le 14 avril: We had our test today, then we had some Easter fun! Have a Joyeuses Pâques, everyone, and see you on Tuesday. ♥
le 13 avril: Today we had our intérro:
We then went over yesterday's homework:
1. Nous ne nous quittons pas si nous nous consolons.
2. Vous ne vous faites confiance parce que vous vous détestez.
3. Ils s'adoraient parce qu'ils se connaissaient.
4. Elles s'entendraient quand elles se faisaient des blagues.
5. Nous nous disputerons quand nous nous dirons des bêtises.
We tried some reciprocal verbs with adjectives:
1. Je jouerai au basket avec lui, mais nous ne nous aimons pas.
2. Si elle sera hônnete, nous pouvons nous voir.
3. Nous ne nous faisons pas confiance. Nous sommes allées à la banque, et il était maladroit et malhônnete.
4. Bob et moi mous n'aimions pas, mais maintenant je suis solitaire puis nous nous amuserons au cinéma.
5. Ils ne se font pas confiance parce qu'il est méchant et elle est authoritaire et fâchée.
We decided to have our quiz tomorrow, then have our project due on April 21. More details on the project will follow later in this post.
Here are some questions to help you prepare for the test:
As for the project which is due April 21, it will be in both oral and written format:
1. Write a conversation between two people, using as much of our vocabulary from this unit as you possibly can, plus:
-présent, passé composé, conditionnel, futur, impératif
-object pronouns
-relative pronouns
-reflexive and relative pronouns
-5 locations from our cartoony booklet (the five we chose for the quiz or any five that you like)
- the 8 adjectives which we chose for the quiz, or any 8 adjectives from our sheet
-negatives, in interesting configurations such as negatives with reflexive/reciprocal verbs, object pronouns, etc
2. On April 21 in the morning, you'll team up with the person of your choice and choose one of your conversations. You'll be able to practice it for a bit, then you'll perform it in front of the class with your script. I'll mark you on pronunciation and intonation (no long pauses, "um"s, English, laughing, etc).
Bon chance! ♥
- Zimm and I will have fun with each other.
- Claire and Bob spoke to each other.
- You and John are looking for each other.
- Fred and Marie would fight with each other…
- …but they broke up with each other.
- Zimm et moi s’amuserons.
- Claire et Bob se sont parlés.
- Jean et toi se cherchez.
- Fred et Marie se disputeraient…
- …mais ils se sont quittés.
We then went over yesterday's homework:
1. Nous ne nous quittons pas si nous nous consolons.
2. Vous ne vous faites confiance parce que vous vous détestez.
3. Ils s'adoraient parce qu'ils se connaissaient.
4. Elles s'entendraient quand elles se faisaient des blagues.
5. Nous nous disputerons quand nous nous dirons des bêtises.
We tried some reciprocal verbs with adjectives:
1. Je jouerai au basket avec lui, mais nous ne nous aimons pas.
2. Si elle sera hônnete, nous pouvons nous voir.
3. Nous ne nous faisons pas confiance. Nous sommes allées à la banque, et il était maladroit et malhônnete.
4. Bob et moi mous n'aimions pas, mais maintenant je suis solitaire puis nous nous amuserons au cinéma.
5. Ils ne se font pas confiance parce qu'il est méchant et elle est authoritaire et fâchée.
We decided to have our quiz tomorrow, then have our project due on April 21. More details on the project will follow later in this post.
Here are some questions to help you prepare for the test:
- We fought with each other at the bank but now we’re having fun in the park.
- Zimm and I looked for each other in the gym, which wasn’t smart.
- Claire and Bob would console each other, but they broke up yesterday (hier).
- I’ll see him at school tomorrow (demain), if we don’t say nonsense to each other.
As for the project which is due April 21, it will be in both oral and written format:
1. Write a conversation between two people, using as much of our vocabulary from this unit as you possibly can, plus:
-présent, passé composé, conditionnel, futur, impératif
-object pronouns
-relative pronouns
-reflexive and relative pronouns
-5 locations from our cartoony booklet (the five we chose for the quiz or any five that you like)
- the 8 adjectives which we chose for the quiz, or any 8 adjectives from our sheet
-negatives, in interesting configurations such as negatives with reflexive/reciprocal verbs, object pronouns, etc
2. On April 21 in the morning, you'll team up with the person of your choice and choose one of your conversations. You'll be able to practice it for a bit, then you'll perform it in front of the class with your script. I'll mark you on pronunciation and intonation (no long pauses, "um"s, English, laughing, etc).
Bon chance! ♥
le 12 avril: We had our intérro:
We didn't take up the homework, but here are the answers anyway. Check your work, and we'll talk about it tomorrow:
paragraphe #1
Je me réveille, je me lève, je me regarde dans le miroir, je me rase.
paragraphe #2
tu te brosseras les dents, tu te brosseras les cheveux, tu te reposeras, tu te coucheras
paragraph #3
Il s'habillait, il se déshabillait, il se préparait, il s'habituait
paragraphe #4
nous nous sommes levés, nous nous sommes habitués, nous nous sommes intéressés, nous nous sommes demandés
paragraphe #5
ils se regarderaient dans le miroir, ils s'habitueraient, ils se prépareraient, ils se laveraient
We then went over using "où" as a relative pronoun:
- He was getting ready.
- She will get used to it (it = y)
- I would be interested
- You asked yourself
- She got dressed.
- Il se préparait
- Elle s’y habituera
- Je m’intéresserais
- Tu t’es demandé
- Elle s’est habillée
We didn't take up the homework, but here are the answers anyway. Check your work, and we'll talk about it tomorrow:
paragraphe #1
Je me réveille, je me lève, je me regarde dans le miroir, je me rase.
paragraphe #2
tu te brosseras les dents, tu te brosseras les cheveux, tu te reposeras, tu te coucheras
paragraph #3
Il s'habillait, il se déshabillait, il se préparait, il s'habituait
paragraphe #4
nous nous sommes levés, nous nous sommes habitués, nous nous sommes intéressés, nous nous sommes demandés
paragraphe #5
ils se regarderaient dans le miroir, ils s'habitueraient, ils se prépareraient, ils se laveraient
We then went over using "où" as a relative pronoun:
We did the second part (orally) of a relative pronoun sheet I gave you today, then did the rest of it on the board:
I gave you a small booklet which has a list of reciprocal verbs and some adjectives. We practiced the pronunciation of the verbs, then talked about the difference between reflexive verbs (the subject and the object of the sentence are the same, as in "I talk to myself" or "I look at myself in the mirror"), and reciprocal verbs (the action takes place between two people, and the English translation will always have "each other" in it, such as "They fight each other" or "They love each other). We talked about how if we see a pronominal verb in the plural (such as "nous nous parlons"), it can either mean We talk to ourselves (reflexive) or We talk to each other (reciprocal); context will tell you what the correct interpretation is.
We then began the exercises on pages 1 and 2.
Homework: finish up the sentences from pages 1 and 2 (numbers 2-5), and take a look at the adjectives on page 2 to familiarize yourself with them and figure out which would be good for our quiz on Thursday,.
Intérro: se disputer, s'amuser, se chercher, se parler, se quitter all in their reciprocal forms (so that means just the plural forms, and they will always have the translation "each other" involved); with all the tenses you know (not impératif).
eg:
Zimm et GZ have fun with each other. Zimm et GZ s'amusent.
We don't speak to each other. Nous ne nous parlons pas.
You would look for each other... Vous vous chercheriez...
...if you weren't leaving each other. ...si vous ne vous quittiez pas. ♥
Homework: finish up the sentences from pages 1 and 2 (numbers 2-5), and take a look at the adjectives on page 2 to familiarize yourself with them and figure out which would be good for our quiz on Thursday,.
Intérro: se disputer, s'amuser, se chercher, se parler, se quitter all in their reciprocal forms (so that means just the plural forms, and they will always have the translation "each other" involved); with all the tenses you know (not impératif).
eg:
Zimm et GZ have fun with each other. Zimm et GZ s'amusent.
We don't speak to each other. Nous ne nous parlons pas.
You would look for each other... Vous vous chercheriez...
...if you weren't leaving each other. ...si vous ne vous quittiez pas. ♥
le 11 avril: We had a bit of a review day so that you would be ready for your quiz on Thursday. We first went over the remaining vocabulary from our booklet (des tatouages, des piercings, casse-toi, etc), then reviewed how to do reflexive verbs in the present, passé composé, conditional, imparfait, and futur. After a raucous couple of games I gave you the "Tom Hardy" sheet so that you could practice using your reflexive verbs in the present tense.
Homework: Write 5 tiny paragraphs of three lines each, using only reflexive verbs:
-first paragraph: from the point of view of "je", in the present tense (What I do in the morning);
-second paragraph, from the point of view of "tu", in the future tense (what you will do in the morning);
-third paragraph, from the point of view of "il", in the imparfait (what he was doing in the morning);
-fourth paragraph, from the point of view of "nous", in the passé composé (what we did in the morning)
-fifth paragraph, from the point of view of "ils", in the conditional tense (what they would do in the morning).
Try not to repeat the verbs.
Eg:
Paragraph #1: I woke up, I got up, I got dressed.
Paragraph #2: You will brush your teeth, you will brush your hair, you will look at yourself in the mirror.
Paragraph #3: He was preparing for the day, he was resting, he was shaving.
Paragraph #4... you get the idea.
Intérro: s'habituer, s'intéresser, s'habiller, se préparer, se demander in all tenses for je, tu, il, elle. ♥
Homework: Write 5 tiny paragraphs of three lines each, using only reflexive verbs:
-first paragraph: from the point of view of "je", in the present tense (What I do in the morning);
-second paragraph, from the point of view of "tu", in the future tense (what you will do in the morning);
-third paragraph, from the point of view of "il", in the imparfait (what he was doing in the morning);
-fourth paragraph, from the point of view of "nous", in the passé composé (what we did in the morning)
-fifth paragraph, from the point of view of "ils", in the conditional tense (what they would do in the morning).
Try not to repeat the verbs.
Eg:
Paragraph #1: I woke up, I got up, I got dressed.
Paragraph #2: You will brush your teeth, you will brush your hair, you will look at yourself in the mirror.
Paragraph #3: He was preparing for the day, he was resting, he was shaving.
Paragraph #4... you get the idea.
Intérro: s'habituer, s'intéresser, s'habiller, se préparer, se demander in all tenses for je, tu, il, elle. ♥
le 8 avril: We had our test today; here are the answers:
We then continued on with our relative pronoun work. We learned the following:
-if you want to use "qui" as your relative pronoun, then the antecedent must be the subject of the relative clause:
-Zimm, qui est beau, est avocat. The antecedent, which is "Zimm" is the subject of the relative clause "who is handsome".
-If the antecedent is NOT the subject of the relative clause, but the object of the relative clause, you use "que" as the relative pronoun:
-Zimm, que je pense est beau, est avocat. Note that the subject of the relative clause is "je", so you can't use "qui" as the relative pronoun, as qui is a subject replacement, and the antecedent isn't the subject.
If you want further information, try here: www.cliffsnotes.com/study-guides/french/french-i/french-i-pronouns/relative-pronouns
Homework: no homework
Intérro: no intérro. Faites un bon weekend. ♥
- Si je peux, je te téléphonerai demain.
- Monica irait si elle voulait.
- Si Aaron aimait la pizza, il la mangerait
- Mme GZ arrêterait de boire le café si elle pouvait.
- Si tu as besoin d’un tour à l’école, téléphone à Logan.
- S’il ne mange pas le déj maintenant, il sera (être) en retard.
- Quelle type de nourriture aimes-tu?
- J’aimerais la pizza…
- J’aime bien les hamburgers…
- J’aime mieux le biftek…
- Mais je préfère la baguette.
- Quelle musique est-ce que Melissa aime?
- Melissa aimait le country…
- Elle a écouté (écoutait) le rock…
- Elle écoutera le jazz.
- Quelle classes (matières) est-ce que Amal fait?
- Amal n’aime pas l’éducation physique…
- Elle ne fait pas l’arts plastiques…
- Elle préfère le français.
- J’avais un animal domestique.
- Il n’était pas un chien…
- Il n’était pas un chat…
- Il n’était pas un singe…
- Il était un poisson.
We then continued on with our relative pronoun work. We learned the following:
-if you want to use "qui" as your relative pronoun, then the antecedent must be the subject of the relative clause:
-Zimm, qui est beau, est avocat. The antecedent, which is "Zimm" is the subject of the relative clause "who is handsome".
-If the antecedent is NOT the subject of the relative clause, but the object of the relative clause, you use "que" as the relative pronoun:
-Zimm, que je pense est beau, est avocat. Note that the subject of the relative clause is "je", so you can't use "qui" as the relative pronoun, as qui is a subject replacement, and the antecedent isn't the subject.
If you want further information, try here: www.cliffsnotes.com/study-guides/french/french-i/french-i-pronouns/relative-pronouns
Homework: no homework
Intérro: no intérro. Faites un bon weekend. ♥
le 7 avril: We had our intérro:
We then took up the homework:
1. I used to like steak, but now I prefer pizza. J’aimais le biftek, mais maintenant je préfère la pizza.
2. Fred will prefer PE to math. Fred préférera l’éducation physique que les maths.
3. I used to have a pet: I had a monkey named Dumdum. J’avais un animal domestique: j’avais un singe qui s’appelle Dumdum.
4. I watched a film: it was a horror film. J’ai regardé un film: c’était un film d’horreur.
5. My friend likes country; I don't like my friend anymore. ;) Mon ami aime le country; je n’aime plus mon ami.
We then practice our "si" clauses, as they're going to be on the quiz tomorrow. I gave you this worksheet:
- What food do you like?
