pr´sente Oscar. a a e A et C : Bonjour / Enchant´(e). [A et B se serrent la main.] e 2. A et C changent de position, et C change de groupe. B A C1 3. La personne au centre (A) se pr´sente au nouveau e C, et pr´sente C ` B. e a A B C2 A ` C : Bonjour, je m’appelle Sylvie. Comment t’appelles-tu ? a C : Je m’appelle Veronica. A ` C et ` B : Veronica, je te pr´sente Joe. a a e B et C : Bonjour, Joe/Veronica. /Enchant´(e). [B et C se e serrent la main.] 4. B et C changent de position, et C change de groupe. Continuez. A B C2 Section A ´ Activites 11

´ A.1.4 L’alphabet des prenoms ´ LES PRENOMS Grammaire: Voir B.1, “L’alphabet,” page 31. Many French names can be used for both men and Epelez les prńoms fran¸ais suivants. Est-ce qu’ils sont masculins e c women, sometimes with dif- ou f´minins ? e ferent spelling but the same pronunciation, other times A e Aimé H Henri O Olivier V Vanessa with the same spelling. For B Bátrice e I Isabelle P Pascale centuries, French names were W William C Claude J Jean Q Quentin predominantly saints’ names, and recognizably “French” - D Dominique K Kevin R René X Xavier but nowadays, many Arabic E ´ Emile L Laurence S Serge Y Yves and English names are also F Francis M Manon T Th´r`se ee popular, sometimes adapted G Gilles N Nicolas U Ulysse Z Z´lie e into more French forms. A.1.5 Comment t’appelles-tu ? Mini-Vocabulaire: Ca s’ćrit comment ? ¸ e s se kri ky m£e How is that spelled? Ecrivez ! e kri ve Write! Epelez ! e ple @e pd leA Spell! le nom ld n£ y last name le prńom e ld pre n£ y first name Note : The microphone symbol is used to designate exercises Circulez dans la classe. Demandez les noms de vos ca- where you must interview se- marades de classe. Ecrivez les noms de 3 personnes. veral people, asking the same question(s) of each. Mod`le : e A: Comment t’appelles-tu ? B: Je m’appelle Shahira. A: Ca s’ćrit comment ? ¸ e B: S-H-A-H-I-R-A. A: Shahira est ton prńom ? e B: Oui. A: Et ton nom ? B: Mon nom, c’est Jones. A: Ca s’ćrit comment ? ¸ e B: J-O-N-E-S. Et toi, comment t’appelles-tu ? . . . Continuez le dialogue. Ecrivez : Mes camarades de classe s’appellent , , et . 12 Chapter 1 Bonjour! Ca va? ¸

´ ´ A.1.6 Dictee : Le francais en Amerique ¸ Note : “francophone” = ´ une personne qui parle fran¸ais. c LA FRANCOPHONIE - L’AMERIQUE “Un pays francophone” = une u e e O` sont les francophones en Am´rique du Nord, Am´rique du Sud, et nation o` on parle fran¸ais. “La u c Am´rique centrale ? Ecrivez le mot que le professeur ´pelle. Ensuite, e e Francophonie” = toutes les na- essayez d’identifier le pays (ou l’´tat) nomm´. e e tions o` on parle fran¸ais. u c Rappel : Mini-Vocabulaire: accent aigu (´) e accent grave (`) e accent circonflexe (ˆ) e c´dille e (¸) c tr´ma e (¨) e 1. La C’est quelle lettre ? 2. La C’est quelle lettre ? 3. Le C’est quelle lettre ? 4. C’est quelle lettre ? 5. La C’est quelle lettre ? 6. La C’est quelle lettre ? =⇒ Continuons! Savez-vous o` sont les villes suivantes ? u 1. Montrál e 2. Port-au-Prince 3. La Nouvelle-Orláns e 4. Qu´bec e Section A ´ Activites 13

A.1.7 Dialogue : Bonjour ! Grammaire: Voir B.2, “Pronoms sujets,” page 35. Mini-Vocabulaire: Madame m dm Mrs., Ma’am Monsieur md sjø Mr., Sir Mademoiselle md mw zil Miss Salut ! s ly Hi! or Bye! (informal) Ca va ? ¸ s v How are you? Comment ¸a va ? c ky m£ s v e How are you? Comment allez-vous ? ky m£ t le vu e How are you? (formal) Comment vas-tu ? ky m£ v ty e How are you? (informal) Ca va. ¸ s v O.K. Ca va bien/mal. ¸ s v j£ s v ml i Good/ Bad. Comme ci, comme ¸a. c kym si kym s So-so. Merci. mir si Thank you. Et vous ? / Et toi ? e vu e tw And you? Au revoir ! o vwr Goodbye! A demain ! dd m£ i See you tomorrow! une rencontre r£ k£ trd e y a meeting Note : the partner symbol is Imitez le dialogue mod`le avec un(e) partenaire. Chan- e used to designate conversations gez les ´l´ments gris pour personnaliser le dialogue. ee or exercises done in pairs. Mod`le : e A: Salut, Christophe ! B: Ah, bonjour, Marc ! Ca¸ va ? A: Comme ci, comme ¸a. Et c toi, Christophe ? Comment c ¸a va ? B: Ca va bien, merci. ¸ A: Au revoir. B: Salut. 14 Chapter 1 Bonjour! Ca va? ¸

A.1.8 Rencontres Note : the mask symbol is used to designate activities where you assume a role in a conver- Imaginez un petit dialogue pour les paires ou groupes sation. suivants. C’est formel, ou informel ? Pratiquez le dialogue avec votre partenaire, et pr´sentez votre dialogue e devant la classe. 1. 2. A: A: B: B: C: C: 3. 4. A: A: B: B: C: A: : B: : A: : B: Section A ´ Activites 15

Mini-Vocabulaire: A.2 Le cours de francais ¸ ` gauche a go ` droite a drwt les affiches le z fi le bureau ld y ro la chaise l iz la craie l kri les devoirs le dd vwr l’´tudiant e le ty dj£ e l’´tudiante e le ty dj£t e la fenˆtre e l fd ni trd ferm´(e) e fir me la feuille l f÷j le livre ld livr la main l m£i le mur ld myr ouvert(e) u vir u virt le papier ld p pje la pendule l p£ dyl e le plafond ld pl f£ y la porte l pyrt le professeur ld pry fi s÷r le pupitre ld py pitr le sac ` dos a ld s k do le sol ld syl le stylo ld sti lo le tableau ld t lo le t´l´phone ee ld te le fyn A.2.1 Vocabulaire : La salle de classe portable pyr tl Que veut dire kd vø dir ´ Grammaire: Voir B.3, “Articles Definis,” page 40. Selectionnez la r´ponse correcte et lisez la phrase enti`re. e e 1. Le professeur ćrit au tableau avec la craie / la chaise. e 2. Pour donner la r´ponse, l’´tudiant l`ve le sac ` dos / la main. e e e a 3. On n’utilise pas le t´l´phone portable / le livre en classe. ee Do not expect to understand every word in these sentences. 4. Pour ćrire, l’´tudiante utilise le stylo / la fenˆtre. e e e There should be enough words 5. L’´tudiante / l’´tudiant ćrit sur la feuille de papier. e e e you recognize to allow you to 6. Le livre de l’´tudiant est ouvert / ferm´. e e guess the right answer. Part of learning a language is accepting 7. Le devoir / le livre sur le bureau a une note de A+. that there will be words you do 8. Le stylo rouge est sur le pupitre / le bureau. not understand, and you need to work around that. If you feel 9. L’´tudiant est attentif – il regarde la pendule / le professeur. e that there is a word whose mea- 10. La porte est ` gauche / ` droite. a a ning you truly need to know, 11. Les affiches sont au mur / au plafond. use the question, “Que veut dire ‘X’ ?” = “What does ‘X’ mean ?” 16 Chapter 1 Bonjour! Ca va? ¸

A.2.2 Aux ordres du professeur ! ´ Grammaire: Voir B.4, “Imperatifs,” page 43. Obíssez aux instructions de votre professeur. e Mini-Vocabulaire: Tout le monde tu ld m£d y Everyone Allez le Go Dites dit Say Donnez dy ne Give Ecoutez e ku te Listen Ecrivez e kri ve Write Fermez fir me Close Mettez mi te Put Montrez m£ tre y Show Ouvrez u vre Open Prenez prd ne Take/ Pick up R´p´tez e e re pe te Repeat ´ A.2.3 Dictee : La salle de classe Ecrivez les mots que le professeur ´pelle. Puis, mettez le mot correct e dans la phrase ` droite. a 1. a. Le parle fran¸ais tr`s bien. c e 2. b. Les ne sont pas tr`s confortables. e 3. c. Le professeur ćrit au e . 4. d. On ćrit sur le papier avec un e . 5. e. On ćrit au tableau avec une e . 6. f. Le professeur corrige les avec un stylo rouge. 7. g. Pr´f´rez-vous les fenˆtres ouvertes ou ee e ? 8. h. Les ´tudiants entrent par la e . 9. i. Le du professeur est grand. 10. j. La classe est finie. Mettez les livres dans votre . A.2.4 Parlez francais en classe ! ¸ Mini-Vocabulaire: Comment ? ky m£e What? (Huh?) Je ne comprends pas. d nd k£ pr£ p y e I don’t understand. Comment dit-on . . . ? ky m£ di t£ e y How do you say. . . ? Excusez-moi. ik sky ze mw Excuse me. S’il vous plaˆ ıt sil vu pli Please (formal) Dans des groupes de 3, imaginez un petit dialogue entre un professeur de fran¸ais et deux ´tudiants. Pratiquez c e le dialogue. R´p´tez le dialogue devant la classe. e e Section A ´ Activites 17

A.3 Les chiffres A.3.1 Maths ! Grammaire: Voir B.5, “Les chiffres,” page 45. Pratiquons les chiffres ! Lisez le probl`me math´matique e e a ` votre partenaire ; il/elle va donner la r´ponse correcte. e Une personne donne le probl`me, le/la partenaire donne e la r´ponse ; puis, les deux personnes changent de rˆle. e o Mod`le : 2+2= e Deux plus deux ´galent quatre. e 7-4= Sept moins quatre ´galent trois. e 1. 2+4= 7. 12+57= 13. 10-7= 2. 3+6= 8. 26+14= 14. 11-6= 3. 5+5= 9. 33+41= 15. 23-9= 4. 1+7= 10. 8-4= 16. 63-13= 5. 8+3= 11. 15-10= 17. 77-36= 6. 9+4= 12. 3-2= 18. 82-41= ` A.3.2 Voila ! (Note : This is a game like Pr´parez une carte pour jouer. Mettez vos chiffres pr´f´rés : e eee “Bingo.” 5 numbers in any di- V=1-19 ; O=20-39 ; I=40-59 ; L=60-79 ; A=80-99 a rection = “Voil` !” The star in V O I L A the middle is a free square.) 2 29 47 62 83 19 38 57 74 84 Exemple : 7 35 * 76 96 12 24 44 65 99 18 34 51 69 94 V O I L A V O I L A * * 18 Chapter 1 Bonjour! Ca va? ¸

A.3.3 Qui parle francais ? ¸ LA FRANCOPHONIE - L’EUROPE ET L’AFRIQUE Note : In French, the decimal places are separated from the integers by a comma rather Mini-Vocabulaire: than a period. 10,2 in French combien k£ j£ y i how many, how much = 10.2 in English. Conver- cent s£ e hundred sely, 1.000.000 in French = mille mil thousand 1,000,000 in English. million mi lj£ y million virgule vir gyl comma La population (en millions) de quelques pays francophones QUI PARLE FRANCAIS ? ¸ French is spoken as a native language by about 77 million people. Far more people speak French as a second language than as a first language. About 220 million people live in countries, especially in Africa, where French is an official language, meaning that it is the language of education and government, even though it is usually not the native language of the population. Not all the Fran- cophone nations of Europe and Africa are labeled on this map, but even among those that are named, French plays many different roles : a native language ; a lingua franca (common language) that groups with different native tongues use to communicate ; a language of commerce and of diplomacy. French is the Regardez la carte et dites combien de personnes habitent dans chaque second most commonly taught pays francophone. second language, behind only English. A good estimate is 1. la France 6. le Sń´gal e e 11. la Cˆte o that approximately 115 million 2. le Mali 7. le Cameroun d’Ivoire people speak French as a part of their daily life, and about 3. le Niger 8. le Rwanda 12. la R´publique e twice that many use it on a 4. le Maroc 9. la Belgique D´mocratique e regular basis. 5. le Tchad 10. l’Alg´rie e du Congo Section A ´ Activites 19

LA RENTREE The´ ´ ´ A.3.4 Preparons la rentree ! first day of school in Fran- cophone countries is called Mini-Vocabulaire: “la rentré” (literally, “the e la rentré r£ tre e e first day of school return”). Since most countries vous avez vu z ve you have have standard national curri- achetez teD d te buy cula, the whole country often d´penses e de p£s e expenditures has “la rentré” on the same e day. Vous avez 100 Euros. Achetez le nćessaire pour la e rentré. Calculez vos d´penses. e e la carte t´l´phonique ee le stylo le sac ` dos a l krt te le fy nik ld sti lo ld s k do 20 Euros en plastique : 2,40 bleu, rouge, ou Euros jaune : 44,90 Euros 40 Euros en m´tal : 8,50 Euros e noir ou brun : 63,20 Euros L’EURO Since 2002, the Euro has been the common currency of most European countries, replacing national currencies like the French franc and the German Deutschmark. The value of one Euro has le livre le crayon le cahier varied with the exchange rate ld livr ld kri j£ y ld k je from about $.80 to $1.30. 36,20 Euros 0,90 Euros 2,50 Euros Unlike American bills, the Mod`le : e different denominations of Euros are each a different color A: Bonjour, Madame ! Le sac ` dos, c’est combien, s’il vous a and a different size. The fronts plaˆ ? ıt feature windows and the backs B: Le sac ` dos bleu coˆte 44 Euros 90, le sac ` dos brun coˆte a u a u feature bridges from different 63 Euros 20. eras and countries. A: Je voudrais un sac ` dos bleu, s’il vous plaˆ a ıt. B: Tr`s bien, Mademoiselle. Ca fait 44,90. Vous d´sirez e ¸ e quelque chose d’autre ? A: Le stylo coˆte combien ? . . . u [Continuez la conversation . . . ] B: Merci, Madame. Au revoir ! 20 Chapter 1 Bonjour! Ca va? ¸

A.4 Identiﬁcations. Qui est. . . ? A.4.1 Dans la classe de francais ¸ Note : Comment = “how” ˆ Grammaire: Voir B.6, “Le verbe etre,” page 47. “Comment est X ?” = “What is X like ?” Comment est la classe de fran¸ais ? Avec votre parte- c “Comment va X ?” = “How is naire, compl´tez les phrases suivantes. Donnez la forme e X ?” (voir section A.1.) correcte du verbe “ˆtre.” e 1. Je dans la classe de fran¸ais. c 2. Nous ´tudiants. e 3. Le professeur intelligent. 4. Les ´tudiants e sociables. 5. Tu am´ricain(e) ? e 6. Nous contents d’´tudier le fran¸ais. e c 7. Le livre facile. 8. Vous fran¸ais ? c 9. La classe grande. 10. Tu enthousiaste ? 11. Oui, je tr`s enthousiaste ! e 12. Les ´tudiants e prˆts ! e A.4.2 Faisons connaissance ! Mini-Vocabulaire: Faisons connaissance ! fd z£ ky ni s£s y e Let’s get acquainted! Qui ki Who Levez la main ld ve l m£ i Raise your hand travailleur(se) tr v j÷r @jøzA hard-working paresseux(se) p ri sø @søzA lazy Si la description s’applique ` vous, levez la main et dites “je suis. . ..” a Dans la classe, qui est. . . ? 1. grand 6. paresseux 11. sportif 2. petit 7. anxieux 12. s´dentaire e 3. brun 8. calme 13. travailleur 4. blond 9. timide 14. s´rieux e 5. studieux 10. courageux 15. frivole Section A ´ Activites 21

A.5 Descriptions ´ A.5.1 Changeons d’identite ! Rappel : en fran¸ais, les mots c Grammaire: Voir B.7, “L’accord de l’adjectif,” page 49. descriptifs (les adjectifs) sont masculins ou f´minins, singu- e R´p´tez la phrase donné, et puis substituez le nouveau sujet ou e e e liers ou pluriels, comme l’objet adjectif. Changez les autres mots si c’est nćessaire ! e qu’ils dćrivent. e Exemple: Je suis blond. [Marie] Marie est blonde. [am´ricain] e Marie est am´ricaine. e [tu] Tu es am´ricain. e Le fran¸ais est amusant. c 1. La classe 7. Nous 13. Tu 2. Le livre 8. s´rieux e 14. attentif 3. int´ressant e 9. Je 15. Hamid 4. Le professeur 10. Sylvie 16. petit 5. am´ricain e 11. sociable 17. Vous 6. Les ´tudiants e 12. Marc et Marie 18. Miriam A.5.2 Qui est-ce ? Qui est-ce ? Essayez d’identifier les personnes sur les photos. 1. Marie Curie a. 2. George Bush b. Hint : The adjective in the 3. G´rard Depardieu e c. question is in the masculine 4. Jacques Chirac d. form because it’s not describing 5. C´line Dion e e. anyone yet. When you give an =⇒ Continuons! answer, you will have to make Regardez les photos et r´pondez aux questions. Utilisez la bonne e the adjective agree with the forme de l’adjectif ! gender and number of that person. 1. Qui est blond ? 5. Qui est mort ? 2. Qui est s´rieux ? e 6. Qui est intelligent ? 3. Qui est am´ricain ? e 7. Qui est chic ? 4. Qui est canadien ? 8. Qui est riche ? 22 Chapter 1 Bonjour! Ca va? ¸

A.5.3 Comment sont-ils ? Grammaire: Voir B.7, “L’accord des adjectifs,” page 49. Utilisez les adjectifs ` droite pour dćrire les personnes ou les choses a e a ` gauche. Changez la forme de l’adjectif si c’est nćessaire ! e Mini-Vocabulaire: Comment sont-ils ? ky m£ s£ til e y What are they like? ma m`re e m mir my mother gentil (gentille) £ tij e nice cher (ch`re) e ir expensive sale [sal] dirty tr`s e tri very pas vraiment p vri m£ e not really 1. le professeur a. stupide 2. la France b. difficile 3. la prononciation du fran¸ais c c. comp´tent e 4. Georges Bush d. important 5. ma m`ree e. travailleur 6. moi f. s´rieux e 7. le livre g. ´l´gant ee 8. la guerre en Iraq h. cher 9. les ´tudiants de fran¸ais e c i. grand 10. l’universit´ e j. gentil 11. mes classes k. sale 12. la salle de classe l. intelligent 13. les devoirs m. int´ressant e A.5.4 L’image des stars Dans des groupes de 4, nommez une personne c´l`bre. Ecrivez le ee nom sur une feuille de papier. Quels adjectifs dćrivent cette per- e sonne ? Passez la feuille. Chaque ´tudiant ćrit un adjectif qui dćrit e e e la personne c´l`bre. ee Quelques adjectifs oppos´s sont : e grand-petit gentil(le)-mćhant e blond-brun comp´tent-incomp´tent e e s´rieux-frivole e timide-courageux riche-pauvre s´dentaire-sportif e travailleur-paresseux enthousiaste-indiff´rent e intelligent-stupide sale-propre calme-anxieux sociable-solitaire patient-impatient int´ressant-ennuyeux e Section A ´ Activites 23

A.5.5 Sondage de la classe Grammaire: Voir B.8, “Questions,” page 53. Interviewez vos camarades de classe. Utilisant l’intonation, posez des questions. Ecrivez les noms des personnes qui r´pondent aﬃrmativement. Chaque ´tudiant e e pose deux questions ` ses camarades. Changez la forme a de l’adjectif au f´minin si la personne en face de vous est une femme. e Exemple: A: [sociable-honnˆte] e B: [enthousiaste- im- poli] A: Bonjour ! Comment B: Je m’appelle Marie. t’appelles- tu ? Et toi ? A: Je m’appelle Paula. Marie, tu es sociable ? B: Non, pas vraiment. A: Tu es honnˆte ? e B: Oui, je suis tr`s e honnˆte. e Paula, tu es enthousiaste ? A: Oui, je suis enthou- B: Tu es impolie ? siaste. A: Non ! la liste de Paula la liste de Marie PERSONNES SO- PERSONNES EN- CIABLES : THOUSIASTES : Paula PERSONNES PERSONNES IMPO- ˆ HONNETES : LIES : Marie 1. honnˆte - impatient e 6. s´rieux - poli e 2. content - sportif 7. s´dentaire - studieux e 3. anxieux - riche 8. g´n´reux - gentil e e 4. timide - intelligent 9. tol´rant - calme e 5. travailleur - am´ricain e 10. chic - paresseux 24 Chapter 1 Bonjour! Ca va? ¸

´ ´ A.6 Resume Les activit´s dans cette section vous permettent de pratiquer tout le e mat´riel du chapitre. Regardez les “objectifs” du chapitre ` la page e a 9. ´ ´ A.6.1 Resume : Descriptions Dans votre groupe, trouvez le maximum d’adjectifs pour dćrire les personnes, institutions, et objets suivants. e Mettez l’adjectif ` la forme correcte (masculin, f´minin, a e singulier, pluriel). 1. l’universit´ e 6. les ´tudiants ` votre uni- e a 2. les professeurs versit´ e 3. ma m`re e 7. les devoirs 4. la porte 5. le cours de fran¸ais c 8. mes amis ´ ´ A.6.2 Resume : Instructions en classe (Jacques a dit !) Ecoutez les instructions du professeur. Quand le professeur dit, “Jacques a dit” + l’instruction, exćutez-la. Mais s’il dit “Jacques e a dit a dit” + l’instruction, ne l’exćutez pas. e 1. Levez-vous. 2. Prenez le stylo. 3. Ecrivez votre nom. 4. Ecrivez votre prńom. e 5. Allez ` la fenˆtre. a e 6. Ouvrez la fenˆtre. e 7. Allez au tableau. 8. Prenez la craie. 9. Ecrivez la phrase, ”Comment allez-vous ?” au tableau. 10. Allez ` votre chaise. a 11. (instruction du professeur) 12. (instruction du professeur) 13. (instruction du professeur) 14. (instruction du professeur) 15. (instruction du professeur) Section A ´ Activites 25

Mini-Vocabulaire: ´ ´ ´ A.6.3 Resume : Votre identite la rue street lieu de place of naissance birth D’abord, pratiquez le dialogue mod`le avec le profes- e seur. LE PALAIS DE ´ L’ELYSEE Jacques Chirac A: Bonjour, Monsieur. est le pr´sident fran¸ais. La e c B: Bonjour. r´sidence officielle du pr´sident e e A: Votre nom, s’il vous plaˆ ? ıt est le Palais de l’Elysé, qui se e B: Chirac. trouve ` l’adresse indiqué. a e A: Ca s’ćrit comment ? ¸ e B: C-H-I-R-A-C. A: Votre prńom ? e B: Jacques ; J-A-C-Q-U-E-S. A: Quelle est votre adresse ? B: 55, rue du Faubourg Saint-Honor´. e A: Le nom de la rue s’ćrit comment ? e B: F-a-u-b-o-u-r-g S-a-i-n-t-H-o-n-o-r-´. e ´ d / Le Palais Elysee A: Dans quelle ville ? B: Paris. A: Et quel est votre lieu de naissance ? B: Paris aussi. A: Merci, Monsieur. J’ai toutes les informations nćessaires. e Maintenant, compl´tez la fiche d’identification avec vos informa- e tions. Vous pouvez inventer une adresse fictive si vous d´sirez. Puis, e avec un(e) partenaire, changez les ´l´ments gris du dialogue mod`le ee e pour personnaliser le dialogue. Ecrivez les informations de votre partenaire sur la fiche. Mes informations : Nom Prńom(s) e Adresse Lieu de naissance Les informations de mon partenaire : Nom Prńom(s) e Adresse Lieu de naissance 26 Chapter 1 Bonjour! Ca va? ¸

´ ´ A.6.4 Resume : Dialogue Avec un(e) partenaire ou dans un groupe de 3 personnes, pr´parez un petit dialogue pour illustrer une de ces si- e tuations. Pratiquez le dialogue et pr´sentez-le devant la e classe. nouveau, nouvelle = new 1. (2 ou 3 personnes) La rentr´e - Vous ˆtes dans une nouvelle classe. e e un nouveau copain = a new Imaginez la conversation entre les ´tudiants ou entre le professeur e boyfriend et les ´tudiants. e une nouvelle copine = a new 2. (2 personnes) Interviewez votre partenaire. Comment est-il/elle ? girlfriend Faites une description de votre partenaire ` la classe. (Chaque per- a sonne d´crit son partenaire). e 3. (3 personnes) Vous avez un nouveau copain / une nouvelle copine. Pr´sentez cette personne ` un de vos parents. e a Section A ´ Activites 27

A.7 Vocabulaire francais-anglais ¸ Les pr´sentations, l’identit´ et la sant´ e e e Bonjour £ ur y Hello Salut ! s ly Hi! or Bye! (informal) Au revoir ! o vwr Goodbye! A demain ! dd m£ i See you tomorrow! Madame m dm Mrs., Ma’am Monsieur md sjø Mr., Sir Mademoiselle md mw zil Miss Comment . . . ky m£ F F F e What’s your name? . . . t’appelles-tu ? t pil ty (informal) . . . vous appelez-vous ? vu z ple vu (formal) Je m’appelle . . . d m pil My name is. . . le nom ld n£ y last name le prńom e ld pre n£y first name la rue l ry street le lieu de naissance ld ljø dd ni s£s e place of birth Enchant´(e) e £ £ te e e Pleased to meet you. Ca va ? ¸ s v How are you? Comment ¸a va ? c ky m£ s v e How are you? Comment allez-vous ? ky m£ t le vu e How are you? (formal) Comment vas-tu ? ky m£ v ty e How are you? (informal) Ca va. ¸ s v O.K. Ca va bien/mal. ¸ s v j£ s v ml i Good/ Bad. Comme ci, comme ¸a. kym si kym s c So-so. Merci. mir si Thank you. Et vous ? / Et toi ? e vu e tw And you? (formal/inf.) Parler en classe tout le monde tu ld m£d y Everyone allez le go arrˆtez e ri te stop dites dit say donnez dy ne give ćoutez e e ku te listen ćrivez e e kri ve write ´pelez e e pleD e pd le spell fermez fir me close levez ld ve raise, lift mettez mi te put montrez m£ tre y show ouvrez u vre open prenez prd ne take/ pick up r´p´tez e e re pe te repeat Comment ? ky m£e What? (Huh?) Je ne comprends pas. d nd k£ pr£ p y e I don’t understand. Comment dit-on . . . ? ky m£ di t£ e y How do you say. . . ? Que veut dire . . . ? kd vødir What does . . . mean? Excusez-moi. ik sky ze mw Excuse me. S’il vous plaˆıt sil vu pli Please (formal) 28 Chapter 1 Ca te ¸ Bonjour! S’ilva? plaˆ ıt sil td pli Please (informal)

Prononciation et orthographe Ca s’ćrit comment ? s se kri ky m£ ¸ e e How is that spelled? accent aigu k s£ e gy e acute accent (like this: ´) e accent grave k s£ grv e grave accent (like this: `) e accent circonflexe k s£ sir k£ fliks e y circumflex accent (like this: ˆ) e tr´ma e tre m diaresis (like this: ¨ı) c´dille e se dij cedilla (like this: ¸) c majuscule m y skyl capital letter minuscule mi ny skyl small letter En classe ` gauche a go (to the) left ` droite a drwt (to the) right l’affiche (f.) l fi poster le bureau ld y ro desk le cahier ld k ji notebook la chaise l iz chair la craie l kri chalk le crayon ld kri j£ y pencil le devoir ld dd vwr homework l’´tudiant e le ty dj£ e (male) student l’´tudiante e le ty dj£t e (female) student la fenˆtre e l fd ni trd window ferm´(e) e fir me closed la feuille de papier l f÷j dd p pji sheet (of paper) le livre ld livr book la main l m£i hand le mur ld myr wall ouvert(e) u vir u virt open le papier ld p pje paper la pendule l p£ dyl e clock le plafond ld pl f£ y ceiling la porte l pyrt door le professeur ld pry fi s÷r teacher le pupitre ld py pitr (student’s) desk le sac ` dos a ld s k do backpack le sol ld syl floor le stylo ld sti lo pen le tableau ld t lo chalkboard le t´l´phone ee ld te le fyn telephone portable pyr tl portable Section A ´ Activites 29

Les adjectifs Comment sont-ils ? ky m£ s£ til e y What are they like? am´ricain(e) e me ri k£ kin i American anxieux(se) £k sjø@sjøzA e anxious blond(e) l£ l£d y y blond brun(e) r÷ ryn £ brown-haired calme klm calm canadien(ne) k n dj£ djin i Canadian cher (ch`re) e ir expensive chic ik chic comp´tent(e) e k£ pe t£ t£t y e e competent content(e) k£ t£ t£t y e e happy courageux(se) ku r ø øz brave difficile di fi sil hard, difficult ´l´gant(e) ee e le g£ g£t e e elegant fran¸ais(e) c fr£ si siz e French frivole fri vyl frivolous gń´reux(se) e e e ne rø røz generous gentil(le) £ tij e nice grand(e) gr£ gr£d e e big (things), tall (people) honnˆte e y nit honest impatient(e) £ p sj£ sj£t i e e impatient impoli(e) £ py li i impolite, rude important(e) £ pyr t£ t£t i e e important intelligent(e) £ ti li £ £t i e e intelligent int´ressant(e) e £ te ri s£ s£t i e e interesting intol´rant(e) e £ ty le r£ r£t i e e intolerant mćhant(e) e me £ £t e e mean paresseux(se) p ri sø søz lazy patient(e) p sj£ sj£t e e patient petit(e) pd ti tit small (things), short (people) poli(e) py li polite riche ri rich sale [sal] dirty sportif(ve) spyr tif tiv athletic s´dentaire e se d£ tir e sedentary s´rieux(se) e se rjø rjøz serious studieux(se) sty djø djøz studious stupide sty pid stupid timide ti mid timid, shy tol´rant(e) e ty le r£ r£t e e tolerant travailleur(se) tr v j÷r jøz hard-working For numbers, see page 45. 30 Chapter 1 Bonjour! Ca va? ¸

