le 23 juin: This past week Mme GZ was away for two days; as well, you presented your paintings to me, so that explains why the website hasn't been updated in 8 days. While I was away, you watched "Lust for Life" and answered some questions about it.
You have a test on "Les Artistes" on Monday; please concentrate on studying the following:
-all the tools used in the atelier (including the word "atelier");
-which artist painted in which style;
-knowledge as to the characteristics of each style, and how they are different and/or similar to each other;
-knowledge about Van Gogh that you could only have learned from "Lust for Life" (in English)
-the usage of passé composé for all regular verbs which take avoir, the following irregular verbs which take avoir: peindre, faire, mettre, savoir connaître) and all of the verbs which take être in the passé composé;
-all the object pronouns we've studied, and how to use them in each tense we've done (except impértif), as well as how to use them when there are more than one of them in the sentence (such as "I gave it to him there").
-understanding the difference between savoir and connaître, and how to conjugate them in all tenses (not impératif)
The format of the test will either be a straight-up paragraph answer for comparing and contrasting the three styles and artists, or what we call a "widget" test, meaning it will have a number of parts; some of them supporting French fluency, and some of them just games to make you happy and calm you down. :)
I realized that all of the examples that I gave you in class on Friday were actually taken from the website. Take a look at the entries for this unit, and make sure you can write about the art styles using the vocab, verbs and grammar that you've learned. Bon chance!
You have a test on "Les Artistes" on Monday; please concentrate on studying the following:
-all the tools used in the atelier (including the word "atelier");
-which artist painted in which style;
-knowledge as to the characteristics of each style, and how they are different and/or similar to each other;
-knowledge about Van Gogh that you could only have learned from "Lust for Life" (in English)
-the usage of passé composé for all regular verbs which take avoir, the following irregular verbs which take avoir: peindre, faire, mettre, savoir connaître) and all of the verbs which take être in the passé composé;
-all the object pronouns we've studied, and how to use them in each tense we've done (except impértif), as well as how to use them when there are more than one of them in the sentence (such as "I gave it to him there").
-understanding the difference between savoir and connaître, and how to conjugate them in all tenses (not impératif)
The format of the test will either be a straight-up paragraph answer for comparing and contrasting the three styles and artists, or what we call a "widget" test, meaning it will have a number of parts; some of them supporting French fluency, and some of them just games to make you happy and calm you down. :)
I realized that all of the examples that I gave you in class on Friday were actually taken from the website. Take a look at the entries for this unit, and make sure you can write about the art styles using the vocab, verbs and grammar that you've learned. Bon chance!
le 15 juin: Today we continued and finished up with our Van Gogh work, learning the following vocabulary:
•Son style est caractérise surtout par l'utilisation des couleurs et les touches de ses pinceaux.
•Ses peintures représentent son expérience de la vie quotidienne et ses tableaux portent la marque de sa personnalité tourmentée et instable.
•Il applique les couleurs par touches de pinceau, sans mélanger sur la palette. Les couleurs se fondent à distance dans l'œil du spectateur.
•Il utilisait des coups de pinceau épais et longs.
•-Il croyait que les peintures peuvent exprimer l'émotion et qu'elles ne sont pas qu'une imitation de la réalité
You now have all the information that you need to start your paintings, and your presentation which is due either on the 19th or the 20th of June.
•Son style est caractérise surtout par l'utilisation des couleurs et les touches de ses pinceaux.
•Ses peintures représentent son expérience de la vie quotidienne et ses tableaux portent la marque de sa personnalité tourmentée et instable.
•Il applique les couleurs par touches de pinceau, sans mélanger sur la palette. Les couleurs se fondent à distance dans l'œil du spectateur.
•Il utilisait des coups de pinceau épais et longs.
•-Il croyait que les peintures peuvent exprimer l'émotion et qu'elles ne sont pas qu'une imitation de la réalité
You now have all the information that you need to start your paintings, and your presentation which is due either on the 19th or the 20th of June.
le 14 juin: After taking up our purple sheet homework, I made sure that you understood what all the sentences meant, and that you knew that those sentences would be important for our work in this unit, your project, and our test at the end of June. We then began our Van Gogh section, and learned a bit about his early life. Homework and quiz: be able to describe two elements of realism and two elements of impressionism, in French.
le 13 juin: Today we did our quiz; I told you I would put it on the web, and here it is:
- Describe three elements of realism that you wouldn’t find in impressionism: the colour black, invisible brushstrokes, improvement of the subject to show the glory of God’s creation; nudity to show the glory of God’s creation, preliminary sketches, multiple coats of paint, varnish, the location of the act of painting (indoors), elements of Biblical and Greek myths
- Was Manet a realist? Just yes or no.
- Give three reasons why realists didn’t paint outside. Multiple layers of paint and varnish made it infeasible to paint outdoors, there were no portable tubes of paint, and realists did not try to capture any elements of nature, such as light and movement, so they didn’t need to be outside.
- Which type of artist made lots of preliminary sketches? realists.
- Why did impressionists use a lot of paint? In order to capture the light.
- What does “alla prima” or “premier coup” mean? “First strike”
- What are the two main qualities of impressionism? Capturing the effect of natural light on the subject, and showing movement through thick, broken, short brushstrokes and useof colour. No black is ever used as black does not exist in nature. No preliminary sketches.
- What was Manet’s relationship with bible stories, nudity, and everyday life? He painted elements of everyday life, sometimes using nudity, using classical themes and poses. Why? Partially because he wanted to disrespect the aristocracy who didn’t like his paintings, and partially because he saw the holiness and grace of the divine in everyday life.
- What did Manet think about the placement of paint? He felt that the placement of paint was as important as the subject itself.
- Describe Monet’s brushstrokes. thick, broken, short brushstrokes.
le 12 juin: Today we began and finished Claude Monet, the father of impressionism. I asked you to write down and understand the following notes:
•Les coups de pinceau petits et cassés
–Small, broken brushstrokes
•Les couleurs sans mélange et intenses
–Unmixed, intense colours
•L’effet de lumière naturelle sur le sujet
–The effect of natural light on the subject
•En plein air
–Outdoors
•Une esquisse
–a rough sketch
•Les couleurs sombres
–Sombre colours
•Il est né à Paris en 1840, est il est mort en 1926 à Giverny. En 1872, il a peint un paysage du Havre : Impression, soleil levant qui se trouve au Musée Marmottan à Paris. Cette peinture était présentée au public lors de la première exposition impressionniste en 1874. La manifestation n’était pas le grand succès.
