le 11 mars: I'm going to leave this page visible to you for a few days, as I'm putting up pictures from the fashion show. Enjoy your third trimester!
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le 6 mars: Today we had our fashion shows; bon travail! We then went over what's on the test on Monday:
le test le 9 mars
le vocabulaire:
-each piece of clothing that we learned:
-look at your notes;
-look at the webpage;
-look at the categories.]
-verbs: porter, enlever, aimer, mettre in present, in the affirmative and the negative, in all conjugations
les adjectifs:
-adjective list with the frog, remembering which ones are crossed off
-webpage
-BANGS
Example:
Here’s Claire. What does Claire wear to the office? She puts on a suit, a white blouse, a short tight grey skirt, black tights, new pointy red boots, an old expensive jacket. I like your outfit, Claire.
Voici Claire. Qu’est-ce que Claire porte au bureau? Elle met un tailleur,un chemisier blanc, une jupe courte, serrée et grise, des collants noirs, des nouvelles bottes rouges et pointues, et un vieille veste chère. J’aime ton ensemble, Claire.
Good luck on Monday! :)
le test le 9 mars
le vocabulaire:
-each piece of clothing that we learned:
-look at your notes;
-look at the webpage;
-look at the categories.]
-verbs: porter, enlever, aimer, mettre in present, in the affirmative and the negative, in all conjugations
les adjectifs:
-adjective list with the frog, remembering which ones are crossed off
-webpage
-BANGS
Example:
Here’s Claire. What does Claire wear to the office? She puts on a suit, a white blouse, a short tight grey skirt, black tights, new pointy red boots, an old expensive jacket. I like your outfit, Claire.
Voici Claire. Qu’est-ce que Claire porte au bureau? Elle met un tailleur,un chemisier blanc, une jupe courte, serrée et grise, des collants noirs, des nouvelles bottes rouges et pointues, et un vieille veste chère. J’aime ton ensemble, Claire.
Good luck on Monday! :)
le 5 mars: Before we did our intérro, I asked you to write down what I wearing, and I saw that most of you are not very confident in using adjectives to describe clothing. Remember that you have your project tomorrow and your test on Monday, so if you haven't been working very hard on your adjectives, you might want to take a look at them tonight:
We then did our intérro:
After we took up the intérro, there was only 5 minutes left in class, so I gave you that time to just confer with your group about how you're getting ready for tomorrow.
Intérro: no intérro
Homework: get ready for your projects. :)
- She’s wearing informal white pants. Elle porte un pantalon sport et blanc.
- He’s wearing a big black tie. Il porte une grande cravate noire.
- You (s) wearing small formal socks. Tu portes des petites chaussettes habillées.
- We’re wearing big red, black, and green shoes. Nous portons des grandes chaussures rouges, noires, et vertes.
- They’re (f) wearing informal grey tights. Elles portent des collants gris et sports.
- Those pants don’t look good on you. Ce pantalon ne te vas pas de tous.
- You’re a fashion victim. Tu es une victime de la mode.
- It fits you like a glove. Ça te vas comme un gant.
After we took up the intérro, there was only 5 minutes left in class, so I gave you that time to just confer with your group about how you're getting ready for tomorrow.
Intérro: no intérro
Homework: get ready for your projects. :)
le 4 mars: What a crazy class today. We went over the meanings of the insults on the worksheet I gave you yesterday, then I gave you the rest of the block to work on your fashion shows. It seemed to me that everyone was working really hard, très bien!
SEE BELOW FOR AN AUDIO RECORDING OF CLOTHING AND ADJECTIVES.
To help you along, I defined some criteria for the written card you're doing about your outfit:
SEE BELOW FOR AN AUDIO RECORDING OF CLOTHING AND ADJECTIVES.
To help you along, I defined some criteria for the written card you're doing about your outfit:
Notice that I put in three more comments so that I meet the criteria of 4 comments.
Here's some vocab you may need, including some nice comments to go along with the insults:
des collants - some leggings ("those leggings" would be ces collants)
ça vous va bien! - that looks good on you!
tu es branché - you're trendy
tu es à la mode - you're fashionable
J'aime ton ensemble - I like your outfit
Intérro: those pants don't look good on you, it fits you like a glove (ça te va comme un gant), you're a fashion victim, porter (in all conjugations), pants, woman's suit, man's suit, tie, tights, shoes, small, big, formal, casual, blue, grey (gris), white, red, black, green (all adjectives need to be in all forms: masculine singular and plural; feminine singular and plural). Here are some examples:
You're wearing small casual white shoes. You're trendy! - Tu portes des petites chaussures sport et blanches. Tu es branché!
He's wearing a big formal black suit. He's fashionable. - Il porte un grand costume habillé et noir. Il est à la mode.
We're wearing some white, red, black, and green tights. I like your outfit! - Nous portons des collants blancs, rouges, noirs, et verts. J'aime ton ensemble!
Here's an audio recording of some clothing and adjectives, as requested. I was winging it, so it might sound a bit rough: :)
Here's some vocab you may need, including some nice comments to go along with the insults:
des collants - some leggings ("those leggings" would be ces collants)
ça vous va bien! - that looks good on you!
tu es branché - you're trendy
tu es à la mode - you're fashionable
J'aime ton ensemble - I like your outfit
Intérro: those pants don't look good on you, it fits you like a glove (ça te va comme un gant), you're a fashion victim, porter (in all conjugations), pants, woman's suit, man's suit, tie, tights, shoes, small, big, formal, casual, blue, grey (gris), white, red, black, green (all adjectives need to be in all forms: masculine singular and plural; feminine singular and plural). Here are some examples:
You're wearing small casual white shoes. You're trendy! - Tu portes des petites chaussures sport et blanches. Tu es branché!
He's wearing a big formal black suit. He's fashionable. - Il porte un grand costume habillé et noir. Il est à la mode.
We're wearing some white, red, black, and green tights. I like your outfit! - Nous portons des collants blancs, rouges, noirs, et verts. J'aime ton ensemble!
Here's an audio recording of some clothing and adjectives, as requested. I was winging it, so it might sound a bit rough: :)
le 3 mars: Couldn't finish updating the webpage until this morning (Wednesday), but i did manage to copy and paste the work that we had done in class before I left for my 3:30 meeting. Here's our intérro:
- Some large, striped socks. Des grandes chaussettes rayées.
- A new, formal woman’s suit. Un nouveau tailleur habillé.
- An overpriced, expensive jacket. Une veste hors de prix et chère.
- A small, floral blouse. Un petit chemisier à fleur.
And here's the homework we took up in class:
1. What does GZ wear to the beach? Qu’est-ce que GZ porte à la plage?
2. GZ wears a comfortable old bathing suit. GZ porte un vieux maillot de bain confortable.
3. She wears tight, narrow sunglasses. Elle porte des lunettes de soleil étoites et serrées.
4. She wears old floral sandals. Elle porte des vieilles sandales à fleur.
5. What does Zimm wear to the office? Qu’est-ce que Zimm porte au bureau?
6. He wears a small formal suit. Il porte un petit costume habillé.
7. He puts on a long, overpriced wide tie. Il met une cravate longue, large, et hors de prix.
8. He doesn't wear ragged shoes. Il ne porte pas de chaussures déguenillées.
9. He doesn't take off a new, narrow pointy jacket. Il n’enlève pas de nouvelle veste étoite et pointue.
10. Zimm is trendy and elegant! Zimm est branché et élégant.
We then went over some colours:
Hopefully you guys remembered to match up the English with the French on the "fashion comments" sheet I gave you, and tried to take a stab at translating the four lines underneath. We'll take it up quickly before you take your work block to work on your fashion shows. :)
le 2 mars: Today we took up the homework, and I gave you some sample questions to show you how you could cram lots of adjectives into a sentence:
2. Tu enlèves un grand, nouveau, bon pull chic, léger, et court.
We took a bunch of adjectives off our list to show that they won't be on our test on MONDAY, but you can still use them in your fashion show, if you like.
I gave you some additional adjectives:
soldé – on sale
déguenillé – ragged
confortable – comfy
pointu – pointy (les bottes pointues)
hors de prix – overpriced
cher – expensive (la cravate chère)
pas cher – inexpensive
branché – trendy
élégant – elegant
Expect that you will use some of these in your project and all of them could be on the test, as well as the other adjectives we've learned in this unit.
I also added des lunettes de soleil (sunglassees - feminine plural).
I then explained your project, DUE FRIDAY, in detail:
- Je porte des belles, vieilles, mauvaises lunettes de soleil à fleur, écossaises, simples, et vagues.
2. Tu enlèves un grand, nouveau, bon pull chic, léger, et court.
We took a bunch of adjectives off our list to show that they won't be on our test on MONDAY, but you can still use them in your fashion show, if you like.
I gave you some additional adjectives:
- en laine – made of wool
- en soie – made of silk
- en coton – made of cotton
- en cuir – made of leather
- en lin – made of linen
soldé – on sale
déguenillé – ragged
confortable – comfy
pointu – pointy (les bottes pointues)
hors de prix – overpriced
cher – expensive (la cravate chère)
pas cher – inexpensive
branché – trendy
élégant – elegant
Expect that you will use some of these in your project and all of them could be on the test, as well as the other adjectives we've learned in this unit.
I also added des lunettes de soleil (sunglassees - feminine plural).
I then explained your project, DUE FRIDAY, in detail:
Homework: Please translate the following sentences:
1. What does GZ wear to the beach?
2. GZ wears a comfortable old bathing suit.
3. She wears tight, narrow sunglasses.
4. She wears old floral sandals.
5. What does Zimm wear to the office?
6. He wears a small formal suit.
7. He puts on a long, overpriced wide tie.
8. He doesn't wear ragged shoes.
9. He doesn't take off a new, narrow pointy jacket.
10. Zimm is trendy and elegant!
Intérro: a new, formal woman's suit, a small floral blouse, some large striped socks, some pointy old shoes, an overpriced, expensive jacket. :)
1. What does GZ wear to the beach?
2. GZ wears a comfortable old bathing suit.
3. She wears tight, narrow sunglasses.
4. She wears old floral sandals.
5. What does Zimm wear to the office?
6. He wears a small formal suit.
7. He puts on a long, overpriced wide tie.
8. He doesn't wear ragged shoes.
9. He doesn't take off a new, narrow pointy jacket.
10. Zimm is trendy and elegant!
Intérro: a new, formal woman's suit, a small floral blouse, some large striped socks, some pointy old shoes, an overpriced, expensive jacket. :)
le 28 février: We had our intérro:
I then gave you a list of adjectives that we can use with our clothing, and asked you to figure out which fell into BANGS. We were surprised to find that many of the adjectives that we thought would fall into BANGS don't. For example, tight, loose, baggy, skinny etc aren't actually sizes, but STYLES. And certainly patterns like polka dots and stripes don't fall into BANGS, just as materials such as silk and leather. Not BANGS!
