Planning for Chapter 1 - Les classes de Monsieur Jadlockimonsieurjadlocki.weebly.com/uploads/3/9/8/9/39898681/chap01.pdf · Planning for Chapter 1 Topics ... 2. le piano 6. la lettre

16A

PACING AND PRIORITIES

SCOPE AND SEQUENCE, PAGES 16–47

Planning for Chapter 1

Topics� Asking about others� Describing yourself and others

Culture� Nicolas, a student from France� Valérie, a student from

Martinique� Diane and Karim, students

from Africa� The French artist Toulouse-

Lautrec

Functions� How to describe people� How to count from 30–60

Structure� Singular forms of definite and

indefinite articles� Adjective agreement� Singular forms of the verb être� Negation

National Standards� Communication Standard 1.1: pp. 16, 20, 21, 24, 25, 29, 30, 31, 32, 33,

35, 42� Communication Standard 1.2: pp. 16, 20, 21, 24, 25, 27, 29, 32, 33,

36–37, 38, 39, 40–41� Communication Standard 1.3: pp. 20, 21, 25, 29, 31, 32, 33, 43� Cultures Standard 2.1: pp. 36–37, 38, 504� Connections Standard 3.1: pp. 40–41� Comparisons Standard 4.1: pp. 19, 23, 29� Comparisons Standard 4.2: pp. 36–37, 38To read the ACTFL Standards in their entirety, see page T54.

The chapter content is coded below to assist you in planning.D required C recommended A optional

For a more specific pacing tool, use your TeacherWorks™ calendar.

PACING AND PRIORITIES

Vocabulaire (required) Days 1–4D Mots 1

Comment est la fille?Comment est le garçon?

D Mots 2Une sœur et un frèreUne école et un collège

Structure (required) Days 5–7D Les articles au singulierD L’accord des adjectifsD Le verbe être au singulierD La négation

Conversation (required) Day 8D Il est d’où, Luc?

Prononciation (recommended)C L’accent tonique

Lectures culturellesC Un garçon et une fille (recommended)A Le français en Afrique (optional)A Un artiste français (optional)

Connexions (optional)A La géographie

C C’est à vous (recommended)C Assessment (recommended)A On parle super bien! (optional)

TEACHER RESOURCE GUIDE

16B

SECTION PRINT RESOURCES TECHNOLOGY RESOURCES

VocabulaireComment est la fille? Audio Activities TE (pp. 14–15) Vocabulary Transparencies 1.2–1.3

(p. 18) Workbook (pp. 1–2) Audio CD 2Comment est le garçon? Quiz 1 (p. 1) ExamView® Assessment Suite

(pp.19–21) PowerTeachVocabulary PuzzleMaker

VocabulaireUne sœur et un frère Audio Activities TE (pp. 15–17) Vocabulary Transparencies 1.4–1.5

(p. 22) Workbook (pp. 3–4) Audio CD 2Une école et un collège Quiz 2 (p. 2) ExamView® Assessment Suite

(pp. 22–25) Vocabulary PuzzleMaker

Structure Les articles au singulier Audio Activities TE (pp. 17–21) Audio CD 2

(pp. 26–27) Workbook (pp. 5–7) ExamView® Assessment SuiteL’accord des adjectifs Quizzes 3–6 (pp. 3–6) PowerTeach

(pp. 28–30)Le verbe être au singulier

(pp. 30–32)La négation (p. 33)

Conversation Il est d’où, Luc? Audio Activities TE (pp. 21–22) Audio CD 2

(p. 34) Interactive ConversationsPowerTeach

PrononciationL’accent tonique Audio Activities TE (p. 22) Pronunciation Transparency P 1

(p. 35) Audio CD 2

Lectures culturellesUn garçon et une fille Audio Activities TE (p. 23) Audio CD 2

(pp. 36–37) Tests (pp. 3, 6, 7) PowerTeachLe français en Afrique

(p. 38)Un artiste français (p. 39)

ConnexionsLa géographie (pp. 40–41) Tests (p. 7)

C’est à vous (pp. 42–43) Bon voyage! Video, Episode 1

Video Activities, Chapter 1French Online Activitiesglencoe.com

Assessment (pp. 44–45) Quizzes 1–6 (pp. 1–6) Communication Transparency C 1

Performance Assessment, Task 1 ExamView® Assessment SuiteTests (pp. 1–12) MindJogger VideoquizSituation Cards, Chapter 1

Lectures culturelles

http://glencoe.com

16C

Using Your Resources for Chapter 1

Vocabulary, pages 14–17

Structure,pages 17–21

Conversation,Pronunciation,pages 21–22

Cultural Reading,page 23

Additional Practice,pages 24–25

Une amie et un amiPremière partie

11

VocabulaireActivité 1 Listen and repeat.

(Textbook, pages 18–19)(Cassette 2A/CD 2, Track 1)(Audio Activities Booklet, page 5)

Repeat after the speaker.

Comment est la fille?brune petiteamusantegrande

Comment est le garçon?brunpetitamusantgrand

Activité 2 Listen, read, and repeat.(Textbook, page 19)(Cassette 2A/CD 2, Track 2)(Audio Activities Booklet, page 5)

Many words in French and English look alike even though they are pronounceddifferently. These words are called “cognates.” You are going to hear some cognatesthat are used to describe people. Follow along on your activity sheet as the words areread and repeat them after the speaker. Notice that these words do not end in aconsonant sound as they do in English.

américain

blond

patient

Here are some words used to express degree.

Il est amusant.Il est assez amusant.Il est très amusant.Il est vraiment amusant.

Mots 1

14 � Bon voyage! Level 1, Chapitre 1 Audio Activities Booklet, Teacher EditionCopyright © Glencoe/McGraw-Hill

C’est qui?C’est Olivier Charpentier. Olivier est français aussi.Il est d’où, Olivier?Il est de Nice.

C’est qui?C’est Julie Lacroix.Julie est française.Elle est d’où, Julie?Julie est de Paris.

intelligent

intéressant

Une amie et un amiPremière partie

11

VocabulaireActivité 1 Listen and repeat.


Repeat after the speaker.

Comment est la fille?brune petiteamusantegrande

Comment est le garçon?brunpetitamusantgrand

Activité 2 Listen, read, and repeat.(Textbook, page 19)(Cassette 2A/CD 2, Track 2)(Audio Activities Booklet, page 5)

Many words in French and English look alike even though they are pronounceddifferently. These words are called “cognates.” You are going to hear some cognatesthat are used to describe people. Follow along on your activity sheet as the words areread and repeat them after the speaker. Notice that these words do not end in aconsonant sound as they do in English.

américain

blond

patient

Here are some words used to express degree.

Il est amusant.Il est assez amusant.Il est très amusant.Il est vraiment amusant.

Mots 1


C’est qui?C’est Olivier Charpentier. Olivier est français aussi.Il est d’où, Olivier?Il est de Nice.

C’est qui?C’est Julie Lacroix.Julie est française.Elle est d’où, Julie?Julie est de Paris.

intelligent

intéressant

Activité 9 Listen and write.(Cassette 2A/CD 2, Track 8)(Audio Activities Booklet, page 6)

Like un and une, le and la are also gender markers. Listen to these cognates, andwrite le or la in front of each one.

1. la trompette 5. la statue2. le piano 6. la lettre3. le restaurant 7. le garage4. le taxi 8. la guitare

1. trompette 5. statue

2. piano 6. lettre

3. restaurant 7. garage

4. taxi 8. guitare

Activité 10 Listen and choose.(Cassette 2A/CD 2, Track 9)(Audio Activities Booklet, page 7)

You will hear statements about a boy or a girl, but you won’t be able to tell from thename whether it’s a boy or a girl because in French some names can be used for both,in much the same way that Tony in English can be a boy or a girl. The sound of theadjective will tell you whether it’s a boy or a girl. For example, if you hear Michèleest française, you know that Michèle is a girl because you heard française and notfrançais. For each statement, check the appropriate box.

1. Frédérique est petite. 5. Daniel est américain.2. Daniel est blond. 6. Michel est brun.3. Pascal est grand. 7. Claude est patiente.4. Valérie est intelligente. 8. Camille est amusante.

lale

lele

lale

lala


1. 2. 3. 4. 5. 6. 7. 8.

un garcon ✔ ✔ ✔ ✔

une fille ✔ ✔ ✔ ✔

Activité 11 Listen and repeat.(Textbook, page 31)(Cassette 2A/CD 2, Track 10)(Audio Activities Booklet, page 7)

First listen to the conversation.

—Salut! Tu es l’ami américain de Sandrine Valois, n’est-ce pas?—Oui, je m’appelle Matt, Matt Porter.—Tu es de New York?—Oui, je suis de New York.

Activité 9 Listen and write.(Cassette 2A/CD 2, Track 8)(Audio Activities Booklet, page 6)

Like un and une, le and la are also gender markers. Listen to these cognates, andwrite le or la in front of each one.

1. la trompette 5. la statue2. le piano 6. la lettre3. le restaurant 7. le garage4. le taxi 8. la guitare

1. trompette 5. statue

2. piano 6. lettre

3. restaurant 7. garage

4. taxi 8. guitare

Activité 10 Listen and choose.(Cassette 2A/CD 2, Track 9)(Audio Activities Booklet, page 7)

You will hear statements about a boy or a girl, but you won’t be able to tell from thename whether it’s a boy or a girl because in French some names can be used for both,in much the same way that Tony in English can be a boy or a girl. The sound of theadjective will tell you whether it’s a boy or a girl. For example, if you hear Michèleest française, you know that Michèle is a girl because you heard française and notfrançais. For each statement, check the appropriate box.

1. Frédérique est petite. 5. Daniel est américain.2. Daniel est blond. 6. Michel est brun.3. Pascal est grand. 7. Claude est patiente.4. Valérie est intelligente. 8. Camille est amusante.

lale

lele

lale

lala


1. 2. 3. 4. 5. 6. 7. 8.

un garcon ✔ ✔ ✔ ✔

une fille ✔ ✔ ✔ ✔

Activité 11 Listen and repeat.(Textbook, page 31)(Cassette 2A/CD 2, Track 10)(Audio Activities Booklet, page 7)

First listen to the conversation.

—Salut! Tu es l’ami américain de Sandrine Valois, n’est-ce pas?—Oui, je m’appelle Matt, Matt Porter.—Tu es de New York?—Oui, je suis de New York.

Here we go.

1. Tu es énergique?(Oui, je suis énergique. / Non, je ne suis pas énergique.)

2. Tu es dynamique?(Oui, je suis dynamique. / Non, je ne suis pas dynamique.)

3. Tu es sociable?(Oui, je suis sociable. / Non, je ne suis pas sociable.)

4. Tu es enthousiaste?(Oui, je suis enthousiaste. / Non, je ne suis pas enthousiaste.)

5. Tu es timide?(Oui, je suis timide. / Non, je ne suis pas timide.)

6. Tu es égoïste?(Oui, je suis égoïste. / Non, je ne suis pas égoïste.)

Conversation Activité A Listen.

(Textbook, page 34)(Cassette 2A/CD 2, Track 16)(Audio Activities Booklet, page 7)

You will hear a conversation between Sophie and Luc. Just listen.

Sophie: Luc, tu es de Paris, non?Luc: Non. Je ne suis pas de Paris.

Sophie: Tu es d’où, alors?Luc: Je suis de Cannes.

Sophie: Tu es de Cannes… sur la Côte d’Azur?Luc: Oui.

Sophie: C’est super, la Côte d’Azur!

Activité B Listen and choose.(Cassette 2A/CD 2, Track 16)(Audio Activities Booklet, page 7)

You will hear the conversation a second time. After the conversation, you will hearsome statements about the conversation and you will be asked which of thesestatements are correct. But first, read the statements printed on your activity sheet…Okay? Now, listen again to the conversation between Sophie and Luc.





Il est d’où, Luc?

Audio Activities Booklet, Teacher Edition Bon voyage! Level 1, Chapitre 1 � 21Copyright © Glencoe/McGraw-Hill

Here we go.

1. Tu es énergique?(Oui, je suis énergique. / Non, je ne suis pas énergique.)

2. Tu es dynamique?(Oui, je suis dynamique. / Non, je ne suis pas dynamique.)

3. Tu es sociable?(Oui, je suis sociable. / Non, je ne suis pas sociable.)

4. Tu es enthousiaste?(Oui, je suis enthousiaste. / Non, je ne suis pas enthousiaste.)

5. Tu es timide?(Oui, je suis timide. / Non, je ne suis pas timide.)

6. Tu es égoïste?(Oui, je suis égoïste. / Non, je ne suis pas égoïste.)

Conversation Activité A Listen.

