Les amis

1
In this lesson, I will view an animation titled “Au centre commercial”.
1. Open Section One, Day One of the Workbook and complete the Reflection.
2. Read the context below then view the animation “Au centre commercial” on the
Animation CD or Website.
Context: Four friends meet up at the mall. The girls want to shop but the boys
want to play mini golf at the indoor amusement park. They end up compromising
and do a bit of each.
Regardless of what language we speak, we all interact with other people for various reasons.
We use different expressions when greeting someone. In English for example, we usually
acknowledge someone’s presence by saying Hi or Hello. The same thing happens in French.
Possible French greetings include:
Salut, Allô, Bonjour, Bonsoir and Bon après-midi.
We also have specific expressions we use at the end of an interaction or conversation. Some
of these expressions are simply used to say goodbye, others are used when we know we will
be seeing the person in the near future. Common leave-taking expressions in French are:
Au revoir, Salut, À demain, À bientôt, À plus tard, Bonne journée, Bonne
soirée and Bonne nuit.
Listen to Track 1 on the Module 2 CD to hear how the above greetings and leavetaking expressions are pronounced in French.
3. Open Section One, Day One of the Workbook and do questions 1 and 2.
Pg 1
2
In this lesson, I will review how to tell someone’s address, phone
number, age and birthday in French.
1. Read the context below then listen to Track 2 on the Module 2 CD. Use the
following pictures to help you understand.
Context: While shopping for an address book, Sonia meets up with Miguel and
Élise at the mall. She writes down their personal information in her address book
so that she can keep in touch with them as she is moving at the end of the week.
Pg 2
2
In the dialogue you just heard, Élise gave Sonia her personal information so that she could
write it in her address book. For her address, Élise said:
J’habite au 272 University Drive.
We can use the verb habiter (to live) to give someone’s address. Look at the sentences
below.
Tu habites au 9207 – 1re Rue.
Elle habite au 5201 – 83e Avenue, appartement 5.
Ils habitent au 9528 Strathearn Drive.
Notice that the verb is written differently depending on what pronoun is used. This verb
follows the same conjugation pattern as other verbs that end in er. There is also another way
to say one’s address in French. Study the examples below.
Mon adresse est 374 Millwoods Way.
Son adresse est 10452 – 109e Rue.
Remember that the words Avenue or Rue always follow the last number in an address. For
people that live in an apartment, the word appartement and the apartment number are
given at the end of the address, like in the third sentence above. We use the term
“première” when talking about first street or avenue. Finally, we add the ending ième to
any other number that precedes the word Rue or Avenue.
It is quite easy to give your telephone number in French. In the dialogue, Élise said:
Mon numéro de téléphone est le 465 - 5760.
You simply change the possessive adjective when you want to say what someone’s phone
number is; mon (mine) becomes son (his/hers). For example:
Son numéro de téléphone est le 238 – 1140.
Listen to Track 3 on the Module 2 CD to hear the addresses and telephone numbers
given above being read aloud. Pay attention to how the numbers in French are
pronounced. Repeat the addresses and phone numbers aloud to practice your
pronunciation.
Pg 3
2
Other kinds of personal information include one’s age and birthday. The expression “avoir
___ ans” is used to indicate how old someone is. The person’s age always precedes the word
ans. Study the examples below:
J’ai trente-huit ans.
Vous avez quatorze ans.
The chart below summarizes how the verb avoir is conjugated in French.
J’ai
Tu as
Il/Elle a
Nous avons
Vous avez
Ils/Elles ont
We use numbers and the months of the year to say when a friend’s or your birthday occurs.
Let’s review the months in French.
janvier
février
mars
avril
mai
juin
juillet
août
septembre
octobre
novembre
décembre
Study the sentences below.
Mon anniversaire est le 9 août.
Son anniversaire est le 18 mars.
In English we always put the date after the month, but in French it is the opposite. We
always put the number in front of the month. Did you notice that a different possessive
adjective was used in each sentence? Remember that mon means my and son means his or
her.
2. Open Section One, Day Two of the Workbook and do questions 1, 2, 3, and 4.
Pg 4
3
In this lesson, I will use colours and adjectives to describe one’s
physical appearance.
1. Read the context below then listen to Track 5 on the Module 2 CD. Use the
following pictures to help you understand.
Context: While at the indoor amusement park, Justin and his friends decide to
go through the mirror fun house. They describe what each other looks like as
they check themselves out in the different mirrors.