•Les impressionnistes utilisaient beaucoup de peinture, et ils voulaient attraper la lumière. Ils ne faisaient pas les dessins préliminaires, et ils ont peint en plein air. Ils utilisaient les couleurs claires et pures. Les couleurs étaient très importantes ; les impressionnistes n’utilisaient pas la couleur noire pour les ombres, ils utilisaient le violet foncé.
We basically started and finished Monet today. It's important that you realize that Impressionist painters painted outdoors because they wanted to show the effect of natural light on a subject, as well as use colour and brushstrokes to show movement (through breezes and the like). As well, they had portable tubes of paint, which is handy, which the realists didn't have access to. We talked about how a church or a mountain can look completely different in the early morning, noon, or dusk; pink, white, blue... whatever colour is being reflected and refracted from the surface is the colour that we believe the object to be. It's weird to think that there are no objective colours which exist outside of our eyes and the light source, but that's what physics teaches us, and what the impressionists wanted to show.
Homework: Answer the following questions in French (answers are in the notes for today):
1. Pourquoi est-ce que les Impressionnists utilisaient beaucoup de peinture?
2. Ou est-ce que les Impressionnists peignaient?
3. De quel colour est-ce que les Impressionnists ne utilisaient jamais?
Quiz: I'll ask you questions in English about realism, Manet, Monet, and impressionism, and you can answer them in English. Tomorrow I'll do a sample presentation with both a Manet and a Monet painting, then we'll begin Van Gogh.
•Les coups de pinceau petits et cassés
–Small, broken brushstrokes
•Les couleurs sans mélange et intenses
–Unmixed, intense colours
•L’effet de lumière naturelle sur le sujet
–The effect of natural light on the subject
•En plein air
–Outdoors
•Une esquisse
–a rough sketch
•Les couleurs sombres
–Sombre colours
•Il est né à Paris en 1840, est il est mort en 1926 à Giverny. En 1872, il a peint un paysage du Havre : Impression, soleil levant qui se trouve au Musée Marmottan à Paris. Cette peinture était présentée au public lors de la première exposition impressionniste en 1874. La manifestation n’était pas le grand succès.
•Les impressionnistes utilisaient beaucoup de peinture, et ils voulaient attraper la lumière. Ils ne faisaient pas les dessins préliminaires, et ils ont peint en plein air. Ils utilisaient les couleurs claires et pures. Les couleurs étaient très importantes ; les impressionnistes n’utilisaient pas la couleur noire pour les ombres, ils utilisaient le violet foncé.
We basically started and finished Monet today. It's important that you realize that Impressionist painters painted outdoors because they wanted to show the effect of natural light on a subject, as well as use colour and brushstrokes to show movement (through breezes and the like). As well, they had portable tubes of paint, which is handy, which the realists didn't have access to. We talked about how a church or a mountain can look completely different in the early morning, noon, or dusk; pink, white, blue... whatever colour is being reflected and refracted from the surface is the colour that we believe the object to be. It's weird to think that there are no objective colours which exist outside of our eyes and the light source, but that's what physics teaches us, and what the impressionists wanted to show.
Homework: Answer the following questions in French (answers are in the notes for today):
1. Pourquoi est-ce que les Impressionnists utilisaient beaucoup de peinture?
2. Ou est-ce que les Impressionnists peignaient?
3. De quel colour est-ce que les Impressionnists ne utilisaient jamais?
Quiz: I'll ask you questions in English about realism, Manet, Monet, and impressionism, and you can answer them in English. Tomorrow I'll do a sample presentation with both a Manet and a Monet painting, then we'll begin Van Gogh.
le 8 juin: We started off today's class by me giving you a booklet of explanations and exercises that will help you with object pronouns. It is completely voluntary, but I do recommend that you do it if you're having any trouble. Let me know if you want me to check over your answers.
I then gave you the following questions to answer. These are the sort of questions that I might ask on the test about realism and Manet (although there's a bit more about Manet to come), and information I would expect you to talk about when you do your painting presentation:
We took up the answers in class after about 20 minutes or so. After that, we finished up our Manet Powerpoint. I asked you to copy down the following sentences:
•Son style est entre les styles de réalisme et impressionnisme
•L'oeuvre de Manet a exprimé les contrastes, l'humeur, la poésie et la beauté de son temps.
•Il aimait peindre la vie quotidienne
•Premièrement, il a fait des esquisses, et il n’a pas peint dehors
•après 1874, il a commencé à peindre dehors, jusqu’à ce qu’il est devenu malade
Quiz: be able to answer (in writing and in French) the first three questions from the list above.
I then gave you the following questions to answer. These are the sort of questions that I might ask on the test about realism and Manet (although there's a bit more about Manet to come), and information I would expect you to talk about when you do your painting presentation:
- Décrivez les sujets des peintures du réalisme.
- Décrivez les coups de pinceau du réalisme.
- Qu’est-ce que les artistes du réalisme faisaient avant qu’ils ont commencé à peindre?
- Où est-ce que les artistes du réalisme peignaient?
- Pourquoi est-ce que la société n’aimait pas la nudité dans les peintures de Manet?
- Pourquoi est-ce que la société n’aimait pas les coups de pinceau dans les peintures de Manet?
- Qu’est-ce que Manet pensait de l’agencement de la peinture?
We took up the answers in class after about 20 minutes or so. After that, we finished up our Manet Powerpoint. I asked you to copy down the following sentences:
•Son style est entre les styles de réalisme et impressionnisme
•L'oeuvre de Manet a exprimé les contrastes, l'humeur, la poésie et la beauté de son temps.
