Unité 1 - WSMS French

Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:28 AM
Page xx
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
Salut! Ça va?
In this unit you will be able to:
• greet someone
• leave someone
• thank someone
• introduce yourself
• introduce someone else
• ask someone’s name
• tell someone’s name
• give telephone numbers
• restate information
www.emcp.com
xx
NEXT VIEW
GO TO PAGE
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:28 AM
Page 1
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
un
NEXT VIEW
GO TO PAGE
1
1
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:28 AM
Page 2
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
LEÇON
Grammar & Vocabulary
Exercise 4
A
Salut!
Audio CD Greetings
Transparencies 1-2
FYI
1. Allô is a greeting used only when
answering the telephone. 2. Comment
t’appelles-tu? is another way of asking
the question Tu t’appelles comment?
Bonjour,
Mademoiselle!
Un peu de plus
Classsroom Expressions
To help you communicate in French as
much as possible from the first day, we
have provided a list of useful classroom
expressions (Expressions de communication) on page 38. You may want to
develop a gesture for students to associate with each one of these commands.
Another suggestion is to introduce one
of these expressions each day by writing
it on the board and having students
repeat it. You may want to make a flash
card of each expression in English and
then, as each expression is learned, put
it in a paper bag. At the beginning of
each class period, have a student reach
into the bag and pull out an expression,
which he or she must then say in
French. You might also want these
expressions to become “passwords” that
students must say as they enter or leave
the classroom.
Allô, oui?
2
Bonjour,
Madame!
Bonjour,
Monsieur!
deux
Unité 1
Teaching Notes
1. Make sure that your students
realize that many of the new
expressions and vocabulary words
in each lesson are presented visually at the beginning of the lesson
before the opening dialogue.
These new expressions and vocabulary words are introduced by
2
means of illustrations or photos.
Therefore, students should carefully study the visuals that begin
each lesson. All other new expressions and vocabulary words are
presented contextually within the
dialogue itself.
2. Note that Unité 1, the introductory unit, has only two lessons
and does not include all the sections that future unités will have.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:28 AM
Page 3
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Workbook Activity 1
Grammar & Vocabulary
Exercises 6-7
Audio CD
Conversation culturelle
Abdou
Cooperative Group Practice
André
Nadine
André is talking with Nadine in the school courtyard between classes. André’s friend Abdou joins them.
Il s'appelle André.
Elle s'appelle
Nadine.
Abdou: Eh, salut, André!
André: Tiens, bonjour, Abdou!
Je te présente Nadine.
Il s'appelle
Abdou.
Wagon Wheel Introductions
Have students form two circles with the
same number of students in each circle,
one inside the other. Students face their
partner. Partners greet each other by
saying Bonjour or Salut and then say Je
m’appelle.... (giving their new French
names, if students have already selected
them). After both students have given
their greetings, say Changez. Then the
outside student moves one person to
the right, setting up a new pair. Continue until students return to their
original partners.
Abdou: Pardon, tu t’appelles comment?
Nadine: Je m’appelle Nadine.
Abdou: Bonjour, Nadine.
trois
Leçon A
3
3
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:28 AM
Page 4
PREVIOUS PAGE
Workbook Activity 2
Grammar & Vocabulary
Exercises 5, 15
Cooperative Group Practice
Cultural Differences
Divide students into small groups with
one student in each group acting as the
recorder. Have them discuss how people
greet each other, noting similarities and
differences between French and American cultures. For example, students may
include comments on how they greet
their family in the morning, their
friends and teachers at school, and a
salesperson at a local store. Then compare this information with the explanations given in the Aperçus culturels.
Groups may share their responses.
NEXT PAGE
4
NEXT VIEW
GO TO PAGE
~Aperçus culturels~
Salut,
Max!
Les gestes
F
rench people often shake hands when
they greet and say good-bye to each
other. Their handshake consists of just one
up-and-down motion. Friends and family
members say hello and good-bye to each
other with two to four kisses (bises) on
alternating cheeks. Girls and women kiss
each other and male friends as well. The
number of kisses varies according to the
region of the country. Boys and men
usually shake hands with each other instead of kissing.
Bonjour,
Madame!
Un peu de plus
Name Cards
After students have chosen French
names (see page 6), have them take
a large note card and fold it in half to
make a standing name card. Have each
student write his or her new French
name on it. Cards should be out and
visible each day for about one week
until everyone knows each other well.
