le 26 janvier: Today, after the intérro and taking up the homework, I gave you the rest of the airplane vocabulary:
I gave you the rest of the block to work on your journals, which are due Monday. Remember you also have a test on Monday! Here's an outline of what will be on it:
-all the transport methods;
-the verbs aller, arriver, prendre, partir, retourner, rentrer, revenir, venir, voyager in the present, futur proche, and passé récent
-all the provinces
-all the countries that I put on the board on January 23 (see the webpage entry)
-all the vocabulary for the airport
There will be some translations from English to French, some matchup questions, and some fill in the blank. If you use a lot of the above vocabulary in your journals, it will help you study. :) Good luck!
-all the transport methods;
-the verbs aller, arriver, prendre, partir, retourner, rentrer, revenir, venir, voyager in the present, futur proche, and passé récent
-all the provinces
-all the countries that I put on the board on January 23 (see the webpage entry)
-all the vocabulary for the airport
There will be some translations from English to French, some matchup questions, and some fill in the blank. If you use a lot of the above vocabulary in your journals, it will help you study. :) Good luck!
le 25 janvier: Today we continued with our airport vocabulary and did these vocab words:
vérifier - to check (as in make sure it's valid)
faire enregistrer - to check (as in to check a bag at the airport)
une carte d'embarquement - a boarding pass
l'écran - the screen (with the departures and arrivals on it)
les arrivés - the arrivals
les départs - the departures
passer par le contrôle de sécurité - to pass through the security gate
la porte d'embarquement - the boarding gate
la piste - the runway
les vols - the flights
décoller - to take off
attirrir - to land
Homework: finish up the following fill-in-the-blank; use your booklet, your notes, and the vocab above:
Je vais aller à Paris en avion! D’abord, je
__________. Dans ma valise, il y a ____________, _____________, et ________. Je prends ______________. J’arrive _______. Je cherche mon _________. Ah, le voilà. Je cherche __________ au comptoir _________. Elle me demande, “Où est ton ____ et ton _____?” Je donne mon ____ et mon ____ à l’agent. Elle les ___________. Elle me demande, “Est-ce que tu veux _______ ton sac à main?” “Non, c’est mon _______”. Elle me donne ma __________.
L'intérro:
vérifier - to check (as in make sure it's valid)
faire enregistrer - to check (as in to check a bag at the airport)
une carte d'embarquement - a boarding pass
l'écran - the screen (with the departures and arrivals on it)
les arrivés - the arrivals
les départs - the departures
vérifier - to check (as in make sure it's valid)
faire enregistrer - to check (as in to check a bag at the airport)
une carte d'embarquement - a boarding pass
l'écran - the screen (with the departures and arrivals on it)
les arrivés - the arrivals
les départs - the departures
passer par le contrôle de sécurité - to pass through the security gate
la porte d'embarquement - the boarding gate
la piste - the runway
les vols - the flights
décoller - to take off
attirrir - to land
Homework: finish up the following fill-in-the-blank; use your booklet, your notes, and the vocab above:
Je vais aller à Paris en avion! D’abord, je
__________. Dans ma valise, il y a ____________, _____________, et ________. Je prends ______________. J’arrive _______. Je cherche mon _________. Ah, le voilà. Je cherche __________ au comptoir _________. Elle me demande, “Où est ton ____ et ton _____?” Je donne mon ____ et mon ____ à l’agent. Elle les ___________. Elle me demande, “Est-ce que tu veux _______ ton sac à main?” “Non, c’est mon _______”. Elle me donne ma __________.
L'intérro:
vérifier - to check (as in make sure it's valid)
faire enregistrer - to check (as in to check a bag at the airport)
une carte d'embarquement - a boarding pass
l'écran - the screen (with the departures and arrivals on it)
les arrivés - the arrivals
les départs - the departures
le 24 janvier: Today after doing the intérro, we took up the homework:
We did a sample journal entry:
Bonjour! Je viens de manger mon petit déj au restaurant avec ma mère. Je viens de commander un jus d’orange et des oeufs. Ma mère vient de manger un sandwich au fromage. Elle est folle. Elle vient de boire un café crème.
Nous allons faire du magazin. Où est l’épicerie? Nous cherchons l’épicerie. Oh, la voilà. Je parle à l’épicier. “Où est le sel? Je viens de manger mon petit déj, et je voudrais du sel! Je cherche du sel!” Ah, le voilà. J’achète du sel, et ma mère et moi allons partir. Nous cherchons la boulangerie.
Remember, this is just a sample; please don't copy it word for word for your actual project.
We then learned some airplane vocabulary through a little story that Mme GZ told about going to Paris. We learned:
je fais ma valise - I pack my bag
je prends un taxi à l'aéroport - I take a taxi to the airport
j'entre dans l'aéroport - I enter (into) the airport
je cherche mon aérogare.... ah, le voilà - I look for my terminal... oh, there it is
je cherche l'agent au comptoir de la compagnie aérienne - I look for the agent at the airline counter
je parle à l'agent (I speak to the agent)
l'agent me demande, "Où est ton passeport et ton billet?" - the agent asks me, "where is your passport and your ticket?"
We stopped there.
Intérro:
Je fais mon valise.
Je prends un taxi à l'aéroport.
je parle à l'agent
le passeport - passport
le billet - ticket
l'aérogare - terminal
-un sac à dos - a backpack
-une valise - a suitcase
Homework:
Work on your travel diaries. Remember that you need to put in some "extras" (ticket stubs, stamps, pamphlets, cardboard coasters, stickers, postcards, etc) which you can draw yourself or download images from the internet and cut them out. As well, you can make little notes in the margins of your travel diary; perhaps directions, or someone's phone number or email address. Your diary might have a coffee ring stain on one of the pages, or be a little crumpled from being in your backpack.
- I just went to Italy by plane.
- You (s) just arrived from Peru by car.
- We just returned from Canada from the US by ferry.
- They (m) just came back from Algeria to Japan by snowmobile.
We did a sample journal entry:
Bonjour! Je viens de manger mon petit déj au restaurant avec ma mère. Je viens de commander un jus d’orange et des oeufs. Ma mère vient de manger un sandwich au fromage. Elle est folle. Elle vient de boire un café crème.
Nous allons faire du magazin. Où est l’épicerie? Nous cherchons l’épicerie. Oh, la voilà. Je parle à l’épicier. “Où est le sel? Je viens de manger mon petit déj, et je voudrais du sel! Je cherche du sel!” Ah, le voilà. J’achète du sel, et ma mère et moi allons partir. Nous cherchons la boulangerie.
Remember, this is just a sample; please don't copy it word for word for your actual project.
We then learned some airplane vocabulary through a little story that Mme GZ told about going to Paris. We learned:
je fais ma valise - I pack my bag
je prends un taxi à l'aéroport - I take a taxi to the airport
j'entre dans l'aéroport - I enter (into) the airport
je cherche mon aérogare.... ah, le voilà - I look for my terminal... oh, there it is
je cherche l'agent au comptoir de la compagnie aérienne - I look for the agent at the airline counter
je parle à l'agent (I speak to the agent)
l'agent me demande, "Où est ton passeport et ton billet?" - the agent asks me, "where is your passport and your ticket?"
We stopped there.
Intérro:
Je fais mon valise.
Je prends un taxi à l'aéroport.
je parle à l'agent
le passeport - passport
le billet - ticket
l'aérogare - terminal
-un sac à dos - a backpack
-une valise - a suitcase
Homework:
Work on your travel diaries. Remember that you need to put in some "extras" (ticket stubs, stamps, pamphlets, cardboard coasters, stickers, postcards, etc) which you can draw yourself or download images from the internet and cut them out. As well, you can make little notes in the margins of your travel diary; perhaps directions, or someone's phone number or email address. Your diary might have a coffee ring stain on one of the pages, or be a little crumpled from being in your backpack.
le 23 janvier: Today we began our travel journey outside of Canada, learning the following continents and countries:
We then learned a new tense: passé récent. You use it when you want to say that you "just" did something. The literal translation is that you are "coming from <doing something>". It's formed with the present tense of venir, the word "de", and the infinitive of the main verb. So...
Je viens de manger - I just ate
Tu viens d'arriver - You just arrived.
Il vient de venir - He just came.
Homework:
Translate the following:
Intérro:
take these verbs and put them into the passé récent: aller, venir, retourner, revenir, rentrer, voyager, partir, prendre FOR 2 SUBJECT PRONOUNS EACH ONLY. Add a location and a transport method if you like, but they won't be on the intérro. Here are some sample questions for the intérro:
tu viens d'arriver
il vient de partir
nous venons de retourner
ils viennent de prendre.......etc!
Je viens de manger - I just ate
Tu viens d'arriver - You just arrived.
Il vient de venir - He just came.
Homework:
Translate the following:
- I just went to Italy by plane.
- You (s) just arrived from Peru by car.
- We just returned from Canada from the US by ferry.
- They (m) just came back from Algeria to Japan by snowmobile.
Intérro:
take these verbs and put them into the passé récent: aller, venir, retourner, revenir, rentrer, voyager, partir, prendre FOR 2 SUBJECT PRONOUNS EACH ONLY. Add a location and a transport method if you like, but they won't be on the intérro. Here are some sample questions for the intérro:
tu viens d'arriver
il vient de partir
nous venons de retourner
ils viennent de prendre.......etc!
le 22 janvier: Test day.
le 19 janvier: Today we spent a lot of time on oral production: we asked questions about travel, provinces/territories, and transport methods, then answered them in the following ways: 1) substituting a different travel method, location, or verb in our answer; 2) putting the verb into the futur proche, and 3) putting the verb into the negative with "ne/pas".
We then brainstormed to decide the content and format of our fat quiz on Monday:
We then brainstormed to decide the content and format of our fat quiz on Monday:
le 17 janvier: Today we did our intérro, then learned the prepositions to say "to" and "from" the provinces and territories:
Here are some sample questions for you to try this weekend:
Répondez aux questions, au négatif:
Bon chance! :)
Répondez aux questions, au négatif:
- Est-ce que tu vas aux Territoires-du-Nord-Ouest?
- Est-ce qu’il voyage à Terre-Neuve-et-Labrador?
- Je reviens de Nouvelle-Écosse.
- Ils prennent une planche à roulettes.
- Je vais en C-B.
- Tu prends un taxi.
- Je vais à moto.
- Tu retournes à dos d’âne.
- He is taking a van from Ontario to Saskatchewan.
- I`m not going to go from Yukon to Manitoba by bicycle.
- Are we coming home from BC to Quebec by train?
Bon chance! :)
Take a look at the examples on the right hand side of the board to see how the to/from prepositions work in sentences. We then translated some sentence fragments:
Sorry about the typo with Nisga'a Territories: it's aux territoires, not "terrotoires". :)
Homework: Translate the following sentences:
1.I am travelling from BC to Ontario by bus.
2.She is going from Alberta to Saskatchewan by plane.
3.He is arriving from Manitoba to Québec by horse-drawn carriage.
4.You (s) are returning from Newfoundland-Labrador to PEI by motorcycle.
5.We are coming from Nova Scotia to New Brunswick by car.
6.They (m) are walking from Nunavut to NWT on foot.
7.They (f) are going to travel by train from Yukon to BC.
Now add 5 more sentences, using a variety of verbs, transport methods, subject pronouns, and locations.
Intérro:
Homework: Translate the following sentences:
1.I am travelling from BC to Ontario by bus.
2.She is going from Alberta to Saskatchewan by plane.
3.He is arriving from Manitoba to Québec by horse-drawn carriage.
4.You (s) are returning from Newfoundland-Labrador to PEI by motorcycle.
5.We are coming from Nova Scotia to New Brunswick by car.
6.They (m) are walking from Nunavut to NWT on foot.
7.They (f) are going to travel by train from Yukon to BC.
Now add 5 more sentences, using a variety of verbs, transport methods, subject pronouns, and locations.
Intérro:
le 16 janvier: Today we did a review of "prendre":
We made sentences with "prendre" and transport methods (remember, you can't use "by" (en or à) with prendre; you don't "take by train to PG"! You have to use le/la or un/une (I take a train, I take the train). We then made up questions which could be linked to the statements that we created. Nice job!