- I like steak and French bread.
- What classes are you taking?
- I’m taking PE and visual arts.
- Do you have any pets?
- Yes, I have a dog and a fish.
- I don’t have a monkey.
- Quelle nourriture est-ce que tu aimes?
- J’aime le biftek et les baguettes.
- Quelles classes fais-tu?
- Je fais l’éducation physique et les arts plastiques.
- Est-ce que tu as des animaux domestiques?
- Oui, j’ai un chien and un poisson.
- Je n’ai pas de singe.
We then took up the homework:
1. I used to like steak, but now I prefer pizza. J’aimais le biftek, mais maintenant je préfère la pizza.
2. Fred will prefer PE to math. Fred préférera l’éducation physique que les maths.
3. I used to have a pet: I had a monkey named Dumdum. J’avais un animal domestique: j’avais un singe qui s’appelle Dumdum.
4. I watched a film: it was a horror film. J’ai regardé un film: c’était un film d’horreur.
5. My friend likes country; I don't like my friend anymore. ;) Mon ami aime le country; je n’aime plus mon ami.
We then practice our "si" clauses, as they're going to be on the quiz tomorrow. I gave you this worksheet:
| si_clauses_practice.docx |
Here are the answers we came up with:
We then began our work on relative pronouns. Here's what we learned:
a) We can take two short sentences and put them together to make a fancier sounding sentence.
b) When we do so, we turn one of the sentences into a subordinate clause, which is a part of a sentence which can't stand alone.
c) We can call subordinate clauses "relative clauses" as they relate back to something already mentioned.
d) All relative clauses begin with a little word called the "relative pronoun".
e) The relative pronoun always refers back to the antecedent, which is the noun before the comma... technically, it's the noun that's the subject of the relative clause. (eg: Zimmerman, who is handsome, is a lawyer: "who" is the relative pronoun which refers back to Zimmerman, who is the subject of the clause "who is handsome").
f) The noun that the relative pronoun refers back to is called the "antecedent": the antecedent MUST be placed before the relative pronoun (otherwise, you won't know what the relative pronoun refers to!)
g) The relative pronoun we learned today is "qui", which means "who" or "which", depending upon if the antecedent is a person or a thing.
Here's what we did on the board:
- Si je peux, je choisirai un chat pour mon animal domestique.
- Je mangerais si je pouvais.
- Elle conduirait à l’école si elle voulait.
- Je te prendrai si tu as besoin un tour.
- Si tu as besoin un tour, je t’en donnerai un / téléphone-moi.
- Téléphone-moi si tu peux / veux / dois/as besoin quelque chose/ as besoin aller à l’école.
- Si tu aimais la fille, tu lui téléphonerais / tu l’embrasserais / l’inviterais au cinéma / tu sortiras avec elle.
- Tu me téléphoneras si tu peux, si tu veux, si tu as besoin un tour, si tu ne comprends les devoirs, si tu m’aime.
- Si tu as faim, tu dois manger / je peux te donner un sandwich / tu peux manger chez moi.
- Si tu ne manges pas, / Si tu manges le poulet vieux, / Si tu conduis avec Logan, / Si tu laisses tomber un jus d’ananas dans la voiture de JJ, tu seras mort.
We then began our work on relative pronouns. Here's what we learned:
a) We can take two short sentences and put them together to make a fancier sounding sentence.
b) When we do so, we turn one of the sentences into a subordinate clause, which is a part of a sentence which can't stand alone.
c) We can call subordinate clauses "relative clauses" as they relate back to something already mentioned.
d) All relative clauses begin with a little word called the "relative pronoun".
e) The relative pronoun always refers back to the antecedent, which is the noun before the comma... technically, it's the noun that's the subject of the relative clause. (eg: Zimmerman, who is handsome, is a lawyer: "who" is the relative pronoun which refers back to Zimmerman, who is the subject of the clause "who is handsome").
f) The noun that the relative pronoun refers back to is called the "antecedent": the antecedent MUST be placed before the relative pronoun (otherwise, you won't know what the relative pronoun refers to!)
g) The relative pronoun we learned today is "qui", which means "who" or "which", depending upon if the antecedent is a person or a thing.
Here's what we did on the board:
Homework: study for your quiz tomorrow. Take a look at the work we did this week for the content.
Intérro: no intérro. ♥
Intérro: no intérro. ♥
le 6 avril: We had our intérro:
We took up the sheets that I assigned as homework by pairing up and performing. I put the following on the board so that we would know what is on the quiz on Friday:
- I don’t like taking out the garbage.
- He likes walking the dog better.
- She prefers to clean the cat litter.
- You really like washing the floor.
- Je n’aime pas sortir la poubelle.
- Il aime mieux promener le chien.
- Elle préfère nettoyer la litière.
- Tu aimes bien nettoyer le plancher.
We took up the sheets that I assigned as homework by pairing up and performing. I put the following on the board so that we would know what is on the quiz on Friday:
Homework: Translate the following into French:
1. I used to like steak, but now I prefer pizza.
2. Fred will prefer PE to math.
3. I used to have a pet: I had a monkey named Dumdum.
4. I watched a film: it was a horror film.
5. My friend likes country; I don't like my friend. ;)
Intérro: les baguettes, le biftek, les films d'horreur, les arts plastiques, l'education physique, un chien, un poisson, un singe. Be ready to use these questions as well: Quel musique est-ce que tu aimes? Est-ce que tu as des animaux domestiques? Quelles classes est-que tu fais? ♥
1. I used to like steak, but now I prefer pizza.
2. Fred will prefer PE to math.
3. I used to have a pet: I had a monkey named Dumdum.
4. I watched a film: it was a horror film.
5. My friend likes country; I don't like my friend. ;)
Intérro: les baguettes, le biftek, les films d'horreur, les arts plastiques, l'education physique, un chien, un poisson, un singe. Be ready to use these questions as well: Quel musique est-ce que tu aimes? Est-ce que tu as des animaux domestiques? Quelles classes est-que tu fais? ♥
le 5 avril: We started with a brief review of the future and conditionnal tenses, then had our intérro:
We then took up the homework:
3. If you don't want to be late for school, clean the cat litter now. Si tu ne veux pas être en retard pour l’école, nettoie la litière maintenant.
4. If I walk to school, I'll be late. Si je marche à l’école, je serai en retard.
5. If I could, I would read in the library. Si je pouvais, je lirais à la bibliothèque.
After break, I gave you two sentences each from our "Que fait-tu?" to translate on the board:
Je marche à l’école, et je vais en classe. Je fais l’éducation physique, les mathématiques, le français, et les sciences. Je ne fais pas les arts plastiques ou les sciences humaines. Je mange le déj avec mes amis à la cafétéria, puis je lis à la bibliothèque si je peux.
Après l’école, je joue au basket au gymnase, puis je joue dehors avec mes amis. Après le dîner je joue des jeux vidéo et surf le web, ou fais un casse-tête avec mon frère. J’écouterais la musique ou lirais un livre si j’étais fatigué. Ma mère criée « promène le chien, puis sors la poubelle! »
I then taught you the construct "I like, I really like, I like better, and I prefer":
J'aime - I like
J'aime bien- I really like
J'aime mieux - I like better
Je préfère - I prefer
Eg:
J'aime l'eau, j'aime bien le lait, j'aime mieux le thé, mais je préfère le café. I like water, I really like milk, I like tea better, but I prefer coffee.
I gave you the conjugations of the stem-changer préfèrer, as well as a couple of tricks to remember the stem-change:
Je préfère Nous préférons
Tu préfères Vous préférez
Il préfère Ils préfèrent
Elle préfère Elles préfèrent
Homework: Using the sheets that I gave you today (attached), fill out as much as you can with the vocabulary you know (reference your "cartoony sheet" of vocab that I gave you yesterday), in preparation to have non-memorized conversations in front of the class yesterday.
- Eat some Cheerios. Mange des Cheerios.
- He used to play video games. Il jouait aux jeux vidéo.
- She is not cleaning out the cat litter. Elle ne nettoie pas la litière.
- You used to be tired. Tu étais fatigué.
- I’ll be late! Je serai en retard.
We then took up the homework:
- If I play video games until 3:00am, I'm tired in the morning (au matin). Si je joue aux jeux vidéo jusqu’au trois heures du matin, (3h :00), je suis fatigué au matin.
3. If you don't want to be late for school, clean the cat litter now. Si tu ne veux pas être en retard pour l’école, nettoie la litière maintenant.
4. If I walk to school, I'll be late. Si je marche à l’école, je serai en retard.
5. If I could, I would read in the library. Si je pouvais, je lirais à la bibliothèque.
After break, I gave you two sentences each from our "Que fait-tu?" to translate on the board:
Je marche à l’école, et je vais en classe. Je fais l’éducation physique, les mathématiques, le français, et les sciences. Je ne fais pas les arts plastiques ou les sciences humaines. Je mange le déj avec mes amis à la cafétéria, puis je lis à la bibliothèque si je peux.
Après l’école, je joue au basket au gymnase, puis je joue dehors avec mes amis. Après le dîner je joue des jeux vidéo et surf le web, ou fais un casse-tête avec mon frère. J’écouterais la musique ou lirais un livre si j’étais fatigué. Ma mère criée « promène le chien, puis sors la poubelle! »
I then taught you the construct "I like, I really like, I like better, and I prefer":
J'aime - I like
J'aime bien- I really like
J'aime mieux - I like better
Je préfère - I prefer
Eg:
J'aime l'eau, j'aime bien le lait, j'aime mieux le thé, mais je préfère le café. I like water, I really like milk, I like tea better, but I prefer coffee.
I gave you the conjugations of the stem-changer préfèrer, as well as a couple of tricks to remember the stem-change:
Je préfère Nous préférons
Tu préfères Vous préférez
Il préfère Ils préfèrent
Elle préfère Elles préfèrent
Homework: Using the sheets that I gave you today (attached), fill out as much as you can with the vocabulary you know (reference your "cartoony sheet" of vocab that I gave you yesterday), in preparation to have non-memorized conversations in front of the class yesterday.
| 11e_vocab_for_meeting_people.docx |
Intérro: préférer, aimer, bien, mieux, promener le chien, sortir la poubelle, nettoyer la litière, nettoyer le plancher. I'll be giving you questions about what activities you like, don't like, and prefer.
Eg:
I don't like washing the floor. Je n'aime pas nettoyer le plancher.
I prefer to walk the dog. Je préfère promener le chien.
I don't really like taking out the garbage. Je n'aime pas bien sortir la poubelle. ♥
Eg:
I don't like washing the floor. Je n'aime pas nettoyer le plancher.
I prefer to walk the dog. Je préfère promener le chien.
I don't really like taking out the garbage. Je n'aime pas bien sortir la poubelle. ♥
le 4 avril: Bienvenue! We watched a couple of videos and looked at a couple of pictures of the opening ceremonies of the All Native, which were last night, then I gave you your marks and portfolios, which are all up to date. I then let you know that you'll be having a quiz every Friday until the end of the quarter instead of a larger test.
I then gave you a booklet of pictures and French vocabulary that you'll find useful for our first activity today, which is to translate some paragraphs about what you do on a typical day, what you would do if there was no school today, what you will do on the weekend, and what you did last weekend. These paragraphs are not only designed to help us learn the vocabulary but also practice our verb tenses. I translated the first paragraph together:
Je me réveille, mais je ne veux pas me réveiller. Je me réveillerais, mais je suis fatigué parce que j’ai joué aux jeux vidéo jusqu’au 3h00. Je veux rester au lit mais ma mère criée comme d’habitude « Lève-toi maintenant! habille-toi, mange ton petit déjeuner, et dégage! Tu sera en retard pour l’école! »
Afterward, we continued the translation:
Alors, je me lève, je vais à la salle de bains, je prends une douche (je me douche), et je me regarde dans le miroir. Je retourne à ma chambre, je m’habille, je descends, et je mange le petit déjeuner. J’aime manger des Cheerios avec des bluets.
I gave you the rest of the class to continue with the translations.
Homework: Translate the following sentences:
1. If I play video games until 3:00am, I'm tired in the morning (au matin).
2. If I was eating Cheerios for breakfast, I would be late for school.
3. If you don't want to be late for school, clean the cat litter now.
4. If I walk to school, I'll be late.
5. If I could, I would read in the library.
Intérro: jouer aux jeux vidéo, je suis fatigué, être en retard, nettoie la litère, manger des Cheerios in all tenses for je, tu, il, elle, including the impératif for tu. ♥
le 18 mars: We had our test:
Partie B :
Elle ne le lui y a pas donné.
We then learned about the conditional tense:
Conditional = I would eat, I would walk, I would do this or that.
NOT to be confused with "Je dois manger" (I should eat)
Formation: stem of the future with imparfait endings
Eg: Je mangerais: I would eat. Je marcherais = I would walk.
Faites un bon pause! ♥
- Je faisais les devoirs.
- Je ferai les devoirs.
- J’ai fait les devoirs.
- Fais les devoirs.
- Elle allait au musée
- Elle ira au musée.
- Elle est allée au musée.
- Allez au musée.
- Tu choisissais un partenaire.
- Tu choisiras un partenaire.
- Tu as choisi un partenaire.
- Choisissons un partenaire.
- Il sortait de la salle de classe.
- Il sortira de la salle de classe.
- Il est sorti de la salle de classe.
- Sors de la salle de classe.
- Je mangeais un sandwich.