B Grammar B.1 The French alphabet and French pronunciation Students beginning to study French are invariably shocked by French pronunciation. The historical evolution of French has led to many cases where letters are written, but not pronounced. At one point, all the letters in French words were pronounced; but since you want to be understood by twenty-first century French speakers and not thirteenth-century ones, you need to be able to pronounce modern French correctly. Students sometimes think that as long as they “learn their grammar,” they will do well in French. That is true if you are taking a written test, but this book aims to make you both orally proficient and literate — it will do you no good to have impeccable grammar if you go to Montreal for a vacation and no one can understand a word you say. If you have ever tried to figure out how to pronounce an English word by looking in the dictionary, you may have had to consult a pronunciation guide. American dictionaries seldom use the standard for the rest of the world, which is the International Phonetic Alphabet, or IPA. In this book, as in any French dictionary you buy, each new vocabulary word will be given along with its phonetic transcription according to the IPA. Becoming familiar with the IPA will take you a little while, but it will save you from attempting to write down in inaccurate English what the French word sounds like. In IPA transcription, only the sounds that are pronounced are indicated. The IPA transcription by itself will not magically get you speaking French like a native, but if you use it in conjunction with listening carefully to your teacher’s modeling of a word’s pronunciation and practice in the laboratory, you will soon find it easier to figure out how to pronounce a new French word. The IPA is provided to help you remember how a word is pronounced when a French speaker is not available to help you. You will not be tested on it in any way, and are not expected to “get it” all right away. It is a reminder system that we hope will become more useful to you as your study of French progresses. We will be giving you more information about French pronunciation, and hints on IPA transcription, throughout the book. If you wish to start using the IPA help right now, you should consult the optional section at the end of this chapter, B.9, on page 56. Here is the French alphabet, accompanied by the IPA pronunciation for each letter. Section B Grammar 31

h o o v ve e i i p pe w du ld ve se j i q ky x iks d de k k r ir y i grik e d l il s is z zid f if m im t te g e n in u y Most French sounds are similar to sounds in English. However, here are some major differences in pronunciation or spelling: Sounds different than English spelling IPA description u y To pronounce the single letter “u,” round your lips as if to say o but say i. This sound does not exist in English. ou u The letters “ou” are always pronounced uD simE ilr to the inglish routeF99 r r The French r is pronounced in the throat, as if you are gargling. h The letter “h” is always silent in French. g [g], The letter “g” is hard ([g], like the first g in “garage”) before a, o, u, but soft (, like the second g in “garage”) before e or i. j The consonant “j” is always pronounced like a soft g (). The phonetic symbol j represents a semivowel sound like the English “y.” ch The letters “ch” are pronounced , as in “champagne.” Nasal Sounds A syllable ending in one or more vowels plus -n or -m produces a sound called a “nasal” in French. The -n or -m is not pronounced as a consonant, but its presence changes the vowel in front of it. There are three commonly used nasal sounds in French today, with several different spellings. Practice distinguishing these three sounds. spelling IPA description an, en £ e The nasal combinations written “an” or “en” are pronounced the same, e.g. sang s£ = sent s£ e e in, ain, ein £ i The nasal combinations written “in,” “ain,” or “ein” are all pronounced the same, e.g. cinq s£ i = saint s£ = sein s£ i i on £ y The nasal combination written “on,” e.g. son s£ y un ÷, £ £ i The nasal combination written “un,” found in only a few words, can be pronounced as a fourth nasal sound (÷), but nowadays most speakers £ pronounce it exactly like £. i 32 Chapter 1 Bonjour! Ca va? ¸

• Most final consonants in French are not pronounced. However, the letters C,R,F,L are usually pronounced at the end of a word, so remember to be “CaReFuL”! In particular, watch out for final -s; English speakers almost always try to pronounce this, and it is generally not pronounced. • In many cases, a final consonant that is normally silent is pronounced when the following word begins with a vowel. This is called liaison. You will learn when to do this by following the example of your teacher and by practicing with the audio recordings. B.1.1 French pronunciation self-test Answer the following questions to see if you understood the preceding section. True or False? 1. All French letters are pronounced. 2. The letters “u” and “ou” are pronounced the same in French. 3. The nasals spelled “en” and “an” are pronounced the same in French. 4. A final -s is usually pronounced in French. 5. A final -l is usually pronounced in French. Answers to self-test: 1. False; 6. A final -t is usually silent in French. 2. False; 3. True; 4. False; 5. True; 6. True; 7. False; 8. 7. The French -r- is pronounced like the English -r-. False 8. The letter h is pronounced in certain French words. Spelling in French Mini-Vocabulaire: accent aigu k s£ e gy e acute accent (like this: ´) e accent grave k s£ grv e grave accent (like this: `) e accent circonflexe k s£ sir k£ fliks e y circumflex accent (like this: ˆ) e tr´ma e tre m diaresis (like this: ¨ı) c´dille e se dij cedilla (like this: ¸) c majuscule m y skyl capital letter minuscule mi ny skyl small letter To spell in French, you need to say not only the names of the letters but also the names of the accents. You see their names above. There are four accents for vowels and one accent for the letter c. Section B Grammar 33

When you spell in French, you say the name of the letter and then the name of the accent. For example, the word “fran¸ais” is spelled c aloud “F-R-A-N-C c´dille-A-I-S.” The word “´tudiant” is spelled e e out “E accent aigu -T-U-D-I-A-N-T.” The accent marks in French are spelling and pronunciation marks, not emphasis marks. In English, every word has a fixed stress on one or more syllables, and there are even cases where changing the position of the stress changes the meaning of the word. For example, the con-tent of a book can be interesting, whereas a person is content. In French, however, words do not have fixed stress. The spoken emphasis always goes on the last syllable of the word or phrase. Therefore, a written accent mark on a French word does not change the emphasis. However, the accent marks are required, whether they change the pronunciation or are only there for spelling purposes. A word is misspelled if the accent is incorrect. • The “accent aigu” is only used on a letter e, and it changes its pronunciation. An ´ is always pronounced [e]. Remember e the word “´tudiant.” e • The “accent grave” is used mostly on the letter e, but also appears in a few cases on the letter a and the letter u, to distinguish some short words from other words with the same spelling. An ` is always pronunced i. e • The “accent circonflexe” is purely a spelling mark. It occurs on words that contained an “s” after the vowel in Old French. Many words with circumflexes resemble similar English words that kept the s: e.g., ˆ = isle (island); hˆte = host. The ıle o circumflex can appear on any vowel. • The “tr´ma” is used in cases where two vowels next to each e other are pronounced individually rather than as one sound. For example, the letters “ai” in French are usually pronounced as one sound, [e] or i, but in the word “Ha¨ıti,” the “tr´ma” e tells you that the vowels are pronounced separately, i.e., “[a i ti].” • The “c´dille” is used only on the letter c, to give it the soft e [s] sound. C before a, o, or u is normally pronounced as [k]; to pronounce it as [s], the c´dille must be added. The easiest e example to remember is the word “fran¸ais” fr£ si. c e • To say “capital A,” say “A majuscule.” To spell the country “France,” say “F majuscule-R-A-N-C-E.” • If a letter is doubled, you may say “deux” [two] before the name of the letter instead of saying the letter twice. For example, “lettre” = “L-E-deux T-R-E.” 34 Chapter 1 Bonjour! Ca va? ¸

B.1.2 Pronunciation practice and IPA Repeat the following words after your teacher. 1. comment ky m£ e Please learn to spell correctly 2. je d the name of the language you are learning! Languages 3. am´ricaine me ri kin e are not capitalized in French, 4. France fr£s e so you are learning to speak fran¸ais. Remember that the c 5. fran¸ais fr£ si c e c´dille is an accent mark that e tells you to pronounce the “¸” c 6. Etats-Unis e t zy ni as [s]. 7. Ca va? s v ¸ 8. vous vu 9. vingt v£ i 10. je m’appelle d m pil B.2 Subject pronouns, with special attention to vous and tu. At a minimum, all sentences contain a subject and a verb. The subject is the person or thing that is doing the action, and the verb is the action. Subjects can be either nouns or pronouns. Nouns can be either “common nouns” or “proper nouns” - proper nouns are names. A pronoun is a word that replaces a noun. For example: common noun proper noun pronoun a president George W. Bush he the authors Angelo and Remy they my mother Mom she a table it the books they Being able to identify the subject of a French sentence is necessary if you want people to be able to understand you, because the form of the verb must change to agree with the subject. First, let us look at the subject pronouns. Subjects can be singular (one person), or plural (more than one person). They are referred to as follows: Singular First person singular I - The ﬁrst person is “I” because “I” am the most important! Second person singular You - The second person is “you” because when I interact with another person, I address that person as “you.” So now we have two people – “I” am the ﬁrst person and “you” are the second. Section B Grammar 35

Third person singular He/she/it (and all proper names). Now if these first two people (I and you) start talking about someone or something else, then that person or thing will be the third person. We can use the person’s or thing’s name (“Mark,” “Fido”) or refer to them by a common noun (“the doctor,” “the dog”) or by the pronoun he, she, or it. It is important to know that in French, not only people but also things have gender – that is to say, they are all either masculine or feminine. In French, masculine things use the pronoun for “he” and feminine things use the pronoun for “she.” There is no separate pronoun for “it.” There is also a third-person pronoun on, which means “one” – see below for further details on this. Plural Plural subjects are just more of the singular subjects. In each case, you take the singular subject and add more people. This changes the number of people, but not their role in the conversation. First person plural We = I plus another person Second person plural You = more than one of you Third person plural They = more than one of those people or things we’re talking about! Mostly, the French subject pronouns make sense to English speakers. Here are the equivalents: singular plural I=je we=nous you=tu you=vous he/she/it=il/elle they=ils/elles one=on Notes: • In French, je is not capitalized, except at the beginning of a sentence. • The difference between tu and vous will be discussed shortly. • Il is masculine, used for “he” or masculine “it.” Elle is feminine, used for “she” or feminine “it.” On means “one, someone” and is used in contexts where English speakers use “you” to indicate “anyone.” For example, in English, we would ask “Do you have to pay to enter the museum?” In French, one would say On doit payer? In American English, this use of “one” sounds stuffy, but its use is extremely common and normal-sounding in French. On takes the third-person singular form of the verb, i.e. the same form as il and elle. 36 Chapter 1 Bonjour! Ca va? ¸

• If there is a mix of masculine and feminine people or objects, French always uses the masculine plural. A group of ten women and one man would use the subject pronoun ils. B.2.1 French Subject Pronouns Indicate the subject pronoun in each French sentence, and give the English equivalent. Exemple: Elle est am´ricaine. e elle - she 1. Vous parlez fran¸ais? c 2. Ils sont professeurs. 3. On mange beaucoup ` No¨l. a e 4. Nous sommes ´tudiants. e 5. Elles dansent bien. 6. Il aime Chantal. 7. Tu l`ves la main. e B.2.2 Subject Pronouns Indicate which subject pronoun you would use in French to correspond to the subject of each of the following sentences. Exemple: My sister is tall. elle (In this example, “my sister” = she = elle.) 1. I like apples. 2. Teachers are often helpful. 3. Are you coming to class today? 4. George and I are going to the movies tonight. 5. My mother is not strict. 6. He eats a lot of protein. 7. Maria, Caroline, Christina, and John are in my study group. 8. We speak French in class. 9. The American and French presidents can both speak English. Section B Grammar 37

Tu and vous TU AND VOUS In the previous table of subject pronouns, you saw that in French, Linguistic differences can teach there are two words for the English “you.” Choosing which one us a great deal about cul- to use depends on two different criteria. We have already seen that tural differences. Do you think the second person can be either singular (you= one person) or plural it is significant that French- (you=two or more people); in French, it also can be either informal speaking cultures have two dif- or formal. ferent words for “you,” while If you have a formal relationship with someone, you must address English-speaking cultures do them with the formal form, which is vous. If you have an informal not, or do you think is it just relationship, you will address a single person as tu, but more than a coincidental result of linguis- one person as vous. So, we have: tic evolution? What ways does singular informal=tu plural informal=vous English use to distinguish for- singular formal=vous plural formal=vous mal from informal relationships since there is not a difference in To summarize, tu is used only when talking to one person with whom the word “you”? Are there di- you have an informal relationship; vous is used when talking to one alects of English in which dif- person with whom you have a formal relationship, or anytime you ferent ways to indicate “you” are talking to more than one person, whether formal or informal. do exist? Did this difference But what do “formal” and “informal” mean? The social context is exist in the past? very important here. An interaction that is acceptably informal in one instance might need to be formal in a different country, social class, or setting. If you watch French movies from the 40s, most husbands and wives address each other formally, as vous. Nowadays, it would strike most people as extremely strange to hear a young couple address each other with vous. Young people commonly use tu with each other even if they do not know each other, but many adults will use vous until they become good friends. As a student of French, you are safe using tu with children, but in other situations, you should use vous until invited to use tu. However, in schools and universities, most students use tu with each other. In our classroom, students should use tu with each other. Most professors still use vous with their students, but some younger professors will use tu. Again, we advise you to use vous unless your professor indicates you can do otherwise. You should try very hard to maintain the distinction between tu and vous in all the exercises you do in the classroom, as it is a very important point in both French grammar and Francophone cultures. Calling someone tu instead of vous may be insulting, and calling someone vous instead of tu may be confusing or seem stand-offish to your listener. One last thing to note is that “formal” does not equal “superior.” In the vast majority of cases, if a relationship is formal, both sides will use vous. For example, at the dentist’s office, both the dentist and the patient will refer to each other as vous. An adult, however, would address an unknown child by tu, but the child would respond with vous. B.2.3 Vous and tu self-test 38 Chapter 1 Bonjour! Ca va? ¸

Indicate whether the person speaking in each of the following situations would use tu or vous. Remember that this depends both on the number (singular or plural) of people the speaker is addressing and on the speaker’s relationship with them (formal or informal). Check your answers as you go: a = tu (informal singular); b = vous (formal singular); c = vous (formal or informal plural). 1. A client in a bakery, speaking to the baker. 2. A doctor speaking to a patient. 3. An elementary school student speaking to three of her friends. 4. A college student speaking to a professor. 5. A telemarketer speaking to the person they call. 6. A mother speaking to her daughter. Answers: 1. b. 2. b. 3. c. 4. b. 5. b. 6. a. 7. c. 8. a. 7. A father speaking to his two sons. 8. A college student speaking to another college student in class. B.2.4 Vous and tu Now try these; again, indicate whether the person speaking in each of the following situations would use tu or vous and say what type of address it is (a. informal singular (=tu); b. formal singular (=vous); c. plural (=vous)). 1. A man stopping a woman in the street to ask the time. 2. A sales rep talking to a colleague with whom he has worked for ten years. 3. A professor speaking to her class. 4. A high school student asking a girl to throw him a ball. 5. A person in line at City Hall to the employee. 6. A husband asking his wife to pick up some milk on the way home. 7. An employee speaking to his supervisor. 8. A college student speaking to her professor. 9. A supervisor speaking to an employee. 10. An ice-cream man speaking to the child buying ice cream. Section B Grammar 39

B.3 Articles and Gender of Nouns As we saw in the section on subject pronouns (B.2, page 35), both people and things have gender in French. This means that all nouns in French are either masculine or feminine. In English, people have gender, but things do not. So we refer to a man as “he,” a woman as “she,” but a book as “it.” In French, however, a book (“le livre”) is masculine, so the appropriate pronoun for both a man and a book is il (“he” = (masculine) “it”). To English speakers, using “he” and “she” for people is so natural that we don’t think about it. If someone mixes these pronouns and refers to a man as “she,” however, it is very confusing to us. In just this way, if you use the wrong pronoun for a French object, a French speaker will become confused. If you are not used to remembering that objects have gender, you may think it unimportant – but it is an important part of French structure that you must work to get right if you do not wish to confuse those you are speaking with. Sometimes, the gender for a noun is logical; for example, it makes sense that the French word for “woman” is feminine, and it may even make sense to you that the word for “car” is feminine, because English speakers sometimes refer to their cars as “she.” Other times, however, especially in the case of inanimate objects, there is no way to guess whether a word is masculine or feminine. In other Romance languages, the form of the noun often tells you what gender it is. In Spanish, for example, a word ending in “o” is almost always masculine, and a word ending in “a” is almost always feminine; but the form of the noun in French does not always give you a clue to its gender. Therefore, you need to learn each noun’s gender along with the word itself. The easiest way to learn a noun’s gender is to always practice saying or writing the noun together with the correct article. There are three types of articles in French. In this chapter, we will learn one of these: the definite article, which is the equivalent of “the” in English. Each type of article has separate forms for masculine, feminine, and plural. In other words, there are different words for “the” in French, depending on whether it is a masculine, a feminine, or a plural ‘the.” Definite Articles The definite article corresponds to the English word “the.” It has four forms in French: singulier pluriel masculin le or l’ ld or l les le f´minin e la or l’ l or l les le Examples: 40 Chapter 1 Bonjour! Ca va? ¸

singulier pluriel masculin le bureau ld y ro les bureaux le y ro f´minin e la chaise l iz les chaises le iz singulier pluriel masculin l’homme lym les hommes le zym f´minin e l’amie l mi les amies le z mi • The gender (masculine or feminine) and number (singular or plural) of the noun determine which form of the article must be used. • For instance, you say le bureau (the desk ) because bureau (desk ) is masculine. • You say la chaise (the chair ) because chaise (chair ) is feminine. • Since there is only one form for the plural, you say les bureaux (the desks) and les chaises (the chairs), with no difference between the masculine and feminine articles. • Both le and la change to l’ before a noun beginning with a vowel or an h, which is silent in French. When the le or la becomes l’ , it is pronounced together with its noun as one word – there is no pause between the l’ and the noun; e.g. l’ami (l mi), l’homme (lym). This loss of a vowel is called ´lision. e • In the plural, les makes liaison with a plural noun beginning There are some words in French with a vowel or silent h, e.g. les hommes (le zym), les amis (usually of Germanic origin) (le z mi). Remember that liaison means that you pronounce where, although the h is still a final consonant that is normally silent because the next word silent, ´lision is not made. e begins with a vowel. For example, le hockey is pronounced ld y ki. This is called an h aspir´ and you do not e It is important to learn the articles for two reasons. First, they tell need to worry about it yet. you whether a noun is masculine or feminine, and that will stop you from confusing people by using the wrong pronoun to refer to an object, for example. Secondly, since the final -s is silent in French, you usually cannot tell from hearing a noun whether it is singular or plural. However, the pronunciation of the article is different and will tell you whether the word is singular or plural. For example, la chaise l iz is singular; les chaises le iz is plural. You can see that chaise and chaises are pronounced the same iz, but the article is pronounced differently (l vs. le). As you practice the vocabulary words for this chapter, always say or write the appropriate article with a noun. If the word begins with a vowel or silent h, the article will not divulge the gender of the noun. In those cases, for example, l’homme (m.), a small “m.” Section B Grammar 41

or “f.” after the word in the vocabulary list tells you whether the word is masculine or feminine. You will learn about another type of articles, indefinite articles, in chapter 2. For now, you should use the definite articles to help you learn the gender of the nouns in this chapter. B.3.1 Self-check: Gender and definite articles Answer the following questions “True” or “False” based on your reading of the previous section. All the information necessary to answer the questions is contained in section B.3. If you miss any question, please go back and reread the section to find the correct answer. If the answer is false, indicate why it is false. 1. Only people have gender in French. 2. The definite article in English is “the.” 3. The definite article in French has three forms. 4. It is easy to hear the difference between singular and plural nouns in French because you can hear the final -s on a plural noun. 5. The masculine plural definite article is “les.” 6. Before a vowel or an h, the plural definite article becomes “l’ .” 7. The masculine and feminine plural definite articles are identi- cal. 8. It is easy to tell a masculine from a feminine noun in French simply by looking at the spelling of the noun. 9. The feminine singular definite article may be “la” or “l’ .” 10. If a word begins with a vowel, you cannot tell from the definite article whether it is masculine or feminine. 11. Different words are used in French for “he” and “it” when “it” Answers, B.3.1: 1. F; 2. T; 3. represents a masculine thing. F; 4. F; 5. T; 6. F; 7. T; 8. F; 9. T; 10. T; 11. F; 12. T; 13. 12. One can hear the difference between a singular and plural noun F; 14. T. Explanations of the if one listens carefully to the pronunciation of the article. false answers can be found in 13. When speaking French, it is important to use the proper gen- the answer key. Do not refer to der for people, but not very important to use the proper gender them until you have attempted for things. to find the answer yourself. 14. The best way to learn the gender of a noun is to practice the noun together with its correct article. 42 Chapter 1 Bonjour! Ca va? ¸

B.3.2 Form of definite articles Based only on the form of the article, indicate whether the article is masculine or feminine, or whether it is impossible to tell. (Important note: you may already know whether the noun itself is masculine or feminine, but in this exercise, you may only consider the form of the article. The goal of this exercise is to get you used to looking at the gender of the article to help you remember the gender of the noun it modifies.) 1. la chaise masc. fem. no way to tell from article 2. le professeur masc. fem. no way to tell from article e 3. l’´tudiant masc. fem. no way to tell from article a 4. le sac ` dos masc. fem. no way to tell from article 5. les bureaux masc. fem. no way to tell from article 6. les amies masc. fem. no way to tell from article 7. les devoirs masc. fem. no way to tell from article 8. l’affiche masc. fem. no way to tell from article 9. la craie masc. fem. no way to tell from article 10. le stylo masc. fem. no way to tell from article B.3.3 Definite articles and nouns Refer to the previous activity and, if necessary, to the vocabulary picture on page 16 and supply the proper definite article for each noun based on its gender and number. 1. affiche 6. devoirs 2. bureau 7. craie 3. ´tudiante e 8. chaise 4. stylo 9. sacs ` dos a 5. professeurs 10. ´tudiants e B.4 Giving Commands - the imperative form Sad to say, you will spend a great deal of your time in French class being bossed around by your teacher, who needs to give you instructions on what to do. To give instructions, orders or suggestions, we use the imperative form of the verb. An imperative is a special verb form that is used without a subject pronoun, in both French and English. It is used to give commands, directions, or advice to another person or to a group of a people. The form of the imperative you will hear most often in your French class will be the vous form of the imperative, which almost always ends in the letters -ez (pronounced [e]). Note that when using the Section B Grammar 43

imperative form of the verb, no subject is provided – it is clear from context that the verb is supposed to apply to you! We will learn more about imperatives in chapter 6; for now, you only need to recognize the common commands used in your class. Examples: Ouvrez le livre. Open the book. Regardez le tableau. Look at the board. Ecoutez-moi. Listen to me. R´p´tez. e e Repeat. Excusez-moi, Madame. Excuse me, Madame. B.4.1 Identifying Imperatives Circle the verb in each of the following sentences. The verb will be in the vous form of the imperative, and will end in the letters -ez. Also write the English equivalent for each of the sentences. You may need to use your vocabulary list (page 28) to translate some of the verbs. (Note: S’il vous plaˆ means please). ıt 1. Fermez le livre. 2. Excusez-moi, Madame. 3. Ecoutez la cassette. 4. R´p´tez le vocabulaire. e e 5. Jean, ouvrez la porte, s’il vous plaˆ ıt. 6. Marie et Jos´, ´crivez au tableau. e e 7. Pierre, regardez le tableau, s’il vous plaˆ ıt. 8. S’il vous plaˆ ´pelez votre nom, Monsieur. ıt, e 9. Tout le monde, prenez un stylo. 10. Allez au tableau. 11. Mettez vos devoirs sur le bureau. 12. Dites bonjour! 44 Chapter 1 Bonjour! Ca va? ¸

B.5 Numbers ROMANCE LAN- GUAGES The Romans in- Numbers in French are simple - until you get to 60! In most French- vaded France (and many other speaking countries, including France, Canada, and former French countries) in the ﬁrst century, colonies in Africa and the Caribbean, numbers from 60 to 100 are replacing the languages spo- counted by 20s instead of by 10s. This is generally considered to be a ken there with their own lan- remnant of the Celtic language spoken in France before the Romans guage, Latin. Over time, words invaded. French speakers in Belgium, Switzerland, and the former and pronunciation changed and Belgian colonies in Africa have adopted somewhat easier systems. French evolved from Latin. However, it is unfortunately best for you to learn the harder system, Languages that evolved from because that is what is used by the vast majority of French speakers. Latin are called Romance lan- First, here are the numbers from 0-59. Practice their pronunciation. guages. 0 e z´ro ze ro 20 i vingt v£ 40 e quarante k r£t 1 un i ÷ or £ £ 21 vingt et un 41 quarante et un 2 deux dø 22 vingt-deux 42 quarante-deux 3 trois trwe 23 vingt-trois 43 quarante-trois 4 quatre ktr 24 vingt-quatre 44 quarante-quatre 5 cinq i s£k 25 vingt-cinq 45 quarante-cinq 6 six sis 26 vingt-six 46 quarante-six 7 sept sit 27 vingt-sept 47 quarante-sept 8 huit Rit 28 vingt-huit 48 quarante-huit 9 neuf n÷f 29 vingt-neuf 49 quarante-neuf 10 dix dis 30 trente tr£t e 50 i e cinquante s£ k£t 11 onze y £z 31 trente et un 51 cinquante et un 12 douze duz 32 trente-deux 52 cinquante-deux 13 treize triz 33 trente-trois 53 cinquante-trois 14 quatorze k tyrz 34 trente-quatre 54 cinquante-quatre 15 quinze i k£z 35 trente-cinq 55 cinquante-cinq 16 seize siz 36 trente-six 56 cinquante-six 17 dix-sept dis sit 37 trente-sept 57 cinquante-sept 18 dix-huit di zRit 38 trente-huit 58 cinquante-huit 19 dix-neuf diz n÷f 39 trente-neuf 59 cinquante-neuf B.5.1 Chiffres 0-50 Write the numbers that correspond to the words. 1. quarante-deux 7. dix-huit 2. trente-six 8. trente-quatre 3. onze 9. treize 4. seize 10. cinquante-sept 5. vingt et un 11. vingt-neuf 6. douze 12. quarante-cinq Section B Grammar 45

B.5.2 Chiffres 0-50 en mots Write out the following numbers in words. 1. 9 7. 2 2. 14 8. 49 3. 23 9. 58 4. 37 10. 31 5. 44 11. 26 6. 15 12. 57 Numbers 60-100 In the Belgian system, From 60-99, numbers are counted by 20s instead of by 10s. This soixante-dix = septante and means that to say “77,” you say “60-17.” When you hear the word quatre-vingt-dix = nonante. In soixante or quatre-vingts in French, you cannot assume that what the Swiss system, in addition follows is a “60” or an “80”; it may well be a “70” or a “90.” to septante and nonante, Here are the numbers from 60-100. Practice their pronunciation. huitante is used instead of 60 soixante sw s£t e 80 quatre-vingts k trd v£ i quatre-vingts. When using one 61 soixante et un 81 quatre-vingt-un of these systems, you continue 62 soixante-deux 82 quatre-vingt-deux to count by 10s instead of 20s; 63 soixante-trois 83 quatre-vingt-trois for example, 75 = septante- 64 soixante-quatre 84 quatre-vingt-quatre cinq, not soixante-quinze. 65 soixante-cinq 85 quatre-vingt-cinq Some of the former Belgian colonies in Africa also use the 66 soixante-six 86 quatre-vingt-six Belgian system, but the vast 67 soixante-sept 87 quatre-vingt-sept majority of French speakers 68 soixante-huit 88 quatre-vingt-huit around the world use the 69 soixante-neuf 89 quatre-vingt-neuf standard French system. 70 soixante-dix 90 quatre-vingt-dix 71 soixante et onze 91 quatre-vingt-onze 72 soixante-douze 92 quatre-vingt-douze 73 soixante-treize 93 quatre-vingt-treize 74 soixante-quatorze 94 quatre-vingt-quatorze 75 soixante-quinze 95 quatre-vingt-quinze Note that in the standard 76 soixante-seize 96 quatre-vingt-seize French system, 81 and 91 elim- 77 soixante-dix-sept 97 quatre-vingt-dix-sept inate the et (“and”). 78 soixante-dix-huit 98 quatre-vingt-dix-huit 79 soixante-dix-neuf 99 quatre-vingt-dix-neuf 100 cent s£ e Numbers over 100 Numbers from 100-999 simply combine the diﬀerent numbers: 532 = cinq cent trente-deux 397 = trois cent quatre-vingt-dix-sept 46 Chapter 1 Bonjour! Ca va? ¸

B.5.3 Chiffres 60-100 Ecrivez les chiffres qui correspondent aux mots. 1. soixante-trois 7. quatre-vingt-seize 2. quatre-vingt-six 8. soixante-deux 3. quatre-vingt-quinze 9. soixante-douze 4. soixante-dix-neuf 10. quatre-vingt-dix 5. soixante-et-onze 11. cent trois 6. quatre-vingt-quatre 12. soixante-sept B.5.4 Chiffres 60-100 en mots Write out the following numbers in words. 1. 98 3. 83 5. 69 7. 80 9. 73 2. 61 4. 75 6. 92 8. 64 10. 97 ˆ B.6 The verb etre The first verb you need to know is the verb ˆtre, which means to be. e As we noted previously, each of the six subject pronouns is followed by a different form of the verb in French. A verb is given in its infinitive form; you must change this to the proper form to match the subject. This process is called conjugating the verb. When you use any verb in French, you must know which verb form goes with which subject, because people will not understand you very well if you say the wrong form of the verb. In the following tables, you can see that just like the verb to be in English, the forms of the verb ˆtre in French are very irregular – that is, they do not e look much like each other, nor do they look like the infinitive. Do not worry – most French verb conjugations are much easier than this! There are unfortunately many irregular verbs in French, but over 95% of the verbs in the language follow regular patterns. We will learn more about regular verbs in chapter 3. Right now, we will concentrate on this irregular verb, which is the most common verb in the language. ˆtre e to be je suis d sRi nous sommes nu sym I am we are tu es ty e vous ˆtes vu zit e you are you are il/elle est i liD i li ils/elles sont il s£D il s£ y y he/she/it is they are Section B Grammar 47