Homework: Please do the 10 questions from the sheet I gave you, but make an addition to each sentence by adding a non-BANGS adjective. Here's an example:
If the sentence on the sheet is, "I'm wearing a big hat", please add another adjective, but not a BANGS adjective: maybe a wide hat, or a floral hat? I'll choose floral. So my sentence that I'd write on the page would be "Je porte un grand chapeau à fleurs". Make sure you add a non-BANGS adjective to each of the 10 sentences. :)
- We’re not wearing a good hat. Nous ne portons pas de bon chapeau.
- She’s wearing big socks. Elle porte des grandes chaussettes.
- He’s not wearing old shoes. Il ne porte pas de vieilles chaussures.
- You’re (pl) wearing a big tie. Vous portez une grande cravate.
- They’re (m) not wearing good-looking tshirts. Ils ne portent pas de beaux t-shirts.
- I’m wearing a good-looking bathing suit. Je porte un beau maillot de bains.
I then gave you a list of adjectives that we can use with our clothing, and asked you to figure out which fell into BANGS. We were surprised to find that many of the adjectives that we thought would fall into BANGS don't. For example, tight, loose, baggy, skinny etc aren't actually sizes, but STYLES. And certainly patterns like polka dots and stripes don't fall into BANGS, just as materials such as silk and leather. Not BANGS!
Homework: Please do the 10 questions from the sheet I gave you, but make an addition to each sentence by adding a non-BANGS adjective. Here's an example:
If the sentence on the sheet is, "I'm wearing a big hat", please add another adjective, but not a BANGS adjective: maybe a wide hat, or a floral hat? I'll choose floral. So my sentence that I'd write on the page would be "Je porte un grand chapeau à fleurs". Make sure you add a non-BANGS adjective to each of the 10 sentences. :)
le 27 février: We had our intérro:
We didn't take up the homework, but we did get through all of the BANGS adjectives. Remember that any adjective that falls into the category of Beauty, Age, Numbers, Goodness or Size is placed BEFORE THE NOUN that it's modifying. All the rest of the adjectives are placed AFTER THE NOUN that they're modifying:
- What do I wear to the beach? Qu’est-ce que je porte à la plage?
- I don’t wear a woman’s suit. Je ne porte pas de tailleur.
- I wear a bathing suit. Je porte un maillot de bains.
- I wear sandals and a cap. Je porte des sandales et une casquette.
- What do I wear to the office? Qu’est-ce que je porte au bureau?
- I don’t wear a bathing suit. Je ne porte pas de maillot de bains.
- I wear a man’s suit. Je porte un costume.
- I wear shoes and socks. Je porte des chaussures et des chaussettes.
- What do I wear in Prince Rupert? Qu’est-ce que je porte à Prince Rupert?
- I don’t wear jeans, I wear a hoodie. Je ne porte pas de jean; je porte un hoodie.
We didn't take up the homework, but we did get through all of the BANGS adjectives. Remember that any adjective that falls into the category of Beauty, Age, Numbers, Goodness or Size is placed BEFORE THE NOUN that it's modifying. All the rest of the adjectives are placed AFTER THE NOUN that they're modifying:
Intérro: bon, bonne, bons, bonnes, beau, beaux, belle, belles, vieux, (vieux is both the masculine singular and the masculine plural form), vieille(s) , grand, grande, grands, grandes, un chapeau, un jean, des chaussettes, des chaussures, une cravate, un maillot de bains, un t-shirt, and all of the conjugations of porter in both the affirmative and the negative. So what you'll be doing is putting together sentences with porter, the clothing items, and the adjectives. Here are some examples:
1. I'm wearing old socks. Je porte des laides chaussettes.
2. You're not wearing good jeans. Tu ne portes pas de bon jean.
3. We're wearing big ties. Nous portons des grandes cravates. etc.
Homework: That's a beefy intérro, so no other homework than to get to know those adjectives and their agreement/placement, and practice some sentences that you think might be on the intérro. :)
1. I'm wearing old socks. Je porte des laides chaussettes.
2. You're not wearing good jeans. Tu ne portes pas de bon jean.
3. We're wearing big ties. Nous portons des grandes cravates. etc.
Homework: That's a beefy intérro, so no other homework than to get to know those adjectives and their agreement/placement, and practice some sentences that you think might be on the intérro. :)
le 26 février: Today we did our intérro:
We then took up the homework:
1. Zimm wears a suit and tie to the office. Zimm porte un costume et une cravate au bureau.
2. He doesn't wear any raincoat or boots. Il ne porte pas d’imperméable et de bottes.
3. GZ wears a suit to school. GZ porte un tailleur à l’école.
4. She wears a jacket, a blouse, and a skirt. Elle porte une veste, un chemisier, et une jupe.
5. You (s) don't wear any shoes to the beach. Tu ne portes pas de chaussures à la plage.
6. They (f) wear socks in Prince Rupert. Elles portent des chaussettes à Prince Rupert
We then finished up the five places that you need to know about, clothing wise, and I gave you the following questions:
Homework: finish up the questions above.
Intérro: qu'est-ce que je porte à la plage / au bureau / à l'école / à Prince Rupert? un costume, un maillot de bain, des sandales, une casquette, un tailleur, un jean, un hoodie, des chaussettes, des chaussures. We'll do porter in both the affirmative and the negative. Remember that "des" and "un" change to "de" after the negative! :)
- They (f) are wearing boots. Elles portent des bottes.
- She’s wearing a blouse. Elle porte un chemisier.
- He’s wearing a shirt. Il porte une chemise.
- You’re (s) wearing a skirt. Tu portes une jupe.
- Claire is wearing a suit. Claire porte un tailleur.
- Zimm is wearing a suit. Zimm porte un costume.
- GZ is wearing a raincoat. GZ porte une imperméable.
- Zimm is wearing a tie. Zimm porte une cravate.
We then took up the homework:
1. Zimm wears a suit and tie to the office. Zimm porte un costume et une cravate au bureau.
2. He doesn't wear any raincoat or boots. Il ne porte pas d’imperméable et de bottes.
3. GZ wears a suit to school. GZ porte un tailleur à l’école.
4. She wears a jacket, a blouse, and a skirt. Elle porte une veste, un chemisier, et une jupe.
5. You (s) don't wear any shoes to the beach. Tu ne portes pas de chaussures à la plage.
6. They (f) wear socks in Prince Rupert. Elles portent des chaussettes à Prince Rupert
We then finished up the five places that you need to know about, clothing wise, and I gave you the following questions:
- Bob va au bureau. Qu’est-ce qu’il porte?
- Claire va à la plage. Qu’est-ce qu’elle porte?
- J’habite à Prince Rupert. Qu’est-ce que je porte?
- Tu va à l’école. Qu’est-ce que tu portes?
- Zimm va au bureau. Qu’est-ce qu’il porte?
- GZ va au bureau. Qu’est-ce que je ne porte pas?
Homework: finish up the questions above.
Intérro: qu'est-ce que je porte à la plage / au bureau / à l'école / à Prince Rupert? un costume, un maillot de bain, des sandales, une casquette, un tailleur, un jean, un hoodie, des chaussettes, des chaussures. We'll do porter in both the affirmative and the negative. Remember that "des" and "un" change to "de" after the negative! :)
| what_to_wear_where.docx |
I then gave you the following 6 questions to start in class, then finish up for homework:
1. Zimm wears a suit and tie to the office.
2. He doesn't wear any raincoat or boots.
3. GZ wears a suit to school. .
4. She wears a jacket, a blouse, and a skirt.
5. You (s) don't wear any shoes to the beach.
6. They (f) wear socks in Prince Rupert.
1. Zimm wears a suit and tie to the office.
2. He doesn't wear any raincoat or boots.
3. GZ wears a suit to school. .
4. She wears a jacket, a blouse, and a skirt.
5. You (s) don't wear any shoes to the beach.
6. They (f) wear socks in Prince Rupert.
le 25 février: Today we went over what people might wear in different situations. Here's the word file that I typed that info into:
| what_to_wear_where.docx |
We didn't finish yet, as you can see. We'll finish it up tomorrow.
Intérro: l'imperméable, la parapluie, des bottes, un costume, une chemise, une cravate, un tailleur, un chemisier, une jupe, porter in all conjugations.
Homework: Translate the following into French:
1. Zimm wears a suit and tie to the office.
2. He doesn't wear any raincoat or boots.
3. GZ wears a suit to school.
4. She wears a jacket, a blouse, and a skirt.
5. You (s) don't wear any shoes to the beach.
6. They (f) wear socks in Prince Rupert. :)
Intérro: l'imperméable, la parapluie, des bottes, un costume, une chemise, une cravate, un tailleur, un chemisier, une jupe, porter in all conjugations.
Homework: Translate the following into French:
1. Zimm wears a suit and tie to the office.
2. He doesn't wear any raincoat or boots.
3. GZ wears a suit to school.
4. She wears a jacket, a blouse, and a skirt.
5. You (s) don't wear any shoes to the beach.
6. They (f) wear socks in Prince Rupert. :)
le 24 février: Today we went to participate in the Blanket Exercise hosted by our Aboriginal Education department. I hope you enjoyed it. I was very proud as to the level of respect you showed to our hosts and how well you followed directions. Très bien!
We'll start back in with our unit tomorrow. No intérro, no homework. :)
We'll start back in with our unit tomorrow. No intérro, no homework. :)
le 19 février: Today we did our intérro:
We then took up the homework by listening to me model it, then you chose a partner and talked about whether this person or that person was wearing an article of clothing (the answer was always no).
