Preview Chapter 2 inside!

Publishing January 2009© 2010 • ISBN-13: 9780135033678 • ISBN-10: 0135033675 • Hardcover • 586 pp

Voici mes amis

Leçon 1 Mes amis et moi

Leçon 2 Nos loisirs

Leçon 3 Où est-ce qu’on va ceweek-end ?

Venez chez nous ! Vive le sport !

After completing this chapter, youshould be able to:

◆ Describe people’s appearanceand personality

◆ Talk about sports and leisure activities◆ Ask for information◆ Give commands and make suggestions◆ Talk about French and American notions of

friendship◆ Talk about major sporting events across the

Francophone world

2

Who are the people shown here and what are they doing? Does this remind you of experiences you’vehad with people you know?

LEÇON 1 MES AMIS ET MOI 69soixante-neuf

POINTS DE DÉPARTElles sont comment ?Denise et Marie regardent un album de photos.

DENISE : C’est toi sur la photo là, avec le chapeau ?MARIE : Bien sûr.DENISE : Tu es jolie. Qui sont les autres filles ?MARIE : Ce sont mes amies du collège.DENISE : Comment s’appelle l’autre fille avec un chapeau ?MARIE : Ça c’est Diane ; elle est maintenant à la fac avec moi. C’est ma

colocataire. Elle est très intelligente et ambitieuse. Mais elle estamusante aussi ; elle adore les histoires drôles.

DENISE : Et la grande fille mince et rousse ?MARIE : C’est Clara. Elle est très élégante. Elle travaille avec les

personnes âgées ; c’est une fille gentille et généreuse.DENISE : Et la blonde ?MARIE : C’est Anne-Laure. Elle est super sportive et sociable ; pas du

tout paresseuse, elle.DENISE : Pas comme toi, donc !MARIE : Arrête !

Preparation: Provide an overview of thelesson by showing the Ch. 2 video segmentLes amis. Have students listen and watch,then describe the activities friends aresharing. This video clip may also be shown inconjunction with the Vie et culture section.

Presentation: Only feminine forms ofvariable adjectives are presented here, sincein most cases the masculine spoken form canbe easily derived from the feminine. Thisderivation rule will be taught in the Formeset fonctions section of this lesson. Topresent the vocabulary, use the girls’ photoand the dialogue, as well as the boxed list ofadjectives. Read or play the recordeddialogue, pointing out each person as she isdescribed. Test comprehension by asking Quiest blonde ?, etc., or by creating statementsthat students must identify as true or false.Next, use either/or questions to elicitrepetitions: Clara est blonde ou rousse ?Finally, have students provide opposites foradjectives: Elle est grande ? —Non, elle estpetite. As follow-up, have students describemagazine photos of interesting-lookingwomen.

Leçon 1 Mes amis et moi

TEXT AUDIOTRACK 00

soixante-dix CHAPITRE 2 VOICI MES AMIS70

À vous la parole

2-1 En d’autres termes. Describe each young woman, using otherwords.

MODÈLE Clara n’est pas égoïste.Clara est généreuse.

1. Clara n’est ni (neither) brune, ni blonde, ni châtain.2. Clara n’est pas petite.3. Clara n’est pas méchante.4. Diane n’est pas très mince.5. Diane n’est pas petite.6. Diane n’est ni blonde, ni rousse, ni châtain.7. Diane n’est pas bête.8. Anne-Laure n’est pas paresseuse.9. Anne-Laure n’est pas grande, mais elle n’est pas petite non plus.

10. Anne-Laure n’est pas pantouflarde.

2-2 Une personne connue. Describe a well-known girl or woman, realor imaginary, and have your classmates guess who it is.

MODÈLE É1 Elle est très jeune ; elle a environ (about) douze ans. Elle estpetite, mince et rousse. Elle n’a pas de parents, mais elle a unchien, Sandy.

É2 C’est Annie, la petite orpheline.

2-3 Voici une amie/mes amies. Bring in a photo of a female friend orfriends to describe to a partner.

MODÈLE Voici la photo d’une de mes amies. Elle s’appelle Julie. Elle estgrande et blonde. Elle est intelligente et très énergique. Elle aimele tennis.

Implementation: 2-1 This allows studentsto practice nuancing descriptions by using thenegative and the qualifying adverbs taught inCh. 1, L. 1.

Pour décrire les femmes

jeune d’un certain âge âgéebelle jolie mochegrande de taille moyenne petitemaigre mince forte grosseblonde rousse châtain bruneélégantegentille méchantegénéreuse égoïsteintelligente bêteambitieuse énergique paresseusesportive pantouflardesérieuse drôle amusante

Additional Activity: Ask students todescribe one of the women in your class sothat classmates can guess who it is. Forexample, É1 Elle est d’un certain âge. Elle estblonde, grande et assez mince. É2 C’est leprofesseur ? É1 Oui. Be aware that somestudents are sensitive about physicaldescriptions. As an alternative, you mightbring in magazine photos and have studentswork in pairs to create a description; post allthe photos, then have the class guess whichone is being described.

Implementation: 2-2 Offer a fewexamples, then have students work in pairsor small groups to prepare a description. Eachgroup gives out its information bit by bit;they receive one point for each statementthey make before class members guesscorrectly.

Expansion: 2-3 To follow up, displayall pictures in the classroom. Asindividual students share theirdescription with the class, theirclassmates will listen to determine whichperson is being described.

Note: Adjectives like châtain, derived fromnouns, are invariable and never add an e oran s.

LEÇON 1 MES AMIS ET MOI 71soixante-et-onze

Voici quelquesamis quidiscutent au café.

schoolmate, teammate, playmate,companion, co-worker, colleague, childhoodfriend, new friend, old friend, very oldfriend, family friend, close friend, very closefriend, best friend, girlfriend, boyfriend,etc.).

However, Americans’ casual use of the word“friend” leads French observers to conclude thattheir own concept of friendship is more durableand considerably more nuanced.

ET VOUS ?1. What behaviors or features of American

society might promote the perception amongthe French that friendships are formedquickly?

2. Think about the contexts in which you wouldrefer to someone as “my friend.” Do youagree with Carroll’s observation thatAmericans tend to use the word friend ratherloosely? What advantages and disadvantagesare there to using friend to refer to a widerange of relationships?

3. Do you agree with the judgment thatAmerican friendships are less durable andless nuanced than French friendships?Explain your response.

Les amisConcepts of friendship vary from culture toculture. In France, friendships are usuallyformed slowly, over many years. Onceestablished, they tend to last a lifetime.American visitors and exchange students inFrance sometimes find it difficult to formfriendships with French peers because of thebrevity of their stays. French exchange studentsand visitors to the United States, on the otherhand, often report that Americans make friendsvery quickly and seem to refer to many peopleas “my friend.” This contrasts sharply withFrench usage where the word ami is reservedfor those people with whom a strong bond offriendship has been established. In CulturalMisunderstandings: The French-AmericanExperience, Raymonde Carroll, a Frenchanthropologist living in the United States,explains the use of the word “friend” inAmerican English:

For an American, . . . this is merely a verbalshortcut which saves the trouble ofexplaining the differences between “friend”and all the other terms available(acquaintance, vague acquaintance, buddy,pal, chum, roommate, housemate, classmate,

Vie et culture

Key: Et vous ? Point out the tendency forAmericans to use first names immediately onmeeting someone, to invite people into their homesvery soon after they have met, and even to hug orkiss business associates. Suggest to students thatbecause Americans tend to change jobs and movefrequently, often far from family and childhoodfriends, there is perhaps more of a necessity toform new friendships quickly.

Presentation: If you have not yet shown it, use the Ch. 2 video segment Les amis to lead into this section or to follow up on discussion.

Note: For more information, see Raymonde Carroll’s chapter on friendship in her book Évidences invisibles : Américainset Français au quotidien (Éditions du Seuil, 1987); translated by Carol Volk as Cultural Misunderstandings: The French-American Experience (The University of Chicago Press, 1990). The quote featured here can be found on page 77.

soixante-douze CHAPITRE 2 VOICI MES AMIS72

Sons et lettres

La détente des consonnes finalesAs a general rule, final consonant letters are not pronounced in French:

Presentation: Present this topic inconjunction with Les adjectifs variables.

Initial practice: Reinforce with adiscrimination drill to ensure that studentshear pronounced final consonants: unhomme ou une femme ? Michel estamusant. Michèle est intelligente.Dominique est sérieuse. Dominique estgénéreux. Daniel est élégant. Danielle estpetite. Renée est ambitieuse. René estparesseux. Andrée est sportive, etc.Additional names that work well in thistype of exercise include Pascal/e andClaude.

Implementation: 2-4 First have students go through and underlinepronounced final consonants, and draw a line through silent final consonants.

l’enfan elle es nou somme trè jeune beaucoupsssstt

However, there are four final consonant letters that are generallypronounced: -c, -r, -f, and -l. To remember them, think of the English wordcareful.

la fac pour neuf Daniel

An exception is the letter -r in the infinitive ending -er and in words endingin -er and -ier:

The letter n is seldom pronounced at the end of a word. Together with thepreceding vowel letters it represents a nasal vowel sound:

écoute danse le dîne le premie janvierrrrr

mo copai le chie l’e fantnnnn

At the end of a word, one or more consonant letters followed by -e alwaysstand for a pronounced consonant. These consonants must be clearlyarticulated, for they mark important grammatical distinctions such asfeminine versus masculine forms of adjectives. The final -e doesn’trepresent any sound.

Danielle es sérieuse intelligente amusantevs. Daniel es sérieu intelligen amusanttxt

t

À vous la parole

2-4 Prononcer ou ne pas prononcer ? In which words should youpronounce the final consonant?

avec Robert il aime danser s’il vous plaît pour ma sœurneuf cahiers le jour de Noël le Québec le singulier

2-5 Contrastes. Read each pair of sentences aloud and note the contrasts.

C’est Denise. / C’est Denis.Voilà Françoise. / Voilà François.Pascale est amusante. / Pascal est amusant.Michèle est blonde. / Michel est blond.

TEXT AUDIOTRACK 00

LEÇON 1 MES AMIS ET MOI 73soixante-treize

Presentation: What we call invariableadjectives have a single spoken form, but somehave distinct written masculine and feminineforms as well as distinct plural written forms.This presentation focuses on spoken forms andis reinforced by the Sons et lettres treatment.Exercises in the Student Activities Manual focuson the written forms of invariable and variableadjectives. To present variable adjectives,prepare a series of parallel examples describingle couple idéal, where the two members of thecouple have identical personality and physicaltraits. Arrange the examples in two columnswith Elle est... on the top of the first column andIl est... on the top of the second column. Thenfill in the columns with examples such as:élégante, élégant ; grande, grand ; ambitieuse,ambitieux ; brune, brun ; intelligente,intelligent ; amusante, amusant ; gentille,gentil ; généreuse, généreux. As you read anddisplay the forms, have students explain thewritten forms, then see whether they can givethe rule for deriving the masculine spoken formfrom the feminine. Finish by asking students,Est-ce que ce couple est vraiment un coupleidéal ? Pourquoi ?

Note: Point out that theirregularities involve changesin the final written consonant: -ss→x; -ll→l, etc.