• Note that none of the ﬁnal consonants of the verb forms are pronounced. • The “s” in the form il est is also never pronounced. • Because of liaison, vous ˆtes is pronounced vu zit. (You e pronounce the “s” on vous because it is followed by a word beginning with a vowel.) Remember that vous can have a singular or a plural meaning; however, there is only one form of the verb that goes with the pronoun vous. Whether vous means one person or more than one person, the form is always vous ˆtes. e • If you use a noun instead of a pronoun as your subject, you use the verb form that matches the grammatical person. For example, ma m`re = elle (third person singular), so it uses the e third person singular form of the verb: Ma m`re est am´ricaine e e = Elle est am´ricaine. e ˆ B.6.1 Practice conjugation, etre It is very important to learn the forms of a new verb. Boring as it may seem, one good way to do it is simply to write them out and recite them many times. After a while, they will start to look and sound “right.” Write out the conjugation of ˆtre below; if your e teacher has already modeled the correct pronunciation, say the forms out loud as well. Refer to the IPA to refresh your memory of your teacher’s model pronunciation. ˆtre e ˆtre e ˆtre e je je je tu tu tu il/elle il/elle il/elle nous nous nous vous vous vous ils/elles ils/elles ils/elles ˆ B.6.2 Verb endings, etre The verb ˆtre, although very irregular, does share some commonal- e ities with most French verbs: the last letters of the je, tu, il, and ils forms are typical, although the forms themselves are very unusual. However, the nous and vous forms of ˆtre are extremely irregular. e You can begin to recognize the typical endings for these forms by ﬁlling in the missing letters below. je sui nous sommes je sui nous sommes tu e vous ˆtes e tu e vous ˆtes e il/elle es ils/elles so il/elle es ils/elles so 48 Chapter 1 Bonjour! Ca va? ¸

ˆ B.6.3 Conjugating etre There may be words you do not Write the proper form of the verb ˆtre in each blank. e know in the exercises. This is done deliberately to give you exposure to new words. Try 1. Je intelligent. to guess what they mean based 2. Marie mexicaine. on the context or on their sim- ilarity to English. (Words that 3. Nous contents. are similar in two languages are called “cognates.”) Unless you 4. Philippe petit. absolutely need to understand them in order to complete the 5. Elles intelligentes. exercise, do not look them up. 6. H´l`ne ee blonde. In any real-life situation where you are speaking another lan- 7. Vous fran¸ais? c guage, there will be words you do not know, so you will just 8. Je fran¸ais. c have to make your best guess and continue on. 9. Georges et Marie petits. 10. Le pr´sident e s´rieux. e 11. Tu content? 12. Paul et moi am´ricains. e B.7 Gender of adjectives You may have noticed that in the preceding exercise, the adjectives following the verb did not all have the same form. In fact, an adjective needs to match the number (singular or plural) and gender (masculine or feminine) of the person or object it is describing. This is a very important concept in French called agreement. Agree- ment means that two words that go together grammatically have matching forms – a masculine noun goes with a masculine adjective, the pronoun je goes with the je form of the verb, etc. In the above exercise, we can contrast: Philippe est petit. with Georges et Marie sont petits. Je suis intelligent. with Elles sont intelligentes. Tu es content? with Nous sommes contents. You can perhaps see a pattern. Most adjectives in French have four forms: masculine singular masculine plural feminine singular feminine plural You always start from the masculine singular form to get the other forms. Starting from the masculine singular, you usually add -e for the feminine singular, -s for the masculine plural, and -es for Section B Grammar 49

the feminine plural. However, there are some variations; consider the following examples. 1. If the masculine singular ends in a consonant: singulier pluriel masculin petit pd ti petits pd ti f´minin e petite pd tit petites pd tit 2. If the masculine singular ends in an unaccented -e: singulier pluriel masculin timide ti mid timides ti mid f´minin e timide ti mid timides ti mid 3. If the masculine singular ends in any other vowel, including ´ -e, -i, or -u: singulier pluriel masculin poli py li polis py li f´minin e polie py li polies py li poli = “polite” (or “polished”) 4. If the masculine singular ends in an -s: singulier pluriel masculin c e fran¸ais fr£ si c e fran¸ais fr£ si e f´minin fran¸aise fr£ siz e c e fran¸aises fr£ siz c To summarize, • Unless the masculine singular already ends in an -e, add an -e to get the feminine singular. • Unless the singular form already ends in -s or -x, add an -s to get the plural form. • A final -s is not pronounced,1 so there is no difference in pronunciation between the singular and plural forms. • A final consonant is not pronounced (e.g petit pd ti), but a consonant before a final -e is pronounced (e.g. petite pd tit). Therefore, when the masculine form ends in a consonant (patterns #1 and #4), you can hear the difference between the masculine and feminine forms. There are also many irregular adjectives, most of which fall into patterns. When the feminine form of an adjective is not formed by beau/belle = handsome, beau- following the above rules, it will be given in parentheses after the tiful masculine form, e.g. beau (belle). The only other adjective patterns you need to know right now are that a masculine -f ending changes to -ve in the feminine, and that a masculine -x ending changes to -se in the feminine (and remains -x in the masculine plural). 1 unless the word is making liaison with the following word, which happens rarely in the case of adjectives 50 Chapter 1 Bonjour! Ca va? ¸

-f and -x patterns: singulier pluriel masculin actif k tif actifs k tif f´minin e active k tiv actives k tiv singulier pluriel masculin s´rieux se rjø e s´rieux se rjø e f´minin e s´rieuse se rjøz e s´rieuses se rjøz e B.7.1 Adjective endings Give the other forms for each of the following adjectives, starting from the masculine singular form. Consult the previous section if necessary. masc. sing. fem. sing. masc. pl. fem. pl. 1. grand 2. rouge 3. vif 4. strict 5. japonais 6. nerveux 7. content 8. calme B.7.2 Adjective agreement Each of the following pairs or groups of friends have much in common. Use the adjective given in one column to complete the other sentence; make the adjective agree in gender and number with the person or people it is describing. Remember that you use the masculine singular form to describe a masculine person or object; the feminine singular form to describe a feminine person or object; the masculine plural form to describe more than one masculine person or object (or a mixed group of masculine and feminine people or objects), and the feminine plural to describe more than one feminine person or object. masculin f´minin e Georges est grand. Marie est . Paul est am´ricain. e Suzanne est . Jean est fran¸ais. c Claire est . Serge est blond. H´l`ne est ee . Marc est . Marthe est petite. L’acteur est . L’actrice est contente. Le pr´sident est brun. e Sa femme est . Philippe est . Caroline est intelligente. Pierre et Michel sont s´rieux. e Marie et Lise sont . Colin et Julien sont . Sylvie et Nathalie sont polies. Ils sont timides. Elles sont . Section B Grammar 51

B.7.3 Singular to plural We now know that subjects, verbs, articles, nouns, and adjectives all have to agree. The subject determines the verb form; the gender and number of the noun determine the form of the article and adjective that modify it. Make each of the following sentences plural, changing whatever needs to be changed in order to maintain agreement. 1. Je suis intelligent. . 2. Il est mexicain. . 3. Le professeur est strict. . 4. L’´tudiante est s´rieuse. e e . 5. Le stylo est rouge. . 6. Tu es enthousiaste. . 7. Elle est fran¸aise. c . 8. La chaise est confortable. . 9. La fenˆtre est ouverte. e . 10. Je suis contente. . B.7.4 Plural to singular Now, make the following plural sentences singular. You may need to consult your notes or the vocabulary list to see if a noun is masculine or feminine. Change whatever you must in order to maintain agreement. Note: lourd = heavy 1. Les sacs ` dos sont lourds. a . blanc = white 2. Les devoirs sont diﬃciles. . 3. Nous sommes enthousiastes. . 4. Vous ˆtes sociables? e . 5. Les murs sont blancs. . 6. Les ´tudiants sont pr´sents. e e . 7. Les t´l´phones portables sont chers. ee 8. Les pupitres sont petits. . 9. Les hommes dans la classe sont grands. 10. Elles sont honnˆtes. e . 52 Chapter 1 Bonjour! Ca va? ¸

B.8 Questions in French There are several ways to form questions in French. Although at this stage we do not expect you to be able to use all the forms, you should begin to recognize when someone is asking you a question. In addition, in this chapter, you will be using one method of asking yes/no questions, known as “intonation,” to ask your own questions. It is important to recognize that there are two types of questions. The ﬁrst type of questions are yes/no questions. They are questions that do not require you to supply any new information in the answer – just oui or non. The second type of question is an informational question. This uses an interrogative adjective or pronoun such as “what,” “when,” “why,” etc. Although you can already understand and answer some informational questions (such as Comment t’appelles-tu? ), you will be expected to form only yes/no questions at this point. Forming questions with intonation The easiest way to ask a yes/no question, and the one most commonly heard in spoken French, is just to make the INTONATION of your voice rise at the end of the question. So, for example, Ca va? is a question, while Ca va. is an answer. ¸ ¸ Gilles est l` ? is a question, while Gilles est l`. is a sentence. a a B.8.1 Questions and statements Listen and repeat the following questions and statements with your teacher. 1. Paul est blond. 2. Paul est blond? 3. Georges Bush est le pr´sident. e 4. Georges Bush est le pr´sident? e 5. H´l`ne aime le football. ee 6. H´l`ne aime le football? ee 7. Je suis am´ricain. e 8. Tu es fran¸ais? c B.8.2 Questions or statements? Now, listen to your teacher again, and punctuate the sentence with “.” or “?” to indicate whether s/he made a statement or asked a question. 1. Ca va ¸ Section B Grammar 53

2. Je suis petite 3. Tu es content 4. Le professeur arrive 5. C’est un bon film 6. Nous parlons fran¸ais c 7. Vous parlez fran¸ais c 8. Vous ˆtes am´ricaine e e You can practice these again with a partner; read the words with a rising or falling intonation, and have your partner indicate whether s/he thinks you are asking a question or making a statement. B.8.3 Forming questions Imagine that you have all of the following characteristics, and you wish to find out if your partner shares them with you. Using intonation, ask questions using the tu form of the verb plus the adjective. First, imagine you are masculine and your partner is feminine. Change the adjective as appropriate. Write the answers to this exercise out, puncuating with a question mark to indicate the rising intonation. 1. Je suis crátif. e 2. Je suis sportif. 3. Je suis travailleur. 4. Je suis poli. 5. Je suis int´ressant. e 6. Je suis timide. Now, imagine that you are feminine and your partner is masculine. Change the adjective as appropriate. 1. Je suis am´ricaine. e 2. Je suis forte. 3. Je suis studieuse. 4. Je suis ńergique. e 5. Je suis imaginative. 6. Je suis calme. 54 Chapter 1 Bonjour! Ca va? ¸

Forming questions with n’est-ce pas Using intonation to ask a question involves taking a declarative sentence and, with no change in the grammatical structure of the sentence, turning it into a question using only vocal emphasis. Sim- ilarly, French speakers often turn a statement into a question by adding n’est-ce pas? (literally, “isn’t it?”) or non? to the end of a sentence. This is similar to when Americans say “right?” or Cana- dians say “eh?” This type of question assumes that you know the answer and you are just asking for confirmation. French English Tu es am´ricaine, n’est-ce e You’re American, right? pas? Vous ˆtes dans ma classe de e You’re all in my French class, fran¸ais, n’est-ce pas? c aren’t you? Georges Bush est le pr´sident, e George Bush is the president, n’est-ce pas? isn’t he? Forming questions with inversion Intonation is by far the most common way to ask questions in informal spoken French. Since there is no way to indicate intonation in writing, however, this type of question is not considered correct in written French. Another common way to ask questions in both spoken and written French involves inversion – this means the switching of the subject (S) and the verb (V), or, in other words, placing the verb in front of the subject. We do this in English as well, for example: sentence question He is tall. Is he tall? S-V V-S In French, when inversion is used with a subject pronoun, the verb and pronoun are connected with a hyphen. A question using inversion we would like you to recognize right now is, question answer Qui est-ce? C’est Paul. Who is it? It’s Paul. Forming questions with est-ce que Finally, one can ask a question by putting the words est-ce que in front of an affirmative sentence. Students often ask what est-ce que means. French speakers do not think of it as having a specific meaning; it is just a sign that a question is coming. Similarly, in English, we say, “Do you like meatballs?” The “do” tells you the sentence is a question, but doesn’t have any real meaning in this context. Therefore, you should not try to translate est-ce que word- for-word; it is just a marker that what follows is a question. Est-ce que tu es fran¸ais? means “Are you French?” A question using c Section B Grammar 55

est-ce que we would like you to recognize now is, question answer Qu’est-ce que c’est? C’est une lampe. What is it? It’s a lamp. B.9 Optional: IPA Help If you are interested in using the IPA to help you remember how to pronounce French better, you will want to read this section. Re- member that learning the IPA is completely optional, but we believe that if you spend a little time becoming familiar with the IPA symbols, your French pronunciation will benefit greatly. First, you need to remember that phonetic transcription only includes sounds that are pronounced. This is extremely helpful in French, because so many letters are silent. Second, phonetic transcription can separate syllables with a space. In French, words run together so that the end of a syllable may not be the same as the end of a word. For example, vous ˆtes in French e is pronounced vu zit. Most English speakers will try to pause between the words, but that is not correct French pronunciation. Third, you need to figure out what the weird symbols mean. We have already presented the nasal sounds; here are more IPA symbols that do not look like normal letters. IPA symbol Sample French word IPA Consonants: chute yt garage g r j crayon kri j£ y Vowels: i appelle pil d je d y porte pyrt ø paresseux p ri sø ÷ professeur pry fi s÷r Notes: • Two tricky IPA symbols are [j] and [y]. [j] is the sound that corresponds to the English semiconsonant “y,” whereas [y] is a sound that does not exist in English, but corresponds to the letter “u” in French (see section B.1). • You have perhaps already noticed two pronunciations of the letter “o” and three pronunciations of the letter “e.” The rules for pronunciation of these letters are more complicated than you need to know right now, but we hope that the IPA will help you to notice that there are differences in the pronunciation 56 Chapter 1 Bonjour! Ca va? ¸

and to pronounce your vocabulary words correctly. • “o” can be pronounced o as in “dos” (do) or y as in “porte” (pyrt). • “e” can be pronounced d as in “je” (d), e as in r´p´tez e e (re pe te), or i as in “appelle” (@ pil). In chapter 2, we will discuss the differences between these sounds. • The letters “eu” are pronounced ø or ÷. These two sounds sound fairly alike to an English speaker, so do not worry if you cannot distinguish them yet. As with all the sounds of French, practice in class and while doing your homework will help you with these over time. To summarize, in first-year French, you do not need to learn the rules governing the choice of these sounds. However, if you learn the IPA system, it will help you to say French words correctly and to form good pronunciation habits from the very beginning of your study of French. The IPA transcription will be useless to you unless you use it in conjunction with a good model, either on tape or in class, of how these symbols correspond to the sounds of French. If you find it too confusing, simply ignore it, but we hope that a majority of students will find it useful. Section B Grammar 57

C Lab Worksheet and Review Introduction to lab recordings Each chapter of Libert´ has accompanying laboratory recordings. e Some of the lab exercises are purely oral – that is, you listen and repeat as directed. Others include a written component. For the latter, complete the lab worksheet as directed while you listen to the recordings. If an exercise is completely oral, you do not need to write anything down. For your convenience, the approximate time index for each exercise is given next to its title. For example, if you want to go directly to exercise 2.1, you would advance your player to the time index 8 :17. Consult the lab staﬀ if you do not know how to do this. The audio portion of a language course is generally the hardest part for beginning students. You will probably feel that the speakers are talking very quickly, and you have no visual cues (gestures, facial expressions, etc.) to help you interpret their meaning. It can be frustrating to listen to the recordings and be unable to “get” what is being said. Please remember : – The recordings should be used to review material after you have practiced it at home and in class. You need to be familiar with the vocabulary and grammatical structures so that you can recognize the words and practice them. It is better to go to the lab for two half-hour sessions rather than for one hour at a time. – You can pause the recording to consider your answer if you feel it is going too quickly. However, it is important for you to become used to hearing French spoken at a normal speed, which is why the speakers do not speak unnaturally slowly. – You will not recognize every word spoken on the recordings, no matter how often you listen. The goal of the laboratory work is to give you more practice in hearing and speaking French. If you have kept up with your work, you should be able to do what the instructions tell you to, but that does not mean that you are expected to understand 100% of what is said. – If there is an exercise that you are having a great deal of trouble with, postpone it to a later day. You should try each exercise twice, but if you still cannot understand it, you may need to review the material more before doing the lab work. You may also ask your teacher to go over any diﬃcult oral exercise. – Students sometimes say that they feel embarrassed speaking aloud in the lab. Remember that the people around you either are not studying French, or are at the same level you are ! In addition, the students around you are concentrating on their own speaking, and are extremely unlikely to be listening to you. It is very important that you take advantage of the lab to practice your vocabulary and pronunciation, so be sure to repeat aloud when instructed to do so. 58 Chapter 1 Bonjour! Ca va? ¸

C.1 Bonjour ! C.1.1 Greetings and responses. (0 :00) You will hear a phrase or question in French, read twice. After the second repetition, give an appropriate response. You will then hear the phrase and a possible response read again. Repeat the response given. In some cases, there is more than one possible response, so your answer might have been diﬀerent. C.1.2 Formal or informal ? (2 :55) You will hear a series of sentences or questions. Indicate whether each is formal or informal. Each will be read twice, and you should repeat after the second reading. Check “formal” or “informal” on your answer sheet. Formal Informal 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C.1.3 Spelling – Countries (This exercise did not record properly and has been erased.) ´ C.1.4 Presentations ou amis ? (5 :23) Listen to each of the following exchanges and indicate whether the people are meeting for the ﬁrst time, or are already friends. Each dialogue will be read twice. Pr´sentation e Amis 1. 2. 3. 4. Section C Lab Worksheet and Review 59

C.1.5 Comment ca va ? (6 :42) ¸ Listen to each conversation, and indicate how the second speaker feels. Ca va bien. ¸ Ca va mal. ¸ 1. 2. 3. 4. 5. C.2 En classe C.2.1 Grand ou petit ? (8 :17) You will hear two items named. For each pair, state which one is bigger (“plus grand” or “plus grande”). Each pair of items will be read twice. Listen to the examples before beginning. Exemple: le bureau - le pupitre. Le bureau est plus grand. le stylo - la main. La main est plus grande. C.2.2 Spelling - Classroom Vocabulary. (11 :00) Spell each of the following words aloud. Each word will be read twice, then there will be a pause for you to spell it aloud. After the pause, the word will be spelled out, and you should repeat the correct spelling. 1. main 2. ` gauche a 3. t´l´phone ee 4. fenˆtre e 5. horloge 6. papier 7. ´tudiante e 8. ouvert 9. ferm´ e 10. livre 11. stylo 12. feuille 60 Chapter 1 Bonjour! Ca va? ¸

C.2.3 Imperatives - Classroom Instructions. (16 :55) You will hear a verb given in the imperative form. Refer to your answer sheet and complete the command with the appropriate noun. Then repeat the full command after the speaker. Exemple: le crayon You say : Prenez le crayon. 1. au tableau 2. les devoirs 3. le professeur 4. votre nom 5. la phrase 6. le livre 7. le stylo 8. la porte C.3 Les chiffres C.3.1 Numbers - Recognition. (18 :55) Write down the number that you hear. Each number will be read twice. After you have written down the number, it will be read again, and you should repeat the number aloud. a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r. s. t. u. v. w. C.3.2 Counting. (22 :30) The speaker will say two sequential numbers. Immediately give the next number in the series. Then the speaker will repeat the three numbers ; repeat the entire series after the speaker. Exemple: 1,2 You say : 3 C.3.3 Numbers- Counting by 10s. (24 :30) In this exercise, the speaker will read each number twice. Add ten to the number and say the answer aloud. Then the speaker will give the correct answer. Repeat the correct answer. Listen to the example before beginning. Exemple: 20... 20... You say : 30 Section C Lab Worksheet and Review 61

C.3.4 Numbers - Population. (26 :30) The speaker will read the population of a number of Francophone countries. Write down the number you hear next to each country’s name. 1. la Belgique millions 2. la France millions 3. la Tunisie millions 4. le Mali millions 5. le S´n´gal e e millions 6. la R´p. D´m. du Congo e e millions 7. le Cameroun millions 8. la Cˆte d’Ivoire o millions 9. la Suisse millions 10. l’Alg´rie e millions C.4 Identiﬁcations C.4.1 To be or not to be. (28 :37) The speaker will read a sentence containing the verb ”ˆtre.” The e sentence will be read two times. Write the correct verb form on your answer sheet. Then, the speaker will read the sentence again. Repeat the complete sentence aloud. 1. Je ´tudiante. e 2. Mme Remy le professeur. 3. Nous enthousiastes. 4. Marco sociable. 5. Tu intelligente ! 6. Vous fran¸aise ? c 7. Les ´tudiants e bons. 8. Le professeur petit. 9. Je patiente. 10. Les exercises faciles. 11. Nous au labo de langues. 12. Vous calme ou anxieux ? 62 Chapter 1 Bonjour! Ca va? ¸

C.4.2 Comment sont-ils ? (32 :09) For each of the individuals listed below, the speaker will give you a choice of two adjectives. Form a complete sentence using the correct adjective, and say it aloud. The speaker will then give the correct answer ; you should repeat the entire sentence. Also write the appropriate adjective on your answer sheet. Listen to the example before you begin. Exemple: Tarzan courageux - timide You say : Tarzan est courageux. You write : courageux 1. Michelle Kwan 2. Georges Bush 3. Jennifer Lopez 4. Kobe Bryant 5. Arnold Schwarzenegger 6. Albert Einstein 7. le fran¸ais c 8. C´line Dion e 9. Vicente Fox C.5 Descriptions C.5.1 Comme ils se ressemblent ! (34 :56) Guillaume and his girlfriend Nicole are very much alike. For each sentence describing Guillaume, give a similar sentence describing Nicole. Remember to use the feminine form of the adjective. Listen to the example before you begin. Exemple: Guillaume est s´rieux. e [You say : Et Nicole est s´rieuse.] e ` ´ C.5.2 Ma mere et moi, nous sommes differents. (37 :25) The speaker is the exact opposite of his mother. To each of his sentences describing his mother, give a sentence using an adjective with the opposite meaning. Remember to use the masculine form of the adjective. After a pause for your answer, the correct answer will be given. Repeat the correct answer. Look at the example as you do number one. Exemple: petite - grand Ma m`re est petite. e You say : Mais toi, tu es grand. 1. petite – grand Section C Lab Worksheet and Review 63

2. travailleuse – paresseux 3. anxieuse – calme 4. solitaire – sociable 5. frivole – s´rieux e 6. brune – blond 7. impolie – poli 8. impatiente – patient C.5.3 Les questions. (39 :53) Listen to the speaker and indicate whether each phrase is a sentence or a question. Remember that in a question, the intonation goes up, whereas in a sentence, the intonation goes down. Mark the correct answer on your answer sheet. Question Phrase aﬃrmative 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. C.5.4 Les portraits. (41 :35) Listen to the self-portraits of each of the following people. Under each name, write whatever adjectives you recognize that they use to describe themselves. Emmanuelle Christophe Val´rie e End of Lab Exercises 64 Chapter 1 Bonjour! Ca va? ¸

´ ´ C.6 Exercices de revision ecrits The nature of communication is that it is open-ended. Therefore, these written review exercises are unable to cover all the objectives of the chapter, since some of those objectives do not lend themselves to fill-in-the-blank exercises. These exercises focus more on the grammar and vocabulary of the chapter, because these can be practiced more easily in writing, and mastering them will enable you to perform the communicative objectives of the chapter. C.6.1 Dialogues Ecrivez un dialogue de 3-6 lignes pour les situations suivantes : 1. Marc pr´sente Pauline ` S´bastien. e a e 2. Deux ´tudiants se pr´sentent dans la classe. e e 3. Deux ´tudiants sont au caf´. Un ami arrive. e e C.6.2 Formel ou informel ? Indiquez si les personnes suivantes ont une relation informelle (tu) ou formelle (vous). 1. V´ronique (ˆge : 8 ans) et Marc (ˆge : 9 ans). e a a 2. Le professeur et l’´tudiant. e 3. Le docteur et la patiente. 4. Marie et Sylvie, ´tudiantes ` l’universit´. e a e 5. Ma m`re et moi. e 6. Le pr´sident Bush et moi. e 7. Le pr´sident am´ricain Bush et le pr´sident fran¸ais Chirac. e e e c 8. L’employ´ et le client. e C.6.3 Que dit-on ? Mettez la question ou la phrase ` gauche a avec la r´ponse correcte e a ` droite. 1. Bonjour ! Ca va ? ¸ a. “Everyone.” 2. Salut, Isabelle ! Comment vas-tu ? b. Je suis calme et patient. 3. Jacqueline, je te pr´sente Sandrine. e c. Bien, merci. Et toi ? 4. Ca s’ćrit comment ? ¸ e d. Enchant´.e 5. Comment dit-on “clock” en fran¸ais ? c e. la pendule 6. Marc, je te pr´sente Marie. e f. Oui, ¸a va. Et vous ? c 7. Au revoir ! g. B-E-R-T-H-E-L-O-T 8. Que veut dire “tout le monde” ? h. Enchanté. e 9. Comment es-tu ? i. C’est J´rˆme. eo 10. Qui est-ce ? j. A demain ! Section C Lab Worksheet and Review 65

C.6.4 Les instructions du professeur. Compl´tez l’instruction du professeur. e 1. Allez a. les devoirs. 2. Donnez-moi b. -moi. 3. Ecoutez c. au tableau. 4. Ecrivez d. le livre ; la classe est finie. 5. Fermez e. la fenˆtre, s’il vous plaˆ e ıt. 6. Regardez f. le vocabulaire au labo. 7. Ouvrez g. le stylo et ćrivez. e 8. Pratiquez h. la phrase. 9. Prenez i. votre nom. 10. R´p´tez e e j. la photo et identifiez la personne. C.6.5 Vocabulaire Compl´tez la phrase avec un mot de vocabulaire appropri´. e e 1. parle fran¸ais ; les ´tudiants r´p`tent. c e e e 2. On ćrit au tableau avec la e . 3. Le professeur utilise un rouge pour corriger les devoirs. 4. La est fermé. e 5. Le est ouvert ` la page 5. a 6. Mettez les livres dans le . 7. Bonjour, tout le monde ! Prenez une feuille de papier et votre nom, s’il vous plaˆ ıt. 8. Les livres sont . 9. Le professeur dit “ ” au commencement de la classe. 10. -moi, Madame ! Je ne comprends pas ! ˆ C.6.6 Le verbe “etre.” Compl´tez la phrase avec la forme correcte du verbe “ˆtre.’ e e 1. Nous ´tudiants. e 2. Je dans la classe de fran¸ais. c 3. Tu chic ! 4. Les ´tudiants e travailleurs. 5. Ma m`re e gentille. 6. Vous le professeur, n’est-ce pas ? 7. Dans la classe de fran¸ais, on c enthousiaste. 8. Le fran¸ais c important. 9. Les devoirs faciles. 10. Je s´rieux(se). e 66 Chapter 1 Bonjour! Ca va? ¸

C.6.7 Les adjectifs. Compl´tez la phrase avec la forme correcte d’un adjectif appropri´. e e 1. Je suis . 2. Ma m`re est e . 3. Georges Bush est . 4. Shaquille O’Neal est . 5. Hillary Clinton est . 6. Les ´tudiants de mon universit´ sont e e . 7. Les ´tudiants dans la classe de fran¸ais sont e c . 8. Les professeurs ` mon universit´ sont a e . 9. Jennifer Lopez est . 10. Mes classes sont . C.6.8 Singulier au pluriel et pluriel au singulier. Si la phrase est au pluriel, changez-la au singulier. Si la phrase est au singulier, changez-la au pluriel. Changez tous les ´l´ments ee nćessaires. e 1. Je suis content. 2. Nous sommes ´tudiants. e 3. Les ´tudiants sont calmes. e 4. L’´tudiante est gentille. e 5. Vous ˆtes fran¸ais. e c 6. Tu es am´ricaine. e 7. Le professeur est patient. 8. Les devoirs sont faciles. 9. Les stylos sont rouges. 10. Le livre est lourd. 11. La carte t´l´phonique est ch`re. ee e 12. Les chaises sont confortables. 13. Les affiches sont grandes. 14. La fenˆtre est ouverte. e 15. Le sac ` dos est brun. a 16. Les acteurs sont crátifs. e Section C Lab Worksheet and Review 67

C.7 Self-Check : Meeting chapter 1 objectives Do you feel that you have mastered the objectives for this chapter ? If you do not feel confident that you can do any of the following, please review the sections beginning on the indicated pages and then consult with your teacher for further assistance or practice. Please note that since grammar provides you with the tools you need to speak and understand a language, the relevant grammar section is indicated first, followed by the communicative activities to practice. Communication Objectives : Do you feel that you can : If not, see pages : Greet other people ? 35 and 10 Introduce yourself ? 10 and 27 Understand basic commands given in French class and re- 43, 16, and 25 spond appropriately ? Count and spell in French ? 31, 45, 10, 16, and 18 Identify yourself and other people ? 35, 47, 53, and 21 Describe yourself, other people, and objects ? 49, 22, and 27 Culture objectives : Do you feel that you have an idea of : If not, see pages : Where French is spoken and by how many people ? 13 and 19 How to address another person formally or informally, as 35 and 10 appropriate ? Grammar Objectives : Do you feel that you understand and can use the follo- If not, see pages : wing grammatical structures ? In addition to using them in conversation, could you demonstrate your knowledge of them on a test ? The French alphabet, numbers, and the basics of French 31 pronunciation ? The subject pronouns and the difference between tu and 35 vous ? The conjugation of the present tense of the verb ˆtre ? e 47 The concept of gender for people and things ? 35 and 40 Gender and number agreement of adjectives ? 49 If you feel that you can do all these things, congratulations ! You have taken a huge first step towards being able to communicate in French ! 68 Chapter 1 Bonjour! Ca va? ¸

