section 4: Pâques

4
Section Four:
Pâques
DAY ONE
In this lesson, I will learn about different Easter
traditions.
1. Open open Section Four, Day One of the Workbook to complete the
Reflection and do question 1.
2. Read the context below then listen to Track 47 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: It is the last day of classes before the Easter long weekend. A few students
in Mme Morin’s class are talking about different things they do to celebrate Easter.
They are also excited because the Easter egg hunt will start in a few minutes.
Pg 115
When we want to wish someone a Happy Easter in
French, we say “Joyeuses Pâques”, just like Mme Morin
did to her students. Did you notice that the word ‘œuf’
was used many times in the dialogue you just listened to?
L’œuf is an item that we always see at
Easter. An egg is a symbol of new life.
Pg 116
continued...
Offering eggs to others is a tradition that has existed for
hundreds of years. Originally eggs were painted with
bright colours to celebrate spring. Some experts state
that eggs were often given to servants by their masters
and exchanged among friends.
You will learn more about other symbols associated with
Easter and decorating eggs later in this Section.
3. Open Section Four, Day One of the Workbook and do
questions 2 and 3.
Pg 117
DAY TWO
In this lesson, I will be introduced to new vocabulary.
1. Read the context below then listen to Track 48 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: The bell has just rung and the students are excited about the Easter long
weekend. Karine and Émilie are talking about how much fun they had doing the
Easter egg hunt. They bring up different Easter traditions during their conversation.
Pg 118
Karine and Émilie talked about different symbols
associated with Easter.
We often see les poussins during the
spring and they represent new life.
As you know l’œuf is a universal
symbol that everyone associates
with Easter.
Le lys is a flower that we find in
churches and people’s homes during the
Easter season. The lily symbolizes
purity and announces the arrival of
spring. The Christians see the lily as a
reminder of how Jesus came back to
life.
Pg 119
continued...
Another popular Easter symbol is le lapin de Pâques.
The tradition of the Easter Bunny originates from
Germany in the 1500s. Children made nests out of grass,
leaves and twigs, and placed them outside. The Easter
Bunny would fill the nests with multicoloured eggs during
the night. This tradition was brought to North America in
the 1700s. Nowadays, the Easter Bunny hides chocolate
eggs and bunnies for children to find.
The first edible bunnies were actually
made in Germany in the 1800s and
les fêves en gelée became an Easter
treat in 1930.
Finally, le panier is a tradition that evolved from the
custom of people taking food for their Easter dinner to
mass to be blessed. Today children fill their baskets with
eggs and yummy treats.
Interestingly enough, the Easter bunny does not exist in
France or many other European countries. One legend
says that the church bells fly to Rome on Good Friday and
when they return on Easter Sunday they drop eggs for
boys and girls to find. Another legend says that the bells
return filled with chocolate eggs for everyone to share.
Pg 120
2. Listen to Track 49 on the Module 5 CD and take some time to learn
the vocabulary related to Easter. Use the following pictures from left
to right to help you follow along. Listen a second time and repeat
each word after you hear it. Record yourself saying the words below.
Compare your recording with the track. How is your pronunciation?
Practice saying again the words that are giving you difficulty.
la chasse aux
œufs
les couleurs
les fèves en
gelée
le lapin de
Pâques
le lapin en
chocolat
le lys
un œuf de
Pâques
les œufs colorés
le panier
le poussin
le printemps
Pg 121
We ask the question Qu’est-ce que c’est? to find out
what something is.
In French, the same question is used when you are asking
about one object or many objects. Look at the examples
below.
Qu’est-ce que c’est?
C’est un panier
Qu’est-ce que c’est?
Ce sont des œufs colorés.
When we are asking about one object, we use C’est in
the reply. Ce sont is used to reply about many objects.
3. Open Section Four, Day Two of the Workbook and do
questions 1, 2, 3, and 4.
Pg 122
DAY THREE
In this lesson, I will learn about the religious aspects of
Easter.
1. Open open Section Four, Day Three of the Workbook and complete
the Reflection.
2. Listen again to Track 47 on the Module 5 CD. Pay special attention to
when the characters discuss different religious elements associated
with Easter.