•Il aimait peindre la vie quotidienne
•Premièrement, il a fait des esquisses, et il n’a pas peint dehors
•après 1874, il a commencé à peindre dehors, jusqu’à ce qu’il est devenu malade
Quiz: be able to answer (in writing and in French) the first three questions from the list above.
le 7 juin: Today we took up the homework. If you've been away, please check the webpage and make sure that you can answer these questions:
1. What are the object pronouns?
2. Where do they go in sentences, for each of the tenses and in the negative?
3. How do I use agreement in passé composé with verbs that take être?
We then continued on with our Manet Powerpoint, and went over the following statements about "Le Concert aux Tuileries”, (1862):
Les critiques d’art n’aimaient pas les peintures de Manet parce que…
1.Manet a peint des scènes de vie quotidienne avec les coups de pinceau visibles.
2. Les figures ont semblé négligées et inachevées et la peinture a semblé tamponnée sur la toile.
3. Il pensait que l’agencement de la peinture sur la toile était assez important que le sujet.
We then looked at "Olympia" (1863) and figured out that the naked woman reclined on her bed was a prostitute, and that the woman of colour handing her flowers was her maid. The flowers would be from the gentleman waiting just off scene. The public wouldn't have appreciated having a woman of colour in the painting, wouldn't have appreciated the stark contrast between the black and white, and also wouldn't have liked the black cat in the corner. The woman is reclining back as if she's a character from a Greek myth, but this is actually a scene of "everyday life" (the seamier side), and the viewing public wouldn't have appreciated that sort of comparison.
No homework, no quiz for tomorrow. :)
1. What are the object pronouns?
2. Where do they go in sentences, for each of the tenses and in the negative?
3. How do I use agreement in passé composé with verbs that take être?
We then continued on with our Manet Powerpoint, and went over the following statements about "Le Concert aux Tuileries”, (1862):
Les critiques d’art n’aimaient pas les peintures de Manet parce que…
1.Manet a peint des scènes de vie quotidienne avec les coups de pinceau visibles.
2. Les figures ont semblé négligées et inachevées et la peinture a semblé tamponnée sur la toile.
3. Il pensait que l’agencement de la peinture sur la toile était assez important que le sujet.
We then looked at "Olympia" (1863) and figured out that the naked woman reclined on her bed was a prostitute, and that the woman of colour handing her flowers was her maid. The flowers would be from the gentleman waiting just off scene. The public wouldn't have appreciated having a woman of colour in the painting, wouldn't have appreciated the stark contrast between the black and white, and also wouldn't have liked the black cat in the corner. The woman is reclining back as if she's a character from a Greek myth, but this is actually a scene of "everyday life" (the seamier side), and the viewing public wouldn't have appreciated that sort of comparison.
No homework, no quiz for tomorrow. :)
le 6 juin: Today we had a very boring lesson on reviewing pronominal verbs, then learning how to use them in the passé composé with object pronouns. If you guys were bored, imagine how I felt looking out at a sea of bored faces. ;)
Homework: Please do the following sentences, either translation or just replacing objects. The first one has been done for you:
Homework: Please do the following sentences, either translation or just replacing objects. The first one has been done for you:
- J’ai donné une toile et un cadre aux Manet et Monet à l’atelier. (replace) Je les leur y ai données.
- She didn’t want to give it to you (te) there. (translate)
- Van Gogh et Gauguin ont disputé dans le petit café sur la rue Fauberg à Paris. (make the verb reciprocal, and replace all objects).
- They (m) promised their parents to (à) give the painting to Paul at the workshop. (translate and replace all objects)
le 2 juin: After taking up all 16 questions from the sheet on verbs and vocabulary, we did a little work on Manet: the fact that he liked to paint members of the aristocracy in compromising positions due to the fact that they didn't like his paintings, for example. We also went over a sheet about realism, and you took a look at some vocabulary words that would help you understand the French paragraphs about realism. You don't need to translate that into English, but you do need to know how to put together some thoughts in French about realism. We'll practice it.
We also learned all about savoir and connaître, and when to use one as opposed to the other. They both mean "to know", but you use savoir when talking about facts or how to do something, and you use connaître when talking about knowing people, places, things, and bodies of work. Both are quite irregular.
Homework: I gave you a pink sheet with some exercises to help you with savoir and connaître, and asked that you do the first two questions each of activities 11, 12, and 13. Six questions altogether.
We also learned all about savoir and connaître, and when to use one as opposed to the other. They both mean "to know", but you use savoir when talking about facts or how to do something, and you use connaître when talking about knowing people, places, things, and bodies of work. Both are quite irregular.
Homework: I gave you a pink sheet with some exercises to help you with savoir and connaître, and asked that you do the first two questions each of activities 11, 12, and 13. Six questions altogether.
le 1 juin: After our fat quiz, we took up the passé composé paragraph from the homework due the other day, then we continued on with our realism PowerPoint. We got as far as the realism info presented in French. Rather than have you copy it down, I gave you a sheet and some vocab on the board so that you would understand how to talk and write about realism. You also received four coloured pictures of examples of realist art.
Homework: Please do 8 of the 16 questions on the yellow worksheet.
Homework: Please do 8 of the 16 questions on the yellow worksheet.
le 31 mai: We had our quiz today, then took up the homework from yesterday. We didn't take up the passé composé section as we were running short on time and I wanted to start talking about the artists. We started our "Manet" powerpoint, and learned the following:
-Manet was a real jerk from a rich family and had a huge ego;
-when he started painting, the artistic movement at that time was realism;
-one aspect of realism is that the subject matter is often religious or refers to a Greek myth
That's as far as we got. Quiz tomorrow: all the verbs in their past participles that take être, including their prepositions, with the two vocab words l'escalier and musée.
-Manet was a real jerk from a rich family and had a huge ego;
-when he started painting, the artistic movement at that time was realism;
-one aspect of realism is that the subject matter is often religious or refers to a Greek myth
That's as far as we got. Quiz tomorrow: all the verbs in their past participles that take être, including their prepositions, with the two vocab words l'escalier and musée.
le 30 mai: After our quiz we read out some of our stories; you should be able to tell a short story about artsy thangs (such as going to the museum, using artists' tools, and other activities which use être verbs, as well as being able to use object pronouns in the passé composé). We then took a look at some slides of art and discussed the various styles, just as an intro. Homework: do the sheet I gave you with the tiny French story, questions, and the tense change. Quiz: all of the verbs which take être, in their past participle form.
