Preface - McGraw

Preface
Welcome to Rendez-vous, Sixth Edition, a complete beginning college-level French program that includes video and
multimedia components. The overall goal of this new edition remains as always: to provide students with the basic
tools of vocabulary, grammar, and pronunciation, along
with abundant and varied opportunities for practicing
French in communicative and interactive contexts. Emphasizing French within a cultural context and as it is spoken in authentic, everyday situations, Rendez-vous strives
to develop proficiency in the four skills of listening, speaking, reading, and writing, while introducing students to
the richness and diversity of the French-speaking world.
We hope that this unique exposure to French will encourage your students to continue their study of the French
language and Francophone cultures and literatures.
•
•
Changes in the Sixth Edition
In response to the success of the previous edition, our aim
has been to retain the key features that were praised by reviewers and that set Rendez-vous apart from other first-year
French books, while introducing new features that would
enhance instruction in today’s multimedia classrooms. The
major sections featured in this textbook are presented in
the visual “Guided Tour through Rendez-vous” that appears
on the following pages. Some of the most important changes
made in this edition are the following:
• An expanded chapter opener now includes a new functional video feature, Au début. A brief introduction to
the video segment, a presentation of new vocabulary
introduced during the video, and a post-viewing comprehension exercise are included in this activity. The
accompanying video program, consisting of an ongoing story line with brief functional vignettes (e.g.,
asking for directions, making hotel reservations), provides students with functional, everyday language to
improve listening comprehension and speaking skills.
Also featured on the chapter opener are brief references to the additional vocabulary, grammar, and culture activities that are available to students on the new
Rendez-vous website.
• Changes in the Rencontres section include the addition of a Web activity, Cliquez ici! This feature encourages students to use the Internet to expand their
understanding of French and Francophone cultures
•
•
through a series of questions that introduce a variety
of current topics and everyday themes. (Situations,
the video feature from the fifth edition of Rendez-vous,
has been moved to the Workbook.)
A new text-specific website is available and contains a
variety of resources for both instructors and students.
The website provides links to other culturally authentic sites and offers additional activities that practice
each chapter’s vocabulary, grammar, and functional
uses. Also included on the website are chapter-specific
comparative cultural questionnaires that encourage
students to research cultural topics found in the Réalités
francophones feature.
Updated information appears in the two-page culture
section, Fenêtre sur... after every third chapter. Contained in this section are portraits of famous French
speakers, regional language features, brief readings on
topics dealing with the diverse Francophone cultures
and civilizations, and much more.
About one-third of the readings have been revised to
include new topics such as studying abroad and
Francophone immigrants in the United States.
Where appropriate, references to the euro and French
franc are made.
Organization of the Text
Rendez-vous consists of a preliminary chapter (Chapitre
préliminaire) and sixteen regular chapters, each of which
develops its own major theme within the following basic
organization.
Chapter opener
Étude de vocabulaire
Étude de grammaire
Étude de prononciation
(Chapitre préliminaire–Chapitre 6)
Mise au point
Rencontres
Vocabulaire
Fenêtre sur. . . (after every third chapter)
The following Guided Tour summarizes the main
features of Rendez-vous.
A Guided Tour through Rendez-vous
2
Chapter Opener
Chapitre 2
Descriptions
Au début–Faire
connaissance
IN CHAPITRE 2,
YOU WILL LEARN:
• vocabulary for
describing people
and talking about
clothing
In this video segment, Claire and
Jacques meet Aimée, who is relaxing
between classes. Jacques is, in fact,
expecting to meet a friend whom he
plans to help with his studying. Pay
close attention to the words used to
describe people in this segment.
Each two-page chapter
opener provides an engaging and purposeful
introduction to the
chapter for both the
instructor and the student. A brief overview
Compréhension
of the chapter objectives, including vocabulary, grammar, and
cultural topics, appears
Vocabulary and grammar:
here. In addition, there
Culture:
is a functional video
segment, Au début,
with a corresponding
feature on the chapter
opener, that incorporates pre- and post-viewing activities to aid student comprehension. A World Wide Web icon and brief references to additional vocabulary,
grammar, and cultural exercises direct students to the Rendez-vous website for further practice and activities.
• structures for
identifying and
describing people
and things, asking
questions, and
talking about
locations
• cultural information
about clothing and
fashions in the
French-speaking
world
VOCABULAIRE UTILE
surtout en plein air
je ne sais pas où il est
Je connais quelqu’un
là-bas
Je veux bien t’aider
BCBG (bon chic, bon genre)
especially outdoors
I don’t know where he is
I know someone
over there
I’ll be very happy to help you
preppy
Are the following sentences true (V) or false (F)?