C.8 Answers Answers to Written Section B Exercises Answers to B.2.1, French Subject Pronouns, page 37 You do not have to have given the information in parentheses; it is only there to help you understand any points you were confused on. 1. vous - you (formal or plural); 2. ils - they; 3. on - one, people; 4. nous - we; 5. elles - they (a feminine group); 6. il - he; 7. tu- you (singular informal) Answers to B.2.2, Subject Pronouns, page 37 1. je; 2. ils; 3. tu or vous; 4. nous; 5. elle; 6. il; 7. ils; 8. nous; 9. ils Answers to B.2.4, Vous and tu, page 39 1. b.; 2. probably a, but perhaps b.; 3. c.; 4. a.; 5. b.; 6. a; 7. b.; 8. b; 9. b or a; 10. a. Answers to B.3.1, Self-check: Gender and definite articles, page 42 Explanation of the “false” answers: 1. People and things have gender. 3. The definite article has four forms in French: le, la, l’, and les. 4. The final -s on a noun is generally not pronounced, so you have to listen to the article to tell whether the noun is singular or plural. 6. The singular definite article (le or la) becomes l’ before a vowel, but the plural definite article does not change. 8. The only certain way to tell the gender of a French noun is to memorize it – learning the noun with the article will help you, because the article indicates the gender. 11. The masculine pronoun “il” refers to both people and things, so “il” can mean either “he” or a masculine “it.” 13. People may get confused if you use the wrong pronoun or article to refer to a thing, because they may think you are referring to something else. Answers to B.3.2, Form of definite articles, page 43 1. fem.; 2. masc. (even if the professor is a woman, the noun and therefore the article are masculine); 3. no way to tell; 4. masc.; 5. no way to tell; 6. no way to tell; 7. no way to tell; 8. no way to tell; 9. fem.; 10. masc. Answers to B.3.3, Definite articles and nouns, page 43 1. l’; 2. le; 3. l’; 4. le; 5. les; 6. les; 7. la; 8. la; 9. les; 10. les Answers to B.4.1, Identifying Imperatives, page 44 1. Fermez; 2. Excusez; 3. Ecoutez; 4. R´p´tez; 5. Ouvrez; 6. Ecrivez; 7. e e Regardez; 8. Epelez; 9. Prenez; 10. Allez; 11. Mettez; 12. Dites (Dites is one of only two verbs where the vous form of the imperative does not end in -ez). Translations: 1. Close the book. 2. Excuse me, Ma’am. 3. Listen to the cassette. 4. Repeat the vocabulary. 5. John, open the door, please. 6. Marie and Jos´, write on the board. e 7. Pierre, look at the board, please. 8. Please spell your name, sir. 9. Everyone, take out (pick up) a pen. 10. Go to the board. 11. Put your homework on the desk. 12. Say hello! Section C Lab Worksheet and Review 69

Answers to B.5.1, Chiffres 0-50, page 45 1. 42; 2. 36; 3. 11; 4. 16; 5. 21; 6. 12; 7. 18; 8. 34; 9. 13; 10. 57; 11. 29; 12. 45 Answers to B.5.2, Chiffres 0-50 en mots, page 46 1. neuf; 2. quatorze; 3. vingt-trois; 4. trente-sept; 5. quarante-quatre; 6. quinze; 7. deux; 8. quarante-neuf; 9. cinquante-huit; 10. trente et un; 11. vingt-six; 12. cinquante-sept Answers to B.5.3, Chiffres 60-100, page 47 1. 63; 2. 86; 3. 95; 4. 79; 5. 71; 6. 84; 7. 96; 8. 62; 9. 72; 10. 90; 11. 103; 12. 67 Answers to B.5.4, Chiffres 60-100 en mots, page 47 1. quatre- vingt-dix-huit; 2. soixante et un; 3. quatre-vingt-trois; 4. soixante- quinze; 5. soixante-neuf; 6. quatre-vingt-douze; 7. quatre-vingts; 8. soixante-quatre; 9. soixante-treize; 10. quatre-vingt-dix-sept ˆ Answers to B.6.2, Verb endings, etre, page 48 You should have ﬁlled in the letters in capitals: je suiS; tu eS; il esT; ils soNT ˆ Answers to B.6.3, Conjugating etre, page 49 1. suis; 2. est; 3. sommes; 4. est; 5. sont; 6. est; 7. ˆtes; 8. suis; 9. sont; 10. est; 11. e es; 12. sommes (someone + I = we (nous)). Answers to B.7.1, Adjective endings, page 51 1. grande - grands- grandes; 2. rouge - rouges - rouges; 3. vive - vifs - vives; 4. stricte - stricts- strictes; 5. japonaise - japonais - japonaises; 6. nerveuse- nerveux - nerveuses; 7. contente - contents - contentes; 8. calme - calmes- calmes Answers to B.7.2, Adjective agreement, page 51 Marie est grande; Suzanne est am´ricaine; Claire est fran¸aise; H´l`ne est blonde; e c ee Marc est petit; L’acteur est content; Sa femme est brune; Philippe est intelligent; Marie et Lise sont s´rieuses; Colin et Julien sont polis; e Elles sont timides. Answers to B.7.3, Singular to plural, page 52 1. Nous sommes intelligents; 2. Ils sont mexicains; 3. Les professeurs sont stricts; 4. Les ´tudiantes sont s´rieuses; 5. Les stylos sont rouges; 6. Vous ˆtes e e e enthousiastes; 7. Elles sont fran¸aises; 8. Les chaises sont conforta- c bles; 9. Les fenˆtres sont ouvertes; 10. Nous sommes contentes. e Note on #6: Remember that the verb form for vous is the same whether vous has a singular or plural meaning. However, if the meaning is plural, the adjective must be in the plural form. Answers to B.7.4, Plural to singular, page 52 1. Le sac ` dos est a lourd; 2. Le devoir est diﬃcile; 3. Je suis enthousiaste; 4. Vous ˆtes e sociable? (formal singular) or Tu es sociable? (informal singular); 5. Le mur est blanc; 6. L’´tudiant est pr´sent; 7. Le t´l´phone e e ee portable est cher; 8. Le pupitre est petit; 9. L’homme dans la classe est grand; 10. Elle est honnˆte. e Note: in #4, “Vous ˆtes sociables” is clearly plural because the e adjective is plural. When you make it singular, it could be either formal (vous) or informal (tu), but the adjective is singular in either 70 Chapter 1 Bonjour! Ca va? ¸

case. As explained in the previous exercise, the vous form of the verb remains the same whether vous has a singular or a plural meaning. Answers to B.8.3, Forming questions, page 54 Part 1: 1. Tu es crátive? 2. Tu es sportive? 3. Tu es travailleuse? 4. Tu es polie? e 5. Tu es int´ressante? 6. Tu es timide?; part 2: 1. Tu es am´ricain? e e 2. Tu es fort? 3. Tu es studieux? 4. Tu es ńergique? 5. Tu es e imaginatif? 6. Tu es calme? Answers to Written Section C Exercises Answers to C.1.2, Formal or informal?, page 59 The answer is given, and an explanation in parentheses of the words that indicate the level of formality. 1. informal (use of tu); 2. informal (salut, first name); 3. informal (toi); 4. formal (Madame); 5. formal (vous); 6. informal (salut); 7. formal (Madame); 8. formal (vous); 9. informal (first name); 10. informal (first names, te). ´ Answers to C.1.4, Presentations ou amis?, page 59 1. Amis - they use each other’s names. 2. Pr´sentation - they introduce e themselves. 3. Amis - even though it is a formal conversation, they clearly know each other and ask how the other person is doing. 4. Pr´sentation - the student introduces himself to his teacher. e Answers to C.1.5, Comment ca va?, page 60 1. bien; 2. mal ¸ (rhumatismes); 3. bien; 4. bien; 5. mal. Answers to C.3.1, Numbers - Recognition, page 61 a. 7; b. 9; c. 12; d. 15; e. 28; f. 34; g. 43; h. 51; i. 62; j. 76; k. 86; l. 93; m 1; n. 4; o. 11; p. 26; q. 37; r. 40; s. 53; t. 64; u. 78; v. 84; w. 91 Answers to C.3.4, Numbers - Population, page 62 1. Belgique 10,2; 2. France 60; 3. Tunisie 9,9; 4. Mali 11,6; 5. Sń´gal 10,5; 6. e e R´p. D´m. Congo 56,6; 7. Cameroun 15,8; 8. Cˆte d’Ivoire 16,9; 9. e e o Suisse 7,3; 10; Alg´rie 32,8. e Answers to C.4.1, To be or not to be, page 62 1. suis; 2. est; 3. sommes; 4. est; 5. es; 6. ˆtes; 7. sont; 8. est; 9. suis; 10. sont; 11. e sommes; 12. ˆtes. e Answers to C.4.2, Comment sont-ils?, page 63 1. sportive; 2. de droite; 3. brune; 4. grand; 5. s´rieux; 6. intelligent; 7. facile; 8. e canadienne; 9. mexicain. Answers to C.5.3, Les questions, page 64 Questions are #s 1, 3, 4, 6, 9, 10, and 11. Statements are #s 2, 5, 7, 8, and 12. Answers to C.5.4, Les portraits, page 64 [the end of “Christophe’s” description got cut off, so you will not have heard or written the adjectives in brackets.] Emmanuelle: fran¸aise, brune, ńergique, c e gentille, travailleuse, active. Christophe: fran¸ais, am´ricain, pe- c e tit, brun, sportif, [gń´reux, sociable]. Val´rie: am´ricaine, petite, e e e e brune, impatiente, anxieuse, intelligente, s´rieuse, paresseuse Make e sure you had the proper spelling and gender (masculine/feminine). Section C Lab Worksheet and Review 71

Answers to Written Review Exercises Answers to C.6.1, Dialogues, page 65 Many answers are possible. Here are some examples: 1. Marc: Pauline, je te pr´sente S´bastien. e e Pauline: Enchanté. S´bastien: Enchant´. e e e 2. Michel: Bonjour, je m’appelle Michel. Comment t’appelles-tu? Marie: Je m’appelle Marie. Ca va, Michel? Michel: Oui, ¸a va. Et ¸ c toi? Marie; Ca va bien, merci. ¸ 3. Christine: Salut, Marc! (Marc arrive). Marc: Salut, Christine. Ca va? Christine: Paul, je te pr´sente Marc. Paul: Bonjour, Marc. ¸ e Ca va? Marc: Ca va bien. Et toi? Paul: Oui, merci. Marc, tu es ¸ ¸ ´tudiant? Marc: Oui, je suis ´tudiant. e e Answers to C.6.2, Formel ou informel?, page 65 Formel: #2, #3, #6, #7, #8; Informel: #1, #4, #5 Answers to C.6.3, Que dit-on?, page 65 1. f; 2. c.; 3. h.; 4. g.; 5. e.; 6. d.; 7. j.; 8. a.; 9. b.; 10. i. Answers to C.6.4, Les instructions du professeur, page 66 1. c; 2. a; 3. b.; 4. i.; 5. d.; 6. j.; 7. e.; 8. f.; 9. g.; 10. h. (Other answers are possible for some, but I think this is the only combination that matches everything up correctly.) Answers to C.6.5, Vocabulaire, page 66 1. Le professeur; 2. craie; 3. stylo; 4. fenˆtre / porte; 5. livre / cahier; 6. sac ` dos; 7. ćrivez; e a e 8. ouverts / ferm´s; 9. bonjour; 10. Excusez e ˆ Answers to C.6.6, Le verbe etre, page 66 1. sommes; 2. suis; 3. es; 4. sont; 5. est; 6. ˆtes; 7. est; 8. est; 9. sont; 10. suis e Answers to C.6.7, Les adjectifs, page 67 You only need one adjective as an answer, but I have given you a few examples. Obvi- ously, your answers will probably be different; but make sure the adjective is the right form (masculine/ feminine, singular/ plural). Ask your teacher to check your answers if you are unsure you did this correctly. 1. (if you are a man:) grand, enthousiaste, s´rieuxe (if you are a woman:) grande, enthousiaste, s´rieuse; 2. gentille, e petite, brune; 3. brun, am´ricain, grand . . . ; 4. grand, sportif; 5. e petite, blonde, intelligente; 6. gentils, s´rieux; 7. enthousiastes, in- e telligents; 8. intelligents, travailleurs; 9. brune, petite, crátive; 10. e int´ressantes, difficiles e Answers to C.6.8, Singular au pluriel et pluriel au singulier, page 67 1. Nous sommes contents. 2. Je suis ´tudiant(e). 3. e L’´tudiant est calme. 4. Les ´tudiantes sont gentilles. 5. Vous e e ˆtes fran¸ais. / Tu es fran¸ais. 6. Vous ˆtes am´ricaines. 7. Les e c c e e professeurs sont patients. 8. Le devoir est facile. 9. Le stylo est rouge. 10. Les livres sont lourds. 11. Les cartes t´l´phoniques ee sont ch`res. 12. La chaise est confortable. 13. L’affiche est grande. e 14. Les fenˆtres sont ouvertes. 15. Les sacs ` dos sont bruns. 16. e a L’acteur est crátif. e 72 Chapter 1 Bonjour! Ca va? ¸

Chapter 2 Ma famille et mes possessions Objectives for chapter 2 Communication (what students will be able to do): By the end of this chapter, students will be able to: a / Un portrait de famille 1. Describe themselves, their family, and others (name, age, and nationality) 2. Describe other people’s and their own belongings, and their house, apartment, room 3. Discuss and ask simple questions about belongings and lodging Culture (what students will know about the French-speaking world): By the end of this chapter, students will know something about: 1. The structure and the role of the family in France 2. French houses and apartments Grammar/ Tools (what students need to know): In order to perform these communicative tasks, students will have to know: 1. The formation and use of the indeﬁnite articles 2. The formation and use of possessive adjectives 3. The conjugation of the present tense of the verb avoir 4. Simple negation 5. Idiomatic expressions that use the verb avoir 73

´ A Activites A.1 Nos possessions Avant de commencer le nouveau chapitre, r´visons ! e ´ A.1.1 Revision : Les possessions du professeur Regardez les possessions du professeur. Identifiez les objets. Mini-Vocabulaire: le portefeuille ld pyr td f÷j wallet la cl´ e l kle key le porte-cl´s e ld pyr td kle key-ring l’ordinateur lyr di n t÷r computer la fiche l fi 3x5 card le classeur ld kl s÷r binder ´ A.1.2 Revision : la salle de classe Rapidement, avec un(e) partenaire, donnez l’article d´fini (le, la les) pour chaque mot. e Exemple: A: porte B: la porte 1. stylo 8. portable 15. ´tudiante e 2. cl´s e 9. ´tudiants e 16. fenˆtres e 3. papiers 10. porte 17. tableau 4. pendule 11. professeur 18. bureau 5. affiche 12. chaise 19. crayons 6. livres 13. craie 20. t´l´phone ee 7. sac ` dos a 14. devoirs 21. feuille A.1.3 La chasse aux articles ´ Grammaire: Voir B.1, “Articles indefinis,” page 101. Le professeur donne une fiche avec un article ind´fini ` chaque e a ´tudiant. Le professeur attache des fiches aux objets. Prenez les e fiches qui correspondent ` l’article sur votre fiche. (Si votre fiche a est “un,” prenez les noms masculins singuliers.) Prenez 3-5 fiches diff´rentes. e 74 Chapter 2 Ma famille et mes possessions

A.1.4 Ou se trouve-t-il ? ` ´ Grammaire: Voir B.3, “Prepositions de lieu,” page 104. Mini-Vocabulaire: sur syr sous su devant dd v£ e derri`re e di rjir ` gauche de go dd a ` droite de a drwt dd dans d£ e ` cˆt´ de a o e ko te dd en face de £ fs dd e entre £ trd e pr`s de e pri dd loin de lw£ dd i Rappel : de + le =du de + les=des La premi`re phrase illustre une pr´position de lieu. Lisez la premiere e e phrase. Compl´tez logiquement la deuxi`me phrase. e e 1. Le professeur est devant le tableau. Les ´tudiants sont devant e . 2. La craie est dans la main du professeur. Les ´tudiants sont e dans . 3. Le livre de l’´tudiant est sur son pupitre. Les devoirs sont sur e . e a o e e 4. L’´tudiante est ` cˆt´ de l’´tudiant. La fenˆtre ferm´e est ` e e a cˆt´ de o e 5. La chaise est derri`re le bureau. Le tableau est derri`re e e . 6. Les ´tudiants sont loin de la porte. Le professeur est loin de e . 7. Le sac de l’´tudiant est pr`s du pupitre. Le stylo de l’´tudiante e e e est pr`s de e . 8. Les livres de l’´tudiante sont sous la chaise. Le tableau est e sous . 9. La porte est ` gauche du professeur. L’´tudiant est ` gauche a e a de . 10. La fenˆtre ouverte est entre la fenˆtre ferm´e et la porte. Le e e e professeur est entre et . Section A ´ Activites 75

Mini-Vocabulaire: beige i A.1.5 De quelle couleur ? blanc l£ e blanche l£ e bleu(e) lø brun r÷ £ brune ryn gris gri grise griz jaune on marron m r£ y noir(e) nwr orange y r£ e rose roz rouge ru vert vir verte virt violet vjy li De quelle couleur sont-ils ? violette vjy lit Vous dites : Un ´l´phant est gris. ee 1. une carotte 9. un saphir 2. une rose 10. une banane 3. un coca 11. une feuille de papier 4. une plante 12. un sac “Hello Kitty” 5. un caf´ e 13. un ballon de football 6. un pingouin 14. un ballon de football 7. une girafe am´ricain e 8. une ´meraude e 15. une balle de tennis ´ A.1.6 Revision : Dans mon sac Note : position de l’adjectif Prenez 5-8 objets de votre sac et mettez les objets sur En gń´ral, la position de l’ad- e e le pupitre. Avec votre camarade, identifiez les objets et jectif est nom + adjectif. utilisez un adjectif pour dćrire. Regardez le mod`le. e e Exemples : un stylo bleu, un Mini-Vocabulaire: livre difficile, un cahier l´ger. e lourd(e) lur lurd heavy Une exception : avec “grand” l´ger (l´g`re) le e le ir e e e light et “petit,” la position est ad- cher (ch`re) e ir expensive jectif + nom. Exemples : un pas cher p ir inexpensive grand livre, une petite cl´. e Exemple: A: Qu’est-ce que c’est ? B: C’est un stylo. A: C’est un stylo bleu ? B: Oui, c’est un stylo bleu. A: Qu’est-ce que c’est ? B: C’est un livre. A: C’est un livre diffi- B: Non, c’est un livre cile ? facile. 76 Chapter 2 Ma famille et mes possessions

A.1.7 Dans mon sac, j’ai un . . . Grammaire: Voir B.4, “Le verbe avoir,” page 106. Regardez les objets sur le pupitre et dans votre sac. An- noncez toutes vos possessions ` votre partenaire. Votre a partenaire ćrit une liste de vos possessions. e Exemple: Vous annoncez : Votre partenaire ćrit : e Dans mon sac, j’ai un un stylo bleu stylo bleu. J’ai deux crayons. deux crayons J’ai trois livres. trois livres J’ai une calculatrice. une calculatrice J’ai des cl´s. e des cl´s e J’ai un portefeuille noir. un portefeuille noir Corrigez la liste. Changez de rˆles et r´p´tez l’exercice. Mettez vos o e e initiales sur la liste. Donnez la liste de chaque ´tudiant au professeur. e ´ A.1.8 Jouons au detective ! Prenez la liste que le professeur vous donne. Interviewez vos camarades pour trouver qui est l’auteur de la liste que vous avez. Posez une question pour chaque article. Si la r´ponse est affirmative, continuez. Si la r´ponse est e e n´gative, passez ` une autre personne. e a Exemple: A: Tu as un stylo bleu B: Oui, j’ai un stylo dans ton sac ? bleu. A: Tu as deux crayons B: Oui, j’ai deux dans ton sac ? crayons. A: Tu as trois livres B: Non, j’ai cinq livres. dans ton sac ? [Vous arrˆtez au “non” et passez ` une autre personne.] e a Quand vous identifiez correctement la personne, ćrivez son nom e complet sur la liste et donnez la liste au professeur. F´licitations ! e Qu’est-ce que cet homme cherche ? Section A ´ Activites 77

` A.1.9 C’est a qui ? Grammaire: Voir B.6, “Adjectifs Possessifs,” page 110. Prenez un sujet grammatical de l’enveloppe. Dites que l’objet est la possession de la personne sur votre feuille ; utilisez l’adjectif possessif appropri´ pour la personne. e 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. A.1.10 C’est ton stylo ou mon stylo ? Avec votre partenaire, prenez chacun 4-5 objets de vos sacs et mettez toutes vos possessions ensemble. Prenez un objet, et posez une question. Suivez le mod`le. e A: C’est ton stylo ou mon stylo ? B: C’est mon stylo. Et ¸a, ce sont tes livres ou mes livres ? c A: Ce sont tes livres. =⇒ Continuons! Pr´sentez vos possessions au groupe ` cˆt´ de vous. Regardez l’exemple. e a oe Exemple : (Paul et Juan parlent ` Caroline et ` Maria). a a Paul : Voici nos livres. Mon livre est grand et bleu, et le livre de Juan est petit et noir. Et vos livres ? Caroline : Nos livres sont grands et lourds. Mon livre est blanc, et son livre est rouge. Maria : Le stylo bleu, c’est ` qui ? a Juan : C’est mon stylo bleu. Paul a un stylo noir. Et vos stylos ? [Continuez le dialogue.] 78 Chapter 2 Ma famille et mes possessions

A.2 Ma famille Grammaire: Voir B.5, “Il y a,” page 108. ´ ` La famille d’Helene Mini-Vocabulaire: famille f mij nucláire e ny kle ir ˆg´(e) a e e c´libataire e se li tir enfant £ f£ e e femme fm fille fij fils fis fr`re e frir jeune ÷n mari m ri mari´(e) e m rje m`re e mir parent p r£ e Voici la famille d’H´l`ne. Il y a 6 personnes dans sa famille nucláire : ee e p`re e pir 2 parents et 4 enfants. Le p`re d’H´l`ne s’appelle Michel et sa e ee soeur s÷r m`re s’appelle Jacqueline. H´l`ne a aussi deux soeurs et un fr`re. e ee e Sophie est la soeur aˆ ee d’H´l`ne. Elle a aussi une autre soeur, ın´ ee Caroline, le b´b´. Marc, le fr`re d’H´l`ne, est plus ˆg´ qu’H´l`ne, e e e ee a e ee mais plus jeune que Sophie. Les parents d’H´l`ne sont mari´s. Le ee e p`re d’H´l`ne est plus ˆg´ que sa femme Jacqueline ; elle a 6 ans e ee a e de moins que son mari. ´ A.2.1 La famille nucleaire R´pondez aux questions. e 1. Qui est le p`re de Marc ? e 2. Est-ce qu’H´l`ne et Sophie sont soeurs ? ee 3. Comment s’appelle le mari de Jacqueline ? 4. Comment s’appelle le fr`re de Caroline ? e 5. Combien d’enfants ont Michel et Jacqueline ? 6. Est-ce que les parents d’H´l`ne sont mari´s ? ee e A.2.2 Trouvez votre famille ! Votre professeur vous donne un papier avec votre identit´ et l’iden- e tit´ d’une autre personne dans votre famille. Parlez ` vos camarades e a de classe pour trouver toutes les autres personnes dans votre famille. Section A ´ Activites 79

A.2.3 Observation culturelle : la famille francaise ¸ Maintenant, les observations culturelles sont en fran¸ais. Regardez c le nouveau vocabulaire important dans le mini-vocabulaire dans la marge. Mini-Vocabulaire: LA FAMILLE FRANCAISE ¸ aujourd’hui today tr`s peu e very few Traditionnellement, la famille fran¸aise est tr`s forte, et elle est au c e habiter to live centre de la soci´t´ fran¸aise. Aujourd’hui, le statut et le rˆle de ee c o seul alone ; only la famille changent. Par exemple, tr`s peu de personnes ˆgés ha- e a e ensemble together bitent avec leurs enfants et petits-enfants maintenant. Aujourd’hui, mais but 28% des Fran¸ais habitent seuls. Beaucoup de couples fran¸ais ha- c c la loi law bitent ensemble mais ne sont pas mari´s. Depuis 1999, la loi du e contre versus “pacs” (pacs = pacte civil de solidarit´) permet aux couples non e choix choice mari´s, h´t´rosexuels ou homosexuels, d’ˆtre un couple officiel. e ee e femme au housewife A cause des changements sociaux, il y a plus de familles avec un foyer parent. Les raisons varient : choix volontaire, s´paration, divorce. e Seules 30% des femmes en couples sont des “femmes au foyer” ; la grande majorit´ travaille. En France, les enfants vont ` l’ćole e a e maternelle ` l’ˆge de 3 ans. Tous ces changements transforment le a a rˆle et la composition d’une famille fran¸aise “typique.” o c Comprenez-vous ? R´pondez aux questions. e 1. Aujourd’hui, est-ce que la majorit´ des grands-parents ha- e bitent avec leurs petits-enfants ? 2. Combien de Fran¸ais n’habitent pas avec leur famille ? c 3. Est-ce qu’il y a beaucoup de familles monoparentales ? 4. Est-ce que la majorit´ de femmes mariés ou en couples tra- e e vaillent ? 5. Qu’est-ce que c’est que le “pacs” ? Le dimanche, le d´jeuner e en famille reste important. 80 Chapter 2 Ma famille et mes possessions

´ ´ ` La famille elargie d’Helene Mini-Vocabulaire: famille f mij ´largie e e lr i beau-p`re e o pir Dans la famille ´largie d’H´l`ne, il y a 16 personnes. H´l`ne a e ee ee belle-m`re e il mir quatre grands-parents. Tous ses grands-parents adorent leurs copain ky p£ i petits-enfants. Les grands-parents paternels d’H´l`ne ont trois ee copine ky pin enfants : Michel, Luc, et Christine. Christine et son fr`re Luc sont e cousin ku z£ i e c´libataires ; ils ne sont pas mari´s. H´l`ne est la ni`ce favorite e ee e cousine ku zin de sa tante Christine. Luc pr´f`re son neveu, Marc. Les grands- ee grands-parents gr£ p r£ e e parents maternels d’H´l`ne ont deux enfants : Jacqueline et Gilles. ee grand-p`re e gr£ pir e Gilles est le mari de Claude, et ils ont deux enfants : Philippe grand-m`ree gr£ mir e et Simone. Simone et H´l`ne sont cousines. Elles jouent souvent ee neveu nd vø ensemble. Rachid est le copain de Sophie, mais ils ne sont pas encore ni`ce e njis mari´s. Jacqueline aime la famille de son mari. Elle adore sa belle- e oncle £ kld y m`re, Marie. Et Marie aime sa belle-fille. Michel aime sa belle- e petit-enfant pd ti t£ f£ e e m`re, Dominique, mais son beau-p`re, Georges, est un peu trop e e petit-fils pd ti fis s´v`re pour lui. Mais en gń´ral, les relations de la famille sont e e e e petite-fille pd tit fij harmonieuses. tante t£t e ´ A.2.4 La famille elargie R´pondez aux questions. e 1. Combien de petits-enfants ont Georges et Dominique ? 2. Combien de petits-fils ont-ils ? 3. Qui est la ni`ce de Michel ? e 4. Est-ce que Jacqueline a une soeur ? 5. Est-ce qu’H´l`ne ou sa cousine Simone est plus ˆgé ? ee a e 6. Est-ce qu’une des grand-m`res d’H´l`ne est plus ˆgé que son e ee a e mari ? 7. Est-ce que la soeur de Michel est marié ou c´libataire ? e e 8. Est-ce que Claude est plus jeune ou plus ˆgé que son mari ? a e 9. Luc a combien de neveux ? Section A ´ Activites 81

A.2.5 Votre famille - relations Dessinez un arbre gńálogique de votre famille ´largie. e e e Expliquez les relations entre les personnes ` votre par- a tenaire. Exemple: Il y a six personnes dans ma famille nucláire. Mon p`re e e s’appelle Philippe et ma m`re s’appelle Pauline. Mon p`re e e est plus ˆg´ que ma m`re. J’ai 2 fr`res . . . (continuez la a e e e description). =⇒ Continuons! Votre partenaire pr´sente votre famille ` la classe. e a Exemple: Ma partenaire s’appelle Marie. Il y a six personnes dans sa famille nucláire. Son p`re s’appelle Philippe et sa m`re e e e s’appelle Pauline . . . (continuez la description). Mini-Vocabulaire: A.2.6 Observation culturelle depuis since, for 1 sur 4 1 out of 4 au moins at least LES FAMILLES FRANCAISES - ORIGINES ¸ ´taient e were En 2006, la population de la France est de 60 millions. La France ´tranger e foreign(er) est un pays plus homog`ne que les Etats-Unis, mais l’immigra- e maghr´bin from the e tion en France existe depuis longtemps. Un Fran¸ais sur quatre c Maghreb : a au moins un grand-parent qui n’est pas d’origine fran¸aise. Dans c Algeria, le pass´, les immigr´s ´taient européns d’origine (en 1954, 84% e e e e Morocco, ´taient d’Europe)– des Italiens, des Portugais, des Espagnols. De- e Tunisia puis les annés 1970, les ´trangers arrivent du Maghreb et de e e souvent often l’Afrique francophone et ils sont gń´ralement de religion musul- e e mais but mane (en 1990, 47% sont d’Afrique). Il y a des familles d’origine Beur French of Arab maghr´bine qui sont en France depuis deux ou trois gń´rations, e e e origin mais il n’y a pas beaucoup de mariages mixtes (religion ou nationa- trouver to find lit´ diff´rentes). Les “Blacks” et les “Beurs” (10% de la population) e e emploi job habitent souvent dans certains quartiers de la ville, et ils ont plus de souche native-born ; de difficult´ ` trouver un emploi que les Fran¸ais “de souche”. ea c of French origin Cela produit des tensions dans la soci´t´ fran¸aise. ee c Comprenez-vous ? R´pondez aux questions. e 1. Quelle est la population de la France ? 2. Combien de Fran¸ais ont au moins un grand-parent qui n’est c pas fran¸ais d’origine ? c 3. Est-ce qu’il y a beaucoup de mariages “mixtes” (de diff´rentes e nationalit´s) en France ? e 4. Aujourd’hui, est-ce que la majorit´ de l’immigration est d’Eu- e rope du sud ? 5. Aujourd’hui, est-ce que les immigr´s sont gń´ralement catho- e e e liques ? 82 Chapter 2 Ma famille et mes possessions

´ A.2.7 Origines et nationalites Voici quelques adjectifs d’origine et de nationalit´ qui sont tr`s e e diff´rents en fran¸ais et en anglais. D’autres, plus similaires, sont e c indiqu´s dans la marge. e Mini-Vocabulaire: allemand(e) l m£ m£d e e German anglais(e) £ gli gliz e English Mini-Vocabulaire: belge il Belgian africain/ africaine e ćossais(e) e ky si siz Scottish e e am´ricain/ am´ricaine hongrois(e) £ grw grwz y Hungarian armńien/ armńienne e e le pays pe i country chinois/ chinoise corén/ corénne e e Donnez une nationalit´ possible pour les personnes suivantes. e cubain/ cubaine Reconnaissez-vous les prńoms typiques de diff´rents pays ? e e fran¸ais/ fran¸aise c c 1. Meili 3. Sophia 5. Mar´ ıa 7. Cuong grec/ grecque guat´malt`que e e 2. Hans 4. Toshiko 6. Ozlem 8. Betty irakien/ irakienne iranien/ iranienne Vous dites : Meili est . italien/ italienne Pouvez-vous identifier ces drapeaux ? Les couleurs sont indiqu´s de e japonais/ japonaise gauche ` droite, ou de haut en bas. Choisir de ces adjectifs : a mexicain/ mexicaine nig´rian/ nig´riane e e am´ricain e corén e guat´malt`que e e nicaraguayen/ nicaraguayenne armńien e ´quatorien e irakien salvadorien/ salvadorienne canadien europén e mexicain sud-africain/ sud-africaine chinois fran¸ais c e nig´rian tha¨ılandais/ tha¨ ılandaise turc/ turque vietnamien/ vietnamienne 1. 2. 3. 4. vert, blanc, bleu, blanc, rouge et rouge, blanc, rouge rouge jaune noir 5. 6. 7. 8. rouge, bleu, rouge et rouge, blanc, orange blanc bleu clair et et bleu blanc 9. 10. 11. 12. jaune, vert, vert et blanc bleu et jaune blanc, noir, rouge rouge, et bleu Vous dites : C’est le drapeau . Section A ´ Activites 83