Eg: I stayed. Je suis resté
You exited. Tu es sorti.
She arrived. Elle est arrivée
We entered. Nous sommes entrés.
Etc.
Eg: I stayed. Je suis resté
You exited. Tu es sorti.
She arrived. Elle est arrivée
We entered. Nous sommes entrés.
Etc.
le 26 mai: Today we did our quiz, I taught you the verbs that take être in the passé composé. If you weren't here, or if you had a problem understanding the concept, please find a site online to help you.
I gave you instructions for starting a story. You worked a bit on the story in class. I'll give you more time on Monday. Your only homework is to make sure you understand the passé composé with verbs that take être, and be able to name 8 of them for Monday's quiz.
Here's the instructions for the story:
Tell a story about yourself or someone else who is an artist. It’ll take place in the past. Try to use a lot of verbs that take être.
à l’atelier – to/in/at the workshop
à la gallerie
au spectacle d’art - in/at/to the art show
au musée
Also use your painting vocab.
peindre – to paint peint (avoir)
Je peins nous peignons
tu peins vous peignez
il peint ils peignent
elle peint elles peignent
I gave you instructions for starting a story. You worked a bit on the story in class. I'll give you more time on Monday. Your only homework is to make sure you understand the passé composé with verbs that take être, and be able to name 8 of them for Monday's quiz.
Here's the instructions for the story:
Tell a story about yourself or someone else who is an artist. It’ll take place in the past. Try to use a lot of verbs that take être.
à l’atelier – to/in/at the workshop
à la gallerie
au spectacle d’art - in/at/to the art show
au musée
Also use your painting vocab.
peindre – to paint peint (avoir)
Je peins nous peignons
tu peins vous peignez
il peint ils peignent
elle peint elles peignent
le 25 mai: Today we began our new unit, "Les artistes". I gave you vocabulary for the artist's studio after we went over the structure of the unit. Remember that your projects dates are June 19 and 20, and your test day is June 26.
Dictée: un artiste, un peintre, la peinture, des peintures, une toile, un cadre, un chevelet, un pinceau, des coups de pinceau, un atelier. No verbs. :) No other homework.
Dictée: un artiste, un peintre, la peinture, des peintures, une toile, un cadre, un chevelet, un pinceau, des coups de pinceau, un atelier. No verbs. :) No other homework.
le 23 mai: Today is test day. Good luck! Don't forget that tomorrow is your project.
le 18 mai: Today we did some serious review for our test on Tuesday. We decided on the following verbs:
ajouter
mélanger
mijoter
remuer
verser
copuer
tamiser
battre (irreg)*
cuire (irreg)*
fouetter
trancher
préchauffer
*you'll need to know the present tense of these verbs, so make sure to look up their conjugations
We also decided that we would use all of the expressions of quantity, as well as all of the kitchen utensils. As for the ingredients:
la farine
le beurre
le lait
l’eau
la vanille
le sel
le bicarbonate de soude
la poudre à pâte
le sucre
le cassonade
les pépites de chocolat
les œufs
l’huile
des noix
For the test, you'll have to translate some sentences, then put the sentences into the tenses that I indicate (présent, impératif in any form, passé composé, and imparfait), then I'll choose some of the tenses and ask you to replace the objects in the sentences with object pronouns. So make sure you review how to put object pronouns into all the tenses we've done.
As well, I'll give you a recipe that you need to translate into French. Here are some sample recipe sentences for you to try:
Have a great long weekend! See you Tuesday!
ajouter
mélanger
mijoter
remuer
verser
copuer
tamiser
battre (irreg)*
cuire (irreg)*
fouetter
trancher
préchauffer
*you'll need to know the present tense of these verbs, so make sure to look up their conjugations
We also decided that we would use all of the expressions of quantity, as well as all of the kitchen utensils. As for the ingredients:
la farine
le beurre
le lait
l’eau
la vanille
le sel
le bicarbonate de soude
la poudre à pâte
le sucre
le cassonade
les pépites de chocolat
les œufs
l’huile
des noix
For the test, you'll have to translate some sentences, then put the sentences into the tenses that I indicate (présent, impératif in any form, passé composé, and imparfait), then I'll choose some of the tenses and ask you to replace the objects in the sentences with object pronouns. So make sure you review how to put object pronouns into all the tenses we've done.
As well, I'll give you a recipe that you need to translate into French. Here are some sample recipe sentences for you to try:
- Preheat the oven.
- I have a cup of flour,
- a half a cup of butter,
- three tablespoons of vanilla,
- a tsp of baking soda
- 2 tsp of baking powder
- ¾ cup of brown sugar
- three tbsp. of milk.
- Add the flour to the butter.
- Mix the vanilla into the mixture.
- Sift the baking soda and baking powder in the sifter.
- Beat the eggs with the beater.
- Cut the butter on the cutting board.
- Pour the milk into the cup.
- Whip the butter with the whisk.
- Cook the chocolate chip cookies.
Have a great long weekend! See you Tuesday!
le 17 mai: Sorry I didn't update until this morning, guys. Hopefully you took some notes from the board.
After the quiz today I handed out a booklet of French recipes and we looked them over (some from Quebec, some just general French recipes, and some from Alsace). I then gave you a sheet with a number of verbs on it, and you were to match up the English and the French for homework.
Quiz: bouiller, couper, dorer, étaler, fondre, tamiser, la passoire, sur la cuisinère, sur la planche à découper, dans un casserole, sur le pain, and all of the ingredients from the last quiz.
After the quiz today I handed out a booklet of French recipes and we looked them over (some from Quebec, some just general French recipes, and some from Alsace). I then gave you a sheet with a number of verbs on it, and you were to match up the English and the French for homework.