1. Jacques aide Marc avec l’économie.
V
F
2. Marc est grand et il a les cheveux blonds (blond hair).
V
F
3. M. Dépétri porte toujours (always wears) un veston
vert (green jacket).
V
F
4. Anne est petite et individualiste.
V
F
Elle est sociable et dynamique, la jeune femme?
Visit the Rendez-vous website to review the vocabulary and grammar
found in this chapter.
Visit the Rendez-vous website to learn more about fashion in France and the
francophone world.
www.mhhe.com/rendezvous
ocabulaire
Étude de v
laire
de vocabu
The Étude
Summary: ents new words and
section pres related to the chapter d
trate
expressionst new terms are illus
lary
theme. Mos al displays. Vocabu to
es
through visu not lend themselv ses,
do
erbial phra
items that
ear
such as adv
illustration, cepts, and so on, app
r the
abstract con mots utiles list afte
are
es
s
Autr
term
in an
vocabulary
display. New r each visual
afte
recycled
practiced
are
and
re
presentation Étude de grammai
the
and
throughout rest of the chapter,
section, the chapters.
t
subsequen
différentes
rsonnalités
Quatre pe
Gilles est un
homme
冦
une jeu
Manon est
te.
enthousias
idéaliste.
sincère.
e jeune fille
Leïla est un
冦
ne fille
冦
sociable.
able).
ue (nice, like
sympathiq
dynamique.
ne homme
ne est un jeu
Pierre-Étien
calme.
réaliste.
e.
raisonnabl
冦
.
individualiste
excentrique.
).
drôle (funny
activity by
Personalize
Follow-up: h statement into
eac
changing
g intonation.
using risin parler avec des
question,
ez
Vous aim iable. Or name
Example:
soc
suis
je
,
class.
amis? Oui ple or members of
famous peo adjectives they
f orrect
d ts give
Étude de gr
ammaire
À vous!
r
b ut the fou
preceding
icted in the
people dep
he r
5. THE VERB
être
Identifying
People and Th
ings
LE GÉNIE DE
FABRICE:
MARTINE:
FABRICE:
FABRICE
Eh bien, je suis
prêt à travaille
Moi aussi, ma
r!
is où sont les
livres et le dict
Euh... ah oui
, regarde, les
ionnaire?
voilà. Le dict
cahiers sont
ionnaire est
sur le blouso
MARTINE:
sous le chapea
n.
Maintenant,
Tu sais, Fabrice
u et les
nous somme
, tu es très bon
s prêts.
tu es nul!
en littérature,
mais pour l’or
FABRICE:
Peut-être, mai
ganisation,
s le désordre,
c’est un sign
Complétez les
e
de
génie!
phrases d’ap
rès le dialogu
e.
1. La chamb
re de Fabrice
est en ordre
2. Martine
/ en désordre.
et Fabrice son
t étudiants en
3. Martine
lettres / en scie
admire / crit
ique les talents
nces.
de Fabrice en
littérature.
52
Étude de vocabulaire
A series of visual presentations of thematically associated words and expressions is followed by activities
designed to build vocabulary and develop communicative competence.
Étude de grammaire
The basic structures of French are introduced through mini-dialogues, followed by
concise explanations with abundant examples. Verification exercises (Vérifions!) and
communicative activities (Parlons-en!)
progress from form-focused and controlled to
open-ended and creative.
Étude de prononciation
Étude de prononciation
Accent marks
This gives students a foundation for accurate French
pronunciation and spelling, reinforced with succinct
explanations and exercises (through Chapitre 6).
NAME
MARK
Accent aigu
Accent grave
é
è
à, ù
Accent circonflexe
Mise au point
A set of review exercises and
activities, including role-plays, offers
summary practice of the chapter’s
core vocabulary and grammar
structures.
4. brun / brun
e
Tréma
7. fin / fine
8.Cédille
interdit / inutile
Mise au point
P
l
ê
â, û
ô
î
caine ë, ï
ç
f
D
A. La vie de Mor
gane et de Mar
tin. Create com
plete sentences.
1. Morgane /
être / étudiante
/ sérieux / et / inte
2. mais / Mar
lligent
tin / être / étud
iant / paresseu
3. ils / habiter
x / et / peu / trav
/ à côté de / parc
ailleur
(m.)