A.2.8 Nos origines nationales et ethniques En gń´ral, les Am´ricains sont fiers de leurs origines na- e e e tionales. Il y a des festivals qui c´l`brent diff´rentes eth- ee e nicit´s. Quelles sont les origines ethniques de votre fa- e mille ? Est-ce que vous, vos parents, vos grands-parents sont des immigr´s aux Etats-Unis ? e Posez des questions ` votre partenaire. a 1. Es-tu am´ricain(e) ? / Quelle est ta nationalit´ ? e e 2. Quelles sont tes origines ethniques ou nationales ? 3. Qui a immigr´ dans ta famille ? Quand ? De quel pays ? e 4. Avez-vous des traditions de ces pays ? [Nous avons . . . ] 5. As-tu de la famille dans ces pays ? [J’ai . . . ] 6. Aimes-tu la cuisine de ces pays ? [J’aime/ Je n’aime pas . . . ] 7. Est-ce que tu parles d’autres langues ? [Je (ne) parle (pas)] Donnez une description ´ Grammaire: Voir B.7, “Negation,” page 116. ´ ˆ A.2.9 Revision et expansion : Comment etes-vous ? Rappel : vocabulaire du chapitre 1 Mini-Vocabulaire: grand petit Le physique fi zik Physical Aspects blond blond les cheveux noirs le d vø nwr black hair intelligent stupide les cheveux longs le d vø l£ y long hair gentil(le) mćhant e les cheveux courts le d vø kur short hair s´dentaire e sportif les cheveux boucl´s e le d vø u kle curly hair travailleur paresseux les cheveux raides le d vø rid straight hair enthousiaste indiff´rent e les yeux verts le zjø vir green eyes pauvre riche chauve ov bald s´rieux e frivole mince i m£s thin actif(ve) s´dentaire e fort(e) fyr fyrt strong; hefty anxieux calme moyen(ne) mw j£ jin i average timide courageux avoir l’air vwr lir to look, to seem patient impatient Mini-Vocabulaire: strict comp´tent e La personnalit´ e pir sy n li te Personality poli impoli gń´reux(se) e e e ne rø røz generous ´go¨ e ıste e go ist selfish s´v`re e e se vir strict honnˆte e y nit honest tˆtu(e) e ti ty stubborn froid(e) frw frwd cold; reserved chaleureux(se) l÷ rø røz warm; friendly bizarre i zr weird 84 Chapter 2 Ma famille et mes possessions

Dćrivez deux ou trois de ces personnes avec votre par- e tenaire. Exemple : Bruno est petit et fort. Il a les cheveux courts et blonds. Il a l’air intellectuel et s´rieux. e =⇒ Continuons! Maintenant, comment ˆtes-vous physiquement ? Et comment est e votre personnalit´ ? Dćrivez-vous a votre partenaire. e e A.2.10 Un air de famille H´l`ne a 7 ans. Elle est petite, mince, et gentille. Elle est blonde. ee Elle a les yeux bruns. Elle est enthousiaste et polie. Elle n’est pas patiente. Elle adore les livres et la danse. Elle est ´tudiante ` l’ćole e a e primaire. Marc a 16 ans. Il est grand et brun. Il a une moustache et une barbe. Il est fort et athl´tique. Il aime le football et le tennis. Il est ´tudiant, e e mais il n’est pas tr`s s´rieux. Il est patient et tol´rant. Il est tr`s e e e e calme. Prenez une photo de famille et montrez la photo ` votre a partenaire. Dćrivez les diff´rents membres de votre fa- e e mille. Section A ´ Activites 85

=⇒ Continuons! Mini-Vocabulaire: penser p£ se e to think vous pensez vu p£ se e you think je pense d p£s e I think comme kym like c’est vrai si vri It’s true pas exactement p zig zk td m£ e not exactly pourquoi pur kw why parce que pr skd because le plus ld plyD ld plys the most plus ply more moins mw£i less mais mi but d’accord d kyr o.k.; I agree Avec les descriptions (1) de votre partenaire (activit´ A.2.9) et (2) e de sa famille (activit´ A.2.10), ` quel membre de sa famille est-ce e a que vous pensez que votre partenaire ressemble le plus ? Pourquoi ? Expliquez votre idé ` votre partenaire et ensuite ` la classe. e a a Exemple : Conversation avec votre partenaire A: Je pense que tu ressembles le plus ` ton p`re. a e B: Pourquoi ? A: Parce qu’il est travailleur, et tu es travailleuse aussi. B: C’est vrai, mais il est tr`s s´v`re. Je suis plus tol´rante. e e e e A: D’accord. Mais physiquement, il est grand et brun. Tu es grande et brune aussi, mais ta m`re est petite et blonde. e B: Oui, c’est vrai. A: Et finalement, je pense qu’il est s´rieux et tu es s´rieuse e e comme lui. B: D’accord. Exemple : Pr´sentation ` la classe e a Exemple: Ma partenaire s’appelle Haydé. Je pense qu’elle res- e semble ` son p`re. Physiquement, ils sont grands et bruns. a e Les autres personnes de la famille sont blondes. Haydé e et son p`re sont s´rieux et travailleurs. Mais il est plus e e s´v`re et elle est plus tol´rante. e e e 86 Chapter 2 Ma famille et mes possessions

A.3 Ma maison Dans cette maison, il y a 5 pi`ces. Au rez-de-chauss´e, il y a une cuisine, une salle ` manger, e e a et une salle de s´jour. Il a aussi des W.C. La cuisine est petite. Il y a un frigo, des placards, un e ´vier, et un four, mais il n’y a pas de table. Pour manger, la famille utilise la salle ` manger, o` il e a u y a une table avec quatre chaises. Dans la salle de s´jour, la famille peut regarder la t´l´, ou lire un e ee livre dans un fauteuil confortable. Au premier ´tage, il y a une grande chambre ` coucher et une salle de bain. La chambre e a contient un lit avec une table de nuit ` cˆt´, et une lampe sur la table de nuit. La commode et a oe l’armoire sont pour les vˆtements. Dans la salle de bain, il y a une baignoire, une douche, et un e lavabo. L’´tage est spacieux ! e A.3.1 La maison R´pondez aux questions. Faites des phrases compl`tes. e e 1. Dans quelles pi`ces sont les placards ? e 6. Qu’est-ce qui est en face du lit ? 2. O` est le miroir ? u 7. Est-ce que la t´l´ est dans la chambre ? ee 3. Combien de chaises est-ce qu’il y a dans 8. Est-ce qu’il y a des tableaux dans la salle de la salle ` manger ? a s´jour ? e 4. Est-ce qu’il y a un ´vier dans la salle de e 9. Combien de lampes est-ce qu’il y a ? bain ? 10. Est-ce que la douche est ` gauche de la bai- a 5. O` est la table basse ? u gnoire ? Section A ´ Activites 87

` A.3.2 Entrevue : Nos pieces et meubles Le professeur met les ´tudiants dans deux cercles. e Chaque ´tudiant pose sa question ` la personne en face, e a et l’autre ´tudiant pose sa question aussi. Puis on passe e a ` la droite et on r´p`te la question ` la nouvelle per- e e a sonne. Notez : les questions sont ` la forme vous (pour la famille a enti`re). R´pondez avec “Nous . . .” ou “Il y a.” e e Exemple: A: O` avez-vous des u B: Nous avons des ´tag`res ? e e ´tag`res e e dans les chambres. B: Combien de pi`ces e A: Nous avons six avez-vous ? pi`ces. e Mini-Vocabulaire: o`u where 1. Combien de t´l´viseurs avez-vous ? ee combien de how many quel which 2. Dans quelles pi`ces sont vos t´l´s ? e ee l’ordinateur computer 3. Avez-vous une maison ou un appartement ? chez at the house of 4. Combien de pi`ces avez-vous ? e chez vous at your house 5. Combien de personnes est-ce qu’il y a chez vous ? chez moi at my house un tapis rug 6. Dans quelles pi`ces avez-vous des placards ? e 7. Dans quelles pi`ces avez-vous des chaises ? e 8. Dans quelles pi`ces avez-vous des fauteuils ? e 9. Combien de chambres avez-vous ? 10. Combien de lits est-ce qu’il y a chez vous ? 11. Avez-vous un ordinateur ? Dans quelle pi`ce ? e 12. Avez-vous des tapis ? Dans quelles pi`ces ? e ` A.3.3 Tout a sa place Regardez le dessin de la maison. Pour chaque meuble ou objet, identiﬁez dans quelle pi`ce il se trouve, et don- e Rappel : Les pr´positions e nez sa position (utilisez une pr´position de lieu). Puis, e de lieu r´p´tez l’exercice, mais parlez de chez vous. e e sur sous Exemple: la t´l´ ee devant derri`re e u A: O` est la t´l´ ? ee B: La t´l´ est dans la ee dans entre salle de s´jour, en face e a oe ` cˆt´ de en face de du fauteuil. a ` gauche de ` droite de a 1. les placards 5. la fenˆtre e 9. les ´tag`res e e 2. le four 6. le canap´ e 10. la commode 3. l’armoire 7. les lampes 11. la table 4. le tableau 8. le frigo 12. le lavabo 88 Chapter 2 Ma famille et mes possessions

A.3.4 Votre maison Dessinez un plan de votre maison ou de votre appartement. Avec votre partenaire, parlez de chez vous. Imi- tez les questions dans le mod`le, et changez les ´l´ments e ee gris. Exemple: A: Combien de pi`cese B: Il y a 6 pi`ces : e y a-t-il chez toi ? une cuisine, 2 salles de bain, un s´jour, et 3 e chambres. A: O` sont les u B: Les chambres sont chambres ? au premier ´tage. e A: Est-ce qu’il y a une B: Oui, il y a une t´l´ ee t´l´ dans ta cuisine ? ee dans ma cuisine. A.3.5 Observation culturelle Mini-Vocabulaire: jamais never oreiller pillow carr´ e square Un traversin une poigné de porte e e Une fenˆtre parfois sometimes traversin bolster poigné e knob manette lever LES MAISONS FRANCAISES ¸ s’ouvrent open Il y a des diff´rences importantes entre les habitations am´ricaines e e vers towards et fran¸aises. En gń´ral, les maisons et les appartements fran¸ais c e e c sont beaucoup plus petits que les habitations am´ricaines. Mais les e visiteurs am´ricains remarquent souvent d’autres choses. D’abord, e il y a la question de la salle de bain. Dans la maison fran¸aise tradi- c tionnelle, les toilettes (les W.C.) et la salle de bain sont deux pi`ces e s´parés. (Aujourd’hui, il y a souvent des W.C. dans la salle de bain e e aussi ; mais on ne demande jamais “o` est la salle de bain ?” si on u demande les toilettes). Il y a des objets diff´rents aussi : les oreillers fran¸ais sont voc- e c carr´s, pas rectangulaires, et il y a parfois un traversin, une sorte e d’oreiller cylindrique. Pour ouvrir la porte, on n’a pas de poigné e de porte ronde, mais une sorte de manette rectangulaire. Les fenˆtres fran¸aises s’ouvrent vers l’int´rieur. Il y a beaucoup d’autres e c e diff´rences - peut-ˆtre qu’un jour, vous les observerez vous-mˆme ! e e e Section A ´ Activites 89

A.3.6 Qu’est-ce qu’il y a dans votre chambre ? Nos chambres refl`tent souvent notre personnalit´. Prenez le rˆle d’un enfant de 10 ans, ou e e o d’un parent. Dćrivez ce qu’il y a dans votre chambre. Dćrivez aussi votre personnalit´ et e e e expliquez pourquoi vous avez ces objets, si possible. 90 Chapter 2 Ma famille et mes possessions

Les r`gles de la phon´tique e e fran¸aise disent que “un” se c ˆ A.4 L’age prononce ÷ et “cinq” devant £ une consonne se prononce s£.i ˆ Grammaire: Voir B.8, “L’age,” page 119. Mais comme la majorit´ de e Fran¸ais disent £ et s£k au- c i i ´ A.4.1 Revision et expansion : les chiffres jourd’hui, on indique les deux possibilit´s. e Vous avez d´j` pratiqu´ les chiffres en fran¸ais. Mais la prononciation ea e c des chiffres change pour des raisons d’enchaˆ ınement et de liaison. Regardez et r´p´tez : e e Chiffre seul Chiffre + consonne Chiffre + voyelle Exemple : Le b´b´ a e e mois Marie a ans un £ ou ÷B i £ un mois£ mw i un an £ n£ i e deux dø deux mois dø mw deux ans dø z£ e trois trw trois mois trw mw trois ans trw z£e quatre ktr quatre mois k trd mw quatre ans k tr£e cinq s£k i cinq mois s£@kA mwB i cinq ans s£ k£ i e six sis six mois si mw six ans si z£ e sept sit sept mois sit mw sept ans si t£ e huit Rit huit mois Ri mw huit ans Ri t£ e neuf n÷f neuf mois n÷f mw neuf ans n÷ v£ e dix dis dix mois di mw e dix ans di z£ b / C’est son anniversaire. vingt v£i i vingt mois v£ mw vingt ans v£ t£ i e Elle a 18 ans. Lisez les ˆges suivants. a 1. Elise a 23 ans. 7. Maryse a 6 mois. 2. Manon a 8 mois. 8. Caroline a 51 ans. 3. Vincent a 90 ans. 9. Didier a 84 ans. 4. Christophe a 39 ans. 10. Zo´ a 10 mois. e 5. Pierre a 78 ans. 11. Emilien a 26 ans. 6. Alain a 42 ans. 12. Chantal a 5 ans. ˆ A.4.2 Quel age as-tu ? Interviewez 5 ´tudiants de la classe pour dćouvrir quel e e a ˆge ils ont. Faites une liste des ´tudiants, du plus jeune e au plus ˆg´. a e Nom : Age : Nom : Age : Nom : Age : Nom : Age : Nom : Age : Section A ´ Activites 91

´ ˆ A.4.3 Quand sont-ils nes ? Quel age ont-ils ? 1965= mille neuf cent soixante- Avec votre partenaire, lisez les phrases (pour prati- cinq quer les chiffres). Puis, indiquez l’ˆge de chaque per- a 2003 = deux mille trois sonne. 1. Ghislaine est né en 1965. e 6. Le professeur de chimie est 2. Philippe est n´ en 1942. e n´ en 1969. e 3. Marie Duval est né en e 7. Blanche est né en 1926. e 1917. 8. M. Martin est n´ en 1958. e 4. Nous sommes n´s en 1985. e 9. Caroline est né en 1973. e 5. Hamid et Marc sont n´s en e 10. Paul et Daoud sont n´s en e 1996. 2001. ˆ A.4.4 L’age des membres de ma famille Mini-Vocabulaire: ˆg´ a e e old jeune ÷n young l’aˆ ıne(e) li ne the older/oldest plus ˆg´(e) que a e ply z e kd older than plus jeune que ply ÷n kd younger than Pr´sentez l’ˆge des membres de votre famille ` votre e a a partenaire. Exemple: Mon p`re a 64 ans et ma m`re a 65 ans. Mon p`re est e e e plus jeune que ma m`re. e J’ai deux soeurs ; elles ont dix ans et quinze ans. Elles sont plus jeunes que moi. . . . [Continuez ; puis, votre partenaire pr´sente l’ˆge des e a membres de sa famille.] =⇒ Continuons! Maintenant, comparez l’ˆge de votre m`re et l’ˆge de la m`re de a e a e votre partenaire, etc. Exemple: Ma m`re a 65 ans et ta m`re a 45 ans. Ma m`re est plus e e e a e ˆgé que ta m`re. e 92 Chapter 2 Ma famille et mes possessions

A.5 Nos conditions physiques et mentales Grammaire: Voir B.9, “Expressions idiomatiques,” page 120. Associez la description avec le a. b. dessin. 1. Le pauvre gar¸on est ` la c a plage, mais il a froid. 2. Le gar¸on est trop petit. c Il a besoin de la chaise. 3. L’homme a gagn´ ` la lo- ea terie ! Il a de la chance ! ! 4. Les ´l`ves sortent de ee l’´cole. L’´l`ve ` droite e ee a c. d. a envie d’une pˆtisserie. a Mais l’´l`ve ` gauche a ee a besoin d’un gˆteau - il a a tr`s faim ! e 5. Le petit gar¸on a soif. Il c boit une bouteille d’eau. 6. La dame travaille tard. Maintenant, elle a sommeil. 7. Le monsieur est en va- e. f. cances. Il a chaud. 8. Le professeur a raison, et l’´l`ve a tort. ee g. h. Section A ´ Activites 93

A.5.1 Chez moi Nous satisfaisons nos besoins physiques dans notre maison. Associez les deux parties de la phrase. Attention : Il n’est pas n´cessaire de e comprendre tous les mots. Utilisez le contexte. 1. Quand on a sommeil a. on prend un coca du frigo. 2. Quand on a froid b. on ouvre une fenˆtre. e 3. Quand on a envie d’un dˆ ıner formel c. on allume la t´l´. ee 4. Quand on a soif d. on prend un pull-over du placard. 5. Quand on a faim e. on va dans la salle de bain. 6. Quand on a besoin d’une douche f. on pr´pare un sandwich dans la cuisine. e 7. Quand on a faim g. on se couche dans son lit. 8. Quand on a chaud h. on va dans la salle ` manger. a 9. Quand on a sommeil i. on dˆ dans la salle ` manger. ıne a 10. Quand on a besoin de ses livres j. on s’endort devant la t´l´. ee 11. Quand on a envie de regarder CSI k. on prend un caf´ chaud dans la cuisine. e 12. Quand on a froid l. on va aux ´tag`res. e e A.5.2 Qu’est-ce que vous faites ? Faites une phrase compl`te en utilisant avoir + le mot donn´ et (a) e e “je vais dans” + une pi`ce ou (b) “j’utilise” + un objet. e Exemple: faim Quand j’ai faim, je vais dans la cuisine. 1. soif 5. envie d’´tudier e 2. chaud 6. envie de regarder la t´l´ ee 3. sommeil 7. besoin de me reposer 4. froid 8. besoin de manger ´ ´ A.5.3 Verite ou mensonge ? Avec un partenaire, parlez de votre famille. Vos phrases peuvent ˆtre vraies ou fausses. Votre partenaire dit “Je e pense que c’est vrai” ou “Je pense que c’est faux.” Vous dites, “Tu as raison” ou “Tu as tort.” Exemple : A: Ma m`re a 67 ans. e B: Je pense que c’est faux. A: Tu as raison ! C’est faux, elle a vraiment 47 ans. B: Mon p`re a les cheveux longs. e A: Je pense que c’est faux. B: Tu as tort ! Il a vraiment les cheveux longs. 94 Chapter 2 Ma famille et mes possessions

A.5.4 Et toi ? Posez les questions ` votre partenaire. Changez de rˆle a o au milieu de l’exercice. 1. A: As-tu de la chance, B: [R´ponse] . . . Et toi ? e en g´n´ral ? e e 2. A: Dans ta famille, qui B: [R´ponse] . . . Et dans ta e a froid le plus souvent ? famille ? 3. A: Quand tu as B: [R´ponse] . . . Et toi ? e soif, qu’est-ce que tu aimes prendre ? 4. A: Est-ce que tu as B: [R´ponse] . . . Et toi ? e sommeil dans la classe de fran¸ais ? c 5. B: Est-ce que tes pa- A: [R´ponse] . . . Et tes pa- e rents ont envie d’une plus rents ? grande maison ? 6. B: Est-ce que tu as envie A: [R´ponse] . . . Et toi ? e de regarder la t´l´ ce week- ee end ? 7. B: Est-ce que tu as nor- A: [R´ponse] . . . Et toi ? e malement chaud en sep- tembre ? 8. B: Est-ce que ta fa- A: [R´ponse] . . . Et ta fa- e mille a besoin d’une nou- mille ? velle voiture ? ´ ´ A.6 Resume Les activit´s dans cette section sont un r´sum´ de tout ce que vous e e e avez appris dans le chapitre. Regardez les “objectifs” du chapitre ` a la page 73. Ces activit´s vous permettent de prouver vos capacit´s e e a ` faire tous ces objectifs ! ´ ´ A.6.1 Resume : Vingt questions Selectionnez une personne c´l`bre. Informez-vous sur les d´tails de ee e sa vie (date de naissance, nationalit´, lieu de naissance), sur sa des- e cription physique, et sur sa personnalit´. Les autres personnes dans e votre groupe posent 20 questions pour essayer de trouver l’identit´ e de cette personne. A.6.2 Composition : La personne de ma famille que j’admire le plus Qui est la personne de votre famille que vous admirez le plus ? Don- nez une description orale ou ´crite de cette personne. Si c’est pos- e sible, expliquez pourquoi vous admirez cette personne. Section A ´ Activites 95

´ ´ ` A.6.3 Resume : C’est a qui ? Faites une liste de 10 objets dans votre chambre et de dix objets dans la chambre d’un membre de votre famille. Donnez une description de vous-mˆme et de l’autre personne. Ensuite, nommez les e choses sur la liste. Votre partenaire va dire s’il pense que chaque objet est ` vous ou ` l’autre personne. a a Exemple : Ma soeur est artiste. Elle est grande, belle, et brune. Elle est tr`s organisé. Elle est marié, mais elle n’a pas d’enfants. Elle e e e a un chien qui s’appelle Luca. Je suis professeur de fran¸ais. Je suis petite et brune. Je suis c tr`s d´sorganisé. Je suis marié et j’ai deux enfants. Je n’ai e e e e pas d’animaux. Est-ce que c’est dans ma chambre ou dans sa chambre ? 1. un bol d’eau 4. un livre de fran¸ais c 2. une poupé e 5. beaucoup de tableaux 3. une robe de jeune fille 6. beaucoup de papiers c / Un chien parisien devant Maintenant, c’est ` vous ! Pr´parez votre liste, et faites a e ˆ une fenetre l’exercice avec votre partenaire. ´ ´ A.6.4 Resume : Dialogue – l’appartement Avec un(e) partenaire, pr´parez un dialogue pour une e Mini-Vocabulaire: des situations suivantes. louer to rent 1. Vous louez un appartement meubl´. Vous t´l´phonez e ee le loyer the rent au propri´taire pour plus d’informations. Quelles ques- e propri´taire e owner tions posez-vous ? Quelles questions est-ce que le propri´taire pose ? e meubl´ e furnished camarade roommate 2. Votre famille d´sire changer d’appartement. Vous visitez un nou- e de chambre vel appartement avec un membre de votre famille. Vous parlez de ce qu’il y a dans l’appartement, de ce que vous aimez et ce que vous n’aimez pas. 3. Vous interviewez un(e) camarade de chambre possible. Quelles questions posez-vous ? Quelles informations d´sirez-vous ? e ´ A.6.5 Activite culturelle : qui suis-je ? Ecrivez 6 mots qui donnent une idé de qui vous ˆtes. Ces mots e e peuvent ˆtre des adjectifs descriptifs ou des substantifs qui d´finissent e e votre identit´. Dans des groupes de 4, expliquez pourquoi vous avez e choisi ces mots et pourquoi ce sont les aspects les plus importants de votre “d´finition” de vous-mˆme. e e 96 Chapter 2 Ma famille et mes possessions

A.7 Vocabulaire francais-anglais ¸ Les possessions le classeur ld kl s÷r binder la cl´ e l kle key la ﬁche l fi 3x5 card le lecteur de DVD ld lik t÷r dd de ve de DVD player le magn´toscope e ld m xi ty skyp VCR l’ordinateur lyr di n t÷r computer la photo fo to photo le porte-cl´s e ld pyr td kle key-ring le portefeuille ld pyr td f÷j wallet la radio l r djo radio le radiocassette ld r djo k sit boom box le radio-r´veil e ld r djo re vij clock-radio le r´veil e ld re vij alarm clock le t´l´phone portable ee ld te le fyn pyr t ld cell phone la voiture l vw tyr car Les couleurs blanc(he) l£ l£ e e white bleu(e) lø blue brun r÷ ryn £ brown gris(e) gri griz gray jaune on yellow marron m r£y brown noir(e) nwr black orange y r£ e orange rose roz pink rouge ru red vert(e) vir virt green violet(te) vjy li lit purple Les nationalit´se africain(e) fri k£ kin i African allemand(e) l m£ m£d e e German anglais(e) £ gli gliz e English am´ricain(e) e me ri k£ kin i American arm´nien e r me nj£ njin i Armenian chinois(e) i nw nwz Chinese grec(que) grik Greek japonais(e) py ni niz Japanese mexicain(e) mik si k£ kin i Mexican nicaraguayen(ne) ni k r gw j£ jin i Nicaraguan salvadorien(ne) sl v dy rj£ rjin i Salvadorean tha¨ılandais(e) t ji l£ di diz e Thai turc(que) tyrk Turkish vietnamien(ne) vjit n mj£ mjin i Vietnamese Section A ´ Activites 97

Adjectifs lourd(e) lur lurd heavy l´ger (l´g`re) e e e le e le ir light cher (ch`re) e er expensive pas cher p er inexpensive facile f sil easy difficile di fi sil difficult gentil(le) £ tij e nice grand(e) gr£ gr£d e e large (things); tall (people) petit(e) pd ti pd tit small (things); short (people) brun(e) r÷ ryn £ brown-haired blond(e) l£ l£d y y blond chauve ov bald mince m£s i thin fort(e) fyr fyrt strong; hefty moyen(ne) mw j£ jin i average gń´reux(se) e e e ne rø røz generous ´go¨ e ıste e go ist selfish s´v`re e e se vir strict honnˆte e y nit honest tˆtu(e) e ti ty stubborn froid(e) frw frwd cold; reserved chaleureux(se) l÷ rø røz warm; friendly mćhant(e) e me £ £t e e mean bizarre i zr weird Aussi : les cheveux noirs le d vø nwr black hair les cheveux longs le d vø l£ y long hair les cheveux courts le d vø kur short hair les cheveux boucl´s e le d vø u kle curly hair les cheveux raides le d vø rid straight hair les yeux verts le zjø vir green eyes Expressions idiomatiques avec avoir avoir X ans vwr F F F e £ to be X years old avoir besoin de vwr d zw£ dd i to need avoir chaud vwr o to be hot avoir envie de vwr e vi dd £ to want avoir faim vwr f£ i to be hungry avoir froid vwr frw to be cold avoir raison vwr ri z£y to be right avoir soif vwr swf to be thirsty avoir sommeil vwr sy mij to be sleepy avoir tort vwr tyr to be wrong avoir l’air vwr lir to look, to seem 98 Chapter 2 Ma famille et mes possessions

La famille la famille f mij family nucláire e ny kle ir nuclear ´largie e e lr i extended ˆg´(e) a e e old le beau-p`re e o pir father-in-law; stepfather la belle-m`re e il mir mother-in-law; stepmother c´libataire e se li tir single le copain ky p£ i boyfriend la copine ky pin girlfriend le/la cousin(e) ku z£ zin i cousin divorc´(e) e di vyr se divorced l’enfant (m./f.) £ f£ e e child la femme fm wife (woman) la fille fij daughter le fils fis son le fr`re e frir brother les grands-parents (m.) gr£ p r£ e e grandparents le grand-p`re e gr£ pir e grandfather la grand-m`ree gr£ mir e grandmother jeune ÷n young le mari m ri husband mari´(e) e m rje married la m`re e mir mother le neveu nd vø nephew la ni`ce e njis niece l’oncle £ kld y uncle le parent p r£ e parent; relative le p`re e pir father le petit-enfant pd ti t£ f£ e e grandchild le petit-fils pd ti fis grandson la petite-fille pd tit fij granddaughter la soeur s÷r sister la tante t£t e aunt Section A ´ Activites 99

La maison la baignoire i ñwr bathtub le canap´ e k n pe sofa la cave kv basement la chambre £ rd bedroom la chambre ` coucher a £ r ku e bedroom la commode ky myd dresser la cuisine kRi zin kitchen la cuisini`re e kRi zi njir stove la douche du shower l’escalier (m.) i sk lje stairs l’´tage (m.) e e t floor (first, second, etc.) l’´tag`re (f.) e e e t ir shelf l’´vier (m.) e e vje (kitchen) sink le fauteuil fo t÷j armchair le four fur oven le frigo fri go fridge le grenier grd nje attic la lampe l£p e lamp le lavabo l v o (bathroom) sink le lit li bed le miroir mi rwr mirror la pi`ce e pjis room le placard pl kr cupboard/closet le rez-de-chaussé e rid o se ground floor le r´frig´rateur e e re fri e r t÷r refrigerator la salle sl room la salle ` manger a m£ e e dining room la salle de bain(s) dd £i bathroom (with bath) la salle de s´jour e dd se ur living room le salon s l£ y living room la table tl table le tableau t lo painting la t´l´ ee te le TV le t´l´viseur ee te le vi z÷r television (set) les toilettes tw lit bathroom (with toilet) les W.C. ve se bathroom (with toilet) 100 Chapter 2 Ma famille et mes possessions

