fsl survival guide - Sherwood Core French
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Paul Meggs’s FSL SURVIVAL GUIDE for Core French in Ontario WHY LEARN FRENCH…………….…..……1 A SUCCESSFUL L2 LEARNER…….……...2 THE ALPHABET AND SOUNDS…………...3 QUESTIONS … …………………….……....4 AND ANSWERS………………………….….5 GREETINGS & SALUTATIONS…….….…..6 SHAPES AND COLOURS….……………...7 NUMBERS…………………………….……..8 TIMES OF DAY; TELLING TIME…….……..9 CALENDAR, DATES, SEASONS…..…….10 FRENCH HOLIDAYS AND FESTIVALS…11 WEATHER………………………………... 12 WeatherTalk……………………………..….13 CLOTHING…………………………..…...…14 FashionTalk…………………….………......15 CLASSROOM OBJECTS………….…..…..16 USEFUL SCHOOL PHRASES…..........17-19 SchoolTalk………………………………….20 HUMAN BODY………………………………21 ANIMALS………………………………....….22 FAMILY AND FRIENDS……………………23 HOUSE AND HOME………………………..24 DAILY CHORES AND ACTIVITIES…….25 A MONTH OF ACTIVITIES………………..26 SelfTalk……………………………………...27 FamilyTalk……………………………….….28 HomeTalk……………………………….…..29 FOOD AND EATING OUT………………....30 MenuTalk…………………………………....31 SHOPPING IN THE CITY……………….…32 ShopTalk……………………………………33 TRAVELING (à, à la, au, aux)....................34 GEOGRAPHY………………………………35 TRANSPORTATION…………………….….36 TravelTalk…………………………………...37 WORK………………….………………...…..38 TECHNOLOGY & COMMUNICATION…39 JobTalk………………………………………40 GAMES, SPORTS, AND LEISURE……...41 SUBJECT PRONOUNS & ARTICLES……….....42 MORE PRONOUNS TO………………………….43 POSSESSING THINGS......................................44 NEGATIVES: SAYING NO…………………...…..45 ADJECTIVES: COMMON PAIRS………………..46 DESCRIBING MOOD & APPEARANCE……….47 DESCRIBING PERSONALITY, ETC……………48 THIS, THAT, THESE, THOSE…………………..……49 PRECEDING ADJECTIVES…………………...…50 COMPARATIVE & SUPERLATIVE ……….…..51 ADVERBS: COMMON PAIRS………………..….52 ADVERBS FROM ADJECTIVES……………..…53 DIRECTIONS & LOCATIONS CHART………....54 DIRECTIONS & LOCATIONS PAIRS………...55 CONJUNCTIONS – JOINING THOUGHTS…....56 VERBS THE BIG 4 VERBS…………………………….…57 EXPRESSIONS WITH THE BIG 4…………..….58 PRESENT TENSE REGULAR VERB ENDINGS……..…..59 COMMON IRREGULAR VERBS………........60-62 THE FUTURE TENSES………………..…….…..63 LOTS OF INFINITIVES…………………..…...64-66 REGULAR PAST TENSE WITH AVOIR .……..67 IRREGULAR AST TENSE WITHAVOIR ……...68 PAST TENSE WITH ÊTRE…………………..…..69 THE IMPERATIVE: GIVING ORDERS…….……70 COMMON VERB PAIRS FOR PRACTICE……..71 WRITING RULES VOWELS AND APOSTROPHES……………..…72 ACCENTS……………………………………….…73 PUNCTUATION RULES………………………….74 CAPITALIZATION RULES……………………….75 TYPING IN FRENCH……...……………….…76-77 TEXTING IN FRENCH……………………..…78-80 REFERENCE LEVELS OF ABILITIES……81-85 I CAN DO LISTS…………………………….86-100 1 WHY LEARN FRENCH? Education: In Ontario, in order to get a high school diploma, one must pass one French language credit course in Grade 9. That's it. It’s not too much to ask. Historical Reasons: Canada was colonized by France in the 16th century, and French became one of the main languages of our country' protected by law, the official language of Quebec, and one of the official languages in New Brunswick and Nunavut. French education is a protected right for Francophone minorities in Canada. There are still pockets of Francophone communities found in all provinces and territories. The Canadian population is roughly 23% French speaking. It’s Global Use: 20 million + speakers in the Americas; 200 million French speakers number 9 of the top 10 most widely used world languages second most popular second language taught in the world taught in every single country 525+ French language universities in the world An official language of: IOC, UNESCO, Interpol, WTO, WHO, NATO, ISO, United Nations, etc..... Employment: You are more marketable as an employee if you are multilingual, especially in business, tourism, education, service industry, marketing, the military, law enforcement, government, and communications... And you'll earn more, too! World Travel: It's spoken on every continent, and is a lingua franca of dozens of countries all over the world, from Africa, Asia, parts of the US and South America, to the Pacific Islands, and Islands in the Indian Ocean... Neurological Heath / intelligence: Research shows that a bilingual brain is more robust, better at problem-solving, less likely to be affected by Alzheimer’s, dementia, etc.. And learning an extra language makes the next other language easier to learn. A valuable Life Skill Learning to speak and think in another language makes one more tolerant, a better communicator and listener, helps you see the world in different ways, and able to learn more about the world in general. The skills you use in learning another language help you improve your mother tongue language skills. 2 A SUCCESSFUL L2 LEARNER…. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. laughs at his mistakes talks positively about himself responds positively to a learning opportunity looks for immersion opportunities analyzes his individual learning problems practices on his own, reads additional items, listens to radio, music, TV, internet, creates a situation with a native speaker doesn’t worry about accuracy, but focuses on fluency doesn’t hesitate to speak overcomes his inhibitions initiates conversations self-corrects his errors in pronunciation, vocabulary, spelling, grammar, invents his own mnemonic devices writes down words words memorize with memorizing texhiques groups words and compares native and target language relates new dictionary words to other in the same category experiments with new sounds listens carefully and tries to imitate repeats sentences until pronounced easily uses synonyms and cognates reads aloud alone to hear sounds uses what he already knows uses rules to generate possibilities finds sociocultural meanings and contexts to clarify meaning uses formulaic interaction to get started looks for patterns to make inferences guesses meanings from key words, pictures, contexts,… repeats words to clarify understanding masters a core list of phrases and words understands the need for a structured learning environment 3 L’ALPHABET ET DES SONS les lettres avec le même son qu’anglais f, l, m, n, o, s, z les letters qui rhyme b, c, ç, d, é, g, p, t, v, w i, j a, k u, q les lettres uniques h, r, x, y, les voyelles… e, è, ê, é, ez, ey, er, eille, ai oi, io, au, eu, à, en, an, on euille, ille, muet h, ( homme, hôtel, …) finale t, s, x (e.g. met, dans, peux, doit,..) lettre c ce, ci, and ç sounds like an 's' ca and co sound like a 'k' ch sounds like 'sh' 4 QUESTIONS / LES QUESTIONS.... • Do..does...is…are… ? (literally “Is it that…..?”) Est-ce que…..? • • • • • • • • • what? Qu'est-ce que what!? Quoi!? how? Comment why? Pourquoi where? Où when? Quand Who? Qui How much/many? Combiens Which…? / quel, quelle, quels, quelles… • to ask demander • question la question • to answer répondre • answer la réponse 5 ... and ANSWER CLUES… Question Word Qu’est-ce que – What? Comment – How? Où – Where? Pourquoi – Why? Quand – When? Qui – Who? Combien – How much? How many? Quel – Which or what? What to look for Examples Specific information about something or some action. This requires some inferential skills. Descriptions of states of being, how someone feels and appears. Must know your adjectives and adverbs. Qu'est-ce que Paul fait? Paul joue de la batterie. Look for a place name, a prespostion showing location, or adverb of place. Look for 'parce que', and the information following it. Look for a time, or adverb of time. Look for a name, or subject of a verb, the doer of an action. You'll need some knowledge of grammar – the direct or indirect object – receiver of an action. Look for a number, amount, or adverb of quantity. Tricky, in that it is often translated as 'what'. E.g. What time is it? What's the weather? Look for what you would for Qu'est-ce que... Look also for demonstrative adjective and demonstrative pronouns. Comment est-il? Paul est très méchant. Comment vas tu à l'école? Je vais à pied. Où est Paul? Il est à côté de Marie. Il habite à Toronto. Pourquoi Paul aime les gâteaux? Il les aime parce qu'ils sont chocolat! Quand est-ce que Paul arrive? Il arrive à 05h00 ce matin. Il arrive après Marie. Qui aime Marie? Paul aime Marie. Combien d'étudiants y a-t-il? Il y a plusieurs. Il y'en a cinq. Quel bon bon est-ce qu'il veut? Il veut celui-ci Quel bon bon est-ce que tu veux? Je veux ce bon bon. 6 GREETINGS AND SALUTATIONS Hello! Good Day! Hi! So long! Welcome! How are you? Pleased to meet you. Bonjour! Salut ! Bienvenue ! Comment ça va? Enchanté! Thank you! You’re welcome! No problem! It was nothing! Merci ! de rien, pas de quoi, je vous remerçie Good bye! Have a good day ! See you soon! Have a good weekend ! See you later! So long! See you tomorrow! See you on Monday! Good evening! Good night! Until next time! au revoir! Bonne journée! À bientôt ! Bonne fin de semaine! À tout à l’heure ! à plus ! À demain ! À Lundi ! Bonsoir ! Bonne nuit ! À la prochaine! Good luck! Please (when talking to a child or friend) Please (when talking to an adult or more than one Bonne chance ! S’il te plait ! S’il vous plaît ! person) Pretty well. Happy Birthday! Excuse me. I’m sorry. So-so Assez bien. Bonne fête ! Joyeuse anniversaire ! Pardon ! Je m’excuse ! Comme-ci, comme-ça 7 SHAPES / LES FORMES rectangle – un rectangle circle – un cercle triangle – un triangle cube – un cube cone – un cône, un cornet sphere – une sphère oval – un ovale square – un carré diamond – un losange Face cards diamond – un carreau heart – un cœur club – un trèfle spade – un pique star – une étoile point – une pointe line – un ligne curve – une courbe COLOURS / LES COULEURS Red – rouge Pink - rose orange – orange yellow – jaune green – vert blue – bleu, azure dark brown – brun brown - marron purple/violette – violet black – noir white – blanc grey – gris Gold - or silver – argent, gris métallisée bronze - bronze brunette - châtain blond - blonde red head – roux hazel - noixette rainbow – arc en ciel 8 NUMBERS / LES NOMBRES, LES CHIFFRES… Zero zero one un two deux three trois four quatre five cinq six six seven sept eight huit nine neuf ten dix thirty trente forty quarante fifty cinquante sixty soixante seventy soixante-dix eighty quatre-vingt ninety quatre-vingt-dix eleven onze twelve douze thirteen treize fourteen quatorze fifteen quinze sixteen seize seventeen dix-sept eighteen dix-huit nineteen dix-neuf twenty vingt hundred cent thousand mille million million billion milliard number numéro first le premier second le deuxième third le troisième fourth le quatrième fifth le cinquième Quel est ton adresse? Quelle heure est-il? Quel est ton numéro du téléphone? Dans quelle maison habites-tu? 9 TIMES OF DAY Morning – evening le matin – le soir Noon – midnight midi – minuit Daytime – night-time le jour – la nuit Afternoon – après midi The day – la journée have a good day – bonne journée, bonjour Good morning – bon matin good afternoon – bon après midi good evening – bon soir good night – bon nuit TELLING TIME a.m. 1 o’clock 2 o’clock 2 :10 3 o’clock 3 :15 4 o’clock 4 :20 5 o’clock 6 o’clock 7 o’clock 7:45 (quarter to 8) 8 o’clock 9 o’clock 10 o’clock 11 o’clock 12 o’clock Noon avant-midi 1 h 00 –une heure 2 h 00 –deux heures 2 h 10 –deux heures dix 3 h 00 –trois heures 3 h 15 –trois heures et quart 4 h 00 –quatre heures 4 h 20 –quatre heures vingt 5 h 00 –cinq heures 6 h 00 –six heures 7 h 00 –sept heures 7 h 45 –huit heures moins quart 8 h 00 –huit heures 9 h 00 –neuf heures 10 h 00 –dix heures 11 h 00 –onze heures 12 h 00 – midi p.m. après-midi 1 o’clock 2 o’clock 14:30 3 o’clock 15:40 4 o’clock 16:20 5 o’clock 6 o’clock 7 o’clock 13 h 00 – treize heures 14 h 00 –quatorze heures 14 h 30 –quatorze heures trente 15 h 00 –quinze heures 15 h 40 –quinze heures quarante 16 h 00 –seize heures 16 h 20 –seize heures vingt 17 h 00 –dix-sept heures 18 h 00 –dix-huit heures 19 h 00 –dix-neuf heures 8 o’clock 9 o’clock 10 o’clock 11 o’clock 12 o’clock Midnight 20 h 00 –vingt heures 21 h 00 –vingt et une heures 22 h 00 –vingt-deux heures 23 h 00 –vingt-trois heures 24 h 00 – minuit Qu’est-ce que tu vas regarder à la télé ce soir? Quelle matière as-tu? Quand est-ce que le train arrive? 10 THE CALENDAR / LE CALENDRIER January - janvier February- février March- mars April -avril May -mai June -juin July -juillet August -août September -septembre October -octobre November -novembre December -décembre (see placemat) Monday –lundi Tuesday –mardi Wednesday –mercredi Thursday –jeudi Friday –vendredi Saturday –samedi Sunday - dimanche Today- aujourd'hui Yesterday- hier Tomorrow- demain the next day- le lendemain the day before yesterday- avant-hier the day after tomorrow- après-demain Day- le jour Week- la semaine month -le mois year- année SEASONS / LES SAISONS Spring- le printemps Summer- l'été autumn -l'automne winter - l'hiver Quelle est ton saison favorite? J’aime l’hiver parce que… Saying the date:Quelle est la date aujourd’hui? today + it is + day + number + month aujourd’hui c’est lundi le 3 décembre …for actions happening repeatedly (mondays –le lundi; tuesdays –le mardi, etc…) Que fais-tu le mardi? 