4. Morgane /
jouer / piano
5. nous / joue
r / cartes / avec
/ Martin
6. aujourd’hui
/ Morgane / port
er / sandales / mar
7. chemises /
Martin / être /
ron / et / jupe /
blanc
noir
8. il / aimer /
danser / en boît
e (disc
9. mais / Mor
gane / aimer mieu o)
x / étudier / bibl
10. ce / couple
iothèque
(m.) / être / biza
rre / mais / inté
ressant
B. La curiosité
! You are looking
for the following
can be found in
people,
the usual places.
Combine the elem and ask their friends if they
the model.
ents to create ques
tions, as in
MODÈLE:
Georges / biblioth
èque ➝
Georges est à la
bibliothèque? ou
Estce que Georges
1. Sophie / avec
est à la biblioth
Mme Haddad
èque?
2. M. Martin
/ librairie
3. Étienne et
Odile / restau-u
4. Patrice / fac
(slang abbrev. for
faculté)
5. Philippe et
Kofi / café (m.)
Now imagine that
you include thes
friend. Use inve
e same question
rsion.
s in a note you
are writing to a
EXAMPLE
PRONUNCIATION
Letter é is pronounced [e].
Letter è is pronounced [E].
Accent mark does not affect pronunciation. Used to
distinguish words spelled alike but having different
meanings:
la (the) vs. là (there); ou (or) vs. où (where).
prêt
Letter ê is pronounced [E].
âge, flûte
Accent mark does not affect pronunciation.
hôpital
Letter ô is pronounced [o].
dîner
Accent mark does not affect pronunciation.
Noël,
Indicates
zed bythat each vowel is pronounced independently
writingnaïf
oui or non
item.other: [no-El], [na-if].
1. an 2. Anne after each
the
3. bon of
4. bonne
5. une 6. un
7. fineLetter
français
8. fin ç is pronounced [s].
9. dune
café
très
là, où
10. dans 11.
invisible
12. inimitable
il
d
t
Summary: The
Mise au point
reviews chap
section
ter grammar
and
vocabulary.
Rencontres
•
sh
so
ribe what he or
n). Imagine that
her name. Desc
Emprunt (Loa
forgotten his or
name the student.
book but you have
who will try to
her classmate,
wearing to anot
Rencontres
Follow up
clothing and color
situation. Using nts can imagine that
vocabulary, stude
store.
g clothes in a
they are buyin
preceded by
tion (Lecture)
a reading selec listening comprehension
n (Cliquez ici!),
and a
a Web sectio
re (Par écrit),
ontres includes
d writing featu
Summary: Renc n (Avant de lire), a guide
sectio
a pre-reading te!).
l’écou
(À
n
sectio
wing
complete the follo us.
information to
ezvo
s and additional
. mhhe.com/rend decided
For Internet link
website at www
in Paris. You’ve
e
the Rendez-vous
spre
visit
,
ping
ities
shop
activ
your money?
are going on a
going to spend
Imagine that you
but how are you
shop the sales
new wardrobe,
ion), or do you
ces.
that you need a
ure” (high fash
to make your choi
on “haute cout
Use the Internet
Do you splurge
ar)?
o-we
dy-t
r” (rea
fashion
for “prêt-à-porte
different French
of at least three
designer’s
s
the
ction
ribe
colle
Desc
you prefer?
1. Peruse the
notice and your
ch collection do
designers. Whi
style drew your
ents of his or her
e designers?
style. What elem
hase from thes
would you purc
interest? What
RIPTIONS
Culminating chapter activities offer students an
opportunity to work with the Internet (Cliquez ici!), practice reading strategies (Lecture), develop their writing skills
(Par écrit), and improve their listening comprehension (À
l’écoute!).
Cliquez ici!
A task-based feature encourages students to use the
Internet to learn more about cultural, social, and
historical topics affecting French and Francophone
societies.
L E C T U R E
Lecture
Avant de lire
CONTEXTUAL GUESSING
When you read a text in your own language,
you often figure out the meaning of unfamiliar words based on the context. This
technique is even more useful when reading in a foreign language. Try it whenever
you read in French.
First, skim the reading quickly to figure out the general topic. Look at illustrations and captions. Then go back to the beginning and try to understand the main
idea in each sentence without using a dictionary. Remember that your goal is not
to understand every word, but simply to grasp the most important information.
After skimming the following article adapted from a popular French newsmagazine, L’Express, read the following phrases to see if you can guess what they
are about.
