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Preface
“
I love the absolutely
WONDERFUL Vis-àvis, which I still think
(after 15 years of
teaching) is the best
French textbook on the
market. In addition to
its excellent content,
grammar explanations,
integration of culture,
diverse focus on both
France and other
Francophone countries
(especially Québec,
Morocco, Sénégal,
Martinique), I love its
elegant and useful
ORGANIZATION, into
chapters with four
lessons, and a final
review. This makes
organizing classes and
syllabi so much easier
and helpful.
”
—Brian Martin,
Williams College
“
Vis-à-vis is a fully
communicative
textbook. It offers a very
complete elementary
program that fully
integrates the four skills,
following the ACTFL
national standards. It is
also strongly attractive
for students of all
horizons, levels and
generations thanks to
the digital tools that
accompany it.
”
—Carole Salmon,
University of
Massachusetts, Lowell
xiv
Vis-à-vis engages students with its unique integration of contemporary
culture and communicative building blocks, providing the tools they
need to build a solid foundation in introductory French. The hallmarks
of Vis-à-vis are well known:
• an easy-to-navigate chapter structure with four lessons in which
vocabulary, grammar, and culture work together as integrated units;
• an abundance of practice activities that range from form-focused to
communicative;
• a balanced approach to the four skills;
• diverse coverage of the Francophone world that includes an outstanding
video program featuring bloggers and cultural footage from eight
different Francophone regions.
These features support the core goals of the introductory French
course—communicative and cultural competence—and lay the groundwork for student success.
McGraw-Hill Connect® French and McGraw-Hill
LearnSmart®
In its sixth edition, Vis-à-vis continues to evolve to meet the changing
needs of instructors and students by responding to feedback from the
users themselves. Employing a wide array of research tools, we identified a number of areas for potential innovation; the new program builds
upon the success of the fifth edition with an expanded emphasis on
contemporary language, pronunciation, culture,
and technology to create a truly communicafrench
tive, interactive experience. On the digital side,
this new edition offers Connect French and
LearnSmart, with their unparalleled adaptive
and digital learning resources. These powerful tools, now an integral part
of the sixth edition, complement and support the goals of the Vis-à-vis program and address the needs of the evolving introductory French course.
How do Connect French and LearnSmart Support the
Goals of the Vis-à-vis Program?
Communicative Competence
One of the major challenges of any introductory language course is
to give each student ample exposure to the language and sufficient
opportunity for speaking practice to inspire them to communicate with
confidence. In Connect French, students have full access to the digitally
enhanced e-Book, the online Workbook / Laboratory Manual activities,
LearnSmart, and all of the accompanying audio and video resources,
giving them the ability to interact with the materials as often as they wish.
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Each chapter of the Vis-à-vis program contains
the following exciting enhancements to promote
communicative practice and competence:
• Interactive vocabulary presentations
(Paroles) with audio allow students to listen,
record, and practice the new vocabulary at
home.
• Interactive textbook and workbook
activities for vocabulary and grammar
in Connect French, many of which are
auto-graded, give students the opportunity to complete their assignments and
come to class better prepared to participate in paired and group activities.
• Blackboard Instant Messaging provides
the necessary tools for students
to work in pairs online or to practice
speaking together before coming to class.
• The Voice Board feature allows
individuals to record their own voice as
many times as they wish before they
post their recording to which other
students may respond.
• New Prononcez bien! activities with a recording feature provide students with opportunities for discrete-word and contextualized
practice that gives them more confidence in
their speaking abilities.
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Prononcez bien!
1.
Masculine vs. feminine forms of nationalities (page 35)
Beaucoup de nationalités! Your housemate is back from his second introductory French class. He’s impressed by the number of nationalities represented in
his class. He lists them for you, although he omits articles as he is still unsure
about them. You help him by telling him the appropriate article un or une.
MODÈLE:
2.
“
I am particularly interested in the
inclusion of more pronunciation practice
and pronunciation activities. This is what
the existing textbooks are usually lacking.