Note: You may wish to point out that some frequently used adjectives precede the noun. These include belle, grande,jeune, jolie, and petite, all of which were presented in the Points de départ. Prenominal adjectives will be treated in Ch.3, L. 1 and L. 2.

FORMES ET FONCTIONS1. Les adjectifs variables

◆ You have learned that adjectives agree in gender and number with thenoun they modify. Invariable adjectives have only one spoken form. Thefeminine ending -e and the plural ending -s show up only in the writtenforms.

Ma sœur est stressée. Mes amies sont stressées.Mon frère est discipliné. Mes amis sont disciplinés.Mon père est calme. Mes parents sont calmes.

◆ Variable adjectives have masculine and feminine forms that differ inpronunciation. Their feminine form ends in a pronounced consonant. Topronounce the masculine, drop the final consonant sound. The writtenletter -s or -x at the end of plural adjectives is not generally pronounced.

The feminine form of variable adjectives always ends in -e. The final -e isdropped in the masculine form; therefore, the final consonant sound,heard in the feminine form, is also dropped. Although some variableadjectives have spelling irregularities, this pronunciation rule stillapplies. For example, in the feminine form généreuse [�enerøz], the finalconsonant is pronounced, but it is dropped in the masculine formgénéreux [�enerø]. In the written form, the final -e is dropped in themasculine and the final -s is changed to -x. Other regular variableadjectives that show spelling changes include:

rousse S roux grosse S gros gentille S gentil

◆ Adjectives whose masculine singular form ends in -x do not change inthe masculine plural form.

Laurent est roux. Laurent et Matthieu sont roux.

◆ As you have learned, with a mixed group of feminine and masculinenouns, the plural form of the adjective is always the masculine form.

Jessica et Laure sont brunes. Jessica and Laure are brunettes.Kevin et Alexis sont blonds. Kevin and Alexis are blonds.Max et Sylvie sont roux. Max and Sylvie are redheads.

Noun phrases in Frenchtypically include multiplewritten indications of numberand gender: compare, forexample, une amieintelligente with un copainamusant and des profssympathiques. Becausethe written indications arenot always heard in thespoken forms, it is a goodidea to get into the habit ofdouble-checking the numberand gender of any nounsand adjectives that youwrite.

SINGULIER f. Anne est amusante et généreuse.m. Cédric est amusan et généreu

PLURIEL f. Mes amies sont amusante et généreusem. Mes copains sont amusan et généreux.ts

s.s

x.t

soixante-quatorze CHAPITRE 2 VOICI MES AMIS74

◆ Note the following irregular forms:

À vous la parole

2-6 Pas mes amis ! Your friends are quite different from what yourmother thinks; tell how.

MODÈLE Tes amies sont paresseuses !Ah non, elles sont énergiques.

1. Tes amis sont méchants !2. Tes amis sont trop idéalistes !3. Tes amies sont têtues !4. Tes amis sont trop conformistes !5. Tes amis sont trop bêtes !6. Tes amis sont égoïstes !7. Tes amies sont trop sérieuses !8. Tes amis sont tous (all) pessimistes !

2-7 Les amis. Describe the appearance and personality of this group offriends to your partner.

MODÈLE Il y a trois femmes qui sont assez jeunes, une femme d’uncertain âge et un homme...

Initial practice: Begin with a discriminationdrill, as in the Sons et lettres, so that studentshear masculine and feminine forms of adjectives:Michel est amusant. Michèle est intelligente.Pascal est sportif. Pascale est ambitieuse. Claudeest blonde. Claude est petit. René est gros. Renéeest élégante, etc. Continue with a simplesubstitution exercise, such as the following:Des jumeaux. Julien and Juliette are twins. Tellhow they are alike: Juliette est grande. —Et sonfrère, Julien, est grand aussi. Elle est rousse ; elleest un peu forte ; elle est assez amusante ; elleest très intelligente ; elle est vraiment gentille ;elle est généreuse.Next reverse the direction of derivation byproviding the masculine form and having studentsrespond with the feminine. Stress the importanceof over-articulating the final consonant, since itcontains the signal for the gender: Julien est trèsélégant. —Sa sœur, Juliette, est très éléganteaussi. Il est sportif ; il est assez ambitieux ; il esttrès sérieux ; il est beau.

Expansion: 2-7 You may also bring large photos, such as those found in fine artreproductions, catalogs, or magazines intoclass. Put students into pairs to work out theirdescription, then bring all the photos to thefront of the class. As each pair describes theirperson, the other students try to guess towhich photo the description corresponds. Youmay wish to introduce expressions such asavoir les cheveux courts/longs/bouclés/blonds, as appropriate.

FÉMININ MASCULIN

belle beaubrune brunsportive sportif

Note: Point out that belle and brune involvevowel changes (i.e., from [ε] to [o] for belle-beau and from [y] to [ε̃] for brune-brun) aswell as the loss of the final consonant;sportive shows a final consonant change from[v] to [f].

LEÇON 1 MES AMIS ET MOI 75soixante-quinze

Expansion: 2-8 To follow up, have eachpair report back to the class and see howmany people in the class have similardescriptions.

2-8 Le monde idéal. Ideally, what are the following people and pets like?Describe them to your partner.

MODÈLE le chien idéal

É1 Pour moi, le chien idéal est petit, gentil et intelligent.É2 Pour moi aussi, le chien idéal est gentil et intelligent, mais il

est grand.

1. le père idéal2. la mère idéale3. l’enfant idéal4. le/la colocataire idéal/e5. le professeur idéal6. l’étudiant idéal7. l’ami/e idéal/e8. le chat idéal

2. Les adverbes interrogatifs

◆ To ask a question requesting specific information, it is necessary to usean interrogative word or expression. Usually, the interrogative word orexpression appears at the beginning of the question and is followed byest-ce que/qu’:

Où est-ce que tes amis travaillent ? Where do your friends work?Quand est-ce qu’ elle arrive ? When does she arrive?

—Pourquoi est-ce que tu aimes tes amis ?

—Why do you like your friends?

—Parce qu’ils sont très amusants. —Because they’re lots of fun.—Pourquoi est-ce que tu téléphones ? —Why are you calling?—Pour inviter mes amis à dîner. —To invite my friends to dinner.

Combien de frères est-ce que tu as ? How many brothers do you have?Combien d’enfants est-ce qu’ils ont ? How many children do they have?

The question pourquoi ? can be answered in two ways:

comment how Comment est-ce que tu t’appelles ?où where Où est-ce qu’il travaille ?quand when Quand est-ce que tu arrives ?pourquoi why Pourquoi est-ce que tu ne travailles pas ?combien de how many Combien d’étudiants est-ce qu’il y a ?

Some of the words or expressions frequently used to ask questionsare:

When used to ask how many, combien is linked to the noun by de/d’:

Presentation: Review formation of yes/noquestions and the use of si, taught in Ch. 1,L. 3, before teaching this material; useexercises from those earlier sections. Presentthe new expressions using multiple-choicequestions: Quand est-ce que nous avons notrecours de français ? le matin ? l’après-midi ?le soir ? Où est-ce que nous avons notre coursde français ? au café ? à la maison ? à la fac ?Combien d’étudiants est-ce qu’il y a dansnotre classe ? quinze ? vingt ? vingt-deux ?Comment est-ce que le prof de françaiss’appelle ? M. X ? Mme Y ? Mlle Z ?

Note: Remind students that they havelearned to form some information questionsusing simply a question word without risingintonation: Comment tu t’appelles ? Il a quelâge ?, but that these are very informal waysof asking a question.

Presentation: To show the two possibleanswers for pourquoi, display a humorousexchange such as: Pourquoi est-ce que vousparlez anglais ? —Parce que nous sommesaméricains ; —Pour frustrer le prof.

Note: Questions using quel will be treated inCh. 8, L. 1; qui, que, and quoi will be treatedin Ch. 8, L. 2.

soixante-seize CHAPITRE 2 VOICI MES AMIS76

À vous la parole

2-9 Pardon ? You can’t quite hear all that your instructor says, so use aquestion word or expression to ask for the missing information.

MODÈLE J’ai cinq cahiers.Combien ?

1. Nous travaillons dans la salle de classe.2. Il y a un examen mardi.3. Il y a trois étudiants français.4. Yannick est absent parce qu’il est malade.5. Elle s’appelle Chloé.6. Elle a deux sœurs.7. Nous ouvrons le livre pour réviser un exercice.

2-10 À propos de Thomas. Your friend is telling you about her newboyfriend Thomas, and you want more details.

MODÈLE Thomas a deux colocataires.

Ah bon ? Comment est-ce qu’ils s’appellent ?OU Ah bon ? Est-ce qu’ils sont aussi étudiants ?

1. Il est assez jeune.2. Il n’habite pas dans la résidence (dorm).3. Il est d’une famille nombreuse.4. Il travaille le week-end.5. Il arrive bientôt.6. Il n’est pas en forme.7. Il n’aime pas le sport.8. Il a des chiens.

Note: At this level, questions with inversionare presented largely for receptive control.Students should be able to recognize thesequestions and to be able to produce them inlimited fixed expressions such as Quel âgeavez-vous ? Comment allez-vous ? Studentsshould be encouraged to form their questionswith intonation or est-ce que and instructorsshould also make an effort to produce thesetypes of questions in their spoken and writteninteractions with students.

Note: The verb aller is presented in L. 3 ofthis chapter.

◆ Another question construction, called inversion, is used in writing, informal conversation, and in a few fixed expressions. In questions with apronoun subject using inversion, the subject follows the verb and isconnected to it with a hyphen. Notice that when the verb form ends in avowel, the letter -t- is inserted before the pronoun and linked to it with ahyphen.

Comment vas-tu ? How are you?Comment allez-vous ? How are you?Quel âge a-t-il ? How old is he?

Inversion is also more generally used with the verbs aller and être whenthe subject is a noun:

Comment vont tes parents ? How are your parents?Où est ta sœur ? Where’s your sister?

Implementation: 2-9 To make theexercise more realistic, read each of theinstructor’s statements out loud, replacing theunderlined material with static-like noise. Forfurther practice, repeat this exercise andhave students provide the completequestions.

Implementation: 2-10 Demonstrate anexaggerated pronunciation of Ah bon ?, andmake sure students understand what itmeans. Challenge them to be expressive asthey complete the exercise.

LEÇON 1 MES AMIS ET MOI 77soixante-dix-sept

Expansion: 2-11 This is good preparationfor playing Jeopardy!, where students earnpoints by providing the question that elicitsthe information given.

Key: 2-11 1) Où est-ce que vous habitez ?2) Combien de colocataires est-ce que vousavez ? Est-ce que vous avez des colocataires ?3) Est-ce que vous avez des animauxfamiliers ? 4) Est-ce que vous travaillez ?5) Où est-ce que vous travaillez ? 6) Quandest-ce que vous travaillez ? 7) Pourquoi est-ce que vous travaillez le weekend ? 8) Quandest-ce que vous avez des cours ?

2-11 Au service des rencontres. Ariane has called a dating service. Asyou listen in on her end of the phone conversation, imagine the questionsshe is being asked.

MODÈLE Je m’appelle Ariane Patoine.Comment vous appelez-vous, mademoiselle ?

