2
Section Two:
Staying Fit
DAY ONE
In this lesson, I will view an animation titled
“L’excursion de ski”.
1. Open Section Two, Day One of the Workbook and complete the Reflection.
2. Read the context below then view the animation “L’excursion de ski” on
the Animation CD or Website.
Context: Karine and her class are at the local ski hill for a day of skiing.
Karine has never skied before and ends up hurting her leg. While the
students have lunch, they discuss which sports they like and dislike.
3. Open Section Two, Day One of the Workbook and do
questions 1, 2, and 3.
Pg 1
DAY TWO
In this lesson, I will work on previously learned and new
vocabulary related to sports and physical activities.
1. Name the different sports you see illustrated in the pictures below.
Ensure you use the correct definite article (le, la, les) before each sport.
Consult the Glossary if you are unsure about the name of a particular
sport.
Pg 2
2. Listen to Track 9 on the Module 1 CD and take some time to learn the
new vocabulary. Use the following pictures from left to right to help you
follow along. Listen a second time and repeat each word after you hear
it. Record yourself saying the words below. Compare your recording with
the track. How is your pronunciation? Practice saying again the words
that are giving you difficulty.
le badminton
le basketball
le ballon
chasseur
le football
le golf
la gymnastique
le patinage
la planche à
neige
le tennis
le volleyball
le ski alpin
le ski de fond
courir
faire du jogging
faire du saut à
la corde
faire du
toboggan
jouer à la
marelle
faire une
promenade
jouer à cachecache
jouer au chat
perché
Pg 3
When we want to indicate what something is, we use the expression
C’est. For example:
C’est le badminton.
We use the expression Ce n’est pas to indicate what
something is not. For example:
Ce n’est pas le badminton.
C’est le tennis.
Some sports are played individually while others are played on teams.
Study the sentences below:
Je fais du ski du fond.
C’est un sport individuel.
Je joue au basketball avec mes amis.
C’est un sport d’équipe.
3. Open Section Two, Day Two of the Workbook and do
questions 1, 2, 3, and 4.
Pg 4
DAY THREE
In this lesson, I will learn about staying in good shape
and become familiar with the “Guide d’activité physique
canadien”.
1. Open Section Two, Day Three of the Workbook and complete the
Reflection. Then do questions 1 and 2.
2. Read the context below then listen to Track 11 on the Module 1 CD. Use
the following pictures to help you understand.
Context: The students have just completed the unit Eating Healthy. In
Health class they are now learning about how physical activity impacts
their health and well-being.
Pg 5
Pg 6
In the dialogue you just heard, the characters mentioned different
reasons to exercise and to participate in physical activity.
For example:
Ça m’aide à développer mes muscles.
Reasons and healthy activities:
se détendre
rester souple
renforcer le cœur
conserver un poids-santé
améliorer son bien-être
Pg 7
continued…
Mme Morin referred to Le Guide d’activité physique canadien which
is a document produced by Health Canada. It offers suggestions on how
to adopt a healthy lifestyle and different kinds of physical activity one can
do at home, at school, with family or friends. The Guide has grouped
different activities into three groups according to how they affect your
body.
1. Les exercices d’endurance
Ces exercices consistent de mouvements
répétitifs qui réchauffent ton corps et accélèrent
les battements du cœur.
(help warm up your body and increase your heart rate)
Courir est un exemple de ce type d’exercice.
2. Les exercices d’assouplissement
Ces exercices font bouger les articulations et
impliquent des étirements.
(move your joints and involve stretching)
La danse est un exemple de ce type d’exercice.
3. Les exercices de musculation
Ces exercices renforcent tes muscles et tes os.
Ils augmentent ta force.
(build your strength while working your muscles and
bones)
La natation est un exemple de ce type d’exercice.
3. Open Section Two, Day Three of the Workbook and do questions 3 and 4.
Pg 8
DAY FOUR
In this lesson, I will review how to use the verbs Faire
and Jouer.
In English, you play certain sports and do others. This is the same in
French. When you are playing, you use the verb Jouer. When you are
doing, you use the verb Faire.
Look at the chart of activities and sports that have already been
mentioned in this section. Notice which ones you play and which ones
you do.
Jouer
Faire
Je joue au soccer.
Je fais de la danse.
Tu joues au hockey.
Tu fais du saut à la corde.
Pg 9
continued…
Jouer
Faire
Il joue au basketball.
Il fait une promenade.
Elle joue au ballon-chasseur.
Elle fait de la natation.
Note that if you are talking about someone else, you use different
pronouns and therefore the verb changes form. When using the verb
Jouer, with the pronoun Tu, we write joues with an s. When
conjugating the verb Faire for the pronouns Il and Elle, we write fait
with a t.