(Textbook, page 34)(Cassette 2A/CD 2, Track 16)(Audio Activities Booklet, page 7)

You will hear a conversation between Sophie and Luc. Just listen.





Activité B Listen and choose.(Cassette 2A/CD 2, Track 16)(Audio Activities Booklet, page 7)

You will hear the conversation a second time. After the conversation, you will hearsome statements about the conversation and you will be asked which of thesestatements are correct. But first, read the statements printed on your activity sheet…Okay? Now, listen again to the conversation between Sophie and Luc.





Il est d’où, Luc?


Lecture culturelle Activité A Read and listen.


You will hear about two young French students—one from Paris and one fromMartinique. But first, read the statements printed on your answer sheet. After thereading you will be asked whether they are true or false. (pause)

1. Nicolas Martin est espagnol.2. Il est élève dans un lycée à Paris.3. Le lycée Henri IV est une école secondaire en France.4. Valérie Boucher est de Fort-de-France.5. Fort-de-France est la capitale de la France.6. La Martinique est une île.

Ready? Okay, now listen.

Nicolas Martin est français. Il est de Paris, la capitale de la France. Nicolas est ungarçon sympa. Il est très intelligent aussi. Nicolas est élève dans un lycée à Paris, lelycée Henri IV. Un lycée est aussi une école secondaire en France, mais après lecollège. Le lycée Henri IV à Paris est une école excellente.

Valérie Boucher est française aussi. Elle est de Fort-de-France, la ville principale dela Martinique. La Martinique est une île française dans la mer des Caraïbes (la merdes Antilles). Valérie est élève dans un lycée à Fort-de-France—le lycée Bellevue.Le lycée Bellevue est une école excellente.

Activité B Read and choose.(Cassette 2A/CD 2, Track 18)(Audio Activities Booklet, page 8)

Now read the statements again. Check vrai or faux according to what you heard inthe reading.


Un garçon et une fille


1. 2. 3. 4. 5. 6.

vrai ✔ ✔ ✔ ✔

faux ✔ ✔

Lecture culturelle Activité A Read and listen.


You will hear about two young French students—one from Paris and one fromMartinique. But first, read the statements printed on your answer sheet. After thereading you will be asked whether they are true or false. (pause)


Ready? Okay, now listen.

Nicolas Martin est français. Il est de Paris, la capitale de la France. Nicolas est ungarçon sympa. Il est très intelligent aussi. Nicolas est élève dans un lycée à Paris, lelycée Henri IV. Un lycée est aussi une école secondaire en France, mais après lecollège. Le lycée Henri IV à Paris est une école excellente.

Valérie Boucher est française aussi. Elle est de Fort-de-France, la ville principale dela Martinique. La Martinique est une île française dans la mer des Caraïbes (la merdes Antilles). Valérie est élève dans un lycée à Fort-de-France—le lycée Bellevue.Le lycée Bellevue est une école excellente.

Activité B Read and choose.(Cassette 2A/CD 2, Track 18)(Audio Activities Booklet, page 8)

Now read the statements again. Check vrai or faux according to what you heard inthe reading.


Un garçon et une fille


1. 2. 3. 4. 5. 6.

vrai ✔ ✔ ✔ ✔

faux ✔ ✔

Activité A Listen and choose.(Cassette 2A/CD 2, Track 19)(Audio Activities Booklet, page 9)

You will hear four dialogues. There will be a few words you don’t know, but youshould have no trouble following the conversations. Match each dialogue with one ofthe drawings on your activity sheet.

Dialogue 1—Tu es française?—Non, américaine.—Vraiment? Moi aussi, je suis

américaine!—Ah oui? D’où?—De Chicago.—Moi aussi! Quelle coïncidence!

Dialogue 2 (Noisy café)—Tu t’appelles comment?—Chloé.—Comment?—CHLOÉ! Et toi?—Moi, je m’appelle Marc.


Deuxième partie

3 4

2 1

Dialogue 3—Tu es bien Christine, la petite

amie de Nicolas?—Ah non, Christine, c’est elle.—Alors, tu t’appelles comment?—Carine. Je suis la sœur de Nicolas.—Ah d’accord.

Dialogue 4—Madame Martin! Comment ça

va aujourd’hui? —Pas mal, Monsieur Bertier. Pas

mal. Et vous?—Eh bien moi, ça va très bien.—Ah oui?—C’est vendredi!

Activité A Listen and choose.(Cassette 2A/CD 2, Track 19)(Audio Activities Booklet, page 9)

You will hear four dialogues. There will be a few words you don’t know, but youshould have no trouble following the conversations. Match each dialogue with one ofthe drawings on your activity sheet.

Dialogue 1—Tu es française?—Non, américaine.—Vraiment? Moi aussi, je suis

américaine!—Ah oui? D’où?—De Chicago.—Moi aussi! Quelle coïncidence!

Dialogue 2 (Noisy café)—Tu t’appelles comment?—Chloé.—Comment?—CHLOÉ! Et toi?—Moi, je m’appelle Marc.


Deuxième partie

3 4

2 1

Dialogue 3—Tu es bien Christine, la petite

amie de Nicolas?—Ah non, Christine, c’est elle.—Alors, tu t’appelles comment?—Carine. Je suis la sœur de Nicolas.—Ah d’accord.

Dialogue 4—Madame Martin! Comment ça

va aujourd’hui? —Pas mal, Monsieur Bertier. Pas

mal. Et vous?—Eh bien moi, ça va très bien.—Ah oui?—C’est vendredi!

Vocabulary, pages 1–4

Structure,pages 5–7

Enrichment,pages 8–10

11Vocabulaire

Mélanie Boucher Here’s a picture of Mélanie Boucher. Write a story about her.

You may want to use some of the following words.

Paris petite vraiment

française brune très

grande amusante assez

1

Mots 1

Workbook, Teacher Edition Bon voyage! Level 1, Chapitre 1 � 1Copyright © Glencoe/McGraw-Hill

Nom Date

Une amie et un ami

Answers will vary.

Answers will vary but may include the following: Mélanie Boucher est

française. Elle est de Paris. Elle est assez grande. Elle est brune. Elle est

vraiment très amusante

Un Français Here’s a picture of Stéphane Clément. Write as much about him as you can.

2

11Vocabulaire

Mélanie Boucher Here’s a picture of Mélanie Boucher. Write a story about her.

You may want to use some of the following words.

Paris petite vraiment

française brune très

grande amusante assez

1

Mots 1


Nom Date

Une amie et un ami

Answers will vary.

Answers will vary but may include the following: Mélanie Boucher est

française. Elle est de Paris. Elle est assez grande. Elle est brune. Elle est

vraiment très amusante

Un Français Here’s a picture of Stéphane Clément. Write as much about him as you can.

2

Structure Les articles au singulier

Le contraire Give the opposite of each of the following.

1. une fille 3. une élève

2. une sœur 4. une amie

Une fille française Complete with un or une.

Léila est fille française. Léila est

élève intelligente dans collège à Paris. Elle n’est pas

élève dans école américaine.

Thomas est garçon français. Thomas est

ami de Léila. Il est élève dans collège à Paris aussi.

Un garçon intéressant Complete with le, la, or les.13

un

unun

une

un

uneune

12

un amiun frère

un élèveun garçon

11


Nom Date

1 2

3

4

5 6

7

Structure Les articles au singulier

Le contraire Give the opposite of each of the following.

1. une fille 3. une élève

2. une sœur 4. une amie

Une fille française Complete with un or une.

Léila est fille française. Léila est

élève intelligente dans collège à Paris. Elle n’est pas

élève dans école américaine.

Thomas est garçon français. Thomas est

ami de Léila. Il est élève dans collège à Paris aussi.

Un garçon intéressant Complete with le, la, or les.13

un

unun

une

un

uneune

12

un amiun frère

un élèveun garçon

11


Nom Date

1 2

3

4

5 6

7

Un peu plusUn peu de géographie Every chapter in your workbook will include some passagewith a few unfamiliar words in them. However, you should be able to understandthem rather easily. You have probably noticed that many French words look a lot likeEnglish words. So when you don’t know the meaning of a word, take a guess. Try thefollowing reading.

A

8 � Bon voyage! Level 1, Chapter 1 Workbook, Teacher EditionCopyright © Glencoe/McGraw-Hill

Nom Date

La France est un pays. La France est en Europe. L’Europe est un continent. Paris estla capitale de la France. Paris est une très grande ville. Paris est une ville trèsintéressante. La France est membre de l’Union Européenne (L’U.E.). Le parlementde l’Union Européenne est à Strasbourg, en France.

Un peu plusUn peu de géographie Every chapter in your workbook will include some passagewith a few unfamiliar words in them. However, you should be able to understandthem rather easily. You have probably noticed that many French words look a lot likeEnglish words. So when you don’t know the meaning of a word, take a guess. Try thefollowing reading.

A

8 � Bon voyage! Level 1, Chapter 1 Workbook, Teacher EditionCopyright © Glencoe/McGraw-Hill

Nom Date

La France est un pays. La France est en Europe. L’Europe est un continent. Paris estla capitale de la France. Paris est une très grande ville. Paris est une ville trèsintéressante. La France est membre de l’Union Européenne (L’U.E.). Le parlementde l’Union Européenne est à Strasbourg, en France.

Bellringer 1.1–1.8 Vocabulary 1.1–1.5 Pronunciation P 1 Communication C 1

V 1.2Bon voyage! Level 1

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Bellringer Reviews

1.1 How would you greet the following people?(p. 18) 1. your best friend

2. your French teacher3. the cashier at the store4. the principal of your school5. another player on your team

1.2 On a piece of paper, write three words that describe a student (p. 22) seated near you. If possible, put these words into sentences.

1.3 List three or four adjectives that could be given in response to the (p. 26) following question: Comment est le professeur?

1.4 On your paper, make two columns. Write un at the top of the first (p. 28) one and une at the top of the second one. Then write the following

words under the appropriate column: école, sœur, ami, frère, amie, collège, fille, garçon.

1.5 Write the name of a friend. Then write two or three things about (p. 30) him or her.

1.6 Match each subject with the correct form of the verb être. Then(p. 33) finish each sentence.

TuLe garçon estJe suisElle esL’école

Transparencies

Workbook

Audio Activities

16D

Vocabulary andStructure Quizzes,pages 1–6

Chapter Tests,pages 1–12

Situation Cards,Chapter 1

Quizzes Bon voyage! Level 1 � 1Copyright © Glencoe/McGraw-Hill

Nom Date

Quiz 1

VocabulaireComplete with an appropriate word.

1. —C’est ?

—C’est Julie. Julie Baron.

2. —Elle est ?

—Elle est de Nice.

Give the opposite.

1. petit

2. blond

3. américain

B

A

Mots 1

11

CHAPITRE

Quizzes Bon voyage! Level 1 � 1Copyright © Glencoe/McGraw-Hill

Nom Date

Quiz 1

VocabulaireComplete with an appropriate word.

1. —C’est ?

—C’est Julie. Julie Baron.

2. —Elle est ?

—Elle est de Nice.

Give the opposite.

1. petit

2. blond

3. américain

B

A

Mots 1

11

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Assessment

PASSPORT TO SUCCESS NOTEBOOK

• Interactive Teacher Edition• Lesson Planner with calendar

• Access to all program blackline masters• Correlations to National Standards

• Use premade tests or build your owneasily and quickly

• Customize tests using a full-featureeditor

• Select questions from existing test banks• Set up your own question test banks• Disaggregate data

All-in-one interactive Student Edition and student resources—a backpack solution

• Notetaking and Study Strategies help students organize and internalize new infor-mation, allowing them to become more effective communicators in the target language.

• Reading Strategies take the mystery out of reading and give students the tools theyneed to become more effective readers.

• Standardized Test Practice in every chapter helps students improve their test-takingskills through the study of foreign language.

TECHNOLOGY

TM

This all-in-one planner includes:

The ExamView® Assessment Suite includes Test Generator, Test Player, and Test Manager.

