vendredi, le 16 avril: We didn't have an interro, as we had our test today. Everyone got a great mark; congratulations!
We took a look at our pronominal verbs and did a worksheet:
We took a look at our pronominal verbs and did a worksheet:
| pronominal_clipart.docx |
I also gave you a worksheet to help you prepare for the project, due Wednesday April 21:
| prep_for_the_project.docx |
Remember that we're having lunch in McClymont Park on Monday, so BRING A LUNCH.
Homework: finish up the "project prep" worksheet as best you can.
Interro: It'll be a surprise! (don't worry, there's no need to study). :)
Homework: finish up the "project prep" worksheet as best you can.
Interro: It'll be a surprise! (don't worry, there's no need to study). :)
jeudi, le 15 avril: We started with our interro:
We then took up the homework:
2. Yes, I arrived there.
Oui, j’y suis arrivé.
3. Did you go to the kitchen on the ground floor?
Es-tu allé à la cuisine au rez-de-chaussée?
4. No, I didn't go there.
Non, je n’y suis pas allé.
5. Did you climb the stairs?
Es-tu monté les escaliers?
6. Yes, I climbed them.
Oui, je les suis monté.
7. Did you return to the mudroom?
Es-tu retourné à l’hall d’entrée?
8. No, I didn't return there.
Non, je n’y suis pas retourné.
9. Did you die in the bathroom?
Es-tu mort dans la salle de bains au grenier?
10. No, I didn't die there.
Non, je n’y suis pas mort.
We then took up the last of the furniture vocabulary, doing the bathroom and the living room. We updated our flashcards until lunchtime.
After lunch, we used the flashcards to practice our vocabulary for a bit, then we practiced using three tenses on the verbs we know so far:
We also went over how you need agreement with verbs that take être in the passé composé, just like adjectives need to agree with their subjects:
Elle est allée.
Il est allé.
Ils sont allés.
Elles sont allées.
We then learned all about pronominal verbs, and how a verb like that has the same subject and object (in other words, it's something you do to yourself, or that I do to myself, or he does to himself, etc):
- I went to the kitchen on the ground floor. Je suis allé à la cuisine au rez-de-chaussée.
- I went there. J’y suis allé.
- You climbed the stairs. Tu es monté les escaliers.
- You climbed them. Tu les es monté.
- I died in the bathroom in the basement. Je suis mort dans la salle de bains au sous-sol.
- You returned to the mud room on the attic floor. Tu es retourné à l’hall d’entrée au grenier (au premier étage).
We then took up the homework:
- Did you arrive at GZ's?
2. Yes, I arrived there.
Oui, j’y suis arrivé.
3. Did you go to the kitchen on the ground floor?
Es-tu allé à la cuisine au rez-de-chaussée?
4. No, I didn't go there.
Non, je n’y suis pas allé.
5. Did you climb the stairs?
Es-tu monté les escaliers?
6. Yes, I climbed them.
Oui, je les suis monté.
7. Did you return to the mudroom?
Es-tu retourné à l’hall d’entrée?
8. No, I didn't return there.
Non, je n’y suis pas retourné.
9. Did you die in the bathroom?
Es-tu mort dans la salle de bains au grenier?
10. No, I didn't die there.
Non, je n’y suis pas mort.
We then took up the last of the furniture vocabulary, doing the bathroom and the living room. We updated our flashcards until lunchtime.
After lunch, we used the flashcards to practice our vocabulary for a bit, then we practiced using three tenses on the verbs we know so far:
- I’m watching TV. Je regarde la télé.
- I was watching TV. Je regardais la télé.
- I watched TV. J’ai regardé la télé.
- I’m looking at the microwqve. Je regarde la micro-ondes.
- I was looking at the microwave. Je regardais la micro-ondes.
- I looked at the microwave. J’ai regardé la micro-ondes.
- I’m speaking to Zimm. Je parle à Zimm.
- I was speaking to Zimm. Je parlais à Zimm.
- I spoke to Zimm. J’ai parlé à Zimm.
- I’m turning on the lamp. J’allume la lampe.
- I was turning on the lamp. J’alllumais la lampe.
- I turned on the lamp. J’ai allumé la lampe.
We also went over how you need agreement with verbs that take être in the passé composé, just like adjectives need to agree with their subjects:
Elle est allée.
Il est allé.
Ils sont allés.
Elles sont allées.
We then learned all about pronominal verbs, and how a verb like that has the same subject and object (in other words, it's something you do to yourself, or that I do to myself, or he does to himself, etc):
Finally we did some test prep:
| test_prep.docx |
Homework: study for the test.
Interro: no interro.
Bon chance demain! :)
Interro: no interro.
Bon chance demain! :)
mercredi, le 14 avril: Today we had our interro:
We then took up the homework by asking and answering questions verbally, then I put some questions on the board for you to answer orally:
- I watched TV in the bedroom on the ground floor. J’ai regardé la télé dans la chambre au rez-de-chaussée.
- I watched it there. Je l’y ai regardé.
- I spoke to Zimm in the kitchen on the first floor. J’ai parlé à Zimm dans la cuisine au premier étage.
- I spoke to him there. Je lui y ai parlé.
- I ate some apples in the family room. J’ai mangé des pommes dans le séjour.
- I ate some there. J’y en ai mangé.
- I climbed the staircase. J’ai monté l’escalier. (OOPS! Monter takes être; sorry about that!)
- I climbed it. Je l’ai monté. (see above)
We then took up the homework by asking and answering questions verbally, then I put some questions on the board for you to answer orally:
After that, we worked a bit on flashcards, and then I gave you two activities to do with them (and a partner):
1. Your partner holds up a card (or just points at it on a table) and you tell him what the vocabulary word is;
2. You take a card from the deck and ask your partner a question based on the vocab, using inversion, passé composé and objects, and your partner answers in the affirmative or the negative using pronouns.
After lunch, we learned new vocabulary for the bedroom, and learned the verbs "allumer" - to turn on (which is regular in present and passé composé), and "énteindre" - to turn off (which is irregular in present and passé composé):
1. Your partner holds up a card (or just points at it on a table) and you tell him what the vocabulary word is;
2. You take a card from the deck and ask your partner a question based on the vocab, using inversion, passé composé and objects, and your partner answers in the affirmative or the negative using pronouns.
After lunch, we learned new vocabulary for the bedroom, and learned the verbs "allumer" - to turn on (which is regular in present and passé composé), and "énteindre" - to turn off (which is irregular in present and passé composé):
We practiced using both of those verbs in sentences. Eg:
"As-tu étient les lampes dans la chambre au rez-de-chaussée?" Oui, je les ai éteint (We decided not to include the pronoun "y" as it didn't seem logical when someone asks if you turned off the lights in a room, that you answer "Yes, I turned them off there". Just, "yes, I turned them off". That's our opinion.).
We then learned which verbs take être in the passé composé through the mneumonic "Mount Être":
"As-tu étient les lampes dans la chambre au rez-de-chaussée?" Oui, je les ai éteint (We decided not to include the pronoun "y" as it didn't seem logical when someone asks if you turned off the lights in a room, that you answer "Yes, I turned them off there". Just, "yes, I turned them off". That's our opinion.).