Quiz: bouiller, couper, dorer, étaler, fondre, tamiser, la passoire, sur la cuisinère, sur la planche à découper, dans un casserole, sur le pain, and all of the ingredients from the last quiz.
le 16 mai: After our quiz, I wrote a large number of appliances and tools which one might use in the kitchen on the board in French, then I drew them (badly). We played a game whereby we matched up the drawing with the French. Here's a picture of the vocab:
Le 15 mai: Today we did a lot of expressions of quantity:
une tasse de - a cup of
une moitié d'une tasse de - a half of a cup of
un quart de - a quarter of
un tiers de - a third of
une cuillère à soupe de/une cuillère à table de - a tablespoon of
une cuillère à thé de - a teaspoon of
We learned that we can use the fractions not only with the cups, but with the spoons, too:
un quart d'une tasse de - a quarter of a cup of
un tiers d'une cuillère à thé de - a third of a teaspoon of
We also learned how to put the whole numbers and the fractions together:
deux tasses et un quart d'une tasse de farine - 2 1/4 cups of flour
Homework: Start off by doing (redoing) Part 1,2, and 3 on page 2 of your yellow booklet. Study the different ways of expressing expressions of quantity, including whole numbers and fractions (2 1/4, 1 1/3, etc).
Quiz: expressions of quantity, including une poingnée de, un morceau de, une pincée de plus the following ingredients:
le lait
le sel
la farine
de beurre
de sucre
une tasse de - a cup of
une moitié d'une tasse de - a half of a cup of
un quart de - a quarter of
un tiers de - a third of
une cuillère à soupe de/une cuillère à table de - a tablespoon of
une cuillère à thé de - a teaspoon of
We learned that we can use the fractions not only with the cups, but with the spoons, too:
un quart d'une tasse de - a quarter of a cup of
un tiers d'une cuillère à thé de - a third of a teaspoon of
We also learned how to put the whole numbers and the fractions together:
deux tasses et un quart d'une tasse de farine - 2 1/4 cups of flour
Homework: Start off by doing (redoing) Part 1,2, and 3 on page 2 of your yellow booklet. Study the different ways of expressing expressions of quantity, including whole numbers and fractions (2 1/4, 1 1/3, etc).
Quiz: expressions of quantity, including une poingnée de, un morceau de, une pincée de plus the following ingredients:
le lait
le sel
la farine
de beurre
de sucre
Le 15 mai: Today we did a lot of expressions of quantity:
une tasse de - a cup of
une moitié d'une tasse de - a half of a cup of
un quart de - a quarter of
un tiers de - a third of
une cuillère à soupe de/une cuillère à table de - a tablespoon of
une cuillère à thé de - a teaspoon of
We learned that we can use the fractions not only with the cups, but with the spoons, too:
un quart d'une tasse de - a quarter of a cup of
un tiers d'une cuillère à thé de - a third of a teaspoon of
We also learned how to put the whole numbers and the fractions together:
deux tasses et un quart d'une tasse de farine - 2 1/4 cups of flour
Homework: Start off by doing (redoing) Part 1,2, and 3 on page 2 of your yellow booklet. Study the different ways of expressing expressions of quantity, including whole numbers and fractions (2 1/4, 1 1/3, etc).
Quiz: expressions of quantity, including une poingnée de, un morceau de, une pincée de plus the following ingredients:
le lait
le sel
la farine
de beurre
de sucre
une tasse de - a cup of
une moitié d'une tasse de - a half of a cup of
un quart de - a quarter of
un tiers de - a third of
une cuillère à soupe de/une cuillère à table de - a tablespoon of
une cuillère à thé de - a teaspoon of
We learned that we can use the fractions not only with the cups, but with the spoons, too:
un quart d'une tasse de - a quarter of a cup of
un tiers d'une cuillère à thé de - a third of a teaspoon of
We also learned how to put the whole numbers and the fractions together:
deux tasses et un quart d'une tasse de farine - 2 1/4 cups of flour
Homework: Start off by doing (redoing) Part 1,2, and 3 on page 2 of your yellow booklet. Study the different ways of expressing expressions of quantity, including whole numbers and fractions (2 1/4, 1 1/3, etc).
Quiz: expressions of quantity, including une poingnée de, un morceau de, une pincée de plus the following ingredients:
le lait
le sel
la farine
de beurre
de sucre
le 12 mai: Drumming day!!!
le 11 mai: Today we croaked our way through our quiz, then went over a review of the impératif (tu, nous, and vous forms of the present tense, used to give instructions or suggestions, without using the subject pronoun). We talked about how the infinitive is used when the writer/speaker doesn't know their audience and isn't pretending that he does. Impératif in the vous form is used when the writer/speaker knows their audience, or would like the audience to think they know them.
We watched a video about a woman making chocolate (in French), and part of a video made by a random student on the internet where he used the infinitive when he really should have used the impératif. We started to watch Justine and Quinn's video, but we ran out of time.
Tomorrow we drum, so our quiz will be on Monday:
All the verbs from today's quiz, and when you would use the vous form of the impératif and when you'd use the infinitive, along with:
le cassonade
la vanille
le canelle
l'avoine
le beurre d'arachide
We watched a video about a woman making chocolate (in French), and part of a video made by a random student on the internet where he used the infinitive when he really should have used the impératif. We started to watch Justine and Quinn's video, but we ran out of time.
Tomorrow we drum, so our quiz will be on Monday:
All the verbs from today's quiz, and when you would use the vous form of the impératif and when you'd use the infinitive, along with:
le cassonade
la vanille
le canelle
l'avoine
le beurre d'arachide
le 9 mai: We continued on with our "La Cuisine" unit, and learned the following vocabulary:
We decided on the following vocab words for the quiz tomorrow:
les pépites de chocolat
du lait
de la bicarbonate de soude
de l'ananas
des oeufs... I forgot the last one, perhaps you can remind me tomorrow morining. :D
les pépites de chocolat
du lait
de la bicarbonate de soude
de l'ananas
des oeufs... I forgot the last one, perhaps you can remind me tomorrow morining. :D
le 2 mai: We took up the fairy tales you wrote, and then I put a small tale up on the SmartBoard and you replaced all the objects with object pronouns. You now know:
...these direct object pronouns:
-le = him, it
-la = her, it
-les = them (things or people)
... these indirect object pronouns:
-lui = to him, to her
-leur = to them
...and this adverbial pronoun:
-y = there
You also know that...