Pg 5
3
Colours are used as adjectives when they describe eyes or hair. Remember that adjectives
always agree in number and gender with the noun they qualify. Since the French words for
hair and eyes are both masculine and plural, the colour will also be written as masculine and
plural. Look at the examples below:
Miguel a des yeux bleus.
Justin a des cheveux noirs.
Notice that the colour is always placed after the noun. Here is a chart that you can use to
describe eye or hair colour.
Masculine Plural
bleus
verts
bruns
noirs
blancs
gris
blonds
roux
We can also use the adjectives foncé (dark) and clair (light) when talking about hair or eye
colour. Review the examples below.
J’ai des yeux vert clair.
Elle a des cheveux brun foncé.
Pg 6
3
When you add the words foncé and clair to any colour, this set of words become invariable
(ex. vert clair, brun foncé), which means that they remain the same whether or not the
noun they describe is masculine, feminine or plural.
Specific adjectives were used in the dialogue to describe other physical features or one’s
appearance. Study the sentences below.
Il a un visage carré.
Ses cheveux sont courts.
Il a un gros nez.
Son cou est long et mince.
Miguel est un beau garçon.
Élise a de petits yeux vert clair.
Remember that adjectives must agree in gender and number with the noun they qualify. The
chart below contains various adjectives you might use to describe one’s physical
characteristics.
Masculine
Singular
beau
bouclé
carré
court
droit
grand
gros
Feminine
Singular
belle
bouclée
carrée
courte
droite
grande
grosse
Masculine
Plural
beaux
bouclés
carrés
courts
droits
grands
gros
Feminine
Plural
belles
bouclées
carrées
courtes
droites
grandes
grosses
English
Translation
beautiful
curly
square
short
straight
tall or large
big or fat
jeune
jeune
jeunes
jeunes
young
joli
long
mince
ovale
petit
rond
vieux
jolie
longue
mince
ovale
petite
ronde
vieille
jolis
longs
minces
ovales
petits
ronds
vieux
jolies
longues
minces
ovales
petites
rondes
vieilles
pretty
long
thin
oval
small
round
old
As a rule, we add an e to make the adjective feminine and an s to make it plural. However,
there are exceptions to this rule. Beau, gros, long and vieux are irregular adjectives
because they don’t follow a pattern. Other adjectives, like jeune, mince and ovale stay the
same whether they are masculine or feminine.
There are many more adjectives to choose from other than those listed in the chart above.
Consult the Glossary or a French – English dictionary. This will help you find the definition of
new adjectives as well as their correct spelling.
Pg 7
3
2. Open Section One, Day Three of the Workbook and do question 1.
Did you notice that two different verbs were used in the sentences on the previous page?
We use the verb avoir to describe what someone has and the verb être to describe how
something or someone is. Let’s look at a few more examples to see how each verb is used.
Émilie a des cheveux bouclés.
(Émilie has curly hair.)
Elles ont de petits yeux.
(They (f) have small eyes.)
Son visage est rond.
(His face is round.)
Les garçons sont grands.
(The boys are tall.)
Remember that the verb is written according to which pronoun is being used. Each verb has
been conjugated in the chart below.
Avoir
ai
Être
Je
(j’)
suis
Tu
as
es
Il/Elle
a
est
Nous
avons
sommes
Vous
avez
êtes
Ils/Elles
ont
sont
The last thing you need to know is where to place the adjectives in a sentence. Sometimes
they come before the noun and other times, they come after. Adjectives that refer to size
and beauty are placed before the noun they describe. Therefore, beau, grand, gros, jeune,
joli, petit and vieux will always be found in front of the thing or person they describe. The
other adjectives in the chart on the previous page should be written after the noun.
3. Open Section One, Day Three of the Workbook and do questions 2, 3, 4, 5,
and 6.
Pg 8
4
In this lesson, I will use different adjectives to describe personality
traits.
1. Open Section One, Day Four of the Workbook and complete the Reflection.
2. Read the context below then listen to Track 6 on the Module 2 CD. Use the
following pictures to help you understand.
Context: The four friends see an artist drawing caricatures while at the mall.
They think the caricatures are well done so Justin decides to have his caricature
done.
Pg 9
4
You learned about different personality traits in Section Three of Module One when the
students who were interested in a position on student council had to present themselves to
their classmates. In the dialogue you just heard, the characters described different qualities
Justin possesses. Let’s take a look at a few examples.
