French as a Second Language - VRAFSL

 French as a Second Language (FSL) Grade 7 Course Outline Vimy Ridge Academy 2014‐2015 Mme Terra Mahood e‐mail – [email protected] phone ‐ 465‐5461 Overview Students will engage in various language activities based on the context, the communicative task, and the different information and communication technologies available. They will work cooperatively with their peers and complete a series of smaller projects and tasks, as well as a final task for each unit. The concept of language is cumulative; and so, the class will be assessed at the end of the year with a final examination. It is very important that they keep their binders and notes neat and orderly and that they keep all handouts and activities in their binder for easy access throughout the year. Language learning includes many components including listening, speaking, reading, and writing. To achieve these skills, students need to have knowledge of vocabulary and language concepts and be able to apply this knowledge. Students also need to learn about and understand French culture – including the fact that language and culture are inseparable. In order to have success with all aspects of language learning, a variety of strategies must be practiced daily. Required Supplies – paper, pencils, pens, markers, art supplies, binder, etc. (as for all classes); **special for French – a good French/English dictionary is to be brought to every class. STUDENTS ARE EXPECTED TO COME TO FRENCH CLASS PREPARED AND READY TO LEARN. Organization This course will focus on written communication, oral communication, reading comprehension, and listening comprehension. There will be regular listening comprehension and grammar evaluations as well as assignments and projects that serve to practice and demonstrate language skills required at this level. Students will be assessed on: Major Assessments 60% Alternate Assessments 40% Formative Assessments – no grade assigned The main purpose of assessment is to improve your learning – to help you develop skills in conversing and writing in French. What you put in, is what you get out! Parents: Communication is vital to your student’s success. If you are comfortable in doing so, please send your e‐mail address to me at [email protected]. Also, please feel free to e‐mail me at anytime with any questions you may have. Please keep this for your records. This sheet should be the first page in your binder. Student Name ________________________________________ Target Mark ____________ Student Initial ____________ Parent Initial ____________ Student Expectations Late Assignments - All assignments and projects are expected to be handed in on time unless other arrangements have been made. Students with a late assignment should hand it in during the next class or they will be given an Extended Learning Opportunity (ELO) at which time the student will be expected to miss his/her options or afternoon activity until the assignment or project is done. Missed Exams - Students are expected to write all quizzes and exams on the day they are scheduled. Students will be given notice of a major exam up to a week prior and 3 days for a quiz in case of any major conflicts. All assignments/projects/quizzes/exams will be written on the homework board with their due date and students will be expected to write these dates and any other specifics in their agenda. - Students who are absent for a quiz will be expected to write his/her quiz or test on the day he/she returns unless other arrangements are made. Other Expectations - All students will be required to come to class on time with everything that is required of them. Any student who is chronically late will be subject to making up the time during a noon hour at the teacher’s discretion. - Student agendas will be used to help the student be organized and as a communication tool between parent, child and teacher. All homework, exams and any other pertinent information will be written into the agenda on a daily basis. Students are expected to have their agendas with them for ALL class periods. - Maintain regular attendance. It is critical to student success to be present in class on a regular basis. Missed notes and homework are the responsibility of the student to collect and complete on their own time. Use the buddy system and get any information you missed from a classmate. - Respect the rights of others in the room to teach and learn in a safe, quiet and friendly environment. Extra Help - Extra help is available at lunch time and before school. If parents wish to contact me they can do so by phone (465‐5461) or email ([email protected]). French Club - This is an extra learning opportunity for students who wish to improve their conversational French. Teachers and students will meet one lunch hour a week to enjoy lunch and each other’s company while speaking in French. - More details about this will follow soon. Ms. Mahood’s Classroom Guidelines and Expectations 1. In seat and working when bell rings . . . “bell work” 2. Be prepared . . . including . . . school agenda, French binder, paper, pens, pencils, eraser, markers, highlighters, art supplies, French‐English Dictionary 3. You may borrow a classroom dictionary or verb guide, but only your assigned number. If your classroom dictionary or verb guide is missing or damaged, you are responsible. 4. Treat everyone with dignity and respect including your classmates, your teacher, and yourself 5. Follow directions the FIRST time they are given 6. All rules and regulations of the school must be followed . . . Code of Conduct 7. This classroom is a “No Whining Zone” 8. Snacks are allowed – if they are healthy and you clean up 9. Ipods/mp3 players/phones – not allowed; please leave them in your locker, or put them in the bin at the front of the class. Any of these electronics found on you will be confiscated 10.Speak the course – talk French! This is a language class – we will talk – a lot – in FRENCH – but, get back on track, as soon as you’re asked In addition . . . ‐ School Zone – I will use school zone – check it every day! ‐ Homework Board – homework will be written on the board ‐ ELO – this stands for Extended Learning Opportunity – work not completed on time could mean time spent in the ELO room at lunch and during your afternoon program time ‐ If you are late . . . come in quietly, do not disturb the class, when appropriate, tell Mme Mahood why you are late and apologize ‐ When you miss . . . it is your responsibility to find out what you’ve missed and to get your work done Bonjour et bienvenue! Your child is continuing the Nine‐year Program of Studies for French as a Second language (FSL) this year as part of his or her junior high school program. We are looking forward to an exciting year of learning French and learning about Francophone cultures. Your continued support and encouragement are key to your child’s motivation and positive attitude toward acquiring further skills in French. Even if you do not speak French, you can help by taking an interest in what your child is learning, and in the progress he or she is making. Here are a few suggestions you can use to assist your junior high school child in developing his or her skills in French:  Ask your child to tell you about his or her FSL learning experiences and progress.  Have him or her teach you a new grammar rule or new vocabulary words.  Create opportunities for your child to practise his or her language skills. For example, include simple greeting and leave‐taking conversations in the family’s daily routine.  Bring French into your home by borrowing French books, including comic books, from the library or by subscribing to a French magazine. (These print resources are available for all ages and suit many interests.)  Watch French‐language television – cartoons, hockey games, quiz shows, news broadcasts – or commercials. Videos, board games, computer software and the Internet can also provide a variety of French language experiences.  Take part in local Francophone cultural opportunities such as plays, concerts and festivals whenever possible. They can be fun for the whole family and they provide an opportunity for your child to experience French in a social setting.  Speak to your child about the value of language learning and its personal benefits as a part of a well‐rounded education.  Celebrate your son or daughter’s success as they continue to learn French! I would be pleased to talk to you about the French program and to answer any questions you may have. Un gros merci! 1.