Suggestions for using the name cards:
A. For listening and reading practice,
have students walk around the classroom for one minute, saying their
French names as they show their name
cards to other students, one at a time.
B. For writing practice, have each student walk around the room with his or
her name card and find five students to
autograph the inside of the name card
(with their new French names).
C. Collect all name cards and redistribute them randomly. Students then circulate around the classroom as they
return the name card they have to its
owner.
D. To see if you can identify all the students in your class, collect all name
cards. Then return each name card to
its owner.
PREVIOUS VIEW
Bonjour,
Françoise!
Les salutations
F
rench speakers change the way they talk depending on the
situation. They will often use slang and casual speech when
talking to friends and family. Teenagers will use more formal words
with adults as a sign of respect. For example, a student would say hi
to a friend with either Salut or Bonjour, but would generally say
Bonjour, Monsieur (Mr.), Bonjour, Madame (Mrs.) or Bonjour,
Mademoiselle (Miss) to a teacher. In writing, these titles are
abbreviated as follows:
Monsieur = M.
Madame = Mme
Mademoiselle = Mlle
La cour
T
he school courtyard, la cour, is
a very popular meeting place
for French students between classes
and before and after school. Teenagers talk with their friends and
play games there.
Students meet in la cour before their classes begin. (Verneuil-sur-Seine)
4
quatre
Unité 1
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
1
9:29 AM
Page 5
PREVIOUS PAGE
Masculin ou féminin?
NEXT PAGE
2
PREVIOUS VIEW
NEXT VIEW
Répondez!
Audio CD Activity 1
Answer the following questions.
Write “M” if the speaker is
talking to a male; write “F”
if the speaker is talking to
a female.
GO TO PAGE
1. What are three words for saying
hello in French? Which one can you
say only when talking on the phone?
2. What do boys do when they say
hello to each other?
3. What do girls do when they say
hello to friends?
4. Where can students meet between
classes? Does your school have one?
Answers
1 1. F
2.
3.
4.
5.
M
F
M
F
2 1. Salut, Bonjour and Allô are
3
three words for saying hello
in French. You say Allô only
when talking on the phone.
2. Boys usually shake hands when
they say hello to each other.
3. Girls kiss when they say hello
to friends.
4. Students can meet in the
school courtyard between
classes. Answers will vary.
Les présentations
Choisissez la bonne réponse. (Choose the correct answer.)
1. How does Abdou say hello to André?
A. Pardon.
B. Tiens.
C. Salut.
2. How does André introduce Nadine to
his friend?
A. Je te présente Nadine.
B. Je m’appelle Nadine.
C. Bonjour, Nadine.
3. What does Abdou say when he doesn’t
hear Nadine’s name?
A. Eh....
B. Tiens....
C. Pardon....
4. What does Abdou say to Nadine to find
out her name?
A. Tu t’appelles comment?
B. Je te présente Nadine.
C. Je m’appelle Nadine.
5. How does Nadine give her name?
A. Tu t’appelles comment?
B. Je m’appelle Nadine.
C. Je te présente Nadine.
6. What does Abdou say after
meeting Nadine?
A. Tiens, Nadine.
B. Bonjour, Nadine.
C. Eh, Nadine.
3 1. C
2.
3.
4.
5.
6.
A
C
A
B
B
4 1. E
4
En français, s’il vous plaît!
Bonjour, Mademoiselle!
Je m'appelle
Pierre Gautier.
Write the letter of what you say in French when ...
A.
1. you greet a friend in the hall
B.
at school.
C.
2. you introduce your friend to
another classmate.
D.
3. you ask a new student his or
E.
her name.
F.
4. you tell your teacher the new
student’s name.
5. you tell someone your name.
6. someone tells you his or her name.
Je te présente....
Je m’appelle....
Tu t’appelles
comment?
Bonjour,....
Salut,....
Il/Elle s’appelle....
cinq
Leçon A
2.
3.
4.
5.
6.
A
C
F
B
D
5
5
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 6
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Workbook Activity 3
Tu t’appelles comment?
Grammar & Vocabulary
Exercises 1, 3
Audio CD
Tu t’appelles comment?
FYI
Common names for girls in Senegal are
Adja and Amina. Boys in Senegal are
often named Abdou, Abdoul, Assane,
Khadim, Malick, Mamadou and
Ousmane. Popular names for girls in
Tunisia are Aïcha, Sonia and Yasmine.