In French and English when we are talking about people, their names can
be replaced by a pronoun. Look at the example sentences below:
Miguel joue au tennis
(Miguel plays tennis.)
Il joue au tennis.
(He plays tennis.)
Isabelle fait de la gymnastique.
(Isabelle does gymnastics.)
Elle fait de la gymnastique.
(She does gymnastics.)
A male name is replaced with the pronoun Il and a female name by the
pronoun Elle.
Pg 10
continued…
Sports and physical activities are often associated with different seasons.
Can you remember the names of the seasons in French? Look at the
examples below.
Je joue au soccer au printemps.
Je fais de la natation en été.
Je joue au football en automne.
Je fais du toboggan en hiver.
When you want to know what kind of activity someone does during a
specific season, we can ask one of the following questions:
Quelle activité est-ce que tu fais? or
Quel sport est-ce que tu joues?
We then add the season to the end of the question.
For example:
Quel sport est-ce que tu joues/fais en hiver?
Here are two possible answers to this question:
Je joue au hockey en hiver.
Je fais de la planche à neige en hiver.
Pg 11
continued…
If we wanted to know what kind of activity someone did during the
summer, the question would become:
Quelle activité est-ce que tu fais en été?
A possible answer to this question would be:
Je cours en été.
You are already aware that French terms used to
describe various sports differ from one French culture to
another.
For example, in Canada, we say Je joue au soccer. and
in France, they say Je joue au football.
Look at the additional examples of this difference below:
In Canada, we say Je fais du patin à roulettes.
whereas in France, they say Je fais du roller.
In Canada, we say Je cours. and in France, they often
use the expression Je fais du footing.
Pg 12
1. Open Section Two, Day Four of the Workbook and do
questions 1, 2, 3, and 4.
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DAY FIVE
In this lesson, I will use the verbs Aimer and Préférer to
describe likes and dislikes about sports and physical
activities.
1. Open Section Two, Day Five of the Workbook and complete the Reflection.
2. Watch the animation “L’excursion de ski” again. Pay special attention to
which sports and activities the different characters say they like, dislike,
and prefer.
3. Open Section Two, Day Five of the Workbook and do question 1.
The characters used different verbs in the animation to talk about which
sports and physical activities they liked and disliked.
We use the verb Aimer to express what we like. Look at the examples
below.
J’aime le ski alpin.
Tu aimes la natation.
Il/Elle aime le tennis.
Nous aimons le soccer.
Vous aimez le golf.
Ils/Elles aiment la danse.
Pg 14
continued…
The verb Aimer is also used to express what we don’t like. Look at
examples below.
Je n’aime pas le ski.
Tu n’aimes pas la natation.
Nous n’aimons pas le football.
For a negative sentence, you need to put an n’ before the conjugated
form of the verb aimer and pas after it.
The verb Préférer, is used to express that you prefer something.
Je préfère le ski de fond.
Tu préfères jouer au chat perché.
Il préfère le baseball.
Elle préfère le patinage.
Notice that the verb Préférer follows the same conjugation pattern as the
verb Aimer.
In order to find out what sports and/or activities someone likes, we can
ask one of the following questions:
Quels sports est-ce que tu aimes? Quelles activités est-ce que tu
aimes?
We use the tu form of the verb Aimer to ask about one’s likes.
Here are a few possible answers to the questions given above:
J’aime le baseball.
J’aime jouer à la marelle.
J’aime le soccer.
J’aime faire du toboggan.
When we want to inquire about someone’s dislikes, the question becomes:
Quels sports (Quelles activités) est-ce que tu n’aimes pas?
Pg 15
continued…
Again we answer this question with the pronoun Je, but this time with the
negative form of the verb Aimer.
Je n’aime pas le football.
Je n’aime pas jouer à la marelle.
If we want to find out someone’s favourite sport or activity, we ask the
question:
Quel est ton sport (ton activité) préféré?
Examine the possible answers to this question:
Mon sport préféré est le tennis.
Mon activité préférée est le saut à la corde.
Did you notice that in the second sentence above there is an extra e at
the end of the word préféré? This is because the word activité is
feminine.
4. Open Section Two, Day Five of the Workbook and do questions 2 and 3.
When we want to indicate how much we like something we use special
words called adverbs of quantity. Assez, beaucoup, moins and peu are
examples of such adverbs. Look at how these adverbs are used in the
sentences below.
J’aime beaucoup le ski alpin.
(I like downhill skiing a lot.)
Tu aimes assez le soccer.
(You like soccer quite a bit.)
Pg 16
continued…
Il aime peu la natation.
(He doesn’t really like swimming.)