The characters mentioned different religious elements
associated with Easter in their conversation, including
special days, going to church, the resurrection and the
cross. Did you know that Easter is not only a holiday but
a season unto itself? For many religious people, it marks
a time of miracles and a reaffirming of faith. The Easter
Season is made up of many significant days. Palm
Sunday is the Sunday before Easter Sunday. It
commemorates Jesus’ arrival in Jerusalem. Holy
Thursday is significant because it marks the day that
Jesus ate and drank with his disciples. This meal is
known as the Last Supper.
Pg 123
continued...
Le Vendredi saint (Good Friday) is well known
as it commemorates the crucifixion of Jesus
Christ. Many people go to church on Good
Friday to remember the day that Jesus died on
the cross and sermons are based on how Jesus
offered his life to pardon the sins of all mankind.
Holy Saturday is another day of mourning and
then it’s Easter Sunday.
Le dimanche de Pâques is a joyous holiday as
we celebrate a rebirth, the resurrection of Jesus,
which is evidence of eternal life.
La croix is the symbol for the Christian religion
as Jesus was nailed to a cross but then came
back to life.
La brebis is a religious symbol that exists since
the beginning of time and represents purity and
innocence. Long ago it was believed that lambs
brought good luck to others.
Les cloches are another symbol that we see at
Easter time. While we normally hear bells rung
all year, they fall silent on Holy Thursday and do
not ring again until Easter Sunday. The bells
are not rung for three days as a way of
remembering the death of Jesus and hearing
them again is a sign of Jesus’ rebirth.
This tradition comes from France and Italy. Others say
the church bells ring joyfully on Sunday morning to
announce the arrival of spring. Have you ever noticed
that church bells are often gold? This is because l’or
(gold) represents the light brought, by Christ, who rose
from the dead, to enlighten our world.
Pg 124
3. Listen to Track 52 on the Module 5 CD and take some time to learn
the religious terms associated with Easter. Use the following pictures
from left to right to help you follow along. Listen a second time and
repeat each word after you hear it. Record yourself saying the words
below. Compare your recording with the track. How is your
pronunciation? Practice saying the words that are giving you difficulty
again.
la brebis
les cloches
la croix
le dimanche de Pâques
l’église
le Vendredi saint
4. Open Section Four, Day Three of the Workbook and do
questions 1, 2, and 3.
Pg 125
DAY FOUR
In this lesson, I will learn about decorating Easter eggs
and be introduced to the verb décorer. I will also review
colours and shapes.
1. Open open Section Four, Day Four of the Workbook and complete the
Reflection.
2. Read the context below then listen to Track 53 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: Miguel has gone over to Émilie’s house to decorate Easter eggs. They talk
about what a fun tradition this is. They also describe the colours and shapes they will
use to decorate their eggs.
Pg 126
Miguel and Émilie referred to different colours in their
conversation, such as bleu and vert foncé. Normally we
see softer colours, also known as pastels, at
Easter time. However in the past, eggs were
painted bright colours to represent the
brightness and liveliness of spring. Did you
know that specific colours seen at Easter
time symbolize different things? For example, you often
see purple banners and ribbons hanging in church.
Le violet is the colour of lent.
Le blanc symbolizes hope, purity
and newness.
Le vert represents nature and
growth.
Pg 127
When colours are used to describe something, they are
adjectives. Therefore they take the masculine or
feminine and singular or plural forms of the nouns they
describe. Look at the following examples:
L’œuf est bleu.
Les lys sont blancs.
The chart below shows the different forms of colours that
we typically see at Easter.
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
blanc
blanche
blancs
blanches
bleu
bleue
bleus
bleues
jaune
jaune
jaunes
jaunes
rose
rose
roses
roses
vert
verte
verts
vertes
violet
violette
violets
violettes
Pg 128
continued...
In French, the spelling of some colours is the same
whether they are masculine or feminine. Other colours
have a different spelling when they are feminine. The
plural forms of all the colours in the chart take an s.
Remember: Always look at the noun in order to
determine if the adjective should be written in the
masculine or feminine and singular or plural forms.
Did you notice that Émilie and Miguel used the words
clair and foncé when you listened to the dialogue? Both
these words are adjectives that can be added to colours.
Clair means light and foncé means dark. Review the
examples below.
Le panier est bleu clair.
Les œufs sont vert foncé.
Take a look at the second sentence again. Notice that an
s has not been added to the words vert and foncé.