Boys in Tunisia are often called
Ahmed, Karim, Khaled, Mahmoud
and Mohamed. Other common names
for girls in French-speaking African
countries include Arabéa, Assia,
Fatima, Jamila, Karima, Laïla, Lamine,
Latifa, Malika, Nora, Saleh, Zakia and
Zohra. Other common names for boys
in French-speaking African countries
are Abdel-Cader, Amine, Dikembe,
Djamel, Fayçal and Salim. Girls in
Quebec are frequently named Anne,
Antonine, Claudette, Gilberte,
Margarette, Marie and Renée. Boys
in Quebec are often called Charles,
Édouard, Jean, Louis, Normand
and Robert.
Je m'appelle
Malick.
Je m'appelle
Anne.
prénoms de filles
prénoms de garçons
Adja
Aïcha
Amina
Anne
Anne-Marie
Antonine
Arabéa
Ariane
Assia
Béatrice
Caroline
Catherine
Cécile
Chloé
Christine
Claudette
Clémence
Delphine
Denise
Diane
Élisabeth
Fatima
Florence
Françoise
Gilberte
Isabelle
Jamila
Jeanne
Karima
Karine
Laïla
Lamine
Latifa
Magali
Malika
Karim
Abdel-Cader
Khaled
Abdou
Khadim
Abdoul
Laurent
Ahmed
Louis
Alain
Luc
Alexandre
Mahmoud
Amine
Malick
André
Je m'appelle
Mamadou
Assane
Frédéric.
Marc
Benjamin
Max
Bruno
Michel
Charles
Mohamed
Christophe
Nicolas
Clément
Normand
Damien
Olivier
Daniel
Ousmane
David
Patrick
Dikembe
Paul
Djamel
Pierre
Édouard
Raphaël
Emmanuel (Manu)
Robert
Éric
Salim
Étienne
Fabrice
Théo
Fayçal
Thibault
Frédéric (Fred) Thierry
Guillaume
Vincent
Hervé
Jean
Jean-Christophe
Jean-François
Jean-Philippe
Jérémy
Je m'appelle
6
Margarette
Marie
Marie-Alix
Martine
Michèle
Myriam
Nadia
Nadine
Nathalie
Nicole
Nora
Patricia
Je m'appelle
Renée
Zakia.
Sabrina
Saleh
Sandrine
Sonia
Sophie
Stéphanie
Sylvie
Valérie
Véronique (Véro)
Yasmine
Zakia
Zohra
Je m'appelle
Karine.
Salim.
six
Unité 1
Teaching Note
To introduce first names, boys’
names may be written in one color
on a poster under a picture of a
boy. Girls’ names could be written
in another color under a picture of
6
a girl. From then on, visuals or
flash cards could be used to indicate the gender of a noun by using
the same color.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 7
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
What’s in a name?
First names can reflect a person’s religious or cultural background. For example, children called Paul
and Anne may have been named after saints, while the names Charles and Catherine may refer to
former French royalty.
Last names, or surnames, often explain where a family
was from originally or the family’s occupation. The name
Dubois (“from the woods”) means that the family lived
near a forest; the name Meunier (“miller”) indicates that
the family milled flour.
Today, names reflect the multicultural makeup of French
society. When looking up a last name in the phone book or
on the Minitel (a telecommunication system), you will find
family names from a variety of French-speaking countries
and other areas of
the world.
PACHOUTINSKY Alexandre . . 01 49 59 63 71
PAFUNDI Danièle . . . . . . . . 01 45 31 35 90
PAGANELLI Paul . . . . . . . . . 01 40 44 55 08
PAGET Christèle . . . . . . . . . 01 42 50 87 29
PAI Thérèse . . . . . . . . . . . . 01 43 58 26 61
M. Dumont
French-Canadian families pass along
first names, such as Serge, Robert,
Muguette and Céline, from generation
to generation. Paquette, Charbonneau,
Levesque and Poitras are examples of
surnames from Quebec.
In French-speaking Africa, first names
may indicate on what day a child was
born, his or her birth order or the name of
a nearby lake or town. For example, a boy
called Fez or Fes would be named after a
city in Morocco. African surnames vary
from country to country: Kourouma (the
Ivory Coast), Moutawakel (Morocco),
Senghor (Senegal).