I then showed you a PowerPoint of all the provinces and territories, including five indigenous territories:
I then showed you a PowerPoint of all the provinces and territories, including five indigenous territories:
l'intérro: Look on the left-hand side of the picture above: these are your words for l'intérro. Remember that "the aboriginal territories" is les territoires autochtones en français. :)
le 15 janvier: Today we had our mini test, and considering that half the class failed the test, I think we should all reexamine our study methods, as well as how we learn in class, so that we can pass our tests and increase our fluency. For my part, I'll try to give you more time in class to work on your learning.
After the test I gave you two verbs:
partir - to leave (an open space, not through a doorway)
je pars nous partons
tu pars vous partez
il part ils partent
elle part elles partent
prendre - to take
je prends nous prenons
tu prends vous prenez
il prend ils prennent
elle prend elles prennent
What did we discover about the verb prendre? Three things:
1. it's irregular
2. There's no point drawing a boot, as the 6 conjugations in the boot don't have anything in common;
3. We can't use it with "en" or "à" with our transport methods. Why not? Because you dont "take by train" or "take by plane". You "take a plane" or "take a train". This is one of the reasons why I told you the gender of all the transport methods last week, so that we could use them with prendre.
For example:
Je prends une voiture à Terrace. - I'm taking a car to Terrace.
Il prend un moto à Vancouver. - He`s taking a motorcycle to Vancouver.
Elle ne prend pas de cheval à Kamloops. She`s not taking a horse to Kamloops.
Tu vas en voiture à Terrace? Non, je prends l'autobus. Are you going to Terrace by car? No, I'm taking the bus.
No homework, no intérro. Tomorrow we practice the above verbs, and learn our provinces! woot
After the test I gave you two verbs:
partir - to leave (an open space, not through a doorway)
je pars nous partons
tu pars vous partez
il part ils partent
elle part elles partent
prendre - to take
je prends nous prenons
tu prends vous prenez
il prend ils prennent
elle prend elles prennent
What did we discover about the verb prendre? Three things:
1. it's irregular
2. There's no point drawing a boot, as the 6 conjugations in the boot don't have anything in common;
3. We can't use it with "en" or "à" with our transport methods. Why not? Because you dont "take by train" or "take by plane". You "take a plane" or "take a train". This is one of the reasons why I told you the gender of all the transport methods last week, so that we could use them with prendre.
For example:
Je prends une voiture à Terrace. - I'm taking a car to Terrace.
Il prend un moto à Vancouver. - He`s taking a motorcycle to Vancouver.
Elle ne prend pas de cheval à Kamloops. She`s not taking a horse to Kamloops.
Tu vas en voiture à Terrace? Non, je prends l'autobus. Are you going to Terrace by car? No, I'm taking the bus.
No homework, no intérro. Tomorrow we practice the above verbs, and learn our provinces! woot
le 12 janvier: We learned the three verbs retourner, revenir, and rentrer today:
Retourner: to return
je retourne nous retournons
tu retournes vous retournez
il retourne ils retournent
elle retourne elles retournent
Revenir: to come back
je reviens nous revonons
tu reviens vous revenez
il revient ils reviennent
elle revient elles reviennent
Rentrer - to come home
je rentre nous rentrons
tu rentres vous rentrez
il rentre ils rentrent
elle rentre elles rentrent
We made sentences such as:
Je vais à PG en métro, mais je retourne à pied.
We then played a game whereby we wrote partial sentences on pieces of paper, crumpled them, threw them on the ground, then collected them to make full sentences. Team #1 won! Congratulations!
Here is the material for the test on Monday. Don't forget you'll need to make sentences, questions, and sentences in the negative.
Retourner: to return
je retourne nous retournons
tu retournes vous retournez
il retourne ils retournent
elle retourne elles retournent
Revenir: to come back
je reviens nous revonons
tu reviens vous revenez
il revient ils reviennent
elle revient elles reviennent
Rentrer - to come home
je rentre nous rentrons
tu rentres vous rentrez
il rentre ils rentrent
elle rentre elles rentrent
We made sentences such as:
Je vais à PG en métro, mais je retourne à pied.
We then played a game whereby we wrote partial sentences on pieces of paper, crumpled them, threw them on the ground, then collected them to make full sentences. Team #1 won! Congratulations!
Here is the material for the test on Monday. Don't forget you'll need to make sentences, questions, and sentences in the negative.
le 11 janvier: We were supposed to play lacrosse today as a surprise, but some of us didn't feel like playing, so we did some review on the board for Monday's little test:
No intérro or homework, but you may want to take a look at what we've done this week to help you prepare for studying for your test on Monday. :)
le 10 janvier: Today we continued on with our modes of transport: after our intérro, we learned the verbs "voyager", "arriver", and "venir" (to travel, to arrive, and to come). Here are the conjugations:
arriver - to arrive (regular verb)
j'arrive nous arrivons
tu arrives vous arrivez
il arrive ils arrivent
elle arrive elles arrivent
voyager - to travel (stem-changing verb)
je voyage nous voyageons
tu voyages vous voyagez
ils voyage ils voyagent
elles voyage elles voyagent
venir - to come (irregular verb)
je viens nous venons
tu viens vous venez
il vient ils viennent
elle vient elles viennent
We practiced using these verbs, along with aller, in sentences, questions, and with the negative:
J'arrive à Vancouver à moto.
Est-ce que tu viens à Prince Rupert en montgolfière?
Non, je ne viens pas à PR en montgolfière.
Intérro: all the conjugations of venir, aller, arriver, voyager, plus the transport methods en métro, en comionnette, en taxi, en planche à roulettes, en voiture, en traversier. Make sure you can use the verbs and transport methods in sentences, in questions, and in the negative. Here are some examples for you to try:
He is coming to Van by car.
Are we arriving in PR by subway?
She's not going to PG by taxi.
Il vient à Van en voiture.
Est-ce que nous arrivons à PR en métro?
Elle ne va pas à PG en taxi.
Homework: Write a conversation between any number of people which contains lots of verbs, transport methods, statements, questions, and negatives. You can structure it like an argument, arguing about where people are going and how they're geting there.
arriver - to arrive (regular verb)
j'arrive nous arrivons
tu arrives vous arrivez
il arrive ils arrivent
elle arrive elles arrivent
voyager - to travel (stem-changing verb)
je voyage nous voyageons
tu voyages vous voyagez
ils voyage ils voyagent
elles voyage elles voyagent
venir - to come (irregular verb)
je viens nous venons
tu viens vous venez
il vient ils viennent
elle vient elles viennent
We practiced using these verbs, along with aller, in sentences, questions, and with the negative:
J'arrive à Vancouver à moto.
Est-ce que tu viens à Prince Rupert en montgolfière?
Non, je ne viens pas à PR en montgolfière.
Intérro: all the conjugations of venir, aller, arriver, voyager, plus the transport methods en métro, en comionnette, en taxi, en planche à roulettes, en voiture, en traversier. Make sure you can use the verbs and transport methods in sentences, in questions, and in the negative. Here are some examples for you to try:
He is coming to Van by car.
Are we arriving in PR by subway?
She's not going to PG by taxi.
Il vient à Van en voiture.
Est-ce que nous arrivons à PR en métro?
Elle ne va pas à PG en taxi.
Homework: Write a conversation between any number of people which contains lots of verbs, transport methods, statements, questions, and negatives. You can structure it like an argument, arguing about where people are going and how they're geting there.
le 9 janvier: After our intérro, I put the conjugations of aller on the board for review, and we practiced creating small sentences with aller, subject pronouns, and modes of transportation (using the location of Prince Rupert with the preposition à). We then formed simple questions with those sentences using "est-ce que" (or est-ce qu').
Intérro: en aéroglisseur, par le train, en fusée, à cheval, en navette spatiale, en autobus, all the conjugations of "aller", and the use of "est-ce que" to form a question. Eg: Am I going to Prince Rupert by horse? Est-ce que je vais à PR à cheval?
Intérro: en aéroglisseur, par le train, en fusée, à cheval, en navette spatiale, en autobus, all the conjugations of "aller", and the use of "est-ce que" to form a question. Eg: Am I going to Prince Rupert by horse? Est-ce que je vais à PR à cheval?
le 8 janvier: Bienvenue à la classe! Today we began our new unit, "J'aime Voyager". I gave you a worksheet with graphics of various modes of transportation, and we figured out what they were, how to use à and en to mean "by", and the gender of the m modes of transport.
L'intérro: à pied, en hélicoptère, en chaise roulante, en camion, à dos de chameau, en bateau.
L'intérro: à pied, en hélicoptère, en chaise roulante, en camion, à dos de chameau, en bateau.
le 15 décembre: Today we had our presentations; good job everyone. Our test on Monday will cover everything that we did in the restaurant unit, including the futur proche, and all of the elements of the restaurant experience (making a reservation all the way to questioning the bill).
As for drinks, know all the drinks from our cartoony sheet that went with the cassette tape.
As for appetizers, know the two salads, the calamari, and the tomato soup, just like the picture on the board from December 1.
As for main dishes, know the following:
-un sandwich au poulet, au fromage, au jambon, au pâté
-le poulet makhani - butter chicken
-le saumon grillé - grilled salmon
-le crabe - crabe
-le flétan - halibut
-la pizza quatre saisons
-l'orignal rôti - roast moose
-avec la sauce BBQ - with BBQ sauce
-avec le ketchup - with ketchup
-les nuggets de poulet - chicken nuggets
-le poisson et frites - fish and chips
-les nachos - nachos
-le macaroni et fromage - mac & cheese
-le hamburger - hamburger
As for desserts, know the following:
-la glace à la vaille, au chocolat, au café
-le gâteau au fromage - cheesecake
-le gâteau de glace - ice cream cake
-les brownies - brownies
-les crêpes - crepes
-le jello- jello
Make sure you know all the interactions between the waiter and the customer.
The format of the test will be mostly translation from English to French, just to keep things simple. :)
As for drinks, know all the drinks from our cartoony sheet that went with the cassette tape.
As for appetizers, know the two salads, the calamari, and the tomato soup, just like the picture on the board from December 1.
As for main dishes, know the following:
-un sandwich au poulet, au fromage, au jambon, au pâté
-le poulet makhani - butter chicken
-le saumon grillé - grilled salmon
-le crabe - crabe
-le flétan - halibut
-la pizza quatre saisons
-l'orignal rôti - roast moose
-avec la sauce BBQ - with BBQ sauce
-avec le ketchup - with ketchup
-les nuggets de poulet - chicken nuggets
-le poisson et frites - fish and chips
-les nachos - nachos
-le macaroni et fromage - mac & cheese
-le hamburger - hamburger
As for desserts, know the following:
-la glace à la vaille, au chocolat, au café
-le gâteau au fromage - cheesecake
-le gâteau de glace - ice cream cake
-les brownies - brownies
-les crêpes - crepes
-le jello- jello
Make sure you know all the interactions between the waiter and the customer.
The format of the test will be mostly translation from English to French, just to keep things simple. :)
le 11 décembre: Bienvenue Mme GZ! I''m really happy to be back, and so pleased at how well you got along with our wonderful TTOC, Mr. Adey.
Today we went over some of the work that you did when I was away. We talked about making reservations:
_______________________________________
Bob
Marie, j’ai faim. Est-ce que tu as faim?
Marie
Oui, j’ai faim! J’ai soif, aussi. Je voudrais quelque chose à manger, et quelque chose à boire.
Bob
Tu voudrais aller au restaurant?
Marie
Oui! Quel restaurant?
Bob
Hmmm….. Chez GZ?
Marie
Oui! Je téléphone pour une réservation. (phones)
le serveur
Âllo, Chez GZ! J’écoute…
Marie
Je voudrais faire une réservation pour ce soir, s.v.p
le serveur
Pour combien de personne?
Marie
Pour deux personnes.
le serveur
Pour quelle heure?
Marie
Six heures.
le serveur
Au nom de….?
Marie
Au nom de Marie.
le serveur
Merci!