Accessible, stimulating literary excerpts and
author-written reading selections are introduced
by pre-reading strategies (Avant de lire) and
followed by comprehension activities
(Compréhension).
petit polo étriqué kaki en polyester
chemise zippée en Tergal
imprimés à carreaux, à fleurs ou à motifs hawaiiens
•
Par écrit
With its step-by-step writing guidelines, this
section helps develop students’ writing skills
while stimulating the creative expression of their
own ideas.
p les sont en vogu
6. Guerrisold
e.
est une marque
(brand name) de
vêtements.
You can deduce from the larger context that this is a list of items with something in common. (All are items of clothing of a certain style.)
• You might guess that a polo is a knit shirt with a collar, as in English. This one
is khaki-colored, made of polyester, and, you might guess, close-fitting or tight
(based on the word petit and the clothing you see in the photos). You probably can’t guess the meaning of étriqué, so just skip it; you’ve already managed
to grasp the most important information.
• You know chemise from the chapter vocabulary. This shirt is zippée—easily
guessable. What is Tergal? You might conclude it is a kind of fabric, because
you know that phrases such as en polyester and en coton tell you the kind of
fabric. The capital T suggests that Tergal is a brand name, like Gore-tex. That’s
all you need to know to continue reading.
• The glosses in the reading tell you that imprimés are prints and that à carreaux means “plaid” (literally, “with squares”). Knowing that, you can guess
that à fleurs and à motifs hawaiiens describe other kinds of prints. You may
know that fleurs means “flowers”; if not, you may decide to look that word up.
Motifs hawaiiens is an obvious cognate.
j nes Français.
Discu the impo
rtance o guesses, reading becomes easier and more
When you learn tossmake
educated
Summary: Avant
lire, which introdu
each reading
selection in Rend
vous, presents reading strategies
techniques designed to help stude
approach written texts with greate
confidence and efficiency. Each Av
de lire presents a specific strategy
followed by a brief warm-up exerc
These pre-reading exercises may
done in class or individually by
students at home.
Note: Instructors are urged to go o
the Avant de lire section carefully w
students before assigning reading
which may best be done in class.
Doing reading during class
encourages students to read more
rapidly, avoiding constant recourse
dictionary. Have students talk abou
their reading strategies and share
those strategies that are most
successful.
Summary: Lecture is the reading
selection that appears in every
chapter of Rendez-vous except fo
Preliminary chapter. Many of the
readings are drawn from authentic
contemporary sources; some are
author-written, and others are liter
Each selection is thematically
connected to the chapter topic or
topics; author-written readings rec
the active vocabulary presented a
practiced in the chapter. Unfamilia
words and expressions are glosse
the margin. The reading selections
follow a progression, through the
chapters, from simple beginner-lev
texts to increasingly challenging o
as students expand their vocabula
and gain greater familiarity with
complex grammatical and syntacti
structures. Each reading selection
followed by a Compréhension
exercise to verify and expand upo
students’ understanding of the text
France and the
Unite
d Sta
enjoyable. Contextual guessing helps
you keep your nose out of the dictionary!
PA R É C R I T
FUNCTION:
Describing (a pers
on)
Your instructo
r and classmates
GOAL:
To describe som
eone in class usin
g the following
PARAGRAPHE
model
1
Julie habite à Los
Angeles. C’est
une jeune fille
intéressante. Elle
excentrique mai
aime parler de
s
musique et de
pas parler de cour
poli
tique, mais elle
s universitaires
n’aime
. En général, elle
un jean et des chau
porte un pull-ove
ssettes blanches
r noir,
.
PARAGRAPHE
2
Julie admire Cou
rtney Love et Ella
Elle adore dans
Fitzgerald, mai
er et
s elle déteste Mad
onna.
une personne dyn écouter la radio. Julie est soci
able et optimist
amique.
e; c’est
AUDIENCE:
Steps
Summary
takes a st
approach
and aims t
students’ w
skills by gu
them throu
series of clear,
cumulative tas
the IM for hints
on group editi
1. Make a list
of questions to
ask a classmate
information as
so that you can
is given in the
gather
preceding para
Cincinnati? Tu
graphs. For exam the same kind of
es idéaliste ou
ple: Tu habites
réaliste? Tu aim
musique? Tu port
à
es la musique?
es
souvent un jean
Quelle (What)
2. As you inte
?
rview your class
mate, jot down
3. Next, circle
the answers in
the details you
abbreviated form
will use to writ
a guide, write the
.
e
your composition
composition, roun
. Using the mod
information whe
ding out the deta
el as
rever possible.
ils and adding
Try to adapt the
descriptive
style.
description to
your own writing
4. Reread the
paragraphs for
smoothness and
unorganized, unfo
clarity. Rewrite
cused, or chop
them if they seem
py. Finally, rere
adjective agreeme
ad the composi
nt and proper
tion, checking
5. Be prepared
use of the artic
for
les à and de.
to read your desc
ription to your
classmates.