We then learned which verbs take être in the passé composé through the mneumonic "Mount Être":
I was going to teach you a bit more about using passé composé with être, but we "ran out of time". ;)
Homework: Translate the following into French. Use inversion for the questions:
1. Did you arrive at GZ's?
2. Yes, I arrived there.
3. Did you go to the kitchen on the ground floor?
4. No, I didn't go there.
5. Did you climb the stairs?
6. Yes, I climbed them.
7. Did you return to the mud room on the basement floor?
8. No, I didn't return there.
9. Did you die in the bathroom on the attic floor?
10. No, I didn't die there.
Interro: arriver, aller, monter, retourner, mourir (just the past participles; be prepared to use them in sentences just in the "je" and "tu" form), la cuisine, les escalier, l'hall d'entrée, la salle de bains, le rez-de-chaussée, le sous-sol, le grenier, and the object pronouns needed to replace the objects. :)
Homework: Translate the following into French. Use inversion for the questions:
1. Did you arrive at GZ's?
2. Yes, I arrived there.
3. Did you go to the kitchen on the ground floor?
4. No, I didn't go there.
5. Did you climb the stairs?
6. Yes, I climbed them.
7. Did you return to the mud room on the basement floor?
8. No, I didn't return there.
9. Did you die in the bathroom on the attic floor?
10. No, I didn't die there.
Interro: arriver, aller, monter, retourner, mourir (just the past participles; be prepared to use them in sentences just in the "je" and "tu" form), la cuisine, les escalier, l'hall d'entrée, la salle de bains, le rez-de-chaussée, le sous-sol, le grenier, and the object pronouns needed to replace the objects. :)
mardi, le 13 avril: We had our interro:
We then played a little game whereby everyone had to say one line of our presentation, while I filled in the information you gave me in a picture on the board. I then gave you the vocabulary for "la salle de jeu".
I then gave you time to work on flashcards.
After that, we learned more about the passé composé. We learned that as a composite tense, it needs a helper verb to form it; either avoir or être, conjugated in the present tense:
- There’s a kettle in the kitchen. Il y a une bouilloire dans la cuisine.
- There’s a kitchen cabinet and a cutting board. Il y a une armoire de cuisine et une planche à découper.
- There’s a drying rack in the laundry room. Il y a un étendoir dans la lingerie.
- There’s a washer and a dryer. Il y a un lave-linge et un sèche-linge.
- There’s a laundry basket. Il y a un panier à linge.
We then played a little game whereby everyone had to say one line of our presentation, while I filled in the information you gave me in a picture on the board. I then gave you the vocabulary for "la salle de jeu".
I then gave you time to work on flashcards.
After that, we learned more about the passé composé. We learned that as a composite tense, it needs a helper verb to form it; either avoir or être, conjugated in the present tense:
We created passé composé sentences:
Then we replaced the objects with pronouns, learning that object pronouns are placed before the helper verb with passé composé:
We then did an exercise with a selection of verbs from this unit whereby you used five of the 10 verbs below to write a sentence in the passé composé with objects, then replace the objects with pronouns:
Homework: Using the verbs from the interro below, write an inverted question in the passé composé with objects, then answer it in the negative with pronouns.
Interro: regarder, parler, marcher, manger, monter, à Zimm, la télé, l'escalier, des pommes, dans la cuisine, dans le séjour, dans la chambre, au rez-de-chaussée, au premier étage, and the object pronouns needed to replace the objects listed (lui, la, le, en, y) :)
Interro: regarder, parler, marcher, manger, monter, à Zimm, la télé, l'escalier, des pommes, dans la cuisine, dans le séjour, dans la chambre, au rez-de-chaussée, au premier étage, and the object pronouns needed to replace the objects listed (lui, la, le, en, y) :)
lundi, le 12 avril: We had a fun and productive class today; I hope you thought so too. We started with our interro:
We then did a little review, then I gave you "un puzzle logique" to do, and it was a riot! It took all morning.
We watched a Powerpoint to refresh our memories of our work on Friday, then we concentrated on items in two rooms: la cuisine and la lingerie. We went over how to indicate what items were in those rooms. That took the rest of the day.
We spent 10 minutes on passé composé, just enough time for me to tell you that it's a composite past tense that uses either avoir or être to help form itself.
Homework: Please write a paragraph about where your kitchen is in your house, and five items in your kitchen. Then write another paragraph about where your laundry room is in your house, and five items in your laundry room.
Intérro: la cuisine, la lingerie, dans, une bouilloire, une planche à découper, une armoire de cuisine, un étendoir, un panier à linge, un lave-linge, un sèche linge. :)
- Here is my house. Voici ma maison.
- How many floors are in my house? Combien d’étages y a-t-il dans ma maison?
- There’s the first floor… Il y a le premier étage…
- …and the attic floor. … …et le grenier.
- On the first floor, there’s a gym. Au premier étage, il y a un gym.
- On the attic floor, there’s a bar. Au grenier, il y a un bar.
- There is a home theatre in my house. Il y a un cinéma à la maison dans ma maison.
We then did a little review, then I gave you "un puzzle logique" to do, and it was a riot! It took all morning.
We watched a Powerpoint to refresh our memories of our work on Friday, then we concentrated on items in two rooms: la cuisine and la lingerie. We went over how to indicate what items were in those rooms. That took the rest of the day.
We spent 10 minutes on passé composé, just enough time for me to tell you that it's a composite past tense that uses either avoir or être to help form itself.
Homework: Please write a paragraph about where your kitchen is in your house, and five items in your kitchen. Then write another paragraph about where your laundry room is in your house, and five items in your laundry room.
Intérro: la cuisine, la lingerie, dans, une bouilloire, une planche à découper, une armoire de cuisine, un étendoir, un panier à linge, un lave-linge, un sèche linge. :)
vendredi, le 9 avril: Today we had our test, and almost everyone did a really good job. Félicitations! We began our house unit today, and learned how to do our introduction:
-Bonjour, je m’appelle x, et voici ma maison.
Hello, my name is x, and here’s my house.
-Combien d’étage y a-t-il dans ma maison?
How many floors are in my house?
-Dans ma maison, il y a x étages : (list them)
In my house, there are x floors (and then list them)
We then learned the names of the floors, and brainstormed what rooms we'd like to learn:
-Bonjour, je m’appelle x, et voici ma maison.
Hello, my name is x, and here’s my house.
-Combien d’étage y a-t-il dans ma maison?
How many floors are in my house?
-Dans ma maison, il y a x étages : (list them)
In my house, there are x floors (and then list them)
We then learned the names of the floors, and brainstormed what rooms we'd like to learn:
We also learned:
-"in the house" - dans la maison
-"on the x floor" - au x étage (au premier étage, for example)
-"in the room" - dans la pièce
I asked you to draw out a sketch of a house with the rooms labelled for us to use on Monday.
Homework: no homework.
Interro: voici ma maison, combien d'étages y a-t-il dans ma maison? le premier étage, le grenier (also au premier étage, au grenier), un gym, un bar, un cinéma à la maison. :)
-"in the house" - dans la maison
-"on the x floor" - au x étage (au premier étage, for example)
-"in the room" - dans la pièce
I asked you to draw out a sketch of a house with the rooms labelled for us to use on Monday.