- Je mangerai un sandwich.
- J’ai mangé un sandwich.
- Mange un sandwich.
Partie B :
- Si je fais les devoirs, je ne vais pas au musée.
- Si je le fais, je n’y vais pas.
- Tu n’as pas choisi de partenaire? Sorte de la salle de classe! (dégage)
Elle ne le lui y a pas donné.
We then learned about the conditional tense:
Conditional = I would eat, I would walk, I would do this or that.
NOT to be confused with "Je dois manger" (I should eat)
Formation: stem of the future with imparfait endings
Eg: Je mangerais: I would eat. Je marcherais = I would walk.
Faites un bon pause! ♥
le 17 mars: We had our intérro:
We then took up the homework:
1. Are you doing your homework Fred? Do your homework! Est-ce que tu fais tes devoirs, Fred? Fais tes devoirs!
2. Are you eating candy, Ben and Adam? Eat a sandwich. Est-ce que vous mangez des bonbons, B&A? Mangez un sandwich.
3. Let's go to McDonalds. Allons à McDo.
4. Use my computer, Vanessa. Utilise mon ordi, Vanessa.
5. Are you speaking English, Bob and Fred? Speak French. Parlez-vous anglais, B&F? Parlez français.
6. I see some plastic containers. Let's recycle. Je vois des contenants en plastique. Recyclons.
7. Play basketball, Logan. Joue au basket, Logan.
We then did some work on creating "si" clauses:
« Si » clauses
Main clause – must contain a verb and a subject. Can stand alone
Subordinate – doesn’t. Can’t.
Zimm likes to watch Netflix with me, which is great.
si: présent result : future
result: impératif
présent result: présent
Homework: study for your test, which will include everything we've done on the l'amitié unit so far. Questions might include:
-our unit verbs in passé composé, présent, futur, and impératif
-using our verbs and vocabulary with object pronouns. Take a look at the webpage from March 15 until today to get ideas as to the questions. ♥
- I did. J’ai fait
- He was playing. Il jouait
- You will use. Tu utiliseras
- She saw Elle a vu.
- I ate. J’ai mangé
- He will go. Il ira
- You spoke. Tu as parlé
We then took up the homework:
1. Are you doing your homework Fred? Do your homework! Est-ce que tu fais tes devoirs, Fred? Fais tes devoirs!
2. Are you eating candy, Ben and Adam? Eat a sandwich. Est-ce que vous mangez des bonbons, B&A? Mangez un sandwich.
3. Let's go to McDonalds. Allons à McDo.
4. Use my computer, Vanessa. Utilise mon ordi, Vanessa.
5. Are you speaking English, Bob and Fred? Speak French. Parlez-vous anglais, B&F? Parlez français.
6. I see some plastic containers. Let's recycle. Je vois des contenants en plastique. Recyclons.
7. Play basketball, Logan. Joue au basket, Logan.
We then did some work on creating "si" clauses:
- Je te quitterai si tu ne vas pas.
- Ne va pas si tu auras un problème.
- Si tu n’es pas allé à l’école tu auras un problème.
« Si » clauses
Main clause – must contain a verb and a subject. Can stand alone
Subordinate – doesn’t. Can’t.
Zimm likes to watch Netflix with me, which is great.
si: présent result : future
result: impératif
présent result: présent
Homework: study for your test, which will include everything we've done on the l'amitié unit so far. Questions might include:
-our unit verbs in passé composé, présent, futur, and impératif
-using our verbs and vocabulary with object pronouns. Take a look at the webpage from March 15 until today to get ideas as to the questions. ♥
le 16 mars: We had our intérro:
We then took up the homework:
- She will go Elle ira
- I will be Je serai
- He will do Il fera
- You will know Tu sauras
- I will wait J’attendrai
- You will work Tu travailleras
- You will erect Tu érigeras
- He will unite Il unira
- She will transmit Elle transmettra
We then took up the homework:
We then learned all about the impératif, which is the "tense" that you use (it's not actually a tense, but ok) when you want to give someone a suggestion, a command, or an instruction. It never uses a subject pronoun. For example:
-speak french, please
-go to class right now!
-let's go to McDo.
We use just the tu, nous, and vous forms of the verbs for the impératif, as you have to be addressing the person you're talking to, there's no talking about someone in the impératif. The only catch is that you don't put the "s" on the end of the "tu" form, just for "er" verbs. See the board below:
-speak french, please
-go to class right now!
-let's go to McDo.
We use just the tu, nous, and vous forms of the verbs for the impératif, as you have to be addressing the person you're talking to, there's no talking about someone in the impératif. The only catch is that you don't put the "s" on the end of the "tu" form, just for "er" verbs. See the board below:
Homework: Translate the following into French:
1. Are you doing your homework Fred? Do your homework!
2. Are you eating candy, Ben and Adam? Eat a sandwich.
3. Let's go to McDonalds.
4. Use my computer, Vanessa.
5. Are you speaking English, Bob and Fred? Speak French.
6. I see some plastic containers. Let's recycle.
7. Play basketball, Logan.
Intérro: faire, manger, aller, utiliser, parler, voir, jouer in the "je, tu, il, elle" forms in passé composé, présent, and futur, ♥
1. Are you doing your homework Fred? Do your homework!
2. Are you eating candy, Ben and Adam? Eat a sandwich.
3. Let's go to McDonalds.
4. Use my computer, Vanessa.
5. Are you speaking English, Bob and Fred? Speak French.
6. I see some plastic containers. Let's recycle.
7. Play basketball, Logan.
Intérro: faire, manger, aller, utiliser, parler, voir, jouer in the "je, tu, il, elle" forms in passé composé, présent, and futur, ♥
le 15 mars: We started our new unit, "L'amitié" today. I went over the structure of the unit and let you know that we'll have a series of small quizzes throughout, including one this Friday. I then gave you the following sheet:
| introductory_verbs.docx |
We defined all of the verbs, and also went over how to conjugate the reflexive verbs (the ones that have the word "se" in front of them in the infinitive) in present and passé composé.
I also taught you how to use the future tense in French, which translates to "I will <verb>". We learned that:
-the stem of the regular verbs is just the infinitive (with the final "e" taken off of the "re" verbs):
-parler: future stem is parler
-choisir: future stem is choisir
-attendre: future stem is attendr
The endings are simply the present tense conjugations of avoir:
je - ai nous - ons
tu - as vous - ez
il - a ils - ont
elle a elles - ont
Eg:
I will speak: je parlerai
You will choose - tu choisiras
He will wait - Il attendra
All future stems must end in "r", which is weird but cool.
We also learned some irregular future tense verbs and their stems:
Homework: Choosing 6 verbs from the list I gave you on the sheet, create 2 sentences; each sentence will have three verbs in it. One verb will be present tense, one will be passé composé, and one will be future. Using the guide at the bottom of the handout today, frame your tenses with "hier" for the passé composé, "aujourd'hui" for the present tense, and "demain" for the future tense.
Intérro: aller, avoir, être, faire, savoir, attendre, travailler for all conjugations in the future tense. Eg:
He will go - il ira
She will be - Elle sera
I will make - Je ferai ♥
I also taught you how to use the future tense in French, which translates to "I will <verb>". We learned that:
-the stem of the regular verbs is just the infinitive (with the final "e" taken off of the "re" verbs):
-parler: future stem is parler
-choisir: future stem is choisir
-attendre: future stem is attendr
The endings are simply the present tense conjugations of avoir:
je - ai nous - ons
tu - as vous - ez
il - a ils - ont
elle a elles - ont
Eg:
I will speak: je parlerai
You will choose - tu choisiras
He will wait - Il attendra
All future stems must end in "r", which is weird but cool.
We also learned some irregular future tense verbs and their stems:
- aller → ir → j'irai - I will go
- avoir → aur → j'aurai - I will have
- être → ser → je serai - I will be
- faire → fer → je ferai - I will do
- pouvoir → pourr → je pourrai - I will be able to
- devoir → devr → je devrai - I will have to
- savoir → saur → je saurai - I will know
- venir → viendr → je viendrai - I will come
- voir → verr → je verrai - I will see
- vouloir → voudr → je voudrai - I will like/want
Homework: Choosing 6 verbs from the list I gave you on the sheet, create 2 sentences; each sentence will have three verbs in it. One verb will be present tense, one will be passé composé, and one will be future. Using the guide at the bottom of the handout today, frame your tenses with "hier" for the passé composé, "aujourd'hui" for the present tense, and "demain" for the future tense.
Intérro: aller, avoir, être, faire, savoir, attendre, travailler for all conjugations in the future tense. Eg:
He will go - il ira
She will be - Elle sera
I will make - Je ferai ♥
le 14 mars: Test and project day!
le 11 mars: I was asked to provide an English version of the questions for our conversation on Monday; you can find them at the bottom of this website entry. We had our practice test today, and a very pretty test is was, if I do say so myself. Here are the answers:
c. Elle a rempli une grosse gourde d’eau froide
d. Elle a mis la gourde sur le toit de sa maison
e. Elle a attaché un fil à la calebasse et à la gourde.
8. a. Il est devenu (était)(tout) mouillé
b. Il a laissé tomber les pistaches
c. Il est parti à toute vitesse vers la forêt.
Quels sont deux buts des adaawx?
Quels sont trois buts d’un griot?
The changes I'm going to make in the test for Monday are:
-you can talk about general facts about the griot and the adaawx, rather than their goals;
-I will have a translation exercise for the section on the magical characters from the griot poem, as well as the graphic; you can use the graphic to write freely or translate the sentences, it's up to you.
I'm sure you haven't forgotten, but remember to practice for your conversation with me on Monday. Bon chance!
Here is the English translations of the questions that I'm going to ask you on Monday:
A. The Griot Poem
1. Do you know the poem "The Griot?"
2. What does the griot do at the beginning of the poem (three things)?
3. What is the griot holding?
4. What are in the calabash?
5. What does the spider do?
6. What do the hen and the gazelle do?
7. What happens at the end of the story?
B. Griot stuff in general
What does a griot do? Give me four facts.
C. True Telllings (from griots, not from Elders)
Describe true tellings: give me two facts about them.
D. The Adaawx
Give me four facts about the adaawx.
E. Le Petit Singe et les Pistaches
1. Where does the little monkey live?
2. Why does he go to the village one fine day?
3. He saw a little house. Who was there (a woman in her kitchen)?
4. What was she doing?
5. Where did she put the grilled pistachios?
6. What did the little monkey do?
7. The second day, he went to Mme Roney's again, and again ate some grilled pistachios. What did Mme Roney think when she was that the grilled pistachios were gone again?
8. Describe Mme Roney's trap.
9. What happened when the little monkey took the pistachios (at the end of the story)?
That's it! ♥
- Le petit singe habitait dans la forêt à Haïti.
- Il aimait manger des fruits, comme les bananes.
- Parce qu’il voulait un peu de variété dans son régime.
- Une femme était là. / Mme Roney y était.
- Il a pris toutes les pistaches.
- Elle pensait qu’il y avait un voleur. / Elle pensait que un voleur a mangé / a pris les pistaches (grillées)
- a. Elle a mis les pistaches dans une calebasse multicolore.
c. Elle a rempli une grosse gourde d’eau froide
d. Elle a mis la gourde sur le toit de sa maison
e. Elle a attaché un fil à la calebasse et à la gourde.
8. a. Il est devenu (était)(tout) mouillé
b. Il a laissé tomber les pistaches
c. Il est parti à toute vitesse vers la forêt.
Quels sont deux buts des adaawx?
- Ils décrivent l’histoire sacrée de la nation Ts’msyen.
- Ils sont des vrais récits sacrés.
- Ils décrivent l’origine du monde et l’acquisition des armoiries.
- Ils sont preuve de propriété terrestre Ts’msyen.
Quels sont trois buts d’un griot?
- (Il parcourt les chemins pour) Pour donner des nouvelles.
- Il propage des bonnes paroles.
- Il divertit les populations.
- Il raconte (parle) des mariages.
- Il raconte des naissances.
- Il raconte tout ce que l’administration peut engranger.
- Il accroupit sous l’arbre de vie.
- Il a clos les yeux.
- Il fronce les sourcils.
- Il se métamorphose.
- Il dévisage (tous) les marmots.
- La famille du rat grignote les ignames de maitre goupil.
- La poule et la gazelle complotent pour gruger le crocodile.
- L’araignée embrasse (sur la joue son ami) le rossignol.
- Les mauvais esprits glacent les cœurs.
- Le lièvre malin cabriole.
The changes I'm going to make in the test for Monday are:
-you can talk about general facts about the griot and the adaawx, rather than their goals;
-I will have a translation exercise for the section on the magical characters from the griot poem, as well as the graphic; you can use the graphic to write freely or translate the sentences, it's up to you.
I'm sure you haven't forgotten, but remember to practice for your conversation with me on Monday. Bon chance!
Here is the English translations of the questions that I'm going to ask you on Monday:
A. The Griot Poem
1. Do you know the poem "The Griot?"
2. What does the griot do at the beginning of the poem (three things)?
3. What is the griot holding?
4. What are in the calabash?
5. What does the spider do?
6. What do the hen and the gazelle do?
7. What happens at the end of the story?
B. Griot stuff in general
What does a griot do? Give me four facts.
C. True Telllings (from griots, not from Elders)
Describe true tellings: give me two facts about them.
D. The Adaawx
Give me four facts about the adaawx.