________________________________________________
And we talked about getting the bill:
serveur
C’est terminé?
patron
Oui, merci.
serveur
Ça a été?
patron
Oui, délicieux! Je voudrais l’addition, s.v.p.
serveur
La voilà.
patron
Le service est compris?
serveur
Oui, monsieur
patron
Hmmmm……
serveur
Monsieur?
patron
Je croix qu’il y a une erreur dans l’addition.
serveur
Oui?
patron
Oui… (points at bill)… ce n’est pas ce que j’ai commandé.
serveur
Oh, désolé! (fixes the bill)
We practiced these segments of conversation; please make sure you feel comfortable with them for your presentations on Friday.
L'intérro: Make sure you know the 8 conjugations of aller and their three translations:
je vais nous allons
tu vas vous allez
il va ils vont
elle va elles vont
The three translations of the French present tense are:
je vais - I go, I am going, I do go
tu vas - you go, you are going, you do go
...etc
Today we went over some of the work that you did when I was away. We talked about making reservations:
_______________________________________
Bob
Marie, j’ai faim. Est-ce que tu as faim?
Marie
Oui, j’ai faim! J’ai soif, aussi. Je voudrais quelque chose à manger, et quelque chose à boire.
Bob
Tu voudrais aller au restaurant?
Marie
Oui! Quel restaurant?
Bob
Hmmm….. Chez GZ?
Marie
Oui! Je téléphone pour une réservation. (phones)
le serveur
Âllo, Chez GZ! J’écoute…
Marie
Je voudrais faire une réservation pour ce soir, s.v.p
le serveur
Pour combien de personne?
Marie
Pour deux personnes.
le serveur
Pour quelle heure?
Marie
Six heures.
le serveur
Au nom de….?
Marie
Au nom de Marie.
le serveur
Merci!
________________________________________________
And we talked about getting the bill:
serveur
C’est terminé?
patron
Oui, merci.
serveur
Ça a été?
patron
Oui, délicieux! Je voudrais l’addition, s.v.p.
serveur
La voilà.
patron
Le service est compris?
serveur
Oui, monsieur
patron
Hmmmm……
serveur
Monsieur?
patron
Je croix qu’il y a une erreur dans l’addition.
serveur
Oui?
patron
Oui… (points at bill)… ce n’est pas ce que j’ai commandé.
serveur
Oh, désolé! (fixes the bill)
We practiced these segments of conversation; please make sure you feel comfortable with them for your presentations on Friday.
L'intérro: Make sure you know the 8 conjugations of aller and their three translations:
je vais nous allons
tu vas vous allez
il va ils vont
elle va elles vont
The three translations of the French present tense are:
je vais - I go, I am going, I do go
tu vas - you go, you are going, you do go
...etc
le 4 décembre: We started off today with a quick little exercise to see how you're coming along with your vocabulary:
Serveur
Bonjour Monsieur, Madame. Je m’appelle Steve, je suis le serveur. ____________________?
Pierre
______________________ comme boisson?
Serveur
Comme boisson, il y a ________________________
Sophie
___________________ un café s.v.p
Serveur
Oh désole, __________________________
Pierre
Pour moi, ___________________________
Serveur
Très bien. Quelque chose ________________?
Sophie
_________________________________?
Serveur
Comme entrée, il y a ___________________________
Sophie
_____________________ une salade verte.
Serveur
Très bien. _________________, Monsieur?
Pierre
Pour moi, ______________________. ________________
____________________ comme ________________?
Serveur
Comme sandwich, il y a ________________________.
Marie
__________________ un sandwich au _______________.
Pierre
Pour moi, __________________________________.
Remember, for many of the blanks above, there's more than one answer.
We came up with some main courses, desserts, and some alcoholic drinks:
Les plats principaux (Main dishes):
-le poulet makhani - butter chicken
-le saumon grillé - grilled salmon
-le crabe - crabe
-le flétan - halibut
-la pizza quatre saisons
-l'orignal rôti - roast moose
les doigts de poulet - chicken fingers
-avec la sauce BBQ - with BBQ sauce
-avec le ketchup - with ketchup
-les nuggets de poulet - chicken nuggets
-le poulet frite - fried chicken
-le poisson et frites - fish and chips
-les nachos - nachos
-le macaroni et fromage - mac & cheese
-le hamburger - hamburger
-le biftek - steak
Les desserts (desserts):
-la glace frite (deep fried ice cream)
-le gâteau au fromage - cheesecake
-le gâteau de glace - ice cream cake
-le gâteau de lave au chocolat - chocolat lava cake
-les fraises enrobées en chocolat - chocolate covered strawberries
-les brownies - brownies
-les crêpes - crepes
-la tarte tatin - upside down apple cake
-la crème brûlée - crème brûlée (it's a vanilla custard covered with a hard sugar crust, usually served in a ramekin, which is a small but deep little bowl).
-le jello- jello
Les boissons
-le vin rouge - red wine
-le vin blanc - white wine
-le cidre de pomme - apple cider
-le coke avec le rhum - rum and coke
Homework: Please make up a menu which has ALL of our food and drink items on it. Put the name of your imaginary restaurant at the top (mine would be "Chez GZ"). Use a normal menu format, such as this one (although your menu will be a lot bigger; we need to practice all of our food and drink vocab):
Serveur
Bonjour Monsieur, Madame. Je m’appelle Steve, je suis le serveur. ____________________?
Pierre
______________________ comme boisson?
Serveur
Comme boisson, il y a ________________________
Sophie
___________________ un café s.v.p
Serveur
Oh désole, __________________________
Pierre
Pour moi, ___________________________
Serveur
Très bien. Quelque chose ________________?
Sophie
_________________________________?
Serveur
Comme entrée, il y a ___________________________
Sophie
_____________________ une salade verte.
Serveur
Très bien. _________________, Monsieur?
Pierre
Pour moi, ______________________. ________________
____________________ comme ________________?
Serveur
Comme sandwich, il y a ________________________.
Marie
__________________ un sandwich au _______________.
Pierre
Pour moi, __________________________________.
Remember, for many of the blanks above, there's more than one answer.
We came up with some main courses, desserts, and some alcoholic drinks:
Les plats principaux (Main dishes):
-le poulet makhani - butter chicken
-le saumon grillé - grilled salmon
-le crabe - crabe
-le flétan - halibut
-la pizza quatre saisons
-l'orignal rôti - roast moose
les doigts de poulet - chicken fingers
-avec la sauce BBQ - with BBQ sauce
-avec le ketchup - with ketchup
-les nuggets de poulet - chicken nuggets
-le poulet frite - fried chicken
-le poisson et frites - fish and chips
-les nachos - nachos
-le macaroni et fromage - mac & cheese
-le hamburger - hamburger
-le biftek - steak
Les desserts (desserts):
-la glace frite (deep fried ice cream)
-le gâteau au fromage - cheesecake
-le gâteau de glace - ice cream cake
-le gâteau de lave au chocolat - chocolat lava cake
-les fraises enrobées en chocolat - chocolate covered strawberries
-les brownies - brownies
-les crêpes - crepes
-la tarte tatin - upside down apple cake
-la crème brûlée - crème brûlée (it's a vanilla custard covered with a hard sugar crust, usually served in a ramekin, which is a small but deep little bowl).
-le jello- jello
Les boissons
-le vin rouge - red wine
-le vin blanc - white wine
-le cidre de pomme - apple cider
-le coke avec le rhum - rum and coke
Homework: Please make up a menu which has ALL of our food and drink items on it. Put the name of your imaginary restaurant at the top (mine would be "Chez GZ"). Use a normal menu format, such as this one (although your menu will be a lot bigger; we need to practice all of our food and drink vocab):
I will be away for the rest of the week, but the TTOC will have lots of work for you. Please pay close attention to him/her, as you need to prepare for your test on December 15 and your project on December 18. See you in a week! :)
le premier décembre: Welcome to December! We're going to have a great month, filled with Hanukkah and Christmas celebrations. Today we took a look at a French menu (un menu), and learned some French appetizers:
I also showed you how I like to create graphics for information; it allows me to see how topics flow into each other; plus, if I leave space in the graphic, I can add to it later as we increase our vocabulary. I should make you guys up a sample flowchart that you can fill in... what a good idea as Mme GZ whiles away her empty hours wishing she had something to do. ;)
Homework: Continue on your conversation that you've done for homework, and include the information we learned today about appetizers and asking for a menu.
Homework: Continue on your conversation that you've done for homework, and include the information we learned today about appetizers and asking for a menu.
le 30 novembre: Today we listened to a bit more of the tape and learned "Il y en a plus" (there isn't any more). We also added the following vocabulary:
Intérro: All the circled vocabulary. :)
le 29 novembre: Today we listened to page 3 of our cassette booklet and learned a number of new drinks as well as three types of sandwiches. We added the following vocabulary:
qu'est-ce que vous avez comme boisson? What drinks do you have?
Comme boisson, il y a... For drinks, there's...
We practiced it a few times.
Homework: Write out a conversation between a waiter and a customer, and use as much vocabulary as you can from what we've learned so far.
l'intérro: le café, le café crème, le thé, le jus d'orange, le Coke.
qu'est-ce que vous avez comme boisson? What drinks do you have?
Comme boisson, il y a... For drinks, there's...
We practiced it a few times.
Homework: Write out a conversation between a waiter and a customer, and use as much vocabulary as you can from what we've learned so far.
l'intérro: le café, le café crème, le thé, le jus d'orange, le Coke.
le 28 novembre: Today we learned several things that a server might say, and several answers which a customer might give (after listening to page 1 of our cassette tape with accompanying sheet):
The circled words are the words for today's intérro.
le 27 novembre: We had our test today, then talked for a very brief amount of time about our next unit, "Au Restaurant". Our project will be on December 15, and our test will be on December 18. No homework.
le 23 novembre: Presentation Day. We also talked a bit about your test on Monday:
Content: everything we've done in the La famille unit, including foster families, step-and half relatives, only children ("fils unique", "fille unique"), great grandparents, and the use of mon, ma, and mes. Don't forget you'll need to know how to indicate ages, names, physical characteristics, personality characteristics, a relation they have on the tree using "de", and activities they like to do.
Format: I'm going to give you a choice on the format. You can either:
a) write me a little essay on a family tree, starting off with the proper introduction and ending with "merci", bringing in all the information mentioned above;
b) do a regular test-type test, with translations from English to French, small family trees to describe, and identifying people on a family tree.
Content: everything we've done in the La famille unit, including foster families, step-and half relatives, only children ("fils unique", "fille unique"), great grandparents, and the use of mon, ma, and mes. Don't forget you'll need to know how to indicate ages, names, physical characteristics, personality characteristics, a relation they have on the tree using "de", and activities they like to do.
Format: I'm going to give you a choice on the format. You can either:
a) write me a little essay on a family tree, starting off with the proper introduction and ending with "merci", bringing in all the information mentioned above;
b) do a regular test-type test, with translations from English to French, small family trees to describe, and identifying people on a family tree.
le 22 novembre: Presentation Day.
le 21 novembre: We had a work day today. Tomorrow we start our presentations for Les Arbres Généalogiques. :)
le 20 novembre: Today we went over some activities which you might want to use to describe yourself and your family:
There sure are a lot up there; you can choose 8 or so to use in your presentation, there will be more than that on your test on Monday, but I'll narrow down the list above.
Homework: Choose eight relatives from your family tree and write a sentence about each one describing an activity that they like to do. Eg: mon oncle aime aller au cinéma. Try to get a good balance between expressions that use aller, faire, jouer, or have their own verbs (such as tricoter, regarder, escalader, or courir). Tomorrow will be a work block, please be prepared to work on either your poster, your oral presentation, or both. :)
Homework: Choose eight relatives from your family tree and write a sentence about each one describing an activity that they like to do. Eg: mon oncle aime aller au cinéma. Try to get a good balance between expressions that use aller, faire, jouer, or have their own verbs (such as tricoter, regarder, escalader, or courir). Tomorrow will be a work block, please be prepared to work on either your poster, your oral presentation, or both. :)
le 17 novembre: Today we had our intérro, and I gave you 10 minutes to study, as I'll do every day from now on. Please don't consider this your ONLY study time; remember my analogy of having to iron an outfit for school; if you do it the night before, there's no stress. If you have to do it when you're rushed in the morning, you may not have the time to do it properly. Same with studying! Do some the night before! :)
We talked about hair colour and eye colour, and I drew your attention to the giraffe page in our pink booklet where we can also find vocabulary for short hair, long hair, curly hair, braides, bangs, ponytail, etc. Please consider this part of your vocabulary for this unit. I also gave you numbers from one to twenty, with a sentence as to how to use them to describe someone's age. Here are the notes:
We talked about hair colour and eye colour, and I drew your attention to the giraffe page in our pink booklet where we can also find vocabulary for short hair, long hair, curly hair, braides, bangs, ponytail, etc. Please consider this part of your vocabulary for this unit. I also gave you numbers from one to twenty, with a sentence as to how to use them to describe someone's age. Here are the notes:
We also decided when we'll have our project and test. It's a bit complicated, so here's the schedule for next week:
Monday: we'll learn all about activities that our family members like to do, like fishing, cooking, playing/watching sports, etc.