The accompanying recording of the
explanations and the activities will be very
helpful both to students and their
instructors.
”
—Andrzej Dziedzic, University of Wisconsin
You hear:
You say:
mexicaine
une Mexicaine
The vowels in le, la, and les (page 39)
Une nouvelle colocataire! One of your housemates has moved out and Isabelle,
a French student, is moving in. She asks you to help her unpack. Listen to what
she says and complete the paragraph with the names of the objects she asks you
to bring into her room. Attention! Don’t forget the article (le, la, or les).
1.
2.
5.
ISABELLE:
3.
6.
4.
7.
,1
«S’il te plaît, apporte (bring)
,3
,4
,5
,2
,6
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“
LÉA:
Il pleut! Où es-tu?
HECTOR:
Je suis dans mon bus. Je vais
arriver dans dix minutes.
Vis-à-vis provides a mixed approach that
integrates the best of communicative
language pedagogy with useful tech tools for
technologically enhanced, personalized online
language learning. Probably the most up-todate and refreshing French I out there.
—Sarah Gordon, Utah State University
LÉA:
J’ai froid! Je vais dans un café.
HECTOR:
LÉA:
LÉA:
Quel café?
À l’angle du boulevard Beaumarchais
et de la rue Saint-Gilles.
HECTOR:
D’accord. Ensuite,* nous allons
«Chez Denise» manger
des pâtisseries!
Et après, on va «Chez Clément»
manger une soupe à l’oignon!
HECTOR:
”
Tu es folle! On va être malades!
• Four new, lively mini-dialogues featuring the blog
characters have been recorded to provide students
with a spirited introduction to the new grammatical
structures in context.
• Seventeen Grammaire interactive tutorials, each
with a brief practice quiz, focus on structures that
students typically struggle with, such as the partitive,
and the passé composé vs. the imparfait. These
tutorials, accessible only in Connect French, give
students an alternative means of learning, reviewing,
and checking their comprehension of selected grammar points.
In addition to the Connect French chapter
resources, LearnSmart modules for vocabulary
and grammar have been developed specifically
for Vis-à-vis. This powerful adaptive system helps
students pinpoint their weaknesses and provides
them with an individualized study program based
on their results. Audio prompts for vocabulary and
grammar help students strengthen both their listening
and writing skills. All students, no matter their previous language experience, can benefit from using
LearnSmart, which includes built-in reporting and a
competitive scoreboard to increase student engagement. Our research has shown that students using
LearnSmart have significantly improved their learning and course outcomes.
By using these powerful digital tools, students have
myriad opportunities to build their communicative
skills. By assigning Connect French and LearnSmart,
instructors save valuable class time for interactive
practice.
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Cultural Competence
Le blog de Léa
The program’s meaningful and extensive exploration of the
rich culture of France and the Francophone world is fully
supported in Connect French through audio and video
resources and interactive activities.
Salut tout le monde!
mardi 17 mai
Bonjour! Guten Tag! Hello! Salaam! Buon giorno! Nĭ hăo! Buenos
días! Shalom! Salut tout le monde!
J’ai1 une amie belge: c’est Juliette. J’ai un ami martiniquais:
il s’appelle Hector. Et j’ai un copain marocain, Hassan. Il a un
restaurant au Quartier latin, proche de ma fac.2 Mais je
cherche aussi des amis chinois, japonais, mexicains,
allemands, américains… des amis de tous les pays.3 À Paris,
c’est possible, non?
• Every four chapters, Vis-à-vis introduces a focus on a
new French or Francophone character and region. The
personal online journal entries in Le blog de… , the
related Reportage, and the Bienvenue… readings that
precede Chapter 1 and follow Chapters 4, 8, 12, and 16,
expose students to contemporary language and the vast
diversity of life and culture in France, Belgium, Tunisia,
and Martinique. In Connect French, instructors may
assign the readings and new auto-graded comprehension
activities that prepare students for class discussion.