1. J’habite à Ottawa.2. Non, je n’ai pas de colocataire.3. Oui, j’ai un chien et deux chats.4. Oui, je travaille.5. Je travaille dans un bureau.6. Je travaille le week-end.7. Parce que je suis étudiante.8. J’ai des cours (classes) le lundi, le mardi, le mercredi et le vendredi.

2-12 Questions indiscrètes ? Interview one of your classmates, askinghim/her questions about the following subjects. Report back to the classwhat you learned about your partner.

MODÈLE la familleEst-ce que tu as des frères ou des sœurs ?Où est-ce qu’ils habitent ?...

la musiqueEst-ce que tu aimes la musique ?Quand est-ce que tu aimes écouter de la musique ?...

(you report back) Voici Ian. Il a un frère. Il habite à Baltimore. Iann’aime pas la musique, mais...

1. la famille2. les animaux3. les amis4. la musique5. le sport

Expansion: 2-12 You might offer to letstudents ask you any questions they wish, orbring in a visitor to be interviewed.

Work with a partner to see howmany questions you can askthis family. For example: Est-ceque vous êtes français ? Oùest-ce que vous habitez ?Comment s’appellent …, etc.

soixante-dix-huit CHAPITRE 2 VOICI MES AMIS78

Mme Magloire, Mlle Baptistine, Jean Valjean et l’évèque

L’évêque

Use illustrations to predictcontent. To anticipate andbetter understand anauthor’s descriptions in atext, make preliminaryassumptions by studying theillustrations.

Lisons

2-13 Les Misérables

A. Avant de lire. You are about to read an excerpt from the openingparagraphs of the novel Les Misérables by Victor Hugo, a well-knownnineteenth-century French novelist, playwright, and poet. Les Misérableshas been translated into many languages and has been a major musical formany years.

Three characters are introduced in the beginning of the novel, theBishop of Digne and the two women in his household. Look at theillustrations of these three characters made by Georges Jeanniot for the firstedition of Les Misérables. Then make lists of adjectives you know in Frenchthat could be used to describe each person. Using the illustrations to makepreliminary assumptions about these characters can help you follow theauthor’s descriptions, even if you cannot understand every word.

Preparation: 2-13 If your students arenot familiar with Les Misérables, there aremany online resources for both the showand the novel. To prepare for the reading(and the Après avoir lu), you couldhave students look for the synopsis andsome details about the main characters onthe Web. See the Chez nous CompanionWebsite for links. You may also wish toshow a short excerpt from one of themany films made of Les Misérables. Inparticular, before completing Avant delire, you might show the scene whereValjean arrives at the Bishop’s house; askstudents to describe the characters theysee.

Implementation: Avant de lireStudents can work alone or in pairs. Wheneveryone has come up with adjectives,lists could be compared in groups orthough a whole-class discussion. Check tosee whether some students are familiarwith the story and know how thesecharacters fit into the plot.

LEÇON 1 MES AMIS ET MOI 79soixante-dix-neuf

B. En lisant. As you read the descriptions of the Bishop, Mlle Baptistine,and Mme Magloire, focus on getting a general sense of the passage. Youwill note that the author incorporates a number of adjectives into hisdescription of the two women and gives an indication of each person’s age.Then look for the answers to the following specific questions:

1. How old is the Bishop, M. Myriel?2. Knowing that moins means less, indicate how old his sister is.3. What is the name of the Bishop’s sister?4. What is the name of their household servant?5. Give two adjectives in English to describe each woman.

Key: En lisant 1) 75 2) 65 3) MlleBaptistine 4) Mme Magloire 5) MlleBaptistine: tall, thin, pale, gentle; MmeMagloire: large, fat, busy, old, white-haired.

1past tense of the verb être 2une personne âgée 3had arrived 4une femme d’un certain âge qui est5past tense of the verb avoir, sg. 6past tense of the verb avoir, pl. 7gentle 8never 9grosse

5

10

En 1815, M. Charles-Francois-Bienvenu Myriel était1 évêque de Digne.C’était un vieillard2 d’environ soixante-quinze ans…

M. Myriel était arrivé3 à Digne accompagné d’une vieille fille4,Mlle Baptistine, qui était sa sœur et qui avait5 dix ans de moins que lui.

Ils avaient6 pour tout domestique une servante appelée MmeMagloire.

Mlle Baptistine était une personne longue, pâle, mince, douce7. Ellen’avait jamais8 été jolie…

Mme Magloire était une petite vieille, blanche, grasse, replète9,affairée, toujours haletante, à cause de son activité d’abord, ensuite à caused’un asthme.

célibataire

Key: En regardant de plus près1) domestique, servante 2) grande, theauthor is probably stressing how tall andthin she is 3) occupé/e, maybe stressé/e4) à cause de son activité d’abord —heavy people who are busy get out ofbreath easily; ensuite à cause d’unasthme —people with asthmasometimes have difficulty breathing.Expansion: Help students to see howthe two female characters differ in looksand manner. You could have them makea list of adjectives for each in French andidentify the opposites.

C. En regardant de plus près. Take a closer look at the following featuresof the text.

1. There are two words in the text that are synonyms and mean“household worker.” What are they?

2. Mlle Baptistine is described with the adjective longue. Can you providea synonym in French for this word? What point do you think the authoris trying to make with the choice of this particular adjective?

3. Look at the adjective affairée. This is an adjective used to describe avery busy person. Do you know any other adjectives in French thatcould be used to indicate the same idea?

4. Mme Magloire is described as haletante. The rest of the sentenceexplains why she is described in this way. Given this context, and theillustration of Mme Magloire, what do you think the adjective haletantemeans?

D. Après avoir lu. How successful are the author’s brief descriptions inpainting a portrait of each of the three characters? Look back at the lists ofadjectives you drew up in preparation for reading. How closely do yourpredictions coincide with what you read? Is there anything you wouldchange in the drawings, based on the descriptions in the text?

Expansion: The central characters inLes Misérables, who are not introducedin these opening lines, include JeanValjean, l’Inspecteur Javert, Fantine,Marius, and Cosette. You might askwhether any students have read thenovel or seen a movie version or themusical and have them tell about it.Alternatively, students can look forinformation on the Web. As a follow-upassignment, ask students to work with apartner to prepare a two- or three-sentence description of one of the maincharacters mentioned above. Have themstart by making a list of adjectives inFrench that fit the character. They shouldalso indicate the person’s age. Studentsmay also describe the relationshipsbetween their character and othercharacters listed. After writing, groupsmay take turns sharing their descriptionwith the class; see if others can guesswhom they have described.

quatre-vingts CHAPITRE 2 VOICI MES AMIS80

POINTS DE DÉPARTNos activités

Leçon 2 Nos loisirs

Moi, je fais du sport ; je joue au footavec des amis. On a un match tous les samedis.

Mes copains font de la musique. Ils jouentdans un groupe. Ils donnent un concert samedisoir. Mamadou joue de la guitare et Valentinjoue du piano.

François et Léa organisent une fête. Françoisfait les courses et Léa fait la cuisine.

Ma copine Amélie ne fait pas grand-chose ; ellereste à la résidence et elle regarde un film. Sesamies Vanessa et Anne-Laure jouent aux échecs.

Benjamin fait du bricolage et son amieÉlodie fait du jardinage.

Nathalie est super sportive ; elle faitde la natation. Elle fait du vélo aussi.

Presentation: Present this vocabulary by showing and describingthe leisure activities (IRCD/TR, Ch. 2). Test comprehension byshowing the unlabeled images (IRCD/TR, Ch. 2) and having studentspoint to or mime the activity named. Use either/or questions to elicit

Presentation: Students havealready seen the verb faire inexpressions such as Qu’est-ce qu’ilfait ? and Deux et deux, ça faitquatre. Limit use here to thesingular forms, fais/fait, thecomplete paradigm for faire istreated in the Formes etfonctions for this lesson.

repetitions of key vocabulary: Il fait des courses ou il fait la cuisine ? Have students repeat the new vocabulary, including the expressions in the boxed list. Then use visuals ormiming (by the teacher or students) to get the class to recall the new vocabulary and identify activities. Use a quick substitution drill to review the forms of -er verbs likejouer : Je joue au foot ; nous. —Nous jouons au foot, etc.

TEXT AUDIOTRACK 00

1. 2. 4.

5. 6. 7. 8.

3.

LEÇON 2 NOS LOISIRS 81quatre-vingt-un

Some French verbs requirea preposition. For example,the verb jouer is followed bythe preposition à or thepreposition de, plus thedefinite article. To rememberthat jouer is followed by àfor sports and games, andby de for musicalinstruments, memorize acouple of sentences that arepersonally meaningful. Forexample, you might come upwith: Je joue au foot andMon frère joue de laguitare.

Des loisirs

On fait... On joue...

du sportde la natation, du vélo,du jogging

au football, au basket-ball,au tennis, au golf, au footballaméricain, au rugby, auvolley-ball, au hockey

de la musique du piano, de la guitare, del’harmonica, du saxophone,de la batterie, de la musiqueclassique, du jazz, du rock

des courses, la cuisine,du bricolage, du jardinage

aux cartes, aux échecs, auScrabble, au loto, aux jeux desociété

On fait... On joue...

On fait... On joue...

À vous la parole

2-14 On joue ? Based on the drawings, what is everyone doing this afternoon?

MODÈLE On joue au tennis.

2-15 Chacun à son goût. Based on the descriptions, figure out with apartner what these friends probably do in their spare time.

MODÈLE É1 Margaux est très réservée.É2 Elle ne fait pas grand-chose ; elle reste à la maison et regarde

un film.

1. Charlotte est très sociable.2. Loïc est super sportif.3. Delphine est une bonne

musicienne.4. Florian adore le cinéma.

5. Laurent est fanatique de jazz.6. Céline aime préparer le dîner.7. Alex préfère les jeux de société.8. Rachid est très actif.9. Anaïs est bricoleuse.

Note: The words basketball and volleyballare written without a hyphen, reflecting theorthographic reform of 1990. Students mayalso see these words spelled with a hyphen.The forms le football, le basketball, and levolleyball are often abbreviated to le foot, lebasket, and le volley. This is frequent inspoken French, particularly among students.Note that in Canada, le football is referred toas le soccer, le football américain as lefootball, and le basketball as le ballon-panier.

Implementation: 2-14 Show the visualcues for this exercise (IRCD/TR, Ch. 2).

quatre-vingt-deux CHAPITRE 2 VOICI MES AMIS82

2-16 Et toi ? With the person sitting beside you, take turns telling threethings you typically do on the weekend. Use only words and expressionsthat you know. Then share with your classmates what you have learnedabout your partner.

MODÈLE É1 Le week-end, je travaille un peu, je joue au basket et je fais lacuisine. Et toi ?

É2 Je ne fais pas grand-chose ; je reste à la maison et je préparemes cours.

The chart below indicates the percentage ofFrench people who participated in variousleisure-time activities at least once in the courseof a year. Examine it with a partner: Howmany activities can you identify? How dothese activities compare with your own leisureactivities and those of people you know? Howdo you think a chart drawn up for NorthAmericans would differ from this one?