Tuesday: this will be a work period. Be prepared to work on your family tree, and get help from me if you need it.
Wednesday (collab day): Those who are ready to go can go today.
Thursday: All other students who didn't go on Wednesday will go today.
Friday: Stragglers can go today. PLEASE DON'T SKIP CLASS SO THAT YOU CAN PRESENT ON A LATER DAY.
Notes: You must have your family tree memorized, or be able to just "chat" about your family without notes. You may put "ma mère Claire" underneath your mom's picture on your family tree (or anyone's, not just your mom), but you can't write anything else, such as hair colour, activities, etc.
Please write "Mon Arbre Généalogique" as your title on your poster.
I also wrote this "tip" on the board today:
____________________________________________________________
Tip
You certainly want to honour every member of your family by including them on your tree. But that might mean that you have 2000 people on your tree. You can put them on the tree but not necessarily talk about them, or just mention them quickly. Eg:
“Here is my cousin, his name is Fred. Fred has two sisters. Here is my brother-in-law’s cousin.” Then move on.
______________________________________________________________
I also gave you this sample bit about one family member, to get you going:
______________________________________________________________
"Hello, my name is Nancy, and here’s my family tree. How many people are in my family? There are 15 people in my family. Here’s my husband, his name is Zimmerman. He has hazel eyes and is bald. He’s tall and slender. He’s smart, handsome, and kind. He’s the father of my sons. He likes to fish."
_______________________________________________________________
Faites un bon weekend!
Monday: we'll learn all about activities that our family members like to do, like fishing, cooking, playing/watching sports, etc.
Tuesday: this will be a work period. Be prepared to work on your family tree, and get help from me if you need it.
Wednesday (collab day): Those who are ready to go can go today.
Thursday: All other students who didn't go on Wednesday will go today.
Friday: Stragglers can go today. PLEASE DON'T SKIP CLASS SO THAT YOU CAN PRESENT ON A LATER DAY.
Notes: You must have your family tree memorized, or be able to just "chat" about your family without notes. You may put "ma mère Claire" underneath your mom's picture on your family tree (or anyone's, not just your mom), but you can't write anything else, such as hair colour, activities, etc.
Please write "Mon Arbre Généalogique" as your title on your poster.
I also wrote this "tip" on the board today:
____________________________________________________________
Tip
You certainly want to honour every member of your family by including them on your tree. But that might mean that you have 2000 people on your tree. You can put them on the tree but not necessarily talk about them, or just mention them quickly. Eg:
“Here is my cousin, his name is Fred. Fred has two sisters. Here is my brother-in-law’s cousin.” Then move on.
______________________________________________________________
I also gave you this sample bit about one family member, to get you going:
______________________________________________________________
"Hello, my name is Nancy, and here’s my family tree. How many people are in my family? There are 15 people in my family. Here’s my husband, his name is Zimmerman. He has hazel eyes and is bald. He’s tall and slender. He’s smart, handsome, and kind. He’s the father of my sons. He likes to fish."
_______________________________________________________________
Faites un bon weekend!
le 16 novembre: Today we had our intérro, then I gave you pictures of three different types of families:
Make sure you have this vocabulary in your notes, and that you understand these three types of families. If these structures are unfamiliar to you, please come and see me for a moment or two of extra help.
I then gave you some AWESOME adjectives for those days when you're not too impressed with your siblings:
moche - yucky
stupide - stupid
irritant(e) - irritating
laid(e) - ugly
méchant(e) - evil
toxique - toxic
impoli(e) - impolite
le pire – the worst (m=f)
malodorant(e) - stinky
dégoutant(e) - disgusting
connard (n) –
The last word, connard, is actually a noun but can be useful: "il est connard" or "elle est connarde". It's not a very nice word; it means "a**hole" which is far less rude in French than it is in English. Please don't ever say it in school in English.
Homework: Choose one of the three structures of family trees that we did today, and write about it as if it's your family tree. You can add in additional family members if you want more practice. Make sure to use some of the new adjectives we learned today, as well as some we learned yesterday. Here's an English example:
"Hello, my name is Nancy, and here's my family tree. How many people are in my family? There are 15 people in my family. Here's my stepfather, his name is George. He's tall and handsome. Here's my half-brother, his name is Fred. He's stupid and irritating. My mother's name is Claire. She's pretty but (mais) mean. I have a step-sister, her name is Marie. She's a tall, slender brunette. She's the worst! (Elle est le pire!) "
l'Intérro:
mon beau-père
ma demie-soeur
mon père adoptif
ma belle-soeur
mon demi-frère
mouche
irritant (e)
impoli(e)
malodorant(e) - smelly
I then gave you some AWESOME adjectives for those days when you're not too impressed with your siblings:
moche - yucky
stupide - stupid
irritant(e) - irritating
laid(e) - ugly
méchant(e) - evil
toxique - toxic
impoli(e) - impolite
le pire – the worst (m=f)
malodorant(e) - stinky
dégoutant(e) - disgusting
connard (n) –
The last word, connard, is actually a noun but can be useful: "il est connard" or "elle est connarde". It's not a very nice word; it means "a**hole" which is far less rude in French than it is in English. Please don't ever say it in school in English.
Homework: Choose one of the three structures of family trees that we did today, and write about it as if it's your family tree. You can add in additional family members if you want more practice. Make sure to use some of the new adjectives we learned today, as well as some we learned yesterday. Here's an English example:
"Hello, my name is Nancy, and here's my family tree. How many people are in my family? There are 15 people in my family. Here's my stepfather, his name is George. He's tall and handsome. Here's my half-brother, his name is Fred. He's stupid and irritating. My mother's name is Claire. She's pretty but (mais) mean. I have a step-sister, her name is Marie. She's a tall, slender brunette. She's the worst! (Elle est le pire!) "
l'Intérro:
mon beau-père
ma demie-soeur
mon père adoptif
ma belle-soeur
mon demi-frère
mouche
irritant (e)
impoli(e)
malodorant(e) - smelly
le 15 novembre: What a great day with my Grade 9s! We took up the family tree which you had finished up for homework, and as you walked around and looked at other groups' trees, you saw that in fact we had all drawn the same tree, but from various points of view. I put the conjugations of avoir and être on the board, and we talked about them for awhile, then I directed you to the "giraffe" page of the vocabulary booklet and we looked at a bunch of adjectives which describe someone physically. I asked you to put together a small family tree and use as many adjectives as you can to describe the people in the tree.
Homework: finish up that family tree
l'intérro: See the picture below; the words for the intérro are circled.
Homework: finish up that family tree
l'intérro: See the picture below; the words for the intérro are circled.
le 14 novembre: We took up the homework by looking at a family tree which Mme GZ put on the board and answering questions about who the various people are. I then gave you a description of a family tree on a little yellow piece of paper and sent you away in groups to draw the tree. I really didn't give you enough time, as I wanted to give you ICE CREAM CONES to thank you all for all the good work you did last Wednesday, 🙂
Homework: Make sure you've finished up that family tree from today.
Homework: Make sure you've finished up that family tree from today.
le 9 novembre: Today we had our Remembrance Day celebration, and because of that, our block was shortened. We had our quiz, then I gave you a printed family tree with a bit of new vocabulary on it:
mon arrière-grand-père - my great-grandfather
mon arrière-grand-mère: my great-grandmother
mes arrière grands-parents - my great grandparents
(Notice that "arrière" doesn't change for masculiine, feminine, or plural people, it always stays at "arrière". Weird but true.)
We also learned:
mon petit-fils - my grandson
ma petite-fille - my granddauthger
mes petits-enfants - my grandchildren
The assignment due Tuesday is that you're to give each person on the printed family tree a name, then fill in their name on the numbered lines. Pay close attention to the following:
-there are no "parents-to-children" lines drawn on the family tree. Please draw them in.
-if the family members are plural (such as in questions 2, 3, 4, 16, 17, and 18), "s'appelle" takes on the plural form "s'appellent" (their names are rather than his/her name is).
Faites un bon weekend! :)
mon arrière-grand-père - my great-grandfather
mon arrière-grand-mère: my great-grandmother
mes arrière grands-parents - my great grandparents
(Notice that "arrière" doesn't change for masculiine, feminine, or plural people, it always stays at "arrière". Weird but true.)
We also learned:
mon petit-fils - my grandson
ma petite-fille - my granddauthger
mes petits-enfants - my grandchildren
The assignment due Tuesday is that you're to give each person on the printed family tree a name, then fill in their name on the numbered lines. Pay close attention to the following:
-there are no "parents-to-children" lines drawn on the family tree. Please draw them in.
-if the family members are plural (such as in questions 2, 3, 4, 16, 17, and 18), "s'appelle" takes on the plural form "s'appellent" (their names are rather than his/her name is).
Faites un bon weekend! :)
le 8 novembre: What a fantastic class we had today! You guys were on fire! Thank you for your level of participation; it was a lot of fun. We started off by going over the homework on the board, then almost all of you volunteered to read out your mini-trees, and the level of fluency was quite high. I then taught you that just as mon, ma, mes means "my" for masculine relatives, feminine relatives, and plural relatives respectively, ton, ta, and tes mean "your" in the same situations. For example:
mon père - my father
ton père - your father
ma mère - my mother
ta mère - your mother
mes parents - my parents
tes parents - your parents
We then played a little game whereby you got into groups of three: one person asked, "Comment s'appelle ton oncle?" The second person said, "Mon oncle s'appelle Fred " (or whatever his name is), and the third person remarked, "Oh, ton oncle s'appelle Fred". We spread ourselves around the room and shouted out our answers, just for fun. Bon travail!
We then looked at the "giraffe" page of our booklet and saw some adjectives. I put some examples on the board; those will be your quiz for tomorrow:
mon père - my father
ton père - your father
ma mère - my mother
ta mère - your mother
mes parents - my parents
tes parents - your parents
We then played a little game whereby you got into groups of three: one person asked, "Comment s'appelle ton oncle?" The second person said, "Mon oncle s'appelle Fred " (or whatever his name is), and the third person remarked, "Oh, ton oncle s'appelle Fred". We spread ourselves around the room and shouted out our answers, just for fun. Bon travail!
We then looked at the "giraffe" page of our booklet and saw some adjectives. I put some examples on the board; those will be your quiz for tomorrow:
The quiz will look something like this:
Translate into French:
1. Describe your uncle.
2. My uncle is handsome.
3. Oh, your uncle is handsome!
4. He's dark-haired.
5. Your uncle is darkhaired.
etc.
Translate into French:
1. Describe your uncle.
2. My uncle is handsome.
3. Oh, your uncle is handsome!
4. He's dark-haired.
5. Your uncle is darkhaired.
etc.
le 7 novembre: We took a look at Mme GZ's family tree in Sm'algyax, which was a lot of fun, then we had our quiz and played a round of "Où est Twinkie?", where le chat asked the question, "Est-ce que Twinkie a des frères ou des soeurs?" The answers ranged like this:
Oui, Twinkie as un frère et deux soeurs.
Non, Twinkie est un fils unique.
Oui, Twinkie a un frère, pas de soeur.
Oui, Twinkie a deux soeurs, pas de frère.
I then gave you the following conjugations:
avoir - to have
j'ai
tu as
il a
elle a
nous avons
vous avez
ils ont
elles ont
être - to be
je suis
tu es
il est
elle est
nous sommes
vous êtes
ils sont
elles sont
s'appeler - to be called
je m'appelle - my name is...
il s'appelle - his name is...
elle s'appelle - her name is...
Homework: Dessinez une arbre généalogique avec toi, et quatre autre personnes.
