section 2: Wild Animals

2
Section Two:
Wild Animals
DAY ONE
In this lesson, I will view the animation “Allons au zoo!”
1. Open Section Two, Day One of the Workbook and complete the
Reflection.
2. Read the context below then view the animation “Allons au zoo!” on
the Animation CD or Website.
Context: Miguel, Isabelle, Justin and Karine are spending a nice summer day at the
local zoo. They visit various animals from Asia, Africa and Australia as well as some
marine life and Alberta wildlife.
3. Open Section Two, Day One of the Workbook and do
questions 1 and 2.
Pg 39
We often talk about French-speaking people from Canada
or Europe (France) but did you know that there are
French communities all over the world? Look at the map
below to see where they are found.
French as the first
language
French as an official
language
French is the
language used in
schools
Pg 40
DAY TWO
In this lesson, I will be introduced to new vocabulary.
1. Listen to Track 17 on the Module 4 CD and take some time to learn
the wild animal vocabulary. 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 again that are giving you difficulty.
l’autruche
la baleine
le chameau
le crocodile
le dauphin
l’éléphant
la girafe
le gorille
l’hippopotame
le kangourou
Pg 41
le lion
le requin
la tortue
le zèbre
le serpent
le singe
le tigre
When you wish to ask someone what type of animal you
are looking at, you would say:
Qu’est-ce que c’est? (What is it?)
If there was one animal, he/she would answer:
C’est un tigre.
If there were two or more of this animal, he/she would
answer:
Ce sont des tigres.
Notice that you would use C’est for singular answers and
Ce sont for plural answers.
Pg 42
continued:
Note: Most of the zoo animals end in s to make them
plural. There is one exception in the list above. Look at
the spelling below. Chameau takes an x and not an s.
un chameau
des chameaux
2. Open Section Two, Day Two of the Workbook and do
questions 1, 2, 3, and 4.
Pg 43
DAY THREE
In this lesson, I will be introduced to habitat vocabulary
and review the verb Habiter.
1. Open Section Two, Day Three of the Workbook and complete question
1.
2. Where an animal lives is called its habitat. Listen to Track 19 on the
Module 4 CD. You will hear where each of the animals below lives.
Notice that some animals live in more than one habitat. Use the
following chart from left to right to help you understand.
Animals and Their Habitats
le désert
la forêt
Pg 44
le marécage
les
montagnes
l’océan
la prairie
Pg 45
la rivière
le lac
Pg 46
When you are talking about habitats and which animals
are found in a particular habitat, you would use the same
structure as you just heard on the CD.
Example:
Dans la rivière, il y a un crocodile.
(In the river, there is a crocodile.)
Dans la forêt, il y a un tigre.
(In the forest, there is a tiger.)
Notice that in these sentences we use the indefinite
articles un/une/des.
Another way to say this is to use the verb Habiter.
Le crocodile habite dans la rivière.
(The crocodile lives in the river.)
Le tigre habite dans la forêt.
(The tiger lives in the forest.)
Notice that in these sentences we use the definite articles
le/la/l’/les.
If you were wondering where a certain animal lives, you
would ask:
Où habite le chameau?
(Where does the camel live?)
You would then answer using the same structure as
above:
Le chameau habite dans le désert.
(The camel lives in the desert.)
3. Open Section Two, Day Three of the Workbook and do
questions 2, 3, 4, and 5.
Pg 47
DAY FOUR
In this lesson, I will review the expressions je préfère,
j’aime and je n’aime pas.
1. Open Section Two, Day Four of the Workbook and do question 1.
In the animation, Karine wanted to know which ocean
animal her friends preferred therefore she asked the
question:
Quel est ton animal de l’océan préféré?
(Which is your preferred ocean animal?)
If she had been in a different part of the zoo, she might
have asked one of the following questions:
Quel est ton animal d’Asie préféré?
(Which is your preferred animal from Asia?)
Quel est ton animal d’Afrique préféré?