E. Le Petit Singe et les Pistaches
1. Where does the little monkey live?
2. Why does he go to the village one fine day?
3. He saw a little house. Who was there (a woman in her kitchen)?
4. What was she doing?
5. Where did she put the grilled pistachios?
6. What did the little monkey do?
7. The second day, he went to Mme Roney's again, and again ate some grilled pistachios. What did Mme Roney think when she was that the grilled pistachios were gone again?
8. Describe Mme Roney's trap.
9. What happened when the little monkey took the pistachios (at the end of the story)?
That's it! ♥
le 10 mars: We had no intérro or specific homework (other than to study for the project and test), so we got right into reading the last two parts of the Petit Singe story. It was in this section that we learned all about the trap that Mme Roney set for the little monkey, and how he fell into it and learned his lesson. I gave you questions to answer about that section:
After we took up those questions, we were supposed to remove all of the objects and replace them with object pronouns, but we didn't get to that. Instead, we talked about three goals of the adaawx, three goals of a griot, and the differences between an Indigenous storyteller and a griot.
Homework: study for the test tomorrow.
Intérro: no intérro so that you can spend your time on the test and project. ♥
- Premièrement, qu’est-ce que Mme Roney a fait très tôt le lendemain matin?
- Où est-ce qu’elle a mis les pistaches grillées?
- Qu’est-ce qu’elle a fait après ça?
- Qu’est-ce qu’elle a fait avec une grosse gourde d’eau froide?
- Où est-ce qu’elle a mis la gourde?
- Qu’est-ce qu’elle a fait après ça?
- Pourquoi est-ce que Mme Roney a fait toutes ces choses?
- Comment est-ce que le piège travaille?
- ___________________________________________
- ___________________________________________
- ___________________________________________
- ___________________________________________
- À quelle heure est-ce que le petit singe est retourné chez Mme Roney?
- Pourquoi était-il surpris?
- Qu’est-ce que le petit singe a fait quand il a vu la calebasse multicolore sur le rebord de la fenêtre?
- ______________________________________
- ______________________________________
- ______________________________________
- Qu’est-ce que le petit singe pensait après qu’il est devenu tout mouillé?
- Qu’est-ce qu’il a fait avec les pistaches grillées?
- Finalement, où est-ce qu’il est allé?
- Qu’est-ce que le petit singe ne va pas faire encore?
After we took up those questions, we were supposed to remove all of the objects and replace them with object pronouns, but we didn't get to that. Instead, we talked about three goals of the adaawx, three goals of a griot, and the differences between an Indigenous storyteller and a griot.
Homework: study for the test tomorrow.
Intérro: no intérro so that you can spend your time on the test and project. ♥
le 9 mars: We had our intérro:
We took up our homework orally (both the questions from the board yesterday and the three remaining questions from the "les adaawx" sheet). We then went over what should be on the practice test on Friday, keeping in mind that we also need to study for our oral project due Monday (so the test should support the oral project). This is what we came up with:
le griot
-décrivez un griot.
-que fait un griot?
-décrivez les contes africains.
-qu’est-ce que le griot du poème fait…
…sous l’arbre de vie?
…avec les yeux?
…avec les sourcils?
…sous la cape?
…avec l’histoire?
…les marmots?
-qu’est-ce que le griot du poème tient?
-décrivez sa voix.
-parlez des 8 personnages du conte.
-à la fin d’histoire, qu’est-ce que les auditeurs font?
les adaawx
-donnez-moi quatre faits des adaawx
Le Petit Singe et les Pistaches
-les questions qu’on a déjà fait du Petit Singe
Here is the grammar you'll need to understand:
-passé composé, present, imparfait
-pronoms objets et accentués
-les négatives
-les questions
-matchums
-fat bonuses
-t/f
Tomorrow will be all about finishing up the Petit Singe story and getting ready for our practice test and oral project.
Intérro: no intérro
Homework: no homework other than studying. ♥
- Adaawx pass from generation to generation.
- They describe the sacred Ts’msyen history.
- He came down from the tree.
- He breathes in an incredible aroma.
- He breathes it in.
- Mme Roney returned from the market.
- Les adaawx passent de génération en génération.
- Ils décrivent l’histoire sacrée Ts’msyen.
- Il est descendu de l’arbre.
- Il respire un arôme incroyable.
- Il en respire.
- Mme Roney est retournée du marché.
We took up our homework orally (both the questions from the board yesterday and the three remaining questions from the "les adaawx" sheet). We then went over what should be on the practice test on Friday, keeping in mind that we also need to study for our oral project due Monday (so the test should support the oral project). This is what we came up with:
le griot
-décrivez un griot.
-que fait un griot?
-décrivez les contes africains.
-qu’est-ce que le griot du poème fait…
…sous l’arbre de vie?
…avec les yeux?
…avec les sourcils?
…sous la cape?
…avec l’histoire?
…les marmots?
-qu’est-ce que le griot du poème tient?
-décrivez sa voix.
-parlez des 8 personnages du conte.
-à la fin d’histoire, qu’est-ce que les auditeurs font?
les adaawx
-donnez-moi quatre faits des adaawx
Le Petit Singe et les Pistaches
-les questions qu’on a déjà fait du Petit Singe
Here is the grammar you'll need to understand:
-passé composé, present, imparfait
-pronoms objets et accentués
-les négatives
-les questions
-matchums
-fat bonuses
-t/f
Tomorrow will be all about finishing up the Petit Singe story and getting ready for our practice test and oral project.
Intérro: no intérro
Homework: no homework other than studying. ♥
le 8 mars: We had our intérro:
We then took up verbally the answers to the 14 questions on your "Le Petit Singe et les Pistaches", and we tried doing some of the answers on the board replacing the objects with pronouns. Remember that object pronouns go before the verb in present and imparfait, before the helper verb in passé composé, and before the "main" verb in dual verb constructs ("Je veux le manger, where "manger" is the main verb).
We then read the next two paragraphs, and I gave you the following questions to answer using object pronouns:
- The adaawx used to describe the sacred history of the Ts’msyen.
- They described the sacred history.
- They used to describe the sacred history.
- The adaawx are true tellings.
- The adaawx were true tellings.
- Les adaawx décrivaient l’histoire sacrée de Ts’msyen.
- Ils ont décrit l’histoire sacrée.
- Ils décrivaient l’histoire sacrée.
- Les adaawx sont les vrais récits.
- Les adaawx étaient les vrais récits.
We then took up verbally the answers to the 14 questions on your "Le Petit Singe et les Pistaches", and we tried doing some of the answers on the board replacing the objects with pronouns. Remember that object pronouns go before the verb in present and imparfait, before the helper verb in passé composé, and before the "main" verb in dual verb constructs ("Je veux le manger, where "manger" is the main verb).
We then read the next two paragraphs, and I gave you the following questions to answer using object pronouns:
We then took a look at our "les adaawx" worksheet and took up the first four questions that you had for homework (we did it orally).
Homework: Please do the six questions in the picture above, as well as complete the last three questions on the "les adaawx" worksheet.
Intérro: We'll work on our tenses (present, passé composé and imparfait), vocab, and object pronouns in this intérro. Here are the verbs that you'll need:
passer
décrire
être
descendre
respirer
acheter
manger
retourner
Here is the rest of the vocabulary:
de génération en génération
l'histoire sacrée Ts'msyen
d'un temps d'êtres surnaturels
de l'arbre
un arôme incroyable
des provisions
du marché / au marché (depending upon the verb)
Eg:
-Adaawx used to pass from generation to generation. Les adaawx passaient de génération en génération.
-They described the sacred Ts'msyen history. Ils ont décrit l'histoire sacrée Ts'msyen.
-They described them. Ils les ont décrit. etc. ♥
Homework: Please do the six questions in the picture above, as well as complete the last three questions on the "les adaawx" worksheet.
Intérro: We'll work on our tenses (present, passé composé and imparfait), vocab, and object pronouns in this intérro. Here are the verbs that you'll need:
passer
décrire
être
descendre
respirer
acheter
manger
retourner
Here is the rest of the vocabulary:
de génération en génération
l'histoire sacrée Ts'msyen
d'un temps d'êtres surnaturels
de l'arbre
un arôme incroyable
des provisions
du marché / au marché (depending upon the verb)
Eg:
-Adaawx used to pass from generation to generation. Les adaawx passaient de génération en génération.
-They described the sacred Ts'msyen history. Ils ont décrit l'histoire sacrée Ts'msyen.
-They described them. Ils les ont décrit. etc. ♥
le 7 mars: Happy pancakes! I hope that you enjoyed your pancake breakfast. We had our intérro:
After I got the 12s settled in the seminar room, we read over the next two paragraphs of "Le Petit Singe et les Pistaches", and we made sure that we understood it. I gave you this sheet to begin working on:
- He was living in the forest. Il habitait dans la forêt.
- He was living there. Il y habitait.
- He picked up an aroma. Il a capté un arôme.
- He picked one up. Il en a capté un.
- He likes to eat fruit. Il aime manger les fruits.
- He went to the house. Il est allé à la maison.
- He looked there. Il y a regardé.
After I got the 12s settled in the seminar room, we read over the next two paragraphs of "Le Petit Singe et les Pistaches", and we made sure that we understood it. I gave you this sheet to begin working on:
| le_petit_singe_et_les_pistaches_worksheet.docx |
Please finish the rest of the questions for homework. I then gave you the following adaawx worksheet:
| fnsuakiviaaosvp.jpg |
Please have the first four questions answered for homework.
Homework: See above: finish up the Petit Singe questions (not the translations on the back of the page), and do the first four questions of the "les adaawx" sheet.
Intérro: les adaawx, décrire (just in the "ils" form for present, passé composé, and imparfait), de Ts'msyen, l'histoire sacrée, les vrais récits. ♥
Homework: See above: finish up the Petit Singe questions (not the translations on the back of the page), and do the first four questions of the "les adaawx" sheet.
Intérro: les adaawx, décrire (just in the "ils" form for present, passé composé, and imparfait), de Ts'msyen, l'histoire sacrée, les vrais récits. ♥
le 4 mars: Today we had visitors from Wap Sigatgyet, who spoke about adaawx and their importance to the Ts'msyen culture. You all participated very well and I was proud of you today.
What I hope you took away from today was the similarities and differences between the adaawx and the stories told by the griots, and between someone sharing the adaawx (an Elder perhaps, but not necessarily) and the griot. On Monday morning we'll be talking about these differences and similarities, and continuing on with Le Petit Singe.
Homework: Just make sure that you have the questions that were due today finished up for Monday.
Intérro: Same words as yesterday, as we didn't have the chance to have our intérro today (Lauren showed up 15 minutes early!). ♥
What I hope you took away from today was the similarities and differences between the adaawx and the stories told by the griots, and between someone sharing the adaawx (an Elder perhaps, but not necessarily) and the griot. On Monday morning we'll be talking about these differences and similarities, and continuing on with Le Petit Singe.
Homework: Just make sure that you have the questions that were due today finished up for Monday.
Intérro: Same words as yesterday, as we didn't have the chance to have our intérro today (Lauren showed up 15 minutes early!). ♥
le 3 mars: We had our intérro:
We then took up the homework questions:
I then gave you a sheet outlining what we'll be doing for our "conversation project" on March 14; there's no reason why you couldn't start preparing now, as we've already done all the work for understanding what a griot does. :) We also started reading the first bit of Le Petit Singe et les Pistaches,
Remember that tomorrow we're having some guests from Wap Sigatgyet to talk about the importance of true tellings.
Homework: Répondez aux questions:
1. Où habite le petit singe?
2. Est-ce qu'il aime sa vie?
3. Comment est-ce qu'il passe son temps?
4. Quelle nourriture est-ce qu'il adore?
5. Il n'y a pas beaucoup de bananes où il habite. Vrai ou faux?
6. Qu'est-ce qu'il aime faire de temps en temps?
7. Pourquoi?
8. Qu'est-ce qu'il fait ces jours-là?
9. Qu'est-ce qu'il fait un beau jour?
10. Pourquoi?
11. Qu'est-ce qu'il a trouvé?
12. Qu'est-ce qu'il a capté?
13. Où est-ce qu'il est allé?
14..Où est-ce qu'il a regardé?
15. Qu'est-ce qu'il a vu?
Intérro: habiter, aller, regarder, trouver, capter, dans le forêt, aimer, manger, les fruits, la maison, une arôme, and all of the object pronouns you would need to replace the nouns above in sentences. Eg:
Il habitait à Prince Rupert - Il y habitait
Il a capté une arôme - il en a capté un
Il a regardé les fruits - il les a regardé ♥
- The griot doesn’t tell any story without the rug rats.
- The griot doesn’t tell any without them.
- The intrigue unfolds before Zimm and me.
- It unfolds before us.
- The spider kisses his friend the nightingale on the cheek.
- The spider kisses him there.
- Le griot ne raconte pas de conte sans les marmots.
- Le griot n’en raconte pas sans eux.
- L’intrigue se noue devant Zimm et moi.
- Il se noue devant nous.
- L'araignée embrasse sur la joue son ami le rossignol.
- L’araignée l’y embrasse.
We then took up the homework questions:
- Le griot n’en raconte pas sans eux.
- Les femmes en train de rire viennent chez lui. / Les femmes en train de rire y viennent.
- L’araignée en avait un pour lui.
- Les Dieux et les Génies y quittent.
- Quand les mauvais esprits les ont glacé, ce n'était pas bon pour eux.
- L'intrigue se noue devant nous.
- Le griot rend visite chez eux.
- L'araignée l'y embrasse.
- La poule et la gazelle complotent pour le gruger.
- Comme eux, j'ébahi.