• Le vidéoblog de… and the stunning Bienvenue video
segments give students a window into the sights and sounds
of eight different French-speaking regions/countries: France,
Belgium, Switzerland, Quebec, Louisiana, Tunisia, Senegal,
Martinique, and Tahiti. Each video is accompanied by
comprehension and cross-cultural comparison activities that
encourage students to make connections between their
culture and those of the French-speaking world. The new
video activities in Connect break the segments into
manageable “chunks” that keep students focused on specific
information and help improve their listening skills.
Léa
COMMENTAIRES
Alexis
Bonjour Léa!
Mon chien et moi,4 nous sommes5 québécois. Nous parlons
français. Nous sommes très sympathiques.6
Poema
Léa, bonjour!
Je m’appelle Poema. Je ne suis pas7 chinoise, je ne suis pas
américaine… Je suis tahitienne. Je suis isolée8 à Paris et je
cherche des amis français.
Moi, devant le restaurant d’Hassan
Mamadou
Salut Léa!
J’ai9 une amie française: c’est toi. Mais tu as des copines10… Tu me les présentes11?
Juliette, par exemple… À bientôt, j’espère12!
Suggestion: Model pronunciation and have sts. repeat individually or as a group.
Follow-up: Questions de compréhension: 1. Léa dit «bonjour» à ses amis du blog: dans quelles langues?
2. Qui sont les amis de Léa? Quelle est leur nationalité? 3. À votre avis, pourquoi est-ce que Léa veut (wants)
rencontrer des amis étrangers?
Note: For additional exs. on Le blog de Léa and Reportage, see the Workbook/Laboratory Manual.
Video connection: In the videoblog for this chapter, Léa goes to her friend Hassan’s restaurant in the
Quartier latin, where they talk about the pros and cons of the neighborhood. She posts a video about the
Quartier latin on her site.
1
I have 2proche… close to the university (la Sorbonne) 3de… from all over the world 4Mon… My dog and I
Je… I’m not 8lonely 9I have 10girlfriends 11Tu... Will you introduce them to me? 12I hope
5
nous… we are
6
nice
7
46
quarante-six
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CHAPITRE
Le vidéoblog de Léa
En bref
2
Purpose:. Because the characters speak
at a normal pace and use authentic
language, it is important to do the
previewing activities with sts. before
they watch the video.
In her videoblog, Léa describes her neighborhood, le Quartier latin.
At Hassan’s restaurant, the four friends each give their opinion of the
neighborhood.
Vocabulaire en contexte
une librairie
un cinéma d’art
un fast-food
une pâtisserie
un lycée
un kiosque
(à journaux)
un quartier étudiant
a student neighborhood
un salon de thé
une brasserie
une boutique de vêtements
un cybercafé
Visionnez!
Ma fac: la Sorbonne à Paris
Indicate whether each statement is true (vrai) or false (faux).
• The Avant de lire and Compréhension activities that
accompany the Lecture in the Perspectives section
(Leçon 4) of every chapter may now be done online.
Léa habite le Quartier latin depuis longtemps (for a
long time).
Le Quartier latin est un quartier intellectuel et un centre
culturel riche en loisirs (leisure activities).
Les cafés du quartier sont trop (too) touristiques.
Il y a de plus en plus de (more and more) fast-foods et de
boutiques de vêtements.
C’est Juliette qui préfère le Quartier latin.
1.
2.
3.
4.
5.
Note culturelle
Analysez!
Answer the following questions in English.
1. In what ways does the Quartier latin continue to evolve?
2. How does Juliette’s perspective on this evolution differ from those
of her friends? With whom do you identify?
The Connect French platform gives students the opportunity
to interact with the cultural materials as often as they wish
and engage them more fully in their language learning.