Je suis énergique et aventureux. (I’m energetic and adventurous.)
Il est vraiment comique.
(He is really funny.)
Il est créatif.
(He is creative.)
Notice how the verb être is used in each sentence. You can refer back to the chart on Day
Three if you forgot how this verb is conjugated. Like physical characteristics, personality
traits are also adjectives. Therefore, they take the gender and number of the noun they
qualify. If the person they are describing is a female, then the adjective is feminine. If the
adjective is describing more than one person, then it is written in the plural form. Remember
that if you are describing a group of people with girls and boys, then the trait will be
masculine plural. Look at the additional examples below.
Les filles sont charmantes.
(The girls are charming.)
Karine et Jean-François sont travailleurs.
(Karine and Jean-François are hard-working.)
A list of common personality traits and their different forms in French is provided below for
your reference.
Masculin
Singulier
actif
aimable
amusant
artistique
aventureux
bon
calme
charmant
comique
consciencieux
confiant
content
curieux
dynamique
efficace
Pg 10
Féminin
Singulier
active
aimable
amusante
artistique
aventureuse
bonne
calme
charmante
comique
consciencieuse
confiante
contente
curieuse
dynamique
efficace
Masculin
Pluriel
actifs
aimables
amusants
artistiques
aventureux
bons
calmes
charmants
comiques
consciencieux
confiants
contents
curieux
dynamiques
efficaces
Féminin
Pluriel
actives
aimables
amusantes
artistiques
aventureuses
bonnes
calmes
charmantes
comiques
consciencieuses
confiantes
contentes
curieuses
dynamiques
efficaces
Translation
active
likeable
fun
artistic
adventurous
good
calm
charming
funny
conscientious
confident
happy, glad
curious
dynamic
efficient
4
énergique
fier
généreux
gentil
heureux
honnête
intelligent
intéressant
joyeux
loyal
mignon
modeste
organisé
ponctuel
populaire
responsable
sincère
sociable
sportif
studieux
timide
travailleur
énergique
fière
généreuse
gentille
heureuse
honnête
intelligente
intéressante
joyeuse
loyale
mignonne
modeste
organisée
ponctuelle
populaire
responsable
sincère
sociable
sportive
studieuse
timide
travailleuse
énergiques
fiers
généreux
gentils
heureux
honnêtes
intelligents
intéressants
joyeux
loyaux
mignons
modestes
organisés
ponctuels
populaires
responsables
sincères
sociables
sportifs
studieux
timides
travailleurs
énergiques
fières
généreuses
gentilles
heureuses
honnêtes
intelligentes
intéressantes
joyeuses
loyales
mignonnes
modestes
organisées
ponctuelles
populaires
responsables
sincères
sociables
sportives
studieuses
timides
travailleuses
energetic
proud
generous
nice
happy
honest
intelligent
interesting
happy/joyful
loyal
cute
modest
organized
punctual
popular
responsible
sincere
sociable
athletic
studious
shy
hard working
Consult a French - English dictionary to look up any additional personality traits that aren’t
included in the chart above.
3. Open Section One, Day Four of the Workbook and do questions 1, 2, 3, 4, and 5.
Pg 11
5
In this lesson, I will use the verbs aimer, adorer, ne pas aimer and
préférer to describe likes and dislikes.
1. Open Section One, Day Five of the Workbook and complete the Reflection.
2. Listen again to Track 6 on the Module 2 CD. Pay attention to the verbs the
characters used to express their likes and dislikes.
In the dialogue, different verbs were used to talk about what things Justin liked and disliked.
Let’s look at some examples.
J’aime jouer au hockey et au soccer.
Il adore raconter des blagues.
Il n’aime pas les arts plastiques.
(I like to play hockey and soccer.)
(He adores telling jokes.)
(He doesn’t like art.)
The verb aimer is used to say that we like something. We use the verb ne pas aimer when
we dislike something. The verb adorer is used to express that we really like something a lot.
These verbs all end in er and are conjugated in the same way. Remember that the verb is
written according to the pronoun that is used in front of it. Study the conjugation chart
below.
Aimer
Ne Pas Aimer
Adorer
Je
j’aime
n’aime pas
j’adore
Tu
aimes
n’aimes pas
adores
Il/Elle
aime
n’aime pas
adore
Nous
aimons
n’aimons pas
adorons
Vous
aimez
n’aimez pas
adorez
Ils/Elles
aiment
n’aiment pas
adorent
The verb endings known as terminaisons are highlighted in red. Notice that for a negative
sentence, you need to put an n’ before the conjugated form of the verb aimer and pas after
it.