MindJogger Videoquiz,ExamView ® Assessment

Suite, Chapter 1

16

16

11Une amie et

un amiUne amie et

un amiObjectifsIn this chapter you will learn to:

✔ ask or tell what someone is like

✔ ask or tell where someone is from

✔ ask or tell who someone is

✔ describe yourself or someone else

✔ talk about students from France and Martinique

Victor Gabriel Gilbert Enfants jouant au cerceauTo interact with your online edition of Bon voyage! go to: glencoe.com.

11PreviewIn this chapter, students will learnto describe themselves as well as afriend, using the singular forms ofthe verb être and high-frequencydescriptive adjectives. The pluralforms of the verb être will be pre-sented in Chapter 2 to avoid intro-ducing an overwhelming numberof forms in this initial chapter.

Photograph The students inthis photograph are walking in theJardin du Luxembourg. TheLuxembourg Garden has manyfountains, formal gardens, andgravel walks. The beautiful seventeenth-century Palais duLuxembourg is also in the garden.

Painting This painting, Enfantsjouant au cerceau, was done bythe French painter Victor GabrielGilbert (1847–1933). Gilbert’spaintings depict realistic scenes ofcommon people going about theirdaily activities.

National StandardsCommunicationIn Chapter 1, students will com-municate in spoken and writtenFrench to:• identify and describe themselves

and others• find out where people are from

and say their nationalityStudents will engage in conversa-tions, provide and obtain informa-tion, and exchange opinions asthey fulfill the chapter objectiveslisted on this page.

http://glencoe.com

11

dix-sept � 17

About the French Language• In conversational French, the

most common way to form aquestion is to raise one’s voiceat the end of the sentence. Thisrising intonation pattern can beused with yes/no questions andmany question words: Richardest français? Note that in spo-ken French the question word isoften placed at the end of asentence: Richard est d’où?

• Another way to ask a questionis to begin a statement withest-ce-que: Est-ce que Marieest française? Où est-cequ’elle habite?

• A question can also be formedusing inversion: D’où est Jean?In the early chapters, ques-

tions are formed in the abovethree ways. Most frequently, therising intonation pattern is used.The only form not used in theearly chapters is the formal inver-sion: Où Robert va-t-il? We havenot used this inversion, since it isnot often used in conversation.

Tell your students that they willhear questions in the three waysoutlined above. When they askquestions, they can use any option they please. �

17

LEVELINGThe activities, conversations, and readings within each chapter aremarked according to level of difficulty.E indicates easy. A indicates average.C indicates challenging. Some activitiescover a range of difficulty. In some activities, for example, advanced stu-dents will be able to produce more extensive responses while studentswho learn at a different rate may giveless detailed responses. The levelingindicators will help you individualizeinstruction to best meet your students’ needs.

The TeacherWorks CD-ROM is an all-in-one plannerand resource center. You may wish to use several ofthe following features as you plan and present the

Chapter 1 material: Interactive Teacher Edition, Interactive Lesson Planner withCalendar, Point and Click Access to Teaching Resources, Hotlinks to the Internet, andCorrelations to the National Standards.

All-In-One Planner and Resource Center

Preparation

Total Physical Response Beforedoing this activity, make sure students under-stand each of the following commands by act-ing them out: levez-vous, promenez-vous,arrêtez-vous, montrez-moi, asseyez-vous.

(Student 1), levez-vous, s’il vous plaît.Promenez-vous dans la salle de classe.Arrêtez-vous.

Montrez-moi un garçon blond.Montrez-moi une fille blonde.Montrez-moi un garçon brun.Montrez-moi une fille brune.Montrez-moi un garçon amusant.Montrez-moi une fille amusante.

R e a c h i n g A l l S t u d e n t s

Bellringer Review

Use BRR Transparency 1.1 or writethe following on the board.How would you greet the follow-ing people?1. your best friend2. your French teacher3. the cashier at the store4. the principal of your school5. another player on your team

You will note that we start the descriptive sentences with thefeminine form first using adjectivesin which the final consonant soundis heard in the feminine form, butnot in the masculine form. Studentsfind it easier to drop the finalsound when talking about a boythan to add the sound when talking about a girl. They also find it easier to remember to dropthe e when writing than to add it.

Resource ManagerVocabulary Transparencies 1.2–1.3Audio Activities TE, pages 14–15Audio CD 2Workbook, pages 1–2Quiz 1, page 1ExamView® Assessment Suite

PresentationStep 1 Present the vocabularyfirst with books closed usingVocabulary Transparencies 1.2–1.3.

VocabulaireMots 1Vocabulaire VocabulaireVocabulaire Mots 1

Comment est la fille?

brune

petite

amusante

grande

C’est qui?C’est Julie Lacroix.Julie est française.

Elle est d’où, Julie?Julie est de Paris.

18 � dix-huit

Use your CD for more practice.

TM

You may wish touse the editablePowerPoint® pre-sentation availableon this PowerTeach

CD-ROM for additional vocabu-lary instruction and practice.

LEVELINGE: Vocabulary

18

19

Step 2 Present one word orphrase at a time and build to acomplete sentence. For example, point to Julie as the class saysJulie. Point to a map of France asyou and the class say française.Then have the class say the entiresentence: Julie est française. Pointto each individual on pages 18–19and model the accompanying wordor phrase. Have students repeateach word or phrase in unison.

Step 3 After the initial presenta-tion with the overhead transparen-cies, have students open their booksand look at the new vocabularywords as they repeat either afteryou or Audio CD 2.

Step 4 You may wish to ask thefollowing types of questions dur-ing the vocabulary presentation.C’est Julie? C’est Julie ou Olivier?Julie est française? Qui estfrançaise? (as you point to Julie).These questions that build fromeasy to more complex permit youto take into account the varyingabilities of your students.

Teaching Tips• Call on students to use gestures

and facial expressions to helpconvey the meaning of wordsthey repeat such as: intelligent,amusant, grand, petit.

• Have students use intonationand expression to illustrate thedifference between assez, très,and vraiment.

It is extremely important thatstudents be able to use and re-spond correctly to interrogativesfrom the early stages of languageacquisition. In this chapter, theinterrogative words qui, d’où,and comment are introduced.

Vocabulary ExpansionWhen students ask for additional related vocabulary in the very early chapters, it isstrongly recommended that you not givethem more words at this point. This will complicate or confuse the language conceptsbeing presented. For example, in this sectionstudents are using only those adjectives with afinal consonant sound in the feminine formthat is dropped in the masculine form.

Vocabulary Expansion

VocabulaireMots 1

Vocabulaire

UNE AMIE ET UN AMI dix-neuf � 19

Comment est le garçon?

petit

brun

NoteMany words in French and English look alike eventhough they are pronounced differently. Thesewords are called “cognates.” You can use thefollowing cognates to describe people.américain intelligentblond intéressantpatient

Here are some words used to express degree.Il est amusant.Il est assez amusant.Il est très amusant.Il est vraiment amusant.

grand

amusant

C’est qui?C’est Olivier Charpentier.Olivier est français aussi.

Il est d’où, Olivier?Il est de Nice.

19

Learning from Photos(page 18) The girl in the photo is in Paris.The building is the basilique du Sacré-Cœur in the Montmartre area. (page 19) The boy in the photo is in Nice,a resort town on the French Riviera (Côted’Azur). You can see the port de plai-sance, a yacht marina.

Each timeHistoriette appears, it means thatthe answers form a short story.Encourage students to look at thetitle of the Historiette, since it canhelp them do the activity.

Do these activities first withbooks closed. Ask the questionsand call on a different student toanswer each one. Then have stu-dents open their books and do theactivities again. You may wish tohave students work in pairs whendoing Activities 1 and 2. They maytake turns as one reads the ques-tion and the other answers.

Note: Point out that Françaisand Américain as nouns referringto nationalities are capitalized.

Paired ActivityAfter completing the activities

on pages 20 and 21, reinforce the les-son with the following: • Have students work in pairs to write

sentences describing two other stu-dents in the class—one male andone female.

• Have students compare two otherstudents. For example: Robert estbrun. Marc est brun aussi.

20

VocabulaireVocabulaire

20 � vingt CHAPITRE 1

Bill

Un Français ou un Américain?Répondez d’après les photos. (Answer according to the photos.)

1. Qui est américain?2. Qui est français?3. Qui est de Paris?4. Qui est de Los Angeles?5. Qui est blond?6. Qui est brun?

3

Henri

Quel est le mot?

Une fille françaiseInventez une histoire. (Make up a story.)

1. Sophie est française ou américaine?2. Elle est de Paris ou de New York?3. Elle est brune ou blonde?4. Elle est amusante?5. Elle est grande ou petite?

Un garçon françaisInventez une histoire. (Make up a story.)

1. Christophe est américain ou français?2. Il est de Lyon ou de Houston?3. Il est brun ou blond?4. Il est amusant?5. Il est très intelligent?6. Il est assez patient?

2

1

Christophe Gaudin

Sophie Legrand


Quel est le mot?

When students are doing theQuel est le mot? activities, acceptany answer that makes sense.The purpose of these activities isto have students use the new vocabulary. They are not factualrecall activities. Thus, it is notnecessary for students to remem-ber specific factual informationfrom the vocabulary presentationwhen answering. If you wish,have students use the photos onthis page as a stimulus, whenpossible.

1. Sophie est française.2. Elle est de Paris.3. Elle est brune (blonde).4. Oui, elle est amusante.5. Elle est grande (petite).

1

1. Christophe est français.2. Il est de Lyon.3. Il est blond.4. Oui, il est amusant.5. Oui, il est très intelligent.6. Oui, il est assez patient.

2

1. Bill est américain.2. Henri est français.3. Henri est de Paris.4. Bill est de Los Angeles.5. Henri est blond.6. Bill est brun.

3 LEVELINGE: Activities 1, 2

A: Activities 3, 5

C: Activity 4

ANSWERS TO Quel est le mot?

Practice


UNE AMIE ET UN AMI vingt et un � 21

Il est… ? Elle est… ? Look at the following peopleand say two things about each of them. Then, find outwho they are. They are all famous.

4

C’est qui? Think of a student in theclass. A classmate will ask you questionsabout the person and try to guess who it is.Take turns.

5

ENCORE

PLUSFor more practice using words from Mots 1,do Activity 1 on page H2 at the end of this book.

21


21

Writing DevelopmentHave students write answers toActivities 1 and 2 in paragraph formto illustrate how the answers to allthe items tell a story. Have studentswrite the answers to Activity 3; youmay wish to have them write twoparagraphs, one to describe Bill andone to describe Henri.

Note that the activities are color-coded. All the activities in thetext are communicative.However, the ones with blue titles are guided communication.The red titles indicate that the answers to the activity are moreopen-ended and can vary more.You may wish to correct students’mistakes more so in the guidedactivities than in the activitieswith a red title, which lend themselves to a freer response.

Learning from Photos(page 20) Sophie Legrand is inParis. The monument behindher is the Arc de Triomphe.Christophe Gaudin is standingin front of a lycée in Lyon. Billis in Hollywood, California,and Henri is on a street in the7e arrondissement of Paris. Themonument in the backgroundis the famous Eiffel Tower.

(page 21) These photographsare of Meg Ryan (an Americanactress), Charles de Gaulle(French general and formerhead of state), Oprah Winfrey(TV talk show host), andNapoleon Bonaparte (FrenchEmperor).

Answers will vary but may include:

Elle est blonde. Elle est amusante. Elle estaméricaine. C’est Meg Ryan.

Il est grand. Il est intelligent. Il est français.C’est Charles de Gaulle.

Elle est brune. Elle est assez petite. Elle estvraiment intelligente. C’est Oprah Winfrey.

Il est très petit. Il est français. Il est intéressant.C’est Napoléon.

4 Answers will vary but may include:5

—Elle est grande ou petite?—Elle est petite.—Elle est blonde ou brune?—Elle est brune.—Elle est d’où?

—Elle est de New York.—Elle est amusante?—Oui, elle est amusante.— C’est Marie?—Oui!


Step 1 Have students close theirbooks. Present the vocabulary,using Vocabulary Transparencies1.4–1.5 or student models.

Step 2 Model each new word orphrase. Have students repeat eachword or phrase after you or AudioCD 2. Emphasize the difference between un/une, le/la.

Step 3 If you have a male studentwhose pronunciation is good, callhim to the front of the room. Sayto the class: C’est Mark. Explain tostudents, in English, that Mark isgoing to tell them somethingabout himself. Then have the stu-dent take the role of Mark andread Mark’s lines on page 23.

Total Physical Response Beforedoing this activity, make sure students under-stand the following command by acting it out:Retournez à votre place.