(Which is your preferred animal from Africa?)
Quel est ton animal d’Australie préféré?
(Which is your preferred animal from Australia?)
Pg 48
continued...
Quel est ton animal de l’Alberta préféré?
(Which is your preferred animal from Alberta?)
Quel est ton animal sauvage préféré?
(Which is your preferred wild animal?)
The person answering one of these questions would start
their response with Je préfère.
Miguel answered:
Je préfère les dauphins.
(I prefer dolphins.)
When we talk about preferences, we can also use the
expressions J’aime and Je n’aime pas.
J’aime les requins.
(I like sharks.)
Je n’aime pas les serpents.
(I don’t like snakes.)
2. Read the context below then listen to Track 20 on the Module 4 CD.
Use the following picture to help you understand.
Context: Karine bought a souvenir zoo poster. She and Justin are looking at it and
discussing animals they like, dislike and prefer.
Pg 49
3. Open Section Two, Day Four of the Workbook and do
questions 2, 3, 4, and 5.
Pg 50
DAY FIVE
In this lesson, I will review animal body parts.
1. Open Section Two, Day Five of the Workbook and do question 1.
2. Listen to Track 21 on the Module 4 CD. Use the following pictures
from left to right to help you understand as you review animal body
parts.
l’aile
le bec
la corne
le cou
la crinière
le dos
les écailles
la griffe
la langue
les
moustaches
le museau
l’oreille
la patte
la peau
le pelage
Pg 51
la plume
la queue
la tête
la trompe
le tronc
les yeux
In Section One, we reviewed how to use numbers and
colours as adjectives to help us describe body parts.
Example:
Le cheval a quatre pattes brunes.
Review Day Five of Section One if you are still unsure.
We can also use other adjectives to help us describe
animal body parts. Here are some common adjectives:
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
English Equivalent
petit
petite
petits
petites
small
grand
grande
grands
grandes
tall or large
gros
grosse
gros
grosses
big
mince
mince
minces
minces
thin
long
longue
longs
longues
long
court
courte
courts
courtes
short
beau
belle
beaux
belles
beautiful/handsome
doux
douce
doux
douces
soft
Pg 52
continued...
Did you notice that we often add an e to make the
adjective feminine and an s to make it plural?
Le chienne a une petite tête.
(The female dog has a small head.)
Elle a une petite tête.
(She has a small head.)
L’éléphant a de grandes oreilles.
(The elephant has large ears.)
The adjective beau is an exception.
Le lion a une belle crinière.
(The lion has a beautiful mane.)
Il a une belle crinière.
(He has a beautiful mane.)
Remember that feminine nouns are replaced by the
pronoun Elle and masculine nouns are replaced by the
pronoun Il.
3. Read the context below then listen to Track 22 on Module 4 CD.
Context: After their trip to the zoo, Isabelle decided to write some riddles for her
friends. She describes an animal, one body part at a time, until her friends can guess
what it is.
Listen carefully. Can you guess the animal before Miguel?
4. Open Section Two, Day Five of the Workbook and do
questions 2, 3, 4, and 5.
Pg 53
DAY SIX
In this lesson, I will describe animals using adjectives that
describe their behaviour.
1. Open Section Two, Day Six of the Workbook and complete the
Reflection.
2. View again the Australia section of the animation “Allons au zoo!” on
the Animation CD or Website. Justin’s favorite animal is the
crocodile. Listen carefully as he describes this animal.
Miguel : Ah oui, comment sont les crocodiles?
Justin :
Ils sont silencieux quand ils se cachent sous l’eau
mais rapides et forts quand ils attaquent.
We have learned to describe animals by describing their
outer appearance using colours, numbers and other
adjectives. We can also describe animals by describing
their behaviour.
Pg 54
continued...
At various places in the animation, you will hear someone
ask how an animal is:
Comment est le tigre?
(How is the tiger?)
Comment sont les crocodiles?