I then gave you a sheet outlining what we'll be doing for our "conversation project" on March 14; there's no reason why you couldn't start preparing now, as we've already done all the work for understanding what a griot does. :) We also started reading the first bit of Le Petit Singe et les Pistaches,
Remember that tomorrow we're having some guests from Wap Sigatgyet to talk about the importance of true tellings.
Homework: Répondez aux questions:
1. Où habite le petit singe?
2. Est-ce qu'il aime sa vie?
3. Comment est-ce qu'il passe son temps?
4. Quelle nourriture est-ce qu'il adore?
5. Il n'y a pas beaucoup de bananes où il habite. Vrai ou faux?
6. Qu'est-ce qu'il aime faire de temps en temps?
7. Pourquoi?
8. Qu'est-ce qu'il fait ces jours-là?
9. Qu'est-ce qu'il fait un beau jour?
10. Pourquoi?
11. Qu'est-ce qu'il a trouvé?
12. Qu'est-ce qu'il a capté?
13. Où est-ce qu'il est allé?
14..Où est-ce qu'il a regardé?
15. Qu'est-ce qu'il a vu?
Intérro: habiter, aller, regarder, trouver, capter, dans le forêt, aimer, manger, les fruits, la maison, une arôme, and all of the object pronouns you would need to replace the nouns above in sentences. Eg:
Il habitait à Prince Rupert - Il y habitait
Il a capté une arôme - il en a capté un
Il a regardé les fruits - il les a regardé ♥
le 2 mars: We had our intérro:
We then took up the homework (first seven questions from the worksheet)::
I then gave you a lesson on "les pronoms accentués" (stress pronouns). Here's a picture of the board:
- I came to Prince Rupert. Je suis venu à Prince Rupert.
- I came there. J’y suis venu.
- They (f) arrived at the village. Elles sont arrivées au village.
- They (f) arrived there. Elles y sont arrivées.
- He used to have a lot of bad spirits. Il avait beaucoup de mauvais esprits.
- He used to have a lot of them. Il en avait beaucoup.
- You (s) had enough oranges. Tu avais assez d’oranges.
- You (s) had enough of them. Tu en avais assez.
We then took up the homework (first seven questions from the worksheet)::
- Le griot les a tissé.
- Il l’ a emprisonné.
- Les deux femmes l’ont regardé.
- Le griot y est allé.
- Le griot la lui a donné.
- Il leur en a présenté.
- Les Dieux et Génies y ont quitté.
I then gave you a lesson on "les pronoms accentués" (stress pronouns). Here's a picture of the board:
I gave you a worksheet to help you put your knowledge of stress pronouns in action, and we took up the first three questions:
Finally I gave you our "Sous un soleil imaginaire" booklet, where we'll find the stories we'll be studying this unit.
Homework: finish up the 10 questions on your object pronoun worksheet, and read the first two paragraphs of "Le Petit Singe et les Pistaches". Start a vocab list of the words you think you'll need to know when describing the story.
Intérro: le griot ne raconte pas de conte sans les marmots, l'intrigue se noue devant Zimm et moi, l'araignee embrasse sur la joue son ami le rossignol, and all of the object pronouns that you would need to replace all of the objects in the above sentences. These sentences are right from your homework. ♥
- Le griot n’en raconte pas sans eux.
- Les femmes en train de rire viennent chez lui. / Les femmes en train de rire y viennent.
- L’araignée en avait un pour lui.
Finally I gave you our "Sous un soleil imaginaire" booklet, where we'll find the stories we'll be studying this unit.
Homework: finish up the 10 questions on your object pronoun worksheet, and read the first two paragraphs of "Le Petit Singe et les Pistaches". Start a vocab list of the words you think you'll need to know when describing the story.
Intérro: le griot ne raconte pas de conte sans les marmots, l'intrigue se noue devant Zimm et moi, l'araignee embrasse sur la joue son ami le rossignol, and all of the object pronouns that you would need to replace all of the objects in the above sentences. These sentences are right from your homework. ♥
le premier mars: Happy March! We had our intérro:
We then took up the homework by playing with our ball: we sat in a circle, and the person with the ball said a sentence such as "le griot tient la calabasse" and threw the ball to someone, who would replace the object with a pronoun: "Le griot la tient". That went really well! Then we went over our direct object pronouns, then indirect, then y and en. Here are some examples:
J'aime Zimm - Je l'aime
Je parle à Zimm. Je lui parle.
Je vais à Terrace. J'y vais
J'ai deux oranges. J'en ai deux.
J'ai peur des chiens. J'en ai peur.
Il y a deux oranges sur la table. Il y en a deux.
Je réponds à la letter. J'y réponds.
We also went over where object pronoun placement occurs in the passé composé: before the helper verb:
J'ai mangé deux pommes. J'en ai mangé deux.
Tu as donné un cadeau. Tu l'a donné.
Tu as donné un cadeau à Zimm. Tu lui as donné un cadeau.
We reviewed the"flag", which is the order in which you use multiple object pronouns in a sentence:
me
te le
se la lui y en
nous les leur
vous
It's highly unlikely that you will need to use more than one object pronoun from each column. Try it! I don't think you'll be able to. It could happen, though, that you use three object pronouns in the same sentence, but they won't be from the same column. Eg:
Est-ce que tu as donné le cadeau à Zimm chez nous? Did you give the present to Zimm at your place?
Oui, je le lui y ai donné. Yes, I gave it to him there. Lots of object pronouns, but none from the same column, just as I promised. :)
Homework: Do the first seven questions from the worksheet I gave you.
Intérro: Let's play around with y and en. aller, venir, arriver (in passé composé), avoir (in imparfait), beaucoup de, trop de, assez de, oranges, mauvais esprits, au village, à Prince Rupert.
Eg:
1. I had too many oranges. J'avais trop d'oranges.
2. I had too many of them. J'en avais trop.
3. She went to Terrace. Elle est allée a Terrace.
4. She went there. Elle y est allée. ♥
- The griot holds the calabash.
- The griot holds it.
- He pulls the story from the (de la) calabash.
- He pulls it from the calabash.
- He considers the rug rats.
- He considers them.
- He furrows his brows.
- He furrows them.
- He invokes the gods.
- He gives the conclusion.
- He gives it.
- Le griot tient la calabasse.
- Le griot la tient.
- Il tisse l’histoire de la calabasse.
- Il la tisse de la calabasse.
- Il dévisage les marmots.
- Il les dévisage.
- Il fronce les sourcils.
- Il les fronce.
- Il invoque les dieux.
- Il donne la conclusion.
- Il la donne.
We then took up the homework by playing with our ball: we sat in a circle, and the person with the ball said a sentence such as "le griot tient la calabasse" and threw the ball to someone, who would replace the object with a pronoun: "Le griot la tient". That went really well! Then we went over our direct object pronouns, then indirect, then y and en. Here are some examples:
J'aime Zimm - Je l'aime
Je parle à Zimm. Je lui parle.
Je vais à Terrace. J'y vais
J'ai deux oranges. J'en ai deux.
J'ai peur des chiens. J'en ai peur.
Il y a deux oranges sur la table. Il y en a deux.
Je réponds à la letter. J'y réponds.
We also went over where object pronoun placement occurs in the passé composé: before the helper verb:
J'ai mangé deux pommes. J'en ai mangé deux.
Tu as donné un cadeau. Tu l'a donné.
Tu as donné un cadeau à Zimm. Tu lui as donné un cadeau.
We reviewed the"flag", which is the order in which you use multiple object pronouns in a sentence:
me
te le
se la lui y en
nous les leur
vous
It's highly unlikely that you will need to use more than one object pronoun from each column. Try it! I don't think you'll be able to. It could happen, though, that you use three object pronouns in the same sentence, but they won't be from the same column. Eg:
Est-ce que tu as donné le cadeau à Zimm chez nous? Did you give the present to Zimm at your place?
Oui, je le lui y ai donné. Yes, I gave it to him there. Lots of object pronouns, but none from the same column, just as I promised. :)
Homework: Do the first seven questions from the worksheet I gave you.
Intérro: Let's play around with y and en. aller, venir, arriver (in passé composé), avoir (in imparfait), beaucoup de, trop de, assez de, oranges, mauvais esprits, au village, à Prince Rupert.
Eg:
1. I had too many oranges. J'avais trop d'oranges.
2. I had too many of them. J'en avais trop.
3. She went to Terrace. Elle est allée a Terrace.
4. She went there. Elle y est allée. ♥
le 28 fév: We had our intérro:
We translated the last four lines of our griot poem, then we completed the worksheet on which we were listing the 16 things that the griot does (in the present tense). After that, we started our HUGE review of object and stress pronouns and how to use them in every tense, and in the negative. We only got as far as understanding the difference between a subject and an object in a sentence, what the direct objects are, and where they go in a single verb sentence (before the verb). Single verb sentences are conjugated in present and imparfait).
Homework: write 5 sentences on the topic of griots, using a subject, object, and verb. Then rewrite the sentences replacing the objects with pronouns. Unless you feel comfortable using indirect object pronouns (which is entirely possible, as we have already done a review of them), make sure that the verbs you choose for your 5 sentences don't use a preposition. Eg: Le griot tient la calabasse - le griot la tient.
Intérro: the object pronouns le, la, les, nous, vous, tient, la calabassse, tisse l'histoire, déivisage tous les marmots, donne la conclusion, fronce les sourcils, invoque les dieux. ♥
- The sly bunny was a magical character.
- He was capering.
- The evil spirits froze the hearts.
- The rat family was gnawing on Master Fox’s yams.
- The spider was kissing her.
- Le lièvre malin était un personnage magique.
- Il cabriolait.
- Les mauvais esprits ont glacé les cœurs.
- La famille du rat grignotait les ignames de Maitre goupil.
- L’araignée l’embrassait.
We translated the last four lines of our griot poem, then we completed the worksheet on which we were listing the 16 things that the griot does (in the present tense). After that, we started our HUGE review of object and stress pronouns and how to use them in every tense, and in the negative. We only got as far as understanding the difference between a subject and an object in a sentence, what the direct objects are, and where they go in a single verb sentence (before the verb). Single verb sentences are conjugated in present and imparfait).
Homework: write 5 sentences on the topic of griots, using a subject, object, and verb. Then rewrite the sentences replacing the objects with pronouns. Unless you feel comfortable using indirect object pronouns (which is entirely possible, as we have already done a review of them), make sure that the verbs you choose for your 5 sentences don't use a preposition. Eg: Le griot tient la calabasse - le griot la tient.
Intérro: the object pronouns le, la, les, nous, vous, tient, la calabassse, tisse l'histoire, déivisage tous les marmots, donne la conclusion, fronce les sourcils, invoque les dieux. ♥
le 25 fév: We had our intérro:
We took up the homework, then I gave you a worksheet wherein you were to translate the various characters in the griot's tale, and write down what they did. After we went over that, we translated another couple of sentences, and I told you that if you were bored this weekend and wanted to do a little French (ha!) you could translate the last five sentences of the poem, as we'll be doing an exercise based on your understanding of the poem's contents on Monday morning. How about we say that if you show me the four translated lines before 9:00am on Monday morning, I give you breakfast. It's not due for homework, though.
Homework: no homework
Intérro: les personnages du conte, les mauvais esprits, le lièvre malin, l'araignée, maitre goupil, la famille du rat, qui glacer les coeurs, (in all tenses; it's regular) cabrioler (in all tenses; it's regular), embrasser (in all tenses; it's regular), grignoter (in all tenses; it's regular), les ignames. I'd also like you to be able to use "la" as an object pronoun (meaning "her") in present and imparfait sentences.
Eg:
The spider was kissing her. L'araignée l'embrassait.
The family of rats gnawed Master Fox's yams. La famille du rat a grignoté les ignames de maitre goupil. etc. ♥
- The griot went to the village.
- He crouched under the tree of life.
- He stayed at his place.
- He sighed.
- He grew.
- She returned to the village.
- They (f) came back to the village.
- Le griot est allé au village.
- Il a accroupi sous l’arbre de vie.
- Il est resté chez lui.
- Il a soupiré.
- Il a grandi.
- Elle est retournée au village.
- Elles sont revenues au village.
We took up the homework, then I gave you a worksheet wherein you were to translate the various characters in the griot's tale, and write down what they did. After we went over that, we translated another couple of sentences, and I told you that if you were bored this weekend and wanted to do a little French (ha!) you could translate the last five sentences of the poem, as we'll be doing an exercise based on your understanding of the poem's contents on Monday morning. How about we say that if you show me the four translated lines before 9:00am on Monday morning, I give you breakfast. It's not due for homework, though.
Homework: no homework
Intérro: les personnages du conte, les mauvais esprits, le lièvre malin, l'araignée, maitre goupil, la famille du rat, qui glacer les coeurs, (in all tenses; it's regular) cabrioler (in all tenses; it's regular), embrasser (in all tenses; it's regular), grignoter (in all tenses; it's regular), les ignames. I'd also like you to be able to use "la" as an object pronoun (meaning "her") in present and imparfait sentences.
Eg:
The spider was kissing her. L'araignée l'embrassait.
The family of rats gnawed Master Fox's yams. La famille du rat a grignoté les ignames de maitre goupil. etc. ♥
le 24 fév: We had our intérro:
I then gave you a nice juicy review of verbs which take être in the passé composé:
- The griot is an indispensable character from Africa.
- He gave news about (des) marriages.
- He used to entertain the people.
- He spread wisdom.
- Le griot est un personnage indispensable de l’Afrique.
- Il a donné des nouvelles des mariages.
- Il divertissait les populations.
- Il a propagé des bonnes paroles.