As we see the modern French classroom changing, we are
looking at teaching and learning in a different light. Our
research shows that French instructors seek digital tools to
extend learning outside of the classroom in more effective
ways. The cutting-edge functionality of Connect French and
LearnSmart enables instructors to achieve their course goals using new
online presentation activities, improved homework tools, and a better
reporting feature. Together, Connect French and LearnSmart create a
dynamic learning environment that presents communicative practice and
rich cultural content as it motivates students to succeed regardless
of the delivery platform. We invite you to experience the new Vis-à-vis
program to see how our partnership with today’s instructors and students
has allowed us to identify and address some of the most common needs
in today’s French classrooms. Discover the power of Vis-à-vis’ proven
approach enhanced by LearnSmart and our new digital platform
Connect French.
Comparez!
Rewatch the cultural section of the video. Then use the vocabulary
presented above, as well as other words you know, to compare your
own campus neighborhood to that of the Quartier latin. Tell what
sorts of places are similar and what your neighborhood lacks. Do
you have something in your neighborhood that wasn’t mentioned in
the video?
MODÈLE:
Suggestion: Model the pronunciation
of the words. Ask sts. to provide the
meanings of the cognates and circle
those whose meaning remains uncertain.
Return to the list after the video episode
to see if sts. were able to infer the
meaning based on images in the video.
Dans mon quartier, il y a des fast-foods, comme (as) à
Paris. Mais, il n’y a pas de (there isn’t any) salon de thé.
Do you prefer your own neighborhood or the Quartier latin?
The name Quartier latin has its roots
in two historic facts. First, the name
reminds us that Paris grew out of the
ancient Roman town of Lutèce. At
the same time, the name reflects the
historic fact that this neighborhood
has been a center of education since
the Middle Ages. In those early years,
professors and students spoke Latin,
which was the official language
of instruction until the French
Revolution.
Suggestion: Sts. can do the Comparez!
activity in French—in class or outside of
class as a blog, videoblog, journal, or
chat project—by following the model
sentences provided. Note that il n’y a pas
de is taught in Chapitre 4. Model several
sentences so that sts. know how the
phrase is pronounced.
57
cinquante-sept
“
Vis-à-vis is an exciting,
beginning French
program that addresses
the needs of the 21st
century student. There
is a rich mixture of
language, culture, and
technology that will
stimulate the reluctant
learner.
”
—Dr. Debra Boyd, North
Carolina Central
University, Durham
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Program Supplements
Connect French: Used in conjunction with Vis-à-vis: Beginning French,
Connect French provides digital solutions for schools with face-to-face,
hybrid, or 100% online modes. In addition to the interactive e-Book,
complete Workbook / Laboratory Manual, grammar tutorials, and audio
and video resources described on the preceding pages, some of the key
administrative capabilities of Connect French include:
• the ability to customize syllabi and assignments to fit the needs of
individual programs;
• an integrated gradebook with powerful reporting features;
• the ability to assign LearnSmart modules and monitor student
progress;
• access to all instructor’s resources, including the Digital Transparencies,
Instructor’s Manual, Connect French User’s Guide, pre-made exams,
and a customizable testing program with audio for the online delivery
of assessments;
• access to Tegrity, McGraw-Hill’s proprietary video capture software
that allows instructors to post short videos, tutorials, and lessons for
student access outside of class.
MH Campus and Blackboard: Integration of MH Campus and
Blackboard simplifies and streamlines your course administration by
integrating with your campus’s Learning Management System. With
features such as single sign-on for students and instructors, gradebook
synchronization, and easy access to all of McGraw-Hill’s language
content (even from other market-leading titles not currently adopted
for your course), teaching an introductory language course has never
been simpler.
Annotated Instructor’s Edition: The Instructor’s Edition of the text
includes a wide variety of suggestions for presenting each section of the
book, ideas for recycling vocabulary, helpful cultural notes, suggested
expansion activities, and useful follow-up activities. Answers to the textbook activities are provided in the Instructor’s Manual.
Workbook / Laboratory Manual: This print supplement provides more
conventional, drill-like practice of the Paroles and Structures sections
presented in the textbook using a variety of written and audio activities. In
addition, each chapter includes Le blog de… and a Pause-culture section
that expands upon the cultural themes of the chapter. The Perspectives
section provides additional pronunciation practice, a capstone listening
activity (À l’écoute), and two writing activities: Par écrit, a guided writing
activity, and Journal intime, a free-writing activity. For students using the
print version, the audio files are posted at Connect French.