What is your French background? What other French classes have you taken? In what grades have you studied French?
2.
Do you speak French at home?
3.
Do you have someone to speak French with?
4.
What is your first language – the first language you learned as a child?
5.
What language do you speak at home?
6.
Why are you taking French?
7.
What do you hope to learn in this class?
8.
In your opinion, why is it important to learn a second language?
9.
Tell me something fun you did this summer.
10. Tell me something interesting about yourself.
Target Mark ____________
Student Initial ____________
Parent Initial ____________
AS MANY OF THE FOLLOWING QUESTIONS AS YOU CAN. IF YOU LEARNED A LANGUAGE OTHER THAN
FRENCH, ANSWER IN THAT LANGUAGE.
Remember, this is NOT a test. It is for me to see how much French (or other language) you have done already. Write as
neatly as you can please.
How do you write in French?
Hello
…………………………………….
Goodbye
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How are you? ………………………………………………..……………….
My name is
Yes ……………
No ………….
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I am 14 years old ………………………………………………………………………...
My birthday is
………………………………………………………………………….
I live in Edmonton (or wherever you live)
I have a cat and a dog
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Write in French the names of:
3 days of the week
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3 colours
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3 numbers under 10
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3 numbers over 10
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3 months
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3 family members
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3 classroom items
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3 things to eat
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3 things to drink
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3 sports
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Some other words or phrases that you remember: …………………………………………………………………………………………………………………………………
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of the 2004 FSL Program of Studies: “The overarching goal of this program of studies, then, is to develop students who are sufficiently competent in French so that they can function in the language and culture outside of the confines of the classroom.” (Page 8, 2004 French as a second language, Nine‐Year program of studies (Grade 4 to 12) General Outcomes Communication Students will use their knowledge of French to understand and/or to express a message effectively in various situations for a variety of purposes. Language Students will use, with accuracy, knowledge of linguistic elements of the French language to fulfill their communicative intents Culture Students will use their knowledge of different Francophone cultures and their own culture to be able to interact appropriately within these cultures. Language Learning Strategies Students will use their knowledge of strategies to enhance learning and to communicate in French. (Page 11, 2004 French as a second language, Nine‐Year program of studies (Grade 4 to 12) Brains Benefit from Multilingualism
ScienceDaily (Nov. 26, 2009) — for a considerable time already there has been
discussion within scientific circles about whether knowing and using multiple languages
could possibly have positive effects on the human brain and thinking. There have been a
number of international studies on the subject, which indicate that the ability to use more
than one language brings an individual a considerable advantage.
The report of the research team appointed by the European Commission, "The Contribution of Multilingualism to
Creativity," presents the first known macro analysis based on the available evidence, which has been conducted by
searching through several studies and giving particular attention on recent research on the brain.
David Marsh, specialized planner at the Continuing Professional Development Centre of Jyväskylä
University, who coordinated the international research team behind the study, says that especially the
research conducted within neurosciences offers an increasing amount of strong evidence of versatile
knowledge of languages being beneficial for the usage of an individual's brain.
"The research report brings forth six main areas where multilingualism and hence the mastery of
complex processes of thought seem to put people in advantage. These include learning in general,
complex thinking and creativity, mental flexibility, interpersonal and communication skills, and even a
possible delay in the onset of age-related mental diminishment later in life," Marsh relates.
One of the central cerebral areas highlighted in the research report is the one responsible for memory
function. People rely especially on the short-term memory when thinking, learning and making
decisions.
"It is obvious that enhanced memory can have a profound impact on cognitive function, says David
Marsh. -- This may be one reason why the multilingual shows superior performance in handling
complex and demanding problem-solving tasks when compared to monolinguals. They seem to be
able to have an advantage in handling certain thinking processes," March continues.
It was assumed earlier that differences in the brain would only occur if a person is bi- or trilingual that
is with a very high command of different languages. The recently published research suggests,
however, that changes in the brain's electrical activity may occur already in the beginnings of learning
a new language.
According to Marsh, there is also room for improvement in language education, since children should
be encouraged to engage in higher order thinking about meaningful content that fires up the brain.
"Learning a language strictly as a separate subject in the curriculum does not work as effectively for a
broad range of young people as compared to embedding second language learning into other
subjects. Thinking about numbers, for example, does figure naturally in a lot of school learning as well
as in real life outside the school, which supports learning and knowing mathematics. The same may
not always be true of foreign languages," Marsh argues.