I then started a chart entitled "Qu'est-ce qu'on porte?" (what does one wear?). We got as far as "...au bureau (pour les hommes)" and the bell rang. We'll continue on tomorrow.
Homework: Translate the following:
1. Are you wearing a hoodie? No, I'm taking off the hoodie, and I'm putting on a pullover.
2. Is she wearing a tshirt? No, she's taking off the tshirt and putting on a jacket.
3. Is he waring sandals? No, he's taking off the sandals and putting on shoes.
4. Am I wearing socks? No, I'm taking off the socks and putting on jeans.
5. Are we wearing caps? No, we're taking off the caps and putting on shorts.
Intérro: porter, enlever, mettre for all conjugations and all the clothing we've done so far, and including negatives. :)
- She’s taking off her shoes. Elle enlève des chaussures.
- He’s wearing shorts. Il porte un short.
- I’m putting on a pull-over. Je mets un pull.
- You’re taking off a tshirt. Tu enlèves un t-shirt.
- She’s wearing some sandals. Elle porte des sandales.
- He’s putting on some socks. Il met des chaussettes.
- You’re wearing some jeans. Tu portes un jean.
- I’m taking off a jacket. J’enlève une veste.
We then took up the homework by listening to me model it, then you chose a partner and talked about whether this person or that person was wearing an article of clothing (the answer was always no).
I then started a chart entitled "Qu'est-ce qu'on porte?" (what does one wear?). We got as far as "...au bureau (pour les hommes)" and the bell rang. We'll continue on tomorrow.
Homework: Translate the following:
1. Are you wearing a hoodie? No, I'm taking off the hoodie, and I'm putting on a pullover.
2. Is she wearing a tshirt? No, she's taking off the tshirt and putting on a jacket.
3. Is he waring sandals? No, he's taking off the sandals and putting on shoes.
4. Am I wearing socks? No, I'm taking off the socks and putting on jeans.
5. Are we wearing caps? No, we're taking off the caps and putting on shorts.
Intérro: porter, enlever, mettre for all conjugations and all the clothing we've done so far, and including negatives. :)
le 18 février: Welcome back from your loong weekend! Today I gave you your marks, and you wrote a self-evaluation and looked at your portfolios. We then reviewed our three verbs, porter, enlever, and mettre, and I added three more items of clothing: un jean, une veste (a suit jacket), and des chaussettes (socks). We played a game (for big points!) of Simon Aveugle (Blind Simon); congratulations Chammmpions!
We then went over how to put sentences into the negative:
We then went over how to put sentences into the negative:
Remember that after the negative, you can't use un, une, du, de la, des, or de l'. You have to replace them with DE (or d', if the next word begins with a vowel or a vowel sound).
Homework: Write 8 questions, each with a different subject pronoun, asking if someone is putting on, wearing, or taking off a piece of clothing, and answering each question in the negative (see the board in the picture above for more clarification).
Intérro: enlever, porter mettre in the je, tu, il, and elle forms, for all of the clothing we've done so far from the first page of the booklet, including the new clothing mentioned above (jeans, socks, jacket). :)
Homework: Write 8 questions, each with a different subject pronoun, asking if someone is putting on, wearing, or taking off a piece of clothing, and answering each question in the negative (see the board in the picture above for more clarification).
Intérro: enlever, porter mettre in the je, tu, il, and elle forms, for all of the clothing we've done so far from the first page of the booklet, including the new clothing mentioned above (jeans, socks, jacket). :)
le 12 février: Well, now that that the weekend is over and we've done our projects and test, it's time to update the webpage again. Today we started our new unit, "Les Vêtements" (clothing). I told you that the project for this unit, the fashion show, is due on MARCH 10. You need to get yourself into groups of 2-6 (no less, no more, please). EVERYONE MUST BE IN A GROUP; THERE IS NO OPTION TO NOT BE IN A GROUP. Our test will be on MARCH 10, and I made it very clear that you need to have the project and the test completed by the time I go home on March 10. I won't be allowing any work to be done on March 12 (make-up day), so if you're not going to be in class on either March 10, you need to have your project and test completed before that time. .
Here's what we learned today:
Here's what we learned today:
I gave out a little booklet with some vocab; we'll begin with that. We learned:
-un short - shorts
-un pull - a pullover sweater
-un t-shirt - a tshirt
-des sandales - some sandals
-des chaussures - some shoes
-une casquette - a cap (like a golf cap, baseball cap, etc)
-un hoodie - a hoodie
We practiced saying that GZ wore something, put something on, took something off, plus some negatives.
Homework: no homework
Intérro: no intérro. Faites un bonne vacance!
-un short - shorts
-un pull - a pullover sweater
-un t-shirt - a tshirt
-des sandales - some sandals
-des chaussures - some shoes
-une casquette - a cap (like a golf cap, baseball cap, etc)
-un hoodie - a hoodie
We practiced saying that GZ wore something, put something on, took something off, plus some negatives.
Homework: no homework
Intérro: no intérro. Faites un bonne vacance!
le 7 février: Today we skipped class and either went to the b-ball game or worked in the multi. Those who worked with me (and any other kids I rounded up in the multi) got ice cream cones. Yum! Don't forget that your project is due on MONDAY. If you come in and do your project before school (between 8:00am and 8:20am, I have to go to All Native for 8:30), your team gets 10 bonus points. If you come in at lunch and do the project, your team gets 10 bonus points. If you go on Monday during class, 10 bonus points. If you come in after school and do your project, 10 bonus points. I guess it's obvious I'd love to see all the projects done on Monday! We'll do our best. :)
le 6 février: Today we went over a sample project (which I did orally) and I gave you a sheet outlining what you can expect for your test on Tuesday. I also let you know that if you come in before school on Monday, or at lunch, or stay after school for a bit to do your project (on Monday), I'll give your team 10 bonus marks. I'm doing this because we have a lot of kids and not a lot of time to do the project.
Homework: Translate the following, then draw the family tree for this little family (only draw the information that's underlined):
Hello, my name is Bob and I live on the unceded territories of the Ts'msyen Nation in Prince Rupert. I'm adabiis (a butterfly). Here is my family tree. I have two sisters, they're twins. Their names are Claire and Mary, and they're 18 years old. I have a brother named Fred, he's 20 years old. I'm 25 years old. I'm the oldest, the twins are the youngest, and Fred is the middle child. Claire has long curly hair and Fred has short wavy hair.
Hand the homework in to me when we take attendance before we go down to the gym for the basketball game. Don't forget, if you don't show me your homework, your team will lose marks. :)
Homework: Translate the following, then draw the family tree for this little family (only draw the information that's underlined):
Hello, my name is Bob and I live on the unceded territories of the Ts'msyen Nation in Prince Rupert. I'm adabiis (a butterfly). Here is my family tree. I have two sisters, they're twins. Their names are Claire and Mary, and they're 18 years old. I have a brother named Fred, he's 20 years old. I'm 25 years old. I'm the oldest, the twins are the youngest, and Fred is the middle child. Claire has long curly hair and Fred has short wavy hair.
Hand the homework in to me when we take attendance before we go down to the gym for the basketball game. Don't forget, if you don't show me your homework, your team will lose marks. :)
le 5 février: We had our intérro:
We then took up the homework by having GZ draw the tree on the board, and you breaking up into groups to work on presenting it at the front of the class. Parts of it was ok, and other parts we still need to work on.
Homework: Keep working on your project, due FEBRUARY 10, and studying for your test on FEBRUARY 11.
Intérro: no intérro. :)
- How old is your cousin (m)? Quel âge a ton cousin?
- My cousin (m) is five years old. Mon cousin a cinq ans.
- How old is your sister? Quel âge a ta soeur?
- My sister is 21 years old. Ma soeur a vingt et un ans.
- How old is your cousin (f)? Quel âge a ta cousine?
- My cousin (f) is nine years old. Ma cousine a neuf ans.
- How old is your brother? Quel âge a ton frère?
- My brother is 29 years old. Mon frère a vingt-neuf ans.
We then took up the homework by having GZ draw the tree on the board, and you breaking up into groups to work on presenting it at the front of the class. Parts of it was ok, and other parts we still need to work on.
Homework: Keep working on your project, due FEBRUARY 10, and studying for your test on FEBRUARY 11.
Intérro: no intérro. :)
le 4 février: Today we had our intérro:
We then went over the homework by drawing the tree on the board (5 extra points for CPR! Yay Bardia!) and reading our paragraphs out to each other.
Homework: See the picture below. Please keep in mind that YOU HAVE TO DRAW A FAMILY TREE AND WRITE A PARAGRAPH. Sorry if I wasn't clear about that.
Intérro: see the age question and numbers in the photo below. I've circled the information. :)
- My sister is thin. Ma soeur est mince.
- My brother is chubby. Mon frère est pôtelé.
- My aunt is curvy. Ma tante est courbée.
- My uncle is well-built. Mon oncle est bien monté.
- My father is tall. Mon père est grand.
- My mother is short. Ma mère est petite.
- My great-grandmother is fat. Mon arrière-grand-mère est grosse.
We then went over the homework by drawing the tree on the board (5 extra points for CPR! Yay Bardia!) and reading our paragraphs out to each other.
Homework: See the picture below. Please keep in mind that YOU HAVE TO DRAW A FAMILY TREE AND WRITE A PARAGRAPH. Sorry if I wasn't clear about that.
Intérro: see the age question and numbers in the photo below. I've circled the information. :)
le 3 février: Today we did our intérro:
We then learned the following vocabulary for describing the body:
- I have blue eyes. J’ai les yeux bleus.
- I don’t have green eyes. Je n’ai pas les yeux verts.
- He has grey eyes. Il a les yeux gris.
- She doesn’t have brown eyes. Elle n’a pas les yeux marron.
- You have hazel eyes. Tu as les yeux noisette.
- He doesn’t have black eyes. Il n’a pas les yeux noirs.