Write the following about each person:
-intro (on the sheet)
-voici, j’ai,
-il/elle s’appelle
No quiz.
Oui, Twinkie as un frère et deux soeurs.
Non, Twinkie est un fils unique.
Oui, Twinkie a un frère, pas de soeur.
Oui, Twinkie a deux soeurs, pas de frère.
I then gave you the following conjugations:
avoir - to have
j'ai
tu as
il a
elle a
nous avons
vous avez
ils ont
elles ont
être - to be
je suis
tu es
il est
elle est
nous sommes
vous êtes
ils sont
elles sont
s'appeler - to be called
je m'appelle - my name is...
il s'appelle - his name is...
elle s'appelle - her name is...
Homework: Dessinez une arbre généalogique avec toi, et quatre autre personnes.
Write the following about each person:
-intro (on the sheet)
-voici, j’ai,
-il/elle s’appelle
No quiz.
le 6 novembre: Today we went over how to start our family tree presentation:
bonjour, je m'appelle Nancy, et voici mon arbre généalogique. Combien de personne y a-t-il dans ma famille? Dans ma famille, il y a quatre personnes.
We then learned that we don't need to just use "voici" when introducing our family, we can also use:
il y a - there is
où est... where is
oh, le voilà! Oh, there he is!
j'ai... I have...
I then taught you how to say:
I have two brothers and one sister: J'ai deux frères et une soeur
I have two brothers, no sisters: j'ai deux frères, pas de soeur
I am an only child (f), I have neither brothers nor sisters: J'ai une fille unique; je n'ai pas de frère, ni de soeur
I am an only child (m), I have neither brothers nor sisters: J'ai une fils unique; je n'ai pas de frère, ni de soeur
Your quiz tomorrow is:
Je suis fille unique
Je suis fils unique
J'ai x frères et x soeurs
Je n'ai pas de frère
Je n'ai pas de soeur
bonjour, je m'appelle Nancy, et voici mon arbre généalogique. Combien de personne y a-t-il dans ma famille? Dans ma famille, il y a quatre personnes.
We then learned that we don't need to just use "voici" when introducing our family, we can also use:
il y a - there is
où est... where is
oh, le voilà! Oh, there he is!
j'ai... I have...
I then taught you how to say:
I have two brothers and one sister: J'ai deux frères et une soeur
I have two brothers, no sisters: j'ai deux frères, pas de soeur
I am an only child (f), I have neither brothers nor sisters: J'ai une fille unique; je n'ai pas de frère, ni de soeur
I am an only child (m), I have neither brothers nor sisters: J'ai une fils unique; je n'ai pas de frère, ni de soeur
Your quiz tomorrow is:
Je suis fille unique
Je suis fils unique
J'ai x frères et x soeurs
Je n'ai pas de frère
Je n'ai pas de soeur
le premier novembre: Today we started our new unit, "la famille". We learned the following:
le père - father
la mère - mother
le frère - sister
la soeur - sister
le fils - son
la fille - daughter
le neveu - nephew
la nièce - niece
les parents - parents
la grand-mère - grandmother
le grand-père - grandfather
les grands-parents - grandparents
le cousin - cousin (m)
la cousine - cousin (f)
la belle-mère - mother-in-law
le beau-père - father-in-law
la belle-soeur - sister-in-law
le beau-frère - brother-n-law
That's a lot of vocab! But most of you knew a lot of it already. We learned how to introduce a talk about our family tree:
"Bonjour, je m'appelle Nancy, et voici mon arbre généalogique. Combien de personne y a-t-il dans ma famille? Dans ma famille, il y a 14 personnes."
We spent time going over and practicing pronunciation; you did a really good job.
I then snuck in the first person singular possessive adjective, namely "my". You all seemed to know that you use a different form of the adjective if you're talking about a masculine thing/person, a feminine thing/person, or plural things/people. Good for you! The examples we did were:
mon père - my father
ma mère - my mother
mes parents - my parents
I will be away for Thursday and Friday's classes, and we'll show a movie on those days. When I come back on Monday, I expect that you will be able to come up to a family tree that I have drawn on the board, and with your notes, be able to do the intro (see above) and talk about the tree using the possessive adjective "my". :)
le père - father
la mère - mother
le frère - sister
la soeur - sister
le fils - son
la fille - daughter
le neveu - nephew
la nièce - niece
les parents - parents
la grand-mère - grandmother
le grand-père - grandfather
les grands-parents - grandparents
le cousin - cousin (m)
la cousine - cousin (f)
la belle-mère - mother-in-law
le beau-père - father-in-law
la belle-soeur - sister-in-law
le beau-frère - brother-n-law
That's a lot of vocab! But most of you knew a lot of it already. We learned how to introduce a talk about our family tree:
"Bonjour, je m'appelle Nancy, et voici mon arbre généalogique. Combien de personne y a-t-il dans ma famille? Dans ma famille, il y a 14 personnes."
We spent time going over and practicing pronunciation; you did a really good job.
I then snuck in the first person singular possessive adjective, namely "my". You all seemed to know that you use a different form of the adjective if you're talking about a masculine thing/person, a feminine thing/person, or plural things/people. Good for you! The examples we did were:
mon père - my father
ma mère - my mother
mes parents - my parents
I will be away for Thursday and Friday's classes, and we'll show a movie on those days. When I come back on Monday, I expect that you will be able to come up to a family tree that I have drawn on the board, and with your notes, be able to do the intro (see above) and talk about the tree using the possessive adjective "my". :)
le 31 octobre: Boo! Joyeux Hallowe'en! We had our test today; tomorrow we start our new unit. Amusez-vous bien ce soir!
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media.giphy.com/media/Zl0KlEvRJc4KY/giphy.gif
le 30 octobre: Today we had our Fashion show, and it was really great. Félicitations, tous le monde! Tomorrow is our test; here's we made notes about what we might put on the test on the board:
As promised, I'll make the test fairly simply as I was away for three days of this unit. Bon chance!
le 27 octobre: Hello my lovelies. What a nice productive class we have today. First we took up the answers to the eight questions I had given you for homework:
I’m putting on black socks.Je mets des chaussettes noires.
You’re taking off a tight raincoat.Tu enlèves un imperméable serré
She’s wearing an ugly hat.Elle porte un laid chapeau.
He’s putting on small trendy shoes.Il met des petites chaussures branchées.
We’re taking off an informal suit.Nous enlevons un costume simple.
You’re putting on a plaid jacket.Vous mettez une veste écossaise.
They’re (m) wearing a good flannel shirt (m)
Ils portent une bonne chemise flannelle.
They (f) putting on an old loose silk shirt (f).
Elles mettent un vieux chemisier vague et en soie.
I then gave you back the sentences that you did with the TTOC when I was away, so that you can study from them and use them in your project.
Then I gave you some new vocabulary which we played around with on the Smartboard. Here are the sentences which I asked you to translate, and their translations:
Please remember that YOUR PROJECT IS DUE MONDAY MORNING. If you don't come to class, you'll have to figure out how to do your own fashion show by yourself, which doesn't sound fun to me. :(
I was asked to put some information about Tuesday's test on the webpage, so here it is. I'm going to make the test a little simpler than usual as I was away for 3 days. :) Here's the format:
Part A: I'll either write English names of clothing or give you pictures and you have to identify the clothing with "un", "une", or "des" in front.
Part B: I'll give you a picture of someone on the SmartBoard, and you need to write some sentences with clothing and one colour per clothing item to describe what they're wearing, and give me some negative sentences as well. EG: "Il porte des chaussettes noires; il ne porte pas de chaussettes blanches."
Part C: I'll give you some sentences to translate into French which use adjectives and a variety of verbs. Eg:
1. I'm looking for a green hat.
2. Where is the blue jacket?
3. I'm finding the raggedy jeans.
4. I'm wearing inexpensive black shoes.
5. He's putting on a narrow red tie.
6. She's not putting on any old shoes.
Try to translate the above sentences; text me on Sunday and I'll put the answers up on the webpage. These aren't the exact questions from the test, but pretty darn similar. :)
I’m putting on black socks.Je mets des chaussettes noires.
You’re taking off a tight raincoat.Tu enlèves un imperméable serré
She’s wearing an ugly hat.Elle porte un laid chapeau.
He’s putting on small trendy shoes.Il met des petites chaussures branchées.
We’re taking off an informal suit.Nous enlevons un costume simple.
You’re putting on a plaid jacket.Vous mettez une veste écossaise.
They’re (m) wearing a good flannel shirt (m)
Ils portent une bonne chemise flannelle.
They (f) putting on an old loose silk shirt (f).
Elles mettent un vieux chemisier vague et en soie.
I then gave you back the sentences that you did with the TTOC when I was away, so that you can study from them and use them in your project.
Then I gave you some new vocabulary which we played around with on the Smartboard. Here are the sentences which I asked you to translate, and their translations:
- She’s wearing ragged pants.
- It makes you look fat!
- I like the inexpensive dress
- The shoes and the socks: they go well together.
- The hat? It looks good on you.
- The jacket? It doesn’t look good on you.
- The jeans make you look thin.
- It fits me (you) like a glove!
- Elle porte un pantalon déguenillé.
- Il te grossit!
- J’aime la robe bon marché.
- Les chaussures et les chaussettes: ils vont trop bien ensemble
- Le chapeau? Il te va trop bien!
- La veste? Il ne te vas pas de tout!
- Le jean t’amincit.
- ça me (te) va comme un gant
Please remember that YOUR PROJECT IS DUE MONDAY MORNING. If you don't come to class, you'll have to figure out how to do your own fashion show by yourself, which doesn't sound fun to me. :(
I was asked to put some information about Tuesday's test on the webpage, so here it is. I'm going to make the test a little simpler than usual as I was away for 3 days. :) Here's the format:
Part A: I'll either write English names of clothing or give you pictures and you have to identify the clothing with "un", "une", or "des" in front.
Part B: I'll give you a picture of someone on the SmartBoard, and you need to write some sentences with clothing and one colour per clothing item to describe what they're wearing, and give me some negative sentences as well. EG: "Il porte des chaussettes noires; il ne porte pas de chaussettes blanches."
Part C: I'll give you some sentences to translate into French which use adjectives and a variety of verbs. Eg:
1. I'm looking for a green hat.
2. Where is the blue jacket?
3. I'm finding the raggedy jeans.
4. I'm wearing inexpensive black shoes.
5. He's putting on a narrow red tie.
6. She's not putting on any old shoes.
Try to translate the above sentences; text me on Sunday and I'll put the answers up on the webpage. These aren't the exact questions from the test, but pretty darn similar. :)
le 26 octobre: Mme GZ is back after her long absence in Vancouver and Victoria. It's so good to be back! Today we went over the following:
-what is an adjective? (we had those groovy graphics on the board with adjectives written in the same script and colour as their nouns, implying that adjectives have to agree in two ways with their nouns (number and gender).
-which adjectives are BANGS and which are non-BANGS?
-porter, mettre, and enlever: which are regular, irregular, and stem-changing?
-translation of some fat sentences:
We ran out of time because Mme GZ still can't figure out her weird clock, so homework is to finish up the four sentences I assigned to you in class from the list above (left hand side of the room did the odd numbered questions, and the right hand side of the room does the others), and of course, work on your project, which is due on Monday. :)
-what is an adjective? (we had those groovy graphics on the board with adjectives written in the same script and colour as their nouns, implying that adjectives have to agree in two ways with their nouns (number and gender).
-which adjectives are BANGS and which are non-BANGS?
-porter, mettre, and enlever: which are regular, irregular, and stem-changing?
-translation of some fat sentences:
- I’m putting on black socks.
- You’re taking off a tight raincoat.
- She’s wearing an ugly hat.
- He’s putting on small trendy shoes.
- We’re taking off an informal suit.
- You’re putting on a plaid jacket.
- They’re (m) wearing a good flannel shirt (m)
- They (f) putting on an old loose silk shirt (f).