Elle s’appelle Amina Senghor. (Sénégal)
sept
Leçon A
7
Workbook Activity 4
Grammar & Vocabulary
Exercise 2
Connections
Family Research
You might have your students spend
some time talking to their parents
and/or extended family about their personal history. Then they may respond
in writing to the following questions, in
preparation for a class discussion.
A. Names. What is the origin of your
family name, both geographically and
in meaning? (For example,
“Donaldson” is an English or
Scandinavian name that originally
meant “the son of Donald.”) Were
there any changes in your family surname if your ancestors came from
another country? How did you receive
your first name? Do you have a nickname, and if so, is there a meaning
behind it? Is there a French equivalent
for your first name?
B. History. What do you know about
the background of your parents and
grandparents? (For example, their
childhood, education, marriage(s), politics, religion, hobbies.) From what
part(s) of the world did your ancestors
come? When did your ancestors arrive
in this country? Why did they come
here?
C. Traditions. What customs does your
family have for holidays, birthdays,
weddings and other special celebrations?
D. Events. How have historical events
such as World War I and II, the
Vietnam War, the Persian Gulf War
and/or the war against terrorism
affected your family? Has your family
experienced any natural disasters, such
as hurricanes or earthquakes? Have the
Civil Rights Movement and the
Women’s Liberation Movement
affected your family? Students may
share responses to these questions in
either a small group or a teacher-led
discussion.
7
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 8
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Communication
Listening Activity 1
5
La rentrée
Communicative Activities
It’s the first day of school. Practice asking and giving names with a partner.
Leçon A Quiz
1.
2.
3.
4.
Comparisons
Coat of Arms
Have students create their personal
coat of arms by making a shield that
they divide into six sections and number consecutively. Then have students
answer the first five questions that follow by drawing simple pictures that
symbolize their responses. Have them
write out the response for the last question in the last section. (You may want
to demonstrate by making your own
coat of arms first.) When students finish, they may share their responses with
the rest of the class and then display
their projects in the classroom.
1. What is your greatest personal
achievement?
2. What are your three most prized
possessions?
3. What are two things that you are
good at and that you enjoy doing?
4. Who is your hero or heroine?
5. What is something that other people
can do to make you happy?
6. If you died today, what three things
would you like to be said about you?
Shake hands (the way French people do).
Greet each other.
Ask each other’s new French name.
Answer.
Je m'appelle
Marie-Emmanuelle.
Tu t'appelles
comment?
Modèle:
Nicolas (shaking hands with Sandrine):
Bonjour.
Sandrine (shaking hands with Nicolas):
Salut.
Nicolas: Tu t’appelles comment?
Sandrine: Je m’appelle Sandrine. Tu
t’appelles comment?
Nicolas: Je m’appelle Nicolas.
6
En groupes de trois
With two of your classmates, play the roles of a student, the student’s friend and
the new French exchange student.
1.
2.
3.
4.
The student and exchange student greet each other.
The student introduces the exchange student to the friend.
The exchange student greets the friend by name.
The friend greets the exchange student. Then the friend asks for the exchange
student’s name again.
5. The exchange student gives his or her name.
6. The friend greets the exchange student by name.
Modèle:
Janine:
Zakia:
Janine:
Zakia:
Pierre:
Zakia:
Pierre:
8
8
Tiens, salut!
Bonjour, Janine.
Je te présente Pierre.
Bonjour, Pierre.
Salut. Tu t’appelles comment?
Je m’appelle Zakia.
Bonjour, Zakia.
huit
Unité 1
Je te présente
Cécile.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 9
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
LEÇON
B
Workbook Activities 5-6
Grammar & Vocabulary
Exercises 8-14
Audio CD Numbers 0-20
TPR
Tic, Tic, Tic, Boom
In this game students practice the numbers from one to ten using the TPR
(Total Physical Response) approach. In
TPR activities, students actively engage
in listening comprehension while
responding only physically, not verbally.
(This physical response helps to establish and ensure comprehension of new
vocabulary or structure.) In this game
each student takes a sheet of paper, tears
it into ten pieces, labels each piece with
a number from one to ten and then
places the ten small pieces of paper on
his or her desk. You call out a number
from one to ten (in French or in
English). Then begin timing aloud by
saying Tic, Tic, Tic, (etc.), Boom. Students who hold up the appropriate piece
of paper within the time allotted earn
one point. Students who hold up an
incorrect piece of paper or no paper
within the time allotted get no points.
