Pg 1 In this lesson, I will use prior knowledge to help me understand

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In this lesson, I will use prior knowledge to help me understand a
dialogue about a Mother’s Day tea.
1. Open Section Three, Day One of the Workbook and complete the Reflection.
2. Read the context below then listen to Track 28 on the Module 4 CD. Use the
following pictures to help you understand.
Context: As a final project for the Home-Ec class, Mme Delphine Manga asks the
students if they would like to prepare a menu and host a Mother’s Day tea. They
will be graded on the food they prepare as a final project.
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Mother’s Day is celebrated throughout the world. The general theme of the day is to honour
one’s mother. In French, it is called La fête des Mères.
In Canada, it is always celebrated on the second Sunday of the month of May. Children often
give flowers, cards or small gifts to their mothers in appreciation of all they do for them.
In France, it is celebrated on the last Sunday of May or the first Sunday of June. This day is
celebrated like a birthday, where families gather for a nice meal ending with a cake that is
presented to the mother.
When you want to wish Happy Mother’s Day to your mother, your grandmother or another
important woman in your life, you say Bonne fête des Mères or Joyeuse fête des Mères.
3. Open Section Three, Day One of the Workbook and do questions 1 and 2.
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In this lesson, I will review food vocabulary and verbs in the infinitive
as I work with recipes for the Mother’s Day Tea.
1. Read the context below then listen to Track 29 on the Module 4 CD. Use the
following pictures to help you understand.
Context: Students have been paired up in groups of two. They have all been
given recipes for one of the food items needed for the Mother’s Day Tea. Élise
and Isabelle gather the ingredients they will need to make some chocolate chip
cookies.
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2. When baking, you will find that you typically use the same ingredients but in
different proportions. Did you recognize the ingredients in Track 29? Listen to
Tracks 30 and 31 on the Module 4 CD. You will hear the ingredients and
measurements listed below and on the next page being named. Practice saying
each word after you hear it, and then record yourself saying these. Listen to
your recording and compare it to the track. How is your pronunciation? Practice
any words that are difficult for you a second time.
le beurre
le bicarbonate
de soude
les pépites de
chocolat
la crème
l’eau
la farine
le fromage
le lait
les noix
les œufs
la poudre à
pâte
le sucre blanc
le sucre brun
(la cassonade)
le sucre glace
la vanille
tasse
cuillère à table
cuillère à thé
½ - un demi
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¼ - un quart
¾ - trois quarts
1/3– un tier
2/3 – deux
tiers
Listen again to Track 29 on the Module 4 CD. Pay attention to Élise as she reads
the directions for making chocolate chip cookies. Here are the steps she names:
Réchauffer le four à 350°F.
Mélanger le beurre, les œufs, la vanille et les deux types de sucre dans un bol.
Mélanger la farine, le sel et le bicarbonate de soude dans un deuxième bol.
Ajouter le mélange de farine au mélange de beurre. Mélanger.
Ajouter les pépites de chocolat. Mélanger.
Mettre la pâte par cuillerées à table sur une plaque à biscuits.
Cuire au four pendant 10 minutes.
Notice the verbs in red. These verbs are in the Infinitive form, which is the natural form of
the verb. We can use the infinitive when we are giving directions. Here is a list of verbs that
will be used when giving step by step directions in recipes:
Infinitive
réchauffer
mélanger
ajouter
mésurer
mettre
cuire
amener
enlever
diviser
couper
préparer
fouetter
remplir
saupoudrer
English translation
to preheat
to mix/ to stir
to add
to measure
to put
to bake
to bring
to remove
to divide
to cut
to prepare
to whip
to fill
to sprinkle
You may want to use other verbs to give directions. Use a French – English dictionary to help
you find the proper verb.
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3. Open Section Three, Day Two of the Workbook and do questions 1, 2, 3, 4,
and 5.
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In this lesson, I will review family member vocabulary, time and
question words as I work with Mother’s Day Tea invitations.
1. Read the context below then listen to Track 33 on the Module 4 CD. Use the
following picture to help you understand.
Context: Mme Manga has sent Isabelle and Miguel to the computer lab to create
and print an invitation for Le thé de la fête des Mères. They discuss the
information that needs to be on the invitation as well as who they will invite.
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Take a few minutes to review the family members that would likely be invited to Le thé de la
fête des Mères.
la belle-mère
la cousine
la demi-sœur
la mère
la sœur
la tante
la grand-mère
Note that we use the possessive adjective ma meaning my when saying who you are inviting
to the Tea.
J’invite ma mère.
If you are talking about whom someone else is inviting you would use ta or sa.