The results of the recently published study show that even though it is difficult to prove the existence
of a direct causal link, it is likely that multilingualism produces a special advantage in utilizing a
person's brain capacity as creatively as possible.
Story Source: Adapted from materials provided by Academy of Finland, via AlphaGalileo
List of French Speaking Countries of the World – according the World Atlas French is a vast language: 113 million people around the world speak it! It is an official language in 25 countries! It is also the 11th most common first language spoken in the world. Très impressionnant ! These countries all have French as an official language (the ones in bold have French as their only official language). NOTE: French is an official language in the following countries.
1. Belgium
2. Benin
3. Burkina
4. Burundi
5. Cameroon
6. Canada
7. Central African Republic
8. Chad
9. Comoros
10. Congo
11. Congo, Democratic Republic of
12. Cote d'Ivoire
13. Djibouti
14. France
15. Gabon
16. Guinea
17. Haiti
18. Luxembourg
19. Madagascar
20. Mali
21. Monaco
22. Niger
23. Rwanda
24. Senegal
25. Seychelles
26. Switzerland
27. Togo
28. Vanuatu
29. Vietnam
http://www.worldatlas.com/french.htm http://www.thefrenchcorner.net/2007/07/french‐speaking‐countries.html La Francophonie The International Organisation of La Francophonie represents one of the biggest linguistic zones in the world. Its members share more than just a common language. They also share the humanist values promoted by the French language. The French language and its humanist values represent the two cornerstones on which the International Organisation of La Francophonie is based. The International Organisation of La Francophonie was created in 1970. Its mission is to embody the active solidarity between its 70 member states and governments (56 members and 14 observers), which together represent over one‐third of the United Nations’ member states and account for a population of over 870 million people, including 200 million French speakers. IOF organises political activities and actions of multilateral cooperation that benefit French‐speaking populations. Its actions respect cultural and linguistic diversity and serve to promote the French language, peace and sustainable development. IOF has concluded 33 cooperation agreements with international and regional organisations and has established permanent dialogue between the major international linguistic zones (the English, Portuguese, Spanish, and Arab‐speaking zones). The IOF has its head office in Paris as well as four permanent representations in Addis Ababa (at the African Union and at the United Nations Economic Commission for Africa), in Brussels (at the European Union), in New York and in Geneva (at the UN). It has three regional offices (West Africa ; Central Africa and Indian Ocean ; Asia‐Pacific) located respectively in Lomé (Togo), Libreville (Gabon) and Hanoi (Vietnam) and two regional antennas in Bucharest (Romania) and in Port‐au‐Prince (Haiti). Alongside the IOF, the Parliamentary Assembly of La Francophonie and the four direct operators are responsible for implementing the programs decided at the Summits. The four direct operators are : the Academic Agency of La Francophonie, TV5Monde, the International Association of Francophone Mayors and The Senghor University of Alexandria. 56 Member States and Governments : Albania, Principality of Andorra, Armenia, Kingdom of Belgium, French Community of Belgium, Benin, Bulgaria, Burkina Faso, Burundi, Cambodia, Cameroon, Canada, Canada‐New‐Brunswick, Canada‐Quebec, Cape Verde, Central African Republic, Chad, Comoros, Congo, , Cyprus, Democratic Republic of the Congo, Djibouti, Dominica, Egypt, Equatorial Guinea, France, Gabon, Ghana, Greece, Guinea, Guinea‐Bissau, Haiti, Ivory Coast, Laos, Lebanon, Luxembourg, Republic of Macedonia, Madagascar, Mali, Morocco, Mauritius, Mauritania, Moldova, Monaco, Niger, Romania, Rwanda, Saint Lucia, Säo Tomé and Principe, Senegal, Seychelles, Switzerland, Togo, Tunisia, Vanuatu, Vietnam. 14 Observers : Austria, Croatia, Czech Republic, Georgia, Hungary, Latvia, Lithuania, Mozambique, Poland, Serbia, Slovakia, Slovenia, Thailand, Ukraine. Important Facts: 
200 million French speakers worldwide There are an estimated 200 million French speakers worldwide, including 72 million partial French speakers.
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French is the 9th most widely spoken language on the planet French is the 9th most widely spoken language on the planet and the only one, together with English, to be spoken on all five continents.
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60% of French speakers are under 30 years old In most of the IOF member countries, 60% of the population is under 30 years old.
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French is the 3rd most widely used language on the Web French is the 3rd most widely used language on the Web with 5% of Internet pages, after English (45%) and German (7%) and ahead of Spanish (4.5%).
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900,000 French teachers worldwide There are an estimated 900,000 French teachers worldwide.
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96.2 million French‐speakers in Africa Africa is the continent with the largest number of French speakers, with 96.2 million French speakers in the IOF member countries.
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March 20, 1970 : the birth of an intergovernmental organisation of French‐speaking nations March 20, 1970 saw the birth an intergovernmental organisation of French‐speaking nations, with the creation in Niamey (Niger), of the Agency of Cultural and Technical Cooperation. This organisation adopted a new Charter of Francophony in 2005 and was renamed the International Organisation of La Francophonie (IOF) as it is still known today.
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The IOF : 70 States and governments The IOF has 70 States and governments (including 14 observers) across the five continents.
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IOF’s community : 870 million people In 2008, the IOF’s 70 States and governments represented a total of 870 million people, or 13% of the world’s population. 