Game
neuf
Leçon B
9
Loto
Each student makes a rectangular card
divided into 20 squares and fills in each
square with a number from one to 20 in
any order. One student will randomly
call out numbers from one to 20 in
French. As other students hear each
number, they fill in its corresponding
space. The winner, the first person to
complete a horizontal line, can call out
numbers in the next round.
Un peu de plus
Teaching Note
You may want to point out to your
students that when French speakers count on their fingers, they
indicate “1” with their thumb.
Number Song
Students learn easily by using music and
rhythm as a mnemonic device. Have
them sing the numbers 1-10 to the tune
of “Frère Jacques” as follows: Un, deux,
trois; un, deux, trois; quatre, cinq, six;
quatre, cinq, six; sept, huit; sept, huit;
neuf, dix; neuf, dix.
9
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 10
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Workbook Activity 7
Audio CD Alphabet,
Conversation culturelle
Game
Machine à écrire
You might play this game once you
have presented the French alphabet
and your class has practiced it, using the
vocabulary of Unité 1. Divide the class
into two teams. Then assign a letter of
the alphabet to individual members of
each team. Assign accent marks, too. In
doing this, be sure each team has members that represent the whole alphabet
and all accent marks. (If the class is
small, then assign several letters or
accent marks to single players.) Start
the game by giving one team a word
from the lesson to spell orally. They
must do this so fast that they sound like
a typewriter; hence, the name of the
game. (You may set a time limit for calling out letters, say one or two seconds.)
For example, if the word is Bonjour, the
student with the letter b calls out that
letter in French, and teammates with
the appropriate letters complete in turn
the spelling of Bonjour. By doing this,
the team earns one point. Then the
other team gets their turn at a word.
Whenever a team fails, its rival gets a
chance to spell the same word and win
another point.
aigu
accent ave
e
=
é
gr
accent
a
=
à
tréma
exe
irconfl
ï = i
c
t
n
e
c
ac
ô = o
cédille
ç = c
Jessica Miller, an American high school student, is planning to visit her French pen pal, Stéphanie
Dufresne. Jessica calls Stéphanie to tell her when she will be arriving.
Écoute,
j'arrive le dix.
Pardon,
le six?
Jessica:
Stéphanie:
Jessica:
Stéphanie:
Jessica:
Stéphanie:
Jessica:
Stéphanie:
Jessica:
Stéphanie:
10
... seize, zéro trois.
Allô, oui?
Stéphanie? Bonjour! C’est Jessica Miller.
Ah, salut, Jessica! Ça va?
Ça va bien, merci. Écoute, j’arrive le dix.
Pardon, le six?
Non, pas le six, le dix, d... i... x.
Ah, d’accord.
À bientôt, Stéphanie.
Au revoir.
dix
Unité 1
Teaching Notes
1. You may want to tell your students that in France, students often refer to the accent
circonflexe as un chapeau.
10
2. When Jessica says C’est Jessica
Miller to Stéphanie, technically
she is identifying rather than
introducing herself. C’est... is
commonly used on the telephone.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 11
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
~Aperçus culturels~
Workbook Activity 8
Les numéros de téléphone
Audio CD Activity 1
N
ote that Stéphanie Dufresne’s phone number is 01.42.60.16.03. Phone numbers in France
have ten digits and are divided into five groups of two numbers, which are often separated
by periods. France is divided into five regions from “01” to “05.” The first two digits of a phone
number for Paris and the surrounding region (Île-de-France) are “01.” When calling Paris from the
United States, Jessica begins by dialing “011” (international long distance), “33” (the country code
for France) and then “1”(not “01”) before the remaining eight digits.
Transparency 3
DVD
DVD Program
Answers
Les adieux
Au revoir,
Céline.
A
lthough Au revoir may be used at any time to say
good-bye in French, teenagers often say Salut. Two
other words you may hear are Ciao, borrowed from Italian,
and even “Bye.” Allô is used only when answering the
phone. À bientôt (See you soon) may also be said to end a
conversation in French.
1
GO TO PAGE
1 1. André
2.
3.
4.
5.
Françoise
Stéphanie
Thierry
Laurent
2 1. A
2.