Elle aime moins le football que le tennis.
(She likes football less than tennis.)
The adverb is placed directly in front of the sport or activity being
mentioned.
5. Open Section Two, Day Five of the Workbook and do
questions 4, 5, and 6.
Pg 17
DAY SIX
In this lesson, I will use different adjectives to describe
sports and physical activities.
1. Open Section Two, Day Six of the Workbook and complete the Reflection.
2. Watch the animation “L’excursion de ski” again. Pay special attention to
the words that the characters use to describe the different sports
mentioned in the animation.
Did you notice that the characters used adjectives in the animation when
describing which sports they liked and disliked? Study the sentences
below from the animation.
Je n’aime pas le ski. C’est un sport difficile.
(I don’t like skiing. It’s a difficult sport.)
J’aime faire la nation. C’est très amusant.
(I love swimming. It’s so much fun.)
Pg 18
continued…
Review adjectives using the chart below.
Masculine
Singular
Feminine
Singular
Masculine
Plural
Feminine
Plural
English
Equivalent
amusant
amusante
amusants
amusantes
fun
difficile
difficile
difficiles
difficiles
difficult
ennuyant
ennuyante
ennuyants
ennuyantes
boring
excitant
excitante
excitants
excitantes
exciting
facile
facile
faciles
faciles
easy
intéressant
intéressante
intéressants
intéressantes
interesting
In French, adjectives agree with the nouns. This means that they become
masculine or feminine and singular or plural depending on the gender and
the number of the noun they qualify.
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. For example, the
adjectives difficile and facile have the same form when masculine or
feminine.
There are many more adjectives to choose from other than those listed in
the chart above. Consult the Glossary or a dictionary. This will help you
find the definition of new adjectives as well as their correct spelling.
3. Open Section Two, Day Six of the Workbook and do question 1.
Pg 19
When we want to know someone’s opinion or feeling regarding a
particular sport or activity, we use the question format below.
Comment est-ce que tu trouves ___________________?
The name of the sport or activity is written in the blank. Study the
example questions and answers below:
Q: Comment est-ce que tu trouves le patin à roues alignées?
A: Je trouve le patin à roues alignées difficile.
Q: Comment est-ce que tu trouves la natation?
A: Je trouve la natation intéressante.
Notice how the adjective comes directly after the sport in both sentences
above. In the second answer, the adjective is written in its feminine form
as the noun la natation is feminine. Check the Glossary if you are
unsure of the gender of a particular word. This will ensure you use the
correct form of the adjective.
4. Open Section Two, Day Six of the Workbook and do questions 2, 3, and 4.
Pg 20
DAY SEVEN
In this lesson, I will learn new vocabulary related to
different places where we go to do or play sports and be
introduced to the verb Aller.
1. Open Section Two, Day Seven of the Workbook and complete the
Reflection.
2. Read the context below then listen to Track 15 on the Module 1 CD. Use
the following pictures to help you understand.
Context: Miguel, Karine and Justin are walking home from school. As
they walk, they discuss different places they go to during the week to play
or to do various sports.
Pg 21
In the dialogue you just heard, the characters used the verb Aller when
indicating where they go to play or do a specific sport. These places are
called les endroits. Study the examples below.
Je vais au terrain pour ma pratique de soccer.
(I go to the field for my soccer practice.)
Tu vas au centre de récréation pour jouer au basketball.
(You go to the recreation centre to play basketball.)
Il va au parc pour faire de la planche à roulettes.
(He goes to the park to skateboard.)
Elle va à la piscine pour faire de la natation.
(She goes to the pool to swim.)
Notice how the conjugated form of the verb Aller changes according to
the pronoun you use. This is because it is an irregular verb.
We use the preposition à before naming a location in a sentence.
For example, à la piscine. However, we say au terrain. If the endroit
being named is masculine, use au.
Pg 22
3. Listen to Track 16 on the Module 1 CD and take some time to learn the
names of les endroits. Use the following pictures from left to right to help
you follow along. Listen a second time and repeat each word after you
hear it. Record yourself saying the words below. Compare your recording
with the track. How is your pronunciation? Practice saying again the
words that are giving you difficulty.
le centre de
récréation
le gymnase
le parc
la patinoire
la piscine
la piste
la piste de ski
le terrain
4. Open Section Two, Day Seven of the Workbook and do
questions 1, 2, and 3.
In order to find out what someone does at a specific location, we ask the
question Qu’est-ce que tu fais au/à la _______________? The
name of the location is written after the preposition au or à la. Study the
examples below:
Qu’est-ce que tu fais à la piscine?
À la piscine, je fais de la natation.
Qu’est-ce que tu fais au gymnase?