The IOF : over one‐third of the UNO’s member states The International Organisation of La Francophonie’s 70 member states and governments represent over one‐third of the United Nation’s member states.
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The French‐speaking zone accounts for 19% of world trade in goods With 18.9% of world exports and 19% of world imports, French‐speaking countries account for 19% of world trade in goods
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French is an official language in 32 member states French is either the official language, or one of the official languages in 32 of the IOF’s member states, governments or observers. 
French is the 2nd most widely spoken mother tongue in the European Union French is the second most widely spoken mother tongue (16%) after German (23%) and ahead of English (15.9%) in the European Union
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French is the 2nd most widely spoken foreign language in the European Union French is the 2nd most widely spoken foreign language (19%) after English (41%) and ahead of German (10%) and Spanish (7%) in the European Union. 
TV5 is broadcast in 202 countries TV5MONDE, the multilateral French language television channel, has the 3rd largest international television network and is broadcast in 202 countries. 
207 million homes : TV5’s audience TV5MONDE broadcasts French productions 24 hours a day to an audience estimated at over 207 million homes. 
IOF has partnerships with 31 international and regional organisations The IOF has signed cooperation agreements with 31 international and regional organisations including the UNO, the European Union and the African Union. 
All IOF’s members signed the Convention on the Rights of the Child All of the IOF’s members signed the Convention on the Rights of the Child.
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77 French‐speaking parliaments or interparliamentary organisations The Parliamentary Assembly of La Francophonie comprises 77 parliaments or interparliamentary organisations.
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710 French‐speaking establishments for further education and research The Academic Agency of La Francophonie federates 710 establishments for further education and research in 85 countries.
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The International Association of Francophone Mayors represents 184 cities in 37 countries The International Association of Francophone Mayors comprises 184 cities and 19 city associations from 37 countries.
<http://www.francophonie.org/English.html Alberta Education ‐ Contributions of the FSL Program of Studies to Workplace Readiness The Alberta Framework of Essential Competencies for Working, Learning and Living (Alberta Learning 2001) lists minimum essential workplace competencies in order to help in the preparation of students for the workplace. The framework can be ordered from the Alberta Government’s Learning Resources Centre at http://www.lrc.education.gov.ab.ca. What follows are brief correlations of aspects of the Nine‐year FSL Program of Studies with various dimensions of the Framework of Essential Competencies. ►Interacting and Communicating—Working with Others: the FSL program of studies promotes learning communication strategies, showing support for others, learning to respect others, and working effectively in small groups.
►Interacting and Communicating—Communication Skills: the FSL program of studies provides students with strategies that cross over, draw from and further expand skills they have developed in the English language, such as extrapolating meaning from texts, listening and reading attentively, preparing presentations, understanding text structure, taking notes and preparing to write and revise texts.
►Building Personal Capacity—Managing Transitions: at the high school level, the FSL program of studies supports exploration of questions related to career exploration and adapting to change.
►Planning and Managing—Thinking: the FSL program of studies supports and promotes the development of thinking skills related to finding information, identifying a problem and finding solutions. Students are also encouraged to develop creative thinking skills as they learn to develop ideas and to elaborate on these skills through the use of another language.
►Using Data and Computer Technology—Numeracy: the FSL program of studies reinforces skills in the domain of numeracy through specific outcomes in the elementary grades that are reinforced in grades 7 to 12.
►Using Data and Computer Technology—Computer Technology: the domain of computer technology is addressed through outcomes related to computer operations and the use of application tools for research purposes.
French Pronunciation Guide ‐ Alberta Education Even though there are 26 letters in the French alphabet, there are actually more sounds than there are letters; some sounds occur when vowels or consonants combine. In the following explanation, the symbols in square brackets [ ] indicate the way these sounds are represented in a dictionnary. The pronunciation rules are based on standard practice; they do not, however, account for variations in pronunciation found in different Francophone regions of the world and for variations within these regions. CONSONANTS Most of the consonants in French are pronounced in much the same way as they are in English. These consonants are: b, d, f, k, l, m, n, p, q, t, v , x, y and z. The remaining consonants are pronounced according to the vowels that follow them. c The letter c is pronounced in two ways, depending on what vowel follows it. When c is followed by an e or an i, it is pronounced [s], like in the words certain and ciseaux. A soft c also occurs with the use of the cédille (ç), like in the words garçon and leçon. When c is followed by an a, o, u or by another consonant, the c is pronounced like [k], as in the words carton, colle, cube and crayon. The [k] sound is also pronounced when the word has a k in it, like in kayak, kilogramme and kangourou; with the qu combination, like in the words qui, quand and quatre; when q is found at the end of the word, like in cinq; and when ch is followed by an r, like in the names Christian and Chrétien, or the words chrome or chronomètre. g The letter g is also pronounced in two ways. It is a hard g [g], like in the English word go, when followed by the vowels a, o and u; for example, gardien, gorge and légumes. It is pronounced [], like the letter j, when followed by the vowels e, i or y, in such words as corrigeons, tragique and gymnase. h The letter h is not pronounced, although it is represented orthographically. There are two types of h’s: an aspirated h or un h aspiré and a silent h or un h muet. The difference between the two is that a silent h allows for liaison to occur with the previous consonant whereas the aspirated h does not. Words beginning with an aspirated h are most often of Germanic origin. For example, l’hôtel, l’hôpital and l’heure all allow for the liaison with the l, whereas le héros does not. There are no rules to help in determining when an h is aspirated and when it is not. The best way to verify which words begin with an aspirated h and which ones begin with a silent h is to use a dictionary. Dictionaries often use a symbol, such as an asterisk [*], to indicate when a word begins with an aspirated h. r The letter r is pronounced differently. In French, it