When you add clair or foncé to any colour, this set of
words becomes invariable (ex. bleu foncé, jaune clair),
which means that they remain the same regardless of
whether or not the noun they describe is masculine or
feminine or plural.
Pg 129
continued...
When we want to know the colour of a specific object, we
ask the question Quelle couleur est…? For example:
Quelle couleur est l’œuf?
(What colour is the egg?)
L’œuf est rose.
(The egg is pink.)
When you want to ask about the colour of more than one
of something, you use the question Quelles couleurs
sont …? For example:
Quelle couleur sont les poussins?
(What colour are the chicks?)
Les poussins sont jaunes.
(The chicks are yellow.)
Notice that when asking or answering a question we use
EST for singular and SONT for plural.
3. Open Section Four, Day Four of the Workbook and do question 1.
Pg 130
Émilie and Miguel mentioned different shapes when they
described the Easter eggs they decorated. Refresh your
memory by looking at the list of shapes below.
le carré
le cercle
le cœur
le diamant
l’étoile
l’ovale
le rectangle
le triangle
Pg 131
continued...
Now read the following sentences that describe eggs
being decorated:
Je décore mon œuf avec des
triangles roses.
Tu décores ton œuf avec des
diamants bleus.
Elle décore son œuf avec une
étoile violette.
Can you tell which word means ‘decorates’ in the
sentences above? If you look closely, the word in French
is quite similar to the word in English. Décorer is the
verb in French for ‘to decorate’. Did you notice that an s
is added to the word décoré in the second sentence?
The verb is written the same way for the subjects Je, Il
and Elle. Look at the conjugated form of this verb below.
Je décore
Tu décores
Il décore
Elle décore
Pg 132
continued...
The words mon, ton and son were used before the word
œuf in the sentences above. These are possessive
adjectives which we use in French to identify something
that belongs to you or someone else.
Mon, ma and mes refer to ‘my’.
Ton, ta and tes refer to ‘your’.
Son, sa and ses refer to ‘his/her’.
Always look at the noun following the possessive
adjective. This is the word which will determine if the
adjective to use is feminine or masculine and singular or
plural. Use a dictionary or the Glossary to help you.
Look at the chart below:
Masculine
Singular
Feminine
Singular
Masculine/
Feminine Plural
mon
ma
mes
ton
ta
tes
son
sa
ses
4. Open Section Four, Day Four of the Workbook and do
questions 2, 3, 4, and 5.
Pg 133
DAY FIVE
In this lesson, I will learn about which articles of clothing
and activities are associated with le printemps. I will also
review different weather expressions in French.
1. Open open Section Four, Day Five of the Workbook and complete the
Reflection.
2. Read the context below then listen to Track 55 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: Miguel, his sister Sonia and his brother Christian are spending the afternoon
at the park with a few friends. They discuss different activities they can do, what the
weather is like, and articles of clothing they wear in the spring.
Pg 134
Le printemps starts on March 21 every year. This day is
known as the spring equinox. Easter and holidays related
to Easter, such as Good Friday are moveable feasts. They
do not fall on a fixed date and are actually based on the
lunar calendar. Easter occurs on the first Sunday
following the full moon that occurs on or following the
spring equinox. As such, Pâques falls anywhere between
le 22 mars and le 25 avril.
Pg 135
3. a. Look at the picture of the different articles below. Give the French word for
each item with the correct definite article le, la, les. Consult the Glossary if you
have difficulty recalling some of the names.
b. Were you able to correctly identify each item? Did you notice that one of items
was different than the others? The French word for umbrella is le parapluie.
4. Open Section Four, Day Five of the Workbook and do question 1.
Pg 136
You just reviewed different articles of clothing. In order
to say what you or others are wearing, you need to use
the verb Porter.
Porter means ‘to wear’ in English. Look at the examples
below.
Je porte un imperméable.
(I wear a raincoat.)
Tu portes des bottes de pluie.
(You wear rubber boots.)
Il porte un chandail.
(He wears a sweater.)
Elle porte une casquette.
(She wears a baseball cap.)
Notice that the conjugated form of this verb is porte with
the pronouns Je, Il and Elle; however it takes an s with
the pronoun Tu and becomes portes.
Remember: We use the indefinite articles un, une and
des when describing something we wear.