We then learned the following vocabulary for describing the body:
NOTE: If you want to use the être expression above, here are the conjugations of être:
je suis nous sommes
tu es vous êtes
il est ils sont
elle est elles sont
If you want to use the avoir expressions above, here are the conjugations for avoir:
j'ai nous avons
tu as vous avez
il a ils ont
elle a elles ont
Homework: Draw a family tree with the following people in it:
-you (age 14), your brother (age 12) your twin sisters (age 6)
-your mother and father
-your aunt, uncle, boy cousin and two girl cousins
-one set of grandparents
-one set of great-grandparents
Write the following:
-a proper introduction to the family tree
-mention everyone's name
-oldest, middle, youngest
-twins
-use "de" to show possession twice (as in "my grandmother's mother is my great-grandmother")
-use the vocabulary we learned today to describe various body types and sizes in your little family
-talk about your mother's long red curly hair, your father's moustache, and your sister's short wavy blonde hair.
-talk about your brother's hazel eyes and your grandmother's blue eyes
We then did an activity sort of like "Guess Who" to practice our adjectives.
Intérro: Mon père est grand, ma mère est petite, mon frère est pôtelé, ma soeur est mince, mon arrière-grand-mère est grosse, ma tante est courbée, mon oncle est bien monté. :)
je suis nous sommes
tu es vous êtes
il est ils sont
elle est elles sont
If you want to use the avoir expressions above, here are the conjugations for avoir:
j'ai nous avons
tu as vous avez
il a ils ont
elle a elles ont
Homework: Draw a family tree with the following people in it:
-you (age 14), your brother (age 12) your twin sisters (age 6)
-your mother and father
-your aunt, uncle, boy cousin and two girl cousins
-one set of grandparents
-one set of great-grandparents
Write the following:
-a proper introduction to the family tree
-mention everyone's name
-oldest, middle, youngest
-twins
-use "de" to show possession twice (as in "my grandmother's mother is my great-grandmother")
-use the vocabulary we learned today to describe various body types and sizes in your little family
-talk about your mother's long red curly hair, your father's moustache, and your sister's short wavy blonde hair.
-talk about your brother's hazel eyes and your grandmother's blue eyes
We then did an activity sort of like "Guess Who" to practice our adjectives.
Intérro: Mon père est grand, ma mère est petite, mon frère est pôtelé, ma soeur est mince, mon arrière-grand-mère est grosse, ma tante est courbée, mon oncle est bien monté. :)
le 31 janvier: Today we did our intérro:
We then took up the homework from both Thursday and Friday:
Les devoirs de mercredi:
2. I have two sisters-in-law. Their names are Anne and Claire. Anne plays piano and Claire swims. J’ai deux belles-soeurs. Elles s’appellent Anne et Claire. Anne joue du piano et Claire fait de la natation.
3. My husband has a nephew, his name is John. John plays guitar but (mais) he doesn't play the drums. Mon mari a un neveu, il s’appelle Jean. Jean joue de la guitare, mais il ne joue pas de batterie.
4. Here's my sister's niece's daughter (fille). She's the middle child; she's 10 years old. She bowls, and she doesn't watch sports on TV. Voici la fille de la nièce de ma soeur. Elle est la benjamine. Elle a dix ans. Elle fait du bowling, et elle ne regarde pas de sports à la télé.
Les devoirs de jeudi:
1. My brother people-watches. Mon frère flâne. 2. My aunt doesn't knit. Ma tante ne tricote pas.
3. My step-father cooks. Mon demi-père fait la cuisine.
4. I draw. Je dessine.
5. We hike. Nous faisons de la randonée.
6. Amal juggles. Amal jongle.
7. GZ doesn't juggle. GZ ne jongle pas.
8. You (pl) fly kites. Vous faites voler des cerfs-volants.
9. They (f) don't read. Elles ne lisent pas.
10. My husband doesn't sew. Mon mari ne coud pas.
We did eye colours, then we ran out of time:
les yeux
J’ai les yeux verts.
J’ai les yeux bleus.
J’ai les yeux marron.
J’ai les yeux noisette.
J’ai les yeux gris.
J’ai les yeux noirs.
Homework: no homework
Intérro: les yeux verts, bleus, marron, noisette, gris, noirs, using avoir to show that someone has that eye colour for all of the singular conjugations (je, tu, il, elle), plus the negative. Eg:
I have blue eyes.
He has green eyes.
She has hazel eyes.
You don't have black eyes. (tu n'as pas les yeux noirs) :)
- He isn’t people-watching. Il ne flâne pas.
- I’m drawing. Je dessine.
- You’re cooking. Tu fais la cuisine.
- He’s sewing. Il coud.
- You’re reading. Tu lis.
We then took up the homework from both Thursday and Friday:
Les devoirs de mercredi:
- Here's my father's brother's son. He watches Netflix and plays rugby. Voici le fils du frère de mon père. Il regarde Netflix et joue au rugby.
2. I have two sisters-in-law. Their names are Anne and Claire. Anne plays piano and Claire swims. J’ai deux belles-soeurs. Elles s’appellent Anne et Claire. Anne joue du piano et Claire fait de la natation.
3. My husband has a nephew, his name is John. John plays guitar but (mais) he doesn't play the drums. Mon mari a un neveu, il s’appelle Jean. Jean joue de la guitare, mais il ne joue pas de batterie.
4. Here's my sister's niece's daughter (fille). She's the middle child; she's 10 years old. She bowls, and she doesn't watch sports on TV. Voici la fille de la nièce de ma soeur. Elle est la benjamine. Elle a dix ans. Elle fait du bowling, et elle ne regarde pas de sports à la télé.
Les devoirs de jeudi:
1. My brother people-watches. Mon frère flâne. 2. My aunt doesn't knit. Ma tante ne tricote pas.
3. My step-father cooks. Mon demi-père fait la cuisine.
4. I draw. Je dessine.
5. We hike. Nous faisons de la randonée.
6. Amal juggles. Amal jongle.
7. GZ doesn't juggle. GZ ne jongle pas.
8. You (pl) fly kites. Vous faites voler des cerfs-volants.
9. They (f) don't read. Elles ne lisent pas.
10. My husband doesn't sew. Mon mari ne coud pas.
We did eye colours, then we ran out of time:
les yeux
J’ai les yeux verts.
J’ai les yeux bleus.
J’ai les yeux marron.
J’ai les yeux noisette.
J’ai les yeux gris.
J’ai les yeux noirs.
Homework: no homework
Intérro: les yeux verts, bleus, marron, noisette, gris, noirs, using avoir to show that someone has that eye colour for all of the singular conjugations (je, tu, il, elle), plus the negative. Eg:
I have blue eyes.
He has green eyes.
She has hazel eyes.
You don't have black eyes. (tu n'as pas les yeux noirs) :)
le 30 janvier: We did our intérro:
After that, we brainstormed and came up with some additional activities, and conjugated faire, coudre, and lire. Now you're all set to talk about what your family likes to do!
Homework: We'll take up the homework you were to do today, tomorrow. Here's tonight's homework:
Translate the following:
1. My brother people-watches.
2. My aunt doesn't knit.
3. My step-father cooks.
4. I draw.
5. We hike.
6. Amal juggles.
7. GZ doesn't juggle.
8. You (pl) fly kites.
9. They (f) don't read.
10. My husband doesn't sew.
Intérro: coudre, flâner, lire, dessiner, faire la cuisine just for je, tu, il, and elle, in affirmative and in the negative. :)
- He plays basketball. Il joue au basket.
- You (pl) watch videos. Vous regardez des vidéos.
- I play soccer. Je joue au foot.
- She fishes. Elle fait de la pêche.
- We play guitar. Nous jouons de la guitare.
After that, we brainstormed and came up with some additional activities, and conjugated faire, coudre, and lire. Now you're all set to talk about what your family likes to do!
Homework: We'll take up the homework you were to do today, tomorrow. Here's tonight's homework:
Translate the following:
1. My brother people-watches.
2. My aunt doesn't knit.
3. My step-father cooks.
4. I draw.
5. We hike.
6. Amal juggles.
7. GZ doesn't juggle.
8. You (pl) fly kites.
9. They (f) don't read.
10. My husband doesn't sew.
Intérro: coudre, flâner, lire, dessiner, faire la cuisine just for je, tu, il, and elle, in affirmative and in the negative. :)
le 29 janvier: We did our intérro, then we brainstormed on the various activities a family member might do (for our family tree test and project):
This is as far as we got. We'll do more tomorrow.
Homework: Translate the following:
1. Here's my father's brother's son. He watches Netflix and plays rugby.
2. I have two sisters-in-law. Their names are Anne and Claire. Anne plays piano and Claire swims.
3. My husband has a nephew, his name is John. John plays guitar but (mais) he doesn't play the drums.
4. Here's my sister's niece's daughter (fille). She's the middle child; she's 10 years old. She bowls, and she doesn't watch sports on TV.
Intérro: je joue au foot, tu fais de la natation, il joue au basket, elle fait de la pêche, nous jouons de la guitare, vous regardez des vidéos. :)
Homework: Translate the following:
1. Here's my father's brother's son. He watches Netflix and plays rugby.
2. I have two sisters-in-law. Their names are Anne and Claire. Anne plays piano and Claire swims.
3. My husband has a nephew, his name is John. John plays guitar but (mais) he doesn't play the drums.
4. Here's my sister's niece's daughter (fille). She's the middle child; she's 10 years old. She bowls, and she doesn't watch sports on TV.
Intérro: je joue au foot, tu fais de la natation, il joue au basket, elle fait de la pêche, nous jouons de la guitare, vous regardez des vidéos. :)
le 28 janvier: Sorry about the numerous mistakes on the family tree today! I rushed drawing it and made lots of booboos. We'll do our best with that tomorrow.
We had our intérro:
We had our intérro:
Then we took up the homework:
1. J'ai un demi-frère; Il s'appelle Steve.
2. Le père de ma demi-soeur s'appelle Pierre.
3. Je m'appelle Claire.
4. Tu t'appelles Fred.
5. Le mari de la soeur de ma mère s'appelle Jean. Il est mort.
6. Mon frère est le cadet; il s'appelle Bob.
We then did that HORRIFIC family tree that had 3-4 mistakes in it (ugh). I accidentally left off my sister's kids and their kids, so you can't do questions 5 or 9. The rest should be ok, though.
Oh, and I was disappointed not to give a prize away today! See yesterday's webpage entry to see how you could have won one.
