DAY ONE

4
Section Four:
Family Pets
DAY ONE
In this lesson, I will view the animation “Un petit chiot
brun” as an introduction to family pets.
1. Open Section Four, Day One of the Workbook and complete the
Reflection.
2. Read the context below then view the animation “Un petit chiot
brun” on the DVD or Website.
Context: Émilie is at the pet store with her parents. They have agreed to buy her a pet
for her birthday. Monsieur Leblanc, the store clerk, gives them a tour of the store and
shows them the various types of animals. Émilie finally spots a little brown puppy that
she wants. Her parents agree and she names him Jasper.
1. Open Section Four, Day One of the Workbook and do
questions 1 and 2.
Pg 1
DAY TWO
In this lesson, I will continue working with vocabulary
associated with family pets.
1. Before starting, open Section Four, Day Two of the Workbook and
complete the Reflection.
2. View again the animation “Un petit chiot brun” on the DVD or
Website. Pay close attention to the names that are given to each
type of animal.
3. Open, Section Four, Day Two of the Workbook and do question 1.
Pg 2
4. Listen to Track 36 on the Unit CD 2. Use the pictures from left to
right to help you follow along. Pause the CD after each and repeat
what you have heard. Record yourself naming the animals below.
Compare your pronunciation to what you have heard. Are you using
the correct pronunciation? What words are you having difficulty
with? Listen to them again and practice saying them twice.
la souris
le hamster
le chien
le chiot
le chat
le chaton
la gerbille
le cochon
d’Inde
la grenouille
le serpent
le lézard
l’oiseau
le poisson
rouge
le lapin
5. Open Section Four, Day Two of the Workbook and do
questions 2, 3 and 4.
Pg 3
DAY THREE
In this lesson, I will review colours and numbers.
1. Before starting, open Section Four, Day Three of the Workbook
and do questions 1 and 2.
In question 2 of the Workbook, did you write deux
poissons rouges?
If so, you are correct. In French, the number adjective is
always placed before the noun and the colour adjective is
always placed after the noun.
Here are a few other examples:
Voici trois
chats noirs.
Voilà cinq
chiens
bruns.
Voici dix
lapins
blancs.
Voilà deux
souris
blanches.
Notice that the noun and the colour end with an ‘s’ because
they are plural. The noun souris always ends with an ‘s’,
therefore it remains unchanged.
Pg 4
continued…
Notice that the colour white is written two ways: blancs
and blanches. Remember that in French, there is gender:
masculine and feminine. The word lapins is a masculine
noun therefore, the colour is also masculine: blancs. The
word souris is a feminine noun therefore, the colour is also
feminine: blanches.
Here is a chart that will be useful when using colours to
describe nouns. You will notice that some colours such as
rouge remain the same for the masculine and feminine
form and an ‘s’ is simply added for the plural form. Other
colours change forms with gender.
Masc.
Singular
Fem.
Singular
Masc.
Plural
Fem.
Plural
English
Equivalent
rouge
rouge
rouges
rouges
red
bleu
bleue
bleus
bleues
blue
vert
verte
verts
vertes
green
orange
orange
orange
orange
orange
jaune
jaune
jaune
jaunes
yellow
brun
brune
bruns
brunes
brown
noir
noire
noirs
noires
black
rose
rose
roses
roses
pink
blanc
blanche
blancs
blanches
white
gris
grise
gris
grises
grey
…
Pg 5
continued…
Masc.
Singular
Fem.
Singular
Masc.
Plural
Fem.
Plural
English
Equivalent
violet
violette
violets
violettes
purple
blond
blonde
blonds
blondes
blond
roux
rousse
roux
rousses
rust
Please note that the adjective orange is an exception and
doesn’t take an ‘s’ at the plural form.
Refer to the online glossary if you are unsure of the
pronunciation of these colours.
2. Open Section Four, Day Three of the Workbook and do
questions 3, 4 and 5.
Pg 6
DAY FOUR
In this lesson, I will review the prepositions of place dans,
devant and derrière.
1. Read the context below then listen to Track 37 on the Unit CD 2.
Use the following pictures to help you understand. Listen as often
as you like.
Context: During her visit at the pet shop, Émilie and her father describe what some of
the pets are doing.
2. Open Section Four, Day Four of the Workbook and do question 1.
Pg 7
Émilie and her dad use the words dans, derrière and
devant to describe where the animals are located in their
cages. Those words are called prepositions of place. They
are used to indicate where a person, an animal or an object
is located.