Les loisirs des FrançaisThe French devote more than one-third of theirwaking hours to leisure activities, about sevenhours per day on average. They now enjoy theshortest workweek of any European country, 35hours, and have five weeks of paid vacationeach year. Typically, a little less than 20 percentof the total household budget is used for leisureactivities.

Vie et cultureImplementation: All information is adapted from the 2007 edition of Francoscopie by Gérard Mermetand the most recent statistical data provided by INSEE on its Web site. Point out that musculation is relatedto the English word “muscles” and refers to strength training, and note that gym = gymnastique in Frenchmay refer to gymnastics but also refers to any type of physical exercise or stretching.

% d

es F

ranç

ais

faire d

u vélo

regard

er la té

lé

faire d

e la gy

m

faire d

e la musc

ulation

faire d

u brico

lage

lire un

livre

faire d

e la da

nse

faire d

u jardin

age

faire d

es pro

menades

jouer d

'un ins

trument

de musi

que

chante

r dans

une c

horale

Une année de loisirs

Loisir

s

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%98%

70%

61%

52%

38%

22%

13%

9% 9%5% 3%

LEÇON 2 NOS LOISIRS 83quatre-vingt-trois

Presentation: As you present this topic,review the notion of rhythmic groups.

Note: The word enchainement is spelledwithout a circumflex accent according to theOrtographic reform of 1990

Note: Point out that liaison is never madewith the final -t of the word et.

Note: The asterisk in the examples is alinguistic convention used to show that thisform is not part of a native speaker’srepertoire.

il a /i la/ sept amis /sε ta mi/ Élise arrive /e li za riv/

Loïc ma sœur sportif Cyril arrête seize il aime

Implementation: 2-17 Divide studentsinto groups to make the data collection easierand allow more students the opportunity toparticipate. You may wish to postpone thisactivity until you have presented theconjugated forms of the verb faire inFormes et fonctions 2 of this lesson toallow students to report back sentences suchas Cinq étudiants font du vélo.

Expansion: 2-17 Discuss whether classresults resemble those of the French poll.Why might they differ? Are there anyactivities not included in the French poll thatwould probably figure prominently in a pollof American leisure activities?

2-17 Un sondage. Poll your classmates to find out what percentageparticipate in each of the activities included in the chart in the Vie etculture. Designate one student in your group to ask the questions, andanother to keep track of responses on the board. Compare your percentageswith those presented for the French. What are your conclusions?

1. Posez des questions.

MODÈLE Qui fait du bricolage ? (raise your hand if you do)Qui joue d’un instrument de musique ? (raise your hand ifyou do)

2. Comptez les réponses.3. Annoncez les résultats.

MODÈLE Trois étudiants font du bricolage ; c’est 30 pour cent. (if yourgroup has 10 members). Un étudiant joue du piano ; c’est 10 pour cent.

Sons et lettres

L’enchaînement et la liaisonIn French, consonants that occur within a rhythmic group tend to be linkedto the following syllable. This is called enchaînement. Because of thisfeature of French pronunciation, most syllables end in a vowel sound:

As you have learned, some final consonants are almost always pronounced;these include final -c, -r, -f, -l, and all consonants followed by the writtenletter -e:

Other final consonants are pronounced only when the following wordbegins with a vowel. These are called liaison consonants, and the process thatlinks the liaison consonant to the beginning of the next syllable is calledliaison. Liaison consonants are usually found in grammatical endings andwords such as pronouns, articles, possessive adjectives, prepositions, andnumbers. You have seen the following liaison consonants:

◆ -s, -x, -z (pronounced /z/): vous avez, les enfants, nos amis, aux échecs, très aimable, six ans, chez eux

◆ -t: c’est un chapeau, elles sont énergiques◆ -n: on a, un oncle, mon ami

When you pronounce a liaison consonant, articulate it as part of the nextword:

���

��

����

���

deux oncles /dø zɔ~kl/ not */døz ɔ~kl/on a /ɔ~ na/ not */ɔ~n a/il est ici /i le ti si/ not */il et i si/�

�

TEXT AUDIOTRACK 00

quatre-vingt-quatre CHAPITRE 2 VOICI MES AMIS84

Presentation: To present this topicinductively, use examples with jouer à, jouerde, and faire. For example: J’aime le tennis.Je joue au tennis. Ma mère adore la natation.Elle fait de la natation le lundi et le mercredi.Mon père aime bien le golf. Il joue au golf leweek-end. Ma sœur adore la musique,surtout la guitare. Elle joue de la guitaredans un groupe. Using sentences with thedefinite article in the presentation allowsstudents to discover that à and de formcontractions with the definite articles le, la,and les. After providing numerous examples,both orally and in written form, ask studentswhether they can explain the rules, anddisplay a simple graphic with the contractionsas illustrated here.

Presentation: Point out that French andEnglish differ with regard to the types ofobjects used with verbs: téléphoner à(+ indirect object) vs. écouter (+ directobject). You might also want to contrastparler à and parler de.

une copine une amiepour Bertrand pour AlbertLuc parle Luc écouteneuf livres neuf ordinateursquel cousin quel oncleelle fait ça elle aime ça

nous allons vous écoutezon a un anils arrivent elles habitent en villeelles sont au bureau elles vont à la maisonson petit ami il a vingt anston amie son enfant��

��

��

��

��

��

Elle habite à Paris. She lives in Paris.Il est à la maison. He’s at the house.Elle va à une fête. She’s going to a party.

Nous jouons au tennis le lundi. We play tennis on Mondays.Ils jouent aux cartes le samedi soir. They play cards on Saturday

evenings.

parler Cédric parle à la petite fille. Cédric’s speaking to the littlegirl.

téléphoner Nous téléphonons à nosamis.

We’re phoning our friends.

donner Elle donne la photo à sonami.

She gives her boyfriend thephoto.

À vous la parole

2-18 Contrastes : sans et avec enchaînement. Pronounce each pair ofphrases. Be sure to link the final consonant of the first word to the followingword when it begins with a vowel.

2-19 Liaisons. Pronounce the liaison consonants in the followingphrases. Be sure to link the consonant with the following word.

FORMES ET FONCTIONS1. Les prépositions à et de

◆ The preposition à generally indicates location or destination and hasseveral English equivalents.

As you’ve seen, the preposition à is also used in the expression jouer à, toplay (sports or games).

With other verbs, à introduces the indirect object, usually a person whoreceives the action.

LEÇON 2 NOS LOISIRS 85quatre-vingt-cinq

à + le S au Il joue au golf. He plays golf.

à + les S aux Ils jouent aux échecs avecdes amis.

They play chess with friends.

à + la S à la Je reste à la maisonvendredi soir.

I’m staying home on Fridayevening.

à + l’ S à l’ Je parle à l’oncle de Simon. I’m talking to Simon’s uncle.

Mon copain Justin est de Montréal. My boyfriend Justin is from Montreal.Elle arrive de France demain. She arrives from France tomorrow.

Son ami joue du piano dans ungroupe.

Her friend plays piano in a group.

Lui, il joue de l’harmonica. He plays the harmonica.

Initial practice: Begin practice with simplesubstitution drills: Il joue au foot ; loto. —Iljoue au loto ; échecs ; basket ; cartes ;tennis ; jeux de société, etc.; Je joue dupiano ; guitare. —Je joue de la guitare ;batterie ; harmonica ; saxophone ; musiqueclassique ; jazz, etc.

C’est le frère du professeur. It’s the teacher’s brother.Voilà le livre de Kelly. There’s Kelly’s book.

de + le S du Mon amie fait du jogging. My girlfriend goes jogging.

de + les S des On parle des projets pourle week-end.

We’re talking about plans forthe weekend.

de + la S de la Moi, je joue de la guitare. I play the guitar.

de + l’ S de l’ Il joue de l’accordéon. He plays the accordion.

◆ À combines with the definite articles le and les to form contractions.There is no contraction with la or l’.

◆ The preposition de/d’ indicates where someone or something comes from.

As you’ve seen, de is also used in the expression jouer de, to play (musicor a musical instrument).

De/d’ also is used to indicate possession or other close relationships.

◆ De combines with the definite articles le and les to form contractions.There is no contraction with la or l’.

À vous la parole2-20 Ça cause. Tell what today’s subjects of conversation are for Camilleand her friends.

MODÈLE la copine de BrunoElles parlent de la copine de Bruno.

1. le professeur de français2. le match de basket le week-end dernier (last)3. les problèmes du campus4. la nouvelle (new) colocataire de Camille5. l’oncle d’Antoine6. les devoirs d’anglais7. le dernier film des frères Coen

quatre-vingt-six CHAPITRE 2 VOICI MES AMIS86

2-21 Des célébrités. What do these famous people do?

MODÈLE Kobe BryantIl joue au basket-ball.

1. John Mayer2. Lance Armstrong3. Mia Hamm4. Rachael Ray5. Serena Williams6. Alicia Keys7. Kenny G.8. Tiger Woods

2-22 Trouvez une personne qui... Circulate in the classroom to findsomeone who does each of the things listed. When your instructor callstime, compare notes to see who came closest to completing the list.

MODÈLE joue de l’harmonicaÉ1 Tu joues de l’harmonica ?É2 Non. (You ask another person.)OU Oui. (You write down this person’s name.)

1. fait du vélo2. fait de la natation3. reste à la maison le dimanche soir4. joue au golf le week-end5. joue du piano6. téléphone à ses parents le week-end7. parle au professeur en français8. joue du saxophone9. joue souvent (often) aux cartes

10. fait du jardinage

2. Le verbe faire

◆ The verb faire (to make, to do) is used in a wide variety of expressions.Here are the forms of this irregular verb.

Variation: 2-21 Have students suggestother famous athletes, chefs, and musicians.Key: 1) Il joue de la guitare/Il chante. 2) Ilfait du vélo. 3) Elle joue au foot. 4) Elle faitla cuisine. 5) Elle joue au tennis. 6) Elle jouedu piano/Elle chante. 7) Il joue dusaxophone. 8) Il joue au golf.

Implementation: 2-22 Use as a mixingactivity; impose a time limit, then havestudents ask questions to get missinginformation: Qui joue de l’harmonica ? Askfollow-up questions: Tu joues dans ungroupe ?, etc.

Presentation: Present the verb inductivelythrough a short narrative: Le week-end, jefais des courses et je fais du jardinage. Monmari fait du bricolage ; les enfants font dusport, etc. Et vous, vous faites du sport ? Askstudents to summarize the forms, and displaythe verb chart, re-modeling pronunciation.Remind students of where they have seenthis verb before: in arithmetic problems andthe question Qu’est-ce qu’il fait ?, as well asin the lexical items taught in the Points dedépart.

FAIRE to make, to do

SINGULIER PLURIEL

je fais nous faisonstu fais vous faites

ilselles

f fontilelleonM fait

LEÇON 2 NOS LOISIRS 87quatre-vingt-sept

Note: The expressions faire une promenadeand faire de la marche can both be translatedinto English as “to take a walk,” however thenuances are quite different; une promenadeis a leisurely walk or stroll while la marcherefers to vigorous walking, such as forexercise.

—Qu’est-ce que tu fais samedi ? —What are you doing on Saturday?—Je joue au golf. —I’m playing golf.