The Vis-à-vis Video Program, which contains Le vidéoblog de… and
the Bienvenue… video segments, is available in Connect French
and on DVD.
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Acknowledgments
The authors wish to acknowledge the team at McGraw-Hill for their continuing support and enthusiasm:
Katie Stevens, Scott Tinetti, Janet Banhidi, Katie Crouch, Susan Blatty, Kelly Heinrichs, Brenda Rolwes,
Judy Mason, Sue Culbertson, Helen Greenlea, Craig Gill, Jorge Arbujas, Caitlin Bahrey and Leslie Briggs.
We would also like to acknowledge our native reader, Nicole Dicop-Hineline, our copyeditor, Peggy Potter,
our permissions editor, Veronica Oliva, and our proofreader, Sylvie Waskiewicz. Special thanks as well to
the Connect French and LearnSmart teams for their dedication and creativity in the development of our
new digital tools; Connect French: Sarah Hill, Laura Ciporen, Jon Fulk, Jason Kooiker, and Justin Swettlen;
LearnSmart: Bruce Anderson, Abigail Alexander, Géraldine Blattner, Caroline Dequen-McKenzie, Jon Fulk,
Lori McMann, Anne-Sabine Nicolas, Françoise Santore, Sandya Shanker, Alicia Soueid, Justin Swettlen, and
Valérie Thiers-Thiam.
The authors and the publisher would like to express their gratitude to the following instructors across the
country whose valuable suggestions contributed to the preparation of this new edition. The appearance of
their names in these lists does not necessarily constitute their endorsement of the text or its methodology.
LearnSmart® Beta Testers
Boston College
Sarah Bilodeau
Kennesaw State University
Luc Guglielmi
College of Charleston
Shawn Morrison
Portland State University
Stéphanie Roulon
Florida Atlantic, Boca Raton
Géraldine Blattner
Robyn Ezersky
Laurine Ferreira
Sophie Ledeme
Rosemary Rahill
Stephanie Sense
Texas State University, San
Marcos
Sabrina Hyde
Moira Di Mauro-Jackson, PhD
University of Minnesota,
Twin Cities
Adam T. Grant
University of Rhode
Island, Kingston
Joann Hammadou Sullivan
Reviewers
Baruch College, CUNY
Ali Nematollahy
Boise State University
Jason Herbeck
Borough of Manhattan
Community College, CUNY
Peter Consenstein
Valérie Thiers-Thiam
Broward College
Trent Hoy
Celia M. Roberts
Shirley E. Santry
Cabrillo College
Bette G. Hirsch, PhD
Robyn Marshall
Canisius College
Eileen Angelini
Central Michigan University
Amy J. Ransom
Daniela Teodorescu
City College of New York,
CUNY
Maxime Blanchard
Clemson University
Amy Sawyer
College of Charleston
Shawn Morrison, PhD
County College of Morris
Lakshmi Kattepur
Gene Sisti
Dakota College at Bottineau
Linda Grover
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Drury University
Catherine Blunk, PhD
Liberty University
Sharon B. Hähnlen, PhD
Eastern Illinois University
Kathryn M. Bulver, PhD
Lone Star College–CyFair
Georges Detiveaux
Eastman School of Music,
University of Rochester
Valérie Couderc
Louisiana College
Cecile Barnhart
Furman University
William Allen
Gordon College
Damon DiMauro
Grand Valley State University
Dan Golembeski
Hostos Community College
Philip Wander
Houston Community College
Maurice Abboud
David Long, PhD
Howard Community College
Heidi Goldenman
Agnès Archambault
Honigmann
Illinois Wesleyan University
Lisa Brittingham
Kalamazoo Valley Community
College
Jonnie Wilhite
Keene State College
Brian Donovan
Julia Dutton
Kennedy-King College, City
Colleges of Chicago
Sonia Elgado-Tall, PhD