Homework: no homework.
Interro: voici ma maison, combien d'étages y a-t-il dans ma maison? le premier étage, le grenier (also au premier étage, au grenier), un gym, un bar, un cinéma à la maison. :)
jeudi, le 8 avril: We had our interro:
We then took up the homework:
After break, we started in on the first of our four mini practice tests. We started with Partie A:
Here's Partie B:
Partie C:
3. Le médecin fait un diagnostic.
4. Il me prescrit des médicaments / des comprimés.
5. Il me fait une ordonnance.
6. Je lui donne une ordonnance.
7. Le pharmacien me donne des comprimés / des médicaments.
8. Je dois les avaler / Je dois avaler les comprimés / Je dois les prendre / Je dois prendre les comprimés.
Partie D:
I will choose one quarter of these questions to make up our test tomorrow.
As for the comic, if you finish it for tomorrow, I'll give you a bonus mark. If you want to concentrate on the test instead, you can finish it up for Monday. No later than Monday, please!
Homework: study for the test
Interro: no interro. :)
- Is the doctor writing a prescription to (for) Fred? Le médecin, fait-il une ordonnance à Fred?
- Is he writing one to (for) him? Lui en fait-il?
- Do I have a fever? Ai-je de la fièvre?
- Do I have one? En ai-je?
- The doctor is prescribing some medication. Le médecin prescrit des médicaments.
- Is she going to the doctor’s? Va-t-elle chez le médecin?
- Yes, she’s going there. Oui, elle y va.
We then took up the homework:
- Les comprimés? Ne voulait-elle pas en prendre?
- Je ne veux pas y aller!
- Il m’auscultait, maintenant il me prescrit des comprimés et il me fait une ordonnance.
- Il m’en fait.
- Le médecin me dit, « Toussez! »
- Je ne peux pas le faire parce que je ne me sens pas bien.
After break, we started in on the first of our four mini practice tests. We started with Partie A:
- Est-ce que GZ veut avaler des comprimés? ____________________________________
- Est-ce que Zimm a de la fièvre? ______________________________________________
- Est-ce qu’il peut faire de la randonnée? ________________________________________
- Est-ce que Claire donnait les médicaments à Bob? _______________________________
- Est-ce que Fred examinait le malade chez le médecin? ___________________________
- Est-ce que le médecin fait un diagnostic? ______________________________________
- Non, elle ne veut pas en avaler.
- Zimm n’en a pas.
- Non, il ne peut pas en faire.
- Non, Claire ne les lui donnait pas.
- Non, Fred ne l’y examinait pas.
- Non, le médecin n’en fait pas.
- Non, il ne m’en prescrit pas.
Here's Partie B:
- Les prends-je?
- L’ausculte-t-elle?
- Ne peut-il pas y aller?
- L’ai-je?
- Lui en fais-tu?
- Ne veut-elle pas lui y en donner.
Partie C:
- Je vais chez le médecin / au médecin.
- a) Il m’examine.
3. Le médecin fait un diagnostic.
4. Il me prescrit des médicaments / des comprimés.
5. Il me fait une ordonnance.
6. Je lui donne une ordonnance.
7. Le pharmacien me donne des comprimés / des médicaments.
8. Je dois les avaler / Je dois avaler les comprimés / Je dois les prendre / Je dois prendre les comprimés.
Partie D:
- Oui, quand je suis enrhumée, j’ai le nez qui coule. / Oui, je l’ai.
- Oui, j’ai la gorge qui gratte quand j’ai la grippe.
- J’ai des frissons quand j’ai la grippe.
- Je les ai quand je suis enrhumé.
- Non, je n’ai pas de fièvre.
- Non, je n’éternue pas.
- J’en ai parce que je suis enrhumé.
- Je vomissais parce que j’ai mal au ventre.
- Je les prends parce que j’ai mal à la tête.
- Oui, je suis malade.
I will choose one quarter of these questions to make up our test tomorrow.
As for the comic, if you finish it for tomorrow, I'll give you a bonus mark. If you want to concentrate on the test instead, you can finish it up for Monday. No later than Monday, please!
Homework: study for the test
Interro: no interro. :)
mercredi, le 7 avril: Today we had our interro:
We then took up the homework:
Partie A:
10. GZ nous enseigne à parler français.
Partie B:
We did a fun snowball activity, then after lunch we learned about:
-object pronouns with dual verb constructs: this is where we bring our friends devoir, vouloir, and pouvoir back into play to work with other verbs to form one idea: je dois partir, tu veux manger, il peux parler:
- She’s phoning him. Elle lui téléphone.
- You’re obeying her. Tu lui obéis.
- He’s giving me the pills. Il me donne les comprimés.
- I’m hurting you. Je te fais mal.
- He’s speaking to her. Il lui parle.
We then took up the homework:
Partie A:
- Je désobéis au médecin.
- Le pharmacien faisait mal à Claire.
- Le médecin prescrivait des comprimés à Marie.
- Je donnais un cadeau à Fred.
- Fred demande une question à GZ.
- Le médecin me rappelait d’avaler les comprimés.
- Bob et Fred achètent des comprimés à Marie.
- Claire parle français à Pierre.
10. GZ nous enseigne à parler français.
Partie B:
- Je désobéissais au médecin. Je lui désobéissais.
- Le pharmacien faisait mal à Claire. Le pharmacien lui faisait mal.
- Le médecin prescrivait des comprimés à Marie. Le médecin lui prescrivait des comprimés.
- Je donnais un cadeau à Zimm. Je lui donnais un cadeau.
- Fred demande à GZ une question. Fred lui demande une question.
- Le médecin me rappelait d’avaler les comprimés.
- Bob et Fred achètent des comprimés à (pour) Marie. Bob et Fred lui achètent des comprimés.
- Claire parle français à Pierre. Claire lui parle français.
- Il parle quelque chose à Claire et Marie. Il leur parle quelque chose.
- GZ nous enseigne à parler français.
We did a fun snowball activity, then after lunch we learned about:
-object pronouns with dual verb constructs: this is where we bring our friends devoir, vouloir, and pouvoir back into play to work with other verbs to form one idea: je dois partir, tu veux manger, il peux parler:
We also learned how to use more than one object pronoun in a sentence, by using THE FLAG:
It's really cool how we were able to combine all of the grammar we've been using in this unit: multiple object pronouns with inversion and the negative! Wow! Here's an example: Don't I have to do homework at Marie's? Ne dois-je pas les y faire? Outstanding!
After break we discussed what we need to do for the comic, then we went to the lab to work on them.
Homework: Please translate the following into French:
1. The pills? Didn't she want to take any?
2. I don't want to go there!
3. He was checking my heart, now he's prescribing some pills for me and writing me a prescription.
4. He's writing me one.
5. The doctor says "Cough!" to me.
6. I can't do it because I don't feel well.
Interro: faire une ordonnance à, prescrire à, des médicaments, aller chez le médecin, j'ai de la fièvre, and all of the object pronouns including y and en. Be prepared for some questions with inversion, negatives, and object pronouns. :)
After break we discussed what we need to do for the comic, then we went to the lab to work on them.