—Elle fait du sport. —She plays sports.—Moi aussi, je fais de la natation. —Me too, I swim.

Ils font une promenade ledimanche après-midi. Est-ceque vous faites unepromenade le week-end ?

Tu fais du sport ? Do you play sports?Nous faisons une promenade. We’re taking a walk.On fait de la marche. We walk (for exercise).Elle aime faire la cuisine. She likes to cook.Il fait des courses. He’s running errands.Ils font du jogging le matin. They jog in the morning.Vous faites de la danse ? Do you study dance?Je fais du français. I study French.

◆ A question using faire does not necessarily require using faire in theanswer:

◆ A form of the preposition de is used with the verb faire in someexpressions.

◆ Faire is used in many idiomatic expressions related to everydayactivities; it is one of the most common and useful French verbs.

À vous la parole

2-23 Suite logique. Based on their interests, what are these people doingin their spare time?

MODÈLE Sylvie aime le ballet.Elle fait de la danse.

1. Nous arrivons au supermarché.2. Florent et Hamid aiment la nature.3. Tu adores préparer le dîner.4. Vous êtes fanatique de jazz.5. Ludovic aime travailler dans le jardin.6. Hélène et Béa sont vraiment sportives.7. J’aime travailler à la maison.8. David et moi sommes très paresseux.

Initial practice: Begin practice with adiscrimination drill: one person, or more thanone? Elle fait des courses. Ils font unepromenade. Il fait de l’anglais. Elles font dufrançais. Elles font la cuisine. Elle fait du vélo.Ils font du jogging. Il fait du sport. Elles fontde la musique, etc. Follow with a simplesubstitution drill: Je fais du foot ; vous. —Vous faites du foot ; toi ; eux, etc.

Implementation: 2-24 Point out the use of pas de in negative expressions, asshown in the model. Have students reportback what they found out from their partner.Compare answers for all class members. Asan additional exercise, put up a frequencyscale and let students indicate how often theydo the things you ask about.

1. la musique2. le sport3. les jeux

4. la cuisine5. des travaux à la maison

2-24 Et vous ? Discuss with a partner your usual activities for each ofthe categories proposed.

MODÈLE la musiqueÉ1 Je ne fais pas de musique, mais j’ai un lecteur CD et beaucoup

de CD ; j’aime le jazz.É2 Je fais de la musique ; je joue du piano et de la guitare.

quatre-vingt-huit CHAPITRE 2 VOICI MES AMIS88

Preparation: Preview the activity by findingout which Francophone athletes students arealready familiar with—have they heard ofZinédine Zidane, do they know that TonyParker of the San Antonio Spurs is French? Thetheme of sports is further developed in theVenez chez nous ! section of this chapter.

Script: Écoutons Tony Parker est un Françaisqui joue au basket dans le NBA. Il est né en1982 en Belgique. Il est brun et assez grand.Tony est très sportif. Il aime regarder lefootball, le hockey et le base-ball, et il joue autennis. Il aime bien la musique américaine etles fêtes entre amis, et il adore les jeuxélectroniques. Il a deux frères qui jouent aussiau basket-ball.

Hoda Lattaf joue au football pour l’équipeféminine de France et l’Olympique de Lyon.Elle est née au Maroc en 1978. Elle est brune,de taille moyenne, mince et très musclée. Ellen’aime pas beaucoup regarder le football à latélé ; elle préfère voir des amis et aller à lapiscine. Elle a cinq frères.

Guillaume Latendresse joue au hockeypour l’équipe des Canadiens. C’est un trèsjeune joueur ; il est né le 24 mai 1987 àSainte-Catherine au Québec. Il est blond,grand, musclé et très fort. Il est motivé etsérieux. Il aime beaucoup jouer au hockey etpasser du temps avec sa famille. Son frèreaîné, qui s’appelle Oliver, joue au hockey aussi.

Tony PARKER Hoda LATTAF

B. En écoutant. Listen to the descriptions of the three athletes and fill inthe missing information in the chart below.

Écoutons2-25 Des portraits d’athlètes

A. Avant d’écouter. Look at the photos of three Francophone athletes.Which sport does each play? Can you think of two or three adjectives todescribe each athlete? Have you ever seen any of these athletes in person oron television?

Guillaume LATENDRESSE

Name Sport Age Appearance Favorite Activities and Family Information

Tony PARKER

Hoda LATTAF

Guillaume LATENDRESSE

C. Après avoir écouté. Now use the completed chart to summarize in acouple of sentences the information about the athlete who most appeals toyou. Then add a sentence telling why this person is interesting to you.

MODÈLE Mon athlète préféré est... Je trouve cette personne intéressanteparce qu’il/elle...

TEXT AUDIOTRACK 00

LEÇON 3 OÙ EST-CE QU’ON VA CE WEEK-END ? 89quatre-vingt-neuf

la bibliothèque municipale

le restaurant

le cinéma

la librairie l’hôtel

le musée

le café

la mairie

le marché

la piscinemunicipale

le parc

le stade

le théâtre

la gare

la placele monument

aux morts

le gymnasel’église

POINTS DE DÉPARTDestinations diversesLe week-end, qu’est-ce que tu fais ? Tu aimes nager ? Alors tu vasprobablement à la piscine. Tu pratiques un autre sport ? Alors tu vasprobablement au stade, au gymnase ou au parc. Tu aimes les activitésculturelles ? Tu vas peut-être voir un film au cinéma ou une exposition aumusée ; ou bien tu assistes à une pièce, un ballet ou un concert au théâtre.Tu cherches un livre ? Voilà la bibliothèque ou bien la librairie. Tu ne faispas la cuisine ? Alors va au restaurant, au café ou chez un ami pourmanger.

Leçon 3 Où est-ce qu’on va ce week-end ?

Presentation: Present the vocabulary showing the labeled drawing of the small town (IRCD/TR, Ch. 2); read aloud orparaphrase or have students listen to the Points de départ text. Have students help describe in simple terms activities at each

Note: Point out that the word église in Frenchusually refers to a Catholic church; a Protestantchurch is un temple. Jewish people worship in unesynagogue and Muslims in une mosquée.

location, using -er verbs they know. Checkcomprehension by having students point to the placesyou name or describe. Have students repeat key words(as you point to the drawing): C’est la librairie ou labibliothèque ? —C’est la librairie. The Ch. 6Observons video segment (Visitons Seillans) is a visitto the small town of Seillans; play this sequencewithout sound to allow students to see what a smalltown in France looks like. Point out that the verbsmanger and nager have a spelling peculiarity in thefirst-person plural, reflecting the pronunciation: nousmangeons, nous nageons.

TEXT AUDIOTRACK 00

Note: The presentation and theexercises that follow use only thesingular forms of aller: je vais, tuvas. The complete paradigm istaught in the Formes et fonctionssection of this lesson.

quatre-vingt-dix CHAPITRE 2 VOICI MES AMIS90

municipal sports centers for their residents. Youngpeople and adults can swim at la piscinemunicipale, play basketball or take an exerciseclass at a local gymnase, or watch soccer games atle stade municipal.

Look at these maps of the town of Richelieu,population 2,194. Locate the following places: lagare, le stade, la piscine, le gymnase, l’église, lamairie, la bibliothèque, la Place du Marché.

Les petites villesSmall towns in France have a traditional structure.At the center is the Catholic church; a square,often with a veterans’ memorial, is nearby. This isusually the location for the open-air market. Thetown hall is also in a central location. Older townsand villages often still have small merchantsclustered around this central area. In many cases,a train station and a modest hotel are also close tothe town center. Most communities also provide

Presentation: Help students use cognates and their world knowledge to figure out other locations on the mapsuch as le Trésor Public, l’Office de Tourisme, and La Poste. To encourage cross-cultural comparisons, ask studentshow this layout corresponds to the layout of a small town that they may know or have visited. The town ofRichelieu, located in the département d’Indre et Loire, was built under the direction of the Cardinal Richelieubetween 1631 and 1642 by the same architect, Jacques Lemercier, who designed la Sorbonne and le Palais-Royal

1

1

2

2

4

4

5

5

6

6

7

7

8

8

9

9

3

3

10

10

RUE DES CAPUCINES

RU

E D

E L

A F

ON

TAIN

E M

AD

EM

OIS

ELL

E

RUE MOULIN

À V

ENT

ROUTE DES VAUX

PLACE DU8 MAI 1945

AVENUE DE SCHAAFHEIMRUE DE LA

LISIÈRE

RUE D

E LA LISIÈRE

IMPASSE DE LA GARE

AV

EN

UE

DE

LA

GA

RE

IMPA

SS

E D

ES

FLE

UR

S

RO

UT

E D

E L

OU

DO

N

Tennis

Piscine

Maison des Jeunes

Salle Nicolas Lemercier

École Marie Curie

Gare TGV

Collège du Puits de la Roche

Gymnase

Stade du Puits de la Roche

Salle des Sports

Vie et culture

in Paris. Cardinal Richelieu was the powerful prime minister to Louis XIII.Point out the symmetry and other unique features of this town. Visit theChez nous Companion Website for interesting links to sites about thehistory of Richelieu and the Cardinal.

LEÇON 3 OÙ EST-CE QU’ON VA CE WEEK-END ? 91quatre-vingt-onze

Which of these places are located in the centre-ville and which are located further out? Why doyou think that might be? What other placesindicated on the map can you identify?

ET VOUS ?1. Is there a traditional structure for small towns

in North America? Does this vary from region

to region? Why do you think North Americantowns tended to evolve as they did? Compareyour ideas with those of a partner.

2. What basic similarities and differences canyou identify in the layout of traditional towncenters in North America and France? Howwould you explain them?

Key: Et vous ? In many small towns in the U.S., the county courthouse is located in the center of town and the downtown is arranged aroundthis square. In the Midwest, small towns are laid out in a grid. In the east, small towns often include a central green space, referred to as the mallor the commons. The layout of many towns probably followed the principles of organization that the settlers brought with them from their homecountries. For example, towns in the original thirteen colonies tend to resemble towns in England.

Ville de Richelieu, vue aérienne. Est-ce que vous pouvez idéntifier la Place du Marché ? la bibliothèque ? le cinéma ?la Place Louis XIII ?

quatre-vingt-douze CHAPITRE 2 VOICI MES AMIS92

À vous la parole

2-26 Dans quel endroit ? Where would you hear people saying this?

MODÈLE « Du rosbif, s’il vous plaît. »au restaurant

1. « Tu nages bien, toi ! »2. « Le match commence dans dix minutes. »3. « Regarde, c’est un mariage ! La mariée et le marié arrivent. »4. « C’est mon ballet préféré. »5. « Où sont les biographies, s’il vous plaît ? »6. « On regarde la télé ce soir ? »7. « La musique est excellente ce soir. »8. « Encore un café ? »9. « J’aime beaucoup cette statue. »

10. « C’est combien pour ces deux livres et un cahier ? »

2-27 Votre itinéraire. With your partner, take turns telling where you’regoing and what you’re doing this weekend. Then summarize your plans foryour classmates.

MODÈLE É1 Ce week-end, je vais au restaurant. Mon copain et moi, nousdînons ensemble. Et toi ?

É2 Moi, je vais au musée. Il y a une exposition de photos.