11 FRANCOPHONE FESTIVALS AND HOLIDAYS DATE FESTIVAL JAN 1 Jour de l’an (New Year’s Day) FEB Le Carnaval de Québec (Quebec Winter Carnaval) Mardi Gras (New Orleans) MAR APR 1 Le poisson d’avril (France) Paques (Easter) MAY 1 Fête du premier mai (Labour Day) National Patriotes day (Quebec) – coincides with Victoria Day in English Canada Fête des Mères (Mother’s Day) JUNE 24 Fête nationale – (st jean babtiste day Quebec) JULY 14 Fête nationale (BASTILLE DAY – end of King’s rule in France, beginning of French Revolution) AUGUST 15 Assomption (Assumption of the Blessed Virgin Mary – France) National Acadian Day SEPT OCT Action de grace (Thanksgiving) Hallowe’en (31 oct) NOV 1 NOV 11 La Toussaint (All Saints’ Day) Jour d’armistice (Armistice Day) DEC 25 Noêl (Christmas) 12 THE WEATHER / LE TEMPS It’s nice out. – Il fait beau. It’s bad weather. – Il fait mauvais. It’s humid. – Il fait humide. It’s hot. – Il fait chaud. It’s cold. – Il fait froid. It’s cool – Il fait frais. It's mild – Il fait doux. It’s sunny. – Il fait soleil. Il y a du soleil. C’est ensoleillé It’s windy. – Il vente. Il y a du vent. C’est venteux. It’s overcast. – Il fait gris. It’s cloudy. – C’est nuageux. It's muggy – Il fait lourd. It’s raining. – Il pleut. It’s pouring – Il pleut à verse. It’s snowing. – Il neige. It’s freezing. – Il gèle. It’s foggy. – Il y a / Il fait du brouillard. It’s stormy. – Il y a de l’orage. Il fait orageux. the outdoors – en plein air forecast – la météo Quel temps fait-il? Quelle est la météo pour cette semaine, demain, le week-end….? 13 WeatherTalk I can talk about the weather I can : 1. recall and use the main vocabulary for climate and weather 2. ask what the weather is outside 3. describe what the weather is outside 4. read a weather report in the newspaper 5. research the weather on the internet 6. report what has been said on a radio/tv weather forcast 7. advise what one should wear in different weather 8. describe the driving conditions 9. describe the skiing conditions 10. describe what weather occurs in different seasons 11. describe the climate of different geographical regions 14 CLOTHING / LES VETÊMENTS cap –la casquette helmet –le casque hat –le chapeau toque –la toque hard hat –le casque scarf –une éscarpe mittens –les mitaines gloves –les gants sun glasses –lunettes de soleil eye-glasses –lunettes purse –le sac à main briefcase –la serviette coat –le manteau sweater –un pull, un pull-over, un chandail tie –la cravate blouse –un chemisier bath robe –le peignoire umbrella –un parapluie ring –une bague t-shirt –un t-shirt shirt –une chemise shirt for sports –un maillot vest –une veste wristwatch –une montre (see placemat) men’s suit –un complet (jacket and pants), un costume woman’s suit –un tailleur jacket –un veston skirt –une jupe pajamas –un pyjama swimming goggles –lunettes de natation, lunettes de plongée bathing suit –un maillot de bain shorts –le short boxer shorts –le caleçon underwear –les sous-vetêments pants –le panatalons jeans –le jean, le blue jean overalls –les salopettes shoes –les chaussures, les souliers necklace –le collier dress –la robe bracelet –le bracelet high heels –haut talons slippers –pantouffles boots –les bottes sneakers –le tennis socks –les chausettes running shoes –le tennis, sandals –les sandals Qu’est-ce tu portes quand il fait chaud? Qu’est-ce que vous portez en hiver? Qu’est-ce qu’elle va porter pour la soirée? 15 FashionTalk I can discuss fashion and clothing. I can : 1. - recall and use the main vocabulary for fashion and clothing 2. - describe what I am wearing 3. - describe what someone else is wearing 4. - advise what others should wear for various occasions 5. - design and describe an outfit for an athlete, super hero, movie star.... 16 THE CLASSROOM / LA CLASSE classroom / la classe chair / la chaise desk / le pupitre table / la table board / le tableau chalk / la craie brush / la brosse marker / le marqueur pen/ le stylo pencil / le crayon pencil case / un coffre à crayons pencil sharpener / un taille-crayons eraser / la gomme scissors / les ciseaux glue / la colle paper / le papier stapler / une agrafeuse hole punch / une perforatrice bookshelf / les étagères file cabinet / le classeur door / la porte window / la fenêtre wall / le mur lights / les lumières clock / une horloge bell / la cloche office, teacher’s desk / le bureau subject – la matière history – l'histoire french - le français math – les maths science – les sciences naturelles social studies – les sciences humaines health – la santé gym – l’éducation physique overhead / un rétroprojecteur computer / un ordinateur cd player / un lecteur de disque compact calculator / une calculatrice screen / un écran television / le télé dictionary / le dictionnaire text book / un manuel book / le livre notebook, workbook / le cahier back-pack / un sac à dos homework / les devoirs work / le travail to learn / apprendre to teach / enseigner to ask / demander to answer / répondre to study / étudier to work / travailler to take attendance / prendre les présences teacher / le professeur, un(e) enseignant(e) student / un(e) élève, un(e) étudiant(e) caretaker / le concierge principal / le directeur, la directrice vice principal / le directeur-adjoint, la directrice-adjointe secretary / le, la secrétaire 17 USEFUL PHRASES IN SCHOOL… Questions from students… May I sharpen my pencil? May I leave the classroom? May I get a drink of water? May I go…to the office ? …to the washroom? …to the library? …to my locker? …to the fountain? …to the gym? What is the date? What day is it? What do we need? What are we doing today? I have a question. I don’t have any…. Darn it! Not so fast! Really? Just a moment, please. I’m sorry. Excuse me. I have lost my…. Present! He is absent. She is absent. I have to study. What page are we on? Do we have to skip a line? Isn’t there any homework? That’s enough. That’s all. Puis-je tailler mon crayon? Puis-je quitter la salle de classe? Puis-je boire de l’eau? Puis-je aller…au bureau? …aux toilettes? …à la bibliothèque? …à mon caisier? …à la fontaine? …au gymnase? Quelle est la date? Quel jour sommes-nous? De quoi avons-nous besoin? Que faisons-nous aujourd’hui? J’ai une question. Je n’ai pas de…. Zut! Pas si vite! Vraiment? Un moment, s’il vous plaît. Je suis désolé(e). Excusez-moi. Pardonnez-moi. J’ai perdu mon/ma/mes….. Présent(e)! Il est absent. Elle est absente. Je dois étudier. À quelle page sommes-nous? Faut-il sauter une ligne? Il n’y a pas de devoirs? C’est assez. Ça suffit. C’est touts. 18 Common Teacher Commands… Say it in French. Speak French. Open your books. Close your books. Say that again, please. Please give me your book. Listen to the instructions. Speak up, please. Read out loud. Answer the question. Take out your homework. Memorize the dialogue. Bring your workbooks. Sit down. Stand up. Pay attention. I want to make an announcement. Are you ready? Let’s check the homework. Dites-le en français. Parlez en français. Ouvrez vos livres. Fermez vos livres. Répétez, s’il vous plaît. Donne-moi ton livre, s’il te plaît. Écoutez les instructions. Parlez plus fort, s’il vous plaît. Lisez à haute voix. Répondez à la question. Sortez vos devoirs. Apprenez le dialogue par coeur. Apportez vos cahiers. Asseyez-vous. Levez-vous. Faites attention. Je veux faire une annonce. Êtes-vous prêts? Corrigeons les devoirs. Expressions of praise…. Very good! Great! Cool! very well written! quite good, good enough Fantastic! Sensational! Great! perfect! magnificent! well done! superb! marvellous! congratulations! much better! Très bien! Génial! Cool! très bien écrit! assez bien Fantastique! Sensass! Formidable! parfait! magnifique! bien fait! superbe! merveilleux! félicitations! beaucoup mieux! 19 Asking for help… How do you say…? What does…….mean? What does this word mean? Slowly, please. I don’t know I don’t understand… …the word. …the sentence. …the answer. …the question. …the homework. …the exercise. …the problem. Comment dit-on……? Que veut dire…….? Que signifie ce mot? Lentement, s’il vous plaît. Je ne sais pas. Je ne comprend pas… …le mot. …la phrase. …la réponse. …la question. …les devoirs. …l’exercice. …le problème. Giving corrections and advice be careful! don't forget to … too short Spelling be careful! It’s not correct. You’ve made a mistake. It’s not correct. You’ve made a mistake. use your resources! to be completed! first of all to start with especially I agree I don't agree for example in my opinion in other words I think that according to so finally fais attention! n'oublie pas de … trop court l'orthographe Faites attention! Ce n’est pas correct. Tu as fait une faute. Ce n’est pas correct. Tu as fait une faute. utilise tes ressources! à compléter! d'abord pour commencer Surtout je suis d'accord je ne suis pas d'accord par exemple à mon avis en d'autres mots je pense quex selon donc finalement 20 SchoolTalk I can discuss common classroom events. I can: 1. …say today’s date in the proper order 2. …describe how I get to school and how long it takes 3. …name my teachers 4. …list what subjects I take and which are my favorites 5. …name my school administration, custodian, and secretary 6. …identify 10-20 objects in the classroom 7. …ask for help in 3 different ways 1. …I don’t understand 2. …How do you say… 3. …Please repeat… 8. …Praise my classmates 5 different ways 9. …ask 5 common questions used in the classroom 1. permission to go to the bathroom 2. permission to get a drink 3. permission to go to your locker 4. ask for a pencil or pen politely 5. ask for help with a task 10. …Ask 4 questions about the timetable 1. Where is …class? 2. When is…. At what time is…. 3. What is….teaching? 4. Who is teaching……? 21 THE BODY / LE CORPS face le visage head la tête hair les cheveux bald chauve ears les oreilles eyes les yeux eye un oeil cheeks les joues lips les lèvres teeth les dents tongue le langue nose le nez moustache le moustache forehead le front chin le menton mouth la bouche beard - la barbe throat –la gorge cough –tousser shout –crier spit –cracher vomit –vomir whisper –chuchotter lisp –zozoter blink –cligner des yeux wink –cligner de l’oeil sneeze –éternuer snot –la morve to blow your nose –se moucher sniff –humer shave –se raser neck le cou shoulders les épaules arm le bras hand la main fingers les doigts thumb le pouce elbow le coude chest la poitrine back le dos buttocks les fesses belly le ventre belly button le nombril leg la jambe knee le genou ankle la cheville foot le pied toe un orteil shrug - hausser les épaules stretch –s’étirer les bras point –montrer, indiquer du doigt punch –donner un coup du poing shake –secouer kick –donner un coup du pied trip, stumble –trébucher run –courir walk –marcher, se promener scrape –écorcher kneel –aux genoux Où as-tu mal? J’ai mal à la, au, aux…. 22 ANIMALS / LES ANIMAUX (see placemat) mammals –le mammifére dog –le chien/la chienne cat –le chat, la chatte pig –le cochon wolf –le loup cow –la vache sheep –le mouton lamb –l’angeau goat le bouc/la chèvre lion –le lion tiger –le tigre cheetah –le guépard bat –le chauve-souris zebra –le zebre giraff –le giraffe horse –le cheval rhinoceros –le rhinocéros elephant –un éléphant leopard –le léopard antilope –une antilope bear –ours/ourse bull –le taureau gorilla –la gorille monkey –le singe sloth –le paresseux mouse –le souris rat –le rat skunk –la moufette squirrel –un écureuil walrus –le morse seal –le phoque camel –le chameau fox –le renard rabbit –le lapin bird –un oiseau duck –la cane/le canard goose –l’oie turkey –le dindon owl –le hibou seagull –le muelle rooster –le coq chicken –la poule ostriche –l’autruche eagle –l’aigle penguin –le penguin crow –le corbeau vulture –l’urubu swan –le cygne humming bird –le colibri, le oiseaumouche peacock –le paon bug, insect –l’insecte moth –le papillon de nuit butterfly –le papillon ant –la fourmi wasp –la guêpe bee –une abeille fly –la mouche reptiles and amphibians – les reptiles et les amphibies lizard –le lézard turtle, tortoise –la tortue crocodile –le crocodile alligator –l’alligator frog –la grenouille toad –le crapaud snake –le serpent dinosaur –le dinosaur dragon –le dragon Spots –les taches (f) Stripes –les rayures (f) Fur –des poils (mpl) Feathers –le plumage shark –le requin whale –le cétacé, la baleine dolphin –le dauphin fish –le poisson snail –un escargot worm –le vers beetle –le scarabée mosquito –le moustique cockroach –la blatte spider –une araignée 23 FAMILY AND FRIENDS / LA FAMILLE ET LES AMIS father / le père mother / la mère sister / la soeur brother / le frère cousin / un cousin, une cousine uncle / un oncle aunt / une tante step dad / un beau-père step mother / une belle-mère step brother / une demi-frère grandfather / le grand-père grandmother / la grand-mère daughter / la fille son / le fils baby / le bébé adult / un adulte adolescent / l'adolescent young / jeune old / vieux, vieille nephew / le neveu neice / la nièce wife / une épouse, la femme husband / un époux, un mari child / un enfant parent / le parent grandson / le petit-fils granddaughter / la petite-fille boyfriend / un ami girlfriend / une amie friend / un copain, une copaine Qui habite avec vous? Qui habite chez vous? Qui est le plus …? Qui est le moins…? Décrivez les membres de ta famille. 