Homework: Please translate the following into French:
1. The pills? Didn't she want to take any?
2. I don't want to go there!
3. He was checking my heart, now he's prescribing some pills for me and writing me a prescription.
4. He's writing me one.
5. The doctor says "Cough!" to me.
6. I can't do it because I don't feel well.
Interro: faire une ordonnance à, prescrire à, des médicaments, aller chez le médecin, j'ai de la fièvre, and all of the object pronouns including y and en. Be prepared for some questions with inversion, negatives, and object pronouns. :)
mardi, le 6 avril: Bienvenue! Today we did a bit of a review of object pronouns, the negative, and inversion:
Please make note of the new material we did during this exercise:
Oui, il en a un - Yes, he has (one).
Non, il n'en a pas - No, he hasn't (one).
Oui, il l'est - Yes, he is.
Non, il ne l'est pas - No, he isn't.
We put together conversations, like the one below:
P1
Veut-il faire du tennis avec Marie et moi?
P2
Probablement pas; il ne se sent pas bien.
P1
Tousse-t-il?
P2
Non, il ne tousse pas.
P1
A-t-il mal au nez?
P2
Oui, il a mal au nez?
P1
A-t-il de la fièvre?
P2
Oui, il en a un.
P1
A-t-il mal à la tête?
P2
Non, il ne l’a pas.
...and we performed them in front of the class. Just before lunch, I began our lesson on indirect object pronouns, which we continued after lunch. We learned the indirect object pronouns:
me - to me
te - to you
lui - to him/to her
nous - to us
vous - to you (pl)
leur - to them
I gave you a list of verbs that we'll use with our new indirect object pronouns:
Oui, il en a un - Yes, he has (one).
Non, il n'en a pas - No, he hasn't (one).
Oui, il l'est - Yes, he is.
Non, il ne l'est pas - No, he isn't.
We put together conversations, like the one below:
P1
Veut-il faire du tennis avec Marie et moi?
P2
Probablement pas; il ne se sent pas bien.
P1
Tousse-t-il?
P2
Non, il ne tousse pas.
P1
A-t-il mal au nez?
P2
Oui, il a mal au nez?
P1
A-t-il de la fièvre?
P2
Oui, il en a un.
P1
A-t-il mal à la tête?
P2
Non, il ne l’a pas.
...and we performed them in front of the class. Just before lunch, I began our lesson on indirect object pronouns, which we continued after lunch. We learned the indirect object pronouns:
me - to me
te - to you
lui - to him/to her
nous - to us
vous - to you (pl)
leur - to them
I gave you a list of verbs that we'll use with our new indirect object pronouns:
Here are some examples as to how to use them:
Je leur désobéis - I'm disobeying them
Tu me fais mal! - You're hurting me!
Elle ne lui répond pas - She's not answering him
GZ leur enseigne à parler français - GZ is teaching them to speak French
Ma mère te défend d'aller au pharmacien - My mother forbids you to go to the pharmacist.
Je vous rappele de faire les devoirs - I'm reminding you to do your homework
Ils me promettent de prendre des médicaments - They are promising me to take some medication
Il nous demande de tousser dans le coude - He's asking us to cough into our elbows.
We then went to the computer lab to try out a program for making comics, and I gave you your own individual login; please don't lose it! If you want to continue working on the program at home, here's the link:
login.pixton.com/2km9n
We also discussed what I expect to see in your comic (due Friday). Here's what we decided last week, with a bit of what I'm adding on now:
That's it for the comic. REMEMBER you don't need to give me every body part, or tons of examples of each of the points above. In fact, if you give me an inverted question in the imparfait which uses the negative and an object pronoun, you've covered four of the points in one sentence! woot
Homework: Fill out just half of Part A and Part B of the worksheet I gave you (#1s, do just the odd numbers, #2s, do the evens).
Intérro: parler à, donner à, faire mal à, téléphoner à, obéir à (just in the je, tu, il, elle forms), all the indirect object pronouns, and les comprimés. Here are some examples:
1. I'm speaking to Zimm. Je parle à Zimm.
2. I'm speaking to him. Je lui parle.
3. He's not obeying her. Il ne lui obéit pas.
4. You're giving them the pills. Tu leur donnes les comprimés.
5. She's hurting him. Elle lui fait mal. :)
Je leur désobéis - I'm disobeying them
Tu me fais mal! - You're hurting me!
Elle ne lui répond pas - She's not answering him
GZ leur enseigne à parler français - GZ is teaching them to speak French
Ma mère te défend d'aller au pharmacien - My mother forbids you to go to the pharmacist.
Je vous rappele de faire les devoirs - I'm reminding you to do your homework
Ils me promettent de prendre des médicaments - They are promising me to take some medication
Il nous demande de tousser dans le coude - He's asking us to cough into our elbows.
We then went to the computer lab to try out a program for making comics, and I gave you your own individual login; please don't lose it! If you want to continue working on the program at home, here's the link:
login.pixton.com/2km9n
We also discussed what I expect to see in your comic (due Friday). Here's what we decided last week, with a bit of what I'm adding on now:
- avoir mal à and body parts
- symptoms of a cold and the flu
- present tense and imparfait
- "introductory" vocab (that's on the side board: "Je suis malade, où aas-tu mal", etc)
- inversion
- the negative (including not using the Derrick Six after the negative)
- direct object pronouns: what they mean, what verbs they're used with, where they go in a sentence, use with the negative and with inversion
- y and en: what they mean, what verbs they're used with, where they go in a sentence, use with the negative and with inversion
- faire du tennis
- faire de la randonnée
- il l'est
- il l'a
- il en a un
- il n'en a pas
- indirect object pronouns: what they mean, what verbs they're used with, where they go in a sentence, use with the negative and with inversion
- using object pronouns with dual verb constructs
- using more than one object pronoun in a sentence
That's it for the comic. REMEMBER you don't need to give me every body part, or tons of examples of each of the points above. In fact, if you give me an inverted question in the imparfait which uses the negative and an object pronoun, you've covered four of the points in one sentence! woot
Homework: Fill out just half of Part A and Part B of the worksheet I gave you (#1s, do just the odd numbers, #2s, do the evens).
Intérro: parler à, donner à, faire mal à, téléphoner à, obéir à (just in the je, tu, il, elle forms), all the indirect object pronouns, and les comprimés. Here are some examples:
1. I'm speaking to Zimm. Je parle à Zimm.
2. I'm speaking to him. Je lui parle.
3. He's not obeying her. Il ne lui obéit pas.
4. You're giving them the pills. Tu leur donnes les comprimés.
5. She's hurting him. Elle lui fait mal. :)
mercredi, le 31 mars: We had our interro:
We then took up the homework and partnered up to practice and present it. Bon travail!
We continued learning about object pronouns by learning "y", which means "there" or "to it", and "en", which means "some" (or "any" in the negative). Here are our board notes:
- You are waiting for us. Tu nous attends.
- Are you waiting for us? Nous attends-tu?
- I am taking the pills. Je prends les comprimés.
- Aren’t I taking them? Ne les prends-je pas?
- Are you swallowing them? Les avales-tu?
We then took up the homework and partnered up to practice and present it. Bon travail!