E!
À L' É C O U T
Patrice. First,
t his best friend,
e’s dee is talking abou
ry and Guillaum
copain. Guillaum
n to the vocabula
you need
Mon meilleur
ities. Next, liste
tape as often as
activ
the
the
lay
ugh
Rep
.
look thro
n, do the activities
The
ice.
Patr
scription of
x F for answers.)
to. (See Appendi
UTILE
VOCABULAIRE
A.
(slang)
vachement very
ice.
cuir leather
ing depicts Patr
decide which draw
e’s description,
laum
Guil
on
Based
Patrice.
description of
er, based on the
the correct answ
B. Now choose
.
te
1. Patrice habi
a. à Lyon
b. à Nice
.
ie
2. Patrice étud
a. l’anglais
l
agno
l’esp
b.
.
e
3. Patrice ador
classique
a. la musique
b. le rock
.
4. Il joue
a. du piano
b. de la guitare
.
x
5. Patrice est
s un peu paresseu
a. intelligent mai
uel
.
b. très intellect
ours
e touj
6. Patrice port
noir
son
blou
a. un jean et un
gris
b. un costume
l’écoute! is a
Summary: À
rehension
listening comp
of one or
section consisting followwith
two passages
ded on the
up activities recor the
with
ged
packa
to the
audio program
nts can listen
Stude
text.
at
student
do the activities
tape or CD and
may wish to play
home, or you
sion
ing comprehen
selected listen
have students
and
class
in
passages
together. It is
do the activities any case that you
in
students
recommended
te! section with
sure
do the À l’écou
chapters to be the
for the first few
how to work with
that they know to let students know
material. Be sure
every
d
rstan
unde
that they will not the listening
in
hear
in real
word they
passages, as
comprehension focus globally on the
d
ges
life. They shoul
ation in the passa t
general inform
concerned abou
and not be overly understand. Scripts
not
do
they
what
ar at the
material appe
Answers
of the recorded
n.
Editio
ctor’s
end of this Instru
comprehension
to the listening at the back of both
ar
activities appe
ctor’s
and the Instru
the student text
Edition.
À l’écoute!
The chapter culminates in a listening passage and
comprehension activity related to the chapter’s
theme that helps to hone students’ listening skills.
Le monde francophone... ses gens
This feature contains authentic testimonials from
native French-speaking people and provides
fascinating insights into the daily life of inhabitants of
the Francophone world.
NOM:
ÂGE:
LIEU DE NAISSANCE:
PROFESSION:
Morgane Bourglan
23
Laval, France
Etudiante
Faites la description de votre meilleur a ami / meilleure amie.
Elle s’appelle Morgane et habite aussi à Laval. Elle travaille maintenant dans une autoécole. Elle ab l’intention de fonder sa proprec entreprise dans une dizaine d’années.d
Nous sommes amies depuis longtemps et nous partageonse les mêmes intérêts pour le
basket et la musique. Sa famille est un peu ma famille et vice versa. Elle est super sympa.
a
best
b
has
c
own
d
dans... in ten years or so
e
share
cert
2. à un con
rée
3. à une soi
cophones
Réalités fran
Réalités francophones
s jeans)
e), jeans (le
haute coutur ncophone world.
fashion (la
and the Fra
terial
for its high
e for the ma
nce is known ple throughout France
Fra
nam
gh
e
the
hou
peo
Alt
Nîmes,
French nam
nly worn by from chambray de
en from the
are commo
comes
“jeans” is tak material was originally
”
rd
nim
wo
“de
the
The word
where the
ns. French
made, while
m
jea
are
e
fro
ns
blu
city
t
jea
t
of the firs
from which nes), the Italian por
ns and, as
manufacture
(Gê
common jea
for Genoa
States for the many innovations to
the United
h
exported to ers can be credited wit world of fashion.
ign
in the
ns
jea
g”
fashion des
zin
h “legitimi
a result, wit
Brief notes inform students of important and current issues in contemporary Francophone societies.