Pg 12
5
The verb préférer, is also used to express that you like something. However, it means that if
you had to choose between two things that you like, you would choose one over the other.
For example,
Je préfère le jazz.
Tu préfères le patinage.
Il/Elle préfère les oranges.
Nous préférons le lait.
Vous préférez le hip-hop.
Ils/Elles préfèrent la planche à roulettes.
Notice that it follows the same conjugation pattern as the three verbs discussed above.
If you wanted to ask if someone liked, disliked, adored or preferred something, you would
simply ask one of the following questions:
Est-ce qu’Émilie aime le hockey?
Quel(s) sport(s) est-ce que Justin aime?
Quel genre de musique est-ce que vous (toi et tes amis) aimez?
Quelle(s) nourriture(s) est-ce que tu n’aimes pas?
Est-ce que tu adores les hamburgers?
Quel(s) sport(s) est-ce que vous n’aimez pas?
Quel genre de musique est-ce que tes amis adorent?
Pg 13
5
Est-ce que tu préfères le jazz ou la musique country?
Quel sport préfères-tu?
Quelle est ta nourriture préférée?
Note: Refer to the Glossary or use an French - English dictionary to help you find the names
of sports, types of food or music that you want to use when answering a specific question
about someone’s likes and dislikes.
3. Open Section One, Day Five of the Workbook and do questions 1, 2, 3, and 4.
Pg 14
6
In this lesson, I will use vocabulary related to hobbies and interests.
1. Open Section One, Day Six of the Workbook and complete the Reflection.
2. Listen to Track 9 on the Module 2 CD. You will hear each hobby and interest
illustrated below being named. Practice saying each expression after you hear it,
and then record yourself saying them. Listen to your recording and compare it to
the track. How is your pronunciation? Practice saying a second time any words
that are difficult for you.
aller au cinéma
courir
écouter la
musique
faire de la
bicyclette
faire de la
natation
faire de la
planche à
roulettes
faire du jogging
faire du patin à
roues alignées
faire du ski
alpin
faire du ski de
fond
faire un piquenique
faire une
promenade
lire
jouer à
l’ordinateur
jouer au
basketball
jouer au hockey
Pg 15
6
jouer au soccer
jouer aux
cartes
parler au
téléphone
patiner
regarder la télé
3. Read the context below then listen to Track 10 on the Module 2 CD. Use the
pictures below from left to right to help you understand.
Context: In Health class, M. Rémi asked the students to name what they like to
do in their spare time. They categorize these as activities they do with their
friends and hobbies they like to do individually.
Pg 16
6
How many of the activities and hobbies mentioned in the dialogue did you recognize? Do you
have some of the same hobbies and interests as those of M. Rémi’s students? A hobby in
French is called un passe-temps, literally translated it means a past-time. We used the
term activités when taking about things one likes to do with one’s friends.
Let’s look at some examples of ways the characters liked to spend time with their friends that
were mentioned in the dialogue.
J’adore parler au téléphone et aller au cinéma avec mes amis.
(I love talking on the phone and going to the movies with my friends.)
J’aime jouer au soccer ou faire de la bicyclette.
(I like playing soccer or bike riding.)
Je préfère faire de la planche à roulettes ou du patin à roues alignées.
(I prefer skateboarding or roller blading.)
In the sentences above, the activities that the students named come after the conjugated
form of one of the verbs you learned about on Day 5. These verbs were adorer, aimer and
préférer. Notice that the expressions used to name a particular activity also start with a
verb such as parler, jouer or faire. These verbs are written in the infinitive form and don’t
need to be conjugated. The infinitive form is simply the verb itself that we find in the
dictionary.
The students in M. Remi’s class also name their favourite hobbies. Let’s look at a few
examples.
Écouter la musique est mon passe-temps préféré.
(Listening to music is my favourite hobby.)
Mon passe-temps préféré est de lire.
(My favourite hobby is reading.)
In the first sentence, the hobby is named first and in the second one, the hobby is named at
the end of the sentence, preceded by the preposition de. If you choose the second sentence
format, you need to always write de before the hobby or activity you name. Here are two
more examples.
Mon passe-temps préféré est de faire du jogging.
Mon passe-temps préféré est d’aller au parc.