We continued learning about object pronouns by learning "y", which means "there" or "to it", and "en", which means "some" (or "any" in the negative). Here are our board notes:
We worked on that for most of the afternoon, including the following worksheet:
| inversion_imparfait_and_object_pronouns.docx |
We also filled out a form indicating our opinion as to what our mark out of 10 for participation should be. Merci pour ça. I'll be handing out your marks to you tomorrow, and letting your parents know through email in the next day or two.
Homework: Finish up half of Part 1 (8 questions), half of part 2 (four questions), and half of part 3 (4 questions) from the worksheet above.
Intérro: We'll use y and en the way we used them today, in inverted questions in the affirmative and in the negative, and in regular statements in the affirmative and the negative. We'll include the following vocabulary: aller, avoir, répondre, avoir besoin de (only in the "nous" and "vous" forms), la lettre, des médicaments, un café, un stylo. Examples:
1. Do we need a coffee? We don't need any.
2. Aren't you answering the letter?
3. We're going there.
4. Don't you need a pencil? (remember...DON'T USE DE AFTER THE NEGATIVE!) No, we don't need one.
1. Avons-nous un café? Nous n'en avons pas.
2. N'y répondez-vous pas?
3. Nous y allons.
4. N' avez-vous pas de crayon? Non, nous n'en avons pas besoin. :)
Homework: Finish up half of Part 1 (8 questions), half of part 2 (four questions), and half of part 3 (4 questions) from the worksheet above.
Intérro: We'll use y and en the way we used them today, in inverted questions in the affirmative and in the negative, and in regular statements in the affirmative and the negative. We'll include the following vocabulary: aller, avoir, répondre, avoir besoin de (only in the "nous" and "vous" forms), la lettre, des médicaments, un café, un stylo. Examples:
1. Do we need a coffee? We don't need any.
2. Aren't you answering the letter?
3. We're going there.
4. Don't you need a pencil? (remember...DON'T USE DE AFTER THE NEGATIVE!) No, we don't need one.
1. Avons-nous un café? Nous n'en avons pas.
2. N'y répondez-vous pas?
3. Nous y allons.
4. N' avez-vous pas de crayon? Non, nous n'en avons pas besoin. :)
mardi, le 30 mars: Today we had our interro:
We then took up the homework:
- I am looking at Zimm. Je regarde Zimm.
- I’m looking at him. Je le regarde.
- The doctor is listening to the sick person’s heart. Le médecin ausculte le malade.
- The doctor is listening to it. Le médecin l’ausculte.
- She is asking the question. Elle demande la question.
- She is asking it. Elle la demande.
- You (s) are answering the question. Tu --- la question.
- You are answering it. Tu la ---.
- I am examining her. Je l’examine.
We then took up the homework:
| la_santé_inversion_and_object_pronouns_with_answers.docx |
We played "Où est Twinkie" with our object pronouns, then did a little competition on the board to see who could translate the difficult sentences:
We spent part of the afternoon learning how to take questions, invert them, put in object pronouns to replace the objects, AND put them in the negative! What a huge pile of information! Here it is from the notes I took on my computer:
Using object pronouns with inverted questions and the negative.
When you have a proper name in a question, and you would like to use inversion, you have to change the name to a subject pronoun.
Aren’t you looking at him?
Ne le regardes-tu pas?
Isn’t he buying it?
Ne l’achète-il pas?
Aren’t they listening to her?
Ne l’écoutent-elles pas?
Aren’t you taking it?
Ne la faites-vous pas?
Aren’t you asking it?
Ne la demandes-tu pas?
Aren’t they waiting for him?
Ne l’attendent-ils pas?
We played "je passe", then some of us performed "J-M est Malade". Bon travail!
Homework: Please write a conversation, perhaps five or so lines per character, making sure that you use questions and/or answers that use object pronouns and negative (and inversion for questions). Use your health vocabulary.
Using object pronouns with inverted questions and the negative.
- Aren’t you inviting Zimm to the party?
- Isn’t Fred examining the sick person?
- Aren’t you taking the candies?
- Aren’t they (m) buying the medications?
When you have a proper name in a question, and you would like to use inversion, you have to change the name to a subject pronoun.
Aren’t you looking at him?
Ne le regardes-tu pas?
Isn’t he buying it?
Ne l’achète-il pas?
Aren’t they listening to her?
Ne l’écoutent-elles pas?
Aren’t you taking it?
Ne la faites-vous pas?
Aren’t you asking it?
Ne la demandes-tu pas?
Aren’t they waiting for him?
Ne l’attendent-ils pas?
We played "je passe", then some of us performed "J-M est Malade". Bon travail!
Homework: Please write a conversation, perhaps five or so lines per character, making sure that you use questions and/or answers that use object pronouns and negative (and inversion for questions). Use your health vocabulary.
lundi, le 29 mars: Bienvenue! Today we did our rewrite, and two groups performed "J-M est malade". I then gave you a booklet and we did some review exercises out of it. Then we learned some new vocabulary about being at the doctor's and at the pharmacy:
le médecin
the doctor
un malade
a sick person
examiner
to examine
ouvrir la bouche
to open the mouth
ausculter
to listen to the heart
souffrir
to suffer
le pauvre
the poor thing
là
there
respirez à fond
breathe deeply
faire un diagnostic
make a diagnosis
prescrire
to prescribe
des antibiotiques
some antibiotics
une ordonnance
a prescription
le pharmacien/ la pharmacienne
the pharmacist
des medicaments
some medicine
un comprimé
a pill
avaler
to swallow
prendre
to take
il va mieux
he feels better
We then watched a Powerpoint where we had to describe symptoms from pictures, and also what the doctor would be saying and doing.
We then started our learning on object pronouns. Sorry that I don't have a picture of the board; I forgot my phone at home today. The direct object pronouns (which would replace the objects in a sentence) are:
me - me (me, te, le and la all shorten down to m', t', and l' respectively in front of a verb that begins with a vowel)
te - you
le - him
la - her
nous - us
vous - you
les - they
We learned that object pronouns are always placed in front of their verb, just like a baby is placed next to their parent. If we forgot this, then the object pronoun might be misinterpreted as a different kind of pronoun, or perhaps an article (like le, la, and les, as they can also mean "the"). In the negative, the ne/pas wraps around the object pronoun and the verb, not just the verb. Here are some examples:
-le médecin examine le malade - le médecin l'examine (le médecin ne l'examine pas)
-il ausculte le pauvre - il l'asculte (il ne l'ausculte pas)
Homework: do your half of the worksheet I gave you today
Intérro: écouter, examiner, ausculter, regarder, demander, le, la, les, Zimm, le malade, le médecin, la question. Examples:
1. I'm listening to Zimm. J'écoute Zimm.
2. I'm listening to him. Je l'écoute.
3. The doctor listens to Jim's heart. Le médecin ausculte Jim.
4. The doctor listens to his heart. Le médecin l'ausculte. :)
le médecin
the doctor
un malade
a sick person
examiner
to examine
ouvrir la bouche
to open the mouth
ausculter
to listen to the heart
souffrir
to suffer
le pauvre
the poor thing
là
there
respirez à fond
breathe deeply
faire un diagnostic
make a diagnosis
prescrire
to prescribe
des antibiotiques
some antibiotics
une ordonnance
a prescription
le pharmacien/ la pharmacienne
the pharmacist
des medicaments
some medicine
un comprimé
a pill
avaler
to swallow
prendre
to take
il va mieux
he feels better
We then watched a Powerpoint where we had to describe symptoms from pictures, and also what the doctor would be saying and doing.