2-28 Vos endroits préférés. Discuss with a partner your favorite placefor each activity listed. How similar—or dissimilar—are your preferences?

MODÈLE pour dîner ?É1 Moi, j’aime dîner chez ma mère. Et toi ?É2 Moi, j’aime dîner au restaurant.

1. pour dîner ?2. pour travailler ?3. pour voir un film ?4. pour discuter avec des amis ?5. pour pratiquer un sport ?6. pour écouter de la musique ?

Preparation: Before beginning theexercises, review the preposition à using aquick substitution drill: Il est au café ; piscine.—Il est à la piscine, etc.

FORMES ET FONCTIONS1. Le verbe aller et le futur proche

◆ The irregular verb aller means to go.

Presentation: To present this verbinductively, provide a personal narrative andask students questions about where they go:Le week-end, je fais beaucoup de choses. Lematin, je vais au marché et après au café.L’après-midi, je vais au stade pour regarderun match de foot et quelquefois à la piscinepour nager. Et samedi soir, je vais souvent auciné ; et vous ? Vous allez au marché ? aucafé ? au stade ? à la bibliothèque ? Et lesoir ?, etc. Have students summarize formsand display forms and sample sentences on aslide or transparency. You may wish topresent the verb aller in its simpleconstruction first and then present its use inthe futur proche later in the lesson or in asubsequent lesson.

Je vais à la librairie. I’m going to the bookstore.Tu vas au ciné avec nous ? You’re going to the movies with us?

LEÇON 3 OÙ EST-CE QU’ON VA CE WEEK-END ? 93quatre-vingt-treize

Presentation: To introduce the futurproche, tell students what you will be doingthis afternoon, this evening, or this weekend.Ask them if you are speaking about the past,the present, or the future; then have themidentify the forms that are used to expressthe notion of future, and ask them to explainhow it is formed in French.

Comment ça va ? How are things?Comment allez-vous ? How are you?Allez au tableau ! Go to the board!

◆ You have already used aller in greetings and commands.

◆ To express future actions that are intended or certain to take place, usethe present tense of aller and an infinitive. This construction is called lefutur proche (the immediate future). In negative sentences, place ne ... pasaround the form of aller; the infinitive does not change.

◆ To express a future action you may also simply use the present tense of averb and an adverb referring to the future.

Here are some useful expressions referring to the immediate future:

ce soir tonightdemain tomorrowce week-end this weekendbientôt soonla semaine prochaine next weekle mois prochain next monthl’été prochain next summerl’année prochaine next year

Presentation: Present these expressions byasking students to provide relevant examplesfor each, based on the actual date. Forexample, if you present this on Tuesday,October 3, for ce soir you could write mardi 3octobre à 6 heures ; demain would bemercredi 4 octobre, and so forth.

Je vais travailler ce soir. I’m going to work this evening.Il va téléphoner à son père. He’s going to call his father.Tu ne vas pas danser ? You’re not going to dance?

Mon copain arrive demain. My boyfriend arrives tomorrow.Tu joues ce soir ? Are you playing tonight?

ALLER to go

SINGULIER PLURIEL

je vais nous allonstu vas vous allez�

�

ilselles

f vontilelleon M va

quatre-vingt-quatorze CHAPITRE 2 VOICI MES AMIS94

À vous la parole

2-29 Maintenant ou plus tard ? Look at these statements about theactivities of Sévérine, Yann, and their friends and decide if each activity isoccurring now (maintenant) or will occur later (plus tard).

Maintenant, ils Plus tard, ils ✓________ ________MODÈLE ... vont à la bibliothèque.

1. ... vont nager un peu. ________ ________2. ... vont manger. ________ ________3. ... vont au gymnase. ________ ________4. ... vont au cinéma. ________ ________5. ... vont travailler à la maison toute

la journée. ________ ________6. ... vont faire du jogging. ________ ________7. ... vont au parc. ________ ________8. ... vont voir un film. ________ ________

Based on your answers above, are the friends busier now, or will they bebusier later?

2-30 Où aller ? Based on their interests, where are these people probablygoing?

MODÈLE Anne adore nager.Elle va à la piscine.

1. Rémi aime le basket.2. Nous aimons les films.3. Tu désires manger des spaghettis.4. M. et Mme Dupont aiment l’art moderne.5. Vous adorez jouer au foot.6. Sandrine aime les livres historiques.7. J’aime beaucoup parler avec mes amis.8. Sophie et Angélique adorent faire de la marche le matin.

2-31 Les habitudes. Tell a partner where you usually go at the timesindicated, and why.

MODÈLE le samedi soir

É1 Je vais au ciné avec mes amis pour voir un film.É2 Moi, je vais à une fête chez des amis pour manger et pour

écouter de la musique.

Initial practice: Begin practice with adiscrimination drill: one person, or more thanone? Il va au ciné. Elles vont chez elles. Ellesvont à la bibliothèque. Ils vont à l’hôtel. Il vaau parc. Elle va au gymnase. Ils vont authéâtre. Elles vont au restaurant, etc. Followwith a substitution drill: Je vais bien ; vous.—Vous allez bien, etc., and then completeexercises 2-30 and 2-31 to practice aller inthe present tense.

Note: 2-29 is a comprehension-basedactivity focusing on the difference in the useof aller to express the present and the futurproche; 2-30 and 2-31 practice the presenttense of aller; and 2-32 targets the futurproche. The additional activity, Quoi faire ?suggested in the marginal notes may be usedafter 2-29 to prepare students for 2-32.

Implementation: 2-29 This activityfocuses on the form distinction between theverb aller when it simply means ‘to go’ andwhen it is used in the futur procheconstruction to refer to a future event. Itshould be used as the initial exercise afterpresenting the use of aller in the futur procheconstruction, whether this is day 2 of yourlesson or during the same day aller ispresented.

Additional activity: Use this simpleexercise after the comprehension-basedactivity in 2-29 and/or before 2-32. Herestudents repeat the subject and the verb andadd an infinitive to practice the futur proche.Quoi faire ? Based on where they’re going,tell what these people are going to do.

MODÈLE Je vais à la bibliothèque.Je vais travailler.

1. Nous allons à la piscine.2. Tu vas au stade ?3. Elles vont au restaurant.4. Vous allez à la résidence.5. Christine va au ciné.6. Je vais au bureau du professeur.7. Marc va au gymnase.8. Jean et Louise vont à la librairie.

1. le lundi matin2. le vendredi soir3. le jeudi après-midi4. le mercredi soir

5. le dimanche matin6. le samedi matin7. le samedi après-midi

Implementation: 2-31 Have studentswork in pairs or small groups to come up withimaginative responses, then compare notes.

LEÇON 3 OÙ EST-CE QU’ON VA CE WEEK-END ? 95quatre-vingt-quinze

2-32 Vos projets. Interview a partner about his/her plans, and reportback to the class what you have found out.

MODÈLE cet après-midi

É1 Qu’est-ce que tu vas faire cet après-midi ?É2 Cet après-midi je vais travailler. Et toi ?É1 Mon camarade et moi, nous allons jouer au tennis.

Implementation: 2-32 As time permits,this activity can either be used as anextended interview, or you may limit it toone or two items for students to discuss, thenreport back to the class as a whole.

Presentation: To present, review classroomcommands, using first the vous form; next,call on students individually and use the tu form. Have students explain the differencein the two forms. Display examples of theimperative forms, and point out the writtenforms.

Note: The imperative forms for être andavoir are irregular and relatively infrequent.We suggest not presenting these forms here;you may wish to mention them when thesubjunctive of irregular verbs is presented inCh. 10, L. 1.

1. cet après-midi2. ce soir3. demain4. ce week-end

5. le semestre/trimestre prochain6. l’été prochain7. l’année prochaine

Ferme la porte ! Shut the door!Va au tableau ! Go to the blackboard!Écris ton nom ! Write your name!Fais tes devoirs ! Do your homework!

Parlez plus fort ! Speak louder!Écoutez-moi ! Listen to me!Lisez à haute voix ! Read aloud!Dites-moi votre nom ! Tell me your name!

Jouons aux cartes. Let’s play cards.Allons au cinéma. Let’s go to the movies.Faisons une promenade. Let’s go for a walk.

2. L’impératif

◆ To make a suggestion or a request, or to tell someone to do something,the imperative forms of a verb—without subject pronouns—may be used. ◆ To address someone with whom you are on informal terms, the

imperative is the same as the tu form of the verb in the present tense.Note, however, that for -er verbs (including aller), the final -s isdropped.

◆ To address more than one person or to someone with whom you areon formal terms, the imperative is the same as the vous form of theverb in the present tense.

◆ To make a suggestion to a group of which you are part, the imperativeis the same as the nous form of the verb in the present tense.

◆ To be more polite, add s’il te plaît or s’il vous plaît as appropriate:

Ouvrez la fenêtre, s’il vous plaît. Open the window, please.Parle plus fort, s’il te plaît. Please speak louder.

Ne regarde pas la télé ! Don’t watch TV!N’écris pas en anglais ! Don’t write in Engish!N’oubliez pas vos devoirs ! Don’t forget your homework!

◆ To tell someone not to do something, put ne (n’) before the verb and pasafter it:

quatre-vingt-seize CHAPITRE 2 VOICI MES AMIS96

À vous la parole

2-33 Impératifs. Use appropriate forms of the imperative to makerequests to your friends and your instructor.

MODÈLE Dites à un/e ami/e de ne pas regarder la télé.Ne regarde pas la télé !

Dites à un/e ami/e...

1. d’écouter le professeur2. de fermer la porte3. de ne pas parler anglais4. de ne pas manger en classe

Demandez à votre professeur (n’oubliez pas d’être poli/e !)...

5. de répéter6. de parler plus fort7. de ne pas fermer la porte8. de ne pas lire en anglais

Proposez à vos amis...

9. de jouer au basket10. de faire du jogging 11. d’aller au cinéma12. de ne pas travailler

2-34 Pourquoi pas ? You’d like to do something different in French classtoday. What can you suggest to your instructor? Choose from this list ofpossibilities and include some of your own ideas as well: aller, écouter,écrire, faire, jouer, oublier, parler, regarder.

MODÈLE écrireÉcrivons un poème.

2-35 Situations. With a partner, give examples of a request or suggestionyou’d be likely to hear in each situation. How many examples can youcome up with?

MODÈLE une mère à son enfantÉcoute, mon chéri (dear).

ET Fais tes devoirs.

1. un professeur aux étudiants2. une étudiante à un/e ami/e3. un étudiant au professeur4. un étudiant à son copain5. un entraineur (coach) de basket à ses joueurs6. votre professeur, à vous7. vos parents, à vous

Initial practice: Begin practice with adiscrimination drill: have students decidewhether they hear a command to one personor to a group: Ferme la porte ! Parlonsfrançais ! Écoutez le professeur ! Travailleplus ! Va à la bibliothèque ! Mangeons à lacafétéria ! Ne parlez pas anglais ! Allons aucinéma ! Écrivez le devoir en français !, etc.Follow with substitution drills; singular toplural: Va au bureau ! —Allez au bureau ! ;plural command to suggestion: Allez aubureau ! —Allons au bureau ! In anothersimple exercise, have students associateverbs in the command form with nouns: lafenêtre ? —Fermez la fenêtre ! Ouvrez lafenêtre !