24 HOUSE AND HOME / LA MAISON ET LE LOGEMENT House –la maison Garden –le jardin floor –le plancher stairs –un escalier rug, carpet –le tapis ceiling –le plafond wall –le mur window –la fenêtre door –la porte lawn –le gazon, le pelouse porch –le porche roof –le toit flowers –les fleurs tree –un arbre laudry room –la laverie laundry –le linge dryer –la sécheuse washer-dryer –lave-linge/seche-linge, la machine à laver basement –le sous-sol attic –le grenier storage space –l’espace de rangement bedroom –la chambre à coucher bed –le lit pillow –un oreiller blanket –la couverture bedsheet –le drap poster –une affiche stuffed animal –le jouet en peluche closet –le cabinet shelf –une étagère desk –un bureau, pupitre, secrétaire chair –la chaise computer(laptop) –un ordinateur(portable) dresser –une commode bathroom –la salle de bain shower –une douche shower curtain –une rideau de douche toilet –la toilette toilet papier –le papier toilette mirror –le miroir, la glace sink –la lavabo bath tub –la baignoire (see placemat) kitchen –la cuisine sink –un évier table –la table dishwasher –le lave-vaisselle cupboard –le placard counter –le plan de travail oven –le four stove –la cuisinière microwave –le four à micro-ondes tap –le robinet refrigerator –le féfrigérateur freezer –le congélateur knife –le couteau fork –la fourchette spoon –la cuillère cutlery –les couverts dishes –la vaiselle mug –la grande tasse cup, glasse –la tasse pots and pans –les casseroles frying pan –la poêle à frire cutting board –une planche à découper clock –une horloge living room –le salon couch –le divan armchair –une armoire TV –une télévision coffee table –une table basse lamp –la lampe curtains –les rideaux vase –le vase radio –la radio stereo –le baladeur garage –le garage car –une voiture bike –un vélo, une bicyclette lawnmower –une tondeuse à gazon tools –les outils workbench –un établi garbage can –une poubelle recycling bin –un bac de recyclage garbage bag – un sac poubelle soap –un savon shampoo –le shampooing towel –une serviette de bain toothbrush –une brosse à dents toothpaste –le dentifrice 25 DAILY CHORES / LES TÂCHES QUOTIDIENNE Wake up –se reveiller Get up –se lever Check the computer –verifier mon ordinateur Check my cellphone –verifier mon cell Get dressed –s’habiller Make the bed –faire le lit clean the room –ranger la chambre take a shower –prendre une douche wash my face –se laver le visage wash hands –se laver les mains brush teeth –se brosser les dents floss teeth –passer le soie dentaire brush hair –se brosser les cheveux comb hair –se peigner les cheveux shave beard –se raser la barbe have breakfast –faire le déjeuner go to school –aller à l’école go to work –aller au travaille study my subjects –étudier les matières have a snack –manger la collation (see placemat) do the vacuuming –passer l’aspirateur put out the dog –sortir le chien feed the dog –nourire le chien walk the dog –promener le chien, shovel the driveway –pelleter l’entrée cut the grass –tendre le gazon recycle –faire le recyclage; sortir le bac de recyclage (recycling bin) put out the garbage –sortir les déchets do the dishes –faire la vaiselle put away the dishes –ranger la vaiselle sort the laundry –trier le linge do the laundry –faire le lessive do the ironing –faire le repassage do the gardening –faire le jardinage water the lawn –irriger le gazon rake the leaves –ratisser les feuilles clean the windows –nettoyer les fenêtres wash the car –nettoyer, laver l’auto do the dusting –enlever la poussière sweep –balayer do homework –faire le devoirs make supper –préparer le souper get undressed –deshabiller go to bed –se coucher go to sleep –dormir Qu'est-ce vous faites dans la journée? 26 A MONTH OF ACTIVITIES AND EVENTS (see placemat) mercredi le premier –étudier les maths jeudi le 2 –aller au théatre, regarder une pièce vendredi le 3 –aller à la banque, le guichet automatique, déposer, aller chercher l’argent samedi le 4 –faire le shopping dimanche le 5 –aller à l’église, prier lundi le 6 –aller au bibliothèque, étudier pour un test mardi le 7 –prendre l’autobus mercredi le 8 –faire le devoir, faire l’écriture jeudi le 9 –aller au coiffeur vendredi le 10 –regarder la télé samedi le 11 –aller à la fête, une anniversaire dimanche le 12 –un pique-nique, pique-niquer lundi le13 –aller à mon casier, à l’école mardi le 14 –aller à l’optométriste mercredi le 15 –à la stade, à l’arène, un jeu de football, baseball jeudi le 16 –jouer au hockey vendredi le 17 –aller au cinéma, voir un film samedi le 18 –aller au musée d’art, à la galerie d’art dimanche le 19 –aller au zoo lundi le 20 –prendre un taxi, aller en taxi mardi le 21 –aller au médecin mercredi le 22 –patin à roulettes, faire du roller jeudi le 23 –aller au funèbres, enterrement, funérailles vendredi le 24 –aller à la mosquée, prier samedi le 25 –faire du camping dimanche le 26 –faire de la natation, nager lundi le 27 –avoir un entretien mardi le 28 –jouer au basketball mercredi le 29 –faire le vélo jeudi le 30 –faire du ski alpin, skier vendredi le 31 –voyager, aller à l’aéroport Qu’est’ce que tu vas faire le…? …le lendemain? Qu’est’ce que tu as fait le….? Qu’est-ce que tu fait le….? 27 SelfTalk I can talk generally about myself. I can: 1. …greet someone politely 3 different ways 2. …say my name 3. …say my age 4. …say my birthday (day, month, year) 5. …give my address and phone number 6. …say where I’m from 7. …describe who lives with me 8. …describe how I look (hair colour, eye colour, height,…) 9. …say how I feel (5 different adjectives) 10. …describe my pass-times, favorite food, etc.. 11. …describe what I’m wearing (5 clothing items) 12. …close a conversation politely 28 FamilyTalk I can talk about my family and living situation. I can: 1. ...list the people I live with (siblings, parents,…). 2. ...give my address or addresses and describe what kind of building (house, apartment,) 3. ... give information about my grandparents 4. ...give information about my uncles, aunts and cousins (where they live, names) 5. ...give information about my parents or step-parents 6. ...talk about my various family members’ interests. 7. ... list what pets I have, if any. 8. ...describe visits to other relatives and what we do 29 HomeTalk 1. 2. 3. 4. 5. 6. 7. 8. 9. I can list the names of rooms in my home. I can list the main furniture items in my home. I can list the chores done in my home… …when they are done…. ….and who does them. I can describe the outside of my home. I can describe the neighborhood I can give simple directions to get there from school I can describe the layout of my home. 30 FOOD / LA NOURRITURE to eat –manger to be hungry –avoir faim to be thirsty –avoir soif Meal –le repas Breakfast –le déjeuner Lunch –le lunch, le diner Dinner –le souper Dining room –salle à manger restaurant –le restaurant Menu –la carte, le menu (fixed price) Snack –la collation Cocktail –un apéritif Main course –entrée Main course –le plat principal Dessert –le dessert After dinner drink –un digestif Daily special –le plat du jour fork –la fourchette spoon –la cuillère knife –le couteau plate –une assiette, le plat Free –gratuit, offert Tip –le pourboire Tip not included –service non compris Waiter –serveur, serveuse Allergic to –allérgique à Diabetic –diabétique Vegetarian –végétarien Vegan –végétalien salt –le sel pepper –le poivre Bread –du pain, baguette meat –la viande beef –le boeuf roast beef –le rôti de beuf, rosbif veal –le veau chicken –le poulet turkey –la dinde steak –le biftek sausage –la saucisse bacon –le bacon pork –le porc ham –le jambon Rare –rosé Medium rare –à point Well done –bien cuit eggs –les oeufs fish and seafood –poisons et fruits de mers salmon –le saumon tuna –le thon mussels –la moule oysters –la huitre lobster –un homard crab –le crabe Octopus –le poulpe Squid –le calmar (see placemat) flavors / saveurs vanilla –la vanille chocolate –le chocolat vegetables / les légumes lettuce –le laittue salad –la salade tomato –la tomate potato –la patate, la pomme de terre french fries –le frites, le chips cauliflower –le chou-fleur broccoli –le brocolis asparagus –l’asperge onion –l’oignon garlic –l’ail green pepper –poivre vert beans –les haricots peas –les pois carrot –la carotte celery –le céleri corn –le maïs rice –le riz mushroom –le champignon cucumber –le concombre spinach –les épinards dairy –lelaitier milk –le lait cream –le crème butter –le beurre yogurt –le yaourt cheese –le fromage fruit / les fruit mango –le mangue strawberry –la fraise watermelon –melon d’eau canataloupe –le cantaloup pinapple –l’ananas coconut –le noix de coco kiwi –le kiwi pomegranate –la grenade apple –la pomme banana –la banane grapes –le raisin blueberry –la myrtille, le bluet blackberry –la mûre raspberry –la framboise orange –l’orange lemon –le citron lime –le citon vert Desserts / le dessert Pie –la tarte brownie –le carré Pastry –le pâtisserie Ice cream- la glace drinks / boissons beer - la bière wine - le vin juice –le jus pop - boisson gazeuse coffee –le café I’m full –je n’en peux plus; j’ai trop mangé Good eating !, Enjoy your meal! –bon appétit I would like –Je aimerais… I’ll have –je prends… 31 MenuTalk I can use the food vocabulary in practical ways. 1. 2. 3. 4. 5. 6. I can describe various foods in the main food groups I can say what I eat regularly for various meals (snacks, breakfast, etc…) I can describe my favorite dinner. I can order a pizza I can order a meal on a menu I can ask for the bill and calculate the tip 32 SHOPPING IN THE CITY / FAIRE LE SHOPPING DANS LA VILLE Downtown –la ville Suburbs –le banlieue small grocery store – une épicerie farmer's market –le marché supermarket –le supermarché superstore, giant supermarket –un hypermarché department stor –un grand magasin butcher –la boucherie baker –la boulangerie candy store – la confiserie dairy – la crémerie, la laiterie cheese shop –la fromagerie greengrocer –magasin de fruits et légumes pastry shop –la pâtisserie fish store – la poissonnerie laundromat –la blanchisserie newsstand –le kiosque Pharmacy –la pharmacie Restaurant –le restaurant Coffee shop –le café Small shop –la boutique Office building –le bureau Shopping centre/mall –le centre commercial Supermarket –le supermarché stationer's –la papeterie book shop - la librarie jeweller's –la bijouterie florist's - le magasin de fleuriste Corner store –dépaneure Subway –le métro Fire hall –le caserne de pompier Hospital –l’hôpital Bank –la banque Post office –la poste Library –la bibliothèque City hall –l’hôtel de ville Museum –le musée hardware store –la quincaillerie tobacco shop –le tabac opening hours – les heures d’ouverture on special offer –en promotion sale (bargains) –les soldes self serve –libre service open –ouvert closed –fermé entrance –l’entrée exit –la sortie cash desk –la caisse Apartment building –l’immeuble Street,Road –la rue Highway –une autoroute Sidewalk –le trottoire Forest –la forêt Country –la compagne River –la rivière Park –le parc Bus depot –la routière Airport –l’aéroport Train station –la gare Cinema –le cinéma Theatre –le théatre Factory –l’usine (m.) Pool –la piscine Arena –un arène Stadium –la stade Zoo –le zoo Farm –la ferme 33 ShopTalk I can buy something. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I can identify which store I need to go to. I can identify at least 5 items in my wallet. I can list at least ten different places to shop. I can ask when the store opens and when it closes. I can ask how much something costs I can use at least 5 adverbs of quantity I can say what I would like and how much I would like. I can use money amounts with dollars and cents. I can politely ask for assistance in at least 3 different ways. I can politely say thank you in at least 3 different ways. 34 TRAVELING / FAIRE LE VOYAGE where is the? –où se trouve…? Où est…? Help! –au secours! Aidez-moi! I am lost –je suis perdu I can’t find… - Je ne peux pas trouver… How much does….cost? –Combien coûte…? pack your bags –faire ses valises travel agent –un agent de voyages airline –une compagnie aérienne airplane –un avion airport –un aéroport arrivals – les arrivées departures –les départs baggage –les bagages baggage claim –la livraison des bagages boarding pass –la carte d’embarquement carry-on –bagage à main customs –la douane immigration – l’immigration duty free –une boutique hors taxes early –en avance late –en retard economy class –la classe touriste first class –la première classe flight –un vol gate –une porte one way –aller-simple return trip –aller-retour passenger –un passager pilot –un pilote steward, stewardess –un steward ticket –un billet reservation –faire une reservation declare –déclarer take off - décoller land - atterrir board –embarquer stopover –une escale terminal –aérogare passport –un passeport subsay –le métro station –la gare bus –l’autobus train –le train platform –le quai taxi –un taxi map –la carte forbidden –interdit do not enter –défense d’entrer out of service –hors service accommodations –le logement no vacancy –complet 1st, ground floor –le rez-de-chaussée room –la chambre highway –une autoroute driver –un conducteur to drive –conduire to pass –doubler traffic jam –un embouteillage on the way –en route gas –l’essence trip –une excursion fill up with gas –faire le plein stop light –le feu rouge motorbike –une moto gas station –une station-service to park –stationner to cross –traverser bike –un vélo 35 GEOGRAPHY / LA GÉOGRAPHIE Nearly all countries that end in e are feminine and the rest are masculine. There are just a few exceptions: • le Belize • le Cambodge • le Mexique • le Mozambique • le Zaïre • le Zimbabwe All continents end in e and all are feminine. Preposition rules for geographical terms: If country is: To / In From au du en en aux d' de/ d' des To / In From dans le / au du dans l' / en en de l' / d' de Cities and Islands To / In From city or singular island à de / d' aux des masculine and starts with consonant masculine and starts with vowel feminine plural If State/Province is: masculine and starts with consonant masculine and starts with vowel feminine plural islands 36 TRANSPORTATION (see placemat) skateboard –un planche à roulettes rollerblading –faire du roller, running –courir, faire une course scooter –un scooter dog team –un attelage des chiens snow board –un surf des neiges, une plance à neiges cross-country skiing –ski du fond canoing –faire du canoë kayak –faire du kayac sailing –voilier, un bateau à voile row boat –un bateau à rames submarine –un sous-marin motorboat –un bateau à moteur parachute –faire du parachutisme motorbike –un moto, une motocyclette unicycle –un monocycle car –une voiture bus –un autobus, un bus taxi –…en taxi, un taxi glider –un planeur flying saucer –une soucoupe volante bike –un vélo, une bicyclette scooter –un motor scooter snowmobile –un scooter de neige transport truck –un camion, transporter par camion subway –le metro, hang gliding –un deltaplane helicopter –un hélicoptère, héliporter blimp –un saucisse, un dirigeable camel –un chameau, une caravane de chameaux horse –à cheval tour bus –un autocar train –un train airplane –un avion air liner –un avion de ligne, un avion commercial balloon –faire de la montgolfière rocket –un vaisseau spatial Comment y aller? Comment est-ce que tu vas à …? TravelTalk 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. I can use a map to get from one place to another. I can ask for help. I can identify compass directions I can use common preposition to identify locations I can tell where I want to go I can read a timetable I can give directions I can identify map icons I can read simple messages at the bus depot, train station, I can find a travel agent in the phone book, internet…. I can rent a car 38 WORK / LES CARRIÈRES ET LES METIERS (see placemat) actor / un acteur actress / une actrice artist / un(e) artiste baker / un boulanger une boulangère builder / un maçon butcher / un boucher carpenter / un charpentier cashier / un caissier, une caissière civil servant / un(e) fonctionnaire cook / le chef, un(e) cuisiner, cuisinière dentist / un(e) dentiste doctor / un médecin electrician / un électricien employee / un(e) employé(e) engineer / un ingénieur fireman / un pompier hairdresser / un coiffeur, une coiffeuse lawyer / un avocat, une avocate jobless –sans emploi fire –renvoyer, virer work overtime –faire des heures supplémentaires overtime pay –heures supplémentaires interview –faire passer un entretien à… resumé –un résumé, un curriculum vitae maid / une femme de chambre manager / un gérant mechanic / un mécanicien nurse / un infirmier, une infirmière painter / un peintre pharmacist / un(e) pharmacien(ne) plumber / un plombier police / un policier, une policière secretary / une secrétaire receptionist / un(e) réceptionniste student / un étudiant, une étudiante high school teacher / un(e) professeur(e), teacher – un(e) enseignant(e) technician / un(e)technicien(ne) waitress / une serveuse waiter / un serveur writer / un écrivain boss –patron/patronne job –un emploi, un poste task –un travail manual laborer –ouvrier/ouvrière white-coller worker –employé(e) hire –engager pay –payer wage –le salaire Don’t use un,une with a profession. Je suis acteur. Qu’est-ce que tu vas être? Je vais être médecin. It pays well. –C’est bien payé 39 TECHNOLOGY AND COMMUNICATION texting –le texto turn on –allumer to type –taper click –cliquer to send –envoyer email –le courrier, smartphone –le mobile, le portable, gps –le GPS computer –un ordinateur keyboard –un clavier key –une touche download –télécharger icon –un icône font –la police browse –naviguer web browser –navigateur screen –un écran disk –une disquette printer –une imprimante software –un logiciel save/backup –sauvegarder the net –la toile to crash –planter switch off –éteindre mouse –une souris website –un site web webpage –la page web the web –le web the Internet –l’Internet USB key –la clé USB Link –un lien Drag and drop –glisser et déposer File –un fichier Folder –un dossier Spreadsheet –un tableur Home page –un page d’acceuil 40 JobTalk I can apply for a job and do a job interview. I can : 1. ...fill out a job application form 2. ...call an employer for an interview 3. ...look for a job in the want ads. 4. ...describe my strengths and weaknesses 5. ...tell my interests to the interviewer 6. ...research a job for wages and benefits and working conditions 41 GAMES, SPORTS, ENTERTAINMENT LES JEUX, LES SPORTS, LES DIVERTISSEMENTS, LES LOISIRS to play a game or sport. jouer à la, au, aux..., Jouer au base-ball Jouer au basketball Jouer au football Jouer au golf Jouer au hockey Jouer au tennis Jouer au volleyball jouer aux échecs (chess) to play a musical instrument – jouer de la, du, des… jouer de la clarinette jouer du saxophone jouer des battries (drums) jouer de la guitare jouer du trompet jouer de la basse stadium –la stade arena –l’arène faire de la boxe Horseback riding –Faire du cheval Faire du cyclisme Faire du jogging Swimming –Faire de la natation Skating –Faire du patin, faire du patinage Roller skating –Faire du patin à roulettes Diving –Faire de la plongée Faire du ski Cross-country skiing –Faire du ski de fond Water skiing –Faire du ski nautique Archery –Faire du tir à l’arc Sailing –Faire la voile Faire du parachutisme biking –faire du vélo, faire de la bicyclette hunting –faire la chasse reading –faire la lecture wrestling –faire de la lutte go fishing –aller à la peche cooking –faire la cuisine dancing –la danse 42 SUBJECT PRONOUNS MEMORIZE!!!!!! singular plural 1st person I –je, j’ 2nd You –tu You –vous Singular and familiar mode Plural and also singular polite mode person 3rd person We - nous Takes the place of “X and me…” He/it –il She/it –elle One/we –on who –qui They –ils,elles Takes the place of “name”…; le…, la…, ce…” Takes the place of « les… » « names… » « ces… » etc.. ARTICLES : THE, A, SOME.... There are three articles, just like in English. The definite article is ‘the’and it comes in four forms. The indefinite article is ‘a’, and comes in two forms, and The partitive artice, meaning ‘some’or ‘any’comes in four forms. English the a of, some / any Masculine Form Vowel form Feminine form Plural form le un du (de + le) l’ la une de la les de l’ Changing with the negative._ SAYING “NOT ANY” I have some candy. J’ai des bonbons. I have no candy. I haven’t any candy. Je n’ai pas de bonbons. des (de + les) 43 MORE PRONOUNS INDIRECT OBJECT PRONOUNS (replace the people in a sentence to/for whom the action of the verb occurs.) to me / me, m' to us / nous to you / te, t' to you / vous to him, her, it / lui to them / leur I am talking to Paul. Je parle à Paul. I am talking to him. Je lui parle. I give candies to the students. Je donne des bonbons aux etudiants. I give candies to them. Je leur donne des bonbons. DIRECT OBJECT PRONOUNS (replace the people or things that receive the action of the verb in a sentence.) Me / me, m' us / nous you (s) / te, t' you (pl) / vous him, it / le, l' them / les her, it / la, l' I love you. –je vous aime. I love them. –Je les aime. I love her/him/it. –Je l’aime. He loves us. –Il nous aime. ADVERBIAL PRONOUNS Y replaces a noun with ‘to’or ‘à’in front of it. It means ‘there’. EN replaces a quantity. It means one, some,or any. I go to Toronto. Je vais à Toronto. I go there. J’y vais. I want candy. Je veux des bonbons. I want some. J’en veux. There are a lot of candies. Il y a beaucoup de bonbons. There are a lot of them. Il y en a beaucoup. 44 POSSESSING THINGS... POSSESSIVE ADJECTIVES These adjectives are placed in front of the noun you are describing, just like you do in English. E.g. my brother = mon frère, my sister = ma soeur, Possessive Adjective Masculine form For all nouns beginning with a vowel, or silent ‘h’ Feminine form Plural form My Your His/her /its Our Your their mon ton son notre votre leur mon ton son ma ta sa mes tes ses nos vos leurs Note: the vowel beats the gender. So, even if you are describing a feminine noun, if it starts with a vowel, use the masculine form. E.g. mon ami, mon amie A lot of learners get mixed up with his/her. Notice that there are four ways of saying his, and four ways of saying her. It is the noun’s gender that dictates which adjective to use, not the owner. So, in French, if you want to say ‘her dog’, you don’t say ‘sa chien’, you say ‘son chien’, because chien is a maculine noun. If you want to say ‘his mother’, you would say ‘sa mère’, because mère is feminine (la mère) As you may recall from learning about ‘de’(see page….) , there is the ‘de’method of showing ownership or possession, similar to the English use of ‘s at the end of a noun. (e.g. ) POSSESSIVE PRONOUNS – YOURS AND MINE... English Masculine sing. Feminine plural Masculine plural Feminine plural Mine Le mien La mienne Les miens Les miennes Yours (singular) Le tien La tienne Les tiens Les tiennes His/hers/its Le sien La sienne Les siens Les siennes Ours Le nôtre La nôtre Les nôtres Yours (plural) Le vôtre La vôtre Les vôtres Theirs Le leur La leur Les leurs 45 NEGATIVES – SAYING NO This is a list of the ways French uses the negative. Always sandwich these words around the verb. ne becomes n’ in front of a vowel. (tu n’aimes pas, Vous n’allez pas….) not never any more nothing no one not at all! not any, none only ne...pas ne...jamais ne...plus ne...rien ne...personne pas du tout ! aucun ne…que Remember these formulas: present tense: pronoun + ne/n’ + verb + pas je ne vais pas. Je n’est pas past tense : pronoun + ne/n’+ avoir/être + pas + past participle Je n’ai pas vu. Ils n’ont pas future tense : pronoun + ne/n’+ aller + pas + infinitive il ne va pas regarder? asking negative questions (inversion method) : ne/n’+ verb-pronoun + pas? Ne sont-ils pas? N’avez-vous pas? add a ‘t’between vowels with il and elle Ne parle-t-il pas? ne/n’+ avoir/être + - + pronoun + pas + past participle n’avez-vous pas vu? 46 ADJECTIVES – COMMON PAIRS bon –mauvais triste –content fort –faible riche –pauvre froid –chaud court –long grand –petit intelligent –stupide méchant –gentil fatigué –excité même –différent lourd –léger calme –nerveux tranquille –inquiet fou –sérieux intéressant –ennuyeux sec –mouillé occupé –paresseux dur –mou, doux propre – sale vite –lent vieux –jeune possible –impossible meilleure –pire gros –maigre bien rangé –en désordre facile –difficile beau/belle –laide jolie –vilain How are you feeling? –Comment tu te sens? What’s wrong? –Qu’est-ce qu’il y a? How’s is going? –Comment ça va? 47 DESCRIBING MOOD AND APPEARANCE Mood Happy –heureux / heureuse Content, satisfied –Content/contente Sad –Triste Unhappy – Malheureux/malheureuse: Sick Malade Sick (with a cold or flu) Enrhumé/enrhumée: Tired Fatigué/fatiguée: Broken (literally): extreme exhaustion or extreme physical feelings of malaise, Cassé/cassée Able (to do something or in general) –Capable Unable (to do something or in general) – Incapable Rushed – Pressé/pressée Depressed (either in the clinical or non clinical sense) –Déprimé/déprimée Angry –Fâché/fâchée Furious – Furieux/furieuse In love – Amoureux/amoureuse anxious – anxieux/anxieuse apprehensive – inquiet/inquiète busy - occupé(e) compassionate – compatissant(e) awkward – maladroit(e) alert – alert(e) frail –frêle lonely - solitaire miserable - malheureux/malheureuse nervous - nerveux/nerveuse pensive - songeur/songeuse restless - agité(e) surprised–surpris/surprise impressed–impressionné