En savoir plus
LAIRE
VOCABU
É UDE DE
En savoir plus
Practical information prepares your
students to get along in French-speaking
countries.
Fenêtre sur...
Fenêtre sur... is a special culture spread following Chapitres 3, 6, 9, 12, and 15 of Rendez-vous.
It “opens a window” for you onto the rich and diverse cultures of the French-speaking world.
QUELLE ES
T VOTRE TA
ILLE? (What
’s your size?)
Femmes: Rob
France 38
USA
10
Jeans Dames
France 32
USA
6
La France et
l’Europe francophone
L
Juliette Binoche: le
talent et la grâce
René Magritte (1898–1967 a): un univers
énigmatique
lle est belle et intense. Star internationale depuis son oscar obtenu
en 1996a pour Le Patient anglais, elle
resteb simple. Pour elle, le cinéma
n’est pas un commerce, c’est un art.
Elle choisit généralement des films
difficiles comme L’Insoutenable
légèreté de l’êtrec avec Daniel Day
Lewis (1988d), parfoise des films
«intellectuels» comme la trilogie Bleu,
Rouge, Blanc, du réalisateurf polonais,
Krzysztof Kieslowski. Mais si on lui propose un scénario de
qualité, elle n’hésite pas à se lancerg dans un film populaire
comme Chocolat avec Johnny Depp (2001h). C’est une actrice
qui dirigei sa carrière avec intelligence.
agritte est un peintre surréaliste belge. Il obéit à l’imagination.
M
Il peint des objets familiers: une pipe, un piano, une chaussure, une pomme,b un
nuage,c une fenêtre… Il crée des associations étranges et conçoitd des personnages
extraordinaires et des paysages fabuleux. Son univers est imprévisible,e énigmatique,
absurde, ironique. C’est un poète.
a
1898... mille huit cent quatre-vingt-dix-huit à mille neuf cent soixante-sept
unpredictable
b
apple
c
cloud
d
conceives
e
UNE CAPITALE
Paris, la
ville-lumièrea
e monde entier admire Paris, la villelumière, célèbre pour ses musées, ses
monuments, ses boutiques, ses cafés, son
métro. Mais il faut visiter aussi le Paris des
Parisiens, le Paris secret! Derrière la porte
d’un immeuble,b vous découvrezc souvent
un jardin fleuri, calme commed un
couvent.e Au sixième étagef d’un immeuble
sans ascenseur,g les étudiants se trouvent
seuls,h sans leurs familles pour la première
fois. Dans leur minuscule chambre de
bonne, ils étudient, improvisent des dîners avec leurs amis, et construisent des châteaux en Espagne.i En bas, les clients
font la queuej à la boulangeriek: c’est la meilleurel du quartier. Elle est réservée aux connaisseursm!
L
city of lights bbuilding cdiscover, find dlike econvent fsixième... sixth floor [seventh floor by American counting] gsans... without an elevator
se... find themselves alone iconstruisent... build castles in the air (fig.) jfont... stand in line kbakery lbest mconnoisseurs
es, Tailleurs,
Pulls
40 42 44
46 48
12 14 16
18 20
Hommes: Che
mises
France
37–38
39–
USA
14 1⁄2–15 15 1 40 41–42 43
⁄2–16
34 36 38
16 1⁄2 17
Jeans Homm
42 44
es
8 10 12
Fra
nce 36 38
14 16
QUELLE ES
40 44 46
T VOTRE PO
USA
48
28 30 32
INTURE? (W
34 36 38
hat’s your sho
Chaussures Dam
e size?)
es
France 36
37 38 39
Chaussures Ho
40 41
USA
5 6 7
mmes
8 9 10
France 42
43 44 45
USA
46 47
8 9 10
11 12 13
UNE CÉLÉBRITÉ
’ART ET L’ARCHITECTURE
E
Fenêtre sur...
L
A LANGUE
ET LES USAGES
L’art de compter en
Suisse et en Belgique
—Savez-vousa compter?
—Oui!
—En français?
—Certainement...
—Alors, comment dites-vous 70 et 90?
—Soixante-dix et quatre-vingt dix...
—Oui! En fait, oui et non. En Suisse et en
Belgique, vous devezb dire «septante» et
«nonante». À chacun ses habitudes!c
a
Savez... Do you know how
own!
b
must
c
À... To each his
a
mille neuf cent quatre-vingt-seize bremains cL’Insoutenable... The Unbearable
Lightness of Being dmille neuf cent quatre-vingt-huit esometimes fdirector
se... throw herself hdeux mille un idirects
g
LES FÊTES ET LES FESTIVALS
Le Festival de Cannes: un événement très glamour
e cinéma et l’argenta: voici les mots clés du Festival de Cannes.
