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