(Student 1), levez-vous, s’il vous plaît.Promenez-vous un peu dans la classe.Arrêtez-vous et montrez-moi un ami

(un élève).

C’est qui? C’est (Student 2).Promenez-vous encore dans la classe. Et maintenant, arrêtez-vous.Montrez-moi une amie (une élève).C’est qui? C’est (Student 3).Très bien. Et merci.Retournez à votre place.Asseyez-vous, s’il vous plaît.


Bellringer Review

Use BRR Transparency 1.2 or writethe following on the board.On a piece of paper, write threewords that describe a studentseated near you. If possible, putthese words into sentences.

Resource ManagerVocabulary Transparencies 1.4–1.5Audio Activities TE, pages 15–17Audio CD 2 Workbook, pages 3–4Quiz 2, page 2ExamView® Assessment Suite

22

VocabulaireMots 2Vocabulaire VocabulaireVocabulaire Mots 2

22 � vingt-deux CHAPITRE 1

Carol est élève dans une école américaine.

Une sœur et un frère

Voilà Nathalie et Luc Simonet.Nathalie est la sœur de Luc.Luc est le frère de Nathalie.

une amieun ami

Une école et un collège

Bruno est élève dans un collège français.Un collège est une école secondaire en France.

la sœur

le frère

Voilà Philippe.Philippe n’est pas le frère de Nathalie.Philippe est un ami de Nathalie.

une élève

une école américaine

un élève

un collège français


TM

Preparation

Presentation

Step 4 Have students give the opposite of the following nouns:une sœur, une amie, une élève, etc.

23

The numbers 1–30 were pre-sented in the Bienvenue section.Note that in this lesson we stopat 60. The numbers from 70 to100 will be presented in the nextchapter to avoid teaching toomany numbers at once. It is sug-gested that you not stress thespelling of numbers, since stu-dents will very seldom, if ever,have to spell them out in real-lifesituations.• Have students repeat the num-

bers after you. • Write some numbers from 1–60

in random order on the boardand call on individuals to givethe number in French.

Cognate RecognitionSince students tend to anglicizethe pronunciation of cognates,have them first repeat the cog-nates on page 23 carefully afteryou with books closed. Then,pronounce them again withbooks open.

As an informal assessment, checkfor comprehension by askingyes/no questions and either/orquestions. Call on the entire classas well as individual students torespond. For example:

Nathalie est la sœur ou lefrère de Luc?

Luc est la sœur ou le frère deNathalie?

Bruno est élève? Carol est élève dans une école

américaine ou un collègefrançais?

Mae est la sœur ou une amiede Mark?

Assessment

VocabulaireMots 2

Vocabulaire

UNE AMIE ET UN AMI vingt-trois � 23

Bonjour, tout le monde!Je m’appelle Mark.Je suis américain.

Je suis de Californie.Je suis un ami de Mae.

Mae est une amie de Mark.Mae est très sympathique.Mark est très sympa aussi.

trentetrente et untrente-deux trente-troistrente-quatre

trente-septtrente-huittrente-neuf

Les nombres de 30 à 60trente-cinqtrente-six

quarantecinquantesoixante

NoteYou can also use the followingcognates to describe people.dynamique égoïsteénergique enthousiastepopulaire sociabletimide

DifferentiationTutorial The customizableVocabulary PuzzleMakercan be used to create cross-

word, word search, and jumble puz-zles to reinforce vocabulary terms fornon-mastery students.

Enrichment Thecustomizable VocabularyPuzzleMaker can also be used to create more challengingpuzzles for mastery students.

24

Vocabulaire

After students completeActivity 6, have one student sum-marize all the information aboutCéline in his or her own words.

Have students look at themap as they answer each question.Note that this activity reinforcesthe interrogatives qui and d’où.

7

6


24 � vingt-quatre CHAPITRE 1

Quel est le mot?

Une élève française Choisissez la bonne réponse.(Choose the right answer.)

1. est française.a. Céline Dupont b. Thomas Duhamel

2. Céline est élève dans .a. une école américaine b. un collège français

3. Elle est .a. de Paris b. de Miami

4. Céline est de Karim.a. un ami b. une amie

5. Karim est de Céline.a. un ami b. un élève

6. David est de Céline.a. la sœur b. le frère

7. Céline est de David.a. le frère b. la sœur

6

BordeauxCannes

ParisStrasbourg

Qui est d’où? Répondez d’après la carte.(Answer according to the map.)

1. Qui est de Bordeaux?2. D’où est Maïa?3. Et Olivia, elle est d’où?4. Et Ahmed, il est d’où?

7

Ahmed

Olivia

Maïa

Paul

For more information about Paris andother French cities, go to Web Exploreon the Glencoe French Web site at glencoe.com. You may also want to do theChapter 1 WebQuest activity at this site.

Quel est le mot?

Learning from Photos(page 25 top) This photo-graph is of La place de l’Hôtelde Ville in Lyon. Lyon is thesecond largest city in France. Itis known for its many bridgesspanning the Rhône andSaône rivers and its massivestone houses. Lyon is quite abustling, industrial city. It isalso known for its manyrestaurants and excellent cuisine—la cuisine lyonnaise.

LEVELINGE: Activities 6, 8, 10, 11, 12

A: Activities 7, 91. a2. b3. a4. b5. a6. b7. b

6

1. Paul est de Bordeaux.2. Maïa est de Paris.3. Olivia est de Cannes.4. Ahmed est de Strasbourg.

7


The Glencoe World LanguagesWeb site (glencoe.com) providesInternet enrichment activities andlinks for students to investigatethe French-speaking world. Foreach chapter, there are eGames,a Self-Check Quiz, and aWebQuest activity. The WebExplore section takes students toFrench Web sites related to thechapter theme. Students can alsoclick on World News Online toread current articles in French-language newspapers.

ReteachingBring to class a magazine photo ofa well-known personality all thestudents will recognize. Have themdescribe the person, using vocabu-lary they know.

Practice

http://glencoe.com

http://glencoe.com


25


UNE AMIE ET UN AMI vingt-cinq � 25

David Williams, un garçon américainInventez une histoire. (Make up a story.)

1. Qui est américain, David Williams ou Serge Legrand?2. D’où est David Williams? Il est de New York ou de Paris?3. Il est de quelle nationalité? Il est français ou américain?4. David est élève dans un collège français ou

dans une école américaine?5. Comment est David? Il est timide ou sociable?

Sophie est vraimentamusante. Complétez. (Complete.)

Sophie Bellecour est de Lyon. Elle est .

Elle n’est pas américaine. Sophie est blonde. Elle

n’est pas . Elle n’est pas timide. Pas du tout!

Elle est très . Elle est très sympa aussi.

Elle est dans un collège à Lyon.

Pascal Denjean Here is a photo of Pascal Denjean. He is a student from Bordeaux. Say a few things about Pascal.

Élodie Denjean The blondegirl in the photo is Élodie Denjean.She is Pascal’s sister. She is also astudent in Bordeaux. Say a fewthings about Élodie.

Un nombre secret Think of a number between 1 and 60. Your partner tries to guess the number you have in mind. Use a hand gesture to indicate whether the number you are thinking of is higher or lower. Continue until your partner guesses the correct number. Take turns.

12

11

10

4

3

2

1

9

8

ENCORE

PLUSFor more practice using words from Mots 2, do Activity 2 on page H3 at the end of this book.

Lyon, France

Pascal Denjean

Élodie Denjean

You may wish to do Activity 8with books closed the first time.Oral Development: Have one stu-dent retell the story in his or herown words.

Activity 9 must be done withbooks open. You may wish to goover it a second time and have onestudent read the entire activity.

and These activitiesprovide an opportunity for stu-dents to recycle and recombine allvocabulary they have learned tothis point to describe people.Encourage them to write or tell asmuch as they possibly can abouteach photo. Note: Activities 10 and 11 encour-age students to use the chapter vo-cabulary in open-ended situations.It is not necessary to have all stu-dents do all activities. Let studentschoose the ones they wish to do.

You may wish to divide theclass into two teams to playActivity 12 as a class competitionafter the students have practicedin pairs.

ReteachingBring to class a magazine photo ofa well-known personality all thestudents will recognize. Have themdescribe the person, using vocabu-lary they know.

This InfoGap activity willallow students to practice in pairs.The activity should be very man-ageable for them, since all vocabu-lary and structures are familiar tothem.

ENCORE

PLUS

12

1110

9

8


1. David Williams est américain.2. Il est de New York.3. Il est américain.4. Il est élève dans une école

américaine.5. Il est sociable (timide).

8

1. française2. brune3. sociable4. élève

9 Answers will vary but may include:

Pascal est français. Il est de Bordeaux. Pascal est le frèred’Élodie. Il est élève dans un collège français. Il est brun. Il est petit. Il est intelligent et amusant. Il est assez sociable.


Élodie est française. Elle est de Bordeaux. Élodie est la sœurde Pascal. Elle est élève dans un collège français. Elle estblonde. Elle est grande. Elle est intelligente et amusante.Elle est très sociable.

11

10


26

StructureStructure

Bellringer Review

Use BRR Transparency 1.3 or writethe following on the board. List three or four adjectives thatcould be given in response to thefollowing question: Comment estle professeur?

Les articles au singulier

Step 1 Read Items 1–3 aloud.

Step 2 Have students repeat theexamples in Items 2 and 3. Practicethe pronunciation of the examplesgiven in the Attention! section.

Step 3 Contrast the use of a defi-nite article to refer to a specificperson with the indefinite articleto refer to any person. Say: legarçon brun and have studentspoint to a specific boy in the class.Say: un garçon brun and have stu-dents look around the class andsay: Qui? Robert ou Luc? Do thesame thing with une fille.

StructureStructure

26 � vingt-six CHAPITRE 1

1. A noun is the name of a person, place, or thing. In French, every nounhas a gender, either masculine or feminine. Except for people, youcannot tell what the gender of a noun is by just looking at it. You needother clues.

2. Many words that accompany nouns can indicate gender. They arecalled “gender markers.” Une and un are gender markers. They areindefinite articles and correspond to a (an) in English. Uneaccompanies a feminine noun and un accompanies a masculine noun.

Féminin Masculin

une amie un amiune sœur un frèreune école un collège

LES ARTICLES INDÉFINIS

LES ARTICLES DÉFINIS

Féminin Masculin

la fille le garçonla sœur le frèrel’amie l’ami

Attention!

!

Note that the definite articles le and laare shortened to l’ when theyaccompany a noun that begins with avowel. When pronounced, the vowelsound is dropped. This is called “elision.”la/ amie l’amiele/ ami l’amiThe n of the indefinite article un ispronounced when it accompanies a nounbeginning with a vowel. This is called“liaison.”un n˘

ami un n˘

élève

3. Le, la, and l’ are definite articles and often correspond to the in English.

Une sœur et un frère

Les articles au singulierTalking about a person or a thing


TM

Resource ManagerAudio Activities TE, pages 17–21Audio CD 2Workbook, pages 5–7Quizzes 3–6, pages 3–6ExamView® Assessment Suite

L’école Have one or more students researchin as much detail as possible the French educa-tional system. Have students find out whatsome of the major differences are betweenschools in the United States and those inFrance.

Les pays francophonesHave one or more students do a research project on a French-speaking country or region and prepare a brief introduction to it.Some possibilities include: Martinique, Tahiti,Tunisia, Ivory Coast, Quebec, Morocco, Haiti,French Guyana, or any others they choosefrom pages xxiv–xxxi (French 1A, 1B: pagesxviii–xxiii).

Chapter ProjectsChapter ProjectsYou may wish touse the editablePowerPoint® pre-sentation availableon this PowerTeach

CD-ROM for additional grammarinstruction and practice.

Preparation

Presentation

and These activitiesmust be done with books open.Have one student complete two orthree sentences before you call onthe next student. If a studentmakes an error, call on another togive the correct response. Returnto the student who made the errorand see if he or she can now givethe correct response.Oral Development: After callingon several individuals to completeActivities 13 and 14, have one stu-dent do each of the activities in itsentirety. Call on other students inthe class to ask questions aboutthe information in the activities.This allows them to form theirown questions. You can answerthe questions or have students answer them.

1413

Comment dit-on?

StructureStructure

27

UNE AMIE ET UN AMI vingt-sept � 27

Olivier et Marie Complétez avec un ou une.(Complete with un or une.)

Olivier est garçon très sympa. Olivier est ami de Christophe.