I then gave you a nice juicy review of verbs which take être in the passé composé:
We did a little quiz on the board, and we noticed that with each of the questions, we forgot to show agreement between the subject and the past participle. Remember the graphic I gave you (on the board in the picture above): whatever comes after être in a sentence has to match whatever comes before. Eg: if the subject is feminine plural, then the past participle needs to be feminine plural.
I then gave you a copy of a poem entitled "Le Griot", plus a graphic sheet and some vocab. I acted out the poem for you, and explained it a bit.
Homework: Translate the first four lines of the poem.
Intérro: all of the verbs for this intérro will be in the passé composé. aller, accroupir (régulier), rester, soupirer (régulier), grandir (régulier), retourner, revenir. The sentences for the intérro will be made up of the verbs above, and the following vocabulary: au village, sous l'arbre de vie, chez lui. ♥
I then gave you a copy of a poem entitled "Le Griot", plus a graphic sheet and some vocab. I acted out the poem for you, and explained it a bit.
Homework: Translate the first four lines of the poem.
Intérro: all of the verbs for this intérro will be in the passé composé. aller, accroupir (régulier), rester, soupirer (régulier), grandir (régulier), retourner, revenir. The sentences for the intérro will be made up of the verbs above, and the following vocabulary: au village, sous l'arbre de vie, chez lui. ♥
le 23 fév: We started off the day with a video narrated by Bill Reid about the Haida origin story of Raven discovering Man on the beach: youtu.be/5f_fkZ3tW3U. We then watched a video from Prince Diabaté describing what a griot does: youtu.be/aF2287N0kAc.
We then took a look at our small booklet which had two pages of information (really short pages with big type!) about what a griot does. We used all of our strategies to decode the French so that we could understand it.
Homework: Do the "test" I gave you today: Do all of Partie A, but only numbers 1,2,3, and 8 (you don't yet know the tenses for the other questions). You can't do the bonus yet either. :)
Intérro: personnage indispensable de l'Afrique, le griot, donner, propager, divertir, des nouvelles, des mariages, des naissances, des bonnes paroles, les populations. Be prepared to put donner, propager, and divertir into present, imparfait, and passé composé. All are regular except for propager in the present tense, which is a stem-changer and is conjugated just like manger. NOTE: I'm using "des bonnes paroles" to mean "wisdom", not "de bonne paroles", as the structure of the sentence in our reading says "The griot travels up and down the pathways for the spreading of wisdom", and I'm going to use it as just "wisdom". So the "de" changing to "des" in this case is deliberate. :)
Eg:
The griot gave good news. Le griot a donné des nouvelles.
He was spreading wisdom. Il propageait des bonnes paroles ♥
We then took a look at our small booklet which had two pages of information (really short pages with big type!) about what a griot does. We used all of our strategies to decode the French so that we could understand it.
Homework: Do the "test" I gave you today: Do all of Partie A, but only numbers 1,2,3, and 8 (you don't yet know the tenses for the other questions). You can't do the bonus yet either. :)
Intérro: personnage indispensable de l'Afrique, le griot, donner, propager, divertir, des nouvelles, des mariages, des naissances, des bonnes paroles, les populations. Be prepared to put donner, propager, and divertir into present, imparfait, and passé composé. All are regular except for propager in the present tense, which is a stem-changer and is conjugated just like manger. NOTE: I'm using "des bonnes paroles" to mean "wisdom", not "de bonne paroles", as the structure of the sentence in our reading says "The griot travels up and down the pathways for the spreading of wisdom", and I'm going to use it as just "wisdom". So the "de" changing to "des" in this case is deliberate. :)
Eg:
The griot gave good news. Le griot a donné des nouvelles.
He was spreading wisdom. Il propageait des bonnes paroles ♥
le 22 fév: Today we had our test, and we handed in our projects. Great job, Aaron and Logan! We loved watching your video.
We then sat in a circle and talked about our next unit, "Les Vrais Récits" (true tellings). We talked about the importance of stories, and what a true telling actually is. We talked a bit about the general structure of the unit, then watched "Griots: The West African Storytellers" on Youtube: youtu.be/EzsbAxgUhXk. Watch this again if you're not sure about what a griot does or why he's important to West African society.
I gave you a small booklet with a list on the cover of what a griot does. That's as far as we got today.
Homework: no homework
Intérro: no intérro ♥
We then sat in a circle and talked about our next unit, "Les Vrais Récits" (true tellings). We talked about the importance of stories, and what a true telling actually is. We talked a bit about the general structure of the unit, then watched "Griots: The West African Storytellers" on Youtube: youtu.be/EzsbAxgUhXk. Watch this again if you're not sure about what a griot does or why he's important to West African society.
I gave you a small booklet with a list on the cover of what a griot does. That's as far as we got today.
Homework: no homework
Intérro: no intérro ♥
le 18 fév (encore): I just finished making up the marking sheets for your projects due on Tuesday; see them linked below to see how you can get 100%! As well, remember that as always if you make me laugh, I'll give you a bonus.
| pensez_vert_marking_sheet_for_oral_and_visual.docx |
| pensez_vert_marking_sheet_for_written_and_visual.docx |
| pensez_vert_marking_sheet_for_videos.docx |
le 18 fév: Here's a nice little surprise for those who check the webpage on the weekend. I just finished writing your test for Tuesday, and here are some hints to help you out:
1. I relied VERY HEAVILY on your practice test.
2. Rather than write individually numbered sentences, I combined them into two letters: one written from me to Bob, and one written by Bob to me. The contents of these letters are EXACTLY THE SAME as if I had numbered the sentences, so don't let the format throw you.
3. You'll need pouvoir, devoir, and vouloir in present and imparfait.
4. You'll need to know what Rita did with the egg cartons and the bleach bottle.
5. You'll have to know appartenir and ça va as they pertain to where things go and where they belong;
6. You'll have to know how to say, "To reuse a metal container, one can..." and "to reuse a glass jar, one can..."
7. I've chosen three things that the metal container can be reused for, and three for what the glass jar can be used for. I don't want to just tell you what the vocab is, so here are some hints: for the metal container, think kitchen, sewing, drum. For the glass bottle, think candle, twine, flowers.
Good luck! Hope this helps! ♥
1. I relied VERY HEAVILY on your practice test.
2. Rather than write individually numbered sentences, I combined them into two letters: one written from me to Bob, and one written by Bob to me. The contents of these letters are EXACTLY THE SAME as if I had numbered the sentences, so don't let the format throw you.
3. You'll need pouvoir, devoir, and vouloir in present and imparfait.
4. You'll need to know what Rita did with the egg cartons and the bleach bottle.
5. You'll have to know appartenir and ça va as they pertain to where things go and where they belong;
6. You'll have to know how to say, "To reuse a metal container, one can..." and "to reuse a glass jar, one can..."
7. I've chosen three things that the metal container can be reused for, and three for what the glass jar can be used for. I don't want to just tell you what the vocab is, so here are some hints: for the metal container, think kitchen, sewing, drum. For the glass bottle, think candle, twine, flowers.
Good luck! Hope this helps! ♥
le 17 fév: We wrote our practice test today:
11e année: le test pratique pour Pensez Vert le 17 fév
(des paies en plastique)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
(des graines de café)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
(des bouteilles en verre)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
_________________________________________________________________________________________ /4
_________________________________________________________________________________________ /4
BONI : Traduisez en français :
« I read that Zimmerman put an apple core into the recycling bin” __________________________________________
_______________________________________________________________________________________________ /4
Here are the answers:
b)...stocker (or faire) un kit de couture
c)...faire un contenant pour des cadeaux de biscuits.
d)...utiliser pour une jardinière.
e)... stocker des fourritures d'artisanant.
f)...stocker de la nourriture.
g) …stocker du poisson.
BONI: J’ai lu que Zimmerman a mis un trognon de pomme dans la boîte de recyclage.
Don't forget that you have your real test on Tuesday, and also your project. We talked a bit about whether you have begun your project, and how you need to get to work on it early enough so that you don't rush it on Monday night, or come to school on Tuesday without it done. Your project must show two of the three following strands: oral, written, visual. A poster with writing would work, a poster with just visuals that you talk about would work, a video would work, a conversation or presentation with props would work, etc. What you can't do it read your project from a piece of paper, but you can certain use pictures or props to help you remember what to say.
As we discussed, I need to see the following in your project:
-present, imparfait, and passé composé
-questions
-negatives
-object pronouns
-devoir, vouloir, pouvoir
-lots of vocabulary from the unit
Good luck on Tuesday with the test and the project! ♥
11e année: le test pratique pour Pensez Vert le 17 fév
- Qu’est-ce qu’il y a dans ta boîte de recyclage (4 choses)? ____________________________________________
- Qu’este-ce qu’il y a dans ton tas de compost (trois choses)? __________________________________________
- Qu’est-ce qu’il y a dans ta poubelle (4 choses)? ____________________________________________________
- Où appartiennent-elles des choses?
(des paies en plastique)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
(des graines de café)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
(des bouteilles en verre)
Ce sont ________________________________________________________
Ça va __________________________________________________________ /2
- Traduisez en français :
- I want to put the plastic wrapping in the garbage can. _______________________________________________
- But it belongs in the recycling bin. _____________________________________________________________ /2
- I should throw the cardboard carton in the recycling bin. __________________________________________ /2
- I was reducing waste, but I bought disposable plastic razors. __________________________________________
_________________________________________________________________________________________ /4
- Rita planted seeds in egg cartons. _____________________________________________________________ /2
- She transformed a plastic bleach bottle into a bird feeder. __________________________________________
_________________________________________________________________________________________ /4
- Pour réutiliser un contenant en métal, on peut…
- _____________________________________________________
- _____________________________________________________
- _____________________________________________________ /3
- Pour réutiliser un bocal en verre, on peut…
- _____________________________________________________
- _____________________________________________________
- _____________________________________________________
BONI : Traduisez en français :
« I read that Zimmerman put an apple core into the recycling bin” __________________________________________
_______________________________________________________________________________________________ /4
Here are the answers:
- Dans ma boîte de recyclage il y a : une emballage de beurre, des coutelleries en plastique, des magasines, des plats en polystyrène, un bocal en verre (des bocaux en verre), un pichet de javel en plastique, des bouchons de vin, une boîte en carton, l’emballage en plastique, des contenants en plastique.
- Dans mon tas de compost il y a : des pelures d’oranges, des coquilles d’œuf, des trognons de pomme, des pelures de banane, des épluchures de pomme de terre, du pain rassis, des grains de café, des épluchures de carotte.
- Dans ma poubelle il y a : des serviettes en papier, des rasoirs en plastique, des docettes, des stylos, un sachet de thé,
- Ce sont des paies en plastique; ça va dans la poubelle.
- Ce sont des grains de café; ça va dans le tas de compost.
- Ce sont des bouteilles en verre; ça va dans la boîte de recyclage.
-
- Je veux mettre l’emballage en plastique dans la poubelle.
- Mais il appartient dans la boîte de recyclage.
- Je dois jeter le contenant en carton dans la boîte de recyclage.
- Je réduisais le gaspillage, mais puis j’ai acheté des rasoirs en plastique jetables.
- Rita a planté des grains dans des cartons d’œufs.
- Elle a transformé un pichet en plastique de javel en une mangeoire pour les oiseaux.
- Pour réutiliser un contenant en métal, on peut…
b)...stocker (or faire) un kit de couture
c)...faire un contenant pour des cadeaux de biscuits.
d)...utiliser pour une jardinière.
e)... stocker des fourritures d'artisanant.
f)...stocker de la nourriture.
g) …stocker du poisson.
- Pour réutiliser un bocal en verre, on peut…
- créer un bougeoir
- stocker des coquilles où des cailloux
- emballer avec de la ficelle
- stocker des articles de papeterie
- utiliser pour une vase
- utiliser pour le pot-pourri
- créer une mangeoire pour les oiseaux
- faire des salades au frigo ou les flocons d’avoine du jour au lendemain
- planter des grains
- stocker un peu de peinture
BONI: J’ai lu que Zimmerman a mis un trognon de pomme dans la boîte de recyclage.
Don't forget that you have your real test on Tuesday, and also your project. We talked a bit about whether you have begun your project, and how you need to get to work on it early enough so that you don't rush it on Monday night, or come to school on Tuesday without it done. Your project must show two of the three following strands: oral, written, visual. A poster with writing would work, a poster with just visuals that you talk about would work, a video would work, a conversation or presentation with props would work, etc. What you can't do it read your project from a piece of paper, but you can certain use pictures or props to help you remember what to say.
As we discussed, I need to see the following in your project:
-present, imparfait, and passé composé
-questions
-negatives
-object pronouns
-devoir, vouloir, pouvoir
-lots of vocabulary from the unit
Good luck on Tuesday with the test and the project! ♥
le 16 fév: We had our intérro:
We then took up our homework:
I then gave you the irregular past participles (all of which take avoir) that you'll need to use for the test tomorrow when you form the passé composé:
réduire = reduit
mettre = mis
faire - fait
construire = construit
dire = dit
lire = lu
We then tried our hands at using these verbs in sentences:
We talked a bit about what will be on the practice test tomorrow:
-things that can go into the recycling bin;
-things that can go into the compost pile;
-things that can go into the garbage;
-how are you green when you go shopping at Safeway;
-how are you green at home;
-how can you reuse a metal container (two things)
-how can you reuse a glass jar (two things)
You need to know all your verbs in present tense, imparfait, and all of your regular er, ir, and re verbs in the passé composé plus the irregulars that I've listed above.