-the object pronoun is placed in front of the verb for single verb tenses (present, imparfait)
-the object pronoun is placed before the main verb in dual verb constructs (je veux le boire, je vais les acheter)
-the object pronoun is placed before the auxillary verb in passé composé (je les ai achetés, je l'ai dit)
You suspect that...
-there's an annoying rule about adding "s" or "e" to a past participle, but you don't yet know what the rule is. Fear not. I shall teach you that tomorrow.
No homework, no quiz. Please work on your puppet shows, which are due Thursday, and study for your test, which is Friday. :)
...these direct object pronouns:
-le = him, it
-la = her, it
-les = them (things or people)
... these indirect object pronouns:
-lui = to him, to her
-leur = to them
...and this adverbial pronoun:
-y = there
You also know that...
-the object pronoun is placed in front of the verb for single verb tenses (present, imparfait)
-the object pronoun is placed before the main verb in dual verb constructs (je veux le boire, je vais les acheter)
-the object pronoun is placed before the auxillary verb in passé composé (je les ai achetés, je l'ai dit)
You suspect that...
-there's an annoying rule about adding "s" or "e" to a past participle, but you don't yet know what the rule is. Fear not. I shall teach you that tomorrow.
No homework, no quiz. Please work on your puppet shows, which are due Thursday, and study for your test, which is Friday. :)
le 1 mai: Today we took up the homework I gave to you on Thursday by having you get into groups, read your fairy tales to each other, choose which you liked best, then having the author narrate the fairy tale while the rest of the group acted it out. Very fun, thank you! We then started in on indirect object pronouns (when the verb takes the preposition "à"), and how to say:
to him, to her, to it - lui
to them - leur
We practiced putting the indirect object pronoun into various scenarios: dual verb (put it before the main verb), and passé composé (put it before the helper verb). I gave you a long list of verbs that take a direct object (there's no preposition), and those that we're going to use for indirect object pronouns:
to him, to her, to it - lui
to them - leur
We practiced putting the indirect object pronoun into various scenarios: dual verb (put it before the main verb), and passé composé (put it before the helper verb). I gave you a long list of verbs that take a direct object (there's no preposition), and those that we're going to use for indirect object pronouns:
Homework: write a small fairy tale, just a quarter page or so, using the information that you've learned today (direct and indirect object pronoun, and their placement in single verb constructs, dual verb constructs, and passé composé).
I'm giving you a quiz tomorrow on placement. It'll be fill in the blank. If you've done your homework, you'll be fine! :D
I'm giving you a quiz tomorrow on placement. It'll be fill in the blank. If you've done your homework, you'll be fine! :D
le 26 avril: We did a lot of work today with our categories of vocabulary for this unit. We learned the following:
-an object pronoun is a small word that replaces the object of a sentence
-examples of object pronouns in English are him, her, it, there
-we learned three object pronouns today:
it = le (for masculine singular people or items), la (for feminine singular people or items);
there = y
The object pronouns are placed in front of the verb. When you are using two object pronouns (such as les and y, or le and y, for example), le, la, or les comes before the y.
Eg:
Le roi tuait l'araignee dans la cuisine - The king was killing the spider in the kitchen
Le roi l'y tuait - The king was killing it there.
La princesse chantait une chanson dans la tour - The princess was singing a song in the tower
La princesse l'y chantait - The princess was singing it there.
Homework: Write 5 sentences with at least two objects in them, then change the objects to pronouns (like in the examples above).
-an object pronoun is a small word that replaces the object of a sentence
-examples of object pronouns in English are him, her, it, there
-we learned three object pronouns today:
it = le (for masculine singular people or items), la (for feminine singular people or items);
there = y
The object pronouns are placed in front of the verb. When you are using two object pronouns (such as les and y, or le and y, for example), le, la, or les comes before the y.
Eg:
Le roi tuait l'araignee dans la cuisine - The king was killing the spider in the kitchen
Le roi l'y tuait - The king was killing it there.
La princesse chantait une chanson dans la tour - The princess was singing a song in the tower
La princesse l'y chantait - The princess was singing it there.
Homework: Write 5 sentences with at least two objects in them, then change the objects to pronouns (like in the examples above).
le 25 avril: Today we wrote small fairy tales that were either ridiculous, or very sad. Congratulations to those who won the competition!
There will be a quiz tomorrow on the material which we should have been quizzed on on Friday. (see note from April 20).
Homework: categorize all of our conte de fées vocabulary into categories which make sense to you, and have them ready for the beginning of class.
There will be a quiz tomorrow on the material which we should have been quizzed on on Friday. (see note from April 20).
Homework: categorize all of our conte de fées vocabulary into categories which make sense to you, and have them ready for the beginning of class.
le 21 avril: Sorry guys, Mme GZ was deathly ill today. In fact, I'm time traveling in my head right now, to Sunday afternoon, when I went/will go to the hospital to find out I have/will have bacterial pneumonia. Ok, full disclosure, I'm actually typing this on Monday the 24th, no time travel involved.
I apologize for those who had appointments with me during lunch today and I wasn't there. I hope you assumed that your appointment would just be moved ahead until Tuesday. We'll also do Friday's quiz on Tuesday.
I apologize for those who had appointments with me during lunch today and I wasn't there. I hope you assumed that your appointment would just be moved ahead until Tuesday. We'll also do Friday's quiz on Tuesday.
le 20 avril: After doing our quiz, we learned some new irregular past participles and how to use them:
voir - to see - vu
dire - to say - dit
faire - to make/to do - fait
prendre - to take - pris
boire - to drink - bu
I put lots more on the board, but we can learn them bit by bit.
I then gave you a list of people and things that I wanted you to use in a fairy tale, making sure to include the verbs listed above:
un potion d'amour - a love potion
un chavalier
un écu
une épée
une malédiction
la princesse
la Fée Carabosse
l'ogre
le lutin
l'araignée
I'll give you a quiz on that vocab with those verbs tomorrow.
voir - to see - vu
dire - to say - dit
faire - to make/to do - fait
prendre - to take - pris
boire - to drink - bu
I put lots more on the board, but we can learn them bit by bit.