Christophe est élève très intelligent. Il est élève dans école

secondaire à New York.

Marie est amie de Christophe. Marie est élève intelligente aussi.

Marie est fille vraiment amusante.

Brendan Jones et Sabine MorelComplétez avec le, la ou l’. (Complete with le, la, or l’.)

garçon, Brendan Jones, est américain, mais fille, Sabine Morel,

n’est pas américaine. Elle est française. Sabine est amie de Ludovic Girard

et sœur de Luc Morel. Brendan n’est pas ami de Sabine; il est de

Miami et Sabine est de Strasbourg. Brendan est ami de Karen Miller et

frère de Melissa Jones. Brendan est élève et Sabine est élève aussi.

école de Brendan est à Miami. collège de Sabine est à Strasbourg.98

7

6

54

3

21

14

7

65

43

21

13

Comment dit-on?

Strasbourg, France

Learning from Photos(page 27) Strasbourg is thecapital of Alsace. It is a city fullof interest, known for its me-dieval streets with carved tim-bered houses similar to those ofmany areas of nearby Germany.This photo was taken in thebeautiful district known as laPetite France, which is criss-crossed by the river Ill. Thisriver gave its name to thewhole region once known as Ill-Sass—thus Alsace.

LEVELINGE: Activities 13, 14

1. un2. un3. un4. une5. une6. une7. une

1. Le2. la3. l’4. la5. l’6. l’7. le8. L’9. Le

1413

ANSWERS TO Comment dit-on?

Practice

28

L’accord des adjectifs

Step 1 Draw two stick figures onthe board. Name them Marie andPaul. Point to Marie as you say:blonde, française, intelligente.Point to Paul as you say: blond,français, intelligent. Ask studentsif they hear a difference in thesound and why there is a difference.

Step 2 Model the examples givenin the structure explanation andhave students repeat after you.

Step 3 To demonstrate that adjec-tives ending in e can refer to femi-nine or masculine words, havefemale and male students come tothe front of the class. Each pairwill hold his or her own adjectivecard with the same word writtenon each one. Make statementsabout each student and then askquestions. For example: André estsympathique. Yvonne estsympathique aussi. Qui estsympathique? (André) Qui estsympathique aussi? (Yvonne)

StructureStructure

Bellringer Review

Use BRR Transparency 1.4 or writethe following on the board.On your paper, make twocolumns. Write un at the top ofthe first one and une at the top ofthe second one. Then write thefollowing words under the appro-priate column: école, sœur, ami,frère, amie, collège, fille, garçon.

• You may wish to explain to students thatthe adjectives in Item 2 can also serve asgender markers because they provide aclue as to the gender of the noun theymodify: L’école est grande. The e on grandelets you know that école is feminine.

StructureStructure

28 � vingt-huit CHAPITRE 1

1. An adjective is a word that describes a noun. The highlighted words in the following sentences are adjectives.

La fille est blonde. Le garçon est blond aussi.Jeanne est française. Vincent aussi est français.

2. In French, an adjective must agree with the noun it describes or modifies.Adjectives that end in a consonant such as blond and français have two forms in the singular. Study the following.

3. Adjectives that end in e, such as énergique and sympathique, are both feminine and masculine.

Attention!

When a final consonant is followed by an

e, you pronounce the consonant. When a

word ends in a consonant, you don’t

pronounce it.

petite petit/

française français/

intéressante intéressant/

La fille est blonde. Le garçon est brun.

L’accord des adjectifsDescribing a person or a thing

Féminin Masculin

Charlotte est très énergique. Nicolas est très énergique.Elle est sympathique. Il est sympathique.

Féminin Masculin

La fille est blonde. Le garçon est blond.La fille est française. Le garçon est français.La fille est brune. Le garçon est brun.La fille est intelligente. Le garçon est intelligent.L’école est grande. Le collège est grand.

For a fun way to review this grammar point and theChapter 1 vocabulary, go to the eGame on the GlencoeFrench Web site at glencoe.com.

• Explain to students that most French adjectives follow the noun: La filleblonde est française. Le garçon brun estintelligent. A few very commonly usedadjectives come before the noun. Petitand grand are examples. C’est une petiteécole. C’est un grand collège.

Preparation

Presentation

http://glencoe.com

Comment dit-on?

StructureStructureStructureStructure

UNE AMIE ET UN AMI vingt-neuf � 29

Maïa, Emmanuel et moi Complétez. (Complete.)

1. Maïa est une amie et . (amusant, sympathique)2. Emmanuel est le frère de Maïa. Il est aussi. Il est et très

! (sympathique, amusant, sociable)3. Maïa est . (français)4. Et moi, je m’appelle (your name). Je suis . Je ne suis pas

. (américain, français)5. Je suis élève dans une école . (secondaire, américain)6. Je ne suis pas élève dans un collège . (français)

16

Un ami idéal ou une amieidéaleWhat are some qualities an idealfriend would have? With aclassmate, discuss what you thinkan ideal friend is like.

18

Devinez. You often hear French teenagerstalk about their friends’ younger siblings and saysomething like: «Oh, la petite sœur de Corinne, elle estvraiment casse-pieds!» (literally, a foot-breaker). Can youguess what expression we use in English?

17

Chloé et Adrien Chancel Répondez d’après le dessin. (Answer according to the illustration.)

1. Chloé est française ou américaine?2. Elle est blonde ou brune?3. Elle est grande ou petite?4. Elle est amusante?5. Adrien est le frère de Chloé?6. Adrien est blond ou brun?7. Il est grand ou petit?8. Il est amusant?9. Chloé est élève dans un collège français ou dans

une école américaine?10. Et le frère de Chloé, il est élève dans un collège

français ou dans une école américaine?

15

Comment dit-on?

29

Reaching All StudentsNon-Mastery StudentsUsing large cards labeled with femi-nine adjectives, call girls to thefront of the class to hold the cards.Pronounce the words in unisonwith the class. Give the boys cardswith the letter e crossed out. Askthem to stand next to the girls toform the masculine adjective forms.Now pronounce the masculineforms of the words.

As an informal assessment, givestudents a masculine or feminineadjective and have them describesomeone in the class using thatadjective. For example, you sayblonde. Students must say: Marieest blonde.

Assessment

LEVELINGE: Activity 15

A: Activities 16, 17

C: Activity 18

1. Chloé est française.2. Elle est brune.3. Elle est petite.4. Oui, elle est amusante.5. Oui, Adrien est le frère de

Chloé.6. Il est brun.7. Il est grand.8. Oui, il est amusant.

159. Elle est élève dans un collège français.

10. Il est élève dans un collège français.

1. amusante, sympathique2. sympathique, amusant, sociable3. française4. (student’s name), américain(e),

français(e)5. secondaire, américaine6. français

16casse-pieds a nuisance,pain in the neck

Answers will vary but mayinclude:

Une amie idéale est amusante etsympa. Un ami idéal est amusantet patient. Une amie idéale estvraiment intéressante. Un amiidéal est vraiment intéressant aussi.

18

17


Practice

You can do this activity withbooks closed and then with booksopen.Expansion• Have students substitute the

names of students in the classfor the names in the activity andhave them ask the questionsabout people in their class.

• Have students give a descriptionof Chloé and another descriptionof Adrien in their own words.

RecyclingActivity 18 recycles and recombinesthe vocabulary from Chapter 1.

15

30

StructureStructure

Bellringer Review

Use BRR Transparency 1.5 or writethe following on the board.Write the name of a friend. Thenwrite two or three things abouthim or her.

StructureStructure

C’est qui? Work with a classmate. Say three things that describe someonein the class. First your partner will tell you whether you’re describing a boyor a girl. Then, he or she will guess who it is. Take turns.

—brun, grand, amusant—C’est un garçon. C’est Marc.

19

30 � trente CHAPITRE 1

1. The verb to be in French is être. Study the following forms.

ÊTRE

je suistu esil est

elle est

2. You use je to talk about yourself. You use tu to address a friend.

Il est blond.

Je suis française. Tu es américain?

Elle est brune.

You use il to talk about a boy or a man.

3. You also use il/elle when referring to things.

Le collège? Il est grand.L’école? Elle est petite.

You use elle to talk about a girl or a woman.

Le verbe être au singulierIdentifying people and things

Le verbe êtreau singulier

Step 1 Before presenting theverb être, have students do thefollowing:• point to themselves as they say je• look at a neighbor as they say tu• point to a boy as they say il• point to a girl as they say elle

Step 2 Present the verb forms inItem 1. Write them on the boardand have students repeat them.

Step 3 Have students look at theillustrations as they read the sen-tences in Item 2 aloud.

Step 4 Read the explanatory ma-terial in Item 3 to the students andhave them read the sentences inunison.


—petite, intelligente, brune —C’est une fille. C’est Anne.—petit, patient, blond —C’est un garçon. C’est Marc.

19


Additional Practice Tell where a stu-dent is seated in the classroom, using his orher name and devant or derrière. Marie estdevant Mark. First have students replace thenoun subject with the correct subject pro-noun: Elle est devant Mark. Then increasethe difficulty by asking: Où est Marie? Havestudents respond with the correct subjectpronoun: Elle est devant Mark.


Preparation

Presentation

31

This activity reviews thethird person form. Have studentsread the answers aloud, tellingabout Sylvie.

The purpose of this minicon-versation is to let students hear,see, and use the singular forms ofthe verb être in context before theyuse them on their own. Read theconversation to the class, or useAudio CD 2, having students re-peat after you or the recordedspeaker. Next, ask several studentsto take the roles.

This activity reinforces onceagain the third person. Studentswill now tell all about Matt, basedon what they learned about him inthe conversation in Activity 21.

You can do this activity inpairs. Note that it gives studentspractice using the je/tu exchange.

23

22

21

20

Comment dit-on?

StructureStructureStructureStructure

UNE AMIE ET UN AMI trente et un � 31

Sylvie Latour Voici une photo de SylvieLatour. Décrivez Sylvie d’après les indications. (Here is a photo of Sylvie Latour. Describe Sylvie using the cues.)

1. canadienne 4. sociable2. blonde 5. de Montréal3. amusante et intelligente

20

Matt Porter Parlez de Matt.(Say all you can about Matt.)

22

Pardon! Répondez d’après le modèle. (Answer according to the model.)23

1. Je suis de Nice.2. Je suis d’Antibes.3. Je suis de Lille.4. Je suis de Strasbourg.

Comment dit-on?

Pardon, tu es d’où?Je suis de Paris.

En France Répétez la conversation. (Repeat the conversation.)21

Salut! Tu es l’amiaméricain de SandrineValois, n’est-ce pas?

Oui, je m’appelle Matt,Matt Porter.

Oui, je suis de New York.

Tu es de New York?

LEVELINGE: Activities 20, 21, 23

A: Activity 22


1. Elle est canadienne.2. Elle est blonde.3. Elle est amusante et

intelligente.4. Elle est sociable.5. Elle est de Montréal.


Il est sociable et amusant. Il estbrun. Il est de New York. Il esttrès énergique et sympa aussi.

22

1. Pardon, tu es d’où?2. Pardon, tu es d’où?3. Pardon, tu es d’où?4. Pardon, tu es d’où?

23


Dinah Zike’sStudy Guides

Your students may wish to useFoldable 4 in the Foldables bookletor in the PowerPoint® presentationon the PowerTeach CD-ROM toorganize, display, and arrangedata as they expand their Frenchvocabulary. You may wish to en-courage them to add informationfrom each chapter as they continueto learn new words related to thechapter topics.A vocabulary book foldable is an

ideal reference, especially as stu-dents begin to make word associa-tions and write simple passages inFrench.Note: You may wish to have students store their foldables in a plastic bag in their notebooks.

31

Practice

This activity gives studentsthe opportunity to hear the tuform and respond with je.

This activity makes studentsuse all singular forms of être.Have them write the activity inparagraph form.

27

25

StructureStructure

About the French LanguageWhen teaching the negative onpage 33, you may point out thatin spoken French today, the ne isoften not used. Je suis pas français.

In Bon voyage! we do use thene in all activities and practice material. However, we do omit the ne in some very colloquialconversations. �

StructureStructure

32 � trente-deux

Je suis… Donnez des réponses personnelles. (Give your own answers.)

Je m’appelle (name). Je suis de (place). Je suis (nationality).

Je suis (occupation).4

321

24

Une interview Posez des questions à un(e) ami(e). (Ask a friend the following questions.)