Homework: study for your test.
Intérro: no intérro ♥
- I like to plant seeds.
- You (s) used to like to build a fort.
- She uses a package.
- He used to like to make a tray.
- We like to make vases.
- J’aime planter des grains.
- Tu aimes construire un fort.
- Elle utilise un colis.
- Il aimait faire un plateau.
- Nous aimons faire des vases.
We then took up our homework:
- Pour réutiliser un bocal en verre, on peut…
- créer un bougeoir
- stocker des coquilles où des cailloux
- emballer avec de la ficelle
- stocker des articles de papeterie
- utiliser pour une vase
- utiliser pour le pot-pourri
- créer une mangeoire pour les oiseaux
- faire des salades au frigo ou les flocons d’avoine du jour au lendemain
- planter des grains
- stocker un peu de peinture
- J’ai parlé
- Tu as choisi
- Il a emballé
- Elle a attendu
- Nous avons recyclé
- Vous avez répondu
- Ils ont évité de manger le pain rassis
- Elles ont acheté.
I then gave you the irregular past participles (all of which take avoir) that you'll need to use for the test tomorrow when you form the passé composé:
réduire = reduit
mettre = mis
faire - fait
construire = construit
dire = dit
lire = lu
We then tried our hands at using these verbs in sentences:
- Zimm said, « I recycled some paper which (que) I put in the recycling bin.”
- GZ reduced some waste because she made a fort out of cardboard boxes.
- We read that (que) Rita Ramassetout built a birdfeeder from a plastic bleach jug. Nous avons lu que Rita Ramassetout a construit une mangeoire pour les oiseaux du pichet du javel en plastique.
We talked a bit about what will be on the practice test tomorrow:
-things that can go into the recycling bin;
-things that can go into the compost pile;
-things that can go into the garbage;
-how are you green when you go shopping at Safeway;
-how are you green at home;
-how can you reuse a metal container (two things)
-how can you reuse a glass jar (two things)
You need to know all your verbs in present tense, imparfait, and all of your regular er, ir, and re verbs in the passé composé plus the irregulars that I've listed above.
Homework: study for your test.
Intérro: no intérro ♥
le 15 fév: There was no intérro today, as GZ forgot to bring the words home. We went right into the answers to the first part of our "réutiliser" worksheet:
"Pour réutiliser un contenant en métal, on peut...
a) ...faire des bidons pour la cuisine.
b)...stocker (or faire) un kit de couture
c)...faire un contenant pour des cadeaux de biscuits.
d)...utiliser pour une jardinière.
e)... stocker des fourritures d'artisanant.
f)...stocker de la nourriture."
We then started our huge review of passé composé:
"Pour réutiliser un contenant en métal, on peut...
a) ...faire des bidons pour la cuisine.
b)...stocker (or faire) un kit de couture
c)...faire un contenant pour des cadeaux de biscuits.
d)...utiliser pour une jardinière.
e)... stocker des fourritures d'artisanant.
f)...stocker de la nourriture."
We then started our huge review of passé composé:
I hope you enjoyed my brilliant comparison between the helper verb/past participle relationship and that between butter and sugar when you make caramel. lol
Homework: First of all, translate the following sentences:
-To reuse a glass jar, one can...
-...create a candle holder;
-...store some shells or some pebbles;
-...wrap with some twine;
-...store stationary supplies;
-...use for a vase;
-...use for pot pourri...
-...create a bird feeder;
-...make refrigerator salad or overnight oats;
-...plant some seeds;
-...store a bit of paint."
Next, please translate:
1. I spoke
2. You (s) chose
3. He wrapped
4. She waited
5. We recycled
6. You(pl) answered
7. They (m) avoided
8. They (f) bought (acheter).
Intérro: faire, utiliser, planter, construire, des grains, un fort, une vase, un colis, un plateau, aimer (I'll put "aimer" into the present and into the imparfait). Examples:
-J'aimais construire un plateau
-tu aimes faire un fort
-il plante des grains
-Etc ♥
Homework: First of all, translate the following sentences:
-To reuse a glass jar, one can...
-...create a candle holder;
-...store some shells or some pebbles;
-...wrap with some twine;
-...store stationary supplies;
-...use for a vase;
-...use for pot pourri...
-...create a bird feeder;
-...make refrigerator salad or overnight oats;
-...plant some seeds;
-...store a bit of paint."
Next, please translate:
1. I spoke
2. You (s) chose
3. He wrapped
4. She waited
5. We recycled
6. You(pl) answered
7. They (m) avoided
8. They (f) bought (acheter).
Intérro: faire, utiliser, planter, construire, des grains, un fort, une vase, un colis, un plateau, aimer (I'll put "aimer" into the present and into the imparfait). Examples:
-J'aimais construire un plateau
-tu aimes faire un fort
-il plante des grains
-Etc ♥
le 14 fév: Bonne St. Valentin! Today we did a little Valentine's Day exercise along with our treats, then had our intérro:
1. Qu'est-ce qu'il y a dans des bocaux?
2. Il y a la confiture dans des bocaux.
3. Je pouvais réutiliser des bocaux.
4. Qu'est-ce qu'il y a dans la boîte en métal?
5. Il y a des poissons dans la boîte en métal.
6. Qu'est-ce qu'il y a dans la boîte en carton?
7. Il y a les céréales dans la boîte en carton.
We then wrote down some ideas as to what how could reuse our metal, cardboard, and glass containers using vocabulary from a sheet; I mixed up the English translations so that you would have to use your strategies to figure out the meanings:
- What is inside some glass jars?
- There’s jam inside some glass jars.
- I was able to reuse the glass jars.
- What is inside the metal box?
- There’s fish inside the metal box.
- What’s inside the cardboard box?
- There’s cereal inside the cardboard box.
1. Qu'est-ce qu'il y a dans des bocaux?
2. Il y a la confiture dans des bocaux.
3. Je pouvais réutiliser des bocaux.
4. Qu'est-ce qu'il y a dans la boîte en métal?
5. Il y a des poissons dans la boîte en métal.
6. Qu'est-ce qu'il y a dans la boîte en carton?
7. Il y a les céréales dans la boîte en carton.
We then wrote down some ideas as to what how could reuse our metal, cardboard, and glass containers using vocabulary from a sheet; I mixed up the English translations so that you would have to use your strategies to figure out the meanings:
| 11e_année_réutiliser_vocab.docx |
I gave you the rest of the block to work on this assignment.
Homework: finish up the first question (with the seven answers) for tomorrow.
Intérro: I FORGOT THE WORDS AT SCHOOL, SO NO INTÉRRO FOR TOMORROW. ♥
Homework: finish up the first question (with the seven answers) for tomorrow.
Intérro: I FORGOT THE WORDS AT SCHOOL, SO NO INTÉRRO FOR TOMORROW. ♥
le 11 fév: We had our intérro:
We finished up with Rita, making note of vocabulary, then went back to the "Réutiliser" section of page 160 in our booklet and answered the questions there. We came up with this list of items which we buy in bottles, cans, and cardboard packages:
- Rita used to throw garbage into the garbage can.
- Now (maintenant) she transforms garbage into treasure.
- She reuses the things.
- She plants some seeds.
- She saves a lot of money.
- Rita jetait des déchets dans la poubelle.
- Maintenant, elle transforme des déchets en trésor.
- Elle réutilise les choses.
- Elle plante des grains.
- Elle épargne beaucoup d’argent.
We finished up with Rita, making note of vocabulary, then went back to the "Réutiliser" section of page 160 in our booklet and answered the questions there. We came up with this list of items which we buy in bottles, cans, and cardboard packages:
We didn't have a chance to talk about how we would reuse these containers, but we will on Monday.
Homework: no homework
Intérro: des bocaux, la confiture, la boîte en métal, des poissons, les boîtes en carton, les céréales (notice spelling change from the whiteboard spelling), qu'est-ce qu'il y a, il y a, pouvoir, réutilisier. Verbs can be in present or imparfait. ♥
Homework: no homework
Intérro: des bocaux, la confiture, la boîte en métal, des poissons, les boîtes en carton, les céréales (notice spelling change from the whiteboard spelling), qu'est-ce qu'il y a, il y a, pouvoir, réutilisier. Verbs can be in present or imparfait. ♥
le 10 fév: We had our intérro:
We then took up the homework where we were making statements (or asking questions) using an object, then answering them by using an object pronoun. We took that up by playing with a very bouncy rainbow ball. You did great! Such a great effort. We then finished up the "réduire" section of page 160 in our booklet:
We started reading about Rita Ramassetout (which means "Rita collects everything), and got through the first couple of paragraphs. By the way, if you are the third person to say Rita Ramassetout to me tomorrow morning, I'll give you a big candy. We'll steal her ideas (reuse them? haha) to do the "réutiliser" section of page 160, once we finish reading about her.
Homework: finish reading the information about Rita in the booklet, and be able to discuss how her ideas relate to the "réutiliser" questions on page 160 of the booklet.
Intérro: transformer, jeter, réutiliser, épargner, planter (in present and imparfait), les déchets, en trésor, les choses, beaucoup d'argent, des grains. ♥
- I reduce Je réduis
- I avoid stale bread; J’évite le pain rassis
- I avoid it. Je l’évite
- I reuse some cardboard boxes; Je réutilise des boîtes en carton;
- I reuse some. J’en réutilise.
- I recycle K-cups; Je recycle des docettes.
- I recycle them J’en recycle.
- I throw carrot peels (dans le tas de compost); Je jette des pelures/épluchures de carotte dans le tas de compost;
- I throw them. J’en jette.
We then took up the homework where we were making statements (or asking questions) using an object, then answering them by using an object pronoun. We took that up by playing with a very bouncy rainbow ball. You did great! Such a great effort. We then finished up the "réduire" section of page 160 in our booklet:
- Est-ce que tu utilises des produits jetables? Oui, j’utilise des produits jetables / Oui, j’en utilise.
- Quels produits? J’utilise des docettes, des pailles en plastique, des rasoirs en plastique, et des pichets de Javel en plastique.
- Comment peut-on éviter ce gaspillage? On peut refuser à acheter des produits jetables; on peut réduire les produits jetables qu’on achète.
- À mon avis, des produits qui sont suremballés sont le beurre, les bouteilles d’eau, des boîtes de sachets de thé, les champignons, les concombres, les poivres.
- Les produits en vrac sont un bon marché, il y a moins de gaspillage. Mais, quelque fois, des produits en vrac ne sont pas propres, et ils sont rassis.
We started reading about Rita Ramassetout (which means "Rita collects everything), and got through the first couple of paragraphs. By the way, if you are the third person to say Rita Ramassetout to me tomorrow morning, I'll give you a big candy. We'll steal her ideas (reuse them? haha) to do the "réutiliser" section of page 160, once we finish reading about her.
Homework: finish reading the information about Rita in the booklet, and be able to discuss how her ideas relate to the "réutiliser" questions on page 160 of the booklet.
Intérro: transformer, jeter, réutiliser, épargner, planter (in present and imparfait), les déchets, en trésor, les choses, beaucoup d'argent, des grains. ♥
le 9 fév: Today we had our intérro:
We didn't take up the homework today, as we spent most of the class working on a review of object pronouns. We started by translating the following sentences in order to remind ourselves what the object pronouns are, and where they're placed in a sentence:
What are object pronouns? They are small words which replace the object of a sentence (the object is the noun(s) which receives the action of the verb).
Which object pronouns can be found in the sentences above? We added a couple of object pronouns on the board, so here's a complete list:
Direct object pronouns (for objects whose verbs don't use a preposition; like "à, dans, avec, de, chez, etc):
me - me
te - you
le - him
la - her
les - them
nous - us
vous - you
Indirect object pronouns (for objects whose verbs use the preposition "à":
me - to me
te - to you
lui - to him, to her
nous - to us
vous - to you
leur - to them
y - there
en - some
What are the placement rules illustrated by the examples above? Object pronouns are placed before the verb in present, imparfait, and future, before the main verb with dual verb construct (such as Je veux le boire - I want to drink it), and inside the verb sandwich before the verb in the negative (eg: Je ne le donne pas - I'm not giving it).
Here are the answers:
1. I'm giving him some apple cores.
2. I'm giving some to him.
3. The depot? I will visit there.
4. You are speaking to me in French.
5. I gave it to him there.
6. Recycling bins in the classroom? There's one there.
7. Compost piles? There aren't any.
8. Christian and Michael? I'm giving a glass bottle to them.
9. Terrace? We're going there.
Homework: Write 5 questions, each one with an object. Answer each questions replacing the object with an object pronoun. Two of your answers must be in the negative.
Eg:
Est-ce que je jette les cartons? Oui, je les jette.
Est-ce que je recycle des bouteilles en verre? Non, je n'en recycle pas.
Intérro: recycler, réduire (just the form "je réduis"), éviter, réutiliser, jeter, des grans de café, des épluchures de carotte, le pain rassis, les docettes, les boîte de carton. Be ready to replace objects with object pronouns! ♥
- I don’t want to buy disposable products. Je ne veux pas acheter de produits jetables.
- I want to avoid waste. Je veux éviter le gaspillage.
- I don’t want to avoid waste. Je ne veux pas éviter le gaspillage.
- I buy overwrapped products. J’achète des produits suremballés.
- I put disposable products in the garbage can. Je mets des produits jetables dans la poubelle.