I then gave you a list of people and things that I wanted you to use in a fairy tale, making sure to include the verbs listed above:
un potion d'amour - a love potion
un chavalier
un écu
une épée
une malédiction
la princesse
la Fée Carabosse
l'ogre
le lutin
l'araignée
I'll give you a quiz on that vocab with those verbs tomorrow.
le 19 avril: I checked your homework, then we did our quiz. After that, we did the following vocabulary:
l'archer - archer
une flèche - an arrow
un arc - a bow
un carquois - a quiver
une sorcière - a witch
une malédiction - a curse
elle a jeté un sort - she cast a spell
elle a cassé le sort - she broke the spell
bonne - good (feminine)
méchante - evil (feminine)
un crapaud - a toad
Quiz tomorrow on all of the above vocabulary.
Homework is to write another fairy tale, using passé composé and imparfait, and have the major characters be a witch or La Fée Carabosse, l'archer, and La Bonne Feé. You need to develop a love triangle between the three, and see what happens. Will the witch cast a spell? Will the archer turn into a toad, spider, ogre, or bat? Will La Bonne Fée break the spell? I can't wait to find out!
Here's a bit of additional vocabulary which might help you:
embrasser - to kiss
se transformer en - to turn into (il s'est transformé en crapaud, for example: He turned into a toad)
elle a disparu -she disappeared
une potion d'amour - a love potion
jalouse - jealous (feminine)
elle est devenue... she became....
..... en colère - angry
.....amoureuse - ``in the mood``
.....confuse - confused
(The extra words above are not on the quiz). :)
l'archer - archer
une flèche - an arrow
un arc - a bow
un carquois - a quiver
une sorcière - a witch
une malédiction - a curse
elle a jeté un sort - she cast a spell
elle a cassé le sort - she broke the spell
bonne - good (feminine)
méchante - evil (feminine)
un crapaud - a toad
Quiz tomorrow on all of the above vocabulary.
Homework is to write another fairy tale, using passé composé and imparfait, and have the major characters be a witch or La Fée Carabosse, l'archer, and La Bonne Feé. You need to develop a love triangle between the three, and see what happens. Will the witch cast a spell? Will the archer turn into a toad, spider, ogre, or bat? Will La Bonne Fée break the spell? I can't wait to find out!
Here's a bit of additional vocabulary which might help you:
embrasser - to kiss
se transformer en - to turn into (il s'est transformé en crapaud, for example: He turned into a toad)
elle a disparu -she disappeared
une potion d'amour - a love potion
jalouse - jealous (feminine)
elle est devenue... she became....
..... en colère - angry
.....amoureuse - ``in the mood``
.....confuse - confused
(The extra words above are not on the quiz). :)
le 18 avril: Welcome back from our Easter break. Unfortunately, Mme GZ has gotten herself a nasty cold, but I'm pushing through it. :). We went over our marks in detail today; everything you've done for me is marked and in your portfolio. I also gave you a detailed breakdown of all your marks for your tests and your projects, including the ones that you haven't handed in (you received an "abs" for those). I put up a chart for appointments this week, if you are failing (and therefore receiving an "incomplete", or an "i'), please make an appointment with me so that we can work out what is best for you and your learning.
I checked the homework and we did our quiz.
Here are pictures of our boards today:
I checked the homework and we did our quiz.
Here are pictures of our boards today:
You can see your homework from the picture above; write a short fairy tale using the verbs indicated for the passé composé, and the verbs on the left side of the picture in imparfait. Certainly, include other verbs, it would be a weird fairy tale if you didn't. Five or six lines should be ok. You also have a quiz tomorrow on the passé composé that we did today and on the 13th, as well as the fairy tale vocab that I gave you in class.
le 18 avril: Welcome back from our Easter break. Unfortunately, Mme GZ has gotten herself a nasty cold, but I'm pushing through it. :). We went over our marks in detail today; everything you've done for me is marked and in your portfolio. I also gave you a detailed breakdown of all your marks for your tests and your projects, including the ones that you haven't handed in (you received an "abs" for those). I put up a chart for appointments this week, if you are failing (and therefore receiving an "incomplete", or an "i'), please make an appointment with me so that we can work out what is best for you and your learning.
I checked the homework and we did our quiz. After that, I put another family tree on the board, and this time I added "half-sister" and "half-brother". We concentrated on saying that, for example, "my uncle is my father's brother." Keeping in mind that there's no apostrophe "s" in French to show possession, the way that we would say that is "mon oncle est le frère de mon père."
Here is a picture of our board today:
I checked the homework and we did our quiz. After that, I put another family tree on the board, and this time I added "half-sister" and "half-brother". We concentrated on saying that, for example, "my uncle is my father's brother." Keeping in mind that there's no apostrophe "s" in French to show possession, the way that we would say that is "mon oncle est le frère de mon père."
Here is a picture of our board today:
le 13 avril: We started our fairy tale unit today, and learned the following vocabulary:
un roi - a king
une reine - a queen
une princesse - a princesse
un prince - a prince
un chevalier - a knight
l'armure - armor
un écu - a shield
une épee - a sword
un dragon - a dragon
une araignée - a spider
une chauve-souris - a bat
une forêt - a forest
une toile d'araignée - a spider web
il était une fois - once upon a time there was
We learned that in fairy tales, we'll narrate them in passé composé and imparfait, but dialogue can be in the present tense, passé récent, futur proche, and impératif.
We began the onerous journey in learning passé composé. We learned that:
-passé composé is a past tense that translates to "I walked, I ran, I sat, I drank, I ate"... etc.
-it requires the use of a helper verb which is translated in the present tense. The helper verb is either avoir (for most of the verbs in French), or être (for 16 French verbs).
-there are many regular verbs in the passé composé, such as regarder, marcher, inviter, danser, chanter, choisir, punir, finir, attendre, vendre, répondre, défendre, etc. To form the past participle of regular verbs:
-take off the er, ir or re ending;
-put on an é for er verbs, an i for ir verbs, and a u for re verbs.