Tu invites ta mère. (You invite your mother.)
Jean invite sa mère. (Jean invites his mother.)
Élise invite sa mère. (Élise invites her mother.)
When Isabelle wanted to know when le thé was, she asked:
Quand est le thé?
When Isabelle wanted to know where le thé was, she asked:
Où est le thé?
Another way to ask this question would be to say:
Où a lieu le thé?
Finally when Isabelle wanted to know at what time le thé was she asked:
À quelle heure est le thé?
To answer when the tea will be, Miguel gave the date. Let’s review how to write the date in
French.
le 15 mai 2010
le 17 septembre 2009
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Notice that we always use the article le then the number, the month and the year. There are
no commas and the month of the year always starts with a lower case letter. The months of
the year are provided below as review.
janvier
février
mars
avril
mai
juin
juillet
août
septembre
octobre
novembre
décembre
If you wanted to add the day of the week to the date, you would simply place it after le.
le mercredi 15 mai 2010
le vendredi 17 septembre 2009
The days of the week are provided below as review.
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
To answer where le thé will be, Miguel simply gave the location. Use the rooms of the school
vocabulary in Module One to review where le thé might be held.
Finally to answer the question at what time le thé will be, Miguel used the 24 hour clock.
In French, there are many ways one can write or say the time.
However we more often use the 24 hour clock.
Le thé commence à 13 h.
Le thé se termine à 15 h.
With the 24 hour clock like the 12 hour clock, we use h as an abbreviation for heure (hour).
Also when the time is right on the hour like 13:00, we simply write the following omitting the
zeros:
13 h
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Many names are similar in French and in English. They may differ in spelling or in
pronunciation. Here are common female names. Listen to Track 34 on the Module
4 CD to hear the names pronounced in French.
French Spelling
English Spelling
Amélie
Amelia
Anne
Ann
Brigitte
Bridget
Catherine
Danielle
Katherine
Danielle
Élise
Elisa
Émilie
Emily
Hélène
Helen
Isabelle
Isabel
Jeanne
Jane
Julie
Louise
Julie
Louise
Lucie
Lucy
Karine
Karen
Marie
Mary
Michèle
Michelle
Noémi
Naomi
Renée
Renee
Sophie
Stéphanie
Sophia
Stephanie
Véronique
Veronica
2. Open Section Three, Day Three of the Workbook and do questions 1, 2, 3, and 4.
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In this lesson, I will review vocabulary and use prepositions of place to
help me understand how the cafeteria is decorated for the Mother’s
Day Tea.
1. Read the context below then listen to Track 36 on the Module 4 CD. Use the
following pictures to help you understand.
Context: Miguel is talking to his mother on the phone. She is on vacation with
his father and will miss Le thé de la fête des Mères. He describes how the
cafeteria is decorated and what his aunt and grandmother will likely eat.
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Below are items that Miguel and his classmates used to decorate the gym. Not all of these
were used in the Track, however listen again and see if you can hear some of these being
said.
le bouquet
le cadeau
la carte
la chaise
la fleur
la marguerite
la nappe
la rose
les serviettes de
table
la table
la tulipe
le vase
When you describe where things are located, you use prepositions of place. Review some of
them below.
sur (on)
à côté de (next to)
à gauche de (to the left of)
à droite de (to the right of)
derrière (behind)
dans (in)
devant (in front of)
au centre de (in the center of)
2. Open Section Three, Day Four of the Workbook and do questions 1, 2, 3, and 4.
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In this lesson, I will review concepts for Days One to Four.
1. Before moving to today’s activities, take some time to review and be aware of all
that you have learned.
Day One:
How do people around the world celebrate Mother’s Day?
Day Two:
Have you ever made cookies or cakes? In French, list the ingredients you would
need to make these types of desserts. Make sure to include measurements.
Day Three:
You need to know when, where and at what time is Le thé de la fête des Mères.
What questions would you ask?
Day Four:
Write two sentences to describe the picture below. Use a different preposition of
place in each sentence.
2. Open Section Three, Day Five of the Workbook and do questions 1 and 2.
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In this lesson, I will use my knowledge of the French language to help
me understand a dialogue about Father’s Day.
1. Open Section Three, Day Six of the Workbook and complete the Reflection.
2. Read the context below then listen to Track 37 on the Module 4 CD. Use the
following pictures to help you understand.
Context: A few weeks have passed. Justin and Miguel are discussing the
Mother’s Day Tea and how much the mothers appreciated it. Father’s Day is
approaching and the boys wonder what special activity they could do for their
fathers. They decide that the fathers would prefer something more physical and
invite them to their outdoor education class for nine holes of golf.
