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 ´crits, 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 ´crits, 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 ´crits, 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
´crits, 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 ´crits, 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 r´centes, 298.—Les travaux
e e ´
A Activites. . . . . . . . . . . . . 428
m´nagers, 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 Pr´cisions, 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 Pr´cisions, 450.
e
Les travaux m´nagers, 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 ´crits, 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 journ´e, 346.—Ma sant´, 349.—
e e and verbs, 469.—Conditions, 471.—Les
e
R´sum´,e c
355.—Vocabulaire fran¸ais- verbes dire, lire, ´crire, 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, ´crire, 482.—Racontons une his-
e
participle in “avoir” verbs, 378.—Reflexive toire !, 482.—Exercices de r´vision ´crits,
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 communi-
cation, 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 ap-
propriate.
3. Customs of greeting in France and other Francophone coun-
tries.
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 in-
formation contained in the A.1.2 Observation culturelle
text. Very shortly, these pre-
sentations 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 pr´noms 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
Aim´e H Henri O Olivier V Vanessa
with the same spelling. For B B´atrice
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 Ren´e 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’´crit 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 pr´nom
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’´crit comment ?
¸ e
B: S-H-A-H-I-R-A.
A: Shahira est ton pr´nom ?
e
B: Oui.
A: Et ton nom ?
B: Mon nom, c’est Jones.
A: Ca s’´crit 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. Montr´al
e
2. Port-au-Prince
3. La Nouvelle-Orl´ans
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 dia-
logue 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 ´crit 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 ´crire, l’´tudiante utilise le stylo / la fenˆtre.
e e e
There should be enough words 5. L’´tudiante / l’´tudiant ´crit 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.
Ob´issez 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 ´crit au
e .
4. d. On ´crit sur le papier avec un
e .
5. e. On ´crit 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´r´es :
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 S´n´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 rentr´e” (literally, “the
e
la rentr´e 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 rentr´e” on the same
e
day. Vous avez 100 Euros. Achetez le n´cessaire pour la
e
rentr´e. 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 donn´e, et puis substituez le nouveau sujet ou
e e e
liers ou pluriels, comme l’objet adjectif. Changez les autres mots si c’est n´cessaire !
e
qu’ils d´crivent.
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 per-
son. 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 d´crire les personnes ou les choses
a e
a
` gauche. Changez la forme de l’adjectif si c’est n´cessaire !
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 d´crivent cette per-
e
sonne ? Passez la feuille. Chaque ´tudiant ´crit un adjectif qui d´crit
e e e
la personne c´l`bre.
ee
Quelques adjectifs oppos´s sont :
e
grand-petit gentil(le)-m´chant
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’into-
nation, posez des questions. Ecrivez les noms des per-
sonnes 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 enthou-
siaste ?
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
d´crire 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, ex´cutez-la. Mais s’il dit “Jacques
e
a dit a dit” + l’instruction, ne l’ex´cutez pas.
e
1. Levez-vous.
2. Prenez le stylo.
3. Ecrivez votre nom.
4. Ecrivez votre pr´nom.
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’Elys´e, qui se
e B: Chirac.
trouve ` l’adresse indiqu´e.
a e A: Ca s’´crit comment ?
¸ e
B: C-H-I-R-A-C.
A: Votre pr´nom ?
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’´crit 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 n´cessaires.
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 par-
tenaire sur la fiche.
Mes informations :
Nom Pr´nom(s)
e
Adresse
Lieu de naissance
Les informations de mon partenaire :
Nom Pr´nom(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 pr´nom
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
´coutez
e e ku te listen
´crivez
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’´crit 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
g´n´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
m´chant(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 gram-
mar,” 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 stan-
dard 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 pronunci-
ation 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 preced-
ing 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 con-
tent. 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 ex-
ample, “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” be-
cause when I interact with another person, I address that per-
son 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 fem-
inine. 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 pro-
noun 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 femi-
nine, used for “she” or feminine “it.” On means “one, some-
one” 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 sin-
gular 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 ob-
jects, 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 corre-
spond 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 pro-
fessors 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 in-
stead 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 situ-
ations 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 remem-
bering 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 femi-
nine.
• 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 pro-
nounced 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 instruc-
tions 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 ad-
jective 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 pro-
nunciation 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 com-
mon. 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 mas-
culine 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 ob-
jects), 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 mas-
culine 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 ques-
tions that do not require you to supply any new information in the
answer – just oui or non. The second type of question is an informa-
tional question. This uses an interrogative adjective or pronoun such
as “what,” “when,” “why,” etc. Although you can already under-
stand 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 com-
monly 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 into-
nation, ask questions using the tu form of the verb plus the adjec-
tive. First, imagine you are masculine and your partner is feminine.
Change the adjective as appropriate. Write the answers to this ex-
ercise out, puncuating with a question mark to indicate the rising
intonation.
1. Je suis cr´atif.
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 ´nergique.
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 sen-
tence and, with no change in the grammatical structure of the sen-
tence, 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 infor-
mal 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 spo-
ken 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 inver-
sion 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 sym-
bols, your French pronunciation will benefit greatly.
First, you need to remember that phonetic transcription only in-
cludes 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 appro-
priate 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 them-
selves 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’´crit 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. Enchant´e.
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 ´crivez.
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 ´crit au tableau avec la
e .
3. Le professeur utilise un rouge pour corriger
les devoirs.
4. La est ferm´e.
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
n´cessaires.
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 cr´atifs.
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 arti-
cle 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
cr´ative? 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 ´nergique? 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. S´n´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, ´nergique,
c e
gentille, travailleuse, active. Christophe: fran¸ais, am´ricain, pe-
c e
tit, brun, sportif, [g´n´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: Enchant´e. 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. ´crivez;
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 ad-
jective 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, cr´ative; 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 cr´atif.