interested–intéressé proud–fier/fière confused–confus/confuse frustrated- frustré Appearance attractive - attrayant(e) bald - chauve beautiful - beau/belle big - grand(e) bloody - sanglant(e) blonde - blond(e) bony - osseux/osseuse brunnette - brunette chubby - pôtelé(e) curly - bouclé(e) cute/pretty - jolie fat - gros(se) haggard - exténué(e) tall - grand(e) short - petit(e), court(e) (hair) slender - mince ugly - laid(e) 48 DESCRIBING PERSONALITY, ETC... Personality, Character generous - généreux/généreuse gentle - doux/douce impolite - impoli(e) intelligent –intelligent(e) jealous –jaloux / jalouse loving - affectueux/affecteuse mean - méchant(e) merciful miséricordieux/miséricordieuse nice - sympathique obnoxious - odieux/odieuse obstinate - obstiné(e) organised –organisé(e) petty - mesquin(e) quiet - tranquille reasonable - raisonable selfish –égoïste academic - intellectuel(le) active - actif/active acrimonious - acrimonieux/acrimonieuse affectionate - affectueux/affectueuse aggressive - agressif/agressive agreeable - agréable aloof - distant(e) amicable - amical(e) approachable - abordable athletic,sporty - sportif/sportive bad - méchant(e) bitter - amer/amère blunt - brusque bossy - autoritaire brave - courageux/courageuse candid - franc/franche carefree - insouciant(e) sensitive - sensible careless - négligent(e) serious –sérieux/sérieuse chatty - bavard(e) competent or capable - compétant(e) stodgy - lourd(e) conceited - vaniteux/vaniteuse strong - fort(e) despicable - méprisable terrible –térrible dumb –bête wise –sage evil - malfaisant(e) fashionable - à la mode funny - drôle insane - fou/folle Religious Faith Social class Buddhist –bouddhist Poor –pauvre Catholic –catholique Rich –riche Christian –chrétien Moslem/Islamic –musulman 49 THIS, THAT, THESE, THOSE…. Demonstrative Adjectives These behave the same way as the English equivalent. These go before the noun being described. They must agree in gender and number with the noun they modify: E.g. this dog = ce chien, that guy = cet homme English This, that, Masculine Masculine vowel or mute h ce cet Feminine (and feminine vowel) Plural cette These,those ces Demonstrative Pronouns : Each of the four demonstrative pronouns can refer to something nearby or far away. That is, celui and celle can both mean "this one" or "that one," while ceux and celles can both mean "these" or "those." Your listener can usually tell by the context which you mean, but if you want to stress one or the other, you can use a suffix (see below). English this, that these, those Masculine Feminine celui ceux celle celles You can distinguish between this one and that one, these and those by adding ci (here) and -là (there) Which girl did it, this one or that one? Quelle fille l'a fait, celle-ci ou celle-là ? I don't know if I want these or those. Je ne sais pas si je veux ceux-ci ou ceux-là. 50 ADJECTIVES THAT GO BEFORE THE NOUN some mnemonic devices to help you remember... B eauty (pretty, beautiful, ugly ) Age (old, young, new) Goodness (good, bad, kind) Size (big, small, tall, fat, short, long) Or this French acronym… bâton B (beauty: beau, belle, joli) Âge (age: jeune, nouveau, vieux, ) Taille: (size: grand, petit, gros, court, long) BOnté (goodness: bon, mauvais, vilain, gentil) Nombre (number:un, deux…plusieurs, quelques) Other adjectives that go before the noun... Other Each,every Last such All, whole, every autre chaque dernier Tel Tout, tous This poem of the same adjectives will also help you remember. vieux, jeune, nouveau vilain, joli, beau court, long mauvais, bon grand, petit, gros 51 COMPARATIVE AND SUPERLATIVE BETTER AND BEST To make a comparison between two nouns, equivalent to the English – er than…. use this formula: X is –er than Y Paul is smarter than Bill. Bill is less intelligent than Paul. X + est + plus/moins + adjective + que + Y Paul est plus intelligent que Bill Bill est moins intelligent que Paul. X is the –est Paul is the smartest. Bill is the least smart. X + est + le/la/les + plus/moins + adjective Paul est le plus intelligent. Bill est le moins intelligent. the best – le meilleure better than – mieux que… the worst – le pire worse than – plus mal que… 52 ADVERBS - COMMON PAIRS TIME (when?) FREQUENCY (how often?) Aujourd’hui – demain Jamais – souvent Demain – hier Tous les jours – rarement avant-hier – après-demain Toujours – jamais Tôt – tard À temps – en retard QUANTITY (how many?) Avant – après Un peu de – beaucoup de Premièrement – enfin Moins de – plus de Tout de suite – tout à l’heure Trop de – assez de Maintenant – plus tard Vide – plein(e), complet(e) depuis – il y a d’abord - enfin PLACE (where?) Ici – là Partout – quelque part Dedans – dehors Devant – derrière En haut – en bas Dessus – dessous Près de – loin de Sur – sous Droite – gauche MANNER (in what way? how?) Mal –bien Rapidement –lentement 53 ADVERBS FROM ADJECTIVES The French have a simple method of making adverbs by adding the ending 'ment' to adjectives, similar to the English method of adding adding 'ly' to adjectives. 1. If the adjective ends in a vowel, just add ‘ment’ Absolutely – absolument Politely – poliment Comfortably - confortablement Truly - vraiment 2. If the feminine version ends in a consonant – add ‘ment’ to the feminine form Softly – doucement actively Activement easily Facilement probably Probablement Seriously - sérieusement Rapidly – rapidement Firstly – premièrement Courageously - courageusement 3. Sometimes the finale ‘e’ changes to ‘é’ Precisely – précisément profoundly Profondément - Enormously – énormément 4. Adding –amment or –emment to adjectives ending in – ant or -ent Loud –bruyant Loudly – bruyamment Constant – constant Constantly – constamment Intelligent – intelligent Intelligently - intelligemment 54 DIRECTIONS AND LOCATIONS CHART 55 DIRECTIONS AND LOCATIONS - PAIRS Giving Directions… To – from Left – right straight ahead North – south East – west Toward – by,through à –de à gauche –à droite tout droit au nord –au sud à l’est –à l’ouest vers –pars Telling Locations… Here – there close to – far from On – under Above – below High – low in front – behind Inside – outside Before – after Between – beside Facing – back of Ici – là près de – loin de sur –sous Au-dessus – au-dessous en haut – en bas Devant – derrière Dedans – dehors Avant – après Entre – à côté de en face de – à l’arrière de Qu’est-ce vous trouvez…? Où est-ce vous trouvez le….? 56 CONJUNCTIONS – JOINING THOUGHTS and because or But that... if… et parce-que ou mais que... si… also so… so/therefor like, as then… aussi donc alors comme… puis however and yet, though cependant pourtant 57 THE BIG 4 (être, avoir, faire, aller) être –to be J’/ Je suis Nous am Tu es are Vous are Il, elle, on, qui est sommes êtes are Ils, elles,… is sont are avoir –to have J’/ Je ai Nous have Tu as have Vous have Il, elle, on, qui a avons avez have Ils, elles,… has ont have faire –to make, to do J’/ Je fais Nous do Tu fais do Vous do Il, elle, on, qui fait faisons faites do Ils, elles,… does font do aller –to go J’/ Je vais Nous go Tu vas go Vous go Il, elle, on, qui va allons allez go Ils, elles,… goes vont go 58 EXPRESSIONS WITH THE BIG 4 EXPRESSIONS WITH ÊTRE We are Canadian Nous sommes canadiens He's good looking. Il est beau. I'm in Oshawa. Je suis à Oshawa. I'm a student. Je suis étudiant. It's true, isn't it? C'est vrai, n'est-ce pas? This is my book. Ce livre est à moi. EXPRESSIONS WITH AVOIR I'm hungry – J'ai faim I'm thirsty – J'ai soif. I'm right – J'ai raison You're wrong – Tu as tort. I'm hot – J'ai chaud. I'm cold – J'ai froid. I'm afraid of spiders. - J'ai peur des araignées. He's lucky – Il a de la chance. I need money. - J'ai besoin de l'argent. He seems smart. - Il a l'air intelligent. EXPRESSIONS WITH FAIRE It's hot outside – Il fait chaud I cook – je fais la cuisine I read – je fais la lecture. I go hunting – je fais la chasse I garden – Je fais du jardinage. I do an internship – je fais un stage. I go on a picnic – je fais un pique-nique. I do my best – je fais de mon mieux. I play drums – Je fais de la batterie. I study geography – Je fais de la géographie. EXPRESSIONS WITH ALLER I'll get it. - Je vais le chercher. Go ahead! - Allez-y! Let's go! - Allons-y! How are you? - Comment ça va? I walk – Je vais à pied. I go fishing. - Je vais à la pêche. I'm taking off! - Je m'en vais! That goes without saying. - Ça va sans dire. 59 PRESENT TENSE REGULAR VERB ENDINGS Present Tense ER verb endings… J’/ Je … Nous , X et moi… …e …ons Tu … Vous …es …ez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ …e …ent Present Tense RE verb endings… J’/ Je … Nous , X et moi… …s …ons Tu … Vous …s …ez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ … …ent Present Tense IR verb endings… J’/ Je … Nous , X et moi… …is …issons Tu … Vous …is …issez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ …it …issent 60 COMMON IRREGULAR VERBS Vouloir – to want J’/ Je … Nous , X et moi… veux voulons Tu … Vous veux voulez Il, elle, on, qui Ils, elles, les…, ‘names’… ‘name et name…’ veut veulent Pouvoir – can, be able to J’/ Je … Nous , X et moi… peux pouvons Tu … Vous peux pouvez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ peut peuvent Devoir – should, must J’/ Je … Nous , X et moi… dois devons Tu … Vous dois devez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ doit doivent Voir – to see J’/ Je Nous , X et moi… vois voyons Tu Vous vois voyez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ voit voient 61 Savoir – to know a fact J’/ Je … Nous , X et moi… sais savons Tu … Vous sais savez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ sait savent Connaitre – to be aquainted with J’/ Je … Nous , X et moi… connais connaissons Tu … Vous connais connaissez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ connait connaissent Prendre – to take J’/ Je Nous , X et moi… prends prenons Tu Vous prends prenez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ prend prennent Mettre – to put J’/ Je Nous , X et moi… met mettons Tu Vous mets mettez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ met mettent 62 Dire – to say J’/ Je Nous , X et moi… dis disons Tu Vous dis dites Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ dit disent Partir – to leave (implies a specific destination) J’/ Je Nous , X et moi… pars partons Tu Vous pars partez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ part partent Sortir – to go out (exit generally, take something outside) J’/ Je Nous , X et moi… sors sortons Tu Vous sors sortez Il, elle, on, qui, le…, la… ‘name’… Ils, elles, les…, ‘names’… ‘name et name…’ sort sortent 63 THE FUTURE TENSE Formula for future proche –the ‘going’to… method Take aller in present tense and add the infinitive. pronoun + je I tu you Il, Elle, On, Qui He, she, Nous we Vous you Ils, Elles they aller vais am going vas are going va is going allons are going allez are going vont are going + infinitive (verb with er, ir, re ending) finir to finish attendre to wait regarder to watch étudier to study partir to leave jouer to play Formula for future simple –the ‘will’… method pronoun + je tu il,elle,on,qui nous vous ils,elles infinitive + regarder attendr finir choisir écouter descendr endings AI –i will watch AS –you will wait A –he will finish ONS –We will choose EZ –You will choose ONT –They will choose 64 LOTS AND LOTS OF INFINITIVES….. Easy cognate verbs to play with. Practice with a partner to guess meanings. Abandoner – to quit, abandon Abolir - to abolish Abominer – to hate S’absenter – to leave, Absorber – to absorb Abstenir – to abstain Abuser – to abuse Accepter – to accept Accompagner – to accompany Accomplir – to accomplish Accumuler – to accumulate Acquérir – to aquire Adapter – to adapt Admettre – to admit Adopter – to adopt Adorer – to adore Adresser – to address Affirmer – to affirm Aggraver – to aggravate Aider – to help, aid Ajuster – to adjust Allumer – to alluminate, turn on Amasser – to pile up, amass Amputer – to amputate Amuser – to entertain Animer – to animate, give life to Annihiler – to destroy Annoncer – to announce, Annuler – to annul, cancel Apparaître – to appear Applaudir – to applaud Appointir – to appoint Approcher – to approach Appliquer – to apply Apprécier – to appreciate Assembler – to assemble Assassiner – to murder Assoccier – to associate Attaquer – to attack Argumenter – to argue Arranger – to arrange Autoriser – to authorize, allow Balancer – to balance Boxer – to box Brosser – to brush Calculer – to calculate Calmer – to calm Caractériser – characterize Cataloguer – to list Centrer – to center Chaîner – to chain Challenger – to challenge Changer – to change Chasser – to chase, hunt Circuler – to circulate Civiliser – to civilize Coexister – to coexist Collaborer à – collaborate with Collecter – to collect Colorer – to color Combiner – combine Communiquer – communicate Comparer – compare Compléter – complete Concentrer – concentrate Conditionner – to condition Confesser – to confess Confirmer – confirm Considerer – to consider Consister – to consiste of Consulter – to consult Continuer – to continue Contribuer – to contribute Copier – to copy Correspondre – to correspond Couvrir – to cover with Craquer – to crack Créer – to create Critiquer- to criticize Croquer – to crunch, munch Cultiver – to cultivate Cumuler – accumulate Damner – to damn Danser – to danse Décider – to decide Déclarer – to declare Décorer – to decorate Décrire – to describe Défendre – to defend Démolir – demolish Démontrer – demontrate Désarmer – disarm Désobéir – disobey Déterminer – determine, establish Détester – hate Détruire – destroy Discontinuer – discontinue Discuter – discuss Disputer – fight for, dispute Diviser – to divide Distribuer – to distibute Divorcer – to divorce Dominer – to dominate Doubler – to double Driller – to drill Droguer – to drug Dynamiter – to dynamite Embarrasser – to embarrass Embrasser – to embrace émigrer – to emigrate Employer – to employ, use Encourager – to encourage Engager – to engage Engraver – to engrave Enricher – to enrich Entraîner – to train, coach, Enveloper – to wrap up, épicer – to spice éroder – to erode éstammer – to estimate exagérer – to exaggerate examiner – to examine exciter – to excite excuser –to apologise executer – to execute exercer – to exercise exister – to exist expliquer – to explain explorer – to explore Exploser – to explode Exporter – to export 65 Falsifier – to falsify Famliariser – to get used to Favoriser – to favour Fertiliser – to fertilize Fixer – to fix Flamber – to blaze Flatter – to flatter Flotter – to float Forcer – to force Former – to form Fortifier – to fortify, make strong Frapper – to knock Fumer – to smoke, steam Galoper – to gallop Garantir – to guarantee Garder – to keep, guard, Généraliser – to generalize Gesticuler – to gesticulate Glouglouter – to gurgle Gouverner – to govern Grouper – to group Hésiter – to hesitate Honorer – to honour Hospitaliser – to hospitalize Humilier – to humiliate Hypnotiser – to hypnotize idéaliser – to idealize Identifier – to identify Ignorer – to ignore Iluminer –to illuminate Imaginer – to imagine Imiter – to imitate Implorer – to implore Imposer – to impose Incliner – to incline, lean Indiquer – to indicate Informer – to inform Injecter – to inject Insister – to insist Inspirer – to inspire, breathe in Installer – to install Interpéter – to interpret Interroger – to interrogate Interrompre – to interrupt Introduire – to introduce Inventer – to invent Inviter – to invite Irriter – to irritate Isoler – to isolate Jalouser – to be jealous of Japper – to yap Jeter – to throw Joindre – to join Juger – to judge Justifier – to justify Kidnapper – to kidnap Lacer – to lace up Lancer – to throw Libérer – to free, release Mâcher – to chew Maintenir – to maintain Manager – to manage Manipuler – to manipulate Marier – to marry Marquer – to mark, note, score Matcher – to match Mémoriser – to memorize Mesurer – to measure Minimiser – to minimize Moquer – to mock, make fun of Négliger – to neglect Nommer – to name Obéir – to obey Obliger – to oblige Observer – to observe Organizer – to organize Parachuter – to parachute Parfumer – to scent, flavour Participer – to participate Passer – to pass time, go past, Payer – to pay, pay for Peindre – to paint Percer – to pierce Permettre – to permit, allow Persuader – to persuade Photographer – to photograph Piloter – to steer, pilot Pique-niquer – to picnic Piquer – to sting, bite, prick Placer – to place Planter – to plant Plonger – to dive, plunge Plumer – to pluck Porter – to carry, wear Posséder – to possess, own Pousser – to push Préférer – to prefer Projeter – to project Promettre – to promise Protester – to protest Prouver – to prove Publier – to publish Questioner – to question Quitter – to leave, vacate, desert Ranger – to tidy, arrange, Raser – to shave Rassembler – to reassemble Réaliser – to realize Recevoir – to receive Réciter – to recite Recommander – to recommend Recycler – to recycle Refuser – to refuse Regretter – to regret Rejeter – to reject Remplacer – to replace Réparer – to repare Répéter – to repeat Répondre – to respond, answer Représenter – to represent Respecter – to respect Respirer – to breathe Resemmbler – to ressemble Retourner – to return Roter – to belch Rôtir – to roast Ruiner – to ruin Sacrifier – to sacrifice Satisfaire – to satisfy Séparer – to separate Siffler – to whistle Signaler – to signal Signer – to sign Snober – to snub Souper – to have supper Splitter – to spl 66 Sprinter – to sprint Stabiliser – to stabilize Stimuler – to stimulate Stripper – to strip Suggérer – to suggest Supposer – to suppose Suspecter – to suspect Suspendre à – to suspend Swinguer – to swing Tatouer – to tatoo Taxer – to tax Téléphoner – to phone Terminer – to end Terrifier – to terrify Terroriser – to terrorize Toaster – to toast Toiletter – to groom Torturer – to torture Toucher – to touch Tourner – to turn Tousser – to cough Transformer – to change into Transplanter – to transplant Transporter – to carry Traverser – to cross Trembler – to tremble Tripler – to triple Troubler – to disturb Twister – to twist Ululer – to hoot (owl) Unir – to unite User – to use, wear away Utiliser – to use Vacciner – to vaccinate Vaseliner – to coat with Vaseline Vomir – to vomit Voter – to vote Voyager – to travel Vibrer – to vibrate Violenter – to batter, assault Vocaliser – to vocalize Visualiser – to visualize Zébrer – to stripe, streak Zozoter – to lisp 67 THE REGULAR PAST TENSE WITH AVOIR MEMORIZE THIS..... ER verbs change to é e.g. regarder –regardé IR verbs change to i e.g. finir –fini RE verbs change to u e.g. attendre –attendu Here is the formula for past tense with avoir… pronoun tu il Nous + avoir as a avons + verb stem regard fin attend + ending é i u 68 IRREGULAR PAST TENSE WITH AVOIR Unfortunately there are always exceptions. The following list of irregular verbs should be mastered, along with their past participles. Être –to be Avoir –to have Prendre –to take Lire –to read Devoir –should, must Savoir –to know Pouvoir –can, be able to Voir –to see Vouloir –to want Couvrir –to cover Ouvrir –to open Offrir –to offer Comprendre –to understand Mettre –to put Dire –to say, tell Faire –to make, do été eu pris lu dû su pu vu voulu couvert ouvert offert compris mis dis fait 69 PAST TENSE WITH ÊTRE There are several verbs that don’t use avoir in the passé compose, but use être instead. In grade 8 you should memorize this list of verbs using the following mnemonics. There are others, but I find this the easiest…. There are several mnemonic devices, but I find this the easiest... THE ADVENT R VERBS These are laid out in pairs of opposites. to arrive –Arriver to go down –Descendre to come –Venir to enter –Entrer to be born –Naitre to fall –Tomber to stay –Rester to leave –partir to go up –monter to go –aller to exit –sortir to die – mourir to return –retourner Here is the formula for past tense with être… pronoun je tu il Nous + être suis es est sommes + verb stem + ending arriv é(e) all é(e) sort i descend u(e)s not-so-tricky spelling rules for gender and plurality 1. an extra ‘e’if the pronoun is feminine e.g. elle est arrivée 2.add an ‘s’if the pronoun is plural e.g. vous êtes arrivés 3. add an ‘es’if the pronoun is feminine plural e.g. elles sont arrivées 70 GIVING ORDERS – THE IMPERATIVE To give a command you only use three (TU,VOUS, NOUS) forms, and you don’t use the pronoun For example: faire – to do Faisons le travaille! Va au bureau! Fais le travaille! Do the work! (Let’s) do the work! Faites le travaille! Do the work! (polite version, or plural version) (familiar version, or singular version) Note : When writing the imperative in singular tu, the final ‘s’ is dropped. Irregular imperatives These require special study. You will spend more time on these in high school. avoir (tu) aie = have ! (nous) ayons = let’s have…! (vous) ayez savoir (tu) sache (nous) sachons (vous) sachez être (tu) sois = be e.g. sois patient = be patient! (nous) soyons (vous) soyez vouloir (tu) veuille (nous) n/a (vous) veuillez 71 COMMON VERB PAIRS FOR PRACTICE I have written these verbs in the imperative form, but you can change them to third person singular or first person plural to hear the patterns. dites –parlez levez-vous –asseyez-vous sautez –arrêtez commencez –finissez buvez –mangez vas –viens allez –venez oubliez –se rappelez volez –tombez dansez –chantez mettez –enlevez cherchez –trouvez ouvrez –fermez restez –bougez traversez –restez marchez - courez sortez –entrez gagnez –perdez dormez –réveillez arrivez –partez donnez –prenez gardez –laissez écrivez –effacez montez –descendez criez –chuchotez aimez –détestez pleurez –riez passez –ramassez levez –baissez poussez –tirez lancez –attrapez enseignez –apprenez demandez –répondez apparaissez –disparaissez construisez –détruisez jouez –travaillez 72 WRITING IN FRENCH – THE APOSTROPHE Whenever you come across an apostrophe, pretend it’s not there and blend the sounds together as one. Do not stall or stop while reading the word with an adjoining apostrophe. It is simply there to disallow two short vowel sounds from ‘banging’ into each other. e.g. que + il = qu’il, que + elle = qu’elle, je + ai = j’ai,…. Note: this rap will help you…. Deux voyelles ensemble comme ça Se cognent et ça ne marche pas! Enlève le ‘e’, met l’apostrophe après Et maintenant ça marche, c’est vrai! 73 FRENCH ACCENTS The French language has accents for a reason; to distinguish the sound of the letter, and to distinguish homographs (words that sound and spelled the same) French evolved over a long time as a dialect of spoken Latin, called Romance. Other Romance languages include: Spanish, Italian, Romanian, Portugese. And, like other languages, the writing/spelling evolved over time to show the specific sounds particular to the language of a particular region. Here is a quick and dirty explanation of the French accents. 1. The acute accent, accent aigu (é) sounds like an ‘ay’ sound. Always! 2. The grave accent, accent grave (è), sounds like an ‘eh’ sound. Accent grave is also used on the u, such as où. Où (meaning ‘where’) sounds like ou (meaning ‘or’). The accent is added to tell the otherwise identical words apart. Other homographs are ‘a’ and ‘à’ 3. The circumflex accent, accent circonflexe, is found on e, a, i, u, and o. It looks like ê, â, ô î, û. It was used as a shortcut to spelling words that originally had an ‘s’ after those letters. (e.g. fenêtre, used to be fenestre, forêt used to be forest, etc…) It is also used to distinguish homographs apart from each other. du is different in meaning from dû. la is different in meaning from là ou is different in meaning from où 4. The cedilla, accent cédille, is only found on c’s, like this: ç, and always sounds like an ‘s’. e.g. garçon . If a c is followed by and e or an I, is always sounds like an ‘s’. e.g. Cedric…. But also be aware that c can be pronounced like a hard k, such as café 5. ï , the two dots above the vowel, called a trema, are designed to separate two consecutive vowels sounds. e.g. naïve, not naive 74 PUNCTUATION RULES 1. When typing numbers and money, a space replaces the comma, and a comma replaces the decimal point. Put a space after the last number and the dollar sign goes at the end. English: $1,343.57 French: 1 343,57 $ English: 2,000,500 French: 2 000 500 2. When writing the time, use the 24 hour clock, and place a space before and after the „h‟ English: 3:30 p.m. French: 15 h 30 3. Quotation marks, called guillemots, are different and have a space after opening and before closing. See the section on Typing in French. « bonjour ! » 4. Always type two spaces after the colon (:), called deux points. 5. One space after a semi-colon, point-virgule (;). Don’t put a space before it. 6. The period, point (.), has the same rules as in English. Type two spaces after you’ve ended a sentence. As a student you should be able to: • recognize and utilize the editing marks (see editing chart) • edit written text • remember the spacing rules when using punctuation marks. 75 CAPITALIZATION RULES FOR FRENCH 1. Don’t capitalize seasons, days, months été, en hiver, jeudi, mardi, septembre, mai, ... 2. Don’t capitalize compass directions unless it is the proper name of a place. nord (le Nord), est (l’Est)... 3. Don’t capitalize religions (unless you are describing a follower of a religion) chrétien, catholique, musulman, bouddhisme, 4. Don’t capitalize nationalities or languages (unless you are describing a human being) canadien, italien, allemande, anglais, français.... 5. Don’t capitalize geographical words (street, mountain, ocean, sea, avenue...) rue, avenue, mont, mer, océan... 7. Don’t capitalize je unless it’s at the beginning of a sentence. 