is pronounced farther back in the throat than in English. s The letter s is pronounced in two different ways, depending on its position in a word. It is pronounced [s] when it is found at the beginning of a word, like in the word seize; when it is followed by another consonant, like in the word scolaire; and when it is doubled, like in the word croissant. The letter s is pronounced [z] when it comes between two vowels, like in the words chaise and cousin. w The letter w can be pronounced like the letter v, as in the word wagon or like the w sound in English, as in the word watt. x The letter x makes two different sounds. If x is found between two vowels, it often makes a [gz] sound, like in the words exemple and exact. In other situations, it makes a [ks] sound, like in the words maximum and excellent. Consonant Combinations Some consonants combine to form a new sound. For example, ch combines to make a [] sound, whereas in English sh combines to make this same sound. Chaise and chat are examples of this combination. Ph combines to make a [f] sound like in the words photo and physique. When t combines with –ion, it makes a [s] sound, like in conversation. The th combination forms a [t] sound, like in the words théâtre and mathématiques. Two ll’s preceded by an i together form a [j] sound, like in the words feuille and famille. However, ville and mille are two exceptions to this rule. The two ll’s in these words are pronounced separately. The combination gn makes a [ŋ] sound. Examples of this combination are espagnol and gagner. Consonants at the end of words As a general rule, consonants at the end of a word are not pronounced. However, the consonants c, f, l and r are often exceptions, as demonstrated in the words bac, chef, loyal and noir. These consonants are pronounced only when preceded by a vowel. Another exception occurs when an e follows the consonants d, s or t. In this case, the preceding consonant is pronounced. Examples: Not pronounced Pronounced Chaud chaude Français française Tolérant tolérante Consonants before a vowel When a word ending in a consonant is followed by a word beginning with a vowel, a silent h or a y, there is a liaison; that is, the two words are linked together. This means that the final consonant of the first word is said as if it were at the beginning of the second word. The symbol may be used to indicate when a liaison occurs, but it is not a spelling mark found in the dictionary. Examples: ils ont sept heures neuf ans [z] [t] [v] deux enfants il y a cinq hôtels [z] [l] [k] VOWELS There are five letters in French – a, e, i, o and u – that, as single letters or as a combination of letters, create vowel sounds. The [a] sound The [a] sound is represented by the letter a, as in madame; by à, as in the preposition à; and by â, as in the word bâton. The [i] sound The sound [i] is represented by the letter i, as in ici, the letter y, as in bicyclette, or î, as in the word île. The sounds [o] and [ ] The sound [o] can be represented by the letter o when it appears before a silent consonant or at the end of a word, as in moto, or ô as in hôtel, or by a combination of letters like au, as in auto, aux, as in auxquels, or eau, as in bureau. The letter o also has an open o sound []. This o is known as the open o, because the mouth tends to be more open than when pronouncing the pure o. This sound usually occurs in the middle of words, such as, octobre and costume. The [y] sound The [y] sound is represented by the letter u, as in tu, and û, as in the word sûr. The [y] sound in French is made by moving the lips forward and rounding them. This sound is difficult for English speakers because the English [y] is formed with less rounded lips. Three sounds for the letter e There are three sounds for the letter e; its pronunciation depends on its position in a word and whether or not it has an accent. The pure e vowel sound [ә] appears at the end of one‐syllable words, such as le, de and je, or when it is at the end of the first syllable in a word containing more than one syllable, like in the words premier and devant. This sound is also made when the e appears at the end of the word and is preceded by tr, as in the words fenêtre and mettre.
The [e] sound is represented by the combinations ez, er, ed, et or é and is similar to the English sound ay. Examples of words containing these combinations or é are écoutez, regarder, pied and et. The open e sound [ε] is represented in a number of ways: by an e followed by a consonant, such as in the word êtes, or by a combination of consonants, like in the words est and sept; by è, found in words such as père and mère; and by ê, found in words même, être and fête. The open e is also found in the vowel combinations of ei and ai, like in the words treize, neige, anglais and français. When e is followed by a double consonant or two consonants, the [ε] sound is made, like in the words appelle, lettre and merci. When e is preceded by a consonant like f in chef, c in grec and r in cher, the e is pronounced as an open e. Vowel Combinations When certain vowels combine together, they form new vowel sounds. ou One of these combinations is ou, which sounds similar to the English oo sound, like in the word moo. Vous, jour and trousse are examples of the sound [u]. This sound is also represented by où, as in the question word où; and oû, as in the word août. The ou combination can also form a [w] sound. This sound occurs when the mouth is moving from a [u] position to another vowel sound. It comes out as a puff of air like in the English h. This sound is found in words such as oui and jouer. oi, oî, oy The oi or oî combination creates a [wa] sound and is heard in words such as boîte and voici. Oy can also generate this sound, like in the word voyage. eu, or oeu The combination eu is pronounced two ways, depending on its position. When eu is in the last syllable of a word ending in eu, eut or eux, or when it is found before a final se, it is pronounced [ø]. Bleu, veut, deux and photocopieuse are examples of words where eu is pronounced as [ø]. When eu or oeu are followed by a consonant, these vowel combinations are pronounced [oe], like in the words couleur, neuf and soeur. ui The vowel combination ui makes a [Ч] sound, like in the words puis, suis and nuit. Nasal Vowels When a vowel combines with either an m or an n, it becomes a nasal vowel. This means that the vowel sound resonates in the nasal cavity. The nasal sound [ã] is represented by the combinations am and an, like in the words champ and ans. This same nasal sound is also represented by the combinations em and en and is found in words like temps and centre. The nasal sound [ ] is represented by the vowel combinations im, in, ain and aim in words like impossible, printemps, maintenant and faim. The vowel sound [j ] is made when the vowels ie and n combine to form ien. This sound is found in words such as bien, chien and combien. On and om form the nasal vowel [ ], like in the words bâton and combien. The [ ] sound is formed when um or un combine in words like parfum and lundi. Note: When ain and aim are followed by a vowel, these combinations no longer form a nasal vowel, such as in the words mexicaine and aimable. Exceptions There are, however, exceptions to the above rules. For example, the e in the word femme is not pronounced as an [ε], but rather as an [a]. Another common example is the word monsieur. Phonetically, monsieur looks like this: [mәsjø].