1. Tu es français(e) ou américain(e)?2. Tu es d’où? 3. Tu es élève dans une école secondaire?4. Tu es sociable ou timide?

Rémi Voici une photo de Rémi Tonon. Il est de Nîmes. Posezdes questions à Rémi d’après le modèle. (Ask Rémi questionsaccording to the model. Your partner will answer as Rémi.)

français—Rémi, tu es français?—Oui, je suis français.1. de Nîmes 3. sociable2. élève dans un collège de Nîmes 4. intelligent

26

25

Antoine Delcourt Complétez. (Complete.)

Voici Antoine Delcourt. Il français. Il est de Marseille. Moi aussi, je

de Marseille. Marseille un port important en France. Antoine

élève dans un collège à Marseille. Le collège est assez grand.

Et toi, tu français(e) ou américain(e)? Tu d’où? Tu élève dans

une école secondaire? L’école petite?8

765

432

1

27

Marseille, France

Rémi Tonon

32

Learning from Photos(page 32) Marseilles is the thirdlargest city in France after Parisand Lyon. It has been an impor-tant port in the Mediterraneanfor over 2,500 years since itwas first settled by the Greeks.This photo was taken from leVieux Port, a very popular areain the city that has changed little over time. The church on the hill is the basilique deNotre-Dame-de-la-Garde, built in1853 and consecrated in 1864.

For students who need extrahelp, dramatize the negative con-cept on page 33 by comparingthe ne… pas construction with asandwich. The ne… pas is thebread, and the verb is the filling.

Memory Aid

LEVELINGE: Activities 24, 25, 26, 28

A: Activities 26, 29

C: Activities 27, 30


Je m’appelle (name). Je suis de (place).Je suis américain(e). Je suis élève.


1. Je suis américain(e).2. Je suis de .3. Oui, je suis élève dans une école

secondaire.4. Je suis (sociable/timide).

25

24

1. Rémi, tu es de Nîmes?Oui, je suis de Nîmes.

2. Rémi, tu es élève dans un collège de Nîmes?Oui, je suis élève dans un collège de Nîmes.

3. Rémi, tu es sociable?Oui, je suis très sociable.

4. Rémi, tu es intelligent?Oui, je suis assez intelligent.

26

1. est 5. es2. suis 6. es3. est 7. es4. est 8. est

27


Practice (continued)

33

La négation

Step 1 Explain how to make sen-tences negative by choosing a student to read the affirmativestatements on page 33. After eachone, model the corresponding neg-ative statement.

Step 2 Repeat the procedure. Thistime, model the affirmative state-ments and have the class say thenegative version in unison.

StructureStructure

33

Bellringer Review

Use BRR Transparency 1.6 or writethe following on the board.Match each subject with the cor-rect form of the verb être. Thenfinish each sentence.

TuLe garçon estJe suisElle esL’école

StructureStructure

Non, Justine n’est pas américaine.Mettez à la forme négative. (Change to the negative.)

1. Justine est américaine.2. Elle est de San Francisco.3. Et moi, je suis français(e).4. Je suis de Paris.5. Je suis élève dans un collège à Paris.

Tu es français(e)? Donnez des réponses personnelles. (Give your own answers.)

1. Tu es français(e)? 3. Tu es timide?2. Tu es de Lyon? 4. Tu es l’ami(e) de Justine?

Un petit ami ou une petite amie A classmate will pretend that he or she has a new boyfriend or girlfriend. Ask as many questions as you can to find out who it is.

30

29

28

trente-trois � 33

ENCORE

PLUSFor more practice using the verb être, do Activity 3on page H4 at the end of this book.

Vous êtes sur le bon chemin. Allez-y!

To make a sentence negative in French, you put ne… pas around the verb. Note that ne becomes n’ before a vowel.

Comment dit-on?

Lycée Henri IV, Paris

La négationMaking a sentence negative

Affirmatif Négatif

Je suis américain. Je ne suis pas français.Tu es amusant. Tu n’es pas timide.Il est sociable. Il n’est pas égoïste.Elle est de Lyon. Elle n’est pas de Paris.

1. Justine n’est pas américaine.2. Elle n’est pas de San Francisco.3. Et moi, je ne suis pas

français(e).4. Je ne suis pas de Paris.5. Je ne suis pas élève dans un

collège à Paris.


1. Non, je ne suis pas français(e). Je suis américain(e).

2. Non, je ne suis pas de Lyon. Jesuis de .

3. Non, je ne suis pas timide. Je suistrès sociable.

4. Non, je ne suis pas l’ami(e) deJustine. Je suis l’ami(e) de .


—Elle est américaine?—Oui, elle est américaine.—Elle est sociable?—Non, elle n’est pas sociable.

Elle est assez timide.—C’est Anne?—Oui!!

30


Allez-y!At this point in the chapter,students have learned all

the vocabulary and structure nec-essary to complete the chapter.The conversation and culturalreadings that follow recycle all thematerial learned up to this point.

Preparation

Presentation

Bellringer Review

Use BRR Transparency 1.7 or writethe following on the board.On a sheet of paper, answer thefollowing questions in the negative.1. Tu es français(e)?2. Tu es égoïste?3. Paris est une ville américaine?4. Un collège est une école

primaire?

Resource ManagerAudio Activities TE, pages 21–22Audio CD 2CD-ROM

Step 1 Tell students they will heara conversation between Sophieand Luc, who are meeting eachother for the first time.

Step 2 Ask students to open theirbooks to page 34. Have them fol-low along as you read the conver-sation or play the recorded versionon Audio CD 2.

Step 3 Have students work ingroups of two to practice the con-versation. Then have severalgroups present it to the class.

Step 4 After presenting the con-versation, go over the Vous avezcompris? activity. Students shouldnot be expected to memorize theconversation.

ConversationConversation ConversationConversation

34 � trente-quatre CHAPITRE 1

Il est d’où, Luc?Sophie: Luc, tu es de Paris, non?

Luc: Non. Je ne suis pas de Paris.Sophie: Tu es d’où, alors?

Luc: Je suis de Cannes. Sophie: Tu es de Cannes… sur la Côte d’Azur?

Luc: Oui.Sophie: C’est super, la Côte d’Azur!

Vous avez compris?Vous avez compris?Répondez. (Answer.)

1. Luc est de Paris?2. Il est d’où?3. Où est Cannes?4. Comment est la Côte d’Azur?

Interactive Conversations

Learning from Photos(page 34) This photo is of Vieux Port inCannes. In the nineteenth century,Cannes became a resort for the Britisharistocracy. Today, Cannes is a year-roundresort but is most popular in the summer.The famous International Film Festivaltakes place in Cannes every May.


CD-ROM to have students listento and repeat the conversation.Additional activities are alsoprovided.

Pre-AP SkillBuilderListening to this conversation will give stu-dents the tools they need to succeed on thelistening portion of the AP exam.

1. Non, Luc n’est pas de Paris.2. Il est de Cannes.3. Cannes est sur la Côte d’Azur.4. La Côte d’Azur est super.

ANSWERS TO Vous avez compris?Vous avez compris?

34

Preparation

Presentation

Have students work in pairs.You may wish to choose a pair ofstudents to do this activity for theclass.

This recycling activ-ity is fun for students to play ei-ther with a partner or in teams.

B

A

Parlons un peu plus

35

UNE AMIE ET UN AMI trente-cinq � 35

L’accent tonique1. In English, you stress certain syllables more than others. In

French, you pronounce each syllable evenly. Compare thefollowing pairs of English and French words.

timid / timide patient / patientpopular / populaire American / américainsociable / sociable

2. Repeat the following sentences. Notice how each word is linkedto the next so that the sentence sounds like one long word.

Élisabeth est l’amie de Nathalie.Paul est le frère de Nathalie.Il est très sympathique.

Prononciation

Tu es… !Play a guessing game.Think of someone in theclass. Pretend you are this person and describeyourself. Your classmateshave to guess who you are.

B

Antibes, France

Parlons un peu plus

Au café You’ve justmet a student your ownage at a café in Antibes, near Cannes. Have aconversation to get toknow each other better.

A

Learning from Photos(page 35) Antibes is locatedhalfway between Cannes andNice. The fortifications seen herein the old city were built by themilitary architect Vauban. Thearea around Antibes is known forits flowers, particularly roses thatare used to make perfume.Antibes is also a resort.

ConversationConversation

PrononciationStep 1 Have students repeat thewords after you or the recordingon Audio CD 2.

Step 2 Have students open theirbooks to page 35. Call on individ-uals to read the sentences carefully.

Step 3 All model sentences onpage 35 can be used for dictation.


—Salut!—Salut! Tu t’appelles comment?—Je m’appelle David.—Et je m’appelle Sylvie.—Tu es de quelle nationalité?—Je suis française.

A Answers will vary but may include:

—Je suis très intelligente et amusante.—Tu es Élizabeth?—Non, je ne suis pas Élizabeth. Et je suis de

San Francisco.—Tu es Anne?—Oui, je suis Anne.

B

ANSWERS TO Parlons un peu plus

LEVELINGE: Conversation

CD-ROMOn the Interactive Conver-sations CD-ROM, studentscan watch a dramatization of this conversation. They canthen play the role of eitherone of the characters andrecord themselves in theconversation.

Practice


36

Resource ManagerAudio Activities TE, page 23Audio CD 2

36 � trente-six CHAPITRE 1

Un garçon et une filleUn Parisien

Nicolas Martin est français. Il est de Paris, lacapitale de la France. Nicolas est un garçon sympa. Il est très intelligent aussi. Nicolas est élève dans unlycée à Paris, le lycée Henri IV. Un lycée est aussi uneécole secondaire en France, mais après1 le collège. Le lycée Henri IV à Paris est une école excellente.

Reading Strategy

Cognates

Words that look alike and

have similar meanings in

French and English are

called “cognates.” Look for

cognates whenever you

read in French. Recognizing

cognates can help you

figure out the meaning of

many words in French and

will help you understand

what you read.

1 après after

Lycée Henri IV, Paris

National StandardsCulturesThis short, simple reading intro-duces students to two of theirpeers in two very different areas ofthe French-speaking world.

ComparisonsThe readings make some compar-isons between schools in theFrench-speaking world and thosein the United States.

CommunicationStudents can say as much as theycan in their own words aboutNicolas Martin and Valérie Boucher.

Learning from Photos(page 37) Martinique is a beautiful islandin French Antilles. Martinique is a volcanicisland. Fort-de-France, its major city, ishome to about one third of the island’s433,000 inhabitants. The Bellevue districtmentioned in this reading is a very pleas-ant district of the city located in the hills.

LEVELINGE: Reading

Presentation

Pre-readingStep 1 Have students locate Parisand Martinique on the world map,pages xxii–xxiii (French 1A and 1B,pages xvi–xvii). You may wish tohave students look at the photoson pages 36–37 now.

Step 2 Read and discuss theReading Strategy. Have studentsname some cognates that theyhave encountered already.

Step 3 Have students scan thereading quickly and silently.

ReadingStep 1 Lead students through theLecture on pages 36–37 by readingit aloud. Have students repeateach sentence after you.

Step 2 After every two or threesentences, ask questions such as:D’où est Nicolas Martin?Comment est Nicolas? Il est élèvedans une école américaine?


Pre-readingStep 1 Have students locate Parisand Martinique on the world map,pages xxii–xxiii (French 1A and 1B,pages xvi–xvii). You may wish tohave students look at the photoson pages 36–37 now.

Step 2 Read and discuss theReading Strategy. Have studentsname some cognates that they

Vous avez compris? Vous avez compris?

A Either allow students to referto the story to look up the an-swers or use this activity as a test-ing device for factual recall.

B Expansion: After doingActivity B, you may wish to havestudents correct each false state-ment made in the activity. For ex-ample: 1. Valérie Boucher estfrançaise.

When a student graduates from a lycée inMartinique, he or she may attend a universityin France, but many students go to theUniversity of the West Indies in Schœlcher,a suburb of Fort-de-France.

37

Pre-AP SkillBuilderStudents who are exposed to read-ing in the early stages of foreignlanguage study will graduallybuild the necessary reading andcomprehension skills to reach theAP level. These cultural readingswill help students develop thereading skills they need to becomecompetent and confident readers.

A1. Nicolas Martin est français. 2. Il est de Paris.3. Paris est la capitale de la France.4. Nicolas est sympa et intelligent.5. Nicolas est élève dans un

lycée à Paris.