Implementation: 2-34 Students can first work in pairs to come up with ideas.Variations: give advice to a fellow studentwho wants to improve his/her grade; giveadvice to someone who wants to relax overthe weekend.

Variation: 2-35 As a fun variation, sit down in a chair facing your class. Tellstudents that they should give youcommands. Students enjoy turning the tablesand having the teacher do the things thatthey are frequently asked to do.

VENEZ CHEZ NOUS ! VIVE LE SPORT ! 97quatre-vingt-dix-sept

Parlons2-36 Jouons ensemble

A. Avant de parler. To prepare for this game, a form of bingo, think aboutthe questions that you will need to ask in order to find people who do theactivities shown in the squares.

B. Parlons. Now, circulate among your classmates, asking them questionswith the aim of completing a row (up, down, across, or diagonally). Thefirst person to fill in a classmate’s name in each square of a row is thewinner.

MODÈLES É1 Est-ce que tu travailles à la bibliothèque le soir ?É2 Non, je travaille chez moi. (ask another student)É1 Est-ce que tu travailles à la bibliothèque le soir ?É3 Oui, j’étudie à la Bibliothèque McKeldin le soir. (write his or her

name in the square)

C. Après avoir parlé. Who first called “bingo”? Have that person checkhis or her responses by telling the class whose name was filled in for eachactivity. Play another round!

Implementation: Avant de parler Youmay provide students with a copy of thegame board. Have students examine thegame board and generate a few of thequestions before beginning, so that you aresure they can complete the activitysuccessfully.

aller au gym-nase deux fois

(times) par semaine

travailler à la bibliothèque

le soir

aller à l’église le dimanche

matin

pratiquer un sport trois fois par semaine

jouer du saxophone

chercher des livres à la librairie

quelquefois

aller au musée quelquefois

aller au cinéma le week-end

aller souvent chez des amis

aller au super-marché le

samedi

nager à la piscine

municipale

aller au stade le samedi

après-midi

aller au théâtre une

fois par semestre

jouer au tennis le week-end

ne pas faire grand-chose le

week-end

dîner au restaurant

deux fois par semaine

er des res à la

librairiequelquefois

aller au mquelquefoi

r souventhez des amis

aller au super-marché le

samedi

aller authéâtre une

fois parsemestre

glisemanche

matin

pratiqusport troispar semaine

aller aucinéma leweek-end

pale

aller au stade le samedi

après-midi

nis end

ne pas faire grand-chose le

week-end

dîner au restaurant

deux fois

l l o t t o

quatre-vingt-dix-huit CHAPITRE 2 VOICI MES AMIS98

Les sports dans le monde francophoneFrom Marseille to Madagascar, from Martinique to Morocco, sports are aunifying element in Francophone life. For example, in July, Europeans areglued to the TV watching the international bike race Le Tour de France.Throughout the year, you can find people all around the Francophoneworld listening to an exciting soccer match on the radio. French victories inthe 1998 World Soccer Cup, the 2000 European Soccer Cup, the 2001 and2003 Confederations Cups, and in the semi-finals of the 2006 World SoccerCup fueled feelings of national honor and pride and great celebrations onthe Champs-Élysées and throughout France. Traditionally, the players onthe French national team have been ethnically diverse, and the team hasbeen held up as a model of multi-cultural France. Several members of thecurrent national team were born in Africa or the French Antilles, and elevenmore were born in France to parents of North African, African, orCaribbean origin. This diversity has been a source of team strength as wellas a buffer against intolerance.

Et vous ?1. Are sports a unifying element in North America, as they are in

Francophone countries? Are their victories a source of national prideand celebration?

2. In your opinion, do ethnically diverse teams function as a buffer againstintolerance? Why or why not?

3. Are there sports and sporting events in North America whose popularityrivals that of soccer in the Francophone world? If so, which ones?

Key: Et vous ? 1) In many small towns inthe U.S., the fortunes of the local high schoolteams are closely monitored with extensiveprint and broadcast coverage that helps unifythe community. In college towns, and in citieswhere there is a pro team, the same alsoholds true. The Olympic teams function in thesame way for the country as a whole.2) Some students may answer “yes” whileothers might argue that diverse teams mayplay into stereotypes about the perceivedstrength of one race over another or that thebenefits might only accrue to the actualteammates and not to the spectators. 3) theSuper Bowl, NCAA sports tournaments, theU.S. Open, the Indianapolis 500, the WorldSeries.

Venez chez nous ! Vive le sport !

Les Bleus fêtent leur victoire après laCoupe des Confédérations en 2003.

Preparation: Preview the lesson by discussing sportingpreferences, both as fans and active participants, amongthe students in your class. Then find out what sports eventsin the Francophone world students are already familiarwith—have any of them attended or watched the WorldCup, the French Open, or the Tour de France? Show thevideo montage (Vive le sport !); have students identify thevarious sports being practiced in this fast-paced segment.

VENEZ CHEZ NOUS ! VIVE LE SPORT ! 99quatre-vingt-dix-neuf

Lisons2-37 Le football : phénomène social.Soccer is one of the most popular sports inFrance, and there are many professionalsoccer teams scattered throughout France.Many of France’s top players also play forteams in other countries, such as Arsenal andChelsea in England or Barcelona in Spain,but return to France to play on the nationalteam during international competitions.

A. Avant de lire. Look closely at the title of this text about soccer fans inFrance and then at the accompanying photo in order to answer thefollowing questions.

1. What is the title of the text? What does it suggest about the content ofthe reading?

2. How do you think the accompanying photo relates to the title of the text?3. Does the accompanying photo remind you of any sporting events or

behaviors that you have witnessed? Share your experience(s) with apartner.

B. En lisant. As you read the text, look for answers to the followingquestions.

1. How many fans go to soccer games each week? 2. Are soccer matches in France attended primarily by men or women?

What percent of the fans are men?3. Besides watching their favorite team win, what else are fans interested

in, according to the author?4. What are some of the signs of “belonging” cited by the author?5. According to the author, victories by national teams are even more

special than thosçe oçf local teams. Why is this so?

Preparation: 2-37 To preview thisreading, find out if any of the students inyour class are fans of a particularprofessional or collegiate sports team; askthem if they attend the games and if thereare any rituals associated with them. If yourschool has a strong football tradition, youmay want to mention the pre-game tailgates,any special cheers, special attire fan wear,and so forth. Compare what students arefamiliar with to the French soccer fan in thephoto. This reading discusses fan behavior inconnection with soccer in France. Helpstudents to understand that although thesports are different, many of the ritualsassociated with fan behavior are similar andthat big victories (such as the World Series orthe Super Bowl in the U.S.) are celebrated asa unifying element, even by people who donot normally follow sports. Refer students tothe Chez nous Companion Website for links toinformation about the French national teamand the game of soccer in general.

Focusing on the title of a textcan help you to anticipateand understand the content.Use the title to define thelikely focus before you beginto read.

Note: The spelling évènement reflects theorthographic reform of 1990; point out tostudents that they may see événement aswell.

Key: En lisant 1) more than 200,0002) mostly by men, 90% 3) They are notprimarily interested in winning; they aremore interested in being a member of agroup. 4) Signs include: special clothing,accessories and other objects in team colors,special places to sit for various groups, specialrituals and practices, pre- and post-gamemeetings. 5) Victories by the national teamare unique and constitute exceptionalmoments for all French, even those who donot much like sports.

Le spectacle sportif est un moyen1 d’appartenance2...Plus de 200.000 supporteurs vont chaque semaine dans les stades de football... ;la très grande majorité (90 %) sont des hommes, mais les femmes sont de plus enplus nombreuses...

La motivation de ces aficionados n’est pas seulement3 de voir gagner « leur »équipe4 mais aussi d’être membre d’un groupe... Il y a des signes concrets etévidents : vêtements5, accessoires et objets aux couleurs de l’équipe ;emplacements réservés aux différents clubs de supporteurs dans le stade ;pratiques et rituels... ; réunions d’avant et d’après-match...

Ainsi, les supporteurs ne sont pas seulement spectateurs... mais aussiacteurs. Les grandes compétitions représentent... des moments intenses de la viecollective. Si la réussite6 d’un champion est un évènement7, l’exploit d’uneéquipe nationale a un caractère unique. Ainsi les titres obtenus par les Bleus à laCoupe du monde de football en 1998 et à l’Euro en 2000, puis leur qualificationen finale de la Coupe du monde de 2006... sont des moments exceptionnels pourl’ensemble des Français, même pour les gens qui n’aiment pas le sport.

Adapté de Francoscopie 2007, p. 454.1means 2belonging 3only 4to see their team win 5clothes 6success 7event

cent CHAPITRE 2 VOICI MES AMIS100

Implementation: Refer students to theChez nous Companion Website for helpfullinks to sites where they can find biographicalinformation about Francophone athletes.Encourage students to use French languagesites to discover more information aboutathletes.

When writing a description,try to paint a vivid picture byincorporating well-chosenadjectives and adverbs.

D. Après avoir lu. Think about and then discuss the following questionswith your classmates.

1. Do you agree that attending sporting events is a way of belonging to alarger group? How has this been true in your own experience?

2. What customs surround sporting events on your campus or where youlive? Are they similar to any of the customs observed by French soccer fans?

3. Can you remember a time when a favorite team won a championship?How did the team’s victory make you and your friends and familymembers feel? Was there widespread elation like that after the majorvictories of the French teams?

Écrivons2-38 Un/e athlète célèbre

A. Avant d’écrire. Write a description of a Francophone or NorthAmerican athlete whom you admire. You may choose Tony Parker, HodaLattaf, Guillaume Latendresse, or another athlete. Before you begin towrite, complete the following steps:

1. List basic biographical information, including the person’s name, sport,age, nationality, and marital status.

2. List several adjectives that describe the athlete’s appearance.3. List several adjectives that describe the athlete’s personality.4. Indicate, in a couple of sentences, why you admire this person.

B. En écrivant. Now, using your notes, write your description. Begin byproviding factual information; next, describe the athlete’s appearance andpersonality; and then conclude with your own thoughts.

C. En regardant de plus près. Now look more closely at the text toprovide the following information.

1. Look at the phrase emplacements réservés aux différents clubs desupporteurs dans le stade. Most of these words are cognates or can befigured out using your knowledge of English. For example, whatEnglish word do you see in emplacements? Knowing this, along withthe context, (i.e., something reserved for a particular group in thestadium), what do you think the word means?

2. The text also mentions des réunions d’avant et d’après-match. Youknow what après means (hint: think of après-midi); avant is theopposite. Knowing this, what do you think this phrase means?

3. Victories in several specific sporting events are mentioned in the text.Can you provide the English equivalent for each:◆ la Coupe du monde de football en 1998◆ l’Euro en 2000◆ en finale de la Coupe du monde en 2006

Implementation: Après avoir lu Askstudents what types of events they havewitnessed in person, on television, or in thenewspapers surrounding the winning of acollege bowl game, an NCAA championship,the World Series, the Super Bowl, or the NBAFinals. Refer students back to the introductionof the Venez chez nous, which points tolarge celebrations in Paris on the Champs-Élysées and in other major French cities whenFrench national tams have won.