Homework: finish the family tree. And also tell me what people are not mentioned in the questions.
Intérro: mes belles-soeurs, mes neveux, je n'ai pas de frères, and use of the following family members with "de" to show relationships: le frère, la soeur, la mère, le père, le grand-père, la grand-mère. :)
1. J'ai un demi-frère; Il s'appelle Steve.
2. Le père de ma demi-soeur s'appelle Pierre.
3. Je m'appelle Claire.
4. Tu t'appelles Fred.
5. Le mari de la soeur de ma mère s'appelle Jean. Il est mort.
6. Mon frère est le cadet; il s'appelle Bob.
We then did that HORRIFIC family tree that had 3-4 mistakes in it (ugh). I accidentally left off my sister's kids and their kids, so you can't do questions 5 or 9. The rest should be ok, though.
Oh, and I was disappointed not to give a prize away today! See yesterday's webpage entry to see how you could have won one.
Homework: finish the family tree. And also tell me what people are not mentioned in the questions.
Intérro: mes belles-soeurs, mes neveux, je n'ai pas de frères, and use of the following family members with "de" to show relationships: le frère, la soeur, la mère, le père, le grand-père, la grand-mère. :)
le 27 janvier: Today we took up Thursday's homework by having you go around the classroom and draw out the family trees that your friends had described on paper. Congratulations, Masoom! I then drew a tree on the board and we saw how many sentences we could write about it. The first person to come in and say mon père s'est remarié between the first and second bells before fifth period gets a prize. You did a really good job with that:
After that, I taught you how to conjugate the verb "s'appeller" (to call oneself). You use it when you're indicating what your name is: Je m'appelle GZ = My name is GZ. See the left-hand side of the board above for the conjugation.
Homework: Translate the following:
1. I have a half brother, his name is Steve.
2. My step-sister's dad's name is Pierre.
3. My name is Claire.
4. Your name is Fred.
5. My mother's sister's husband's name is John. He's dead.
6. My brother is the youngest; his name is Bob.
Intérro: the "je, tu, il, elle" conjugations of s'appeler, voici ma famille recomposée, mon père s'est remarié, j'ai une soeur adoptive, j'ai une jumelle. :)
Homework: Translate the following:
1. I have a half brother, his name is Steve.
2. My step-sister's dad's name is Pierre.
3. My name is Claire.
4. Your name is Fred.
5. My mother's sister's husband's name is John. He's dead.
6. My brother is the youngest; his name is Bob.
Intérro: the "je, tu, il, elle" conjugations of s'appeler, voici ma famille recomposée, mon père s'est remarié, j'ai une soeur adoptive, j'ai une jumelle. :)
le 24 janvier: We decided to go watch the Rainmakers today. Faites un bon weekend!
Homework: no homework
Intérro: no intérro :)
Homework: no homework
Intérro: no intérro :)
le 23 janvier: We had our intérro, then took up the homework.
Homework: Write four descriptions of a family member, describing their hair, in five squares (see the example below). We'll cut out the squares tomorrow and do an activity with them.
Intérro: no intérro. :)
Homework: Write four descriptions of a family member, describing their hair, in five squares (see the example below). We'll cut out the squares tomorrow and do an activity with them.
Intérro: no intérro. :)
le 22 janvier: Today we had our intérro:
then took up the homework by putting the family tree on the board and playing a game whereby we had to throw a ball to each other and say a sentence about the family. We got through quite a bit.
I then gave you some information about hair colour so that we could begin describing our family members, and ourselves:
I then gave you some information about hair colour so that we could begin describing our family members, and ourselves:
You can see how to put the adjectives into sentences on the right hand side of the board in the picture above.
Homework: think of five imaginary people, and write three things each about their hair (colour, length, texture). Don't repeat any adjectives until you've used up all nine we learned today.
Intérro: elle est blonde, il est blond, il est roux, elle est rousse, il est brun, elle est brune, il a les cheveux longs, elle a les cheveux courts, il a les cheveux bouclés, elle a les cheveux ondulés. :)
Homework: think of five imaginary people, and write three things each about their hair (colour, length, texture). Don't repeat any adjectives until you've used up all nine we learned today.
Intérro: elle est blonde, il est blond, il est roux, elle est rousse, il est brun, elle est brune, il a les cheveux longs, elle a les cheveux courts, il a les cheveux bouclés, elle a les cheveux ondulés. :)
le 21 janvier: Today we had our intérro, the took up the homework. It was fun to put together the family tree based on the description. You all agreed that it would make a cool little puzzle on a test, either to have the description and you draw the tree, or you have the tree and draw the description.
We then worked on a list of vocabulary to describe a blended family, twins, adoptive families, foster families, only children, etc. Some of the work we did was on the board:
We then worked on a list of vocabulary to describe a blended family, twins, adoptive families, foster families, only children, etc. Some of the work we did was on the board:
Other vocab work we did was oral, so if you were away today, please make sure that you get the notes.
Homework: Write as much as you can about the family tree above. Make sure you mention mom. dad, step-mom, step-dad, brothers, sisters, step-brothers and sisters, blended family, divorced, oldest, middle, youngest, twins, and remarriage.
Intérro: ils sont divorcés, elle se sont remariée, une famille d'accueil, l'aîné, le benjamin, le cadet, mon demi-frère, ma demi-soeur. :)
le 20 janvier: Today we had our intérro, then took up the homework:
Good job on that homework, people! We were going to start in on some more vocabulary, but we ran out of time.
Homework: Draw out the family tree that's described in the paragraph below:
"Bonjour, je m'appelle Marie. J'ai un mari, une soeur, un frère, et deux fils. Le mari de ma soeur est mon beau-frère. La femme de mon frère et ma belle-fille. J'ai une belle-mère et un beau-père. J'ai deux grand-mères et deux grand-pères. Je n'ai pas d'arrière-grands-parents."
Intérro: mon oncle, ma tante, ma nièce, mon neveu, ma fille, mon fils. :)
Homework: Draw out the family tree that's described in the paragraph below:
"Bonjour, je m'appelle Marie. J'ai un mari, une soeur, un frère, et deux fils. Le mari de ma soeur est mon beau-frère. La femme de mon frère et ma belle-fille. J'ai une belle-mère et un beau-père. J'ai deux grand-mères et deux grand-pères. Je n'ai pas d'arrière-grands-parents."
Intérro: mon oncle, ma tante, ma nièce, mon neveu, ma fille, mon fils. :)
le 17 janvier: We had our intérro today, then I gave you quite a bit of family tree vocabulary, including how to ask how many people are in the family tree:
Thenm I drew a new tree and put on great-great grandparents and generations on down:
This sure is a lot of vocabulary all at once, so we need to take some time to practice it. See the picture below for the weekend homework:
Homework: Take a look at the small family tree below, and starting with the point of view of the woman coloured in black at the top of the tree, write down her relationships (I started you off with "mon mari" and "mon arrière-petit-neveu"). Then, with a different coloured pen (or a pencil), add to the tree by writing down the relationships of the boy coloured in blue. So for each person in the tree, you'll have two relationships written beside them: one as they relate to the woman in black, and one as they relate to the boy in blue.
Intérro: mon arrière-grand-mère, mes arrière-petits-enfants, ma petite-fille, mon petit-garçon, ma cousine, mon cousin, ma grand-mere, mes grands-mères. :)
Homework: Take a look at the small family tree below, and starting with the point of view of the woman coloured in black at the top of the tree, write down her relationships (I started you off with "mon mari" and "mon arrière-petit-neveu"). Then, with a different coloured pen (or a pencil), add to the tree by writing down the relationships of the boy coloured in blue. So for each person in the tree, you'll have two relationships written beside them: one as they relate to the woman in black, and one as they relate to the boy in blue.
Intérro: mon arrière-grand-mère, mes arrière-petits-enfants, ma petite-fille, mon petit-garçon, ma cousine, mon cousin, ma grand-mere, mes grands-mères. :)
le 16 janvier: We had a wonderful class today; I put a family tree up on the board and we practiced saying our introduction and identifying all of the people:
Homework: Please fill in the answers to the following questions, according to the model:
Model: Le frère de ma soeur et mon frère
1. La mère de mon mari est ma ___________________.
2. Le père de ma femme est mon _________________.
3. La soeur de mon mari est ma __________________.
4. Le frère de ma femme est mon _________________.
5. Le mari de ma tante est mon __________________.
6. La femme de mon oncle est ma ________________.
7. Le fils de mon mari est mon ___________________.
Intérro: mon beau-frère, mes fils, ma femme, ma belle-soeur, ma belle-mère, mon beau-père. voici. :)
Model: Le frère de ma soeur et mon frère
1. La mère de mon mari est ma ___________________.
2. Le père de ma femme est mon _________________.
3. La soeur de mon mari est ma __________________.
4. Le frère de ma femme est mon _________________.
5. Le mari de ma tante est mon __________________.
6. La femme de mon oncle est ma ________________.
7. Le fils de mon mari est mon ___________________.
Intérro: mon beau-frère, mes fils, ma femme, ma belle-soeur, ma belle-mère, mon beau-père. voici. :)
le 15 janvier: Sorry for the late webpage update; I had a staff meeting after school and forgot to update my afternoon classes. Today we had our intérro:
We then went over what all the lines on the family tree mean: heart-to-heart is marriage, head-to-head is related by blood. I also showed you that if you draw a lightening bolt through a marriage line, it means that the couple is divorced.
We also learned how to say, "Je suis adabiis, (le papillon)." I'm adabiis (butterfly), which is the non-Indigenous clan made just for us non-Indigenous peeps. :)
Homework: no homework
Intérro: no intérro.
- My family tree. Mon arbre généalogique.
- My father. Mon père
- My mother. Ma mère
- My sister. Ma soeur.
- My brother. Mon frère
- My uncle. Mon oncle
- My aunt. Ma tante
- My son. Mon fils
We then went over what all the lines on the family tree mean: heart-to-heart is marriage, head-to-head is related by blood. I also showed you that if you draw a lightening bolt through a marriage line, it means that the couple is divorced.