EXAMPLES FOR PRACTICE The examples in the list that follow are provided for teacher reference. Les consonnes [k] carton, colle, club, karaté, que [s] voici, garçon, seize, scolaire, professeur, éducation [z] ciseaux, cousin, zéro [g] gardien, gorge, légumes [ ] corrigeons, tragique, gymnase, je, jour [r] restaurant, artistique, bonjour [v] voisin, wagon [∫] chaise, chat, cheveux [f] fête, physique, photo [t] table, patte, mathématiques [j] feuille, famille, yeux, corbeille [ŋ] espagnol, gagner, ligné Les voyelles [a] madame, classe, camarade [i] affiche, bicyclette, avril [o] auto, bureau, hôtel [y] tu, une, sûr [ ] octobre, horloge, brosse [ә] le, de, vendredi
[e] écouter, allez, pied, et [ε] êtes, sept, fête, treize, anglais [u] vous, jour, trousse [ø] bleu, deux, feutre [oe] couleur, oeillets, surligneur [Ч] suis, nuit, lui [ ] champs, ans, temps, centre [ ] informatique, maintenant, faim [j ] bien, technicien, combien [ ] bâton, crayon, administration [ ] lundi, un, parfum [w] oui, jouer [wa] boîte, voici, voyage Important ‘Survival’ Vocabulary This is some important vocabulary that you will either have to understand or produce in order to ‘survive’ in this French class. Keep this resource handy at the front of your binder for quick reference! Essaie encore une fois, Try one more time, please! Accroche ton manteau. Hang up your coat. s’il te plaît! Donne‐moi ça, s’il te Give me that, please! plaît! Est‐ce que je peux Can I help you? Écoute bien, s’il te plaît! Listen, please! t’aider? Efface le tableau, s’il te Erase the board, please! As‐tu compris? Did you understand? plaît! Oui, tu peux aller aux Yes, you can go to the Enlève ta casquette. Take off your baseball cap. toilettes. washroom. Fais attention, s’il te Pay attention, please! D’accord. O.K. plaît! Mets ton sac à dos sur Put your knapsack on the le plancher. floor. Mets tes bottes/ton Put on your boots/coat. manteau. Allumez les lumières! Turn on the lights. Observe bien. Observe. Apportez…! Bring …! Ouvre la porte/la Open the door/the Asseyez‐vous, s’il vous Sit down, please! fenêtre. window. plaît! Parle moins fort, s’il te Speak softer, please. Attendez…! Wait …! plaît. Commencez maintenant! Start now! Parle plus fort, s’il te Speak louder, please. plaît. Copiez…! Copy …! Parle à ton tour, s’il te Speak in turn, please. Dépêchez‐vous!/Vite, Hurry up!/Hurry, hurry. plaît. vite. Prête attention à ton Pay attention to your Écoutez bien, s’il vous Listen, please! travail. work. plaît! Pose ton crayon sur le Put your pencil on your Écrivez votre nom sur la Write your name down on pupitre. desk. Prends un stylo/un Take out a pen/a pencil. feuille, s’il vous plaît! the paper, please! crayon. Éteignez les lumières! Turn off the lights! Prends une feuille Take out a clean piece of Faites attention! Pay attention, please! blanche. paper. Levez‐vous, s’il vous Stand up, please! Range ton pupitre. Clean up your desk. plaît! Répète après moi. Repeat after me. Mettez‐vous en rang. Line up. Sors ton livre/Sors ton Take out your Notez les mots‐clés. Jot down (the) key words. cahier. book/workbook. Va à la page… de ton Turn to page … in your Ouvrez vos livres à la Open your books to page cahier. workbook. page 22, s’il vous plaît! 22, please! Va au tableau, s’il te Go to the board, please! Organisez‐vous! Get organized! plaît! N’oubliez pas vos devoirs Do not forget your Viens ici, s’il te plaît! Come here, please! pour demain. homework for tomorrow. Où est ton livre? Where is your book? Parlez moins fort! Speak softer, please! Veux‐tu distribuer les Do you want to distribute Parlez plus fort! Speak louder, please! livres aujourd’hui? the books today? Posez votre crayon sur le Put your pencil on your pupitre. desk. Prenez un stylo/un Take out a pen/a pencil. crayon. Prenez des notes. Rangez vos affaires avant de partir. Regardez‐moi, s’il vous plaît! Remettez‐moi votre travail, s’il vous plaît! Répétez encore une fois, s’il vous plaît! Retournez à vos pupitres! Silence, s’il vous plaît! Venez ici, s’il vous plaît! Qui veut distribuer les livres aujourd’hui? Qui a la réponse? Qui peut prêter un crayon à Jared? Qui a besoin de plus de temps pour finir? Qui a fini son travail? Expressions de temps Il nous reste cinq minutes avant la fin de la classe. Vous avez… minutes pour faire… C’est l’heure de partir. Une minute, s’il vous plaît!