Notice that when the hobby or activity starts with a vowel, we use d’ instead of de as in the
second sentence above.
Pg 17
6
When you want to know what someone’s favourite hobby or past-time is, you ask the
question:
Quel est ton passe-temps préféré?
The sentences above are both possible answers to this question. If you want to know what
your friend’s favourite hobby is, the question format changes a bit. Study the examples
below.
Quel est le passe-temps préféré de ton amie Karine?
(What is your friend Karine’s favourite hobby?)
Quel est le passe-temps préféré de ton ami Luc?
(What is your friend Luc’s favourite hobby?)
Le passe-temps préféré de mon amie Karine est de regarder la télé.
(My friend Karine’s favourite hobby is watching TV.)
OR
Regarder la télé est le passe-temps préféré de mon ami Luc.
(Watching TV is my friend Luc’s favourite hobby.)
Notice that in English we use ’s to show possession but in French we do not. Also notice that
we use mon amie if your friend is female and mon ami if your friend is male.
There are many other activities and hobbies other than those we introduced you to. Consult
a French - English dictionary if you want to find out the name of a particular activity/hobby.
4. Open Section One, Day Six of the Workbook and do questions 1, 2, 3, 4, and 5.
Pg 18
7
In this lesson, I will review articles of clothing and accessories. I will
also review how to use the verb porter.
1. Open Section One, Day Seven of the Workbook and complete the Reflection.
2. View again the animation “Au centre commercial” on the Animation CD or
Website. Pay attention to the different articles of clothing the characters looked
for in the clothing store at the mall.
3. Did you recognize the French names for the different articles of clothing
mentioned in the animation? Try naming each article or accessory illustrated
below. For any items you can’t remember, look up the French term in the
Glossary.
Pg 19
7
When you want to name something, you can use the expressions C’est and Ce sont.
C’est is singular.
C’est un chapeau noir.
C’est une robe blanche.
(It’s a black hat.)
(It’s a white dress.)
Ce sont is plural.
Ce sont des gilets rouges.
(They are red cardigans.)
Ce sont des lunettes de soleil violettes. (They are purple sunglasses.)
Did you notice that we used colours in the sentences above? As you have already learned,
colours are adjectives and therefore must agree in gender (masculine or feminine) and
number (singular or plural) with the noun they qualify. Remember that the colour also comes
after the noun(s) it is describing.
Use the chart below to help you remember how to spell the different forms of the colours
correctly. Also remember that orange never takes an s when describing more than one item.
Pg 20
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
blanc
blanche
blancs
blanches
bleu
bleue
bleus
bleues
brun
brune
bruns
brunes
jaune
jaune
jaunes
jaunes
7
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
noir
noire
noirs
noires
orange
orange
orange
orange
rose
rose
roses
roses
rouge
rouge
rouges
rouges
vert
verte
verts
vertes
violet
violette
violets
violettes
4. Open Section One, Day Seven of the Workbook and do questions 1 and 2.
We use the verb porter to describe what someone wears. The verb is written differently,
depending on who is doing the action. Look at how this verb is conjugated below.
Je porte
Tu portes
Il/Elle porte
Nous portons
Vous portez
Ils/Elles portent
Did you notice that this verb also ends in er and follows the same conjugation pattern as the
verbs you studied on Day Five? Study the following sentences:
Je porte un pantalon bleu.
(I wear blue pants.)
Vous portez des chaussures noires.
(You (pl) wear black shoes.)
Elles portent des chandails roses.
(They (f) wear pink sweaters.)
Pg 21
7
When you want to know what someone wears on a particular occasion, you ask:
Qu’est-ce que tu portes pour ____________________?
You simply fill in the blank with the name of the occasion. Let’s look at a few examples.
Qu’est-ce que tu portes pour aller à la piscine?
(What do you wear to go to the pool?)
Je porte un maillot de bain.
(I wear a bathing suit.)
Qu’est-ce que tu portes pour aller au théâtre?
(What to you wear to go to the theatre?)
Je porte un pantalon, une chemise et une cravate.
(I wear pants, a shirt and a tie.)
We can also change this question somewhat when we want to ask what a particular person
wears. For example,
Qu’est-ce que ta copine porte au travail?
(What does your girlfriend wear to work?)
Elle porte une robe et un gilet.
(She wears a dress and a cardigan.)
Qu’est-ce que tes amis portent à l’école?
(What do your friends wear to school?)
Ils portent des jeans et des t-shirts.