(How are the crocodiles?)
Look at the box in question 2 and notice that Justin uses
the words silencieux (silent), rapides (fast), and forts
(strong) to describe crocodiles.
These adjectives that describe behaviours also take on
the same gender (masculine or feminine) and number
(singular or plural) as the animal they describe. Look at
the chart below and on the next page to become familiar
with some of these new adjectives. Also notice how they
change with gender and number.
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
English
Equivalent
actif
active
actifs
actives
active
agile
agile
agiles
agiles
agile
calme
calme
calmes
calmes
calm
comique
comique
comiques
comiques
funny
curieux
curieuse
curieux
curieuses
curious
exotique
exotique
exotiques
exotiques
exotic
féroce
féroce
féroces
féroces
ferocious
fort
forte
forts
fortes
strong
gentil
gentille
gentils
gentilles
nice/ kind
intéressant
intéressante
intéressants
intéressantes
interesting
intelligent
intelligente
intelligents
intelligentes
intelligent
Pg 55
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
English Equivalent
lent
lente
lents
lentes
slow
mignon
mignonne
mignons
mignonnes
cute
mystérieux
mystérieuse
mystérieux
mystérieuses
mysterious
rapide
rapide
rapides
rapides
fast
silencieux
silencieuse
silencieux
silencieuses
silent
timide
timide
timides
timides
shy
3. Listen to Track 24 on the Module 4 CD. Miguel will ask Isabelle how
she finds each of the animals below. She will answer using one of the
adjectives above or on the previous page.
Comment est l’éléphant?
Comment sont les singes?
Comment sont les tigres?
Comment est le hibou?
Comment est la tortue?
Comment est la baleine?
4. Open Section Two, Day Six of the Workbook and do
questions 1, 2, 3, and 4.
Pg 56
DAY SEVEN
In this lesson, I will be introduced to names for animal
family members.
1. View again the Asie section of the animation “Allons au zoo!” on the
Animation CD or Website. Notice the three names that Karine gives
to the elephant. Then open Section Two, Day Seven of the Workbook
and do question 1.
éléphant – éléphante - éléphanteau
In English, male, female and baby animals of the same
family are named differently such as lion, lioness, and
cub.
This is the same in French. Look at the chart on the
following page and discover how to name a few animal
families you saw at the zoo in the animation.
Pg 57
Male
Female
Baby
un lion
une lionne
un lionceau
un tigre
une tigresse
un tigreau
un ours
une ourse
un ourson
un éléphant
une éléphante
un éléphanteau
un loup
une louve
un louveteau
2. Read the context below and listen to Track 25 on the Module 4 CD.
Use the chart above to help you understand.
Context: After visiting the zoo, Isabelle found a brain twister in the local paper. It
tested her knowledge of vocabulary related to animal families. Listen as she fills in the
chart with the correct names of all the animals.
Pg 58
In English, we often use animals in our expressions.
Example:
I‘m hungry as a wolf.
-meaning that you are very hungry.
In French, we also have various expressions using
animals. Here are a few popular ones:
Tu verses les larmes de crocodile.
-meaning that you cry for nothing
(You cry crocodile tears.)
Tu es rusé comme un renard.
-meaning that you are sneaky
(You are sly as a fox.)
J’ai une faim de loup.
-meaning that you are very hungry
(I’m hungry as a wolf.)
Je nage comme un poisson.
-meaning that you are a very good swimmer
(I swim like a fish.)
Je prends le taureau par les cornes.
-meaning that you attack the problem at hand
(I take the bull by the horns.)
3. Open Section Two, Day Seven of the Workbook and do
questions 2 and 3, then complete the Reflection.
Pg 59
DAY EIGHT
In this lesson, I will be introduced to les animaux
sauvages in Alberta.
1. Open Section Two, Day Eight of the Workbook and complete the
Reflection.
2. View again La faune albertaine in the “Allons au zoo!” animation on
the Animation CD or Website. Listen carefully to all the animals that
are found in this area of the zoo.