We then started our learning on object pronouns. Sorry that I don't have a picture of the board; I forgot my phone at home today. The direct object pronouns (which would replace the objects in a sentence) are:
me - me (me, te, le and la all shorten down to m', t', and l' respectively in front of a verb that begins with a vowel)
te - you
le - him
la - her
nous - us
vous - you
les - they
We learned that object pronouns are always placed in front of their verb, just like a baby is placed next to their parent. If we forgot this, then the object pronoun might be misinterpreted as a different kind of pronoun, or perhaps an article (like le, la, and les, as they can also mean "the"). In the negative, the ne/pas wraps around the object pronoun and the verb, not just the verb. Here are some examples:
-le médecin examine le malade - le médecin l'examine (le médecin ne l'examine pas)
-il ausculte le pauvre - il l'asculte (il ne l'ausculte pas)
Homework: do your half of the worksheet I gave you today
Intérro: écouter, examiner, ausculter, regarder, demander, le, la, les, Zimm, le malade, le médecin, la question. Examples:
1. I'm listening to Zimm. J'écoute Zimm.
2. I'm listening to him. Je l'écoute.
3. The doctor listens to Jim's heart. Le médecin ausculte Jim.
4. The doctor listens to his heart. Le médecin l'ausculte. :)
lundi, le 22 mars: Zimm, Ms. Dueck, Library Guy and myself spent a lovely afternoon helping out at the COVID clinic:
I hope you all got out today for a little sun.
Anyway, now that we've reviewed our imparfait, it's time to do some comparing with the present tense with our usual "I used to have x but now I have y". Before you start the activity, please review all your cold and flu symptoms in present tense and imparfait, and remember this important tidbit:
-some expressions take avoir (like saying you have a pain in a body part)
-some expressions take être (like saying you're sick, or you have a cold)
-some expressions take neither as they have their own verbs (like vomir, tousser, éternuer. You will NEVER write "Je suis tousse" to mean "I'm coughing"!)
When you're ready, close up your books and do the activity, then check your answers with the "answers" file. Remember to study any that you may have gotten incorrect.
Anyway, now that we've reviewed our imparfait, it's time to do some comparing with the present tense with our usual "I used to have x but now I have y". Before you start the activity, please review all your cold and flu symptoms in present tense and imparfait, and remember this important tidbit:
-some expressions take avoir (like saying you have a pain in a body part)
-some expressions take être (like saying you're sick, or you have a cold)
-some expressions take neither as they have their own verbs (like vomir, tousser, éternuer. You will NEVER write "Je suis tousse" to mean "I'm coughing"!)
When you're ready, close up your books and do the activity, then check your answers with the "answers" file. Remember to study any that you may have gotten incorrect.
| spring_break_practice_exercise_5.docx |
| spring_break_practice_exercise_5_answers.docx |
Bon chance! :)
dimanche, le 21 mars: Hello! Today's activity is going to be based on the imparfait. Could you please review how to form the tense and what it translates to before you start in on the little pretend-test.
Remember that you use the "nous" form of the present tense to form the imparfait, and although that's fairly straightforward for regular er and re verbs, and for irregular ir verbs (like "se sentir"), regular ir verbs are a bit of a pain (ike "vomir"), so make sure you know those conjugations,
When you're ready, start the activity with your books closed, then check your answers to see what you still need to study.
Remember that you use the "nous" form of the present tense to form the imparfait, and although that's fairly straightforward for regular er and re verbs, and for irregular ir verbs (like "se sentir"), regular ir verbs are a bit of a pain (ike "vomir"), so make sure you know those conjugations,
When you're ready, start the activity with your books closed, then check your answers to see what you still need to study.
| spring_break_practice_exercise_4.docx |
| spring_break_practice_exercise_4_answers.docx |
Bon chance! :)
samedi, le 20 mars: How about that weather today! Wow. Anyway, hope you're having some success with the little activities I've been posting. Let's move on to the general opening statements that a doctor and a patient might say to each other at the beginning of an appointment.
Take a look at this picture of the side board again, and familiarize yourself with the questions and answers. Take a close look at the spellings, especially with the questions. Why is there a "qu" in front of two of the questions? Why is there a hyphen between "as" and "mal?" With the patient's answers, notice that three of them take être, two take se sentir, and one takes avoir. There are four answers that can be put into pairs: "je ne me sens pas bien" is basically the same as "je me sens très mal"; one just says I don't feel well and the other says I feel really bad". The other pair is "je suis un mauvais santé" and "je ne suis pas en bonne santé"; they mean basically the same thing: I'm in bad health and I'm not in good health.
Now that you've studied the picture below carefully, take another look at what you studied for Wednesday's and Friday's activities, then close your books and do the activity below. Check your answers when you're done. Remember, the point of doing all of this is to see what you know, and what you need to study. So if you make mistakes, learn from them.
Take a look at this picture of the side board again, and familiarize yourself with the questions and answers. Take a close look at the spellings, especially with the questions. Why is there a "qu" in front of two of the questions? Why is there a hyphen between "as" and "mal?" With the patient's answers, notice that three of them take être, two take se sentir, and one takes avoir. There are four answers that can be put into pairs: "je ne me sens pas bien" is basically the same as "je me sens très mal"; one just says I don't feel well and the other says I feel really bad". The other pair is "je suis un mauvais santé" and "je ne suis pas en bonne santé"; they mean basically the same thing: I'm in bad health and I'm not in good health.
Now that you've studied the picture below carefully, take another look at what you studied for Wednesday's and Friday's activities, then close your books and do the activity below. Check your answers when you're done. Remember, the point of doing all of this is to see what you know, and what you need to study. So if you make mistakes, learn from them.
| spring_break_practice_exercise_3.docx |
| spring_break_practice_exercise_3_answers.docx |
Bon chance! :)
vendredi, le 19 mars: Sorry if any of you were waiting for another practice session; I was super busy yesterday and forgot to update the page. :(
So I hope you found the work for March 17 helpful. Now, we're going to make our studying a little more interesting, by including more cold and flu items. Could you please get out your notes and study the following:
-all the material for March 17, plus...
-all of the cold and flu symptoms we have been studying (see the picture below);
-the "tu" conjugations of devoir, pouvoir, vouloir (tu dois, tu peux, tu veux)
-the following activities from the March 9 worksheet :
ALLER FAIRE
...au cinéma avec Paul ...une balade
...au parc avec les amis ...du tennis
...à la fête de Marie ...de la natation
...au musée avec ma classe ...de la randonnée
Here's the picture of the cold and flu symptoms:
So I hope you found the work for March 17 helpful. Now, we're going to make our studying a little more interesting, by including more cold and flu items. Could you please get out your notes and study the following:
-all the material for March 17, plus...