Dans means ‘in’.
Le poisson rouge est dans l’aquarium.
Derrière means ‘behind’.
Le chiot noir est derrière le bol.
Devant means ‘in front of’.
Le lapin noir est devant le lapin gris.
Pg 8
3. Listen to Track 38 on the Unit CD 2. Use the following pictures from
left to right to help you understand. Also listen for the preposition
of place, telling you where each animal is found.
4. Open Section Four, Day Four of the Workbook and do
questions 2, 3 and 4.
Pg 9
DAY FIVE
In this lesson, I will review the prepositions of place sous
and sur.
1. Read the context below then listen to Track 39 on the Unit CD 2.
Use the following pictures from left to right to help you understand.
Listen as often as you like.
Context: Jasper has been home with Émilie for a week. Émilie and her mother are
talking about the little puppy. Émilie is unhappy and explains that Jasper eats her
belongings and hides them in various places. Émilie’s mother tells her to be more
understanding since Jasper is still a puppy.
Pg 10
2. Open Section Four, Day Five of the Workbook and do question 1.
If you answered sous and sur to question 1, you are right!
Sous means ‘under’.
Le chaton noir est sous la chaise.
Sur means ‘on’.
La grenouille verte est sur la roche.
Pg 11
3. Listen to Track 40 on the Unit CD 2. You will hear sentences
describing the location of each animal in the following picture.
Listen to one sentence at a time and repeat it aloud, then move on
to the next sentence.
Le chiot est
sous la chaise.
L’oiseau est sur
l’étagère.
Le chaton est
sous le lit.
La grenouille
est sur la roche.
4. Open Section Four, Day Five of the Workbook and do
questions 2 and 3.
Pg 12
DAY SIX
In this lesson, I will review the use of Il s’appelle and
Elle s’appelle.
1. Open Section Four, Day Six of the Workbook and do question 1.
In Unit One, you learned that you use Je m’appelle to give
your name.
Je m’appelle Julie.
When we talk about animals, we use a similar structure.
The pet owner would say:
Il s’appelle Jasper.
or
Elle s’appelle Princesse.
Pg 13
continued…
Notice that in the first sentence, the pronoun il is used,
while in the second sentence, the pronoun elle is used. Can
you say why?
If you said that it depends on the gender of the animal, you
are right!
If the animal is male, you would say Il s’appelle.
If the animal is female, you would say Elle s’appelle.
2. Read the context below then listen to Track 41 on the Unit CD 2.
Use the following pictures from left to right to help you understand.
Context: Mme Morin’s class is having a “Bring Your Pet to School” day. The students are
asked to introduce their pet to the class. They must name the type of animal and give
its name.
Pg 14
3. Open Section Four, Day Six of the Workbook and do
questions 2 and 3.
Pg 15
DAY SEVEN
In this lesson, I will review the use of some adjectives as
well as vocabulary for parts of the body.
1. Before starting, open Section Four, Day Seven of the Workbook and
do question 1.
When you are describing animals, you use words such as
fur, paws, scales, feathers, and skin.
Pg 16
2. Listen to Track 42 on the Unit CD 2. Use the pictures from left to
right to help you understand. Repeat each word at least twice.
l’écaille
la griffe
la patte
les plumes
le poil
la queue
la peau
3. Open Section Four, Day Seven of the Workbook and do question 2.
Pg 17
4. Read the context below then listen to Track 43 on the Unit CD 2.
Use the following pictures from left to right to help you understand.
Context: After introducing their pets, the students in Mme Morin’s class described their
animals to the class. Their descriptions included traits about fur, skin, scales, feathers,
eyes, etc.
Pg 18
As the students described their pet’s physical attributes,
did you notice which words they used before some of the
physical attributes?
They used possessive adjectives.
When describing something the pet has, like long white
hair, short claws or a long tail, our characters use son, sa
or ses.
Son poil est court et brun.
(His / Her fur is short and brown.)
Sa queue est longue.
(His / Her tail is long.)
Ses griffes sont petites.
(His / Her claws are small.)
Son is used when the word it accompanies is masculine.
Poil is masculine, therefore:
Son poil est court et brun.
(His / Her fur is short and brown.)
Sa is used when the word it accompanies is feminine.