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There are many activities that one may like to do with their father. Here are a few to get you
started:
un BBQ en
famille
aller au cinéma
faire une
promenade
faire de la
pêche
faire du ski
alpin
faire du ski de
fond
faire un piquenique
faire de la
bicyclette
faire du jogging
faire du patin à
roues alignées
jouer au golf
jouer au hockey
jouer au
football
jouer au
baseball
jouer au
basketball
jouer au soccer
jouer aux cartes
regarder la télé
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Father’s Day, known in French as la fête des Pères, is celebrated in North America as well
as in many countries in Europe. It started in the United States in 1910 but it became an
official celebration only in the 1960s. It is celebrated on the third Sunday in June. While
many people celebrate their father and their grandfather, others want to give a card or a
small present to an important male friend or relative. It is an opportunity to tell people that
we love them and care about them.
In French, Happy Father’s Day translates to Bonne fête des Pères.
3. Open Section Three, Day Six of the Workbook and do questions 1 and 2.
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In this lesson, I will review male family member vocabulary and male
French names.
When celebrating Father’s Day, we honour not only fathers but also other men that are
important in our lives. Review this family member vocabulary as you read the names below.
le beau-père
le cousin
le demi-frère
le frère
le grand-père
l’oncle
Papa
le père
1. Read the context below then listen to Track 38 on the Module 4 CD. Use the
vocabulary pictures above and the Culture Clip on the next page to help you
understand.
Context: Justin and Miguel have the list of participants for the Father’s Day golf
tournament. M. Beauchamp has asked them to make ten teams of four. They are
going through the list placing the student and their invited guest on various
teams.
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Many names are similar in French and in English. They may differ in spelling or in
pronunciation. Here are male names that were used in the Track above.
Examples:
French Spelling
English Spelling
Alexandre
Alexander
André
Andrew
Antoine
Anthony
Christophe
Denis
Christopher
Dennis
Dominique
Dominic
Éric
Eric
Frédéric
Frederick
Henri
Henry
Jacques
Jack
Jean
Luc
John
Luke
Marc
Mark
Mathieu
Matthew
Maurice
Morris
Michel
Michael
Paul
Paul
Philippe
Philip
Pierre
Robert
Peter
Robert
Stéphane
Stephen
2. Open Section Three, Day Seven of the Workbook and do questions 1, 2, 3, and 4.
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In this lesson, I will review numbers from 1 to 100 as I review golf
scores.
1. Read the context below then listen to Track 39 on the Module 4 CD. Use the
following picture to help you understand.
Context: Élise and Isabelle’s group is completing the ninth and final hole.
Isabelle who is an avid golfer is excited with her birdie finish. Élise, who has
never golfed before, asks her what the meaning of “birdie” is. Then they count
up their scores and head into the club house for lunch.
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When golfing we use ordinal numbers (first, second, third) to name the hole. Review the first
nine below that were mentioned in the track above.
premier
deuxième
troisième
quatrième
cinquième
sixième
septième
huitième
neuvième
Notice for all the numbers except un (one) we simply add ième to end of the number.
As Élise added up her score she used the following sentence structure to say what her score
was on each hole:
Au premier trou, j’ai un six.
Au deuxième trou, j’ai un huit.
Au troisième trou, j’ai un sept.
Do you recognize the numbers used in the sentences above? If not, it’s time to
review. Listen to Track 40 on the Module 4 CD. You will hear the numbers 1 to 29
being read.
1 : un
9 : neuf
16 : seize
23 : vingt-trois
2 : deux
10 : dix
17 : dix-sept
24 : vinqt-quatre
3 : trois
11 : onze
18 : dix-huit
25 :
4 : quatre
12 : douze
19 : dix-neuf
26 : vingt-six
5 : cinq
13 : treize
20 : vingt
27 : vingt-sept
6 : six
14 : quatorze
21 : vingt et un
28 : vingt-huit
7 : sept
15 : quinze
22 : vingt-deux
29 : vingt-neuf
vingt-cinq
8 : huit
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Listen to Track 41 on the Module 4 CD. You will hear the following tens being read.
10 : dix
20 : vingt
30 : trente
40 : quarante
50 : cinquante
60 : soixante
70 : soixante-dix
80 : quatre-vingts
90 : quatre-vingt-dix
100 : cent
When we read the tens plus one, we use the conjunction et with all tens except 80
and 90. Listen to Track 42 on the Module 4 CD to hear these numbers being read.