Did you recognize some of the activities that the students
mentioned in their discussion about springtime?
When you are playing, you use the verb Jouer. When
you are doing an activity, you use the verb Faire.
Look at the chart of activities and sports that are
associated with spring. Notice which ones are played and
which ones are being done.
Pg 137
continued...
Jouer
Faire
Je joue au soccer.
Je fais de la bicyclette.
Je joue au baseball.
Je fais de la planche à
roulettes.
Je joue au parc.
Je fais du patin à roues
alignées.
Je joue au basketball.
Je fais une promenade.
Pg 138
continued...
Note that if you are talking to, or about someone else,
you use different pronouns and therefore the verb
changes form. Study the sentences below.
Tu joues au parc.
(You play at the park.)
Tu fais de la bicyclette.
(You ride a bike.)
Il/Elle joue au soccer.
(He/She plays soccer.)
Il/Elle fait une promenade.
(He/She goes for a walk.)
5. Open Section Four, Day Five of the Workbook and do question 2.
Pg 139
A few kinds of weather we experience in springtime were
mentioned in the dialogue. Take a few minutes to review
the different expressions below that we use to describe
weather.
Il fait soleil.
Il fait beau.
Il faut chaud.
Il pleut.
Pg 140
continued...
Il vente.
Il y a des nuages.
Il fait mauvais.
Il fait froid.
6. Open Section Four, Day Five of the Workbook and do
questions 3 and 4.
Pg 141
DAY SIX
In this lesson, I will review numbers and the expression
Il y a. I will also use the question format Il y a combien
de…?
We use the expression il y a which means ‘there are’ with
a number to describe how many of something there are.
For example:
Il y a douze poussins.
Il y a quatre parapluies.
Notice that the number is found in front of each item in
the sentences above.
Pg 142
continued...
The expression il y a means ‘there is’ when we are
talking about one of something. For example:
Il y a un œuf de Pâques.
Refer to the chart below to review the numbers from
1 – 20.
1 un
2 deux
3 trois
4 quatre
5 cinq
6 six
7 sept
8 huit
9 neuf
10 dix
11 onze
12 douze
13 treize
14 quatorze
15 quinze
16 seize
17 dix-sept
18 dix-neuf
19 dix-neuf
20 vingt
Pg 143
1. Open Section Four, Day Six of the Workbook and do question 1.
We can use both colours and numbers to describe a noun.
Look at the examples below.
Il y a vingt fèves en gelée roses.
Il y a sept casquettes violettes.
Remember that the number will always come before the
noun and the colour will always come after the noun.
Also remember that colours need to agree in gender (m/f)
and number (sing/pl) with the noun. In the first sentence,
fève en gelée is masculine so we use the masculine form
of the colour pink. Since we are talking about more than
one jelly bean, we add an s to the end of the word rose.
In the second example, since casquette is feminine we
use the feminine form of the colour purple which is
violette. We also add an s to the end of the word since
there are seven baseball caps.
Pg 144
continued...
When we want to know how many of something there
are, we ask the question Il y a combien de…? For
example:
Il y a combien d’œufs verts dans le panier?
(How many green eggs are in the basket?)
Il y a neuf œufs verts dans le panier.
(There are nine green eggs in the basket.)
Notice that the words combien de appear before the
noun in the question and the number is placed before the
noun in the answer.
2. Open Section Four, Day Six of the Workbook and do questions 2, 3,
4, and 5.
Pg 145
DAY SEVEN
In this lesson, I will review how to add and subtract
numbers in French as well as how to use the verb avoir.
The words addition and plus are spelled the same in
English and French. They have the same meaning but
their pronunciation is different.
Subtraction is called la soustraction in French. The
term ‘minus’ is moins in French.
Study the examples below:
douze plus quatre font seize
neuf moins deux font sept
Pg 146
continued...
Are you able to determine which word in French means
‘equals’? When writing or reading an arithmetic equation
in French, we use the word font.
1. Open Section Four, Day Seven of the Workbook and do question 1.
2. Read the context below then listen to Track 57 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: Miguel and his sister Sonia are practicing how to add and subtract in French
with the eggs the Easter Bunny left in their yard.