We also learned how to say, "Je suis adabiis, (le papillon)." I'm adabiis (butterfly), which is the non-Indigenous clan made just for us non-Indigenous peeps. :)
Homework: no homework
Intérro: no intérro.
le 14 janvier: Would you believe that our Adam and Vanessa are the new faces of the Fitness Centre in Richmond? Check out this pic!
We started our new unit today, "La Famille". A student suggested to me earlier that we not have a family tree as the project, so I asked you want you wanted to do for the project, and most of you said family tree. lol The third student who comes into my class before the second bell in block five and says j'habite sur les territoires non-cédés de la nation Ts'msyen will get a prize. As we get further along in the unit, you can decide how you would like to show your learning, we don't have to decide now.
I then started the introduction for the family tree:
"Bonjour, je m'appelle GZ, et j'habite sur les territoires non-cédés de la nation Ts'msyen à Prince Rupert. Voici mon arbre généalogique." I then wrote out some descriptive sentences, which we'll work on throughout the unit:
I then started the introduction for the family tree:
"Bonjour, je m'appelle GZ, et j'habite sur les territoires non-cédés de la nation Ts'msyen à Prince Rupert. Voici mon arbre généalogique." I then wrote out some descriptive sentences, which we'll work on throughout the unit:
We won't give a lengthy description of every family member on our family tree, as you won't have time in your presentation to do that. As well, although you can include all of your family on the family tree for the project, you'll only talk about some of them, as you won't have time to talk about an endless number of people. For example, if I have 10 cousins, I'm not giving a ton of information about each, especially if the information is repetitive (they all have brown hair, for example). In my case, I have family all over Canada, plus Ben's wife's family, plus Vanessa's family over in Haida Gwaii; I wouldn't have time to talk about each one of them, there are like 50 all in. So I'll pick and choose which relatives I talk about, making sure I make very good use of all the different vocabulary I've been taught.
I then drew out a small family tree:
I then drew out a small family tree:
Homework: create a family tree (it can be imaginary), labelling yourself in the tree, and using the vocabulary mon frère, ma soeur, ma tante, mon oncle, ma mère, mon père, mon mari, mon fils. Make sure you write out the introduction at the top of the tree.
Intérro: mon arbre généalogique, mon frère, ma soeur, ma tante, mon oncle, ma mère, mon père, mon mari, mon fils. :)
Intérro: mon arbre généalogique, mon frère, ma soeur, ma tante, mon oncle, ma mère, mon père, mon mari, mon fils. :)
le 13 janvier: Test day. Don't forget that some of you are coming in after school today to do your presentations, and some of you are coming in tomorrow during flex. :)
le 10 janvier: We had some of our restaurant sketches today; some of us were missing part of our group and will go on Monday. We played games until the bell! Faites un bon weekend! :)
le 9 janvier: Today we had our intérro:
We wrote out an auto-évaluation, then I gave you the rest of the block to work on your skits, which are due tomorrow. Bon chance!
I also gave you a sample test for you to practice on a couple of days ago. You all did your best to get it done, and I appreciate it. Here are some suggested answers:
Partie A:
1. Comme entrée, il y a une salade verte, une salade césar, une salade grèque, des escargots, des gougères.
2. Comme dessert, il y a une glace à la vanille, une glace au chocolat, une glace au café, un gâteau au chocolat, une crème brûlée, des meringues, et les macarons.
3. Comme sandwich, il y a un sandwich au jambon, un sandwich au fromage, et un sandwich au pâté.
4. Comme plat principal, il y a un croissant, un croque monsieur, une croque madame, un hot dog, un hamburger, le spaghetti, le poisson frites, le steak frites, et le macaroni au fromage et le bacon.
Partie B:
1. Je voudrais un sandwich.
2. Je ne prends pas de sandwich.
3. Est-ce que tu prends des sandwiches?
4. Je vais prendre des sandwiches.
5. J'ai faim!
6. Est-ce que tu as faim?
7. Non, je n'ai pas faim, j'ai soif.
8. Je ne vais pas prendre de café.
9. Est-ce que tu va prendre des bières en bouteille?
Partie C:
Claire: J'ai faim. Est-ce que tu as faim?
Moi: Oui, j'ai faim! Je veux manger!
Claire: Tu veux manger au restaurant?
Moi: Oui, je téléphone pour une réservation.
Pierre: Bonjour, Chez Pierre!
Moi: Je voudrais une réservation pour ce soir pour le dîner pour deux personnes.
Pierre: À quelle heure?
Moi: À six heures.
Pierre: Au nom de...?
Moi: Au nom de GeeeeeeeeZedddddddd
Pierre: Très bien. Merci!
Moi: Merci!
I think that in order to keep things straightforward, I'll give you some sentences to translate for Partie C rather than have you come up with the script yourself. Good luck tomorrow! :)
- We have some cheesy puff pastries. nous avons des gougères.
- There’s a grilled cheese sandwich… Il y a un croque monsieur…
- …macaroni with cheese and bacon... le macaroni au fromage et bacon…
- …little egg white cookies… les meringues
- …vanilla custard with a hard sugary top… la crème brûlée…
- … chocolate cake. le gâteau au chocolat.
- The bill, please. l’addition, s.v.p.
We wrote out an auto-évaluation, then I gave you the rest of the block to work on your skits, which are due tomorrow. Bon chance!
I also gave you a sample test for you to practice on a couple of days ago. You all did your best to get it done, and I appreciate it. Here are some suggested answers:
Partie A:
1. Comme entrée, il y a une salade verte, une salade césar, une salade grèque, des escargots, des gougères.
2. Comme dessert, il y a une glace à la vanille, une glace au chocolat, une glace au café, un gâteau au chocolat, une crème brûlée, des meringues, et les macarons.
3. Comme sandwich, il y a un sandwich au jambon, un sandwich au fromage, et un sandwich au pâté.
4. Comme plat principal, il y a un croissant, un croque monsieur, une croque madame, un hot dog, un hamburger, le spaghetti, le poisson frites, le steak frites, et le macaroni au fromage et le bacon.
Partie B:
1. Je voudrais un sandwich.
2. Je ne prends pas de sandwich.
3. Est-ce que tu prends des sandwiches?
4. Je vais prendre des sandwiches.
5. J'ai faim!
6. Est-ce que tu as faim?
7. Non, je n'ai pas faim, j'ai soif.
8. Je ne vais pas prendre de café.
9. Est-ce que tu va prendre des bières en bouteille?
Partie C:
Claire: J'ai faim. Est-ce que tu as faim?
Moi: Oui, j'ai faim! Je veux manger!
Claire: Tu veux manger au restaurant?
Moi: Oui, je téléphone pour une réservation.
Pierre: Bonjour, Chez Pierre!
Moi: Je voudrais une réservation pour ce soir pour le dîner pour deux personnes.
Pierre: À quelle heure?
Moi: À six heures.
Pierre: Au nom de...?
Moi: Au nom de GeeeeeeeeZedddddddd
Pierre: Très bien. Merci!
Moi: Merci!
I think that in order to keep things straightforward, I'll give you some sentences to translate for Partie C rather than have you come up with the script yourself. Good luck tomorrow! :)
le 8 janvier: We had our intérro:
Homework: Continue the translation which you started Monday and yesterday. When you're asking about the appetizers, main dishes, and desserts, just have the waiter mention three of each rather than every single food item we've done. Have GZ and Zimm order something, have the waiter tell them there isn't any more, you know the drill. The third person who comes into my classroom during the break and says "Je voudrais une bière en bouteille" gets a fancy prize. Also, translate the last 6 lines on the back of your vocab sheet (about the bill). AS WELL, if you want me to give you then answers to the practice test, please have it completed for tomorrow.
Intérro: il y a, nous avons, un croque monsieur, des gougères, le macaroni au fromage et bacon, les meringues, la crème brûlée, le gâteau au chocolat, l'addition, s.v.p, je ne paye pas. :)
- What desserts do you have? Qu’est-ce que vous avez comme dessert?
- I would like a menu, please. Je voudrais un ménu, s.v.p.
- Something to eat, something to drink? Quelque chose à manger, quelque chose à boire?
- Sorry, there isn’t any more. Désolé, il n’y en a plus.
- What drinks do you have? Qu’est-ce que vous avez comme boisson?
- What appies do you have? Qu’est-ce que vous avez comme entrée?
- What main courses do you have? Qu’est-ce que vous avez comme plat principal?
Homework: Continue the translation which you started Monday and yesterday. When you're asking about the appetizers, main dishes, and desserts, just have the waiter mention three of each rather than every single food item we've done. Have GZ and Zimm order something, have the waiter tell them there isn't any more, you know the drill. The third person who comes into my classroom during the break and says "Je voudrais une bière en bouteille" gets a fancy prize. Also, translate the last 6 lines on the back of your vocab sheet (about the bill). AS WELL, if you want me to give you then answers to the practice test, please have it completed for tomorrow.
Intérro: il y a, nous avons, un croque monsieur, des gougères, le macaroni au fromage et bacon, les meringues, la crème brûlée, le gâteau au chocolat, l'addition, s.v.p, je ne paye pas. :)
le 7 janvier: Today we did our intérro:
...then we took up our homework by pairing up and presenting in front of the class. It was good practice for our presentations!
Homework: Keep working on your presentations, and please continue translating the "au restaurant" vocabulary in the chart: go from "I'm hungry, Zimm!" to Pierre's line "Very good".
Intérro: je voudrais un ménu, s.v.p., Quelque chose à manger, quelque chose à boire?, qu'est-ce que vous avez comme boisson? Désolé, il n'y en a plus, plat principal, entrée, dessert. :)
- No problem! Pas de problème!
- I have a reservation under the name of Zimm. J’ai une réservation au nom de Zimm.
- I would like a reservation for two people. Je voudrais une réservation pour deux personnes.
- I’d like a table near to the window. Je voudrais une table près de la fenêtre.
- I’m phoning for a reservation. Je téléphone pour une réservation.
...then we took up our homework by pairing up and presenting in front of the class. It was good practice for our presentations!
Homework: Keep working on your presentations, and please continue translating the "au restaurant" vocabulary in the chart: go from "I'm hungry, Zimm!" to Pierre's line "Very good".