21 : vingt et un
51 : cinquante et un
81 : quatre-vingt-un
31 : trente et un
61 : soixante et un
91 : quatre-vingt-onze
41 : quarante et un
71 : soixante et onze
With 70’s and 90’s, notice we use the tens and not the ones as we say the
numbers. Listen to Track 43 of the Module 4 CD to hear these numbers being read.
71 : soixante et onze
91 : quatre-vingt-onze
72 : soixante-douze
92 : quatre-vingt-douze
73 : soixante-treize
93 : quatre-vingt-treize
74 : soixante-quatorze
94 : quatre-vingt-quatorze
75 : soixante-quinze
95 : quatre-vingt-quinze
76 : soixante-seize
96 : quatre-vingt-seize
77 : soixante-dix-sept
99 : quatre-vingt-dix-sept
78 : soixante-dix-huit
98 : quatre-vingt-dix-huit
79 : soixante-dix-neuf
99 : quatre-vingt-dix-neuf
2. Open Section Three, Day Eight of the Workbook and do questions 1, 2, 3, and 4.
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In this lesson, I will review food vocabulary as I listen to the
characters ordering lunch.
1. Read the context below then listen to Track 45 on the Module 4 CD. Use the
following menu board to help you understand.
Context: Isabelle and Élise are in the club house. They are quite hungry after
their nine holes of golf. They are standing at the concession reading the menu
board. They then place their orders.
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Do you recognize the food and drink items on the menu above? Look at the vocabulary words
below to help you familiarize yourself with the menu.
la boisson
gazeuse
le café
le chocolat
la crème glacée
le croissant
les croustilles
la dinde
les frites
le fromage
le hamburger
le hot-dog
le jambon
le ketchup
la laitue
la limonade
la moutarde
la mayonnaise
l’oignon
les pâtisseries
la pizza
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la salade
le sandwich
la saucisse sur
bâtonnet
le thé
la tomate
When Isabelle and Élise were ordering their lunches they used the following sentence
structure:
Est-ce que je peux avoir le croissant à la dinde avec des frites et une
limonade, s’il vous plaît?
(May I please have the turkey croissant with fries and lemonade?)
Est-ce que je peux avoir le hamburger au fromage sans oignon, la salade
maison et une boisson gazeuse, s’il vous plaît?
(May I please have the cheeseburger without onions, the house salad and a pop
please?)
Notice that when ordering, if you wish to omit a certain item, you would use the word sans
which means ‘without’.
It is also important to use good manners when ordering. In French, there are two ways to
say ‘please’. We say the more formal s’il vous plaît in public situations but when talking to a
friend or family member, we say s’il te plaît. ‘Thank you’ in all situations is Merci.
Look at the menu board on the previous page.
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When you write money amounts in French, the dollar sign ($) is written at the end of the
amount unlike in English where it is written at the beginning. Also, a comma is used instead
of the period to separate the dollar and cent amounts. If the amount is a round dollar
amount, then you can omit the zeros and simply write the dollar amount and the dollar sign.
Finally there is always a space before the dollar sign.
5,99 $
5$
2. Open Section Three, Day Nine of the Workbook and do question 1.
Let’s review the two verbs we need when talking about food and drinks.
boire (to drink)
manger (to eat)
Here are examples of these verbs being used in sentences:
Je bois une limonade.
Il boit un café.
Tu manges une pizza et tu bois une boisson gazeuse.
Vous mangez un hamburger au fromage et des frites.
Notice that the spelling changes depending on the subject pronoun. Here is a complete
conjugation of these verbs for your reference.
Boire
Manger
Je
bois
Je
mange
Tu
bois
Tu
manges
Il/Elle
boit
Il/Elle
mange
Nous
buvons
Nous
mangeons
Vous
buvez
Vous
mangez
Ils/Elles
boivent
Ils/Elles
mangent
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3. Open Section Three, Day Nine of the Workbook and do questions 2, 3, 4, and 5.
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In this lesson, I will review concepts for Days Six to Nine.
1. Before moving to today’s activities, take some time to review and be aware of all
that you have learned.
Day Six:
List, in French, five things that you like to do with your father or an important
male figure in your life, like an uncle or a grandfather.
Day Seven:
List the male members of your family. Say their relation to you and give their
name. Follow the model.
Model: Il y a mon père, Philippe.
Day Eight:
Look at the score card below. Answer the following questions.
Est-ce que Robert a un neuf au sixième trou?
Est-ce qu’Isabelle a un cinq au troisième trou?
Est-ce que Pierre a un trois au quatrième trou?
Day Nine:
Look at the menu board in the Module on Day Nine. Order your lunch.
2. Open Section Three, Day Ten of the Workbook and do question 1.
complete the Reflection and do question 2.
Then
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