B Grammar B.1 Definite and indefinite articles Reminder: gender = masculine or feminine; number = singu- In chapter one (B.3, page 40), we learned the forms of the definite lar or plural. For further help articles in French. We remember that definite articles (le, la, les) with grammatical terminology, must agree in gender and number with the noun they modify. The see the appendix. second type of articles we must learn in French are the indefinite articles. These correspond to the English a (an) (singular) and some (plural). Just like the definite articles, there are different forms of the indefinite article for masculine, feminine, and plural. singulier pluriel masculin un ÷ or £ £ i des de f´minin e une yn des de • The singular form, un/une, is the same as the number “one.” There is no difference in French between “I have one brother” and “I have a brother.” (J’ai un fr`re.) e • There are two possible pronunciations for un. There is a fourth nasal sound in French (÷), traditionally used only for these £ letters “un” (or “um”). However, most places in France have lost this pronunciation and most French pronounce un as £, i just like the letters “in,” as in cinq. Speakers in some countries such as Belgium preserve the difference. We will use the tradi- tional sound for the IPA transcription. Which pronunciation does your teacher use? • Before a word beginning with a vowel, the “n” of un makes liaison with the next word: un homme is pronounced ÷ nym. £ • In English, we often omit the article in the plural. For example, we might say “I have cats” instead of “I have some cats.” In French, however, an article is almost always necessary. The names definite and indefinite explain the basic differences between these two sets of articles. The definite articles refer to a specific object, “defined” in the speaker’s mind as the only one, or the most important one, or the one whose context is clear. The indefinite articles refer to one thing among many; it is not specific, it is an “undefined” object. Consider these examples: Donnez-moi un stylo. Give me a pen. (Any pen is fine.) Donnez-moi le stylo. Give me the pen. (You see a pen and ask for it.) Section B Grammar 101

Voici un t´l´phone portable. ee Here is a cell phone. (Some- one hands another person a cell phone). Voici le t´l´phone portable. ee Here is the cell phone. (Some- In French, as in most one finds their own cell phone languages, speakers often ab- in their house). breviate words or phrases. In In most cases, if you would say “the” something in English, you will English, we say “the cell use the definite article in French; if you would say “a” something in phone” instead of “the cellular English, you will use the indefinite article in French. telephone”; in French, one can say “le portable” instead of “le B.1.1 Definite and indefinite articles t´l´phone portable.” ee If a noun is masculine, it is always masculine. Therefore, a masculine noun always uses the masculine article and a feminine noun always uses a feminine article. definite indefinite masculine singular le / l’ un feminine singular la / l’ une masculine or feminine plural les des Change each definite article below to the correct indefinite article, based on the gender and number of the noun (rewrite the noun for practice). 1. le sac 5. le professeur 2. la craie 6. les ´tudiantes e 3. le stylo 7. le tableau 4. les chaises 8. la porte B.1.2 Indefinite articles Here, try to give the correct indefinite article by remembering the gender of the noun. After checking your answers, say these aloud for practice – the more you hear a word with the correct article, the more it will sound “right” to you and the easier it will be to remember. Remember that if a word is plural, there is no difference between the masculine and feminine articles. 1. livre 7. papiers 2. fenˆtre e 8. cahier 3. affiche 9. ´tudiante e 4. murs 10. ´tudiant e 5. devoirs 11. crayon 6. carte t´l´phonique ee 12. pupitre 102 Chapter 2 Ma famille et mes possessions

B.2 Possession and Definite and Indefinite Articles Students are often fooled by the many similari- Another way to define an object is to specify to whom it belongs. ties between French and En- We might indicate a random book by saying, for instance: glish into thinking that these English French two languages are closely re- Here is a book. Voici un livre. lated. In fact, unlike French, which is a Romance language or we can specify which book(s) by saying descended from Latin, English English French is a Germanic language and be- Here is Claire’s book. Voici le livre de Claire. longs to the same family as It’s Claire’s book. C’est le livre de Claire. German. English vocabulary They’re Claire’s books. Ce sont les livres de Claire. is very similar to French vo- Since the book is now a definite, specific one, the article changes cabulary primarily because the from un livre (“a book”) to le livre (“the book”). It is not just Normans (from Normandy, on any book, but Claire’s book, or, literally, in French, “the book of the west coast of France) in- Claire.” vaded England in 1066 and im- posed French as the court lan- B.2.1 Whose is this anyway? guage. For several hundred A number of (American) friends have come over to your house to years, French was spoken by watch videos. They piled all their stuff on your bed, but a lot of it the English aristocracy, courts, has fallen off and gotten mixed up. As you name each object, some- and intelligentsia. During this one tells you that it belongs to the person whose name is indicated period, many French words in parentheses. Pay attention to whether the verb should be in the of Latin origin were adopted singular or plural. into English. However, in its grammatical structures, En- Exemple: Voici un sac bleu. (Ly- C’est le sac de Lydia. glish is often quite different dia) from French. A good case in Voici des livres. Ce sont les livres de point is the apostrophe-s (’s) (Hamid) Hamid. used in English to indicate possession. In the Romance lan- 1. Voici un portable. (Jos´) e guages, no such structure ex- 2. Voici un sac ` dos brun. (Manuel) a ists. To say “Claire’s book” in French, we must say le livre de 3. Voici une cl´ de voiture. (Aaron) e Claire. 4. Voici un cahier rouge. (Maria) 5. Voici des CD. (Val´rie) e 6. Voici des livres de fran¸ais. (Paul) c 7. Voici un journal. (Leticia) 8. Voici un stylo violet. (Ann) 9. Voici des crayons. (Cuong) 10. Voici une feuille de papier. (Lashonda) Section B Grammar 103

´ B.3 Prepositions de lieu - Prepositions of location Prepositions are small words that indicate the relationship of one thing to another. Some of the most useful prepositions are the pr´positions de lieu, or the prepositions of place. The pr´positions de e e lieu are also some of the easiest prepositions to use properly, because their usage in French is very similar to their usage in English. Here are some of the most common pr´positions de lieu. Some of them e you have already seen in chapter one. Mini-Vocabulaire: sur syr on, upon, on top of sous su under, beneath dans d£ e in, inside ` cˆt´ de a o e ko te dd next to en face de £ fs dd e facing devant dd v£ e before, in front of derri`re e di rjir behind, in back of ` gauche de go dd a to the left of ` droite de a drwt dd to the right of entre £ trd e between pr`s de e pri dd near, close to loin de lw£ dd i far from chez e at the house of ` a to, at, in, on It is true that sometimes, different pr´positions de lieu are used in e French than might seem logical to you; these are idiomatic expressions that you will learn as you go along in your French studies. For example, to say “on page 3,” one says ` la page 3 ; to say “in the a picture,” one says sur la photo. You should note that the two most common prepositions in French, ` and de, have many meanings and a ` will sometimes surprise you. A means “to” or “at,” but also “in.” De means “of” or “from” and is used in many compound prepositions, such as ` gauche de (“to the left of”) or ` cˆt´ de (“next to,” a a oe literally “at the side of”). In the vast majority of cases, the above prepositions will be used just as you would use them in English. We have included here the preposition chez. Chez means “at the house of,” “at the place of.” It is a preposition, not a noun, and it does NOT mean “house.” Chez can be followed with a noun, a name, or a stressed pronoun. Chez le docteur, for example, would usually mean “at the doctor’s office.” Chez Georges means “at George’s house” and chez toi means “at your house.” A final note: the preposition de combines with le to make du (de + le = du) and with les to make des (de + les = des). We will practice this contraction more in chapter 3, but you will see it occasionally in this chapter. 104 Chapter 2 Ma famille et mes possessions

´ B.3.1 La chambre d’etudiant Regardez le dessin et compl´tez les phrases. *Faites la contraction e obligatoire de + le = du, de + les = des. 1. La chaise est le bureau. 2. La commode est l’´tag`re et le lit. e e 3. Le tapis est le lit. 4. Les livres sont les ´tag`res. e e 5. L’ćran de l’ordinateur est e la chaise roulante. 6. La colonne de l’ordinateur est le bureau. 7. L’affiche est le bureau. 8. La corbeille est le bureau. 9. Le lit est *le bureau. 10. Les oreillers sont le lit. 11. L’´tag`re est e e la commode. 12. Les photos sont la commode. 13. Le tableau est l’affiche. 14. Les bouteilles sont les photos. Section B Grammar 105

B.3.2 L’organisation de ma chambre Choose the logical preposition. Vocabulary from exercise B.3.1. 1. Mon t´l´phone portable est (dans / sur) mon sac ` dos. ee a 2. Mes pull-overs sont (dans / entre) la commode. 3. Mon tapis est (` gauche de / devant) ma porte. a 4. Mon lit est (loin de / sous) ma douche. 5. Mon ordinateur est (derri`re / sur) mon bureau. e 6. Mes livres sont (sur / devant) mes ´tag`res. e e 7. Ma porte est (en face de / sur) les fenˆtres de ma chambre. e 8. Ma corbeille est (pr`s de / entre) mon bureau. e 9. Mon armoire est (entre/ sous) mes ´tag`res et mon commode. e e 10. Mon table de nuit est (` gauche de / sous) mon lit. a B.4 The verb avoir As we learned with the verb ˆtre, verbs must be conjugated, that e is, placed in the proper form to agree with their subjects. If you use the wrong form of the verb, people may not understand you. Some students feel that as long as they can say the verb forms, they should not have to worry about writing them correctly; but (a) learning the spelling will make you more aware of the patterns involved and may help you to remember the forms more easily, and (b) learning to spell the verbs correctly from the start will give you a solid groundwork should you wish to go on and learn more French. It is always easier to learn something correctly the ﬁrst time than to relearn it later! Like ˆtre, the verb avoir (“to have”) is an irregular verb. That e means that its forms do not follow a regular pattern and must be memorized individually. (Unfortunately, the most common verbs are also the most irregular, because they are used so often that speakers of a language are less apt to change them over time to follow patterns as they do with less commonly used words.) Here are the forms of avoir and their equivalents in English. avoir vwr to have j’ai e nous avons nu z v£ y I have we have tu as ty vous avez vu z ve you have you have il a i l ils ont il z£ y he/it has they have elle a i l elles ontil z£y she/it has on a £ n y one has 106 Chapter 2 Ma famille et mes possessions

• When the verb form begins with a vowel, je changes to j’. This elision always occurs when je precedes a vowel or silent h, just as it does with the definite articles le and la. Remember that Reminder: “elide” = to replace when elision is made between two words, they are pronounced the final vowel with an apos- as one word, with no hesitation or pause between them. trophe if the next word begins • Note the liaison in the plural forms. In each case, the “s” of the with a vowel, to perform “eli- pronoun is linked to the following vowel sound and pronounced sion.” Words you have learned like a [z]. When the letter “s” makes liaison, it is always so far that elide are le, la, pronounced as a [z]. This is an important point, since the and je. “Liaison” means pro- only pronunciation difference between ils sont (“they are”) nouncing the last consonant of and ils ont (“they have”) is the s/z sound: ils sont = il s£, y a word to connect it to the ils ont = il z£. y next word. Elision involves a spelling change; liaison involves • Unlike ˆtre, the nous and vous forms of avoir have regular e only a pronunciation change. endings for the nous and vous forms of verbs. Nous forms almost always end in the letters -ons (the only exception is ˆtre), and vous forms almost always end in the letters -ez e (there are only three exceptions). • Note: this is the last time we will give you the English equivalents for each form of the verb. If you are still confused about what each French form means, please consult your professor. B.4.1 Practice conjugation, avoir Let’s practice the conjugation by writing it out a few times. If your teacher has already demonstrated the correct pronunciation of the forms to you, please read the forms out loud to yourself as you write them. Refer to the IPA to refresh your memory of your teacher’s model pronunciation. Remember to elide je before a vowel. avoir avoir avoir je je je tu tu tu il/elle il/elle il/elle nous nous nous vous vous vous ils/elles ils/elles ils/elles B.4.2 Verb endings, avoir The last letters of the tu, nous, vous, and ils forms of the verb avoir are typical, although the forms themselves are unusual. Fill in the missing letters below to become more familiar with the typical endings for these forms. j’ai nous av j’ai nous av tu a vous av tu a vous av il/elle a ils/elles o il/elle a ils/elles o Section B Grammar 107

This exercice contains some B.4.3 Conjugating avoir new words that you may not Write the proper form of the verb avoir in each blank. Remember be able to guess from context. to elide je before a vowel. They are part of the vocabulary for this chapter and will Tous les ´tudiants ont des sacs ` dos. Qu’est-ce qu’ils ont dans leurs e a be formally introduced in sec- sacs? tion A. They are included here to give you extra exposure to 1. Je deux livres et un cahier. them, even if you do not yet 2. Marie un sandwich. recognize their meaning. If you want to know what they mean, 3. Nous des photos de notre famille. you may look them up in the vocabulary list, but it is not 4. Philippe de l’argent. necessary. 5. Christine et Suzanne des stylos. 6. H´l`ne ee son t´l´phone portable. ee 7. Vous des cl´s? e 8. Je une orange. 9. Georges et Marie leurs portefeuilles. 10. Le professeur les devoirs des ´tudiants. e 11. Tu ton devoir? 12. Paul et moi nos billets pour le match. B.5 Il y a An important form of the verb avoir is the phrase il y a. Il y a, which derives from the form il a (“it is”), means “there is” or “there are.” This expression never changes form, whether the item that follows it is singular (il y a meaning “there is”) or plural (il y a meaning “there are”). French English Il y a un seul professeur dans There is only one teacher in chaque classe. each class. A cette universit´, il y a beau- e There are many students at coup d’´tudiants. e this university. “Il y a” is often seen in questions: French English Est-ce qu’il y a un m´decin e Is there a doctor in the house? dans la salle? Combien d’´tudiants est-ce e How many students are in the qu’il y a dans la classe? class? Qu’est-ce qu’il y a dans votre What is in your purse/ bag? sac? 108 Chapter 2 Ma famille et mes possessions

´ B.5.1 Questions et reponses - il y a R´pondez aux questions. Utilisez “il y a” dans votre r´ponse. e e 1. Est-ce qu’il y a des pupitres dans la salle de classe? 2. Est-ce qu’il y a des ´tudiants intelligents ` cette universit´? e a e 3. Est-ce qu’il y a une caf´t´ria ` l’universit´? ee a e 4. Combien de fenˆtres est-ce qu’il y a dans la salle de classe? e 5. Combien de personnes est-ce qu’il y a dans votre famille? 6. Combien de personnes est-ce qu’il y a ` Los Angeles? a 7. Qu’est-ce qu’il y a dans votre sac? 8. Qu’est-ce qu’il y a dans la salle de classe? 9. Qu’est-ce qu’il y a sur votre bureau? ` Il y a and Voila You have already seen the expression “voici” which means “here Note: some students find this is.” Its sister expression, “voil`” (a term often heard – and mis- a distinction between “il y a” pronounced! – in English) means “there is,” but with a different and “voil`” somewhat difficult; a meaning than “il y a.” “Voil`” literally comes from the words for a consult your teacher for extra “look there!” and serves to point out someone or something. Often, help if needed. you will see “le voil`,” “la voil`,” “les voil`,” which mean “there a a a he/it is!” “there she/it is!” “there they are!” respectively. “Il y a,” on the other hand, means that something exists in a given place. Compare: English French There is the teacher. Voil` le professeur. a There is the museum. Voil` le musé. a e There is a desk in the class- Il y a un bureau dans la salle room. de classe. There are some books in my Il y a des livres dans mon sac. bag. These kinds of differences can be very tricky to a language learner. An English speaker might think that it does not matter which of these phrases she uses, because “they mean the same thing.” But in fact, to a French speaker, they mean very different things, and it is only because the same words are used in English for two different meanings that they seem “the same” to an English speaker! Always remember, as you study French, that French is not a “copy” of English. Section B Grammar 109

B.5.2 There it is! Complete the sentences with “il y a” or “voil`” as appropriate a according to the context. 1. Est-ce que le professeur est ici? La ! 2. des devoirs sur le bureau du professeur. 3. Bonjour, les ´tudiants! e les devoirs. 4. Dans mon sac, des livres et des cahiers. 5. O` sont les toilettes? Les u . 6. Est-ce qu’ un bon restaurant mexicain ` a Pasadena? 7. Je suis en retard! Ah, le bus! B.5.3 What’s missing? In the following exercise, the subject pronouns or verbs are missing. Consider the form of the verb or the subject given to fill in the missing word. If the subject is missing, figure out what it must be from the verb form; if the verb is missing, use the subject to come up with the proper form of the verb avoir. Dans notre classe de fran¸ais, il y c 30 ´tudiants. e y a 12 gar¸ons et 18 filles. Nous c beaucoup de devoirs. Moi, ai 3 autres cours, et je n’ pas toujours le temps de faire mes devoirs. Le professeur beaucoup de patience. Deux de mes amis sont aussi dans cette classe. Ils de bonnes notes. Et toi, quels cours as- ce trimestre? B.6 Possessive Adjectives There are several ways to express possession in French. Using an apostrophe + s is NOT one of them! Two ways to indicate possession involve the prepositions de and `. a • First, as discussed earlier (section B.2), we can use de + a person’s name or a noun identifying them after the object. French English C’est la radio de Maryse. It’s Maryse’s radio (= the radio of Maryse). Je n’ai pas les cl´s de ma m`re. e e I don’t have my mother’s keys (=the keys of my mother). 110 Chapter 2 Ma famille et mes possessions

• We can also use the expression ˆtre ` + a name or a stressed e a pronoun. In this case, the object possessed is the subject of the sentence, then you have the correct form of the verb ˆtre e The pronouns we learned in , and then the ` + a name or ` + pronoun. a a Chapter 1 are subject pro- French English nouns – they are used when La radio est ` Maryse. a It’s Maryse’s radio. (The ra- they are the subject of a sen- dio is Maryse’s). tence. The pronouns used Les cl´s sont ` moi. e a They are my keys. (The keys after a preposition, however, are mine). are another group known as “stressed” pronouns. You have seen these in the phrases chez Possessive Adjectives moi, chez toi, etc. Another way to indicate possession is by using a possessive adjective, moi me the equivalent of “my,” “her,” “our,” etc. toi you lui him An adjective is a word that describes a noun. The adjectives we have elle her seen thus far have been words that describe size, color, personality, nous us etc. There are other kinds of adjectives, however. In all cases, an vous you adjective gives us more information about a noun. If someone tells eux them (masc.) us to look at the big red car, that helps us pick out which car is elles them (fem.) being indicated. A possessive adjective likewise gives us information about the noun it modifies. Possessive adjectives tell us who owns a given object. They must be used before the noun, much like an article. French English Mon sac est bleu. My purse is blue. Ta m`re s’appelle René. e e Your mother is named René. e Son cahier est grand. Her notebook is big. OR His notebook is big. Since there are six different grammatical subjects in French, there are also six groups of possessive adjectives, depending on who possesses the item. The following table places the possessive adjectives next to the person they apply to. singular sub- possessive ad- plural subject possessive ad- ject pronouns jectives pronouns jectives je (I) mon, ma, mes nous (we) notre, nos (my) (our) tu (you) ton, ta, tes vous (you) votre, vos (your) (your) il, elle, on (he, son, sa, ses ils, elles (they) leur, leurs she, it, one) (his, her, its, (their) one’s) The different forms of the possessive adjectives are necessary because they must agree with the noun they modify. Let us first look at the possessive adjectives used when the possessor is a single person. Section B Grammar 111

My, your, his/her/its masculine sin- feminine plural object gular object singular object ﬁrst person mon m£y ma m mes me singular (my) second per- ton t£ y ta t tes te son singular (your) third person s£ y sa s ses se son singular (his/her/its) • We can see from this table that we need to consider two things when deciding which possessive adjective to use. First, we must know who possesses the object. • Next, we must know the gender and number of the object possessed. Like all other adjectives, possessive adjectives agree with the noun the modify in gender (masculine/feminine) and number (singular/plural). This point is very important, and is sometimes hard for English speakers to understand. We say mon livre (my book) using the masculine form of the adjective because livre is masculine. It does not matter whether I am masculine or feminine, because the adjective agrees with the noun it describes (livre). • You have already seen (with the elision of je, le, and la that French tries to avoid two vowels together in common combinations. In the case of the possessive adjectives, we do not see elision, but another common change: an alternate form for one of the adjectives. If the noun is feminine but begins with a vowel, instead of the “ma/ta/sa” form, we use the “mon/ton/son” form. This does not change the gender of the noun – it is simply for pronunciation reasons. If we put another word between the possessive adjective and the noun, and that word begins with a consonant, we would go back to using the usual feminine form. Observe: French English Mon ami My (male) friend Mon amie My (female) friend (cannot use “ma” since “amie” begins with a vowel) Mon meilleur ami My best (male) friend Ma meilleure My best (female) friend (consonant after amie “ma”) 112 Chapter 2 Ma famille et mes possessions

` ` B.6.1 C’est a moi ou a toi? You have been playing with your cousin H´l`ne all day. ee Now you are cleaning up H´l`ne’s room and sorting out ee what belongs to whom. H´l`ne shows you an object and ee you tell her whose it is. Follow the model. Mini-Vocabulaire: une poupé pu pe e doll une robe ry dress les possessions d’H´l`ne ee tes possessions le sac rouge le sac rose le stylo bleu le stylo noir la poupé blonde e la poupé brune e la robe bleue la robe violette le jeu de Monopoly les cartes les cassettes les CD Exemple: H´l`ne dit: ee Voici un C’est ton stylo bleu. stylo bleu. H´l`ne dit: ee Voici des Ce sont mes cartes. cartes. 1. Voici une robe violette. 6. Voici des cassettes. 2. Voici une poupé blonde. e 7. Voici une robe bleue. 3. Voici des CD. 8. Voici un stylo noir. 4. Voici un sac rose. 9. Voici une poupé brune. e 5. Voici un jeu de Monopoly. 10. Voici un sac rouge. Notes on his, her, and its • The idea that the possessive adjective agrees with the noun it describes is particularly important for the third person singular possessive adjectives. There is no difference in French between his, her, and its. “His mother,” “her mother,” and “its mother” (e.g. the dog’s mother) are all “sa m`re.”e This is because m`re is feminine, so we must use the feminine e form of the adjective. This is an extremely important point to remember: it is not the gender and number of the possessor that determines the form of the possessive adjective; it is the gender and number of the object possessed. Section B Grammar 113

French English le sac the bag (masculine) son sac his bag OR her bag la chambre the room (feminine) sa chambre his room OR her rom • If you need to clarify “his” or “hers,” you may add “` + pro- a noun” after the noun. French English C’est son sac ` elle. a It’s her purse. C’est son sac ` lui. a It’s his bag. ` B.6.2 C’est a qui? Rewrite the sentence using a possessive adjective. Follow the model. Exemple: Le livre est ` moi. a C’est mon livre. Les affiches sont ` a Ce sont ses affiches. Marie. 1. Le radiocassette est ` moi. a 5. Les CD sont ` Marc. a 2. La voiture est ` Eliane. a 6. La radio est ` moi. a 3. L’ordinateur est ` Crystal. a 7. La maison est ` Paul. a 4. Le livre est ` toi. a 8. Les devoirs sont ` toi. a ` ` B.6.3 C’est a toi ou a lui? You are helping your friend Am´lie clean house after her breakup e with her boyfriend. You are not always sure which things are hers and which are her boyfriend’s. You ask her about different objects, and she responds. Follow the model. les possessions d’Am´lie e les possessions de Julien le t´l´phone portable ee les CD des Nubians le cahier noir le livre de maths les fiches de vocabulaire l’affiche la photo la carte t´l´phonique ee l’ordinateur portable le walkman la cl´ e la plante Exemple: Le cahier noir? C’est mon cahier noir. les CD des Nubians? Ce sont ses CD. 1. le livre de maths? 4. le walkman? 2. la carte t´l´phonique? ee 5. la plante? 3. les fiches de vocabulaire? 6. le t´l´phone portable? ee 114 Chapter 2 Ma famille et mes possessions

7. l’affiche? 9. l’ordinateur? 8. la cl´? e 10. la photo? Our, your, their When items are owned by more than one person, the forms of the possessive adjectives are somewhat easier. Here, there are only two forms: one if the item possessed is singular, another if it is plural. singular object plural object first person notre nytr nos no plural (our) second person votre vytr vos vo plural (your) third person leur l÷r leurs l÷r plural (their) • Remember that the final -s is usually silent in French. Whereas English speakers listen for that final -s to tell whether a noun is plural, French speakers instead listen to the form of the article. The possessive adjectives, like the indefinite and definite articles, signal the difference between singular and plural. Notre voiture (ny trd vw tyr) means one car; nos voitures (no vw tyr) means more than one car. • The exception to this is in the third person plural – leur voiture (“their car”) sounds exactly like leurs voitures (“their cars”) – l÷r vw tyr. With leur, the only way you can hear the difference between a singular and plural possessed object is if the word following leur(s) begins with a vowel, in which case liaison (=pronouncing the final -s) occurs. For example, leur ami (l÷ r mi) sounds different from leurs amis (l÷r z mi). ` B.6.4 C’est a vous? Your friends and you are cleaning up after a long study session. Answer the questions using a possessive adjective. Since a friend is asking you each question, treat vous as plural, changing it to nous and vice versa. Follow the model. Exemple: Le livre est ` vous? a Oui, c’est notre livre. Ces fiches sont ` Benoˆ a ıt Oui, ce sont leurs fiches. et ` Audrey? a 1. Les classeurs sont ` vous? a 4. Ces livres sont ` nous? a 2. L’ordinateur portable est 5. C’est notre cahier? a ` Alexandra et ` Fran¸ois? a c 6. Les magazines sont ` tes a 3. C’est votre cl´? e soeurs? Section B Grammar 115

7. Les notes sont ` vous? a 8. Les stylos rouges sont ` tes a In English, we put an parents? -s on family names to make them plural. In French, however, they leave the name sin- B.6.5 Faire les bagages gular but use the plural arti- The Martin, Legrand, and Kouassi families have been camping cles: thus we say in French, together. The Legrands had to return home unexpectedly, and the “Les Martin,” “Les Legrand,” Martins and Kouassis are ﬁnding some of the Legrands’ items mixed “Les Kouassi.” in with their own. Solange Martin shows two items to Yasmine Mini-Vocabulaire: Kouassi, who then tells her to whom each item belongs. Note: what cr`me solaire e sunblock belongs to the Kouassis will be “notre/nos”, what belongs to the Martins “votre/vos”, and what belongs to the Legrands “leur/leurs”. sac de cou- sleeping bag Follow the model. chage Les Martin Les Legrand Les Kouassi lunettes de sunglasses le shampooing la cr`me solaire e le sac de couchage soleil les livres la tente les souvenirs de vacances maillot de bathing suit le maillot de bain les hamsters la torche bain les coquillages les feuilles rouges les lunettes de soleil torche ﬂashlight Exemple: Solange Martin Yasmine Kouassi dit: coquillages seashells montre: Les feuilles et la torche. Ce sont leurs feuilles et notre torche. 1. Les souvenirs de vacances et le sac de couchage. 2. Le maillot de bain et les lunettes de soleil. 3. Les coquillages et la cr`me solaire. e 4. Les hamsters et le shampooing 5. La tente et les livres. B.7 Simple Negation To make a sentence negative in French, we put ne . . . pas around the verb. The ne is placed before the verb, and the pas after it. French English Je suis intelligente. I am intelligent. Je ne suis pas stupide. I am not stupid. Abdul est grand. Abdul is tall. Abdul n’est pas petit. Abdul is not short. • Note that “ne” elides if the following word begins with a vowel. As in all cases of elision, this change is obligatory. • Note: the negative of il y a is il n’y a pas. 116 Chapter 2 Ma famille et mes possessions

B.7.1 Non! Contradict each of the following sentences. Use a negative con- struction. Exemple: Je suis stupide. Je ne suis pas stupide! 1. Dominique est grand. 6. Marthe est ´tudiante. e 2. Pascale est petite. 7. David et Lo¨ sont tra- ıc 3. J´r´my est intelligent. ee vailleurs. 4. J’ai trois voitures. 5. Nous avons cinq chiens. 8. Tu es riche. B.7.2 In other words Write a negative sentence that conveys a similar meaning to the affirmative sentence. To do this, you will have to make the verb negative, and change the adjective or noun after the verb. Exemple: Je suis patiente. Je ne suis pas impatiente. Marc a 3 livres. Il n’a pas 2 livres. 1. Je suis intelligent. 5. Mireille va bien. 2. George Bush est 6. Le professeur a les devoirs. am´ricain. e 7. Tu es active. 3. Nous sommes ´tudiants. e 8. Mes amis ont quatre 4. Jean-Luc est paresseux. cours. We can now complete the list of words that undergo elision (elision = losing the final vowel be- Negative before indefinite articles fore a following word beginning with a vowel): it includes the When a negative occurs before an indefinite article, the indefinite definite articles le and la, the article (un, une, des) must be changed to de. De elides to d’ before pronouns ce, je, me, te, and se, a vowel. Compare: the preposition de, the conjunc- J’ai un sac. Je n’ai pas de sac. tion que, and the negative ne. Ils ont des billets pour le Ils n’ont pas de billets pour le Note that words that elide are match. match. all one syllable words ending in Il y a une pendule au mur. Il n’y a pas de pendule au -e, except for la. mur. Elle a des amis en France. Elle n’a pas d’amis en France. The only exception to this is if the verb is ˆtre. After ˆtre in the e e negative, the indefinite article remains unchanged. Section B Grammar 117

Je suis un ´tudiant paresseux. e Je ne suis pas un ´tudiant pa- e resseux. Qu’est-ce que c’est? C’est un Ce n’est pas un chien; c’est un chien? chat. The definite article (le, la, les) does not change after a negative. Georges a le livre. Georges n’a pas le livre. Christine d´teste les sand- e Christine ne d´teste pas les e wichs. sandwichs. To summarize: the definite article does not change after a negative. The indefinite article changes to de after a negative, unless the negative verb is ˆtre. e B.7.3 Qu’est-ce qu’il y a sur la photo? Read the passage and underline the negatives. Then circle the places where de or d’ replaces un, une, or des after a negative. Eric et Richard regardent une photo dans le journal. Eric: Qu’est-ce que c’est? Richard: C’est une photo de Claude avec un chien. Eric: Ce n’est pas Claude, c’est Pascal, l’´tudiant qui a une m`re e e am´ricaine et un p`re fran¸ais. e e c Richard: Pascal a un p`re am´ricain, mais sa m`re n’est pas am´ricaine. e e e e Eric: C’est le chien de Pascal dans la photo? Richard: Non, Pascal n’a pas de chien. Ils n’ont pas d’animaux du tout. Eric: C’est qui l’´tudiant avec Pascal? e Richard: Je ne sais pas. C’est un ami de Pascal. Eric: Ce n’est pas un ami de Pascal. Il n’a pas d’amis! Il est trop ´go¨ e ıste. B.7.4 Ah non, ce n’est pas vrai! Change the affirmative sentences to negative sentences. Change the form of the article if necessary. 1. Il y a des chaises dans la salle de classe. 2. Madame Leblanc est le professeur. 3. J’ai un ordinateur. 4. Mes parents ont des amis en France. 5. Les ´tudiants ont des stylos dans leur sac. e 6. Marie a une fenˆtre dans sa chambre. e 7. Louis a des livres. 8. Claude a un t´l´phone portable. ee 118 Chapter 2 Ma famille et mes possessions