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 g´n´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 d´crire. 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 ´crit une liste de vos possessions.
e
Exemple: Vous annoncez : Votre partenaire ´crit :
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, ´crivez 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
nucl´aire
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 nucl´aire :
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 ˆg´es 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’´cole
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 mari´es 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 g´n´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 ˆg´e ?
ee a e
6. Est-ce qu’une des grand-m`res d’H´l`ne est plus ˆg´e que son
e ee a e
mari ?
7. Est-ce que la soeur de Michel est mari´e ou c´libataire ?
e e
8. Est-ce que Claude est plus jeune ou plus ˆg´e que son mari ?
a e
9. Luc a combien de neveux ?
Section A ´
Activites 81
A.2.5 Votre famille - relations
Dessinez un arbre g´n´alogique 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 nucl´aire. 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 nucl´aire. 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 europ´ens d’origine (en 1954, 84%
e e e e
Morocco, ´taient d’Europe)– des Italiens, des Portugais, des Espagnols. De-
e
Tunisia puis les ann´es 1970, les ´trangers arrivent du Maghreb et de
e e
souvent often l’Afrique francophone et ils sont g´n´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 g´n´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 g´n´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
´cossais(e) e ky si siz Scottish e e
am´ricain/ am´ricaine
hongrois(e) £ grw grwz
y Hungarian arm´nien/ arm´nienne
e e
le pays pe i country chinois/ chinoise
cor´en/ cor´enne
e e
Donnez une nationalit´ possible pour les personnes suivantes.
e
cubain/ cubaine
Reconnaissez-vous les pr´noms 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 cor´en
e guat´malt`que
e e nicaraguayen/ nicaraguayenne
arm´nien
e ´quatorien
e irakien salvadorien/ salvadorienne
canadien europ´en
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 g´n´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) m´chant
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
g´n´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
D´crivez 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´ ? D´crivez-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’´cole
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. D´crivez 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 id´e ` 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 Hayd´e. 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. Hayd´e 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 apparte-
ment. 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 poign´e de porte
e e
Une fenˆtre parfois sometimes
traversin bolster
poign´e
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 g´n´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´par´es. (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 poign´e 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. D´crivez ce qu’il y a dans votre chambre. D´crivez 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 d´couvrir 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 n´e en 1965.
e 6. Le professeur de chimie est
2. Philippe est n´ en 1942.
e n´ en 1969.
e
3. Marie Duval est n´e en
e 7. Blanche est n´e en 1926.
e
1917. 8. M. Martin est n´ en 1958.
e
4. Nous sommes n´s en 1985.
e 9. Caroline est n´e 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
ˆg´e 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 som-
meil.
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 des-
cription 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 organis´e. Elle est mari´e, 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´sorganis´e. Je suis mari´e 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 poup´e
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 id´e 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
g´n´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
m´chant(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
nucl´aire
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-chauss´e
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 exam-
ple, 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 mas-
culine 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 pos-
session. 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 expres-
sions 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 preposi-
tions, 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’´cran 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 equiva-
lents 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 vocabu-
lary 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 mus´e.
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 ra-
dio 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 Ren´e.
e e Your mother is named Ren´e.
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 pos-
sesses 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 per- son 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 ob-
ject possessed. Like all other adjectives, possessive adjec-
tives agree with the noun the modify in gender (mas-
culine/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 mascu-
line. 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 combi-
nations. 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 be-
gins 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 poup´e 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 poup´e blonde
e la poup´e 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 poup´e blonde.
e 7. Voici une robe bleue.
3. Voici des CD. 8. Voici un stylo noir.
4. Voici un sac rose. 9. Voici une poup´e 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 singu-
lar 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 defi-
nite 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, how-
ever, 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 impa-
tiente.
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 (eli-
sion = 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 nega-
tive. 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 trans-
late 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 ex-
pressions – 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 learn-
ing 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 say-
ing “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’´cole ´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 n´e 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 n´e le 23 mars, 1976. Elle
e
5. Mes fr`res sont n´s le 3 avril, 1962. Ils
e e
6. Je suis n´e le 19 f´vrier, 1965. Tu
e e
7. Vous ˆtes n´s en 1986. Nous
e e
8. Maryse est n´e le 11 d´cembre, 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 con-
ditions 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 grand-
mother.
B.9.2 Raison ou tort?
The verb used at the begin-
ning 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 prepo-
sition 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 d´cembre ` 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 n´e 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’ap-
pelle .
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 chil-
dren 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’´cole, 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 ques-
tion 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 be-
low 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 follo-
wing 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 pro-
nounced. 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 pro-
nounced 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 pronuncia-
tion.
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 pronuncia-
tion, 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 pronuncia-
tion, 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 them-
selves 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 d´crit 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
d´crire 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 [pr´nom]
e e est .
4. Ma grand-m`re est
e .
5. Mon oncle [pr´nom]
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 d´crit 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
oppos´e).
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 m´chants.
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 appropri´e. 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 poup´e (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 poup´e (brune). 10. C’est ton sac (rouge).
e
`
Answers to B.6.2, C’est a qui?, page 114 1. C’est mon radiocas-
sette. 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 some-
thing 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 sub-
ject 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’´cole). 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, tra-
vailleur, 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 g´n´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. g´n´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 m´chants.
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 it-
self 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 re-
presents 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 revolu-
tion of 1830. (The first French
Revolution was in 1789).
le g´nie 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 g´ographie
e l e y gr fi
la g´ologie
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 ´crivez-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
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