We didn't take up the homework today, as we spent most of the class working on a review of object pronouns. We started by translating the following sentences in order to remind ourselves what the object pronouns are, and where they're placed in a sentence:
- Je lui donne des trognons de pomme. _________________________
- Je lui en donne. _________________________________________
- Le dépot? J’y visiterai. _________________________________
- Tu me parle en français. __________________________________
- Je le lui y ai donné. ________________________________________
- Les boîtes de recyclage dans la salle de classe? Il y en a un. _________
- Des tas de compost? Il n’y en a pas. ___________________________
- Christian et Michael? Je leur donne un bocal en verre. ___________
- Terrace? Nous y allons. _____________________________
What are object pronouns? They are small words which replace the object of a sentence (the object is the noun(s) which receives the action of the verb).
Which object pronouns can be found in the sentences above? We added a couple of object pronouns on the board, so here's a complete list:
Direct object pronouns (for objects whose verbs don't use a preposition; like "à, dans, avec, de, chez, etc):
me - me
te - you
le - him
la - her
les - them
nous - us
vous - you
Indirect object pronouns (for objects whose verbs use the preposition "à":
me - to me
te - to you
lui - to him, to her
nous - to us
vous - to you
leur - to them
y - there
en - some
What are the placement rules illustrated by the examples above? Object pronouns are placed before the verb in present, imparfait, and future, before the main verb with dual verb construct (such as Je veux le boire - I want to drink it), and inside the verb sandwich before the verb in the negative (eg: Je ne le donne pas - I'm not giving it).
Here are the answers:
1. I'm giving him some apple cores.
2. I'm giving some to him.
3. The depot? I will visit there.
4. You are speaking to me in French.
5. I gave it to him there.
6. Recycling bins in the classroom? There's one there.
7. Compost piles? There aren't any.
8. Christian and Michael? I'm giving a glass bottle to them.
9. Terrace? We're going there.
Homework: Write 5 questions, each one with an object. Answer each questions replacing the object with an object pronoun. Two of your answers must be in the negative.
Eg:
Est-ce que je jette les cartons? Oui, je les jette.
Est-ce que je recycle des bouteilles en verre? Non, je n'en recycle pas.
Intérro: recycler, réduire (just the form "je réduis"), éviter, réutiliser, jeter, des grans de café, des épluchures de carotte, le pain rassis, les docettes, les boîte de carton. Be ready to replace objects with object pronouns! ♥
le 8 fév: I gave you 30 minutes to practice your small projects, then you presented them. Bon travail! We then discussed our next project, which involves either conducting an oral interview (memorized, no script to hand in, can work with a partner) or a written interview (hand in a script with visuals, and work alone) between two people, where one person is asking the other if they are ecological. The two categories of questions will be "est-ce que tu est écolo chez toi?" and "est-ce que tu est écolo quand tu fais des achats à Safeway?", and the five subcategories are recycler, réutiliser, réduire, refuser, et composer. Here's a picture of the board for guidance:
We looked at the title page of our "Pensez Vert!" booklet for some guidance, and saw that there are perfect examples of how to ask if someone recycles, composts, etc on that page. We then turned to page 160 and discussed the first bullet point questions:
-Utilisez-vous des produits jetables?
-Quels produits?
-Comment peut-on éviter ce gaspillage?
We discussed the answers:
-Oui, j'utilise des produits jetables.
-Par example, les rasoirs en plastique, des paies en plastique, des coutelleries en plastique, des stylos en plastique, des plats en polystyrène, des pichets de Javel en plastique, des essuies-tout....
-On peut éviter ce gaspillage en refusant d'acheter des produits jetables (one could avoid this waste by refusing to buy disposable products)
Homework: answer the questions for the next two bullets under the réduire category on page 160 of your booklet. Once you understand the questions, you can take a look at the sort of products the questions are talking about online, then put them into your answers. Make sure you use full sentences (remember that a question usually contains the first part of an answer: eg: What do you like to buy? I like to buy...
Intérro: le gaspillage, éviter de, suremballés, des produits, jetables, acheter, jeter, mettre, vouloir (conjugated in the present tense for je only). I'll throw in a negative.
Eg:
J'évite du gaspillage - I avoid waste
Je n'achète pas de produits jetables - I don't buy disposable products (use "de" after the negative)
Je ne veux pas jeter de produits suremballés - I don't want to throw out overwrapped products ♥
-Utilisez-vous des produits jetables?
-Quels produits?
-Comment peut-on éviter ce gaspillage?
We discussed the answers:
-Oui, j'utilise des produits jetables.
-Par example, les rasoirs en plastique, des paies en plastique, des coutelleries en plastique, des stylos en plastique, des plats en polystyrène, des pichets de Javel en plastique, des essuies-tout....
-On peut éviter ce gaspillage en refusant d'acheter des produits jetables (one could avoid this waste by refusing to buy disposable products)
Homework: answer the questions for the next two bullets under the réduire category on page 160 of your booklet. Once you understand the questions, you can take a look at the sort of products the questions are talking about online, then put them into your answers. Make sure you use full sentences (remember that a question usually contains the first part of an answer: eg: What do you like to buy? I like to buy...
Intérro: le gaspillage, éviter de, suremballés, des produits, jetables, acheter, jeter, mettre, vouloir (conjugated in the present tense for je only). I'll throw in a negative.
Eg:
J'évite du gaspillage - I avoid waste
Je n'achète pas de produits jetables - I don't buy disposable products (use "de" after the negative)
Je ne veux pas jeter de produits suremballés - I don't want to throw out overwrapped products ♥
le 7 fév: We did our intérro:
We then did an imparfait review:
-Imparfait is a past tense which indicates that a person was doing something, or used to do something (NOT that the person DID something; that's a different tense.
-imparfait is formed by taking the "nous" form of the present tense (such as nous parlons), taking off the "ons" (parl) and adding the following endings for whichever subject pronoun you need:
je parlais nous parlions
tu parlais vous parliez
il parlait ils parlaient
elle parlait elles parlaient
(I was speaking/I used to speak, you were speaking/you used to speak, etc)
We also conjugated devoir, pouvoir, and vouloir in the imparfait, to mean (respectively) I had to, I could, I wanted.
EG: Je pouvais mettre des pelures de banane dans la poubelle, mais je les jeter dans le tas de compost (I could put the banana peels in the garbage, but I'm throwing them in the compost pile).
I gave out the following sheet for homework. It will come in VERY HANDY for practicing for your presentation tomorrow:
- The plastic utensils: where do they belong?
- I want to put them in the garbage.
- The water bottle: where does it belong?
- It belongs in the recycling bin.
- The cardboard box belongs in the recycling bin.
- I want to put it in the compost pile.
- Les coutelleries: où appartiennent-elles?
- Je veux les mettre dans la poubelle.
- La bouteille d’eau : où appartient-elle?
- Elle appartient dans la boîte de recyclage.
- La boîte en carton appartient dans la boîte de recyclage.
We then did an imparfait review:
-Imparfait is a past tense which indicates that a person was doing something, or used to do something (NOT that the person DID something; that's a different tense.
-imparfait is formed by taking the "nous" form of the present tense (such as nous parlons), taking off the "ons" (parl) and adding the following endings for whichever subject pronoun you need:
je parlais nous parlions
tu parlais vous parliez
il parlait ils parlaient
elle parlait elles parlaient
(I was speaking/I used to speak, you were speaking/you used to speak, etc)
We also conjugated devoir, pouvoir, and vouloir in the imparfait, to mean (respectively) I had to, I could, I wanted.
EG: Je pouvais mettre des pelures de banane dans la poubelle, mais je les jeter dans le tas de compost (I could put the banana peels in the garbage, but I'm throwing them in the compost pile).
I gave out the following sheet for homework. It will come in VERY HANDY for practicing for your presentation tomorrow:
| 11_prep_for_first_oral_test.docx |
Homework: finish up the sheet
Intérro: no intérro, as you have to work on your presentations. ♥
Intérro: no intérro, as you have to work on your presentations. ♥
le 4 février: We did our intérro, then took up the homework:
We then discussed any aspect of the homework which you found difficult, then watched some fun videos about M. Poubelle and Mlle Recyclage:
www.youtube.com/results?search_query=monsieur+poubelle+et+madame+recyclage , and answered some questions about what we saw.
Homework: no homework
Intérro: un paie en plastique, des coutelleries en plastique, la bouteille d'eau, la boîte en carton, où appartient-il/elle, je veux le/la/les mettre, la boîte de recyclage, le tas de compost, la poubelle. ♥
- Je ne dois pas mettre de pelures de bananes dans la poubelle.
- Où appartiennent-ils des rasoirs en plastique?
- Elle ne peut pas mettre les docettes dans le tas de compost.
- Tu veux jeter des feuilles assouplissantes dans la boîte de recyclage, mais elles appartiennent dans la poubelle.
- Est-ce que je mets des plats polystyrènes dans le tas de compost?
- Pourquoi est-ce qu’elles jettent des coutelleries en plastique dans la poubelle?
- Ne mets pas de déchets alimentaires dans la poubelle. Recycle-les.
- Des essuies-tout ne sont pas recyclables.
- L’emballage en plastique n’appartient pas dans le tas de compost.
- J’ai beaucoup de bouchons de vin; où appartiennent-ils? Je veux les jeter dans la poubelle.
We then discussed any aspect of the homework which you found difficult, then watched some fun videos about M. Poubelle and Mlle Recyclage:
www.youtube.com/results?search_query=monsieur+poubelle+et+madame+recyclage , and answered some questions about what we saw.
Homework: no homework
Intérro: un paie en plastique, des coutelleries en plastique, la bouteille d'eau, la boîte en carton, où appartient-il/elle, je veux le/la/les mettre, la boîte de recyclage, le tas de compost, la poubelle. ♥
le 3 février: Bonjour! Today we did our intérro, then had a brief review of le, la, les as object pronouns (meaning it (m), it (f), and them) and where they go in a dual-verb sentence (before the main verb... eg: Je dois le jeter dans la poubelle = I have to throw it in the garbage can). We went through our presentation and gave it a bit more structure:
"Bonjour, je m'appelle GZ et voici ma boîte de recyclage. Qu'est-ce qu'il y a dans ma boîte de recyclage? Il y a une boîte en carton, un sac en plastique, une verre en verre, un bocal en verre, des magazines, des journaux, des contenants en plastique, des emballages en plastique (you will only need five of these items).
Voici des pelures d'orange. Où appartiennent-elles? Ça va dans la poubelle? Je veux les mettre dans la poubelle. Mais, ça va dans le tas de compost."
(You'll have 4 items which don't belong in the recycling bin, and you'll use the verb "appartenir" once, any of the verbs "pouvoir, devoir, vouloir" once, and "ça va" once. I would also like to hear a negative in there, such as "ça ne vas pas").
I gave you two worksheets to work on; the first one had you write down some items to sort into three categories (dans la boîte de recyclage, dans la tas de compost, dans la poubelle) and the other had translations to do. I assigned the sheet for homework.
Intérro: des coquilles d'oeuf, des bouchons de vin, des rasoirs en plastique, des stylos, des docettes, appartenir, dans la boîte de recyclage. ♥
"Bonjour, je m'appelle GZ et voici ma boîte de recyclage. Qu'est-ce qu'il y a dans ma boîte de recyclage? Il y a une boîte en carton, un sac en plastique, une verre en verre, un bocal en verre, des magazines, des journaux, des contenants en plastique, des emballages en plastique (you will only need five of these items).
Voici des pelures d'orange. Où appartiennent-elles? Ça va dans la poubelle? Je veux les mettre dans la poubelle. Mais, ça va dans le tas de compost."
(You'll have 4 items which don't belong in the recycling bin, and you'll use the verb "appartenir" once, any of the verbs "pouvoir, devoir, vouloir" once, and "ça va" once. I would also like to hear a negative in there, such as "ça ne vas pas").
I gave you two worksheets to work on; the first one had you write down some items to sort into three categories (dans la boîte de recyclage, dans la tas de compost, dans la poubelle) and the other had translations to do. I assigned the sheet for homework.
Intérro: des coquilles d'oeuf, des bouchons de vin, des rasoirs en plastique, des stylos, des docettes, appartenir, dans la boîte de recyclage. ♥
le 2 février: Today we chose our teams and named them, then we did a review of the verbs appartenir, aller, devoir, vouloir, and pouvoir on the board, and how those verbs relate to our recycling unit. We went over the vocabulary on the first three pages of our Pensez Vert booklet, then I did a presentation on what's in my recycling bin (using lots of props). This is the prototype for the presentation that you're going to do for me on Tuesday Feb 8.
Intérro: éplucher, peler, une banane, une carotte, pour la rendre propre, pour la manger. Remember that "peler" is used when you need to peel something in order to be able to eat it (like a banana), and "éplucher" is used when you peel something so that it's a bit cleaner. ♥
Intérro: éplucher, peler, une banane, une carotte, pour la rendre propre, pour la manger. Remember that "peler" is used when you need to peel something in order to be able to eat it (like a banana), and "éplucher" is used when you peel something so that it's a bit cleaner. ♥
le premier février: Bienvenue à la salle de classe! Today we went over our course outline, then did some present tense verb conjugations as a review. I gave you a small booklet to help you refresh your memory. We talked about our first unit, "Pensez Vert" and went over a bit of vocabulary.
Here is the Verb Conjugation Powerpoint that we're using. Remember that it is a work in progress; we haven't looked at all the slides yet, and as we learn more verbs and tenses, I'll be adding to the slides:
Here is the Verb Conjugation Powerpoint that we're using. Remember that it is a work in progress; we haven't looked at all the slides yet, and as we learn more verbs and tenses, I'll be adding to the slides:
| first_day_verb_conjugations_10-12.pptx |