3.
4.
5.
6.
Les prénoms
Write the names as you
hear them spelled.
C
E
B
D
F
FYI
2
1. France was divided into the five
regions (“01” to “05”) in late 1996.
2. Lyon and Marseille are the only other
French cities that have city codes.
Répondez!
Choisissez la bonne réponse.
1. What word for hello is used when you
answer the phone?
2. What do French speakers say when they
want someone to repeat something?
3. How many digits are there in a French
phone number?
4. What are the first two digits in a Parisian
phone number?
5. What word means both hello and goodbye in French?
6. What is the Italian word for good-bye
that French people use?
A.
B.
C.
D.
E.
F.
Allô.
“01”
Pardon?
Salut.
ten
Ciao.
Game
Telephone Numbers
Each student writes his or her telephone number on a small piece of
paper. Place all the numbers in a “hat.”
Have one student select a piece of paper
without looking and read the phone
number aloud in French. All students
listen to the number and when they
hear theirs, they respond in French
C’est moi! Once a student hears his or
her number, he or she will be the next
person to select and read a new telephone number aloud.
onze
Leçon B
11
11
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 12
PREVIOUS PAGE
NEXT PAGE
3
Answers
PREVIOUS VIEW
Choisissez la bonne réponse.
A
B
A
B
2. C’est Myriam.
A. Salut.
B. Écoute.
C. Ciao.
Allô,
oui?
3. Ça va?
A. Ah, d’accord.
B. Ça va bien.
C. Merci.
4 1. C
2.
3.
4.
5.
6.
E
B
A
F
D
GO TO PAGE
Au téléphone
3 1. C
2.
3.
4.
5.
NEXT VIEW
1. Allô, oui?
A. J’arrive le dix.
B. À bientôt.
C. Bonjour! C’est Philippe.
4
4. J’arrive le sept.
A. Pardon, le dix-sept?
B. Tu t’appelles comment?
C. Pas le sept?
5. À bientôt.
A. Tiens, bonjour.
B. Au revoir.
C. N... e... u... f.
En français, s’il vous plaît!
Write the letter of what you would say in French in the following situations.
1.
2.
3.
4.
5.
6.
You answer the phone.
Someone asks you how it’s going.
Someone asks you when you’re arriving.
You’re not sure you’ve heard someone correctly.
Someone asks you to spell your first and last names.
Someone tells you good-bye.
Bonjour!
C'est Jeanne.
12
12
douze
Unité 1
A.
B.
C.
D.
E.
F.
Pardon?
J’arrive le....
Allô, oui?
À bientôt.
Ça va bien, merci.
Answers will vary.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 13
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
Communication
5
NEXT VIEW
GO TO PAGE
Paired Practice
À vous de jouer!
Name Tags
You might have students in your class
make name tags for each other. Put your
students in pairs. Have Student A ask
Student B his or her name. Student B
says his or her name and spells it. Then
Student A makes the name tag, writing
Student B’s name correctly. Have students switch roles.
You are going to make a name tag for the new French exchange student, but you
aren’t sure how to spell his or her name.
Greet the exchange student.
Greet the American student and ask
how things are going.
Say that things are going well. Then ask if
the exchange student’s name is spelled a
certain way (incorrectly).
Say no and spell your name correctly.
Repeat the correct spelling.
Agree.
Say OK, thank you, and that you will see
the exchange student soon.
Say that you will see the American
student again soon.
Modèle:
Paul:
Stéphanie:
Paul:
Stéphanie:
Paul:
Stéphanie:
Paul:
Stéphanie:
Bonjour, Stéphanie.
Salut, Paul. Ça va?
Ça va bien, merci. Ah... Stéphanie, c’est S... t... e... f... a... n... e... e?
Non, c’est S... t... e accent aigu... p... h... a... n... i... e.
S... t... e accent aigu... p... h... a... n... i... e.
Oui!
D’accord, merci. À bientôt.
À bientôt.
treize
Leçon B
13
Teaching Note
In spelling, é may be pronounced
either e accent aigu or [e].
13
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 14
PREVIOUS PAGE
NEXT PAGE
6
Listening Activity 2A
Communicative Activities
Leçon B Quiz
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Composez le numéro de téléphone!
You need to call certain people but you don’t have their telephone numbers.