Au gymnase, je joue au volleyball.
The answers are given using the Je form of the verb Faire or Jouer.
Remember that the verb you use depends on whether the sport is being
done or played.
5. Open Section Two, Day Seven of the Workbook and do
questions 4 and 5.
Pg 23
DAY EIGHT
In this lesson, I will review clothing and equipment
associated with different sports.
1. Open Section Two, Day Eight of the Workbook and do question 1.
2. Read the context below then listen to Track 19 on the Module 1 CD. Use
the following pictures to help you understand.
Context: Yvan meets up with Justin and Miguel at the skateboard park.
Before they start skateboarding, they discuss the different equipment
they need.
3. Open Section Two, Day Eight of the Workbook and do question 2.
Pg 24
You just reviewed articles of clothing and equipment we wear when
playing sports or participating in a physical activity. In order to say what
you or others are wearing you need to use the verb Porter.
Porter means ‘to wear’ in English. Look at the examples below.
Je porte un casque.
Tu portes des chaussures de danse.
Il porte des protège-poignets.
Elle porte un maillot de danse
Notice that the conjugated form of this verb is porte with the pronouns
Je, Il and Elle; however it takes an s with the pronoun Tu and becomes
portes.
Remember: We use the indefinite articles un, une and des when
describing something we wear.
When we want to know what kind of clothing or equipment someone
wears when doing or playing a particular sport, we use the question
Qu’est-ce que tu portes? Study the examples below:
Q: Qu’est-ce que tu portes pour faire du jogging?
A: Je porte un pantalon d’entraînement et des chaussures
de sport.
Q: Qu’est-ce que tu portes pour jouer au hockey?
A: Je porte un casque de hockey et des jambières.
4. Open Section Two, Day Eight of the Workbook and do
questions 3, 4, 5, and 6.
Pg 25
DAY NINE
In this lesson, I will review “les parties du corps” and use
the expression “avoir mal”.
1. Open Section Two, Day Nine of the Workbook and do question 1. Then
complete the Reflection.
2. Read the context below then listen to Track 20 on the Module 1 CD. Use
the following pictures to help you understand.
Context: Miguel, Justin, and Isabelle are getting ready to play soccer at
the local field. Before they start their game, they discuss the different
parts of the body that can get hurt and the correct equipment to wear.
Pg 26
The characters mentioned different parts of the body in their dialogue.
Were you able to identify the expression they used when they talked
about a particular body part hurting? If you guessed, avoir mal, then
you’re right.
Avoir mal means ‘to hurt’ or ‘to ache’. Study the examples below:
Tu peux même avoir mal à la tête si le ballon te frappe.
Parfois, j’ai mal aux mains quand je joue dans les buts.
Notice that when someone is talking about a part of their body that hurts,
they say J’ai mal. The preposition used in front of the body part changes
depending on whether it is masculine, feminine or plural.
When naming a masculine body part, we use the preposition au. When
the body part is feminine, we use the preposition à la. If we are naming
more than one body part, the preposition aux is used, regardless of
whether the word is masculine or feminine. There are two exceptions
however. Since the French words for shoulder and stomach both start
with vowels, we say J’ai mal à l’épaule. and J’ai mal à l’estomac.
3. Open Section Two, Day Nine of the Workbook and do
questions 2, 3, and 4.
Pg 27
DAY TEN
In this lesson, I will review concepts from previous
lessons in Section Two.
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:
The characters went on a field trip in the animation. Give the title of the
animation and name three sports that were mentioned.
Day Two:
Give the French name for each of the sports and activities shown below.
Day Three:
Name the three kinds of exercise according to the “Guide d’activité
physique canadien” and give an example of each.
Day Four:
Write a sentence using the correct form of the verbs Faire and Jouer for
the pronouns given underneath the pictures below.
Je
Elle
Tu
Pg 28
Day Five:
Answer the following questions using the correct form of the verbs Aimer
and Préférer.
Quel sport est-ce que Justin aime?
Quel sport est-ce que tu n’aimes pas?
Quelle est ton activité préférée?
Day Six:
Write a sentence using an adjective from the Helpful Hint on Day Six to
describe each of the sports illustrated below.
Day Seven:
Write a sentence indicating where you go to play or do the sports shown
above. For example: Je vais à la piscine pour faire de la natation.
Day Eight:
Say what each of the characters below is wearing using the correct form
of the verb Porter.
Day Nine:
Write a sentence using the expression ‘J’ai mal…’ for each of the body
parts shown below. Ensure you use the correct preposition
(au, à l’, à la, aux) in your sentences.
2. Open Section Two, Day Ten of the Workbook and do
questions 1, 2, 3, and 4.
Pg 29