B.8 Age Idiomatic Expressions with avoir French grammar is similar to English grammar in many ways. In many cases, if we understand each word in a sentence, we can translate them one by one into English and understand it perfectly. Most of the sentences we have formed thus far fall into this category. However, every language also has a great number of idiomatic expressions – these are phrases that are always said in a certain way in one language, but do not correspond word-for-word to the other language. For example, you have already encountered the phrases Je m’appelle and Comment vas-tu? Word-for-word, these sentences translate into English as “I myself call” and “How go-you?”, but they are in fact equivalent to the English “My name is” and “How are you?”. If you were to take the French words for “How” “are” and “you” and put them in a sentence one at a time, you would get Comment es-tu?, which means not “How are you?” but “What are you like?” Therefore, while a great deal of learning a language consists in learning vocabulary, you will not always be able to learn this vocabulary word-by-word. In the case of idiomatic expressions, you will have to learn the meaning of an entire expression in one piece. The verb avoir is used in many idiomatic expressions in French. ˆ Avoir + age A very important idiomatic use of avoir is to express age. Whereas in English we use the verb “to be” for this purpose, French uses the verb avoir. Questions used to ask someone’s age are, for example, French English Quel ˆge a avez-vous? How old are you? Quel ˆge a as-tu? How old are you? Quel ˆge a a-t-il? How old is he? Quel ˆge a a ta m`re? e How old is your mother? The answer also uses avoir, for example, French English J’ai dix-huit ans. I am eighteen. Il a dix mois. He is ten months old. Ma m`re a cinquante ans. e My mother is ﬁfty. • Notice that you must use the word ans (“years”) (or in rare cases, mois, “months”), because otherwise you are simply saying “I have 18,” and you must say what you have 18 of! Section B Grammar 119

ˆ B.8.1 Qui a quel age? Read the following sentences, then fill in the blank with the most logical name. Monsieur Pernel est tr`s ˆg´. e a e Jacques Witta est encore ` l’ćole ´l´mentaire. a e ee Caroline est adolescente. Naima est grand-m`re. e Hans est ´tudiant ` l’universit´. e a e Jean-Luc a trois enfants (Julia 13 ans, Am´lie 11 ans, Christophe 7 e ans). 1. a 19 ans. 4. a 14 ans. 2. a 98 ans. 5. a 65 ans. 3. a 41 ans. 6. a 9 ans. ˆ B.8.2 Quel age ont-ils? Read when the following people were born, and then tell how old they each are as of December 31, 2006. 1. Manuela est né le 8 aoˆt, 2000. Elle e u 2. St´phane est n´ le 18 janvier, 1997. Il e e 3. Raja est n´ le 7 juillet 1980. Il e 4. Mme Fuji est né le 23 mars, 1976. Elle e 5. Mes fr`res sont n´s le 3 avril, 1962. Ils e e 6. Je suis né le 19 f´vrier, 1965. Tu e e 7. Vous ˆtes n´s en 1986. Nous e e 8. Maryse est né le 11 dćembre, 1982. Elle e e 9. Nous sommes n´s en 1940. Vous e B.9 Idiomatic Expressions with avoir In addition to avoir + age, there are a number of other idiomatic expressions using avoir. In each of them, you conjugate the verb avoir to match the subject. Usually, students will quickly learn to recognize expressions such as j’ai froid, j’ai de la chance, j’ai sommeil, but it is much harder for beginning speakers to use them correctly. The more you hear and use them, however, the more natural they will come to seem to you. Language learners are often told not to translate to or from their 120 Chapter 2 Ma famille et mes possessions

native language, but a certain amount of translation is inevitable in the early stages of learning a new language. The trick is to realize (through practice) when you cannot translate literally and must use an entire phrase as one unit, without stopping to consider what each word means. Try to remember to think of the entire avoir + noun phrase as its English equivalent, and not get stuck on the fact that a diﬀerent verb (such as “to be”) is used in English. Physical Conditions Avoir is used in many expressions that describe physical conditions. Whereas in English, we say “I am cold, I am hungry, I am sleepy,” in French these expressions use avoir instead of ˆtre, and the verb e is followed by a noun, not an adjective. What you say in French literally (word-for-word) translates into English as, “I have cold,” “I have hunger,” “I have sleepiness.” Some idiomatic expressions using avoir that describe physical conditions include: Mini-Vocabulaire: avoir faim vwr f£ i to be hungry avoir soif vwr swf to be thirsty avoir sommeil vwr sy mij to be sleepy avoir froid vwr frw to be cold avoir chaud vwr o to be hot To use these expressions, or any idiomatic expression using avoir, you must conjugate the verb to match the subject. Note that since the words after avoir are nouns and not adjectives, they do not change in any way. French English Il a faim. He is hungry. Elles ont soif. They are thirsty. J’ai toujours froid. I am always cold. B.9.1 Les conditions physiques Using avoir faim, avoir soif, avoir sommeil, avoir froid, or avoir chaud, complete the sentence logically. Conjugate the verb. Watch for elision. 1. Je participe au marathon de Los Angeles – je .minuit = midnight plage = beach 2. Nous sommes dans le d´sert du Sahara. Nous e juillet = July . 3. Karl est au pˆle nord en d´cembre. Il o e . 4. Il n’y a pas de steak dans le frigo. Mes fr`res e . 5. Il est minuit. Est-ce que tu ? 6. Tu as quatre sandwichs parce que tu . Section B Grammar 121

7. Ma m`re a une eau min´rale parce qu’elle e e . 8. La fenˆtre est ouverte en d´cembre. Vous e e . 9. J’ai un devoir sur un livre d’anglais qui n’est pas int´ressant! e Je . 10. Les cousines sont ` la plage en juillet. Elles a . As you may have noticed in activity A.2.9, avoir is also used with certain expressions describing parts of the body: French English Elle a les cheveux longs. She has long hair. J’ai les yeux bruns. I have brown eyes. Il a les cheveux blonds. He has blond hair. It is very common for French speakers to use these expressions. Avoir raison et avoir tort “To be right” and “to be wrong” are avoir raison and avoir tort in French. These expressions have both literal and ethical or moral connotations in French, just as they do in English. Compare: French English 2+2=4? Tu as raison! 2+2=4? You’re right! Elle a tort. Bill Clinton n’est She’s wrong. Bill Clinton is pas le pr´sident. e not the president. Tu as raison de parler fran¸ais c You’re right (you do well) to en classe. speak French in class. Il a tort de ne pas ´crire ` sa e a He is wrong (he does badly) grand-m`re. e not to write to his grandmother. B.9.2 Raison ou tort? The verb used at the beginning of each sentence is the Respond to each person’s statement by saying whether they are verb dire, “to say” or “to right or wrong. Conjugate the verb avoir correctly to correspond to tell.” This verb is irregu- the subject (the person you are talking to or about). If the person’s lar and you will learn it in a assertion is wrong, give the correct fact. later chapter. Its forms are je dis nous disons Exemple: Je dis: Nice est la cap- Tu as tort. Paris est la tu dis vous dites itale de la France. capitale de la France. il dit ils disent Mini-Vocabulaire: 1. Georges dit: 17-14=3. nous allons we’re going to avant before 2. Mes parents disent: Le fran¸ais est une belle langue. c 3. Je dis: Jennifer Lopez est blonde. 4. Nous disons: “Pi`ce” veut dire “kitchen.” e 122 Chapter 2 Ma famille et mes possessions

5. Marie dit: L’Alg´rie est en Europe. e 6. Je dis: 10% de la population en France est ´trang`re. e e 7. Les professeurs disent: Il est important d’´tudier avant l’examen. e 8. Nous disons: Nous allons ´tudier avant l’examen! e Needs and Wants Two more useful idiomatic expressions using avoir are a little more complex. We can use these before either an infinitive verb or a noun. Mini-Vocabulaire: avoir besoin de vwr d zw£ dd i to need avoir envie de vwr e vi dd £ to want To use these, we must conjugate the verb avoir and use the preposition de to link to the thing needed or wanted. French English Je pr´pare un examen. J’ai e I’m studying for a test. I need besoin d’un stylo. a pen. J’ai sommeil. J’ai besoin de I’m tired. I need my bed! mon lit! Ca va mal. ¸ J’ai besoin I don’t feel well. I need as- d’aspirine. pirin. J’ai chaud. J’ai envie d’un I’m hot. I want a cold soda. coca froid. J’ai froid. J’ai envie d’un caf´ e I’m cold. I want a cup of hot chaud. coffee. J’ai faim. J’ai envie d’un I’m hungry. I feel like a ham- hamburger. burger. B.9.3 Nos besoins Match the situation on the left with the item needed on the right. 1. Nous avons soif. a. J’ai besoin d’un pull-over. 2. Il y a un film super au cin´ma. b. Nous avons besoin de cr`me solaire. e e 3. J’ai froid. c. J’ai besoin de 10 dollars. 4. Tes cheveux sont trop longs. d. J’ai besoin d’une douche. 5. Il y a beaucoup de devoirs. e. Tu as besoin d’une nouvelle coiffure. 6. Nous sommes ` la plage. a f. J’ai besoin d’une t´l´. ee 7. Tu es dans un accident. g. Nous avons besoin de notre cl´.e 8. J’ai tr`s chaud. e h. Nous avons besoin d’eau min´rale. e 9. J’adore “CSI Miami.” i. Vous avez besoin de vos livres. 10. Nous sommes ` notre porte. a j. Tu as besoin de ton t´l´phone portable. ee Section B Grammar 123

B.9.4 “You Can’t Always Get What You Want” For each situation, choose one item that the people want, and one item that they need. Write one sentence using “avoir envie de” and one sentence using “avoir besoin de.” The idea is that one might Mini-Vocabulaire: want something better, but one can settle for the minimum - - one ` 10 km 10 km away a might want a Mercedes, but one needs a car. il veut he wants s’asseoir to sit down Exemple: Le professeur a besoin Elle a envie d’une as- de corriger les devoirs. sistante. Elle a besoin d’un stylo rouge. un bureau une tante riche un ordinateur une voiture une bicyclette portable un bus quatre chambres un ordinateur pas une table un job ` Target a cher deux chambres une chaise en bois un lave-vaisselle un fauteuil 1. L’appartement de Marie et de Julie est ` 10 kilom`tres de a e l’universit´. e 2. Il y a 4 enfants dans la famille de Martin. 3. Antoine est fatigu´ et il veut s’asseoir. e 4. Nous avons besoin de payer 1000 dollars ` l’universit´. a e 5. J’ai envie de pr´parer mes devoirs ` l’ordinateur. e a 6. Il y a dix personnes ` dˆ a ıner chez nous. 7. Paul a envie de pr´parer ses devoirs dans sa chambre. e Other expressions using avoir There are a number of other idiomatic expressions you will encounter that use avoir. The last two you will learn now are Mini-Vocabulaire: avoir de la chance vwr dd l £s e to be lucky avoir l’air vwr lir to seem, to look (+ adjective) avoir l’air de vwr lir dd to seem to be (+ verb) French English Le professeur est malade et il The professor is sick and there n’y a pas d’examen? Nous is no exam? We are lucky! avons de la chance! Le pauvre homme n’a pas de The poor man has no luck. chance. Cette ﬁlle a l’air s´rieux. e That girl seems serious and re- liable. Tu as l’air de rˆver. e You seem to be dreaming. 124 Chapter 2 Ma famille et mes possessions

Here are all the avoir expressions you have learned in this chapter. French (English) French (English) avoir X ans (to be X years old) avoir les cheveux . . . (to have . . . hair) avoir besoin de (to need) avoir les yeux . . . (to have . . . eyes) avoir chaud (to be hot) avoir quel ˆge (to be how old) a avoir de la chance (to be lucky) avoir raison (to be right) avoir envie de (to want) avoir soif (to be thirsty) avoir faim (to be hungry) avoir sommeil (to be sleepy) avoir froid (to be cold) avoir tort (to be wrong) avoir l’air (de) (to seem) LA TEMPERA- B.9.5 Qu’est-ce qu’ils ont? TURE Respond to each sentence by using an expression with avoir . Use France uses the Celsius scale your imagination to try to fit one of the expressions from the list for temperatures. 38 degrees above to each situation. Celsius = 100 degrees Faren- heit; 40 degrees C.=104 degrees Exemple: Florian est malade. Sa Il a chaud. F. temp´rature est de 40 e Mini-Vocabulaire: degr`s. e malade sick argent money beau(x) beautiful 1. Fran¸ois d´sire aller au cin´ma. Il n’a pas d’argent. Il . . . c e e penser to think 2. –J’adore le caf´ et j’ai soif. –Tu . . . e pauvre poor rien nothing 3. L’homme dans le m´tro a un grand livre de physique. Il . . . e 4. Il est minuit. Je . . . . 5. C’est dćembre ` Moscou. Les Moscovites . . . e a 6. Mes parents adorent les enfants, et ils ont six enfants! Ils . . . 7. C’est l’anniversaire de Liliane. Elle est né en 1907. Elle . . . e 8. La jeune fille a de beaux yeux. Elle . . . 9. La temp´rature est de 38 degr`s! Nous avons . . . e e 10. Ah, c’est ton anniversaire? Tu . . . 11. Les ´tudiantes pense que le Qu´bec est un pays. Elles . . . e e 12. La famille pauvre n’a rien dans le frigo. Ils . . . 13. Vous pensez que Paris est la capitale de la France? Vous . . . 14. Mon professeur de fran¸ais est vietnamien. Il . . . [cheveux] c 15. J’ai envie d’une grande bouteille d’eau! J’ . . . Section B Grammar 125

C Lab Worksheet and Review C.1 Nos possessions C.1.1 Vocabulaire et articles (Time on recording : 0 :00) The speaker will give a noun. You should supply the appropriate in- deﬁnite article and repeat the article and noun together. The correct answer will then be given ; repeat the correct answer. Exemple : [You hear : portefeuille] [You say : un portefeuille] 1. cl´ e 7. cahier 2. crayon 8. stylo 3. livre 9. sac ` dos a 4. ordinateur 5. t´l´phone ee 10. craie 6. carte t´l´phonique ee 11. chaise C.1.2 Vocabulaire - possessions et couleurs (Time on recording : 1 :50) The speaker will ask a question. Answer in the aﬃrmative, changing the possessive adjective to mon/ma/mes. The correct answer will then be given ; repeat the correct answer. Exemple : [You hear : Ton stylo est bleu ?] [You say : Oui, mon stylo est bleu.] ` C.1.3 C’est a qui ? (Time on recording : 5 :11) The speaker will name an object. Using the written cue given on your answer worksheet, state whether it is my, your, or her (the teacher’s) object, using the appropriate possessive adjective. The correct answer will then be given ; repeat the correct answer. Listen and refer to the example before you begin. Exemple : [Your worksheet says : ` moi] a [You hear : le livre blanc] [You say : C’est mon livre.] 1. a ` elle 9. ` elle a 2. a ` toi 10. ` moi a 3. a ` moi 11. ` toi a 4. a ` moi 12. ` elle a 5. a ` elle 6. a ` toi 13. ` toi a 7. a ` toi 14. ` elle a 8. a ` moi 15. ` moi a 126 Chapter 2 Ma famille et mes possessions

` C.1.4 Dans le sac a dos (le verbe avoir) (Time on recording : 8 :14) The speaker will read a sentence containing the verb avoir. The sentence will be read two times. Write the correct verb form on your answer sheet. Then, the speaker will read the sentence again. Repeat the complete sentence aloud. 1. Dans mon sac ` dos, j’ a un livre. 2. Dans son sac ` dos, Philippe a trois stylos. 3. Dans ton sac ` dos, tu a tes devoirs. 4. Dans son sac ` dos, le professeur a les devoirs. 5. Dans nos sacs ` dos, nous a nos crayons. 6. Dans mon sac ` dos, j’ a mon portable. 7. Dans leur sac ` dos, les ´tudiants a e leurs livres. 8. Dans votre sac ` dos, est-ce que vous a vos cl´s ? e 9. Dans ton sac ` dos, tu a un sandwich. 10. Dans nos sacs ` dos, nous a nos portefeuilles. 11. Dans son sac ` dos, Marie a son cahier. 12. Dans vos sacs ` dos, vous a vos calculatrices. ´ C.1.5 Preparations ! (Avoir + possessifs) (Time on recording : 10 :54) The Petit family is preparing for school and work. All the family members (Luc, the father ; Nathalie, the mother, Marc et Char- lotte, the children) are asking whether everyone has their necessary items for the day. Answer each question in the affirmative. After a pause, the correct answer will be given. Repeat the correct answer. Note that in the case of a question in the first or second person, the answer must be different from the question. To answer correctly, assume each time that you are the person to whom the question is addressed. The keywords written below may help you if you are having difficulty with the exercise. Exemple : [You hear : Tu as ton sandwich ?] [You say : Oui, j’ai mon sandwich.] 1. devoirs 7. t´l´phone portable ee 2. papiers 8. papiers 3. livres 9. sac ` dos a 4. cahier 10. calculatrice 5. portefeuille 11. stylos 6. cl´s e 12. orange Section C Lab Worksheet and Review 127

C.2 Ma famille C.2.1 Parlons de votre famille (Time on recording : 15 :08) This exercise has two parts. First, listen to Sylvie talk about her family. Write her answers down on your worksheet. The conversation will only be read once ; however, you may listen to it as many times as you need. Read the questions before you begin so that you know what information to listen for. 1. Sylvie a personnes dans sa famille. 2. Ses parents sont . 3. Sa s’appelle Chantal. 4. Son p`re s’appelle e . 5. Elle a fr`res et e soeur. 6. Ses fr`res s’appellent e . Sa soeur s’appelle . 7. Sylvie a grands-parents. 8. Elle a cousins et cousines. Now, answer the same questions about your own family. (You may no longer live with your parents ; but answer the questions about your parents and your siblings, not about your partner and/or children if you have them). Each question will be read twice. You should repeat your answer after each repetition. C.2.2 La famille de Karen (Time on recording : 18 :22) Listen to the following conversation and fill in the answers on your worksheet. The conversation will be read only once ; however, you may listen to it as many times as necessary. You will not be able to understand everything in this conversation, but you should be able to pick out the information you need to answer the questions. You should read the questions on your worksheet before you begin, so that you know what to listen for. 1. Comment va Karen ? 2. Comment va la m`re de Karen ? e 3. Combien de fr`res a Karen ? e 4. Est-ce que ses fr`res sont jeunes ? e 5. Est-ce que Karen a des devoirs ? 6. Qui a des difficult´s ` l’ćole, Eric ou Michel ? e a e 7. Qui est paresseux ? 8. Comment s’appelle sa tante ? 9. Est-ce que c’est la soeur de sa m`re ou la soeur de son p`re ? e e 128 Chapter 2 Ma famille et mes possessions

10. St´phane offre un dˆ e ıner ce week-end – vrai ou faux ? 11. St´phane est un bon ami – vrai ou faux ? e ´ ` C.2.3 La famille d’Helene (Time on recording : 20 :25) Refer to the family tree depicting H´l`ne’s family and answer the ee question. The correct answer will then be given ; repeat the correct answer. C.2.4 Les membres de ma famille (Time on recording : 23 :24) This exercise again has two parts. First, listen to Michel describe himself and his father. Write down the elements of each description on your worksheet. When you have listened to the entire passage, write down two ways in which Michel and his father are alike and two ways in which they are different. Michel : son ˆge : a son physique : sa personnalit´ : e ses int´rˆts : ee Andr´ :e son ˆge : a son physique : sa personnalit´ : e ses int´rˆts : ee Ressemblances : Diff´rences : e Section C Lab Worksheet and Review 129

Now, describe yourself and the member of your family whom you resemble the most. Record your description and then listen to it. There will be a long pause on the tape to allow you to do this ; you may pause the recording until you are ready to begin. ´ C.2.5 Ce n’est pas ca ! (negation) (Time on recording : 25 :37) ¸ Your friend thinks she knows you well, but she gets every detail about you wrong ! Answer each question in the negative. Each question will be read twice ; give your answer after the second reading. Then the question will be read again with the correct response ; repeat the response. ˆ C.2.6 Comment etes-vous ? (Time on recording : 28 :44) Answer each question affirmatively or negatively, as is appropriate for you. Both answers will be given afterwards ; repeat the answers. Remember that if you are female, any adjective describing you must be put into the feminine form. C.3 Ma maison C.3.1 Une maison bizarre ! (Time on recording : 32 :34) The furnishings of the house in the drawing are somewhat sparse. Refer to the drawing (on the next page) and answer each question affirmatively or negatively, as appropriate. The question will be read twice ; then after your answer, it will be read again and the correct answer given. Repeat the correct answer. The keywords written below may help you if you are having difficulty with the exercise. **Please note : the drawing has been changed but the recording has not yet : pretend there are 1. table 6. cuisini`re** e two beds. 2. canap´ e 7. lits (**dites “2 lits”) cuisini`re = stove e 3. lavabo 8. fauteuils 4. bureau 9. ´tag`res e e 5. tableaux 10. escalier C.3.2 Ou sont-ils ? (Time on recording : 36 :02) ` Referring to same the drawing (on the next page), tell in which room the following items are found. The question will be read twice ; then after your answer, it will be read again and the correct answer given. Repeat the correct answer. **Again, because the drawing has changed, one item has moved. Answer as if the t´l´ is in the bedroom. ee 130 Chapter 2 Ma famille et mes possessions

C.3.3 Ma maison ou mon appartement (Time on recording : 39 :09) Now, describe your own house or apartment in answer to the following questions. Since each student’s answer will be diﬀerent, there can be no one correct answer given. However, one possible answer will be given, and you may see if your own answer was similar. The keywords written below may help you if you are having diﬃculty with the exercise. 1. maison ou appartement ? 6. lits 2. pi`ces e 7. fauteuils 3. chambres 8. commode 4. lave-vaisselle 9. r´frig´rateur e e 5. salle ` manger a 10. t´l´ ee C.4 Nos conditions physiques C.4.1 Les besoins (Time on recording : 41 :44) Given each person’s situation, what do they need ? Use the prompt given on your answer sheet to supply the correct response. Exemple : un chocolat chaud [You hear : J’ai froid.] [You say : Tu as besoin d’un chocolat chaud.] 1. une douche chaude 6. un pull 2. ton lit 7. eau 3. ton livre 8. un hamburger 4. un coca froid 5. un sandwich 9. calculatrice Section C Lab Worksheet and Review 131

C.4.2 Les conditions physiques (Time on recording : 44 :25) Listen carefully to the description of each person or of what they are doing. Then circle on your answer sheet the most appropriate phrase, and read it aloud. The correct answer will be given ; repeat the correct answer. 1. Il a froid / Il a chaud. 2. Elle a soif / Elle a sommeil. 3. Les enfants ont faim. / Les enfants ont sommeil. 4. J’ai soif. / J’ai froid. 5. J’ai soif. / J’ai faim. 6. Ils ont faim. / Ils ont sommeil. 7. Vous avez envie d’une bicyclette./ Vous avez chaud. 8. Il a froid. / Il a besoin d’un stylo. 9. Vous avez besoin d’un dictionnaire. / Vous avez faim. ˆ C.5 L’age ˆ ´ ` C.5.1 L’age des membres de la famille d’Helene (Time :47 :03) Referring to the picture of “La famille d’H´l`ne” (exercise C.2.3, ee page 129), give the age of each person as requested. Exemple : [You hear : Quel ˆge a le grand-p`re Guillaume ?] a e [You say : Il a 69 ans.] ˆ C.5.2 L’age des leaders du monde (Time on recording : 49 :48) Given the birth years of the world leaders on your answer sheet, calculate how old they each are as of the end of 2004. (You may wish to pause the tape while you do this !). Then give their age when requested. Careful ! On the tape, their names are given in random order. Tony Blair 1953 le Pape Jean Paul II 1920 George W. Bush 1946 Junichiro Koizumi 1942 Jacques Chirac 1932 Pervez Musharraf 1943 la reine Elizabeth 1926 Gerhard Schr¨der 1944 o Vicente Fox 1942 ˆ C.5.3 L’age des membres de ma famille (Time on recording : 52 :52) Answer the questions. If you do not have any of the family members in a given question, for example, if you do not have a grandmother, answer “Je n’ai pas de grand-m`re” or “Ma grand-m`re est d´c´d´e” e e e e e for that question. Since every student’s answer will vary, there is no one correct answer ; but a possible answer will be given after you answer, and you may compare the form of your answer to the one given. 132 Chapter 2 Ma famille et mes possessions

C.6 Prononciation C.6.1 [e], [E], and [@] (Time on recording : 55 :31). As you learned in chapter one, there are three different ways to pronounce the letter “e” in French. The rules that govern these are somewhat difficult, but although you may not always be able to predict which pronunciation to use when you see an unknown French word, you should begin to be able to distinguish the three pronunciations. The three sounds are e, i, and d. The letter ´ is always pronounced e. The verb endings -er and -ez e (the infinitive and the imperative forms) are also always pronounced e. If a noun or adjective ends in -er, it is usually pronounced e, but if it a one-syllable word, it will be pronounced i. The sound i may be written in many different ways. The letters ` e and ˆ are always pronounced i. In most cases, an -e with no accent e (but followed by more than one consonant) and an -ai (followed by another vowel or a consonant) are also pronounced i. The sound d is known as the “mute e.” It often disappears entirely in spoken French, but there are other cases where it must be pronounced. These rules are very complicated and you will not learn them in first-year French. In the IPA transcription in this book, we have indicated it in those words where it normally is pronounced and omitted it in those words where it is normally absent. The difference between e and i is weakening in modern French. While ´, -er, and -ez continue to be pronounced e by almost all e speakers, there are other letter combinations that used to be pronounced e that some speakers now pronounce i and vice versa. These pronunciations depend largely on what region the speakers are from. At your level, the most important thing is to maintain the strong distinctions between these three sounds in the clear-cut cases, and to save the nuances for later study in French. To begin with, repeat the series of words below, paying attention to the IPA transcription. Section C Lab Worksheet and Review 133

e i d r´p´tez re pe te e e ˆtre i trd e je d des de fran¸ais fr£ si c e petit pd ti b´b´ e e e e Belgique il ik demain dd m£ i ´tudiant e ty dj£ e e m`re mir e livre li vrd or livr cl´ kle e vert vir le ld et e violet vjy li portefeuille pyr td f÷j l´ger le e e appelle pil de dd int´ressant £ te ri s£ e i e i e intelligent £ ti li g£ chambre £ rd or £ r e e cahier k je est i ferm´ fir me e craie kri mes me elle il Now, check oﬀ the sound you hear when each word is read. Each word will be read three times. Repeat it, practicing your pronunciation. e i d 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. The correct answers are : e : # 2 b´b´ ; # 3 t´l´phone ; # 6 l´ger ; e e ee e # 7 mes ; # 9 ´tudiant ; # 10 caf´ ; # 14 les ; # 15 Alg´rie ; # 16 e e e allez ; i : # 1 elle, # 8 p`re, # 11 ouvert, # 12 appelle, # 17 e chaise, and #18 cher ; and d : # 4 de, # 5 petit, # 13 le. C.6.2 Vocabulaire : la famille (Time on recording : 1 :01 :37) This is an optional exercise. If you wish to practice your pronunciation, this exercise covers the list on page 53 of your book. C.6.3 Vocabulaire : la maison (Time on recording : 1 :04 :27) This is an optional exercise. If you wish to practice your pronunciation, this exercise covers the list on page 59 of your book. End of lab worksheet 134 Chapter 2 Ma famille et mes possessions

´ ´ C.7 Exercices de revision ecrits The nature of communication is that it is open-ended. Therefore, these written review exercises are unable to cover all the objectives of the chapter, since some of those objectives do not lend themselves to fill-in-the-blank exercises. These exercises focus more on the grammar and vocabulary of the chapter, because these can be practiced more easily in writing, and mastering them will enable you to perform the communicative objectives of the chapter. C.7.1 Compositions Ecrivez 5-7 phrases sur un des sujets suivants : 1. Une description de votre m`re. e 2. Une description de votre chambre. 3. Une description de vous-mˆme [=yourself]. e C.7.2 Vocabulaire : la famille Compl´tez la phrase avec le mot appropri´. e e 1. Mon parent masculin est mon . 2. Les grands-parents ne sont pas s´v`res avec leurs e e . 3. La soeur de ma m`re est ma e . 4. Les autres enfants de mes parents sont mes et . 5. Les enfants de mon oncle sont mes . 6. Mes grands-parents sont ; ils ne sont pas divorc´s. e 7. Mon oncle s’appelle Paul. Sa est ma tante C´leste. e 8. L’enfant masculin est le . 9. Je suis la favorite de ma tante. 10. Ma aime beaucoup son mari, mon grand- p`re. e C.7.3 Comment sont-ils ? Donnez un adjectif qui dćrit chaque membre de votre famille. Uti- e lisez un adjectif diff´rent pour chaque personne. Si vous n’avez pas e une de ces personnes dans votre famille, changez la phrase pour dćrire une personne diff´rente. e e 1. Mon p`re est e . Section C Lab Worksheet and Review 135

2. Ma m`re est e . 3. Mon fr`re [prńom] e e est . 4. Ma grand-m`re est e . 5. Mon oncle [prńom] e est . 6. Je suis . 7. Ma ni`ce est e . C.7.4 Ou sont-ils ? ` Quel est l’endroit [=the place] le plus logique pour chaque objet ? 1. le lit a. la salle de bains 2. les livres b. la commode 3. le portefeuille c. le bureau 4. les devoirs d. la salle ` manger a 5. le frigo e. la chambre 6. la table f. le cahier 7. le pupitre g. le sac 8. l’ordinateur h. la cuisine 9. le pull-over i. la salle de classe 10. la douche j. l’´tag`re e e C.7.5 Comment sont vos possessions ? Donnez un adjectif qui dćrit chaque objet ou pi`ce. Utilisez un e e adjectif diff´rent pour compl´ter chaque phrase. (N.B. : les couleurs e e sont aussi des adjectifs.) 1. Mes cl´s sont e . 2. Mon sac ` dos est a . 3. Ma chambre est . 4. Mon appartement est . [Ma maison est .] 5. Ma cuisine est . 6. Mon lit est . 7. Mon portefeuille est . C.7.6 Le verbe avoir Compl´tez la phrase avec la forme correcte du verbeavoir. e 1. Nous un examen de fran¸ais demain. c 2. Est-ce que tu tes cl´s ? e 3. Je ne pas de cours d’histoire ce semestre. 4. Vous soif ? 5. Quel ˆge a -tu ? 6. Le professeur les devoirs des ´tudiants. e 7. Les ´tudiants e sommeil aujourd’hui. 8. Mon fr`re et moi e besoin d’une voiture. 136 Chapter 2 Ma famille et mes possessions