(They wear jeans and t-shirts.)
Qu’est-ce que vous (toi et tes amis) portez au concert?
(What do you and your friends wear to the concert?)
Nous portons des jupes ou des pantalons et des chemises.
(We wear skirts or pants and dress shirts.)
Notice how you use a pronoun (elle, ils, nous) to replace the person/people you asked about
in the question.
5. Open Section One, Day Seven of the Workbook and do questions 3, 4, and 5.
Pg 22
8
In this lesson, I will review how to express feelings in French.
1. Open Section One, Day Eight of the Workbook and complete the Reflection.
2. Read the context below then listen to Track 12 on the Module 2 CD. Use the
pictures below from left to right to help you understand.
Context: Émilie, Miguel, Justin and Élise are having supper at the food court
discussing their day at the mall. They share how they felt about shopping, the
rides at the amusement park and playing mini-golf.
Pg 23
8
The characters expressed a variety of feelings in the dialogue you just heard. The French
word for a feeling is un sentiment. We use the verb se sentir to describe how someone
feels. Look at the chart below to see how this verb is conjugated.
Je me sens
Elle se sent
Tu te sens
Ils se sentent
Il se sent
Elles se sentent
Study the example sentences below.
Je me sens fier.
Elle se sent contente.
Ils se sentent excités.
Notice how the feeling comes right after the verb in each of the sentences. Feelings are
descriptive words, known as adjectives. As you are already aware, adjectives agree in
number and gender with the noun or subject they qualify.
In most cases, we add an e to the masculine form of an adjective to create the feminine
form. For example:
Il est surpris.
Elle est surprise.
Ils sont surpris.
Elles sont surprises.
(He is surprised.)
(She is surprised.)
(They(m) are surprised.)
(They (f) are surprised.)
Some feelings however are written the same whether the subject of the sentence is masculine
or feminine. These adjectives already end in an e. Malade and timide are examples of such
adjectives.
Pg 24
8
Finally, there are irregular adjectives which don’t follow a specific pattern such as fier and
malheureux. Look at the chart below to see how we write the feminine form of each
adjective.
To create the plural form of most adjectives, we simply add an s to the singular form. For
example:
Ils sont contents.
Elles sont paresseuses.
(They (m) are happy.)
(They (f) are lazy.)
However, there are exceptions to this rule. The masculine form of the adjective surpris is the
same whether the subject is singular or plural. The masculine form of adjectives that end in
eux does not change whether the subject is singular or plural. Study the sentences below.
Miguel est surpris.
Les garcons sont surpris.
Il est heureux.
Ils sont heureux.
(Miguel is surprised.)
(The boys are surprised.)
(He is happy.)
(They (m) are happy.)
The chart below contains the different forms of many feelings we can experience.
Masculine
Singular
confiant
Feminine
Singular
confiante
Masculine
Plural
confiants
Feminine
Plural
confiantes
English
Translation
confident
content
contente
contents
contentes
glad/happy
déprimé
déprimée
déprimés
déprimées
depressed
embarrassé
embarrassée
embarrassés
embarrassées
embarrassed
énergique
énergique
énergiques
énergiques
energetic
fâché
fâchée
fâchés
fâchées
angry
fatigué
fatiguée
fatigués
fatiguées
tired
fier
fière
fiers
fières
proud
heureux
heureuse
heureux
heureuses
happy
malade
malade
malades
malades
sick
malheureux
malheureuse
malheureux
malheureuses
unhappy
nerveux
nerveuse
nerveux
nerveuses
nervous
paresseux
paresseuse
paresseux
paresseuses
lazy
surpris
surprise
surpris
surprises
surprised
timide
timide
timides
timides
shy
triste
triste
tristes
tristes
sad
Of course there are other feelings that are not included in the chart above. If you want to
know the French name for a particular feeling, look it up in your French – English dictionary.
Pg 25
8
3. Open Section One, Day Eight of the Workbook and do questions 1 and 2.
We use the question “Comment est-ce que tu te sens…?”
someone feels.
when we want to know how
Here are some examples of questions and answers we can ask to find out how someone is
feeling at a given time, place or while doing a particular activity.
Comment est-ce que tu te sens pendant l’été?
(How do you feel during the summer?)
Je me sens heureuse pendant l’été.
(I feel happy during the summer.)
Comment est-ce que tu te sens à l’école?
(How do you feel at school?)
Je me sens confiant à l’école.
(I feel confident at school.)