Pg 147
Did you notice that Miguel and Sonia used the verb avoir
when talking about how many eggs they had? For
example:
Miguel said: J’ai trois œufs jaunes plus six
œufs bleus. J’ai combien d’œufs?
Sonia replied: Tu as neuf œufs.
J’ai means ‘I have’ in French and Tu as means ‘You
have’. When we want to indicate how many things
someone has, we use Il a or Elle a. Look at the
examples below.
Il a douze œufs de Pâques.
(He has twelve Easter eggs.)
Elle a vingt fèves en gelée.
(She has twenty jelly beans.)
Remember that the pronoun Je becomes J’ in front of a
vowel.
Pg 148
continued...
Look at the chart below to see how this same verb is
conjugated when the subject is plural.
Pronoun
Example
Nous
Nous avons huit poussins dans la classe.
(We have eight chicks in our class.)
Vous
Vous avez des imperméables bleus.
(You have blue raincoats.)
Ils
Ils ont des t-shirts verts.
(They (m) have green t-shirts.)
Elles
Elles ont deux parapluies.
(They (f) have two umbrellas.)
Pg 149
3. Open Section Four, Day Seven of the Workbook and do
questions 2, 3, and 4.
Pg 150
DAY EIGHT
In this lesson, I will review prepositions in French and be
introduced to the verbs cacher, chercher, trouver and
ramasser.
1. Open open Section Four, Day Eight of the Workbook and do question
1.
2. Read the context below then listen to Track 59 on the Module 5 CD.
Use the following pictures from left to right to help you understand.
Context: Miguel and his sister Sonia are looking forward to the Easter egg hunt
tomorrow morning. They talk about how the Easter Bunny hides eggs and leaves
them clues to follow.
Pg 151
Miguel and Sonia used different verbs to describe specific
actions related to the Easter egg hunt. As you know, you
look for hidden eggs. Once you find them you gather the
eggs and put them in your basket.
Cacher means ‘to hide’.
Chercher means ‘to look for’.
Trouver means ‘to find’.
Ramasser means ‘to gather’ or ‘to pick up’.
Look at the examples below to see how these verbs are
used.
Le lapin de Pâques cache les œufs dans
l’arrière-cour.
(The Easter Bunny hides eggs in the backyard.)
Je cherche un œuf violet.
(I am looking for a purple egg.)
Miguel trouve deux œufs jaunes sous la
chaise.
(Miguel finds two yellow eggs under the chair.)
Tu ramasses trois œufs bleus.
(You are gathering three blue eggs.)
Pg 152
continued...
These four verbs have the same conjugation pattern as
other ER verbs. The chart below shows the conjugated
forms of each verb when the subject is singular.
Cacher
Chercher
Je cache
Je cherche
Tu caches
Tu cherches
Il/Elle cache
Il/Elle cherche
Trouver
Ramasser
Je trouve
Je ramasse
Tu trouves
Tu ramasses
Il/Elle trouve
Il/Elle ramasse
Notice that the conjugated form of these verbs stays the
same with the pronouns Je, Il and Elle; however we
always add an s to the end of the verb with the pronoun
Tu.
3. Open Section Four, Day Eight of the Workbook and do question 2.
Pg 153
Sonia and Miguel used different words such as derrière
and sous to describe where the eggs might be hiding in
their backyard These words are called prepositions of
place. They are used to describe the location of
something in relation to something else.
Use the chart below to help you remember the meanings
of these different prepositions.
Preposition of place
English translation
dans
in
derrière
behind
devant
in front of
sur
on
sous
under
à côté de
next to
Look at the examples below:
Il y a trois œufs bleus derrière
le garage.
Les deux œufs jaunes se trouvent
sous la chaise.
Pg 154
continued...
Notice that we use the verb Être or the verb Se Trouver
to indicate where a specific object is located. The
expression il y a can also be used to indicate where a
specific number of the same item are located.
4. Open Section Four, Day Eight of the Workbook do
questions 3, 4, and 5. Then complete the Reflection.
Pg 155
DAY NINE
In this lesson, I will learn about different nursery rhymes
and songs children sing at Easter time.
1. Open open Section Four, Day Nine of the Workbook and complete the
Reflection.
2. Listen to Tracks 62, 63 and 64 on the Module 5 CD. The students in
Mme Morin’s class are singing songs to celebrate Pâques. Follow
along with the words below. The pictures that accompany each song
will give you a better idea of what each one is about.