-all of the cold and flu symptoms we have been studying (see the picture below);
-the "tu" conjugations of devoir, pouvoir, vouloir (tu dois, tu peux, tu veux)
-the following activities from the March 9 worksheet :
ALLER FAIRE
...au cinéma avec Paul ...une balade
...au parc avec les amis ...du tennis
...à la fête de Marie ...de la natation
...au musée avec ma classe ...de la randonnée
Here's the picture of the cold and flu symptoms:
Ok, so now that you've read your notes over and studied a bit, try the little test below, then when you're doing, check your answers:
| spring_break_practice_exercise_2.docx |
| spring_break_practice_exercise_2_answers.docx |
Bon chance, and let me know if there's anything you'd like me to concentrate on in further study "sessions"! :)
mercredi, le 17 mars: Surprise! I've sent an email to your parents to let them know (so that they can let you know) that I'm going to be putting some study help up on the webpage over spring break, if you feel like getting some help studying for your rewrite on Monday, March 29.
So let's start with some basics. Please open up your notes and study the following:
-the eight conjugations of avoir
-mal
-when to use à la, à l', au, and aux with the various body parts
-all the different body parts we've learned.
Pay close attention to the gender of the body parts, as well as the accents.
Once you have finished studying, close up your books and open the following file (the questions); translate the sentences, then open the next file (the answers) to check your work.
Remember, this will only be a useful exercise for you if you treat it like a little test. Here we go!
So let's start with some basics. Please open up your notes and study the following:
-the eight conjugations of avoir
-mal
-when to use à la, à l', au, and aux with the various body parts
-all the different body parts we've learned.
Pay close attention to the gender of the body parts, as well as the accents.
Once you have finished studying, close up your books and open the following file (the questions); translate the sentences, then open the next file (the answers) to check your work.
Remember, this will only be a useful exercise for you if you treat it like a little test. Here we go!
| spring_break_practice_exercise_1.docx |
| spring_break_practice_exercise_1_answers.docx |
I'll put some other exercises on tomorrow which build on today's exercises. Each day will get a little more interesting, and hopefully will help you study for your retake. Bon chance! :)
jeudi, le 11 mars: We learned today from looking at our argot that the letter "g" is pronounced like a "j" when followed by the vowels "e" and "i", but pronounced like a hard g when followed by "a, o, or u". Useful when we're conjugating "manger" in l'imparfait (keep the "e" in the stem in the boot).
We then had our interro:
We took up the first 10 questions on our non-santé imparfait sheet:
We took up the first five questions orally of our santé imparfait sheet.
We learned all about "se sentir" (to feel), and how it's a pronominal verb. Here's how to conjugate it in the present tense:
je me sens nous nous sentons
tu te sens vous vous sentez
il se sent ils se sentent
elle se sent elles se sentent
We played several games to help us with l'imparfait, and that took us until about 2:00pm. At that time, we did test prep; here's the edited test we came up with:
We then had our interro:
- I was vomiting. Je vomissais
- Zimm was sick. Zimm était malade.
- Fred used to have a cold. Fred était enrhumé.
- You (s) had a sore arm. Tu avais mal au bras.
- We used to have a sore knee. Nous avions mal au genou.
- You(pl) were vomiting. Vous vomissiez.
- They (f) had a headache. Elles avaient mal à la tête.
- They (m) were vomiting. Ils vomissaient.
We took up the first 10 questions on our non-santé imparfait sheet:
- j’étais nous étions
- tu aimais vous aimiez
- il allait elles allaient
- elle avait j’avais
- nous pouvions tu pouvais
- ils cachaient il cachait
- nous voulions je voulais
- je faisais vous faisiez
- il était vous étiez
- nous mangions tu mangeais
We took up the first five questions orally of our santé imparfait sheet.
We learned all about "se sentir" (to feel), and how it's a pronominal verb. Here's how to conjugate it in the present tense:
je me sens nous nous sentons
tu te sens vous vous sentez
il se sent ils se sentent
elle se sent elles se sentent
We played several games to help us with l'imparfait, and that took us until about 2:00pm. At that time, we did test prep; here's the edited test we came up with:
| what_students_should_know_for_the_first_test_march_12_with_edits.docx |
We'll start the test at 10:30, to leave time for you to practice and ask questions. You'll want to be finished by lunchtime (11:15).
Bon chance! :)
Bon chance! :)
mercredi, le 10 mars: Let's start off with a voice recording of "JM est Malade":
jm_est_malade.m4a
We did our interro:
We then went over the homework, then changed it up a bit so that the answers to the questions involved specific ailments:
Est-ce qu'il veut aller au parc? Probablement pas, il a mal à la tête et mal au ventre.
Est-ce que tu peux faire une ballade? Probablement pas, j'ai le nez qui coule et les yeux qui piquent.
We then reviewed the present tense conjugations of regular "er" verbs:
jm_est_malade.m4a
We did our interro:
- Can he go to McDonald’s? Est-ce qu’il peut aller à McDo?
- Non, he’s sick. Non, il est malade.
- Can you go to the movies? Est-ce que tu peux aller au cinéma?
- No, I hurt all over. Non, j’ai mal partout.
- Can I play tennis? Est-ce que je peux faire du tennis?
- No, you’re sick. Non, tu es malade.
- Can she do the housework? Est-ce qu’elle peut faire le ménage?
- No, she hurts all over. Non, elle a mal partout.
We then went over the homework, then changed it up a bit so that the answers to the questions involved specific ailments:
Est-ce qu'il veut aller au parc? Probablement pas, il a mal à la tête et mal au ventre.
Est-ce que tu peux faire une ballade? Probablement pas, j'ai le nez qui coule et les yeux qui piquent.
We then reviewed the present tense conjugations of regular "er" verbs:
And added the dreaded regular "ir" verb conjugation for "vomir":
je vomis nous vomissions
tu vomis vous vomissez
il vomit ils vomissent
elle vomit elles vomissent
We then put together an extension of our homework conversation, by having person #1 ask if someone is able/wants/should do an activity, but this time Person #2 says that the person probably can't do the activity, as they have all the symptoms of either a cold or the flu (and you'd list them off). Person #1 would then say, "Yuck!" and indicate that they had either a cold, or the flu. Here's an example:
P1: Est-ce que Zimm veut faire une ballade avec moi?
P2: Probablement pas; il vomit, il a la diarrhée, il a de la fièvre, et des frissons, et il a mal partout.
P1: Beurk! Il a une grippe!
We practiced, then I read out "JM est malade" and translated the last half of the conversation:
JM: Umm, yes? In fact, not really. But I’m coughing and sneezing into my elbow.
Méd: Oh, good good. Are you tired?
JM: Yes, and I have diarrhea and the shivers, too. I have a headache, and it’s weird, but I’ve lost my sense of smell and taste.
Méd: Uhhh…. ok! You need a diagnostic test for COVID-19.
JM: COVID-19! But Monday my class is going to bake bread! Can I…
Méd: You’re have a potential case! You could be contagious!
JM: But I don’t want a cotton swap in (up) my nose!
Méd: Tant pis! Take the test, wait for the results, and stay home! You are in quarantine!
JM: And do I have to use hand sanitizer?
Méd: Yes! Now get out!
I then gave you 20 minutes to practice the script.