L
Crééb en 1946,c juste après la guerre, le Festival est une vitrined internationale de l’art cinématographique. Tous les
pays présentent des films: films à grand budget, mais aussi films indépendants, réalisés souvent avec trés peu d’argent et
beaucoup d’imagination. Chaque année, pendant les deux semaines du Festival, le suspense attaque les nerfs des journalistes, des acteurs, des producteurs. Une question obsèdee les participants: quel film recevraf la Palme d’org?
Dans les chambres de luxe de l’Hôtel Carlton, distributeurs et acheteursh signent des chèques et des contrats. Et sur
la Croisettei les stars paradent.
Célébration du talent, de la beauté, et du soleil,j le Festival est une fête médiatiséek: 4000 journalistes assurent son
succès.
a
h
4
49
a
money bCreated
during the festival)
c
mille neuf cent quarante-six dshowcase eobsesses fwill receive gPalme... Golden Palm (the prize given to the best film shown
buyers ifamous boulevard on Cannes’ seafront jsun kpopularized through the media
h
Cultural collages,
containing visuals
and short texts, follow every third chapter and give students
a “window” into the
cultural richness and
diversity of the
Francophone world.
Supplements
As a full-service publisher of quality educational products,
McGraw-Hill does much more than just sell textbooks to
your students. We create and publish an extensive array of
print, video, and digital supplements to support instruction on your campus. Orders of new (versus used)
textbooks help us to defray the cost of developing such
supplements, which is substantial. Please consult your
local McGraw-Hill representative to learn about the availability of the supplements that accompany Rendez-vous.
•
Available to Adopters
and to Students:
•
•
•
•
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Student Edition. The main textbook includes maps
of the Francophone world, a grammar appendix,
translations of minidialogues, and a French-English /
English-French end vocabulary. In addition, packaged
with the textbook is a listening comprehension program, available in cassette or CD format, containing
the grammar minidialogues and the À l’écoute!
listening comprehension activities.
Workbook. This supplement offers students further
practice with the vocabulary and structures presented
in the main text, along with additional guided writing
practice.
Laboratory Manual. Coordinated with the Audiocassette and Audio CD Program, this manual provides
students with supplemental listening, speaking, and
pronunciation practice.
Audiocassette and Audio CD Program. This 13-hour
cassette or CD program, coordinated with the Laboratory Manual, contains engaging listening and speaking
activities as well as pronunciation practice.
Listening Comprehension Cassette or CD. Packaged
with the student text, this cassette or CD contains the
minidialogues and the À l’écoute! listening comprehension passages that appear in the main text.
CD-ROM. A new, interactive CD-ROM continues the
emphasis on the meaningful uses of French that
characterize the student text. Correlated with each
chapter of the textbook, the CD-ROM offers multiple
opportunities for students to review and practice
vocabulary and grammar in a meaningful, interactive
format. A video segment in each lesson invites
students to “participate” in a dialogue with a native
speaker of French and to further practice the language
functions presented in each chapter. In addition,
•
students continue their development of listening,
speaking, reading, and writing skills through interaction with textual passages and other engaging
content. Cultural themes introduced in the textbook
are further discussed in the CD-ROM, and a Web link
takes students directly from the CD-ROM to the
Rendez-vous website.
Website. The new Rendez-vous website brings the
French-speaking world directly into students’ lives to
enrich their language-learning experience with a
myriad of authentic French-language resources and
cultural activities. Resources for students include
additional vocabulary and grammar activities for each
chapter as well as cultural Internet links and exercises.
For instructors, the website provides grammar PowerPoint slides, online transparencies, links to professional organizations, and many other resources. Visit the
Rendez-vous website at www.mhhe.com/rendezvous.
A Practical Guide to Language Learning: A FifteenWeek Program of Strategies for Success, by H. Douglas
Brown (San Francisco State University). This brief
introduction to language learning provides beginning
students with strategies for studying French.
Available to Adopters Only:
•
•
•
•
•
•
Annotated Instructor’s Edition. This special edition of
the main textbook includes marginal teaching notes and
an audioscript of the À l’écoute! listening comprehension passages.