We ran out of time because Mme GZ still can't figure out her weird clock, so homework is to finish up the four sentences I assigned to you in class from the list above (left hand side of the room did the odd numbered questions, and the right hand side of the room does the others), and of course, work on your project, which is due on Monday. :)
le 19 octobre: Today we learned about BANGS adjectives (adjectives that fall into the category of beauty, age, numbers, goodness, and size); all of them are placed BEFORE THE NOUN! eg: Je porte une belle robe. Il porte une grande cravate. Elle porte un petit jean. We went over a large number of adjectives from our booklet, including en soie, en coton, vague, flannelle, branché, etc from a two-column table of adjectives in our booklet; all of the adjectives in the second column go AFTER THE NOUN! Eg: Elle porte les collants étroits, il porte des chaussettes serrées, je porte une jupe chic (chic doesn't ever take an "s or an "e", for some reason!), etc.
I also explained the fashion show to you in great detail. Next week while I'm away, you can work on it a bit in class. See you next Thursday!
I also explained the fashion show to you in great detail. Next week while I'm away, you can work on it a bit in class. See you next Thursday!
le 18 octobre: After doing our quiz, we learned how to use three irregular adjectives: vieux, beau, and nouveau:
We then learned that those three adjectives are placed in front of the noun they're modifying (the clothing, in other words), whereas the colours are placed after:
No homework, no quiz.
le 17 octobre: After taking up the "what do you wear to school/the office/the beach/in the rain" etc worksheet. we started in on adjectives, specifically on colours. We learned several colour names, and where they go in the sentence (after the noun they describe). We also began a chart which showed that the colours have to match the number and gender of the noun they describe; for example, if we're talking about red boots, the word "red" has to be feminine plural, just like the boots: "les bottes rouges".
Quiz: Be able to talk about wearing (Je porte) un chapeau/une cravate/des bottes/des chapeaux, with the colours violet and bleu. Eg: Je portes des bottes violettes / Je porte une cravate bleue / Je porte un chapeau violet, etc.
Quiz: Be able to talk about wearing (Je porte) un chapeau/une cravate/des bottes/des chapeaux, with the colours violet and bleu. Eg: Je portes des bottes violettes / Je porte une cravate bleue / Je porte un chapeau violet, etc.
le 16 octobre: Today we finished up the projects, and what a lovely job you all did. Thank you all for the efforts that you put into not only studying, not only the artwork, but the courage it took to present your very first high school French project. Bon travail!
When each of you finished your projects you received a pink sheet on which you were supposed to indicate what clothes are worn to the beach, to school, to the office (both a man and a woman), and on a rainy day in Prince Rupert. I asked you to finish up that sheet for homework. No intérro.
When each of you finished your projects you received a pink sheet on which you were supposed to indicate what clothes are worn to the beach, to school, to the office (both a man and a woman), and on a rainy day in Prince Rupert. I asked you to finish up that sheet for homework. No intérro.
le 13 octobre: We didn't have time to do the quiz today, so please study it for Monday. We had some of you present your projects, and you all did a wonderful job. The rest of the class is presenting on Monday. Faites un bon weekend!
le 12 octobre: We had our quiz, then we talked about what we would wear to the beach and to the country. I then gave you a sheet of rainwear vocabulary with nice bright pictures.
Quiz: Be able to use the "est-ce que je porte" question with the affirmative and negative answers with all of your raingear.
Quiz: Be able to use the "est-ce que je porte" question with the affirmative and negative answers with all of your raingear.
le 11 octobre: After our quiz, I described my outfit on the board:
Je porte une grande robe bleue, des collants, et des sandales. Je ne porte pas de collier. I'm searing a big blue dress, some tights, and some sandals. Notice that the adjective "grande" came before the word "robe", but the adjective "bleue" came after. Why is that? It's a mystery! (not really!). We'll go over that as we get into adjectives.
We then went over the vocabulary on page 3 of our booklets, and I was about to tell you the most important category of clothing that wasn't listed on the page, but then the bell rang (early dismissal today and tomorrow).
Homework: We're going to have another quiz tomorrow, on the same material as the quiz today but different clothing. The clothing will be: des chaussettes, des chaussures, des bottes. All feet-related items! (eww)
Je porte une grande robe bleue, des collants, et des sandales. Je ne porte pas de collier. I'm searing a big blue dress, some tights, and some sandals. Notice that the adjective "grande" came before the word "robe", but the adjective "bleue" came after. Why is that? It's a mystery! (not really!). We'll go over that as we get into adjectives.
We then went over the vocabulary on page 3 of our booklets, and I was about to tell you the most important category of clothing that wasn't listed on the page, but then the bell rang (early dismissal today and tomorrow).
Homework: We're going to have another quiz tomorrow, on the same material as the quiz today but different clothing. The clothing will be: des chaussettes, des chaussures, des bottes. All feet-related items! (eww)
le 10 octobre: We began our "Les Vêtements" unit today, despite the fact that you still have to do your projects for me on October 13 for "La ville". We agreed to that weird schedule today, as Mme GZ is going to be away from October 19-26 (back on the 26th), and we can't afford to fritter away our time together. Remember to come ask me for help if you need it for your La Ville project.
I talked quite a bit about the clothing I was wearing, and the clothing of various students around the class. We learned the following:
Qu'est-ce que je porte? What am I wearing?
Qu'est-ce que Fred porte? What is Fred wearing?
Je porte... I'm wearing...
Fred porte... Fred is wearing...
I gave you a huge "Les Vêtements" booklet (don't lose it!) and we did all the vocabulary on page 2 (the page with the picture of the boy sitting on a stool) except for:
un blouson
une paire de chaussures (we're doing "des chaussures", but not "une paire")
un survêtement
We also learned that we can't put the following words after "pas": une, un, des, de la, du, de l'. If you want to say that you're not wearing something, or that you don't want something, for example, you have to replace the italicized words above with "de":
Je porte un short. / Je ne porte pas de short.
Je mange du poulet. / Je ne mange pas de poulet.
Je porte des sandales. / Je ne porte pas de sandales.
I also told you that I would put an overview of the unit on the webpage. The unit should take two weeks to complete. Here it is:
-vocabulary of various pieces of clothing, including jewellery
-organizing clothing into school wear, beach wear, office wear (for both men and women), and what we wear on a rainy day in Prince Rupert
-adjectives to describe what you (and others) are wearing: styles, fabrics, colours, level of being in fashion, size, age
-overview of how to put a variety of adjectives in a sentence
-expressing preferences with aimer, aimer bien, aimer mieux, préférer
-the verbs mettre, porter, acheter, enlever
-the adjectives quel (which?) and ce (this/that)
-the expressions plus...que (more...than), moins...que (less...than) and aussi...que (the same... as). The dots between the words represent adjectives that would go in there. Here's an example:
J'aime le jean parce que le jean est plus beau que le short. I like the jeans because the jeans are more good-loooking (or "better looking") than the shorts.
Homework: We have a quiz tomorrow on:
Est-ce que je porte...
...un jean
...un pantalon
...un short
Oui, je porte...
Non, je ne porte pas de...
I talked quite a bit about the clothing I was wearing, and the clothing of various students around the class. We learned the following:
Qu'est-ce que je porte? What am I wearing?
Qu'est-ce que Fred porte? What is Fred wearing?
Je porte... I'm wearing...
Fred porte... Fred is wearing...
I gave you a huge "Les Vêtements" booklet (don't lose it!) and we did all the vocabulary on page 2 (the page with the picture of the boy sitting on a stool) except for:
un blouson
une paire de chaussures (we're doing "des chaussures", but not "une paire")
un survêtement
We also learned that we can't put the following words after "pas": une, un, des, de la, du, de l'. If you want to say that you're not wearing something, or that you don't want something, for example, you have to replace the italicized words above with "de":
Je porte un short. / Je ne porte pas de short.
Je mange du poulet. / Je ne mange pas de poulet.
Je porte des sandales. / Je ne porte pas de sandales.
I also told you that I would put an overview of the unit on the webpage. The unit should take two weeks to complete. Here it is:
-vocabulary of various pieces of clothing, including jewellery
-organizing clothing into school wear, beach wear, office wear (for both men and women), and what we wear on a rainy day in Prince Rupert
-adjectives to describe what you (and others) are wearing: styles, fabrics, colours, level of being in fashion, size, age
-overview of how to put a variety of adjectives in a sentence
-expressing preferences with aimer, aimer bien, aimer mieux, préférer
-the verbs mettre, porter, acheter, enlever
-the adjectives quel (which?) and ce (this/that)
-the expressions plus...que (more...than), moins...que (less...than) and aussi...que (the same... as). The dots between the words represent adjectives that would go in there. Here's an example:
J'aime le jean parce que le jean est plus beau que le short. I like the jeans because the jeans are more good-loooking (or "better looking") than the shorts.
Homework: We have a quiz tomorrow on:
Est-ce que je porte...
...un jean
...un pantalon
...un short
Oui, je porte...
Non, je ne porte pas de...
le 6 octobre: Today we had our "La ville" chapter test, and we have our project due on the 13th of October. We can have some time to work on the projects next week. Have a great Thanksgiving!
le 5 octobre: Sorry mes amis, but I didn't update the webpage today. I was too pooped when I got home. There wasn't really much to say, other than that October 6 is your test day, and I wish you the best of luck! :)
le 4 octobre: What a great class! We took up the homework by getting in to partners and asking each other questions, then answering them:
Q: Est-ce que tu achètes des bonbons à la confiserie?
A: Oui, j'achète des bonbons à la confiserie.
Q: Est-ce que j'achète du canard à la boucherie?
A: Oui, tu achètes du canard à la boucherie.
Q: Est-ce qu'elle achète des comprimés à la pharmacie?
A: Oui, elle achète des comprimés à la pharmacie.
Etc!
We then matched professions with stores on the Smartboard. We noticed that there's a very distinct similarity between the shop names and the professions:
lépicierie - l'épicier
la boulangerie - le boulanger
la boucherie - le boucher
Here's the list we looked at:
Q: Est-ce que tu achètes des bonbons à la confiserie?
A: Oui, j'achète des bonbons à la confiserie.
Q: Est-ce que j'achète du canard à la boucherie?
A: Oui, tu achètes du canard à la boucherie.
Q: Est-ce qu'elle achète des comprimés à la pharmacie?
A: Oui, elle achète des comprimés à la pharmacie.
Etc!
We then matched professions with stores on the Smartboard. We noticed that there's a very distinct similarity between the shop names and the professions:
lépicierie - l'épicier
la boulangerie - le boulanger
la boucherie - le boucher
Here's the list we looked at:
These are the only professions we're going to be learning in this unit, and we're not learning the feminine versions (only because it'll double our "professions vocab". We'll learn the feminine versions of jobs and careers in Grade 10).
We also learned how to ask, "Who works (at the) (store)?" by playing "Où est Twinkie?":
We also learned how to ask, "Who works (at the) (store)?" by playing "Où est Twinkie?":
In case you're wondering, we never used the "au" version of at the/in the in this exercise. Did you figure out why? It's because none of the stores we worked with today were masculine. "Au" is only to be used with masculine places, like le lycée, le restaurant, le kiosque, etc.
You have a tiny interro tomorrow: make sure you can translate and spell these five professions: le boucher, le boulanger, l'épicier, le pharmacien, le laitier. I won't put them in sentences.
You have a tiny interro tomorrow: make sure you can translate and spell these five professions: le boucher, le boulanger, l'épicier, le pharmacien, le laitier. I won't put them in sentences.
le 3 octobre: Today we went over the worksheets that I asked Mr. Dalton to give you yesterday. Here are the answers to the worksheet "Your Turn!":
We went to the MPR and played "inside/outside circles" with our vocab, circle #1 asking questions and circle #2 answering them. After a bit of a slow start logistically, we all did very well. We'll do it again sometime if you like. :) We also learned how to ask questions using the correct subject pronouns:
If the question uses the pronoun.... ....answer it with the pronoun....
je tu
tu je
il il
elle elle
nous nous
vous vous
ils ils
elles elles
Eg: "Est-ce que tu fais du shopping?" "Oui, je fais du shopping"
"Est-ce que je achète de la tarte aux pommes?" "Oui, tu achète de la tarte aux pommes."
Homework: Take the "Your turn" worksheet and create questions from the 8 statements, so that the 8 statements are the answers to the questions. Eg: 1. "Est-ce que tu achète des bonbons à la confiserie?"
YOUR TEST FOR THIS UNIT IS THIS FRIDAY, OCTOBER 6 ON EVERYTHING WE WILL HAVE DONE FROM SEPTEMBER 16 TO OCTOBER 5.