/un instant! Bougez! Changez de place! Claquez des doigts! Courez! Dansez! Marchez! Sautez! Tapez des mains! Tournez à droite! Tournez à gauche! Tournez en rond! Jot down some notes. Organize your things before leaving. Look at me, please! Hand in your work, please! Repeat again, please! Return to your desks! Quiet, please! Come here, please! Who would like to distribute the books today? Who has the answer? Who can lend Jared a pencil? Who needs more time to finish? Who has finished? Time‐related expressions We have five minutes left before the class ends. You have … minutes to … It’s time to go. One moment, please! Move! Change places! Snap your fingers! Run! Dance! Walk! Jump! Clap your hands! Turn to the right! Turn to the left! Turn around in circles! Collez…! Coloriez…! Découpez…! Dessinez…! Peignez…! Tracez…! Glue …! Colour …! Cut out …! Draw …! Paint …! Trace …! Bravo! Bon effort! Bon travail! Excellent! Fantastique! Félicitations! Formidable! Magnifique! Parfait! Quel beau travail! Quelle bonne idée! Super! Très bien! Très bien fait! Bravo! Good effort! Good work! Excellent! Fantastic! Congratulations! Great! Superb! Perfect! What nice work! What a good idea! Super! Well done! Good job! Choisissez la/le secrétaire de votre groupe. Dans votre groupe, qui est la/le chef du groupe? Décidez qui va faire quoi. Décidez qui sera la chronométreuse/le chronométreur. Faites une évaluation de votre travail de groupe. Mettez‐vous en groupe de... Qui veut être la rapporteuse/le rapporteur? Trouvez un partenaire. Choose a secretary for your group. Who is your group leader? Decide who will do what. Decide who will be the timekeeper. Evaluate your group work. Put yourself in groups of ... Who wants to be the reporter? Find a partner. Words & Phrases for Teachers and Students Expressions de politesse Courtesy words /Polite words S’il te plaît. Please. S’il vous plaît. Please. De rien. You’re welcome. Bienvenue. (au Canada You’re welcome. français) Pardon, monsieur. Sorry, sir. Excusez‐moi, madame. Excuse me, madam. Merci mille fois. Thanks a million. Il n’y a pas de quoi. You’re welcome. Je t’en prie./Je vous en You’re welcome. prie. Expressions pour Leave‐taking expressions s’absenter À lundi. See you on Monday. À la prochaine. Until next time. À tout à l’heure. See you later. À tantôt. See you soon. Youpi, nous sommes en Hurrah! We’re on vacation! vacances! Expressions pour le Useful expressions for travail en groupe student group work J’ai une idée. I have an idea. Je ne comprends pas. I don’t understand. Je suis d’accord. I agree. Je ne suis pas d’accord. I don’t agree. Je ne sais pas. I don’t know. Répète, s’il te plaît. Repeat, please! Fais ta part, s’il te plaît! Do your part, please! Parle moins fort, s’il te Speak softer, please! plaît! Parle à ton tour, s’il te Talk in turn, please! plaît! Écoute bien, s’il te plaît! Listen, please! Fais attention, s’il te Pay attention, please! plaît! Essaie encore une fois, Try again, please! s’il te plaît! Expressions Words of encouragement d’encouragement Quelle bonne idée! J’aime ton idée. Bien! Bravo! Excellent! Fantastique! Parfait! Allez!/Vas‐y! Chouette! Super! Oh là là! Incroyable! Bien fait! C’est correct./C’est juste. C’est ça. C’est bon. Pour aider quelqu’un Peut‐être que c’est meilleur comme ça… …va avec… Je pense/je crois que c’est… Pour emprunter ou prêter quelque chose Je n’ai pas de… J’ai seulement un/une… Peux‐tu me prêter ton/ta…? Puis‐je emprunter ton/ta…? Peux‐tu me donner un/une…? Peux‐tu me passer un/ une…? S’il te plaît, laisse‐moi utiliser ton/ta…! What a good idea! I like your idea. That’s great! Bravo! Excellent! Fantastic! Perfect! Go! Start! Sweet! (colloquial) Great! Wow! That’s amazing! Well done! That’s correct. That’s right. That’s good. To help someone Maybe it’s better like this … … goes with … I think that it is … To borrow or lend something I don’t have a/any … I only have one … Can you lend me your …? Can I borrow your …? Can you give me a …? Can you pass me a …? Please let me use your …! Oui, bien sûr! D’accord! Le/la voici. Merci beaucoup! Je t’en prie. Non, absolument pas! Non, j’ai besoin de mon/ma… Désolé(e), je n’ai pas de… Veux‐tu échanger ta feuille de papier avec moi? Voulez‐vous échanger des cartes avec nous? Yes, certainly! OK! Here it is. Thank you very much! You are welcome. No, absolutely not! No, I need my … Sorry, I don’t have a/any … Do you want to exchange papers with me? Do you want to trade cards with us? Vocabulary for playing games Pour déterminer le tour C’est à qui? C’est à toi/à moi. C’est à ton tour/à mon tour. Au suivant. Pour partager les matériaux Passe‐moi…, s’il te plaît. le dé/les dés les cartes Merci/De rien. Pendant un jeu Avance (2 cases). Lance le dé. Bats les cartes. Prends une carte. Recule (2 cases) Les Cartes les trèfles un six de trèfles les cœurs une dame de cœurs les carreaux l’as de carreaux les piques le huit de piques le roi la dame le valet l’as Va pêcher! Donne‐moi un . . . Avez‐vous un . . . Oui, j’ai un . . . Non, je n’ai pas un . . . Cards clubs a six of clubs Hearts a queen of hearts diamonds ace of diamonds spades the eight of spades the king the queen the jack ace Go Fish! Give me a . . . Do you have a . . . Yes, I have a . . . No, I do not have a . . . Yahtzee un jeu de dés les dés une carte de points jetez les dés une bonne Yahtzee a game of dice dice a score card throw the dice a bonus To take turns Whose turn is it? It’s your turn/my turn. It’s your turn/my turn. Next. To share materials Pass me … please. the die/the dice the cards Thank you/You’re welcome During a game Go forward (2 spaces). Throw the dice. Shuffle the cards. Take a card. Go back (2 spaces). Bonne chance! Tu as de la chance. Tricheur! Tricheuse! Tu triches! Il/Elle triches! C’est dommage! Tant pis! Continue! Pour compter des points J’ai un point! J’ai une paire! Combien de points as‐