Fortunately, your partner does. As your partner reads you each person’s telephone
number in French, use the accompanying telephone to dial these ten-digit numbers, touching
each set of numbers in order. Your partner will watch to see that you dial correctly.
1. M. Paquette:
zéro quatre, dix-neuf, zéro huit, zéro sept, douze
2. Marie-Alix:
zéro un, vingt, quinze, seize, zéro un
3. Théo:
zéro trois, treize, dix, quatorze, dix-sept
4. Mme Bérenger:
zéro deux, zéro six, zéro quatre, onze, dix-huit
Modèle:
A: Stéphanie?
B: Ah… Stéphanie… zéro un, vingt, zéro neuf,
quinze, zéro cinq.
A: (Dials 01.20.09.15.05 on the phone.)
Nathalie et Raoul
14
quatorze
Unité 1
Teaching Note
You may want to point out to your
students that the cartoon at the
end of each unité reflects the
functions and topics presented
in each unit. There will be some
new passive vocabulary words
presented contextually in each
cartoon that will not be listed in
14
the end vocabulary. If students
still have difficulty understanding,
you may want to tell them the
meanings of the new words. Here
is the English version of this cartoon: Véronique? Catherine?
Hélène? Raoul! Yes, Ma’am?
What’s your name? Your name is
what? Hi! I’m Raoul, and you?
What’s your first name? Goodbye. Oh! Excuse me! Good-bye?
How stupid I am! My life is over!
Fr1U01_2e_ate.qxd
7/20/05
CONTENTS
9:37 AM
Page 15
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Workbook Activity 9
Évaluation culturelle
Decide if each statement is true or false.
1. When French teenagers talk to each other, they say
Monsieur, Madame or Mademoiselle.
2. In French-speaking Africa, a child’s first name may be the
name of the weekday on which he or she was born.
3. You say Allô when answering the phone in French.
4. The French shake hands the same way Americans do.
5. French last names, such as Meunier and Dubois, indicate
what work the family did or where they came from.
6. As soon as you meet someone in France, you should greet
that person with two to four kisses on his or her cheeks.
7. French teenagers talk to their friends only in class or on the
telephone.
8. French-Canadian first names are passed along from
grandparents to parents to children.
Listening Activity 2B
Answers
How is the French handshake different from the
American one?
Évaluation orale
Because you are eager to practice speaking French, you call the new French exchange student
in your class.
Answer
the phon
e
appropri
ately.
student
e French elf.
th
t
e
re
G
urs
oduce yo
and intr
Greet th
e Ameri
can stud
ent.
Tell each other your name and spell it so
that the other person is sure to understand.
Évaluation culturelle
1. false
2. true
3. true
4. false
5. true
6. false
7. false
8. true
Comparisons
Cultural Journal
You may want to encourage your students to keep a cultural journal during
the course of the year in which they
record observations they have made
about francophone cultures, similarities
and differences between francophone
and American cultures, and personal
reflections. Collect and comment on
your students’ observations regularly. A
suggestion for an entry in the cultural
journal for this unité is to have students list some French words or expressions that are commonly used in
English. (For example, hors d’œuvre, à
la carte, bon voyage, faux pas, fiancé,
gourmet, R.S.V.P., etc.) Then have
them note in what situations people
use these expressions. Also have students try to figure out why so many
English words have been borrowed
from French.
Ask each other how things are going.
Tell each other that things are going well.
Tell each other good-bye and that you will
see each other soon.
quinze
Leçon B
15
Teaching Notes
1. The Évaluation orale section is
an oral proficiency activity. It may
be evaluated in a variety of ways.
You may rate each pair of students
in terms of communication (ability
to transmit each piece of information), accuracy, fluency and pronunciation. Or you may prefer to
have students evaluate each other.
In this case give each student a list
of items to check off when his or
her partner accomplishes certain
tasks.
2. You may want to bring two telephones to class for students to use
as props or ask your students to
bring them.
15
Fr1U01_2e_ate.qxd
7/20/05
CONTENTS
9:47 AM
Page 16
PREVIOUS PAGE
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Évaluation écrite
Answers
Write out in dialogue form the entire conversation you had with your partner in the Évaluation orale.
Évaluation visuelle
Possible conversations:
—Salut, Olivier! Je te
présente Amélie.
—Bonjour, Amélie.
—Bonjour, Olivier. Ça va?