- J’achète des bonbons à la confiserie.
- Tu achètes du canard à la boucherie.
- Elle achète des comprimés à la pharmacie.
- Il achète de la tarte aux pommes à la pâtisserie.
- Nous achetons du lait à la laiterie.
- Vous achetez des poissons á la poissonnerie.
- Ils achètent des saucisses à la charcuterie.
- Elles achètent du sel et du poivre a l’épicerie.
We went to the MPR and played "inside/outside circles" with our vocab, circle #1 asking questions and circle #2 answering them. After a bit of a slow start logistically, we all did very well. We'll do it again sometime if you like. :) We also learned how to ask questions using the correct subject pronouns:
If the question uses the pronoun.... ....answer it with the pronoun....
je tu
tu je
il il
elle elle
nous nous
vous vous
ils ils
elles elles
Eg: "Est-ce que tu fais du shopping?" "Oui, je fais du shopping"
"Est-ce que je achète de la tarte aux pommes?" "Oui, tu achète de la tarte aux pommes."
Homework: Take the "Your turn" worksheet and create questions from the 8 statements, so that the 8 statements are the answers to the questions. Eg: 1. "Est-ce que tu achète des bonbons à la confiserie?"
YOUR TEST FOR THIS UNIT IS THIS FRIDAY, OCTOBER 6 ON EVERYTHING WE WILL HAVE DONE FROM SEPTEMBER 16 TO OCTOBER 5.
le 2 octobre: Today Mme GZ had to be away for class, sorry about that. I was at a workshop. Anyway, I heard from a couple of kids that the class went really well. :) Make sure you have both the worksheets done, and study the following for the quiz:
- the “je” form of acheter
- the shops la pharmacie, la charcuterie, la boulangerie, la boucherie
- how to say “to the” for all those shops (it’s à la for all four of them)
- how to say les comprimés, le pâté, le pain, le poulet
le 29 sept: Today we took up the homework from yesterday, and found that many of us are mixing up the following:
regarder - to look at
chercher - to look for
au - in the, at the, to the
le/la/les - the
We then did a little exercise whereby we matched up stores with what one might buy there:
regarder - to look at
chercher - to look for
au - in the, at the, to the
le/la/les - the
We then did a little exercise whereby we matched up stores with what one might buy there:
No weekend homework. Enjoy! :)
le 28 sept: Today I gave you a bit of time to work on your presentations; I put the verbs on the board and we went over them very carefully. We also discussed what verbs might give us pronunciation problems and went over those.
I then taught you the present tense conjugations of "faire" (to make, or do to):
je fais nous faisons
tu fais vous faites
il fait ils font
elle fait elles font
We use the verb "faire" in the expressions "faire du shopping" (do some shopping) and "faire un tour à" to indicate that you're checking out a store. We played around with those for awhile, then had a cutthroat game of "Come up with the Difficult French Sentence".
Homework: I gave you a sheet with a verb explanation and two groups of questions. Please do the first four of section 1, and the first 3 questions of section 2. :)
I then taught you the present tense conjugations of "faire" (to make, or do to):
je fais nous faisons
tu fais vous faites
il fait ils font
elle fait elles font
We use the verb "faire" in the expressions "faire du shopping" (do some shopping) and "faire un tour à" to indicate that you're checking out a store. We played around with those for awhile, then had a cutthroat game of "Come up with the Difficult French Sentence".
Homework: I gave you a sheet with a verb explanation and two groups of questions. Please do the first four of section 1, and the first 3 questions of section 2. :)
le 27 sept: Today we had our little quiz about the projects, and we got a lot of details understood and ironed out. Good for you! I then wrote our verbs from yesterday on the board again and we went over their meaning, and talked about how some verbs like chercher (to look for), payer (to pay for) and regarder (to look at) have the prepositions built in, but other verbs like arriver (to arrive) need you to add the preposition (à) yourself. This is important! :) I gave you a demonstration with my homie Pierre about how I wanted you to recite your homework with a partner, then gave you a few minutes to practice. Then, as usual, the bell went off when Mme GZ wasn't expecting it (it's collab day); I really should pay more attention to the time!
Homework: Be ready to perform your homework tomorrow. This means that you need to have the 10 sentences due today written, and you need to understand that when it's your turn to perform, you'll get up front with your partner, and one of you will say five of your sentences, then the partner will say their five, then you'll say your next five, then your partner will say their next five. You'll just be relating a little story about looking for, finding, looking at, arriving at (etc) a store. It's not a logical back and forth conversation, but rather you telling a little story, then your partner telling a little story, then you again, then your partner again. Please have it written out tomorrow (your 10 sentences) and practice it a couple of times at home. I'LL BE GIVING YOU FEEDBACK so please don't come to class unprepared.
Homework: Be ready to perform your homework tomorrow. This means that you need to have the 10 sentences due today written, and you need to understand that when it's your turn to perform, you'll get up front with your partner, and one of you will say five of your sentences, then the partner will say their five, then you'll say your next five, then your partner will say their next five. You'll just be relating a little story about looking for, finding, looking at, arriving at (etc) a store. It's not a logical back and forth conversation, but rather you telling a little story, then your partner telling a little story, then you again, then your partner again. Please have it written out tomorrow (your 10 sentences) and practice it a couple of times at home. I'LL BE GIVING YOU FEEDBACK so please don't come to class unprepared.
le 26 sept: Today we took up the first 8 questions on our green sheet (except for "I want"). I gave you some time in class to finish the 40 questions on the sheet (actually, it'll be 35 if you don't count the 5 "I wants").
I then taught you how to say "in the/at the/to the". It's a different construct depending upon whether the shop is masculine, feminine, plural, or starts with a vowel:
à la: in the/at the/to the for a feminine shop (Je vais à la pharmacie)
au - in the/at the/to the for a masculine shop (Je vais au restaurant)
aux - in the/at the/to the for plural shops (Je vais aux restaurants)
à l' - in the/at the/to the for shops that begin with a vowel: (Je vais à l'épicerie)
I then gave you the following vocabulary on the board:
entrer dans - to enter
sortir - to leave
regarder - to look at
parler à - to speak to (Je parle à Mme GZ)
acheter - to buy
payer - to pay for
arriver à - to arrive at
se trouver - to find oneself (as in "Où se trouve la pharmacie?)
faire du shopping - to do the shopping
faire un tour à (au, à la, aux, à l') - to see what's happening at a certain shop
Homework:
1. Finish up the green sheet; if you can't, come talk to me.
2. Write 10 sentences using the bolded verbs above; two sentences per verb. You'll use the "je" form only (eg: J'arrive au restaurant, je regarde la pharmacie, etc). Practice using lots of stores, both masculine and feminine.
3. Take a close look at yesterday's description of your project; I'm going to give you a quiz tomorrow on what the project entails (the quiz will be in English).
I then taught you how to say "in the/at the/to the". It's a different construct depending upon whether the shop is masculine, feminine, plural, or starts with a vowel:
à la: in the/at the/to the for a feminine shop (Je vais à la pharmacie)
au - in the/at the/to the for a masculine shop (Je vais au restaurant)
aux - in the/at the/to the for plural shops (Je vais aux restaurants)
à l' - in the/at the/to the for shops that begin with a vowel: (Je vais à l'épicerie)
I then gave you the following vocabulary on the board:
entrer dans - to enter
sortir - to leave
regarder - to look at
parler à - to speak to (Je parle à Mme GZ)
acheter - to buy
payer - to pay for
arriver à - to arrive at
se trouver - to find oneself (as in "Où se trouve la pharmacie?)
faire du shopping - to do the shopping
faire un tour à (au, à la, aux, à l') - to see what's happening at a certain shop
Homework:
1. Finish up the green sheet; if you can't, come talk to me.
2. Write 10 sentences using the bolded verbs above; two sentences per verb. You'll use the "je" form only (eg: J'arrive au restaurant, je regarde la pharmacie, etc). Practice using lots of stores, both masculine and feminine.
3. Take a close look at yesterday's description of your project; I'm going to give you a quiz tomorrow on what the project entails (the quiz will be in English).
le 25 sept: Today we began a bit of work on learning the different sounds of the alphabet in French; you'll have a quiz about that perhaps Friday, perhaps next week, depending on how you're doing. We spent the rest of the class listening to Gwynne Dyer talk about the state of politics in the world; it was very informative, and I was really pleased at the level of attention you paid during the presentation.
I've had a request to put some information about your "La Ville" project on the website, as i promised last Thursday. Here's what the project will look like:
-create a poster (on poster board) of a view of a city, with at least 10 stores on it. You can put pictures of what the store sells in the windows of the shops, but you can't label the shops in English or in French;
-give a talk, memorized, about your trip around the town. Here's the sort of things you'll be talking about (in French):
"Hello, my name is Nancy, and here is the city. First, I leave my house and look for the pharmacy. Where is the pharmacy? Oh, there it is. I enter the pharmacy, and speak to the pharmacist: "Where does one find some pills?" The pharmacist replies, "Here are the pills." I buy the pills, and I leave the pharmacy."
You'll do that with ten shops and ten professions. You'll mention at least one item that you want to buy from each shop.
Are you concerned that you barely have the vocabulary to do this at this point? I agree with you! We've only done a few days of the unit, and we'll have at least 10 school days of learning about "La Ville" before the project is due. But I've given you an overview of what you'll need to be learning in the next little while, so that you can make sure to keep on track. There are some examples of "La Ville" posters on the wall under the "Gwaii Haanas" poster by the door, if you'd like to look at them. No homework today.
I've had a request to put some information about your "La Ville" project on the website, as i promised last Thursday. Here's what the project will look like:
-create a poster (on poster board) of a view of a city, with at least 10 stores on it. You can put pictures of what the store sells in the windows of the shops, but you can't label the shops in English or in French;
-give a talk, memorized, about your trip around the town. Here's the sort of things you'll be talking about (in French):
"Hello, my name is Nancy, and here is the city. First, I leave my house and look for the pharmacy. Where is the pharmacy? Oh, there it is. I enter the pharmacy, and speak to the pharmacist: "Where does one find some pills?" The pharmacist replies, "Here are the pills." I buy the pills, and I leave the pharmacy."
You'll do that with ten shops and ten professions. You'll mention at least one item that you want to buy from each shop.
Are you concerned that you barely have the vocabulary to do this at this point? I agree with you! We've only done a few days of the unit, and we'll have at least 10 school days of learning about "La Ville" before the project is due. But I've given you an overview of what you'll need to be learning in the next little while, so that you can make sure to keep on track. There are some examples of "La Ville" posters on the wall under the "Gwaii Haanas" poster by the door, if you'd like to look at them. No homework today.
le 20 sept: We finished up the verb chercher, then added trouver to it (to find) and we did some role play with all the "La Ville" vocab we have so far. We did conversations like:
Bonjour!
Bonjour!
Excusez moi, je cherche la boucherie. Où est la boulangerie?
Ummm...... la voilà. Je trouve la boulangerie!
Merci!
Merci!
We then started the irregular verb "aller" (to go). Here are the conjugations:
Je vais
Tu vas
Il va
Elle va
Nous allons
Vous allez
Ils vont
Elles vont
We watched a super irritating video about how to conjugate aller, and Mme GZ used the opportunity to get her freak on:
youtu.be/p_zVVtvx5-g
Homework: Please finish up as much as you can from the sheet with the groups of English sentences on them. Don't bother doing the sentences which have constructs we haven't done yet. If you feel like it, you can do the sections which talk about the restaurant and other stores we haven't done yet, as you can just look them up on your cartoon-y sheet.
Bonjour!
Bonjour!
Excusez moi, je cherche la boucherie. Où est la boulangerie?
Ummm...... la voilà. Je trouve la boulangerie!
Merci!
Merci!