76 TYPING IN FRENCH: USING THE COMPUTER KEYBOARD SETTINGS Go to your Control Panel and set the language and keyboard to the following settings… 1. Change language US to French (Canada) 2. Use Keyboard English (Canadian Multilingual Standard) 3. Set keyboard control to be visible on task bar or on desktop for changing between language settings …all keys are the same as usual except the following, which are easy to find… To make a….. é, É è, È ô, î, ê, â…. ç à ù French quotation marks « …. » ? ’ (the apostrophe) Type…. / left shift then / ’ left shift then ’ [ then the letter o,i,e,a ] \ Right alt then [ then u Left shift and > (it will automatically point in the correct direction at the beginning and end of the quote Right shift then 6 Left shift then , (comma) 77 TYPING IN FRENCH: USING THE ALT KEY AND ASCII CODES An alternative way to typing in French, or other foreign languages, when you don’t want to go through the bother of changing the keyboard and language settings, is to use the ASCII (American Standard Code for Information Interchange )codes with the ‘alt’ key with the numeric keypad. Make sure you turn on the “Num Lock” key, press Alt, hold and press the desired numbers on the numeric keypad, not the numbers in the top row, then release the ‘Alt’ key. Note that capital letters have separate code numbers. A à - 133 À - 0192 â - 131  - 0194 æ - 145 Æ - 146 E é - 130 É - 144 è - 138 È - 0200 ê - 136 Ê - 0202 ë - 137 Ë - 0203 I î - 140 Î - 0206 ï - 139 Ï - 0207 O ô - 147 Ô - 0212 U ù - 151 Ù -0217 û - 150 Ü - 154 C ç - 135 Ç - 128 œ - 0156 Œ – 0140 When typing oe, and ae, the computer keyboard often joins them together, such as in œuf, sœur, œil. I haven’t found this to be very consistent. It is not mandatory that these letters be squished together, though it is recommended to join them when handwriting in French. 78 TEXTING IN FRENCH / LES TEXTOS (compiled from www.cpf.on.ca and french.about.com ) General Rules: phonetic short forms… • É replaces c’est, s’est, sais, etc… • C replaces ai, ais • K can replace QU (koi) • O replaces AU, EAU, AUX, etc. • T replaces T’ES, etc.. • 1 replaces UN, EN, IN • 2 replaces DE TEXT 12C4, A12C4 2 ri 1 6né A+, @+ A2m1, @2m1 AMHA AP, APLS ASV ALP A tt Auj B1sur BCP Bi1to Biz Bjr C C1Blag CAD Cb1 C Cho Cé Ché Chu/chui/chuis C mal1 C pa 5pa CPG Ct D100 D’ac, dak DSL DQP EDR ENTK, EntouK FRENCH Un de ces quatre De rien Ciné À plus À demain À mon humble avis À plus, Âge, sexe, ville À la prochaine À tout à l’heure Aujourd’hui Bien sûr Beaucoup Bientôt Bisous Bonjour C’est C’est une blague C’est-à-dire C’est bien c’est chaud C’est Chez Je suis C’est malin C’es pas sympa C’est pas grave C’était Descends D’accord Désolé Dès que possible Écroulé de rire En tout cas ENGLISH One of these days You’re welcome Movie theater L8R Later, CU2moro Til tomorrow, IMHO In my humble opinion, TTFN, L8r, later, Tata for now ASL , Age, sex, location TTFN, Tata for now, See you soon Today Of course A lot Real soon now, RSN XXX, Kisses Hello It is It’s a joke, just kidding That is, i.e. That’s good it’s hot It is At the home of… I am That’s clever, sneaky That’s not nice INBD, it’s no big deal It was Get down OK IMS, I’m sorry ASAP, as soon as possible LOL, laughing out loud IAC, in any case 79 TEXT FAI FDS G GHT G la N GspR b1 Gt Je c Jé Je le saV Jenémar Je t’M, JTM Je vé, j’vé JMS JSG KDO Kan, Kand Ke Ké Kel Keske Ki Koi29 L’s tomB Lut, SLT MDR mr6, M MSG Now NSP O Ok1 OQP Oué P2k Parske, PK p-ê Pkoi Po, pô q-c q, queske QDN Qq Qqn raf Rdv RE ri1 Savapa SLT, lut SNIF FRENCH Fournisser d’assès internet Fin de semaine J’ai J’ai acheté J’ai la haine J’espère bien J’étais Je sais J’ai Je le savais J’en ai marre Je t’aime Je vais Jamais Je suis genial Cadeau Quand Que Qu’est Quel, quelle Qu’est-ce que Qui Quoi de neuf Laisse tomber Salut Mort de rire Merci Message Maintenant Ne sais pas Au Aucun Occupé Ouais Pas de quoi Parce que Peut-être Pourquoi Pas Qu’est-ce que Quio de neuf? Quelques Quelqu’un Rien à faire Rendez-vous (je suis de) retour, rebonjour Rien Ça va pas Salut J’ai de la peine ENGLISH ISP, internet service provider Wknd, weekend I have I bought H8, hate I hope so I was I know I have I knew it I’m sick of it ILUVU, I love you I’m going NVR, never I’m (doing) great gift When That, what What is Which What Who What’s new? Forget it Hi ROFL, rolling on the floor laughing Thx, thanks Msg, message ATM, at the moment dunno In the, at the None, not one Busy Yeah URW, you’re welcome COZ, because maybe Y, why Not what What’s new? some Someone Nothing to do Meeting, date, appointment I’m back, hi again 0, nothing Is something wrong hi I’m sad 80 TEXT ss STP, SVP T Tabitou tata KS Tds ti2 Tjs Tkc TLM T nrv? TOK TOQP Tps Tt V1 Vazi VrMan X XLnt Y a , ya FRENCH (je) suis S’il te/vous plait T’es T’habites où T’as ta casse Tout de suite T’es hideux Toujours T’es cassé Tout le monde T’es énervé? T’es OK? T’es occupé Temps Tout Viens Vas-y Vraiment Crois, croit Excellent Il y a ENGLISH I am PLS, please You are Where do you live? You have a car? Right away You’re hideous Always You’re tired Everyone You irritated, annoyed? RUOK?, are you ok RUBZ?, are you busy Time, weather All, every Come Go Really Believe XLNT There is, there are 81 CEFR REFERENCE LEVELS OF BILINGUAL ABILITY Proficient User C2 C1 Independent User B2 B1 Basic User A2 A1 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 82 BASIC USER LEVELS A1 and A2 ORAL COMMUNICATION A1 A2 Fluency I can manage very short isolated, mainly prepackaged phrases and words, with much pausing to search for expressions and articulate less familiar words and repair communication. I can make myself understood in very short utterances, even though pauses, false starts and reformulation are very evident. Interaction I can ask and answer questions about personal details. I can interact in a simple way but communication is totally dependent on repetition, rephrasing and repair. I can use the simplest everyday polite forms and greetings and farewells; introductions; saying please, thank you, sorry, etc… I can answer questions and respond to simple statements. I can indicate when I am following the conversation, but am rarely able to understand enough to keep conversation going of my own accord. Vocabulary Range and Control I have a basic vocabulary repertoire of isolated words and phrases related to particular concrete everyday situations (i.e. family and personal details) I have a sufficient vocabulary for coping with simple survival needs; for the expression of basic communicative needs; to conduct routine, everyday transactions involving familiar situations and topics. Grammatical Accuracy I show only a limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. I can communicate very basic information about myself and my family, my job in a simple and direct language, and I can join simple phrases with ‘and’, ‘then’, ‘but’, ‘because’. I use some simple structures correctly, but still systematically make basic mistakes – for example tends to mix up tenses and forget to mark agreement; Nevertheless, it is usually clear what he/she is trying to say. Phonological Control My pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native French speakers used to dealing with French Second Language speakers. My pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. 83 READING COMPREHENSION A1 A2 Overall Comprehension I can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. I can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. I can understand short, simple texts on familiar matters of concrete type, which consist of high frequency everyday language, or language related to my knowledge and experience. Conditions and Limitations I read a single phrase at a time, re-reading part of text. I am restricted mainly to common everyday language and language related to a field of my knowledge and experience WRITING PRODUCTION A1 A2 Overall Written production I can write simple isolated phrases and sentences. Can ask for or pass on personal details in written form. I can write a series of simple phrases and sentences linked with simple connectors like “and”, “but”, and “because”. I can write short simple formulaic notes relating to matters in areas of immediate need. Orthographic Control I can copy familiar words and short phrases (e.g. simple sings and instructions, names of everyday objects, names of shops and set phrases used regularly. I can spell my address, nationality and other personal details. Apart from the most common words an expressions, I need to consult a dictionary I can copy short sentences on everyday subjects (e.g. directions how to get somewhere. I can write with reasonable phonetic accuracy, short words that are in my oral vocabulary, but not necessarily full standard spelling I write only on familiar and routine matters. Writing continuous coherent text is difficult. Conditions and Limitations 84 INDEPENDENT LEVELS B1 and B2 ORAL COMMUNICATION B1 Threshold B2 Vantage Fluency Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can produce stretches of language with a fairly even tempo: although he/she can be hesitant as he/she searches for patterns and expressions. There are few noticeably long pauses. Interaction Can imitate, maintain and close simple faceto-face conversations on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can initiate discourse, take his/her turn when appropriate and end conversation when he1/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting other in, etc. Vocabulary Range and Control Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events. Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. Has a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Lexical accuracy is generally high, though some confusion and incorrect choice does occur without hindering communication. Grammatical Accuracy Uses reasonable accurate a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding. Good grammatical control: occasional slips or non-systematic errors and minor flaws in sentence structure may still occur; but they are rare and can often be corrected in retrospect. Phonological Control Pronunciation is clearly intelligible eve if a foreign accent is sometime evident and occasional mispronunciations occur. Has acquired a clear, natural, pronunciation and intonation. 85 READING COMPREHENSION B1 Threshold B2 Vantage Overall Comprehension I can read straightforward factual texts on subject related to my field and interest with a satisfactory level of comprehension I can read with a large degree of independence, adapting style and speed of reading to different tests and purposes, and using appropriate reference sources selectively. I have a broad active reading vocabulary, but may experience some difficulty with low frequency idioms. Conditions and Limitations I have an ability to identify main conclusions and follow arguments restricted to straightforward texts. There is only a minor limitation in my access to a range of different types of texts. I can read different types of text at different speeds and in different ways according to the purpose and type of text. I require a dictionary for more specialized or unfamiliar texts. WRITING PRODUCTION B1 and B2 Overall Written production Orthographic Control Conditions and Limitations B1 Threshold B2 Vantage I can write straightforward connected texts on a range of familiar subjects within my field of interest, by linking a series of shorter discrete elements into a linear sequence. I can convey information and ideas on abstract as well as concrete topics, chick information and ask about or explain problems with reasonable precision. I can write personal letters and notes asking for, or conveying, simple information of immediate relevance, and get across the point I feel to be important. I can produce continuous writing which is generally intelligible throughout. My spelling, punctuation and layout are accurate enough to be followed most of the time. I can write clear, detailed =texts on a variety of subjects related to my field of interest, synthesizing and evaluating information and argument from a number of sources. I can express news and views effectively in writing, and relate to those of others. The range of texts can be limited to more familiar and common ones, such as describing things and writing about sequences of actions. Writing for argumentation and contrasting issues are difficult for me. I can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. My spelling and punctuation are reasonably accurate but my show signs of English influence. Expressing subtle nuances in taking a stance or in telling about feeling and experiences is usually difficult for me. 86 I CAN DO LISTS Descriptor… A1 Listening Comprehension: 1. I can understand basic vocabulary about myself and my family 2. I can understand basic vocabulary related to my surrounding (e.g., school, classroom, or workplace 3. I can understand numbers, prices, and times 4. I can understand