Intérro: je voudrais un ménu, s.v.p., Quelque chose à manger, quelque chose à boire?, qu'est-ce que vous avez comme boisson? Désolé, il n'y en a plus, plat principal, entrée, dessert. :)
le 6 janvier: Welcome to 2020! Today we talked about our project (DUE THIS FRIDAY, JANUARY 10) and our test (MONDAY JANUARY 13), and I gave you a practice test. Please try to have that test done by Wednesday.
I then gave you a conversation sheet which has all of our vocabulary on it and gave you 15 minutes to start working on it in class. After that, I told you that you could work on your skits, but most of you kept working on your vocab sheet.
Homework: finish up all of the vocab sheet from "Zimm, I'm hungry" to "No problem!". As well, please start working on your practice test, which is due on Wednesday.
Intérro: I'm phoning for a reservation, I'd like a reservation for two people, I have a reservation under the name of Zimm, I'd like a table near to the window, no problem.
Oh and by the way, here's the notes from before Christmas about phoning for a reservation, and ordering dessert (it's in English first, then French):
Waiter: Hello!
Customer: Hello!
Waiter: Do you have a reservation?
Customer: Yes, for six o'clock.
Waiter: Under the name of...?
Customer: Under the name "Zimmerman".
Waiter: Very good. Follow me, please.
Customer: Oh, I would like a table close to the window.
Waiter: Sorry, there aren't any more.
Customer: Oh, ok.
Waiter: A menu, sir?
Customer: Yes, I would like a menu.
Waiter: There aren't any more.
Customer: No problem. Ok, what desserts do you have?
Waiter: We have macarons, vanilla ice cream, chocolate ice cream, cheese ice cream, and ham ice cream.
Customer: Ham ice cream??!
Waiter: Yes, ham ice cream.
Customer: Ok, I'll take ham ice cream.
Waiter: Oh, there isn't any more.
Customer: I'm not paying! Goodbye!
Bonjour!
Bonjour!
Est-ce que vous avez une réservation?
Oui, à six heures.
Au nom de….?
Au nom de Zimmerman.
Très bien. Suivez-moi, s.v.p.
Oh, je voudrais une table près de la fenêtre.
Désolé, il n’y en a plus.
Oh, ok. (d’accord)
Un ménu, monsieur?
Oui, je voudrais un ménu.
Il n’y en a plus.
Pas de problème. D’accord, qu’est-ce que vous avez comme dessert?
Nous avons des macarons, la glace à la vanille, la glace au chocolat, la glace au fromage, et la glace au jambon.
La glace au jambon??!!
Oui, la glace au jambon.
D’accord, je prends la glace au jambon.
Oh, il n’y en a plus.
Je ne paye pas! Au revoir!
I then gave you a conversation sheet which has all of our vocabulary on it and gave you 15 minutes to start working on it in class. After that, I told you that you could work on your skits, but most of you kept working on your vocab sheet.
Homework: finish up all of the vocab sheet from "Zimm, I'm hungry" to "No problem!". As well, please start working on your practice test, which is due on Wednesday.
Intérro: I'm phoning for a reservation, I'd like a reservation for two people, I have a reservation under the name of Zimm, I'd like a table near to the window, no problem.
Oh and by the way, here's the notes from before Christmas about phoning for a reservation, and ordering dessert (it's in English first, then French):
Waiter: Hello!
Customer: Hello!
Waiter: Do you have a reservation?
Customer: Yes, for six o'clock.
Waiter: Under the name of...?
Customer: Under the name "Zimmerman".
Waiter: Very good. Follow me, please.
Customer: Oh, I would like a table close to the window.
Waiter: Sorry, there aren't any more.
Customer: Oh, ok.
Waiter: A menu, sir?
Customer: Yes, I would like a menu.
Waiter: There aren't any more.
Customer: No problem. Ok, what desserts do you have?
Waiter: We have macarons, vanilla ice cream, chocolate ice cream, cheese ice cream, and ham ice cream.
Customer: Ham ice cream??!
Waiter: Yes, ham ice cream.
Customer: Ok, I'll take ham ice cream.
Waiter: Oh, there isn't any more.
Customer: I'm not paying! Goodbye!
Bonjour!
Bonjour!
Est-ce que vous avez une réservation?
Oui, à six heures.
Au nom de….?
Au nom de Zimmerman.
Très bien. Suivez-moi, s.v.p.
Oh, je voudrais une table près de la fenêtre.
Désolé, il n’y en a plus.
Oh, ok. (d’accord)
Un ménu, monsieur?
Oui, je voudrais un ménu.
Il n’y en a plus.
Pas de problème. D’accord, qu’est-ce que vous avez comme dessert?
Nous avons des macarons, la glace à la vanille, la glace au chocolat, la glace au fromage, et la glace au jambon.
La glace au jambon??!!
Oui, la glace au jambon.
D’accord, je prends la glace au jambon.
Oh, il n’y en a plus.
Je ne paye pas! Au revoir!
le 17 déc: I'm glad to be back! We had a great class today, doing a couple of presentations left over from yesterday, then learning a bit of new vocab:
We also learned "Je voudrais un ménu, s.v.p" I would like a menu, please), and different strategies you can use to make the skit funny or logical with all that vocabulary. Inbetween first and second bell tomorrow (for block 5), I'll give a prize to the second person who says il n'en a plus to me. Many points were earned today!
Homework: Translate the following into French:
Waiter: Hello!
Customer: Hello!
Waiter: Do you have a reservation?
Customer: Yes, for six o'clock.
Waiter: Under the name of...?
Customer: Under the name "Zimmerman".
Waiter: Very good. Follow me, please.
Customer: Oh, I would like a table close to the window.
Waiter: Sorry, there aren't any more.
Customer: Oh, ok.
Waiter: A menu, sir?
Customer: Yes, I would like a menu.
Waiter: There aren't any more.
Customer: No problem. Ok, what desserts do you have?
Waiter: We have macarons, vanilla ice cream, chocolate ice cream, cheese ice cream, and ham ice cream.
Customer: Ham ice cream??!
Waiter: Yes, ham ice cream.
Customer: Ok, I'll take ham ice cream.
Waiter: Oh, there isn't any more.
Customer: I'm not paying! Goodbye!
Intérro: no intérro. :)
Homework: Translate the following into French:
Waiter: Hello!
Customer: Hello!
Waiter: Do you have a reservation?
Customer: Yes, for six o'clock.
Waiter: Under the name of...?
Customer: Under the name "Zimmerman".
Waiter: Very good. Follow me, please.
Customer: Oh, I would like a table close to the window.
Waiter: Sorry, there aren't any more.
Customer: Oh, ok.
Waiter: A menu, sir?
Customer: Yes, I would like a menu.
Waiter: There aren't any more.
Customer: No problem. Ok, what desserts do you have?
Waiter: We have macarons, vanilla ice cream, chocolate ice cream, cheese ice cream, and ham ice cream.
Customer: Ham ice cream??!
Waiter: Yes, ham ice cream.
Customer: Ok, I'll take ham ice cream.
Waiter: Oh, there isn't any more.
Customer: I'm not paying! Goodbye!
Intérro: no intérro. :)
le 12 déc: Today was a lot of fun. We took up the homework as a competition, and two teams tied for first! We then practiced the new vocabulary from yesterday, about wanting to make a reservation for a restaurant. We then played a game of "je passe".
Homework: no homework
Intérro: no intérro. :)
Homework: no homework
Intérro: no intérro. :)
le 11 déc: There was no intérro today, so we got straight into taking up the homework:
la glace – ice cream / the ice cream
de la glace – some ice cream
une glace – an ice cream
du Perrier – some Perrier
un Perrier – a Perrier
We also learned how to say the, some, and a (see the underlined work above).
We then learned how to indicate that you and your friend are hungry and want to go to the restaurant, and how to phone for a reservation:
- GZ is hungry. She would like some vanilla ice cream.
2. Zimm is thirsty. He would like a Perrier.
3. I'm hungry. I would like steak and fries.
4. You (s)'re thirsty. You'd like a coffee with cream.
5. We're hungry. We'd like fish and chips.
6. You're (pl) thirsty. You'd like a coke.
7. They're (m) hungry. They'd like a grilled cheese sandwich.
8. They're (f) thirsty. They'd like a bottled beer.
- GZ a faim. (Elle voudrait) La glace à la vanille, s.v.p. (de la glace à la vanille).
la glace – ice cream / the ice cream
de la glace – some ice cream
une glace – an ice cream
- Zimm a soif. Un Perrier, s.v.p.
du Perrier – some Perrier
un Perrier – a Perrier
- J’ai faim. Je voudrais un steak frites. / du steak frites. / le steak frites
- Tu as soif. Un café crème, s.v.p.
- Nous avons faim. Du poisson frites. / le poisson frites , s.v.p.
- Vous avez soif. Un coke, s.v.p. / des cokes
- Ils ont faim. Un croque-monsieur, s.v.p.
- Elles ont soif. Une bière en bouteille, s.v.p.
We also learned how to say the, some, and a (see the underlined work above).
We then learned how to indicate that you and your friend are hungry and want to go to the restaurant, and how to phone for a reservation:
Here's the translation:
GZ: Zimm, I'm hungry. Are you hungry?
Zimm: Yes, I'm hungry!
GZ: Would you like to go to the restaurant?
Zimm: Yes, I'd love to go to the restaurant! I'm phoning the restaurant for a reservation. ring ring)
Pierre: Hello, Pete's Place.
Zimm: I would like a reservation for dinner tonight, under the name of Zimmerman. And if you are the second person to come to me in the space between the first and second bell before period 5 and say "j'ai faim", I'll give you a prize.
Pierre: For how many people?
Zimm: Two people, please.
Pierre: At what time?
Zimm: Six o'clock.
Pierre: Thanks.
We practiced the conversation a bit, then performed.
Homework: I gave you two sheets of comics which I want you to fill out using as much vocab (not the vocab from today, but all the other stuff we learned in the unit). You must fit all the vocab into the 8 panels; it's a challenge! You'll get points for it if you do it correctly. Here's the file, Bardia. Everyone received two copies of it:
GZ: Zimm, I'm hungry. Are you hungry?
Zimm: Yes, I'm hungry!
GZ: Would you like to go to the restaurant?