Key: En regardant de plus près 1) theword “place”; seating section or spot2) reunions or get-togethers before and afterthe match 3) 1998 World Cup (Soccer), 2000European Football Championship, the finalsof the 2006 World Cup (Soccer)

VENEZ CHEZ NOUS ! VIVE LE SPORT ! cent-un 101

Implementation: Refer students back tothe Fiche pratique in Leçon 1, which focuseson adjective agreement in written French.

Expansion: Après avoir écrit You couldask students to post their descriptions andphotos on a class Web site or blog and createan album of Francophone athletes.

Note: Students may not be familiar withpétanque. This game is very popular in thesouth of France, although it is played all overFrance and increasingly, around the world.The game is similar to the Italian game ofbocce, which students of Italian-Americandescent may know. A Web-based exercise inthe Workbook explores this sport, and theChez nous video features several images ofpeople playing pétanque.

MODÈLE Thierry Henry joue au football. Il est français, mais sesparents sont antillais. Sa mère est de Martinique et son pèreest de Guadeloupe. Thierry Henry est assez jeune ; il a 30ans. Il est divorcé et il a une fille. Il est assez grand etmince ; il est beau. Il est intelligent, motivé, ambitieux,sportif et très rapide. Il aime regarder les matchs de basket-ball, et Tony Parker est un de ses amis. J’admireThierry Henry parce qu’il joue très bien au football et illutte (fights) contre le racisme dans le sport.

C. En révisant. As you revise your description, think about thefollowing questions and make any necessary changes.

1. Reread your description. Did you include well-chosen adjectives andadverbs to make your description as evocative as possible? Are thereany places where you might want to use a more specific adjective ormaybe add one or two more?

2. Look closely at your paragraph to be sure that all the adjectives youhave used agree in number and gender with the nouns they modify.

3. Find a photo of your athlete to include with your written description.

D. Après avoir écrit. Share your description with your classmates. Arecertain individuals mentioned frequently? Based on how these athletes aredescribed, is it possible to make any generalizations about what we admirein famous athletes?

Parlons2-39 Les évènements sportifs

Laurent Renucci joue dans le Tournoi dePentecôte à Lyon en mai 2007. Cetournoi de pétanque date de l’an 1894 !

Alize Cornet de France fête sa victoiredans la finale du tournoi juniors àRoland-Garros en juin 2007.

cent-deux CHAPITRE 2 VOICI MES AMIS102

Quoi ? Quand ? Où ? Description

les Jeux de laFrancophonie

2009 à Beyrouth auLiban

une manifestation culturelleet sportive internationale

A. Avant de parler. Look at the photos on the previous page. Manyinternational sporting events are hosted each year in the Francophone world,ranging from the world-famous Tour de France to lesser-known events suchas the annual pétanque competition, le Tournoi de Pentecôte, held each yearin Lyon. Some of these events are pictured here. Look at the photos andidentify the sport in each one. Which would you most like to attend? Why?

B. En parlant. Prepare a brief oral report to share with the class on one ofthe following sporting events: le Roland-Garros, le Tour de France, la Coupedu monde de football, or a similar Francophone event of your choosing.

1. Begin by doing research online to complete the chart below. As anexample, information has been provided for les Jeux de laFrancophonie.

Avant de regarder. Do not provideanswers for the previewing activity; instead,let students make guesses and see whetherthey are confirmed by the clip. This activity isbased on the first three interviews in the clip;two additional interviews are treated in theVideo Manual.

Implementation: Encourage students to doresearch on the Web to discover otherFrancophone sporting events. Students maywork in pairs or small groups to prepare andgive their oral reports. Use the model toteach students how to take notes in French toprepare for an oral presentation or a writtenreport. Draw their attention to the shortphrases used and show them how thesephrases can be expanded to full sentenceseither orally or in written form.

2. Now, using the information that you have found, prepare written notesto summarize essential points for your oral presentation.

MODÈLE Les Jeux de la Francophonie◆ en 2009, à Beyrouth au Liban◆ une manifestation culturelle et sportive internationale◆ beaucoup d’artistes et d’athlètes du monde francophone

participent ◆ une occasion formidable pour fêter la francophonie, l’art et

le sport◆ tous les quatre ans après les Jeux Olympiques

3. Find a photo or the logo of the sporting event you are describing toshare with the class.

C. Après avoir parlé. Share your report with your classmates and listen totheir presentations to learn more about the wide variety of sporting eventsheld in the Francophone world. Which ones especially caught your interest?Why?

Observons2-40 Nos passe-temps

A. Avant de regarder. In this clip, several speakers describe their sportsand cultural activities. Look at the following list of activities that they

VENEZ CHEZ NOUS ! VIVE LE SPORT ! cent-trois 103

mention; can you guess—in cases where you don’t already know—whateach of these activities might involve?

Script: Observons Note that the elementsin brackets reflect standard usage and havebeen added to the written transcripts. Theywere not pronounced by the speaker(s) inquestion.HERVÉ-THOMAS : Je suis professeur de

littérature et d’histoire de France, maisj’aime aussi le sport. Je fais beaucoup desport : je joue beaucoup au tennis. Euh, engénéral, je joue au tennis le lundi, lemercredi et le samedi.

CAROLINE : En dehors de l’école on a un emploide [du] temps très chargé, exemple : lemercredi,... j’ai une heure et demie depiano...

CATHERINE : Et moi, c’est le lundi.CAROLINE : Le vendredi, on a deux heures

d’athlétisme... et voici nos maillots. On enest fières.

CATHERINE : Très fières.CAROLINE : Le samedi, on fait une heure et

demie de danse. Voici les... chaussons dedanse... les pointes.

CATHERINE : Et le dimanche, moi, je fais dutennis avec mon grand-père quand jepeux. Parce que des fois il pleut, mais laplupart du temps je fais avec lui.

FADOUA : Donc je fais [de] la danse orientale àla faculté de Nice. Donc on... nous avonsun gymnase où on peut faire [de] ladanse ; nous avons un professeur qui estd’origine algérienne. Elle s’appelleYamina. En fait j’aime bien faire [de] ladanse orientale parce que ça me permetd’avoir un [une] attache... à mon pays.

l’athlétisme la danse classique la danse orientale le piano le tennis

As you watch this video segment, look for any clues that might supportyour guesses about unfamiliar activities.

B. En regardant. Who does which activities? Each speaker is listed inorder; fill in the activities each person mentions.

Personne Activité/s Jour/s

Hervé-Thomas tennis

Caroline 1.

2.

3.

Catherine (sa sœur) 1.

2.

3.

4.

Fadoua

Several of the speakers specify the days on which they do variousactivities; listen again and note those days on the chart.

C. Après avoir regardé. What is your impression of the types andnumber of activities in which these speakers are involved? How do theirhabits compare with your own habits and those of your family and friends?

Now that you have completed Chapitre 2, can you do the following inFrench?

� Describe people you know, talking about their appearance andpersonality?

� Talk about your favorite sports and leisure activities?

� Ask someone for information about his or her friends, family, andeveryday activities?

� Give commands and make suggestions?

� Talk about differences in the American and French notions offriendship?

� Talk about important sporting events that occur in the French-speaking world?

104 cent-quatre CHAPITRE 2 VOICI MES AMIS

Vocabulaire

Leçonle caractère disposition, nature,

character

ambitieux/-euse ambitiousamusant/e funnybête stupiddrôle amusing, funnyégoïste selfishénergique energeticgénéreux/-euse generous, warm-heartedgentil/le kind, niceintelligent/e intelligent, smartméchant/e mean, naughtypantouflard/e homebody, stay-at-homeparesseux/-euse lazysérieux/-euse serioussportif/-ive athletic

le physique physical traits

âgé/e aged, oldbeau/belle handsome, beautifulblond/e blond/ebrun/e brunettechâtain chestnut colored, auburnde taille moyenne of average heightd’un certain âge middle-agedélégant/e elegantfort/e strong, stoutgrand/e tallgros/se fatjeune youngjoli/e prettymaigre skinnymince thin, slendermoche uglypetit/e short, littleroux/-sse redhead, redhaired

pour poser des questions to ask questions

combien de how manycomment howoù whereparce que becausepourquoi whyquand whenqui who

1 autres mots utiles other useful words

adorer to adore, lovearrête ! stop it!autre other, anotherbien sûr of courseun chapeau hatun/e coloc(ataire) roommatecomme like, asdonc then, therefore, soune fac(ulté) collegeune histoire drôle jokepeut-être maybeune photo photopour for, in order to

Leçonquelques sports (m.) some sports

le basket(-ball) basketballle football américain footballle *hockey hockeyun match game (sports)le rugby rugbyle volley(-ball) volleyball

quelques jeux (m.) some games

les cartes (f.) cardsles échecs (m.) chessun jeu game, deck (of cards)un jeu de société board gamele loto lottery

la musique music

le jazz jazzle rock rockune batterie percussion, drum setun concert concertun harmonica harmonicaun saxophone saxophone

d’autres activités other activities

bricoler to do odd jobs, to tinkerles loisirs (m.) leisure-time activitiesorganiser une fête to plan a partyrester à la résidence to stay in the dorm

2Note: Point out to students that h-initialwords marked with an asterisk begin withan h-aspiré. These words behave as ifthey beagn with a consonant.

VOCABULAIRE 105cent-cinq

quelques expressions avec faire

expressions using faire

faire du bricolage to do do-it-yourself projectsfaire des courses to run errandsfaire la cuisine to cookfaire de la danse to dance, to study dancefaire du français to study Frenchfaire du jardinage to gardenfaire du jogging to go joggingfaire de la marche to walk (for exercise)faire de la musique to play musicfaire de la natation to swimfaire une promenade to take a walkfaire du sport to play sportsfaire du vélo to go bikingne pas faire grand-chose to not do much

Leçonen ville in town

une bibliothèque (municipale)

(municipal) library

un café caféun cinéma movie theaterune église (Catholic) churchune gare train stationun gymnase gymun hôtel hotelune librairie bookstorela mairie town hallun marché marketun monument aux morts veterans’ memorialun musée museum

3

un parc parkune piscine (municipale) (municipal) swimming poolune place square (in a town)un restaurant restaurantun stade stadiumun théâtre theatre

activités culturelles cultural activities

assister à... to attend . . .un ballet a balletun concert a concert

voir... to see . . .une exposition exhibitionun film film (at a movie theatre)une pièce a play (theater)

pour parler de l’avenir to talk about the future

aller (Je vais manger.) to go (I’m going to eat./I will eat.)

l’année (f.) prochaine next yearbientôt soonce soir tonightce week-end this weekenddemain tomorrowl’été (m.) prochain next summerle mois prochain next month la semaine prochaine next week

autres mots utiles other useful words

alors sochercher to look fordites-moi ! tell me!manger to eatnager to swimoublier to forget

Please note: This preview booklet was prepared in advance of book publication. Additional changes may appear in the published book.

For more information:Contact Kris Ellis-Levy at kris.ellis-levy@pearson.comor contact your Pearson Publisher’s Rep (find your rep at www.pearsonhighered.com/replocator)or visit www.pearsonhighered.com/french