Instructor’s Manual/Instructor’s Resource Kit. Theoretical information, practical guidance, lesson plans,
and additional classroom activities make this an
indispensable resource for instructors.
Overhead Transparencies. This set of 50 acetates, many
in color, can be used to present and review basic
French vocabulary groups.
Audioscript. This transcript of the complete
Audiocassette and Audio CD Program is packaged along
with the adopter’s version of the audio program.
Testing Program. This resource contains three sets of
tests for each chapter, along with mid term and final
exams. The Testing Program is also available
electronically so that you may customize the tests to
best suit your instructional needs.
Video to accompany Rendez-vous. This culturally rich
and engaging video has interesting story lines,
illustrates functional language, and takes viewers on a
cultural tour of the countries of the French-speaking
•
world. Filmed at various Francophone locations, this
90-minute program has two integrated video features.
Au début is the first part of the video program and
contains brief vignettes illustrating functional
language, such as mailing a letter at a post office,
ordering food at a café, and so on. This vignette is
integrated into every chapter opener of the text. The
segments in the second part of the video program,
Situations, follow the interests, desires, and
adventures of four French college students. In the sixth
edition of Rendez-vous, corresponding activities for
Situations appear in the Workbook. Additional
viewing activities and a videoscript can also be found
in the Instructor’s Manual.
Training/Orientation Manual. Written by James F. Lee
(Indiana University) especially for teaching assistants
and program coordinators, this volume offers practical
advice on beginning language instruction.
Acknowledgments
The authors and publisher would like to express their gratitude to the following instructors whose valuable suggestions contributed to the preparation of this new edition.
The appearance of their names does not necessarily constitute an endorsement of Rendez-vous or its methodology.
Joan Adams, Shasta College
Lydia Allen, University of Cincinnati
Ibrahim Amidou, University of Cincinnati
Julie Arnold, Alma College
Renée Arnold, Brigham Young University Hawaii Campus
Morgane Bourglan, University of Cincinnati
Gretchen Marie Buet, Green River Community College
Corry L. Cropper, University of Illinois at UrbanaChampaign
Brigitte P. Crull, University of Houston
James N. Davis, University of Arkansas at Fayetteville
Odile Déchaux, University of Cincinnati
Dominick De Filippis, Wheeling Jesuit College
Armelie Denis, Oregon State University
Melanie Gerbes, University of Cincinnati
Meredith Hartman, University of Cincinnati
Shu Huang, University of Cincinnati
Beverly Hunsberger, Villa Julie College
Linda Beane Katner, Saint Norbert College
Anthony Keefer, California University of Pennsylvania
Brenda Kraus, Monroe County Community College
Jacques M. Laroche, New Mexico State University
Kathy Lorenz, University of Cincinnati
Kay McLean, Volunteer State Community College
Hedwige Meyer, University of Washington
Ralph Meyer, University of Cincinnati
Valerie Monteux, Oregon State University
Pauline Nelson, Bethany College
María C. Ortiz, University of Cincinnati
Robin Rash, Lambuth University
Linda Reichenbach, McLennan Community College
Elizabeth Ridley, University of Cincinnati
Linda M. Rouillard, University of Pittsburgh
Mark Sanford, University of Pittsburgh
Munir F. Sarkis, Daytona Beach Community College
Anne W. Sienkewicz, Monmouth College
Amy Stoll, University of Cincinnati
June Taylor, Gordon College
Jaqueline Thomas, Texas A & M University
Cheryl Toman, Millikin University
David M. Uber, Baylor University
Alex Villemin, University of Cincinnati
Many other individuals deserve our thanks. We are
especially grateful to Nicole Dicop-Hineline, who, as the
native reader, edited the language for authenticity, style,
and consistency.
The authors also wish to acknowledge the editing, production, and design team at McGraw-Hill: Diane Renda,
David Staloch, David Hash, Michelle Whitaker, and
Alexandra Ambrose. Nick Agnew and the marketing and
sales staff of McGraw-Hill are much appreciated for their
loyal support of Rendez-vous through its six editions.
Thanks also to Scott Tinetti, who oversaw the development
process, as well as to Michelle-Noelle Magallanez, who
carefully and expertly edited the new edition and all of its
ancillaries to ensure a high level of quality and consistency
throughout the entire Rendez-vous program. Finally, many
thanks are owed to our editor, Leslie Oberhuber, who followed the book through writing and production phrases
and provided us with much needed encouragement and
assistance, as well as to our publisher, William R. Glass, for
his continuing support and enthusiasm.