B1. F2. F3. F4. F


UNE AMIE ET UN AMI trente-sept � 37

Fort-de-France, Martinique

Une MartiniquaiseValérie Boucher est française aussi. Elle est de Fort-de-France, la ville2

principale de la Martinique. La Martinique est une île3 française dans la mer des Caraïbes (la mer des Antilles). Valérie est élève dans un lycée à Fort-de-France—le lycée Bellevue. Le lycée Bellevue est une école excellente.

2 ville city 3 île island

Vous avez compris?Vous avez compris?

A Un Parisien Répondez. (Answer.)1. Nicolas Martin est de quelle nationalité?2. Il est d’où?3. Quelle est la capitale de la France?4. Comment est Nicolas?5. Il est élève où?

B Une Martiniquaise Vrai ou faux? (True or false?)1. Valérie Boucher est espagnole. 2. Elle est de Pointe-à-Pitre.3. La Martinique est une île portugaise.4. Valérie est élève dans une école américaine.


TM

37

Step 3 Call on some students toread aloud individually. After astudent has read about three sen-tences, ask questions of other stu-dents to check comprehension.

Post-readingHave students do the Vous avezcompris? activities on page 37orally after reading the selection inclass. Then assign these activitiesto be written at home. Go overthem again the following day.

Vous avez compris? Vous avez compris?

A Either allow students to referto the story to look up the an-swers or use this activity as a test-ing device for factual recall.

B Expansion: After doingActivity B, you may wish to havestudents correct each false state-ment made in the activity. For ex-ample: 1. Valérie Boucher estfrançaise.


When a student graduates from a lycée inMartinique, he or she may attend a universityin France, but many students go to theUniversity of the West Indies in Schœlcher,a suburb of Fort-de-France.

1Lecture supplémentaire 1Lecture supplémentaire

38 � trente-huit CHAPITRE 1

Bonjour! Je m’appelle Diane Koffi. Je suisd’Abidjan. Abidjan est la ville principale de laCôte d’Ivoire. La Côte d’Ivoire est un pays1

d’Afrique Occidentale2. C’est un paysfrancophone3.

Moi, je m’appelle Karim Ashour. Je suistunisien. Je suis de Tunis, la capitale de la Tunisie. La Tunisie est un pays nord-africain sur la mer Méditerranée. La langue officielle de la Tunisie est l’arabe. Le français est la deuxième4 langue.

Le français en Afrique

1 pays country2 Occidentale Western3 francophone French-speaking4 deuxième second

Abidjan, Côte d’Ivoire

Tunis, Tunisie


A Diane Complétez. (Complete.)1. Diane Koffi est d’ .2. Abidjan est la ville principale

de la .3. La Côte d’Ivoire est un pays

d’ Occidentale.

B Karim Vrai ou faux? (True or false?)1. Karim Ashour est une fille.2. Karim est algérien.3. Karim est de Tunis.4. Tunis est la capitale de la Tunisie.5. La Tunisie est en Europe.6. La langue officielle de la Tunisie est

le français.

PresentationStep 1 Have students read the se-lection quickly as they look at thephotos that accompany it.

Step 2 Ask what they learnedabout Côte d’Ivoire and Tunisia.

38

Learning from Photos(page 38 top) Known as the“Paris of West Africa,” Abidjanhas a population of about 4 million today compared to100,000 in 1951. Once a fa-vorite showcase in Africa, theCôte d’Ivoire has recently beenfacing some severe economicand political problems. Abidjanis a beautiful city with modernskyscrapers in the central districtcalled le Plateau and posh resi-dential streets in Cocody andles Deux Plateaux. Until 1983,Abidjan was the capital of theCôte d’Ivoire until the thenpresident moved it to his nativevillage of Yamoussoukro, whichcontinues as the capital in nameonly.

Learning from Photos(page 38 bottom) Tunis is an attractivecity with many boulevards. This photo isof the Place de la Victoire, and the gate, laporte de France, is one of the seventeengates that formed the original medievalramparts. Although Tunisia gained its in-dependence from France in 1956, onecan still find there an interesting blend ofIslamic and occidental cultures.

National StandardsCultures This selection familiarizes studentswith two French-speaking coun-tries in Africa.


A Either allow students to referto the story to look up the an-swers or use this activity as a testing device for factual recall.

A1. Abidjan2. Côte d’Ivoire3. Afrique

B1. F2. F3. V4. V5. F6. F


2Lecture supplémentaire2Lecture supplémentaire

Henri de Toulouse-Lautrec est un peintre français. Il est d’Albi, une petite ville dans le sud de la France. La famille d’Henri est noble et assez riche.

Le jeune Henri est très petit. Il est boiteux1. Le petit garçonsouffre de beaucoup de2 fractures. Mais le jeune Henripossède un grand talent. Il adore la peinture3.

Un sujet favori de Toulouse-Lautrec est la vie4 parisienne.Un autre sujet favori de Toulouse-Lautrec est le

cirque. Le clown est très amusant, n’est-ce pas?

Un artiste français

UNE AMIE ET UN AMI trente-neuf � 39

1 boiteux lame 3 peinture painting2 beaucoup de many 4 vie life


A Un peintre françaisRépondez. (Answer.)1. Qui est Toulouse-Lautrec?2. Il est d’où?3. Comment est la famille

Toulouse-Lautrec?4. Comment est le jeune Henri?5. Il souffre de beaucoup de fractures?6. Il adore la peinture?7. Il adore le cirque?

B Stratégie de lectureTrouvez les mots apparentés dans la lecture.(Find the following cognates in the reading.)1. family 5. possess2. talent 6. favorite3. rich 7. circus4. subject 8. painter

Albi, France

39

The readings on pages 38–39are optional. You may skipthem completely, have the en-tire class read them, have onlyseveral students read them andreport to the class, or assign either of them for extra credit.

PresentationStep 1 Have students read the selection to themselves.

Step 2 Now have students do theVous avez compris? activities.

Learning from Photos(page 39) The beautiful, smallcity of Albi is on the banks ofthe river Tarn. The city is domi-nated by towering red walls.The famous Albi episcopatetoday houses a museum withthe world’s best collection ofworks by Toulouse-Lautrec.

Art ConnectionMany of the works ofToulouse-Lautrec depict life

in Montmartre in his day.However, the circus was anothertheme that fascinated Toulouse-Lautrec from the first moment hewas taken to the circus at age six-teen by the painter of animalsRené Princeteau. Toulouse-Lautrecloved to paint the clowns, acro-bats, and circus riders (écuyères).

LEVELINGE: Reading 1

A: Reading 2

A1. Toulouse-Lautrec est un peintre français.2. Il est d’Albi.3. La famille est noble et assez riche.4. Il est très petit et boiteux.5. Oui, il souffre de beaucoup de fractures.6. Oui, il adore la peinture.7. Oui, il adore le cirque.

B1. la famille2. le talent3. riche4. le sujet5. possède6. favori7. le cirque8. le peintre


CONNEXIONS

40

40 � quarante

Les sciences socialesLa géographie

Geography is the study of the earth. It deals with all the earth’s features,such as mountains, rivers, and seas. It is also the study of where people liveand how the earth’s features affect their lives. It is a subject that hasinterested human beings since the earliest of times.

Look at the map of France. Notice how many geographical terms youare able to recognize in French. See how easy it is to read about geographyin French.

La Seine à Paris

Paris(la capitale)

Marseille

Avignon NiceCannes

Lyon

NîmesAlbi

Bordeaux

Toulouse

Limoges

Orléans

Toulon

Lille

Strasbourg

L’ESPAGNE

L A F R A N C E

LA BELGIQUE

L’ANGLETERRE

LE LUXEMBOURG

L’ITALIE

LA SUISSE

L’ALLEMAGNE

MONACO

la Seine

la mer Méditerranée

l’océanAtlantique

leRh

in

leR

hône

la

Garonne

la Loire

le nord

le sud

l’ouest l’est

les Pyrénées

les A

lpes

Le Rhône à Avignon

CONNEXIONS

The readings in the Connexionssection are optional. They focuson some of the major disciplinestaught in schools and universi-ties. The vocabulary is useful for discussing such topics ashistory, literature, art, econom-ics, business, science, etc. Youmay choose any of the follow-ing ways to do the readings inthe Connexions section.

Independent reading Havestudents read the selections anddo the post-reading activities ashomework, which you collect.This option is least intrusive onclass time and requires a mini-mum of teacher involvement.

Homework with in-class follow-up Assign the readingsand post-reading activities ashomework. Review and discussthe material in class the next day.

Intensive in-class activityThis option includes a pre-reading vocabulary presenta-tion, in-class reading and discussion, assignment of theactivities for homework, and adiscussion of the assignment inclass the next day.

National StandardsConnectionsThis reading establishes a connec-tion with another discipline—geo-graphy. Knowledge studentsalready have from previous studyof the subject will enable them toread this selection with ease asthey increase their vocabulary inFrench and learn more about thegeography of France.

1989. The startling contrast between the mod-ern glass pyramid and the classical architectureof the Louvre caused a furor. The initial outragehas faded, as it did with the Eiffel Tower.

(page 41 bottom) Orléans is about an hour’strain ride from Paris. This city is famous be-cause it is the home of the French heroine Joanof Arc (Jeanne d’Arc), who saved the city fromthe English and Burgundian armies in 1429.

Learning from Photos(page 41 top) The musée du Louvre is one ofthe most famous museums in the world. TheLouvre once served as the palace of theFrench kings. It was first built as a fortress inthe thirteenth century. The glass pyramidserves as an entrance to the Louvre. It is sur-rounded by three smaller pyramids. Designedby the architect I. M. Pei, it was unveiled in

CONNEXIONS

41

UNE AMIE ET UN AMI quarante et un � 41

La FranceVilles

La France est en Europe. La France est un paysimportant dans le monde1. La capitale, Paris, est uneville culturelle. Lille, dans le nord, est une villeindustrielle. Marseille, dans le sud, est un portimportant sur la mer Méditerranée.

FleuvesIl y a2 cinq fleuves3 en France. La Seine passe à

Paris. La Seine est un fleuve très calme. La Loire estun fleuve très long. Le Rhin forme une frontièrenaturelle entre la France et l’Allemagne. Le Rhône estun fleuve important: c’est une grande sourced’énergie électrique. La Garonne est un fleuve assezviolent.

1 monde world 2 Il y a There are 3 fleuves rivers

Musée du Louvre, Paris

La Loire à Orléans


Un peu de géographieVrai ou faux? (True or false?)

1. La France est un continent.2. Paris est une ville industrielle.3. Lille est dans le sud de la France.4. Marseille est un port.5. La Seine est un fleuve violent.6. La Loire est un fleuve très long.7. Un fleuve forme une frontière

naturelle entre la France etl’Allemagne.

Les sciences socialesLa géographie

Step 1 Have students read the in-troduction in English on page 40.

Step 2 Have students read the selection quickly or have themskim it.

Step 3 You may wish to havethem find and repeat all the cog-nates. Explain to students thatthere are two important strategiesto use when reading unfamiliarmaterial—learn to recognize cog-nates and try to derive meaningfrom context.

LEVELINGA: Reading

You may wish to give the following quiz tostudents who have done the Connexionssection.Find the following information.1. Les noms de trois fleuves en France2. Une ville industrielle3. Une grande source d’énergie électrique4. Un port sur la mer Méditerranée

Assessment


Have a student read the sentencealoud and indicate whether it is true or false. Call on more able students to correct the falsestatements.

1. F2. F3. F4. V5. F6. V7. V


Presentation

C’est à vousC’est à vous

RecyclingThese activities allow students touse the vocabulary and structurefrom this chapter in completelyopen-ended, real-life situations.

42

Bellringer Review

Use BRR Transparency 1.8 or writethe following on the board.Copy the following sentences,supplying the missing words.1. _____ est le professeur.2. C’est _____? C’est Marie!3. Chantal Dubois est _____.


Un ami✔ Describe a male friend and answer

questions about himWork with a classmate. Here’s a picture

of Vincent Terrier, a friend of yours fromParis, France. Say as much as you canabout him. Answer any questions your partnermay have about Vincent.

Une élève✔ Ask a female friend questions and tell

her about yourself Jeanne Marin (a classmate) is a new girl in your

school. She is from Montreal, Canada. You want toget to know her better and help her feel at home.Find out as much as you can about her. Tell Jeanneabout yourself, too.