Une poule sur un mur
Une poule sur un mur,
qui picote du pain dur
Picoti, Picota
Lève la queue et puis s’en va.
Pg 156
P'tit lapin plein de poils
P'tit lapin plein de poils
P'tit lapin plein de poils
p'tit lapin plein de poils partout
par devant, par derrière
par dessus, par dessous
p'tit lapin plein de poils partout.
Saute, saute mon lapin
Saute, saute mon lapin,
À la mode, à la mode.
Saute, saute mon lapin,
À la mode des lapins.
Saute, saute chaque matin,
À la mode, à la mode.
Saute, saute chaque matin,
À la mode des lapins.
Saute, saute sous le sapin,
À la mode, à la mode.
Saute, saute sous le sapin,
À la mode des lapins.
Pg 157
We sing songs to celebrate special occasions, like wishing
someone a Happy Birthday or at Christmas time. Easter
is a well known holiday and children often sing songs
about spring and things associated with Easter. Songs
and nursery rhymes are created so that children can
develop a sense of musicality. Une comptine (nursery
rhyme) is a short verse which contains words that rhyme.
For example, in Une poule sur un mur, the word mur
rhymes with dur. We also often see words or expressions
that repeat themselves, like in P’tit lapin plein de poils.
Une chanson (song) is typically longer than a nursery
rhyme and deals with a specific topic. It may or may not
include rhyming words and/or specific patterns. On Day
Two, you learned that the French word for Easter Bunny
is le lapin de Pâques. In some European countries,
they use the term le lièvre de Pâques. In English, un
lapin means a rabbit and un lièvre means a hare.
3. Open Section Four, Day Nine of the Workbook and do question 1.
Pg 158
When you listen to a French song for the first time you
may not understand every word. It is more important
that you have a general idea of what the song is
communicating.
Here are a few things you can do to facilitate your
understanding:
1. Look for visual clues in the pictures that
accompany the lyrics.
2. Listen for words you know.
3. Listen for words or patterns that are repeated in
the song.
4. Listen to the song a few times to familiarize
yourself with the lyrics.
An important part of learning a second language is the
ability to remember and use vocabulary in context. Use
the strategies below to help you learn and recall the
songs you just heard.
1. Break down the song into lines and practice each
line silently or aloud.
2. Associate a few lines of each song with an image.
3. Repeat the entire song silently or aloud.
4. Open Section Four, Day Nine of the Workbook and do
questions 2, 3, and 4.
Pg 159
DAY TEN
In this lesson, I will review concepts from previous
lessons in Section Four.
1. Before moving to today’s activities, take some time to review this section and be
aware of all that you have learned.
Day One:
How do we say “Happy Easter” in French? What does l’œuf symbolize?
Day Two:
Look at the pictures of items associated with Easter below. Name each item in French
using the correct definite article le, la, les.
Day Three:
Name two religious symbols associated with Easter. Explain the importance of le
Vendredi saint and le dimanche de Pâques.
Pg 160
Day Four:
Write sentences describing the colour of each item below.
Now write a sentence that tells how Justin decorated his Easter egg. Remember to
use the correct form of the verb Décorer in your sentence.
Day Five:
Identify in French the clothing and weather expressions shown below.
Pg 161
Day Six:
Use the picture below to answer the following questions.
Il y a combien d’œufs bleus dans le panier?
Il y a combien de lapins en chocolat dans le panier?
Il y a combien de fèves en gelée vertes dans le
panier?
Day Seven:
Answer the following questions:
J’ai neuf œufs plus six œufs. J’ai combien d’œufs?
Il a vingt œufs moins huit œufs. Il a combien d’œufs?
Write the different forms of the verb avoir for the pronouns Tu, Nous and Elles.
Day Eight:
Write sentences to describe where the different items shown in the picture are located.
Remember to use the correct preposition of place in each sentence.
Pg 162
Can you explain when we use each of the following verbs in French?
Cacher, Chercher, Trouver, Ramasser
Day Nine:
What is the French word for ‘nursery rhyme’? Sing one of the nursery rhymes or
songs you learned.
2. Open Section Four, Day Ten of the Workbook and do
questions 1, 2, 3, and 4.
Pg 163