tu? Après un jeu J’ai gagné!/On a gagné! Tu as gagné. Bien joué! une suite de trois une suite de quatre plein main petite suite grande suite brelan une bonne Yahtzee totale totale en haut totale en bas Good luck! You’re lucky. Cheater! You cheat! He/She cheats! That’s too bad! Too bad! Continue! To count points I have a point! I have a pair! How many points do you have? After a game I won!/We won! You won! Good game! 3 of a kind 4 of a kind full house small straight large straight chance Bonus Zahtzee total top total bottom total How to say numbers in French
The following tables explain how numbers are put together. You can use the number tool above to verify that
you have understood these patterns.
Numbers 0-19
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
zéro
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
Numbers 20-69
The number consists of a word for the multiple of ten
plus optionally the number for the unit 1-9 from the list
opposite. Names of the tens:
20
30
40
50
60
vingt
trente
quarante
cinquante
soixante
Tens and units are joined with a hyphen. So, 22 =
vingt-deux, 45 = quarante-cinq etc. If the unit is a 1,
then the word et is inserted between tens and units: 21
= vingt et un, 31 = trente et un etc.
Numbers 70-79
These continue on from soixante-neuf: 70 = soixantedix, 71 = soixante et onze, 72 = soixante-douze, 73 =
soixante-treize etc. Notice the et in 71 which mimics
the behaviour of 21, 31 etc.
Numbers 80-99
The French for eighty is quatre-vingts. Numbers 8199 consist of quatre-vingt- (minus the -s) plus a
number 1-19: 81 = quatre-vingt-un, 82 = quatrevingt-deux, 90 = quatre-vingt-dix, 91 = quatre-vingtonze etc. Notice that none of these numbers use the
word et.
Hundreds
Thousands
The French for '(a) hundred' is cent. Multiples of
a hundred go deux cents, trois cents etc with an s on cents. If the number is not an exact multiple
of 100, then the number representing the last two
digits follows cent, which loses its -s: 101 = cent
un, 201 = deux cent un, 202 = deux cent deux
etc. Notice that in French there is no word for
'and' between the hundreds and the tens/units,
unlike in English, and that "a hundred" is just
cent, not un cent.
The French for '(a) thousand' is mille. This word
never adds an -s, and there is never a word for
'and' between the thousands and the
hundreds/tens/units. So: 1000 = mille, 2000 =
deux mille, 2001 = deux mille un, 3079 = trois
mille soixante-dix-neuf.
Millions, billions etc
The French for 'million' is million; 'a million' translates literally as un million. After the million comes the
remainder of the number without any intervening word for 'and': 1000450 = un million quatre cent cinquante,
3008000 = trois millions huit mille. Note that millions does take an -s in the plural. When followed by a noun,
numbers like million must be used with the preposition de. So the French for 'a million people' is un million de
personnes; the French for 'three and a half million trees' is trois millions cinq cent mille d'arbres.
Other large numbers (billion, trillion) behave the same way to million: they behave more like nouns, in that
they are preceded by un or take a plural -s, and are followed by de ... when used with a following noun.
Superficially, the names of large numbers such as billion, trillion are the same in French as in English. In
practice, however, these names now refer to numbers of different magnitude in the two languages. French
usage generally follows the 'long scale', in which a French billion corresponds to a million million.
Most English speakers in both the UK and US now use the 'short scale', in which a billion is a thousand million.
The French equivalent of English 'billion' is milliard (whereas this word is now obsolete in English).
Bearing all this in mind, here are the names of some common large numbers in French. The numerals in the first
column are in scientific notation, so 106 means a one with six noughts (1 000 000):
Number English
6
French
10
a million...
un million de...
109
a billion...
un milliard de...
12
a trillion...
un billion de...
15
a quadrillion... un billiard de...
18
a quintillion... un trillion de...
100
a googol...
10
10
10
10
un gogol de...