We then started the irregular verb "aller" (to go). Here are the conjugations:
Je vais
Tu vas
Il va
Elle va
Nous allons
Vous allez
Ils vont
Elles vont
We watched a super irritating video about how to conjugate aller, and Mme GZ used the opportunity to get her freak on:
youtu.be/p_zVVtvx5-g
Homework: Please finish up as much as you can from the sheet with the groups of English sentences on them. Don't bother doing the sentences which have constructs we haven't done yet. If you feel like it, you can do the sections which talk about the restaurant and other stores we haven't done yet, as you can just look them up on your cartoon-y sheet.
le 19 sept: We had our interro today, and talked a bit about the best way to prepare for them. I then put "où est" and "le/la voilà" on the board again, and we practiced asking each other where "le marché" and "la boulangerie" are. I then gave you a sheet of sentences, and we began the verb "chercher" (to look for, to search for), but didn't get too far in explaining how it's a regular "er" verb and how to conjugate it. No homework, no interro. :)
le 18 sept: Today we went over our hello how are you conversation; good for you, those of you who volunteered to present! It's not that scary, is it. :) I then gave you a graphic sheet of our building vocabulary for "La ville" and you went through it with a partner and then a group to see if you can decode. We took up the following together:
la ville - the city
les magasins - stores
l'épicerie - local grocery store
le marché - outdoor market
la rue - the street
le supermarché - the (big chain) supermarket
la boulangerie - the bakery
la pâtisserie - the pastry shop
We learned that any shops that end in "erie" are always feminine. Yay!
I then put the following on the board:
Oû est...? - where is...?
le/la voilà! there it is! (both for the masculine (le) and the feminine (la) shops)
We practiced for a short time putting the stores in with the above two little sentences:
Où est le marché? Where is the outdoor market?
Le voilà! There it is!
Où est la boulangerie? Where is the bakery?
La voilà! There it is!
For tomorrow, please make sure you know the translations and spellings of the following shops:
l'épicerie - local grocery store
le marché - the outdoor market
le supermarché - the (big chain) supermarket
la boulangerie - the bakery
la pâtisserie - the pastry shop
We'll have a short quiz on this material; I'll write the English, and you write the French. Just the shops, as written above. :)
la ville - the city
les magasins - stores
l'épicerie - local grocery store
le marché - outdoor market
la rue - the street
le supermarché - the (big chain) supermarket
la boulangerie - the bakery
la pâtisserie - the pastry shop
We learned that any shops that end in "erie" are always feminine. Yay!
I then put the following on the board:
Oû est...? - where is...?
le/la voilà! there it is! (both for the masculine (le) and the feminine (la) shops)
We practiced for a short time putting the stores in with the above two little sentences:
Où est le marché? Where is the outdoor market?
Le voilà! There it is!
Où est la boulangerie? Where is the bakery?
La voilà! There it is!
For tomorrow, please make sure you know the translations and spellings of the following shops:
l'épicerie - local grocery store
le marché - the outdoor market
le supermarché - the (big chain) supermarket
la boulangerie - the bakery
la pâtisserie - the pastry shop
We'll have a short quiz on this material; I'll write the English, and you write the French. Just the shops, as written above. :)
le 15 sept: We took up all the ways to say goodbye and their translations, then I gave you a fill-in-the-blank worksheet for completing a conversation, including the goodbyes. Some of you came up and performed the conversation, and did a really good job. :) We then started our La ville unit (the city). I gave you an overview of the unit, including the general idea that you should be able to talk about going around town, asking for and giving directions, and talk about buying products by the end of the unit. I then gave you three store names: le café (coffee shop), la boulangerie (the bakery), and l'épicerie (the grocery store, like Pa's or Maverick Mart, not like Safeway). Then the bell rang! Have a great weekend, relax and enjoy yourself. :)
le 14 sept: Today we learned how to do a quiz in Mme GZ's class, then wrote our first quiz and had a lengthy explanation of how to do an auto-évaluation. I gave you your "livrets d'interro" (quiz booklets). I then gave you a list of 13 ways to say "goodbye", with answers that were all in the wrong order! You worked a bit to put them in the right order; please finish up the list for homework.
le 13 sept: We didn't get much work done today due to the assembly. We'll have the quiz tomorrow, first thing. :)
le 12 sept: Today we spent a lot of time practicing our conversation, using all our vocab from "bonjour" right to "j'aime les maths" (or whatever subject it is that you like best). You all did a very good job, I was very happy. Tomorrow we're having a little quiz (un interro) on the words we all decided on:
I'll write the sentences in English, and you write them in French. Good luck! :)
le 11 sept: Today we wrote down translations of three different introductory conversations based on the vocabulary that we've learned, then performed them in front of the class. Bravo to those who participated! I then gave you three new questions:
-"Où vas-tu à l'école?"
-Quels sujets prends-tu?"
-"Quel sujet est-ce que tu préfères?"
We learned the following school subjects:
-l'anglais - English
-le français - French
-le géographie - geography
-la menuiserie - woodworking
-l'histoire - history
-le théâtre - drama
-l'art - art
-la musique - music (band)
-l'éducation physique - Phys Ed (gym)
-l'informatique - Info tech
For tomorrow, please review the three questions we learned today, take a look at the subjects we learned, and choose a favourite. Tomorrow we will work on our entire conversation, right from hello up to saying what your favourite subject is.
-"Où vas-tu à l'école?"
-Quels sujets prends-tu?"
-"Quel sujet est-ce que tu préfères?"
We learned the following school subjects:
-l'anglais - English
-le français - French
-le géographie - geography
-la menuiserie - woodworking
-l'histoire - history
-le théâtre - drama
-l'art - art
-la musique - music (band)
-l'éducation physique - Phys Ed (gym)
-l'informatique - Info tech
For tomorrow, please review the three questions we learned today, take a look at the subjects we learned, and choose a favourite. Tomorrow we will work on our entire conversation, right from hello up to saying what your favourite subject is.
le 8 sept: What a great day! We got a lot done, and a lot of you were able to practice your verbal French. Bon travail! (good job!). We started off by putting our vocab from yesterday together in sentences, to create formal and informal mini-conversations (just hello and how are you, plus answers). I then gave you a sheet of classroom objects vocabulary; you got into groups to translate them, then we had a little competition between groups to see who knew the most vocab. Félicitations groupe #2! Here is the vocab we learned:
un stylo - a pen
un crayon - a pencil
un tableau - a table or a chart
une table - a table
un pupitre - a student's desk
un bureau - a teacher's desk or an office
une porte - a door
un mur - a wall
une fenêtre - a window
une gomme - an eraser
un taille-crayon - a pencil sharpener
une règle - a ruler
une boîte - a box or a bin
une chaise - a chair
des crayons de couleur - coloured pencils
un casier - a locker
des haut-parleurs - some speakers
un ordinateur - a computer
un ntrombone - a paper clip
un livre - a book
un cahier - a notebook
un étudiant - a male student
une étudiante - a female student
une calculatrice - a calculater
une carte - a card, a map, or a menu
une feuille de papier - a piece of paper
un drapeau - a flag
une affiche - a poster
une agrafeuse - a stapler
une perforatrice - a hole-punch
un écran - a screen
un marqueur - a marker
On Monday we'll practice our hello/how are you sentences again, and then we'll use our classroom vocabulary to ask questions (like "where is the stapler?") and answer them (like "here it is"). Take a look at your vocab over the weekend if you want to, but there's no specific French homework for the weekend. :)
un stylo - a pen
un crayon - a pencil
un tableau - a table or a chart
une table - a table
un pupitre - a student's desk
un bureau - a teacher's desk or an office
une porte - a door
un mur - a wall
une fenêtre - a window
une gomme - an eraser
un taille-crayon - a pencil sharpener
une règle - a ruler
une boîte - a box or a bin
une chaise - a chair
des crayons de couleur - coloured pencils
un casier - a locker
des haut-parleurs - some speakers
un ordinateur - a computer
un ntrombone - a paper clip
un livre - a book
un cahier - a notebook
un étudiant - a male student
une étudiante - a female student
une calculatrice - a calculater
une carte - a card, a map, or a menu
une feuille de papier - a piece of paper
un drapeau - a flag
une affiche - a poster
une agrafeuse - a stapler
une perforatrice - a hole-punch
un écran - a screen
un marqueur - a marker
On Monday we'll practice our hello/how are you sentences again, and then we'll use our classroom vocabulary to ask questions (like "where is the stapler?") and answer them (like "here it is"). Take a look at your vocab over the weekend if you want to, but there's no specific French homework for the weekend. :)
le 7 sept: AFter going over the course outline, we wrote down the following French conversation starters and their translations:
Bonjour: hello
Salut: hi
Coucou! - hey there!
Hé: hey
Comment ça va? How are you?
Ça baigne? How's it going?
Ça roule? How's it going?
Quoi de neuf? What's new?
Quoi de beau? What's good?
Ça va très bien: I'm doing really well
Je pète le feu: I'm doing amazingly well (a bit rude! I'm farting fire! :))
Ça va bien: I'm doing well
Comme ci, comme ça: so-so
Bof: so-so
Pas trop mal: not too bad
Ça va mal: I'm doing poorly
La routine: Same as usual
If you need to, practice having a conversation using segments of the vocab above so that you're ready to do some verbal work tomorrow (with your notes, if you need them). For example:
Salut!
Salut!
Ça va?
Je pète le feu, et toi? (and you)
Pas trop mal.
Quoi de neuf?
La routine.
No other homework.
Bonjour: hello
Salut: hi
Coucou! - hey there!
Hé: hey
Comment ça va? How are you?
Ça baigne? How's it going?
Ça roule? How's it going?
Quoi de neuf? What's new?
Quoi de beau? What's good?
Ça va très bien: I'm doing really well
Je pète le feu: I'm doing amazingly well (a bit rude! I'm farting fire! :))
Ça va bien: I'm doing well
Comme ci, comme ça: so-so
Bof: so-so
Pas trop mal: not too bad
Ça va mal: I'm doing poorly
La routine: Same as usual
If you need to, practice having a conversation using segments of the vocab above so that you're ready to do some verbal work tomorrow (with your notes, if you need them). For example:
Salut!
Salut!
Ça va?
Je pète le feu, et toi? (and you)
Pas trop mal.
Quoi de neuf?
La routine.
No other homework.
le 6 sept: Today was our first full day. We did some group work answering the questions below, and tomorrow you'll receive your course outline based on what we came up with for class rules.
le premier septembre: Bonjour, tous le monde! I know that school hasn't officially started yet, but I wanted to get this on your webpage so that you can read it on our first day, September 5. Tomorrow we're going to be breaking up into groups and answering some questions about classroom routines and rules. I want you to have some input as to how things are done in this classroom. So tonight, could you please give some thought to the following questions, so that you can hit the ground running tomorrow in class:
1. What do you think the rules in the French classroom should be in the areas of:
-eating food in class
-drinking in class
-use of cell phones
-cheating
-bullying in the classroom
-coming in late
-missing class (skipping)
-missing class (excused)
-playing with all the toys in the French classroom
-using the "relaxation area"
-not bringing paper or a pen
-forgetting your French binder altogether
2. In your opinion, what does "misbehaving" in the French classroom look like? How should we deal with it?
3. How do you best like to learn (in other words, other than skipping French altogether, what would a really successful day in French class look like for you)?
4. What are you going to do if you don't understand what's going on in French class, and you're falling behind?
5. What are your views about homework? If I don't assign homework at all, does that mean you'll have to work differently in class than if I do assign homework?
6. What would help you to speak more French in the classroom (methods of teaching, studying, practicing, performing, etc)?
7. What are your goals in French this year? (this one's important! Be specific, be general, whatever you like).
I'm looking forward to hearing your thoughts on September 6!
1. What do you think the rules in the French classroom should be in the areas of:
-eating food in class
-drinking in class
-use of cell phones
-cheating
-bullying in the classroom
-coming in late
-missing class (skipping)
-missing class (excused)
-playing with all the toys in the French classroom
-using the "relaxation area"
-not bringing paper or a pen
-forgetting your French binder altogether
2. In your opinion, what does "misbehaving" in the French classroom look like? How should we deal with it?
3. How do you best like to learn (in other words, other than skipping French altogether, what would a really successful day in French class look like for you)?
4. What are you going to do if you don't understand what's going on in French class, and you're falling behind?
5. What are your views about homework? If I don't assign homework at all, does that mean you'll have to work differently in class than if I do assign homework?
6. What would help you to speak more French in the classroom (methods of teaching, studying, practicing, performing, etc)?
7. What are your goals in French this year? (this one's important! Be specific, be general, whatever you like).
I'm looking forward to hearing your thoughts on September 6!