questions and follow short simple instructions in class, to find objects in class, house, mall, city map, etc… 5. I can understand simples directions, to get from A to B, by foot or public transport 6. I can understand some simple messages and stories by identifying some words and expressions A1 Spoken production: 7. I can briefly describe my family and where I live 8. I can express my basic needs (washroom, food, drink, etc…) 9. I can state a list of items (e.g. hobbies, animals, food, classroom objects…) 10. I can state my likes and dislikes about food, clothing, animals, sports, etc… 11. I can give my name, age, address, and telephone number 12. I can say when I don’t understand 13. I can very simply ask somebody to repeat what they said 14. I can ask somebody to speak more slowly 15. I can describe objects’ size, shape, colours, (suit, animal, face) 16. I can describe what I, or others, can or cannot do 17. I can simply describe my family members (who they are, how old they are, and what they do) A1 Spoken interaction: 18. I can introduce somebody and use basic greetings such as ‘hello’ and ‘good bye’ 19. I can ask and answer simple questions and make simple statements about basic needs or very familiar topics 20. I can ask people for things and give people things 21. I can ask people questions about where they live, people they know, things they have and answer similar questions addressed to me provided they are spoken slowly and clearly 22. I can make simple purchases by pointing or using other gestures to support what I say 23. I can make statements involving numbers, quantities, and cost 24. I can ask and give the time and can use such phrases as ‘next week’, ‘last Friday, ‘in November, 3 o’clock’ 1 not ready yet 2 Somewhat 3 Partially 4 Fully mastered 87 25. I can provide the date including the day of the week, month and year, as well as my birthdate 26. I can make myself understood in a simple way with the other speaker being prepared to repeat more slowly and rephrase what I say and to help me to say what I want 27. I can buy things in shopw ehre pointing or other gestures can support what I say 28. I can use and understand simple numbers in everyday conversations (e.g. prices , telepohone numbers> 29. I can answer the phone, give my name, and answer basic questions 30. I can use basic greattging and leave-takeing expressions 31. I can ask how people are A1 Reading 32. I can understand basic questions of standardized forms to give the most important information about myself 33. I can understand information about people (place of residence, age) 34. In everyday situations, I can read short, simple message and notes 35. I can decipher posters, signs and labels everyday life to determine times, dates, costs and locations 36. I can understand some newspaper headlines with familiar words 37. I can read short text with familiar words and very simple sentence s and grasp the overall meaning of the text (comptines, rhymes, greeting cards) 38. I can understand import words relating to computer programs such as save, copy and print 39. I can follow simple written directions A1 Writing 40. I can write a postcard or greeting card describing how I am feeling and what I am doing using short simple phrases 41. I can fill in a form or questionnaire giving basic personal information (e.g. job application, hotel registration, etc…) 42. I can write short simple sentences about myself and what I do Descriptor… A2 Listening Comprehension: 1. I can understand simple information and questions about family, people, homes, work, and hobbies 2. I can understand what people way to me in simple, everyday conversation, if they speak clearly and slowly and give me help 3. I can understand short conversations about family, hobbies and daily life, provided that people speak slowly and clearly 4. I can follow changes of topic in TV news reports and understand the main ideas 5. I can understand short, clear, and simple messages at the school, bus depot, airport, train station if spoken very clearly 1 not ready yet 2 Somewhat 3 Partially 4 Fully mastered 88 6. I can understand enough of what people say to be able to meet immediate needs, provided people speak slowly and clearly as long as I can ask for help 7. I can generally identify change in the topic of discussion around me which is conducted slowly and clearly 8. I can understand short, simple stories when told clearly and slowly 9. I can follow the main points of TV news, if people talk slowly and clearly, if I can familiar with the subject and if the images help me to understand the story 10. I can understand the main point in short, clear, simple messages, announcements and instructions (e.g. public transit, airport…) A2 Spoken production: 11. I can describe myself, family and other people 12. I can describe my education, present or last job 13. I can describe my hobbies and interests 14. I can describe my home and where I live 15. I can describe what I did ant the weekend or on my last holiday 16. I can talk about my plans for the weekend or on my next holiday 17. I can explain why I like or dislike something 18. With time to prepare, I can give basic information about something I know well (i.e. country, sports team, musician, etc…) 19. I can describe place I line (i.e. town, resorts, stores, etc) 20. I can say what I do in my free time 21. I can describe plans, arrangements and alternatives 22. I can describe past activities, events, and personal experiences 23. I can describe a job or study experience, daily chores 24. With time to prepare, I can briefly explain and give reasons for my actions 25. I can briefly present a country, sports team, musician, etc… 26. I can summaries simple stories I have read, relying on the language used in the story A2 Spoken interaction: 27. I can ask people how they feel in different situations (e.g. are you hungry, OK, ) 28. I can say how I feel (e.g. various adjectives of mood, etc…) 29. I can ask and answer simple questions about home and country, work and free time, likes and dislikes 30. I can ask and answer simple questions about the past event, (e.g. time and place of party, who was there, what happened…) 31. I can make and accept invitations, or refuse invitations politely 32. I can make and accept apologies 89 33. I can discuss plans with other people (e.g. what to do, where to go, when to meet…) 34. I can ask for and give directions using a map or plan 35. I can communicate in everyday situations, (e.g. order food and rink, shopping, using post offices, banks, etc…) 36. I can use the bus, train, taxi, …ask for basic information about travel and buy tickets 37. I can use standard phrases to answer the phone, exchange simple information, have a short telephone conversations with someone I know (e.g. arrange a meeting, etc…) 38. I can have short conversation with friends and ask and answer simple questions about familiar topics (e.g. weather, hobbies, pets, music, sport, etc…) 39. I can ask and answer simple questions about things in the past (e.g. yesterday, last week, last year, last summer, etc…) 40. I can ask for and give opinions, agree, and disagree, in a simple way. I can discuss different things to do, place to go, etc… 41. I can give and follow simple directions and instructions (e.g. explain how to get somewhere…) 42. I can handle most everyday situation (e.g. shopping, eating out and checking travel times) 43. I can get simple information about travel, buying tickets and finding out and passing on information on places, times, costs, etc…) 44. I can phone friends to exchange news, discuss plans and arrange to meet. A2 Reading 45. I can understand short simple texts containing familiar vocabulary including international words 46. I can find the most important information in advertisements, brochures, Web pages, catalogues, timetables, etc 47. I can understand the main points in short, simple news items and descriptions if I already know something about the subject (i.e. sports, pop culture, school, etc.) 48. I can understand clear instructions (how to use a telephone, cash machine, vending machine, etc…) 49. I can understand the main points of short, simple, everyday stories, especially with visual support 50. I can understand short simple messages from friends (i.e. emails, IM, postcards, short letters…) 51. I can understand short, simple texts on familiar subjects, which consist of high-frequency, everyday or job-related language 52. I can use the phone book, other reference books to find what I want and understand the most important pieces of information (e.g. price and size of apartment, cars, computers, etc…) 53. I can understand main points in short newspaper/magazine stories, especially when illustrated 54. I can understand instructions expressed in simple language (public telephones, public transport ticket machines, safety information, directions,.) 55. I can understand short everyday stories about familiar subject if the text is written in simple language 56. I can understand simple texts, emails and letters from friends or colleagues, for example saying when we should meet for lunch/dinner or asking me to be a t work early…) 90 A2 Writing 57. I can write about myself using simple language, (e.g. my family, at school, job, hobbies, ) 58. I can write about my everyday life in simple sentences (e.g. people, places, job, school, family, hobbies…) 59. I can write very short, basic descriptions of past activities, and personal experiences, (e.g. recent holiday, etc) 60. I can write about things and people I know well in simple language, (e.g. descriptions of friends, events of the day, etc) 61. I can complete a questionnaire with information about my education background, job, interests, skills 62. I can complete a simple questionnaire or standardized report form using short sentences 63. I can write a simple message (e.g. make or change invitation or appointments) 64. I can write a short message to friends to give them persona news, ask a questions (e.g. text message, postcard) 65. I can write messages, short letters, emails, making arrangements or giving reasons for changing them 66. I can write short letters or e-mails, telling about everyday things to people I know well CORE 4-8 FRENCH CURRICULUM VOCAB AND GRAMMAR Descriptor… Survival Vocabulary 4-8 1. I can recite all letters randomly, including accented vowels 2. pronounce cognates properly 3. colours 4. Question words 5. numbers zero to 10 6. numbers 11 to 20 7. numbers 30 to 99 8. large numbers over 100 9. common shapes 10. tell time 12 hour clock to the hour 11. tell time 24 hour clock to the hour 12. tell time to half hour and quarter to, quarter past the hour 13. times of the day and night 14. days, months, seasons, calendar terms (yesterday, today, etc…) 15. transportation vehicles 16. clothing 17. body parts 1 not ready yet 2 Somewhat 3 Partially 4 Fully mastered 91 18. animals 19. food, meals 20. menu items 21. dollar amounts and shopping 22. household items and rooms 23. classroom objects 24. weather and climate 25. school courses, subjects, 26. family members 27. daily chores 28. shopping 29. common greetings, phrases, 30. sports and leisure activities 31. physical geography, city, provinces, countries 32. jobs and careers 33. technology and communication 34. common expressions Grammar Grade 4 35. definite and indefinite articles 36. common regular adjectives of mood 37. être present tense, common expressions with être 38. avoir present tense, common expressions with avoir 39. faire present tense, common expressions with faire (sports, music, weather…) 40. aller, common expressions with aller 41. subject pronouns 42. regular ER verbs 43. common prepositions Grammar Grade 5 44. using aimer and infinitive (double verb introduction) 45. adverbs of quantity 46. more common expressions with être 47. more common expressions with avoir 48. more common ER verbs in present 49. common RE verbs in present Grammar Grade 6 50. partitive article 92 51. expressions with faire 52. IR verbs in present 53. Imperative / giving commands 54. possessive adjectives mon, ma, mes….. 55. adverbs and expressions of quantity Grammar Grade 7 56. future tense with aller and infinitive 57. adjectives preceding nouns 58. regular adjective spelling patterns 59. using ne…pas with partitive article 60. demonstrative adjectives 61. irregular adjectives 62. conjunctions and compound sentences 63. inversion questions 64. possessive adjectives continued 65. irregular verbs vouloir, devoir,…. 66. double verbs with vouloir, devoir, 67. contractions of à + le, de + le, …. Grammar Grade 8 68. pronouns y and en 69. past tense regular ER with avoir 70. past tense regular RE with avoir 71. past tense regular IR with avoir 72. past tense irregular with avoir 73. comparative adjectives 74. superlative adjectives 75. making adverbs with adjectives using ‘ment’ 76. past tense with être