Comment est-ce que tu te sens quand tu regardes un spectacle de magie?
(How do you feel when you watch a magic show?)
Je me sens surprise quand je regarde un spectacle.
(I feel surprised when I watch a magic show.)
The question format changes a bit when we want to ask how a friend or our friends are
feeling. Study the questions and answers below.
Comment est-ce que ton ami se sent quand il pleut?
(How does your friend feel when it rains?)
Il se sent triste quand il pleut.
(He feels sad when it rains)
Comment est-ce que ton amie se sent quand elle joue avec toi?
(How does your friend feel when she plays with you?)
Elle se sent excitée quand elle joue avec moi.
(She feels excited when she plays with me.)
Comment est-ce que tes amis se sentent à la danse?
(How do your friends feel at the dance?)
Ils se sentent énergiques à la danse.
(They feel energetic at the dance.)
Notice how the feelings named in each answer are written in the same form
(masculine/feminine, singular/plural) as the subject of the sentence. This is because
adjectives agree in gender and number with the noun they are describing. In the sentences
above, the noun is a friend or friends. Remember that when we are asking about a male
friend, we say “ton ami” and we use “ton amie” for a female friend.
Pg 26
8
Finally, we can use pronouns to replace nouns when answering a question. For example, Il
replaces ton ami and elle replaces ton amie. When you are talking about male friends, you
would use the pronoun ils and if the friends are all female, you use the pronoun elles. When
the group of friends is made up of males and females, then the pronoun ils is used.
4. Open Section One, Day Eight of the Workbook and do questions 3, 4, and 5.
Pg 27
9
In this lesson, I will examine ways of life in different Francophone
communities.
1. Open Section One, Day Nine of the Workbook and complete the Reflection.
2. Read the context below then listen to Track 13 on the Module 2 CD. Use the
pictures below from left to right to help you understand.
Context: Émilie is visiting her cousin, Sonia, in Paris, France over Spring Break.
While visiting, she gets the chance to see Sonia’s school and learn about how
teenagers spend their time.
Pg 28
9
Émilie learned a lot about ways of life for a teenager in France while visiting her cousin.
Some things were the same as back home in Edmonton but other things were quite different.
One of the biggest differences is that teenagers in North America have more free time than
those who live in Europe. The school day is an hour and a half longer in France. Other
differences at school include what and where the students eat, what subjects they take and
what activities they are involved in. Émilie is used to taking a bag lunch to school and eating
with her friends in the hallway or lunch room. Sonia eats a hot balanced meal every day in la
cantine (cafeteria). She also doesn’t have options like outdoor education or drama at her
school.
We also learned that clubs are not part of the school culture in France. Both girls play on a
school team, although the days and time they practice and play games differ. Both girls also
enjoy spending time with their friends although Émilie has more time to do so. They both go
to the movies and listen to music with their friends but there are also certain activities that
are unique to each culture. For example, in Edmonton, Émilie often hangs out with her
friends at the mall or plays soccer. In France on the other hand, Sonia spends time at the
café or plays cards.
Regardless of where you live, one thing is the same: teenagers enjoy spending time with their
friends.
Pg 29
9
3. Open Section One, Day Nine of the Workbook and do questions 1 and 2. Then,
complete the second Reflection.
Pg 30
10
In this lesson, I will review concepts from previous lessons in Section
One.
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:
Name two things that the friends did while they were at “le centre commercial”.
Give an example of a French greeting and leave-taking expression other than
Bonjour and Au revoir.
Day Two:
Choose a friend and say their age, birthday, address and phone number in
French.
Day Three:
Write three different sentences to describe the physical appearance of each
character illustrated below.
Day Four:
Choose one female friend and one male friend. Name two personality traits of
each friend.
Day Five:
Write two sentences using the verbs aimer, ne pas aimer and adorer to say what
each friend you named above likes or dislikes.
Pg 31
10
Day Six:
Name the hobbies and interests illustrated below.
Day Seven:
Describe three articles of clothing that you and your friends like to wear to
school.
Day Eight:
Answer the following questions:
Comment est-ce que tu te sens quand tu joues avec tes amis?
Comment est-ce que tes amis se sentent quand il fait chaud ?
Comment est-ce que ton amie se sent à l’école?
Day Nine:
Name one similarity and two differences between life for a teenager in France
and your life.
2. Open Section One, Day Ten of the Workbook and do questions 1, 2, and 3.
Pg 32