Kennesaw State University
Luc D. Guglielmi, PhD
Lee University
James D. Wilkins
Lewis & Clark College
Claudia Nadine
xx
Loyola University Chicago
Lisa Erceg
Luther College
Laurie Zaring
Manchester University
Janina Traxler
Mercy College
Alan G. Hartman
Jeanne Marie O’Regan
Mercyhurst University
Douglas Boudreau
Missouri Western State
University
Susie Hennessy, PhD
Montana State University
Ada Giusti
Morgan State University
Helen Harrison
Morris College
Catherine Kapi
Mt. San Jacinto College
Jennifer S. Doucet
New Mexico State University
Claude Fouillade
New Paltz, SUNY
Mercedes Rooney
Norco College, Riverside
Community College District
Dominique Hitchcock, PhD
North Carolina Central
University
Debra Boyd, PhD
North Georgia College & State
University
Elizabeth Combier, PhD
North Lake College
Cathy Briggs
Northern Essex Community
College
Denise Minnard Campoli
Oakton Community College
Marguerite Solari, PhD
Ohio University
Signe Denbow
Oklahoma State University
Frédérique Knottnerus
Onondaga Community College
Mary-Ellen Faughnan-Kenien,
PhD
Elizabeth O’Hara
Pace University
Rosemarie Cristina
Pasadena City College
Michèle Pedrini, PhD
Charlene Potter
Portland State University
Annabelle Dolidon
Jennifer R. Perlmutter
Stéphanie Roulon
Rutgers University
Myriam Alami
Saint Martin’s University
Kathleen McKain
Samford University
M. D. Ledgerwood, PhD
San Diego State University
Edith Benkov
San José State University
Jean-Luc Desalvo
Shasta College
Eileen Smith
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Southeastern Louisiana
University
Aileen Mootoo
University of California,
Riverside
Kelle Truby
Southwestern University
Glenda Warren Carl
University of Cincinnati
Irene Ivantcheva-Merjanska,
PhD
Aline Skrzeszewski
St. Catherine University
Jerome Tarmann
St. Cloud State University
María Gloria Melgarejo, PhD
Stephen F. Austin State
University
Joyce Carlton Johnston
Stetson University
Richard Ferland
Stony Brook University, SUNY
Madeline Turan
SUNY Fredonia
Kate Douglass
Edward Kolodziej
Texas A&M University
Cheryl Schaile
Union County College
Pamela Mansfield
University of Alabama
Isabelle Drewelow
University of Arkansas
Kathleen Comfort, PhD
University of California,
Berkeley
Leslie Martin, PhD
University of Denver
Terri Woellners
University of Hawaii at Manoa
Joan Marie Debrah
University of Louisville
Bonnie Fonseca-Greber
University of Maryland
Catherine Savell
University of Massachusetts,
Lowell
Carole Salmon
University of Missouri–Saint
Louis
Anne-Sophie Blank
Sandra Trapani
University of North Georgia
Elizabeth Combier, PhD
D. Brian Mann, PhD
Amye Sukapdjo
University of Texas at Arlington
Antoinette Sol, PhD
University of Wisconsin
Andrzej Dziedzic, PhD
Ursinus College
Frances Novack
Utah State University
Sarah Gordon, PhD
Utica College
Marie-Noëlle Little, PhD
Valdosta State University
Ellen Lorraine Friedrich, PhD
Ofélia Nikolova, PhD
Wake Forest University
Elizabeth Barron, PhD
Westminster College
Ingrid Ilinca
Leslie Kealhofer, PhD
University of Nebraska at
Omaha
Patrice J. Proulx, PhD
Wichita State University
Gail Burkett
University of New Mexico
Marina Peters-Newell
William Jewell College
Michael Foster, PhD
University of North Carolina,
Wilmington
Caroline Hudson
Williams College
Brian Martin
Leyla Rouhi
Worcester State University
Judith Jeon-Chapman
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