Zimm: Yes, I'd love to go to the restaurant! I'm phoning the restaurant for a reservation. ring ring)
Pierre: Hello, Pete's Place.
Zimm: I would like a reservation for dinner tonight, under the name of Zimmerman. And if you are the second person to come to me in the space between the first and second bell before period 5 and say "j'ai faim", I'll give you a prize.
Pierre: For how many people?
Zimm: Two people, please.
Pierre: At what time?
Zimm: Six o'clock.
Pierre: Thanks.
We practiced the conversation a bit, then performed.
Homework: I gave you two sheets of comics which I want you to fill out using as much vocab (not the vocab from today, but all the other stuff we learned in the unit). You must fit all the vocab into the 8 panels; it's a challenge! You'll get points for it if you do it correctly. Here's the file, Bardia. Everyone received two copies of it:
| cartoon.docx |
Intérro: no intérro. :)
le 10 déc: Today we had our intérro:
That took a long time! When we were finished, we took the last 10 minutes of class to talk about our Christmas party on December 20. We decided that everyone would write down what they're bringing for food/drink, and that we'd have a Santa swap (bring in a gift with no tag by December 19 and give it to me without anyone else seeing), and for activities we will play music, do our thing, and play games if we have time.
Homework: Have yesterday's homework ready to take up tomorrow.
Intérro: no intérro, thanks to Brock! :)
- You’re hungry. Some macarons, please. Tu as faim. Des macarons, s.v.p.
- He’s thirsty. An Orangina, please. Il a soif. Un Orangina, s.v.p.
- I’m hungry. Some macaroni and cheese with bacon, please. J’ai faim. Le / Du macaroni au fromage et bacon, s.v.p.
- She’s thirsty. A coffee with cream, please. Elle a soif. Un café crème, s.v.p.
- He’s hungry. Some puff pastries, please. Il a faim. Des pâtes choux, s.v.p.
- You’re thirsty. A bottle of beer, please. Tu as soif. Une bière en bouteille, s.v.p.
That took a long time! When we were finished, we took the last 10 minutes of class to talk about our Christmas party on December 20. We decided that everyone would write down what they're bringing for food/drink, and that we'd have a Santa swap (bring in a gift with no tag by December 19 and give it to me without anyone else seeing), and for activities we will play music, do our thing, and play games if we have time.
Homework: Have yesterday's homework ready to take up tomorrow.
Intérro: no intérro, thanks to Brock! :)
le 9 déc: Today we had our dessert treats, but not before we learned all about how to say "I'm hungry" and "I'm thirsty":
Remember, you don't change "faim" and "soif"; they're not verbs, they're nouns.
In order to earn your macarons, meringues, and pâtes choux, you needed to write a little skit and perform it. It went like this:
Serveur: Bonjour, vous désirez?
Patron: J'ai faim! Qu'est-ce que vous avez comme dessert?
Serveur: Pour dessert, il y a des macarons, des pâtes choux, et des meringues.
Patron: Je voudrais des meringues, s'il vous plaît.
(if you want to be really tricky, you could end the conversation like this...)
Patron: Oh désolé, il n'en a plus.
Homework: Translate the following:
1. GZ is hungry. She would like some vanilla ice cream.
2. Zimm is thirsty. He would like a Perrier.
3. I'm hungry. I would like steak and fries.
4. You (s)'re thirsty. You'd like a coffee with cream.
5. We're hungry. We'd like fish and chips.
6. You're (pl) thirsty. You'd like a coke.
7. They're (m) hungry. They'd like a grilled cheese sandwich.
8. They're (f) thirsty. They'd like a bottled beer.
Intérro: I'm hungry, I'm thirsty, you're hungry (singular), you're thirsty (singular), he's hungry, she's hungry, he's thirsty, she's thirsty, des mararons, des meringues, des pâtes choux, macaroni and cheese with bacon, a tea, an Orangina, a coffee with cream, a bottle of beer. :)
In order to earn your macarons, meringues, and pâtes choux, you needed to write a little skit and perform it. It went like this:
Serveur: Bonjour, vous désirez?
Patron: J'ai faim! Qu'est-ce que vous avez comme dessert?
Serveur: Pour dessert, il y a des macarons, des pâtes choux, et des meringues.
Patron: Je voudrais des meringues, s'il vous plaît.
(if you want to be really tricky, you could end the conversation like this...)
Patron: Oh désolé, il n'en a plus.
Homework: Translate the following:
1. GZ is hungry. She would like some vanilla ice cream.
2. Zimm is thirsty. He would like a Perrier.
3. I'm hungry. I would like steak and fries.
4. You (s)'re thirsty. You'd like a coffee with cream.
5. We're hungry. We'd like fish and chips.
6. You're (pl) thirsty. You'd like a coke.
7. They're (m) hungry. They'd like a grilled cheese sandwich.
8. They're (f) thirsty. They'd like a bottled beer.
Intérro: I'm hungry, I'm thirsty, you're hungry (singular), you're thirsty (singular), he's hungry, she's hungry, he's thirsty, she's thirsty, des mararons, des meringues, des pâtes choux, macaroni and cheese with bacon, a tea, an Orangina, a coffee with cream, a bottle of beer. :)
le 6 déc: We listened to a bit more of the tape and took these notes:
Oh no, someone's blocking out all of the salads, and the gougères! No worry, we'll look at them again on Monday.
Homework: no homework
Intérro: no interro :)
Homework: no homework
Intérro: no interro :)
le 5 décembre: We did our intérro:
We then listened to another little part of the tape and learned some sandwiches:
-un sandwich au jambon
-un sandwich au fromage
-un sandwich au pâté
We learned that when you're talking about a food by naming an ingredient (a "cheese" sandwich, for example), the French will use "à la/au/aux" if there is more to the dish than just that ingredient, but for things such as chocolate bars (with no peanuts, fudge, etc, just chocolate) or fruit salads, where the ingredient mentioned in the name of the dish is pretty much the only ingredient, they'll use "de". For example:
-un sandwich au jambon, because ham isn't the only ingredient
-un gâteau à la vanille, because vanilla certainly isn't the only ingredient, BUT
-une salade de fruit, because fruit is the only ingredient in a fruit salad (we won't count the sprinkling of sugar or lemon you might dress it with).
The next thing we learned was how to say "there isn't any more" or "there aren't any more": il n'y en a plus. This will come in very handy when you're doing your skits.
Homework: no homework
Intérro: no intérro
- What drinks do you have? Qu’est-ce que vous avez comme boisson?
- We have a Perrier… Nous avons un Perrier…
- There’s a tomato juice… Il y a un jus de tomate
We then listened to another little part of the tape and learned some sandwiches:
-un sandwich au jambon
-un sandwich au fromage
-un sandwich au pâté
We learned that when you're talking about a food by naming an ingredient (a "cheese" sandwich, for example), the French will use "à la/au/aux" if there is more to the dish than just that ingredient, but for things such as chocolate bars (with no peanuts, fudge, etc, just chocolate) or fruit salads, where the ingredient mentioned in the name of the dish is pretty much the only ingredient, they'll use "de". For example:
-un sandwich au jambon, because ham isn't the only ingredient
-un gâteau à la vanille, because vanilla certainly isn't the only ingredient, BUT
-une salade de fruit, because fruit is the only ingredient in a fruit salad (we won't count the sprinkling of sugar or lemon you might dress it with).
The next thing we learned was how to say "there isn't any more" or "there aren't any more": il n'y en a plus. This will come in very handy when you're doing your skits.
Homework: no homework
Intérro: no intérro
le 4 décembre: We did our intérro:
We then added a few lines of conversation for the waiter and the customer:
Serveur: quelque chose à manger, quelque chose à boire? Something to eat, something to drink?
Patron: Qu'est-ce que vous avez comme boisson? What drinks do you have?
Serveur: Il y a un coke, un Orangina... there's a coke, an Orangina... OR
Serveur: Nous avons un thé, un café... We have a tea, a coffee...
Homework: Write a conversation with as many lines as you can imagine, between a waiter and a customer, using as much vocab as you possibly can.
Intérro: Qu'est-ce que vous avez comme boisson? Nous avons... Il y a... un Perrier, un jus de tomate.
- For me, a coffee with cream. Pour moi, un café crème.
- What are you having? Qu’est-ce que vous prenez?
- I would like an apple juice. Je voudrais un jus de pomme.
- A bottled beer. une bière en bouteille
- What do you want? Vous désirez?
We then added a few lines of conversation for the waiter and the customer:
Serveur: quelque chose à manger, quelque chose à boire? Something to eat, something to drink?
Patron: Qu'est-ce que vous avez comme boisson? What drinks do you have?
Serveur: Il y a un coke, un Orangina... there's a coke, an Orangina... OR
Serveur: Nous avons un thé, un café... We have a tea, a coffee...
Homework: Write a conversation with as many lines as you can imagine, between a waiter and a customer, using as much vocab as you possibly can.
Intérro: Qu'est-ce que vous avez comme boisson? Nous avons... Il y a... un Perrier, un jus de tomate.
Here is our list of team members, by the way:
le 3 décembre: Today we chose our teams for "The Amazing French", and earned our points for perfect intérros. This is going to be fun! We then practiced some super short skits of conversation between a waiter and a customer.
Homework: no homework
Intérro: qu'est-ce que vous prenez? Je voudrais une bière en bouteille, vous desirez? pour moi, un café crème, un jus de pomme. :)
Homework: no homework
Intérro: qu'est-ce que vous prenez? Je voudrais une bière en bouteille, vous desirez? pour moi, un café crème, un jus de pomme. :)
le 2 décembre: Bienvenue au premier jour du trimestre! Today we went over the rules of the classroom, and talked about whether we wanted to have a gaming system in our class for the entire trimester whereby students can earn points through good French production and habits, good community-mindness, and generally being a good person. Remember, if you don't want to have that sort of gaming system, just send me a text and we won't do it.
We started our "Au Restaurant" unit, and learned what we're going to be doing:
We started our "Au Restaurant" unit, and learned what we're going to be doing:
We then listened to a tape which an accompanying booklet. We learned the following things that a waiter says, things that a customer says, and drinks:
Intérro: the starred bevvies from the picture above. No verbs, just the drinks. :)