9. Je faim. 10. Marie une t´l´ dans sa chambre. ee ´ C.7.7 La negation Ecrivez le n´gatif de chaque phrase (transformez la phrase en son e opposé). e 1. Je suis fran¸aise. c 2. Ma m`re est plus jeune que mon p`re. e e 3. Notre cours de fran¸ais est ennuyeux. c 4. J’ai 15 ans. 5. Tu es riche. 6. Mes fr`res sont paresseux. e 7. Le professeur parle japonais. 8. Il y a un tableau dans la salle de classe. 9. La pi`ce est froide. e 10. Mes parents sont mćhants. e C.7.8 Les adjectifs possessifs Each person has his or her own possessions. Complete the sentence with the correct possessive adjective. 1. Jules a portefeuille. 2. Marie et Mich`le ont e cl´s. e 3. Le professeur a craie. 4. Nous avons radio. 5. Est-ce que tu as devoirs ? 6. Vous avez lunettes. 7. Christophe et moi avons voitures. 8. J’ai cl´. e 9. Marie a livre. 10. Vous avez t´l´phone ? ee C.7.9 Les expressions idiomatiques avec avoir Compl´tez la phrase avec l’expression idiomatique approprié. Conju- e e gez le verbe avoir. 1. J’ai envie d’un coca parce que je . 2. Marc a un devoir de fran¸ais ; il c son livre. 3. Karen aide son p`re et ses fr`res. Elle pr´pare le dˆ e e e ıner et fait ses devoirs. A minuit, elle . 4. Tu as envie d’un hamburger ? Tu ? 5. Les enfants ! Ils ont besoin d’un pull-over. 6. Nous une bonne note ` l’examen. a 7. Quel -vous ? Je 18 ans. 8. En juillet ` Los Angeles, nous a ! Section C Lab Worksheet and Review 137

C.8 Self-Check : Meeting chapter 2 objectives Do you feel that you have mastered the objectives for this chapter ? If you do not feel confident that you can do any of the following, please review the sections beginning on the indicated pages and then consult with your teacher for further assistance or practice. Please note that since grammar provides you with the tools you need to speak and understand a language, the relevant grammar section is indicated first, followed by the communicative activities to practice. Communication Objectives : Do you feel that you can : If not, see pages : Describe yourself, your family, and others ? 110, 120, 79, 84, and 95 Describe your and your family members’ house/apartment, 74 and 87 belongings, and room ? Discuss and ask simple questions about lodging and belon- 87, 96 and 96 gings ? Culture objectives : Do you feel that you understand something about : If not, see pages : The role of the family in France and questions of family 82 and 80 heritage ? French houses and apartments ? 89 Grammar Objectives : Do you feel that you understand and can use the follo- If not, see pages : wing grammatical structures ? In addition to using them in conversation, could you demonstrate your knowledge of them on a test ? The formation and use of the indefinite articles ? 101 The formation and use of possessive adjectives ? 110 The conjugation of the present tense of the verb avoir ? 106 Simple negation ? 116 Idiomatic expressions that use the verb avoir ? 120 If you feel that you can do all these things, congratulations ! You have met the goals for this chapter and are becoming more capable of communicating in French ! 138 Chapter 2 Ma famille et mes possessions

Answers to Written Section B Exercises Note: items in parentheses are optional; the answer is correct with or without them. Items in brackets may vary. Items with a slash between them show different possible correct answers. Answers to B.1.1, Definite and Indefinite Articles, page 102 1. un sac; 2. une craie; 3. un stylo; 4. des chaises; 5. un professeur; 6. des ´tudiantes; 7. un tableau; 8. une porte e Answers to B.1.2, Indefinite Articles, page 102 1. un livre; 2. une fenˆtre; 3. une affiche; 4. des murs; 5. des devoirs; 6. une carte e t´l´phonique; 7. des papiers; 8. un cahier; 9. une ´tudiante; 10. un ee e ´tudiant; 11. un crayon; 12. un pupitre e Answers to B.2.1, Whose Is This Anyway?, page 103 1. C’est le portable de Jos´; 2. C’est le sac ` dos de Manuel; 3. C’est la cl´ (de e a e voiture) d’Aaron; 4. C’est le cahier de Maria; 5. Ce sont les CD de Val´rie; 6. Ce sont les livres de Paul; 7. c’est le journal de Leticia; e 8. C’est le stylo d’Ann; 9. Ce sont les crayons de Cuong; 10. C’est la feuille (de papier) de Lashonda. ´ Answers to B.3.1, La chambre d’etudiant, page 105 1. devant; 2.entre; 3. devant / sous; 4. sur; 5. en face de; 6. sous; 7. derri`re; e 8. sous; 9. loin du bureau / ` gauche du / ` cˆt´ du ; 10. sur; 11. ` a a oe a cˆt´ de / ` droite de; 12. sur; 13. ` gauche de / loin de; 14. derri`re oe a a e Answers to B.3.2, L’organisation de ma chambre, page 106 1. dans; 2. dans; 3. devant; 4. loin de; 5. sur; 6. sur; 7. en face de; 8. pr`s de; 9. entre; 10. ` gauche de e a Answers to B.4.1, Practice conjugation, avoir , page 107 j’ai; tu as; il/elle a; nous avons; vous avez; ils ont Answers to B.4.2, Verb endings, avoir , page 107 tu -s; nous -ons; vous -ez; ils/elles -nt Answers to B.4.3, Conjugating avoir, page 108 1. J’ai; 2. a; 3. avons; 4. a; 5. ont; 6. a; 7. avez; 8. J’ai; 9. ont; 10. a; 11. as; 12. avons (Note: Remember je is not capitalized except at the beginning of a sentence.) ´ Answers to B.5.1, Questions et reponses - il y a, page 109 1. Oui, il y a des pupitres dans la salle de classe. 2. Oui, il y a des ´tudiants intelligents ` cette universit´; 3. Oui, il y a une caf´t´ria e a e ee a ` l’universit´; 4. Il y a [3] fenˆtres dans la salle de classe. 5. Il y a e e [6] personnes dans ma famille. 6. Il y a 9 millions de personnes ` a Los Angeles (dans l’agglom´ration urbaine = L.A. County) / Il y a e 4 millions de personnes ` Los Angeles (la ville). 7. Dans mon sac, a il y a [des crayons, des livres, des stylos, un portefeuille . . . ]. 8. Il y a [des pupitres, un bureau, un tableau, des fenˆtres . . . ]. 9. Il y a e [des livres, un ordinateur, des stylos . . . ]. Section C Lab Worksheet and Review 139

Answers to B.5.2, There it is!, page 110 1. voil`; 2. Il y a; 3. a Voil` / Voici; 4. il y a; 5. voil`; 6. il y a; 7. voil` / voici a a a Answers to B.5.3, What’s missing?, page 110 a; il; avons; j’; ai; a; ont; tu ` ` Answers to B.6.1, C’est a moi ou a toi?, page 113 1. C’est ma robe (violette). 2. C’est ta poupé (blonde). 3. Ce sont mes CD. 4. e C’est mon sac (rose). 5. C’est ton jeu (de Monopoly). 6. Ce sont tes cassettes. 7. C’est ta robe (bleue). 8. C’est mon stylo (noir). 9. C’est ma poupé (brune). 10. C’est ton sac (rouge). e ` Answers to B.6.2, C’est a qui?, page 114 1. C’est mon radiocassette. 2. C’est sa voiture. 3. C’est son ordinateur. 4. C’est ton livre. 5. Ce sont ses CD. 6. C’est ma radio. 7. C’est sa maison. 8. Ce sont tes devoirs. ` ` Answers to B.6.3, C’est a toi ou a lui?, page 114 1. C’est son livre (de maths). 2. C’est sa carte t´l´phonique. 3. Ce sont mes ee fiches (de vocabulaire). 4. C’est son walkman. 5. C’est sa plante. 6. C’est mon t´l´phone (portable). 7. C’est son affiche. 8. C’est ee ma cl´. 9. C’et mon ordinateur. 10. C’est ma photo. e ` Answers to B.6.4, C’est a vous?, page 115 1. Oui, ce sont nos classeurs. 2. Oui, c’est leur ordinateur portable. 3. Oui, ce sont vos livres. 4. Oui, c’est notre cl´. 5. Oui, ce sont leurs magazines. 6. e Oui, c’est votre cahier. 7. Oui, ce sont nos notes. 8. Oui, ce sont leurs stylos. Answers to B.6.5, Faire les bagages, page 116 1. Ce sont nos souvenirs de vacances et notre sac de couchage. 2. C’est votre maillot de bain et ce sont nos lunettes de soleil. 3. Ce sont vos coquillages et leur cr`me solaire. 4. Ce sont leurs hamsters et votre e shampooing. 5. C’est leur tente et ce sont vos livres. Answers to B.7.1, Non!, page 117 1. Dominique n’est pas grand! 2. Pascale n’est pas petite! 3. J´r´my n’est pas intelligent! 4. Je ee n’ai pas trois voitures! 5. Nous n’avons pas cinq chiens! 6. Marthe n’est pas ´tudiante! 7. Lo¨ et David ne sont pas travailleurs! 8. Tu e ıc n’es pas riche! Answers to B.7.2, In Other Words, page 117 There are various possible answers for this exercise; here are some of the most likely ones. 1. Je ne suis pas stupide. 2. George Bush n’est pas fran¸ais / c mexicain. 3. Nous ne sommes pas professeurs. 4. Jean-Luc n’est pas travailleur / s´rieux. 5. Mireille ne va pas mal. 6. Le professeur e n’a pas les examens. 7. Tu n’es pas paresseuse / s´dentaire. 8. Mes e amis n’ont pas 3 cours. Answers to B.7.3, Qu’est-ce qu’il y a sur la photo?, page 118 Underline: n’ and pas in “Ce n’est pas Claude”; n’ and pas in “sa m`re n’est pas am´ricaine”; n’ and pas in “Pascal n’a pas de chien”; e e 140 Chapter 2 Ma famille et mes possessions

n’ and pas in “Ils n’ont pas d’animaux”; ne and pas in “Je ne sais pas”; n’ and pas in “Ce n’est pas un ami de Pascal”; n’ and pas in “Il n’a pas d’amis”. Circle: de in “Pascal n’a pas de chien”; d’ in “Ils n’ont pas d’animaux”; de in “Il n’a pas d’amis”. Answers to B.7.4, Ah non, ce n’est pas vrai!, page 118 1. Il n’y a pas de chaises dans la salle de classe. 2. Madame Leblanc n’est pas le professeur. 3. Je n’ai pas d’ordinateur. 4. Mes parents n’ont pas d’amis en France. 5. Les ´tudiants n’ont pas de stylos dans leur e sac. 6. Marie n’a pas de fenˆtre dans sa chambre. 7. Louis n’a pas e de livres. 8. Claude n’a pas de t´l´phone portable. ee ˆ Answers to B.8.1, Qui a quel age?, page 120 1. Hans; 2. Mon- sieur Pernel; 3. Jean-Luc; 4. Caroline; 5. Naima; 6. Jacques. ˆ Answers to B.8.2, Quel age ont-ils?, page 120 1. a 6 ans. 2. a 9 ans; 3. a 26 ans; 4. a 30 ans; 5. ont 44 ans; 6. as 41 ans; 7. avons 20 ans; 8. a 24 ans; 9. avez 66 ans. Answers to B.9.1, Les conditions physiques, page 121 1. j’ai soif / j’ai chaud. 2. avons chaud / avons soif; 3. a froid; 4. ont faim; 5. as sommeil; 6. as faim; 7. a soif; 9. avez froid; 9. j’ai sommeil; 10. ont chaud. Answers to B.9.2, Raison ou tort?, page 122 1. Il a raison. 2. Ils ont raison! 3. Tu as tort./ Vous avez tort. Elle est brune. 4. Vous avez tort. “Pi`ce” veut dire “room.” 5. Elle a tort. L’Alg´rie e e est en Afrique (du nord). 6. Tu as raison / Vous avez raison. 7. Ils ont raison. 8. Vous avez raison! Note: The answer to #8 means “You are right to do so!”, i.e. “That’s the right thing to do/ That’s a good idea!” Answers to B.9.3, Nos besoins, page 123 1. h.; 2. c.; 3. a.; 4. e.; 5. i.; 6. b.; 7. j.; 8. d.; 9. f.; 10. g. Answers to B.9.4, “You Can’t Always Get What You Want”, page 124 The idea behind this exercise is that you may want something better, but you’ll have to settle for what you absolutely must have. 1. Elles ont envie d’une voiture / d’un bus; Elles ont besoin d’un bus / d’une bicyclette. 2. Ils ont envie de quatre chambres; Ils ont besoin de deux chambres. 3. Il a envie d’un fauteuil; il a besoin d’une chaise. 4. Nous avons envie d’une tante riche; Nous avons besoin d’un job ` Target. 5. J’ai envie d’un ordinateur portable; a J’ai besoin d’un ordinateur pas cher. 6. Nous avons envie d’un lave- vaisselle; Nous avons besoin d’un ´vier. 7. Il a envie d’un bureau; il e a besoin d’une table. Answers to B.9.5, Qu’est-ce qu’ils ont?, page 125 There are many other possible answers. Make sure in each case that the subject and verb of your answer match these. 1. Il a besoin de 10 dollars. / Il a besoin d’argent. 2. Tu as envie d’un caf´. 3. Il a l’air e intelligent. 4. J’ai sommeil. 5. Les Moscovites ont froid. 6. Ils ont Section C Lab Worksheet and Review 141

de la chance. 7. Elle a 100 ans. 8. Elle a les yeux verts. 9. Nous avons chaud. 10. Tu as quel ˆge? Quel ˆge as-tu? 11. Elles ont a a tort. 12. Ils ont faim. 13. Vous avez raison! 14. Il a les cheveux noirs et raides. 15. J’ai soif! Answers to Written Section C Exercises ` Answers to C.1.4, Dans le sac a dos (le verbe avoir), page 127 1. ai; 2. a; 3. as; 4. a; 5. avons; 6. ai; 7. ont; 8. avez; 9. as; 10. avons; 11. a; 12. avez Answers to C.2.1, Parlons de votre famille, page 128 1. six; 2. divorc´s; 3. m`re; 4. Jean-Pierre; 5. deux fr`res et une soeur; 6. e e e Marc et Paul; Val´rie; 7. deux; 8. quatre cousins et trois cousines. e Answers to C.2.2, La famille de Karen, page 128 1. (Karen va) bien, (mais sa famille va mal). 2. (La m`re de Karen va) mal. 3. e (Karen a) deux (fr`res). 4. Oui, (ses fr`res sont jeunes). 5. Oui, e e (elle a des devoirs). 6. Michel (a des difficult´s ` l’ćole). 7. Eric e a e (est paresseux). 8. (Sa tante s’appelle) H´l`ne. 9. (C’est la soeur) ee de sa m`re. 10. Vrai. 11. Vrai. e Answers to C.2.4, Les membres de ma famille, page 129 Michel: 22 ans; grand, fort, sportif, cheveux et yeux bruns; studieux, travailleur, sociable, un peu ´go¨ e ıste; le football et le tennis. // Andr´: e 57 ans; brun, grand, fort, sportif; travailleur, s´v`re, honnˆte, tˆtu; e e e e le golf // Ressemblances: Michel et son p`re sont grands, bruns, e forts, sportifs, et travailleurs. Diff´rences: Michel aime le football e et le tennis, mais Andr´ pr´f`re le golf. Andr´ est plus s´v`re que e ee e e e Michel. Michel est ´tudiant et Andr´ est professeur. e e Answers to C.4.2, Les conditions physiques, page 132 Correct answers given on tape. Answers to Written Review Exercises Answers to C.7.1, Exercise 1, page 135 Your answers will vary. Be sure that in #1 and #2, all the adjectives describing your mother or your room are in the feminine form. In #3, the form of the adjective will depend on whether you are a man or a woman. Here are some examples of possible answers. At this level, you want to keep your answers very simple and follow the patterns you have practiced in class. This may not seem very exciting, but you must start with the basics and get them down before moving on to more complicated sentences! 1. Ma m`re est am´ricaine. Elle a 60 ans. Elle est petite et brune. e e Elle est gentille et gń´reuse. Elle est tr`s travailleuse. Elle a les e e e yeux marron et les cheveux courts. 2. Ma chambre est petite. Les murs sont blancs. Dans ma chambre, il y a un lit, un bureau, une lampe, et un placard. Il y a aussi beaucoup de livres. Mon lit est confortable. Le bureau est grand et brun. 3. [Man’s answer:] Je suis ´tudiant ` l’universit´. J’ai 20 ans. e a e 142 Chapter 2 Ma famille et mes possessions

Je suis grand et fort. Je ne suis pas sportif. Je ne suis pas s´rieux. e Je suis sociable. J’ai des amis ` l’universit´. [Woman’s answer:] Je a e suis ´tudiante ` l’universit´. J’ai 20 ans. Je suis grande et forte. Je e a e ne suis pas sportive. Je suis tr`s s´rieuse. Je ne suis pas sociable. e e Je n’ai pas d’amis ` l’universit´. a e Answers to C.7.2, Exercise 2, page 135 1. p`re; 2. petits-enfants; e 3. tante; 4. fr`res et soeurs; 5. cousins; 6. mari´s; 7. femme; 8. fils; e e 9. ni`ce; 10. grand-m`re. e e Answers to C.7.3, Exercise 3, page 135 Your answers will vary. The adjectives for #s 1, 3, 5 should be in the masculine form; the adjectives for #s 2, 4, 7 should be in the feminine form; #6 will be masculine or feminine depending what gender you are. Possible answers are 1. honnˆte; 2. s´v`re; 3. Manuel . . . travailleur; e e e 4. gń´reuse; 5. Benjamin . . . petit; 6. sportive; 7. blonde. e e Answers to C.7.4, Exercise 4, page 136 1.e; 2.j; 3.g; 4.f; 5.h; 6.d; 7.i; 8.c; 9.b; 10.a. Answers to C.7.5, Exercise 5, page 136 Your answers will vary. The adjective for #1 should be in the feminine plural form; for #s 2, 4 (if appartement), 6, 7 in the masculine singular; for #s 3, 4 (if maison), 5 in the feminine singular. Possible answers are 1. lourdes; 2. bleu; 3. confortable; 4. petit (petite); 5. blanche; 6. grand; 7. noir. Answers to C.7.6, Exercise 6, page 136 1. avons; 2. as; 3. n’ai; 4. avez; 5. as; 6. a; 7. ont; 8. avons; 9. j’ai; 10. a Answers to C.7.7, Exercise 7, page 137 1. Je ne suis pas fran¸aise. c 2. Ma m`re n’est pas plus jeune que mon p`re. 3. Notre cours de e e fran¸ais n’est pas ennuyeux. 4. Je n’ai pas 15 ans. 5. Tu n’es pas c riche. 6. Mes fr`res ne sont pas paresseux. 7. Le professeur ne parle e pas japonais. 8. Il n’y pas de tableau dans la salle de classe. 9. La pi`ce n’est pas froide. 10. Mes parents ne sont pas mćhants. e e Answers to C.7.8, Exercise 8, page 137 1. son; 2. leurs; 3. sa; 4. notre; 5. tes; 6. vos; 7. nos; 8. ma; 9. son; 10. votre Answers to C.7.9, Exercise 9, page 137 1. j’ai soif; 2. a besoin de; 3. a sommeil; 4. as faim; 5. ont froid; 6. avons envie d’/ avons besoin d’; 7. ˆge avez; J’ai; 8. avons chaud. a Section C Lab Worksheet and Review 143

144 Chapter 2 Ma famille et mes possessions

Chapter 3 Le travail et les loisirs Objectives for chapter 3 Communication (what students will be able to do): By the end of this chapter, students will be able to: 1. Talk about their schedule a / Le monde du travail 2. Talk about their coursework and other aspects of university life 3. Talk about diﬀerent professions 4. Talk (a little) about what they do in their free time Culture (what students will know about the French-speaking world): By the end of this chapter, students will know something about: 1. School in various Francophone countries 2. The use of French in diﬀerent Francophone countries Grammar/ Tools (what students need to know): In order to perform these communicative tasks, students will have to understand and be able to use correctly the following grammatical structures: 1. How to tell time 2. The conjugation of regular -er verbs in the present tense 3. The conjugations of stem-changing -er verbs 4. How to ask and answer simple yes/no questions 145

´ A Activites A.1 Mon emploi du temps Grammaire: Voir B.1, “L’heure,” page 168. A.1.1 Quelle heure est-il ? Mini-Vocabulaire: Regardez les horloges et lisez l’heure. heure(s) ÷r et quart e kr 11 12 1 11 12 1 11 12 1 et demie e dd mi 10 2 10 2 10 2 moins mw£i 9 3 9 3 9 3 le quart ld kr 8 4 8 4 8 4 7 5 7 5 7 5 midi mi di 6 6 6 minuit mi nRi Il est trois heures. Il est huit heures et Il est six heures et quart. demie. 11 12 1 11 12 1 11 12 1 10 2 10 2 10 2 9 3 9 3 9 3 8 4 8 4 8 4 7 6 5 7 6 5 7 6 5 Il est trois heures Il est une heure dix. Il est onze heures moins le quart. moins cinq. En paires, posez la question “Quelle heure est-il ?” et donnez la r´ponse correcte. e 1. 10h 4. 12h30 7. 7h50 10. 5h40 2. 8h20 5. 3h30 8. 9h15 11. 4h45 3. 11h15 6. 4h 9. 2h06 12. 11h55 A.1.2 Mon matin Mettez les ´l´ments en ordre logique et associez l’heure avec l’acti- ee vit´. Lisez la phrase compl`te. e e Exemple: A 11h30 . . . j’ai faim. A onze heures et demie, j’ai faim. 1. A 6h00 a. J’arrive ` l’universit´. a e 2. A 6h15 b. Je mange des c´r´ales. ee 3. A 6h45 c. Je regarde le journal t´l´vis´. ee e 4. A 7h d. Mes cours commencent. 5. A 7h10 e. Mon radio-r´veil joue de la musique. e 6. A 7h30 f. Je trouve mon pantalon dans l’armoire. 7. A 8h00 g. Je quitte la maison. 8. A 8h50 h. Je pr´pare mon caf´. e e 9. A 9h40 i. Je prends une douche. 146 Chapter 3 Le travail et les loisirs

A.1.3 Nos habitudes Grammaire: Voir B.2, “Verbes en -er,” page 172. R´pondez aux questions. Indiquez si c’est le matin, e l’apr`s-midi, ou le soir. Notez la diﬀ´rence entre les e e structures “` X heures” et “de X heures ` Y heures.” a a Mini-Vocabulaire: A onze heures et demie, j’ai A quelle heure ki loer at what time sommeil. Quand k£ e when le matin ld m t£ i the morning du matin dy m t£i a.m. l’apr`s-midi e l pri mi di the afternoon de l’apr`s-midi dd l pri mi di p.m. e le soir ld swr the evening du soir dy swr p.m. Exemple: A: A quelle heure est- B: J’arrive ` l’univer- a ce que tu arrives ` l’uni- a sit´ ` 10h du matin. ea versit´ ? e A: Quand est-ce que tu B: Je regarde la t´l´ ee regardes la t´l´ ? ee de huit heures ` neuf a heures du soir. 1. A quelle heure est-ce que ton r´veil sonne ? e 2. Est-ce que tu manges le matin ? A quelle heure ? 3. Est-ce que tu regardes la t´l´ le matin ? A quelle heure ? ee 4. A quelle heure est-ce que tu quittes la maison ? 5. A quelle heure est-ce que tu arrives ` l’universit´ ? a e 6. Quand est ton cours de fran¸ais ? c 7. A quelle heure ﬁnissent tes cours ? 8. Est-ce que tu travailles ? Quand ? 9. A quelle heure est-ce que tu rentres chez toi ? 10. Quand est-ce que tu fais tes devoirs ? 11. A quelle heure est-ce que tu pr´pares le dˆ ? e ıner 12. A quelle heure est-ce que tu manges ? 13. Est-ce que tu utilises l’ordinateur le soir ? A quelle heure ? 14. A quelle heure du soir est-ce que tu as sommeil ? 15. Est-ce que tu dors beaucoup ? (Je dors . . .) Section A ´ Activites 147

Les jours de la semaine A.1.4 Les jours de la semaine R´p´tez les noms des jours de la semaine. e e lundi mardi mercredi jeudi vendredi samedi dimanche l÷ di £ mr mir krd ø di v£ drd di e sm di di m£ e di di – En Europe, la semaine commence lundi. Le “week-end” est samedi et dimanche. – On n’utilise pas de majuscules quand on ´crit les noms des jours. e Mini-Vocabulaire: Quel jour est-ce ? kil ur is What day is it? Quel jour sommes-nous ? kil ur sym nu What day is it? le jour ld ur day la semaine l sd min week aujourd’hui o ur dRi today demain dd m£i tomorrow hier i jir or jir yesterday R´pondez aux questions. e 1. Quel jour sommes-nous ? 2. Imaginez qu’aujourd’hui, c’est mardi. Et demain ? 3. Quels jours avons-nous le cours de fran¸ais ? c 4. Quel est votre jour pr´f´r´ ? Que faites-vous ce jour-l` ? eee a 5. Combien de jours y a-t-il dans une semaine ? 6. Quels jours est-ce que vous n’ˆtes pas ` l’universit´ ? e a e 7. Imaginez qu’aujourd’hui, c’est samedi. Et hier ? 8. Quel jour ˆtes-vous le plus paresseux ? e ˆ A.1.5 Quel enfant etes-vous ? L’enfant du lundi est beau comme un dieu, L’enfant du mardi est tout gracieux, L’enfant du mercredi a du chagrin, L’enfant du jeudi doit faire long chemin, L’enfant du vendredi a l’ˆme pure, a L’enfant du samedi travaille bien dur, b / Un enfant du dimanche Mais l’enfant du dimanche, comme tout le monde sait, Mini-Vocabulaire: Est gentil et joyeux et bon et gai. dieu god chagrin sorrow chemin road – Quel est le jour de votre naissance ? ˆme a soul – Est-ce que le po`me vous caract´rise bien ? e e bien dur very hard 148 Chapter 3 Le travail et les loisirs

` ´ A.2 La vie a l’universite Dans cette section, nous allons parler de la vie ` l’universit´ : les a e cours que vous avez, les mati`res que vous ´tudiez, les professeurs, e e le campus, la cuisine, etc. Nous allons aussi apprendre quelque chose sur la vie universitaire et les ´tudes dans certains pays francophones. e A.2.1 L’emploi du temps de Yasmine. Regardez l’emploi du temps de Yasmine. lundi mardi mercredi jeudi vendredi samedi dimanche l÷ di £ mr di mir krd ø di v£ drd di e sm di di m£ e di matin (m.) 9h-10h 9h-10h 9h-10h 10h-11h i m t£ fran¸ais c c fran¸ais fran¸ais c le¸on de c (6h-12h) tennis apr`s-midi e 14h10- 12h-13h40 14h10- 12h-13h40 (m.) 15h50 communi- 15h50 communi- pri mi di maths cation maths cation (12h-17h) soir (m.) 18h10-22h swr cin´ma e (18h-24h) fran¸ais c Avec un(e) partenaire, r´pondez aux questions. Consul- e tez l’emploi du temps de Yasmine pour r´pondre correc- e tement. Exemple: Est-ce que le cours de Oui, son cours de fran¸ais de Yasmine est c fran¸ais est le lundi et c le lundi et le mercredi ? le mercredi. Quand est-ce qu’elle a Elle a son cours de com- son cours de communi- munication le mardi et cation ? le jeudi apr`s-midi. e 1. Est-ce que le cours de maths de Yasmine est le jeudi soir ? 2. Est-ce que son cours de communication est le matin ? 3. Combien de cours est-ce qu’elle a le soir ? 4. Quand est-ce qu’elle a son cours de cin´ma ? e 5. Quels jours est-ce qu’elle n’a pas de cours ? 6. Quel jour est-ce qu’elle a sa le¸on de tennis ? c 7. Est-ce qu’elle ´tudie l’espagnol ? e 8. Est-ce qu’elle a plus de cours le matin, l’apr`s-midi, ou le soir ? e 9. Quels cours a-t-elle le mercredi ? 10. Quels cours est-ce qu’elle a le matin ? Section A ´ Activites 149

A.2.2 Vocabulaire : Les cours Quels cours y a-t-il ` l’universit´ ? a e The image illustrating le fran¸ais is from a famous c 1830 painting by Eug`ne De- e lacroix entitled Libert´ Gui- e dant le Peuple (Liberty Lea- ding the People). Much like the United States, France sees itself as a defender of liberty le fran¸ais c la litt´rature e la musique around the world. You may ld fr£ si e l li te r tyr l my zik know that the founders of the United States were heavily in- fluenced by French philosophi- cal writers, and that the Sta- tue of Liberty was a gift from France to the United States. The woman in this picture represents Liberty. She is holding the French flag (blue, white, la chimie les maths la physique and red) in one hand and a l i mi le mt l fi zik bayonet in the other, and is lea- ding a crowd of people across the barricades that were erec- ted in Paris during the revolution of 1830. (The first French Revolution was in 1789). le gńie civil e la psychologie l’informatique ld e ni si vil l psi ky ly i l£ fyr m tik i l’anglais l£ gli e la biologie l jy ly i le marketing le mr kd tix la communication l ky my ni k sj£ y la composition l k£ po zi sj£ y y la gógraphie e l e y gr fi la gólogie e l e y ly i l’histoire li stwr la sociologie l sy sjy ly i (Si vous avez d’autres cours, demandez au professeur “Comment dit-on . . . en fran¸ais ?” et ćrivez-les ici :) c e 150 Chapter 3 Le travail et les loisirs

Compl´tez la phrase avec le cours appropri´. e e 1. On parle fran¸ais dans le cours de c . 2. On fait des probl`mes de calcul dans le cours de e . 3. On programme les ordinateurs dans le cours d’ . 4. On ´tudie les ´motions humaines dans le cours de e e . 5. On ´crit des devoirs d’anglais dans le cours d’ e . 6. On lit beaucoup de livres dans les cours de . 7. On ´coute du jazz dans le cours de e . 8. On parle beaucoup dans le cours de . 9. On fait des exp´riences physiques dans le cours de e . 10. On ´tudie d’autres pays dans le cours de e . 11. On ´tudie le pass´ dans le cours d’ e e . 12. On analyse les entreprises dans le cours de . 13. On ´tudie l’´volution dans le cours de e e . 14. On �

French

0 comments

Notes on slide 1

1 Favorite & 5 Groups

French - Presentation Transcript