PARLER

2

PARLER

1

42 � quarante-deux CHAPITRE 1

Jeanne Marin

Saint-Tropez, France

Dis donc, c’est qui?✔ Ask someone questions about

another personYou and a friend (a classmate) are at a

sidewalk café in Saint-Tropez, on theFrench Riviera. You see an attractive girlor boy sitting a few tables away. It just so happens that your friend knows theperson. Ask your friend as manyquestions as you can to find out about the boy or girl you’re interested in.

PARLER

3

Use what you have learned

Learning from Photos• (page 42 middle) This photo was taken in Montreal,

the major city of Quebec. Montreal is the secondlargest French-speaking city in the world.

• (page 42 bottom) St. Tropez was once a small fishing village like many other villages in the south of France. Today it is a summer resortwhose harbor is full of yachts.

LEVELINGThese activities encompass all threelevels. All students will be able to dothem at a sophistication level com-mensurate with their ability in French.Some students will be able to speakfor several minutes, and others maybe able to give just a few sentences.This is to be expected when studentsare functioning completely on theirown, generating their own languageto the best of their ability.

Encourage students to say asmuch as possible when they dothese activities. Tell them not to beafraid to make mistakes, since thegoal of these activities is real-lifecommunication. Let studentschoose the activities they wouldlike to do.

You may wish to separate students into pairs or groups.Encourage students to elaborateon the basic theme and to be creative. They may use props, pictures, or posters if they wish.

Answers will vary but may include:—C’est Vincent Terrier.—Il est sympa?—Oui, il est sympa et patient, aussi.—Il est d’où, Vincent Terrier? Il est

de New York ou de Paris?—Il est de Paris.—Alors, il est français!—Oui!

1

ANSWERS TO C’est à vous

Use what you havelearned

Presentation

Preparation

43


Writing DevelopmentHave students keep a notebook orportfolio containing their best writ-ten work from each chapter. Theseselected writings can be based onassignments from the StudentTextbook and the Workbook. Thetwo activities on page 43 are exam-ples of writing assignments that maybe included in each student’s portfo-lio. In the Workbook, students willdevelop an organized autobiography(Mon autobiographie). Theseworkbook pages may also become apart of their portfolio.

C H A P I T R E 1

Un ami français✔ Write a postcard to a friend about yourself

Here’s a postcard you just received from a new pen pal. First read hismessage. Then answer it. Give Christophe similar information about yourself.

ÉCRIRE

4

Freewriting One of the easiest ways to beginany kind of personal writing is simply to begin—tolet your thoughts flow and write the first thing thatcomes to mind. Sometimes as you think of oneword, another word you know will come to mind. If you get stuck, take several minutes to think ofanother word or phrase you have already learned.Brainstorming and freewriting are often methodsfor generating ideas when writing about yourself.

Writing Strategy

MoiOn a piece of paper, write down

as much as you can about yourselfin French. Your teacher will collectthe descriptions and choose studentsto read them to the class. You’ll alltry to guess who’s being described.

ÉCRIRE

5

UNE AMIE ET UN AMI quarante-trois � 43

For information on creating your ownpostcard, go to Send a Postcard on theGlencoe French Web site at glencoe.com.

Writing Strategy

Freewriting Have studentsread the Writing Strategy on page43. If students have difficultythinking of words to describethemselves, have them use thevocabulary list on page 47.

Answers will vary but may include:—Tu t’appelles comment?—Jeanne. Je suis de Montréal.—Et moi, je m’appelle Paul. Je suis américain. Je suis

élève dans une école secondaire à . Tu esélève?

—Oui, je suis élève dans un collège à Montréal.—Le collège, il est grand?—Non, le collège n’est pas grand. Il est très petit!

2Answers will vary but may include:

—Le garçon brun, c’est qui?—C’est Luc. Il est très sympathique.—Il est français?—Non, il n’est pas français; il est .—Il est élève?—Oui, il est élève dans un collège à .—Il est timide?—Non, il est vraiment sociable!

3

ANSWERS TO C’est à vous

Learning from Realia(page 43) Construction onNotre-Dame was started in1163 and continued for 170years. The cathedral is particu-larly noted for its three mag-nificent portals in the front, itstwo rose windows, gargoyles,and flying buttresses.

Tutorial

For non-mastery students, you canmake these activities less open-ended. For example, in Activity 1you may wish to list sample ques-tions and have the partners taketurns asking and answering them:C’est qui?Il est français?Il est d’où? Il est brun ou blond?Il est amusant?Il est élève dans un lycée

français?

43

http://glencoe.com

AssessmentAssessment

44

Resource ManagerCommunication Transparency C 1Quizzes, pages 1–6Tests, pages 1–12ExamView® Assessment SuiteSituation CardsPerformance Assessment, Task 1MindJogger Videoquiz


44 � quarante-quatre CHAPITRE 1

To review Mots 1,turn to pages 18–19.

Répondez d’après la photo.(Answer according to the photo.)

1. Jeanne est française ou américaine?2. Elle est de Paris ou de Boston?3. Elle est blonde ou brune?

Choisissez. (Choose.)

4. Guillaume est dans un collègefrançais.a. ami b. élève

5. Guillaume est de Françoise.a. le frère b. la sœur

Complétez avec «un» ou «une».(Complete with un or une.)

6. Sylvie est élève dans collège français.7. Sylvie est fille très sympa.8. Paul est ami de Sylvie.9. Paul est garçon sympa aussi.

Complétez avec «le», «la» ou «l’».(Complete with le, la, or l’.)

10. fille, Sylvie, est de Lyon.11. Jean-Pierre est frère de Sylvie.12. école de Sylvie est grande.

Complétez. (Complete.)

13. C’est une école assez . (petit)14. Martine est une fille très . (dynamique)15. Le garçon est amusant. (américain)16. Robert est un élève . (intelligent)

5

4

3

Structure

2

1

Vocabulaire

Paris, France

To review Mots 2,turn to pages 22–23.

To review these

gender markers,

turn to page 26.

To review agreementof adjectives, turn topage 28.

For more Chapter 1 test preparation go tothe Chapter 1 Self-Check Quiz on theGlencoe French Web site at glencoe.com.

This is a pre-test for students totake before you administer thechapter test. Note that each sec-tion is cross-referenced so studentscan easily find the material theyhave to review in case they madeerrors. You may wish to collectthese assessments and correctthem yourself or you may prefer tohave the students correct them-selves in class. You can go over theanswers orally or project them onthe overhead, using your Assess-ment Answers transparencies.

Assessment

1. Jeanne est française.2. Elle est de Paris.3. Elle est brune.

1

4. b5. a

2

6. un7. une8. un9. un

3

10. La11. le12. L’

4

ANSWERS TO Assessment

MINDJOGGER VHS/DVDYou may wish to help yourstudents prepare for thechapter test by playing theMindJogger game show.Teams will compete againsteach other to review chaptervocabulary and structure andsharpen listening comprehen-sion skills.

http://glencoe.com


45

UNE AMIE ET UN AMI quarante-cinq � 45

C H A P I T R E 1

Complétez avec «être». (Complete with être.)

17. Dominique, tu français?18. Oui, je de Bordeaux. 19. La fille blonde, elle américaine? 20. Non, elle canadienne.

Répondez au négatif. (Answer in the negative.)

21. Alain Gérard est américain?22. Il est timide?23. Alain est le frère de Julie?

Choisissez. (Choose.)

24. Un lycée est secondaire en France.a. un collège b. un élève c. une école

25. La ville principale de la Martinique est .a. Bellevue b. Fort-de-France c. Paris

8

Culture

7

6

Grand-Rivière, Martinique

To review the

verb être, turn to

page 30.

To review makinga sentencenegative, turn topage 33.

To review this

cultural information,

turn to pages 36–37.

Learning from Photos(page 45) Grand-Rivière is asmall village located on thenorthern coast of Martinique.The fishermen’s boats paintedin bright colors are called desyoles.

13. petite14. dynamique15. américain16. intelligent

5

17. es18. suis19. est20. est

6

21. Non, Alain Gérard n’est pas américain.22. Non, il n’est pas timide.23. Non, Alain n’est pas le frère de Julie.

7

24. c25. b

8

ANSWERS TO Assessment

Reaching All StudentsNon-Mastery StudentsEncourage students who need extrahelp to refer to the yellow notesand review any section beforeanswering the questions.

On parle super bien!On parle super bien! On parle super bien!On parle super bien!On parle super bien!On parle super bien!

46 � quarante-six CHAPITRE 1

Tell all you can about this illustration.

46

This unique page gives stu-dents the opportunity to speak freely and say what-ever they can, using the vocabu-lary and structures they havelearned in the chapter. The illustra-tion serves to remind students ofprecisely what they know how tosay in French. There are no activi-ties that students do not have theability to describe or talk about inFrench. The art depicts the vocab-ulary and content of this chapter.This illustration is also on Com-munication Transparency C 1.

You may wish to use this pagein many ways. Some possibilitiesare to have students do the following:

1. Look at the illustration andidentify items by giving the correct French words.

2. Make up sentences about whatthey see in the illustration.

3. Make up questions about the il-lustration. They can call on an-other class member to respond ifyou do this as a class activity, oryou may prefer to allow studentsto work in small groups. This ac-tivity is extremely beneficial be-cause it enables students toactively use interrogative words.

4. Answer questions you ask themabout the illustration.

5. Work in pairs and make up aconversation based on the illustration.

6. Look at the illustration and givea complete oral review of whatthey see.

7. Look at the illustration and writea paragraph (or essay) about it.

DifferentiationYou can also use this page as anassessment or testing tool, takinginto account individual differencesby having students go from simpleto quite complicated tasks. The as-sessment can be either oral orwritten. You may wish to use therubrics provided in the teachermaterial in the front of your text-

book as you give students thefollowing directions.

1. Identify the topic or situationof the illustration.

2. Give the French words for asmany items as you can.

3. Think of as many sentences as you can to describe the illustration.

4. Go over your sentences andput them in sequence to givea coherent story based on theillustration.


47

VocabulaireVocabulaireIdentifying a person or thing

Describing a person

Stating nationality

Finding out information

Expressing degrees

Other useful words

un garçon une filleun amiune amieun(e) élève

un frère une sœurune écoleun collègeêtre

petit(e)grand(e)brun(e)blond(e)amusant(e)patient(e)intelligent(e)intéressant(e)

sympa(thique)timideénergiqueégoïstedynamiquepopulairesociableenthousiaste

français(e)américain(e)

Qui?D’où?Comment?

C’est qui?De quelle nationalité?

assez trèsvraiment

voilàaussisecondaire

UNE AMIE ET UN AMI quarante-sept � 47

How well do you know your

vocabulary?

• Choose five words thatdescribe a good friend.

• Use these words to writeseveral sentences abouthim or her.

Épisode 1In this video episode, Vincent and Chloé,each hoping to get a great shot of leSacré-Cœur, bump into each other on thesteps below the church. See page 526 for more information.

VIDÉOTOUR

Vocabulary ReviewThe words and phrases in theVocabulaire have been taught forproductive use in this chapter.They are summarized here as a resource for both student andteacher. This list also serves as aconvenient resource for the C’est àvous activities on pages 42–43, aswell as for talking about the illus-tration on page 46. There are ap-proximately twelve cognates inthis vocabulary list. Have studentsfind them.

You will notice that the vocabu-lary list here is not translated.This has been done intentionally,since we feel that by the time stu-dents have finished the materialin the chapter they should be fa-miliar with the meanings of allthe words. If there are severalwords they still do not know, werecommend that they refer backto the Mots 1 and 2 sections inthe chapter or go to the dictionar-ies at the back of this book tofind the meanings. However, ifyou prefer that your studentshave the English translations,please refer to Transparency V 1.1,where you will find all thesewords with their translations.

The Video Program allows students to seehow the chapter vocabulary and structuresare used by native speakers. For maximumreinforcement, show the video episode as a final activity for Chapter 1.

VIDÉO VHS/DVD


CD-ROM to have students viewthe chapter vocabulary in aFrench-English, English-Frenchformat.You may wish to use the

editable PowerPoint®

presentation available onthis PowerTeach CD-ROM to have students

view and listen to a short segment of thevideo. Additional activities are also provided.

Documents

Planning for Chapter 1 - Les classes de Monsieur Jadlockimonsieurjadlocki.weebly.com/uploads/3/9/8/9/39898681/chap01.pdf · Planning for Chapter 1 Topics ... 2. le piano 6. la lettre