Queue is feminine, therefore:
Sa queue est longue.
(His / Her tail is long.)
Ses is used when the word is masculine OR feminine and
plural. Yeux and griffes are plural, therefore:
Ses yeux sont verts.
(His / Her eyes are green.)
Ses griffes sont petites.
(His / Her claws are small.)
5. Open Section Four, Day Seven of the Workbook and do
questions 3 and 4.
Pg 19
DAY EIGHT
In this lesson, I will review the possessive adjectives.
1. Before starting, open Section Four, Day Eight of the Workbook and
do question 1.
Possessive adjectives are used to express the notion of
ownership.
Mon, ma and mes are used when you talk about
something that belongs to you or that you have a
relationship with.
mon crayon
ma grenouille
mes parents
my pencil
my frog
my parents
Son, sa and ses are used when you talk about something
that belongs to someone else or with which he / she has a
relationship with.
son crayon
sa grenouille
ses parents
his / her pencil
his / her frog
his / her parents
Pg 20
continued…
Look at the chart below:
Masculine
Singular
Feminine
Singular
Masculine/Feminine
Plural
mon
ma
mes
son
sa
ses
Remember: In order to know when to use a masculine
possessive adjective or a feminine one, ALWAYS look at the
noun it accompanies. Use a dictionary or the glossary to
help you.
Pg 21
2. Read the context below then listen to Track 44 on the Unit CD 2.
Use the following pictures from left to right to help you understand.
Context: The students in Madame Morin’s class are playing a variation on the game of
“Guess Who?” They each take a turn in front of the class and in their head, pick an
animal in the class. Then, instead of asking questions, the student in front of the class
describes one physical aspect of the mystery animal. Classmates have to discover which
animal was picked.
3. Open Section Four, Day Eight of the Workbook and do
questions 2, 3 and 4.
Pg 22
DAY NINE
In this lesson, I will review how to use the expression
Avoir besoin de.
1. Open Section Four, Day Nine of the Workbook and complete the
Reflection.
2. Listen to Track 45 on the Unit CD 2. These are things you need to
look after your pet. Use the following pictures from left to right to
help you understand.
l’aquarium
le bol
la cage
le collier
l’eau
la laisse
la nourriture
la roue pour
hamster
Pg 23
3. Open Section Four, Day Nine of the Workbook and do question 1.
4. Read the context below then listen to Track 46 on the Unit CD 2.
Use the following pictures to help you understand.
Context: Karine would also like to have a puppy. She speaks with Émilie about what she
would need to care for this puppy.
Pg 24
The French expression J’ai besoin de means “I need
something”. It is formed with the verb Avoir (to have) and
the words besoin de.
Do you remember the verb Avoir?
J’ai
Tu as
Il a
Elle a
When you add the words besoin de, you get the following
expressions:
I need
You need
He needs
She needs
J’ai besoin de
Tu as besoin de
Il a besoin de
Elle a besoin de
You place the item you need after the form of Avoir
besoin de.
Examples:
J’ai besoin d’un bol.
(I need a bowl.)
Tu as besoin d’un aquarium. (You need an aquarium.)
Il a besoin d’une cage.
(He needs a cage.)
Note: that de becomes d’ because un /une start with a
vowel.
5. Open Section Four, Day Nine of the Workbook and do
questions 2 and 3.
Pg 25
DAY TEN
In this lesson, I will review concepts from previous lessons
in Section One.
1. Open Section One, Day Ten, of the Workbook and complete the
Reflection.
2. Before moving to today’s activities, take some time to review this section and be
aware of all that you have learned.
Day One:
Do you remember three types of pets Émilie saw at the pet shop?
Day Two:
Below are four family pets. Can you tell what they are? Remember to use the correct
article. (le or la)
Day Three:
Use the correct number and colour to describe the following images.
green
black
Pg 26
Day Four:
Look at the three pictures below. Can you tell where the animals are?
Day Five:
Look at the kittens below. Can you tell where they are?
Day Six:
Your best friend has a female cat named Cleo. Can you name her cat?
Day Seven:
Here’s a picture of Karine’s gerbille. How would you describe her tail?
Day Eight:
Look at Jasper. Describe his appearance using possessive adjectives. (Son, Sa, Ses)
Day Nine:
Name two things you need to look after a mouse.
3. Open Section One, Day Ten of the Workbook and do
questions 1, 2 and 3.
Pg 27