After break, we learned all about l'imparfait, a tense which expressed "I was <verbing>; I used <to verb>." I explained it on the board:
je vomis nous vomissions
tu vomis vous vomissez
il vomit ils vomissent
elle vomit elles vomissent
We then put together an extension of our homework conversation, by having person #1 ask if someone is able/wants/should do an activity, but this time Person #2 says that the person probably can't do the activity, as they have all the symptoms of either a cold or the flu (and you'd list them off). Person #1 would then say, "Yuck!" and indicate that they had either a cold, or the flu. Here's an example:
P1: Est-ce que Zimm veut faire une ballade avec moi?
P2: Probablement pas; il vomit, il a la diarrhée, il a de la fièvre, et des frissons, et il a mal partout.
P1: Beurk! Il a une grippe!
We practiced, then I read out "JM est malade" and translated the last half of the conversation:
JM: Umm, yes? In fact, not really. But I’m coughing and sneezing into my elbow.
Méd: Oh, good good. Are you tired?
JM: Yes, and I have diarrhea and the shivers, too. I have a headache, and it’s weird, but I’ve lost my sense of smell and taste.
Méd: Uhhh…. ok! You need a diagnostic test for COVID-19.
JM: COVID-19! But Monday my class is going to bake bread! Can I…
Méd: You’re have a potential case! You could be contagious!
JM: But I don’t want a cotton swap in (up) my nose!
Méd: Tant pis! Take the test, wait for the results, and stay home! You are in quarantine!
JM: And do I have to use hand sanitizer?
Méd: Yes! Now get out!
I then gave you 20 minutes to practice the script.
After break, we learned all about l'imparfait, a tense which expressed "I was <verbing>; I used <to verb>." I explained it on the board:
I gave you some general worksheets to practice your l'imparfait, and some sheets which pertain specifically to l'imparfait and la santé.
Homework: Do the first 10 questions from the "non santé" worksheet (or more if you need the practice), and the first five questions from the "santé" worksheet (the one in the papyrus font, and do more if you need the practice).
Interro:
I had a headache. J'avais mal à la tête.
You had a sore knee. Tu avais mal au genou.
He had a cold. Il était enrhumé.
Zimm was sick. Zimm était malade.
We had a sore arm. Nous avions mal au bras. :)
Homework: Do the first 10 questions from the "non santé" worksheet (or more if you need the practice), and the first five questions from the "santé" worksheet (the one in the papyrus font, and do more if you need the practice).
Interro:
I had a headache. J'avais mal à la tête.
You had a sore knee. Tu avais mal au genou.
He had a cold. Il était enrhumé.
Zimm was sick. Zimm était malade.
We had a sore arm. Nous avions mal au bras. :)
mardi, le 9 mars: Today we started with our l'argot, then we took up the homework (the translation of the first half of "J-M est malade"). We then asked each other if we hurt in specific places:
Est-ce que tu as mal au jambe? Oui, j'ai mal au jambe.
We then did the same questions again, but this time in the negative:
Est-ce que tu as mal au nez? Non, je ne suis pas mal au nez.
We played the "Qui Est Mal?" linking game, then I directed your attention to the side board to the introductory conversation between the doctor and the patient:
Est-ce que tu as mal au jambe? Oui, j'ai mal au jambe.
We then did the same questions again, but this time in the negative:
Est-ce que tu as mal au nez? Non, je ne suis pas mal au nez.
We played the "Qui Est Mal?" linking game, then I directed your attention to the side board to the introductory conversation between the doctor and the patient:
I then asked you to make a conversation with a partner with the above vocab, which we heard in front of the class after lunch. I then asked you to add body parts and rework the conversation, then perform.
I then taught you the present tense conjugations of devoir (to have to, to be obligated to) pouvoir (to be able to), and vouloir (to want). I gave you a worksheet with it all written out:
I then taught you the present tense conjugations of devoir (to have to, to be obligated to) pouvoir (to be able to), and vouloir (to want). I gave you a worksheet with it all written out:
| devoir_pouvoir_vouloir_et_les_activités.docx |
We went over the worksheet in detail, then we went outside and worked on it in the field.
Interro: je peux, tu peux, il peut, elle peut, j'ai, tu as, il a, elle a, je suis, tu es, il est, elle est, aller au cinéma, aller à McDo, faire du tennis, faire le ménage, non, être malade, avoir mal partout.
So there was some confusion as to how I would put the vocab words together for the interro. Here are some examples:
1. Can he go to McDonalds? Est-ce qu'il peut aller a McDo?
2. No, he's sick. Non, il est malade.
3. Can you play tennis? Est-ce que tu peux faire du tennis?
4. No, I hurt all over. Non, j'ai mal partout.
I write the English on the board, and you write the French translations. There will be four questions and four answers; eight interro sentences in all.
Homework: Finish up the sheet we were working on in the field, and memorize your next four lines of J-M Est Malade. :)
Interro: je peux, tu peux, il peut, elle peut, j'ai, tu as, il a, elle a, je suis, tu es, il est, elle est, aller au cinéma, aller à McDo, faire du tennis, faire le ménage, non, être malade, avoir mal partout.
So there was some confusion as to how I would put the vocab words together for the interro. Here are some examples:
1. Can he go to McDonalds? Est-ce qu'il peut aller a McDo?
2. No, he's sick. Non, il est malade.
3. Can you play tennis? Est-ce que tu peux faire du tennis?
4. No, I hurt all over. Non, j'ai mal partout.
I write the English on the board, and you write the French translations. There will be four questions and four answers; eight interro sentences in all.
Homework: Finish up the sheet we were working on in the field, and memorize your next four lines of J-M Est Malade. :)
lundi, le 8 mars: Bienvenue à 10e année! We started off today with a PowerPoint explaining our exciting term to come:
| introduction_to_10e_année_2021.pptx |
From 10:00-11:00 we had course selection, then we continued on with our Powerpoint. We set up some class rules, which include:
1. During instructional times (so not at lunch or breaks), your cell phones and all other electronic devices must be in your backpack.
2. You can eat and drink in class, as long as you are being COVID safe.
3. We will start class right at 8:55, please make sure you're in your chair by that time.
Your marks will be based on the following:
42.5% - projects
42.5% - tests
10% - classroom participation
5% - interros
Classroom participation will include:
-coming to class on time;
-showing engagement in the lesson by paying attention, and being able to answer questions;
-showing improvement in your interros;
-following our procedure if you've been away (we learned what to do if you're away from the Powerpoint);
-showing that you're trying (for example, coming in for tutoring if you're not understanding the material);
-writing thoughtful and useful self-evaluations.
1. During instructional times (so not at lunch or breaks), your cell phones and all other electronic devices must be in your backpack.
2. You can eat and drink in class, as long as you are being COVID safe.
3. We will start class right at 8:55, please make sure you're in your chair by that time.
Your marks will be based on the following:
42.5% - projects
42.5% - tests
10% - classroom participation
5% - interros
Classroom participation will include:
-coming to class on time;
-showing engagement in the lesson by paying attention, and being able to answer questions;
-showing improvement in your interros;
-following our procedure if you've been away (we learned what to do if you're away from the Powerpoint);
-showing that you're trying (for example, coming in for tutoring if you're not understanding the material);
-writing thoughtful and useful self-evaluations.