Pg 60
3. Listen to Track 27 on the Module 4 CD. Use the following pictures
from left to right to help you understand. Practice saying the names
of the animals. Record yourself. Compare your pronunciation with
the Track. Repeat those that are giving you difficulty.
le castor
le cerf
la chèvre de
montagne
le coyote
l’écureuil
le hibou
le lièvre
le loup
la mouffette
l’orignal
l’ours
le porc-épic
le raton
laveur
le renard
le wapiti
4. Open Section Two, Day Eight of the Workbook and do
questions 1, 2, 3, 4, and 5.
Pg 61
DAY NINE
In this lesson, I will learn the difference between a
carnivore, herbivore and omnivore as well as review the
verb Manger.
1. Open Section Two, Day Nine of the Workbook and complete the
Reflection.
The difference between an herbivore, carnivore and
omnivore is simple. Notice how the spelling of the French
word is identical to the spelling of the English word.
un herbivore:
animal that eats only plants
un carnivore:
animal that eats only meat
un omnivore:
animal that eats both meat and plants
Pg 62
continued...
Let’s take a look at animals found in Alberta. The chart
below indicates what type of animal they are.
un
herbivore
un
carnivore
un
omnivore
x
le castor
x
le cerf
x
la chèvre de
montagne
X
le coyote
x
l’écureuil
Pg 63
continued...
un
herbivore
un
carnivore
un
omnivore
x
le hibou
x
le lièvre
x
le loup
x
la mouffette
x
l’orignal
x
l’ours
Pg 64
continued...
un
herbivore
un
carnivore
un
omnivore
x
le porc-épic
x
le raton
laveur
x
le renard
x
le wapiti
Pg 65
continued...
If you wanted to state under what category we find a
certain animal, you would simply say:
Le loup est un carnivore.
La chèvre de montagne est un herbivore.
L’ours est un omnivore.
If you wanted to say what these animals eat, you would
use the verb manger.
(Le loup) Il mange de la viande.
(La chèvre de montagne) Elle mange des
feuilles.
(L’ours) Il mange des baies.
Notice that masculine nouns are replaced by the pronoun
Il and that feminine nouns are replaced by the pronoun
Elle.
Here are a few examples of food items that these animals
might eat.
de la viande
des herbes
des plantes
des feuilles
des baies
des glands
du poisson
des oiseaux
de l’écorce
Pg 66
continued...
Listen to Track 28 on the Module 4 CD. For
each of the sets of pictures below, you will
hear whether the animal is an herbivore,
carnivore or omnivore as well as one thing
they like to eat.
2. Open Section Two, Day Nine of the Workbook and do
questions 1, 2, and 3.
Pg 67
DAY TEN
In this lesson, I will review concepts from previous
lessons in Section Two.
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:
Can you name at least one country other than Canada where French is spoken?
Day Two:
Look at the four pictures below. Can you name each of these animals in French?
Day Three:
Look at the pictures above. Using the verb habiter, can you say where each of these
animals live?
Pg 68
Day Four:
Look at the pictures of different animals below. Answer the question: Quel est ton
animal préféré? for each set of pictures.
Day Five:
Look at the picture of the elephant below. Can you describe him using names of body
parts and the adjectives: gros, grand, petit? Start your sentences with Il a …
Pg 69
Day Six:
If I were to ask you: “Comment est l’éléphant?”, how would you describe his
behaviour?
Day Seven:
Look at the picture below. Can you name the male, the female, and the baby in this
animal family? Do you remember the meaning of this expression: J’ai une faim de
loup?
Day Eight:
Look at the pictures below. Can you name in French, each of these Alberta animals?
Day Nine:
Look at the three animal pictures below. Say in French whether they are an herbivore,
carnivore or omnivore and one thing they like to eat.
2. Open Section Two, Day Ten of the Workbook and do
questions 1, 2, and 3.
Pg 70