Évaluation visuelle
Complete the two short dialogues below with appropriate expressions from this unit. (You
may want to refer to the Révision de fonctions on this page and the Vocabulaire on page 17.)
—Au revoir, Bruno.
—À bientôt, Éric.
Un peu de plus
You may prefer to use the activity that
follows as an alternate Évaluation
écrite. (If you collect the students’
work and post it on the board, it makes
an excellent display for the day(s)
when parents visit your classroom during open house activities early in the
school year. It also may be included in
students’ portfolios.) After you and
your partner finish talking on the
phone in the Évaluation orale activity,
your teacher wants to know exactly
what each of you said. Take a sheet of
paper and fold it in half vertically. On
the left side of the paper, put a picture
(or drawing) of yourself; on the right
side, put a picture (or drawing) of your
partner. Then write your part of the
conversation on the left side; write
your partner’s corresponding part on
the right side.
Révision de fonctions
Can you do all of the following tasks in French?
• I can say hello, hi, thanks and good-bye, and can greet my friends and adults appropriately.
• I can introduce myself.
• I can introduce my friends to each other and tell their names.
• I can count from 0 to 20.
• I can spell names and other important information.
To greet someone, use:
Salut!
Bonjour!
Allô?
Ça va?
To say good-bye to someone, use:
Au revoir.
Ciao.
Salut.
À bientôt.
To introduce yourself, use:
Je m’appelle Valérie.
C’est Patrick.
To introduce someone else, use:
Je te présente Malika.
C’est Luc.
16
Hi!
Hello!
Hello? (on telephone)
How are things going?
Good-bye.
Bye.
Good-bye.
See you soon.
My name is Valérie.
This is Patrick.
Let me introduce you to Malika.
This is Luc.
seize
Unité 1
Teaching Note
The checklist in the Révision de
fonctions relates to the communicative functions that are presented in each unit. If students are
unsure of how to express any of
them, tell students to look for
help in the section that follows.
After the checklist each of the
16
communicative functions in the
unit is listed and at least one
example of how to express each
one is given. The words in boldface type are used to express the
indicated functions; the words not
in boldface type can be varied.
Salut.
Fr1U01_2e_ate.qxd
6/30/05
CONTENTS
9:29 AM
Page 17
PREVIOUS PAGE
To ask someone’s name, use:
Tu t’appelles comment?
To tell someone’s name, use:
Il s’appelle Mahmoud.
Elle s’appelle Yasmine.
To thank someone, use:
Merci.
To give a telephone number, use:
Zéro un, dix-neuf, zéro cinq,
dix, douze.
To restate information, use:
Raoul, R... a... o... u... l.
NEXT PAGE
PREVIOUS VIEW
NEXT VIEW
GO TO PAGE
Merci, Benoît.
What’s your name?
P Activites for Proficiency
His name is Mahmoud.
Her name is Yasmine.
TPR Storytelling
Thanks.
Unité 1 Test
Zero one, nineteen, zero
five, ten, twelve.
Raoul, R . . . a . . . o . . . u . . . l.
Vocabulaire
À bientôt. See you soon. B
ah oh B
allô hello (on telephone) A
arriver to arrive B
au revoir good-bye B
bien well B
bonjour hello A
c’est this is, it’s B
ça B
Ça va? How are things going? B
Ça va bien. Things are going well. B
Mademoiselle (Mlle) Miss A
merci thanks B
Monsieur (M.) Mr., Sir A
neuf nine B
non no B
onze eleven B
oui yes A
pardon excuse me A
pas not B
présenter to introduce A
ciao bye B
cinq five B
comment what A
quatorze fourteen B
quatre four B
quinze fifteen B
d’accord OK B
deux two B
dix ten B
dix-huit eighteen B
dix-neuf nineteen B
dix-sept seventeen B
douze twelve B
s’appelle: elle s’appelle her name is A
il s’appelle his name is A
salut hi; good-bye A
seize sixteen B
sept seven B
six six B
écoute listen B
Eh! Hey! A
huit eight B
t’appelles: tu t’appelles your name is A
te to you A
Tiens! Hey! A
treize thirteen B
trois three B
j’ I B
je I A
un one B
le (+ number) on the (+ ordinal number) B
vingt twenty B
m’appelle: je m’appelle my name is A
Madame (Mme) Mrs., Ma’am A
zéro zero B
dix-sept
Leçon B
17
17