Examples:
J'ai parlé - I spoke
Tu as choisi - You chose
Il a défendu - He defended
Elle a marché - She walked
Nous avons fini - We finished
Vous avez répondu - You (pl) answered
Ils ont invité - They invited
Elles ont puni - They punished
Homework: Translate the following sentences into French:
As well, I'm going to be giving you a quiz on Tuesday on passé composé of regular verbs, and the fairy tale vocabulary that we did today. You will not need to know the translations of the verbs, just how to put them in the passé composé. You will need to know the names of the fairy tale characters.
Joyeuses Pâques! (Happy Easter!)
un roi - a king
une reine - a queen
une princesse - a princesse
un prince - a prince
un chevalier - a knight
l'armure - armor
un écu - a shield
une épee - a sword
un dragon - a dragon
une araignée - a spider
une chauve-souris - a bat
une forêt - a forest
une toile d'araignée - a spider web
il était une fois - once upon a time there was
We learned that in fairy tales, we'll narrate them in passé composé and imparfait, but dialogue can be in the present tense, passé récent, futur proche, and impératif.
We began the onerous journey in learning passé composé. We learned that:
-passé composé is a past tense that translates to "I walked, I ran, I sat, I drank, I ate"... etc.
-it requires the use of a helper verb which is translated in the present tense. The helper verb is either avoir (for most of the verbs in French), or être (for 16 French verbs).
-there are many regular verbs in the passé composé, such as regarder, marcher, inviter, danser, chanter, choisir, punir, finir, attendre, vendre, répondre, défendre, etc. To form the past participle of regular verbs:
-take off the er, ir or re ending;
-put on an é for er verbs, an i for ir verbs, and a u for re verbs.
Examples:
J'ai parlé - I spoke
Tu as choisi - You chose
Il a défendu - He defended
Elle a marché - She walked
Nous avons fini - We finished
Vous avez répondu - You (pl) answered
Ils ont invité - They invited
Elles ont puni - They punished
Homework: Translate the following sentences into French:
- The king looked at the princess.
- The princess sold the shield.
- The knight defended the prince.
- The spider waited for the bat.
- The queen chose the armor.
- The dragon invited the bat.
As well, I'm going to be giving you a quiz on Tuesday on passé composé of regular verbs, and the fairy tale vocabulary that we did today. You will not need to know the translations of the verbs, just how to put them in the passé composé. You will need to know the names of the fairy tale characters.
Joyeuses Pâques! (Happy Easter!)
le 4 avril: After our little quiz on numbers today, I gave you the rest of the class to work on two short paragraphs about people and their jobs.
Paragraph 1: Talk about Bob: what job he used to have and what it entailed; what job he has now and what it entails, what job he would like to have later.
Paragraph 2: Same, but talk about Claire.
Tomorrow you'll present these paragraphs in front of the class.
As well, I'll be checking to see if you've done your corrections from the numbers quiz today.
Paragraph 1: Talk about Bob: what job he used to have and what it entailed; what job he has now and what it entails, what job he would like to have later.
Paragraph 2: Same, but talk about Claire.
Tomorrow you'll present these paragraphs in front of the class.
As well, I'll be checking to see if you've done your corrections from the numbers quiz today.
le 3 avril: Today we went over what questions I'm going to ask during your presentation:
We also went over numbers from 0-99, then 100-999, then 1000-9,999. then 10,000 to 99,000, and then... you guessed it... 100,000 to 999,999. It sounds like a lot of numbers, but in fact there are so many repeated number patterns that all you really need to know to count from 0 to 999,999 is the following:
-all the numbers from 0-99;
-how to say hundred (cent)
-how to say thousand (mille)
Remember that both vingt and cent can have an "s" on the end when they're the last numeral in your number (such as 80 - quatre-vingts, or 200 - deux cents), but if there's another numeral after the vingt or cent, it has to be in the singular (such as 82 - quatre-vingt-deux, or 210 - deux cent dix). Mille (thousand) never has an "s".
We learned how to indicate percentages (45,7% - quarante-cinq virgule sept pourcent) and money (54 682$ - cinquante-quatre mille, six cent quatre-vingt deux dollars). NOTE THE CORRECT SPELLING OF VIRGULE! SORRY ABOUT THAT! :)
Homework: learn those number patterns and be able to write out numbers for percentages and salaries for a quiz tomorrow.
- Qu’est-ce que tu fais dans la vie?
- je suis -----
- Que fait un/une----?
- un architecte (whatever was on the chart in your booklet)
- 2-3 more sentences about the job from the “nature de travail” section on the webpage
- Combien d’argent est-ce que tu gagnes?
- De quel niveau de scolarité est-ce qu’on a besoin d’être ---?
- On a besoin de…
- Quel pourcentage de ----- est entre 45-64 ans?
- Quel pourcentage de ---- travaille autonome?
- Quel pourcentage de --- travaille en plein temps/ en temps partiel?
- Où habite la plupart de ---- au Québec?
- le plupart de ---- habite à Montréal.
- Quel pourcentage de --- au Québec est (mâle/femelle)
We also went over numbers from 0-99, then 100-999, then 1000-9,999. then 10,000 to 99,000, and then... you guessed it... 100,000 to 999,999. It sounds like a lot of numbers, but in fact there are so many repeated number patterns that all you really need to know to count from 0 to 999,999 is the following:
-all the numbers from 0-99;
-how to say hundred (cent)
-how to say thousand (mille)
Remember that both vingt and cent can have an "s" on the end when they're the last numeral in your number (such as 80 - quatre-vingts, or 200 - deux cents), but if there's another numeral after the vingt or cent, it has to be in the singular (such as 82 - quatre-vingt-deux, or 210 - deux cent dix). Mille (thousand) never has an "s".
We learned how to indicate percentages (45,7% - quarante-cinq virgule sept pourcent) and money (54 682$ - cinquante-quatre mille, six cent quatre-vingt deux dollars). NOTE THE CORRECT SPELLING OF VIRGULE! SORRY ABOUT THAT! :)
Homework: learn those number patterns and be able to write out numbers for percentages and salaries for a quiz tomorrow.
le 31 mars: Today we took up the homework, then we spent some time going over what the project should look like:
le projet – le 11 avril
Structure of your presentation
Step #1: Snagging Mme GZ (costume?). Eye contact – start talking.
Question #1: “Qu’est-ce que tu fais dans la vie? » Answer
Question #2 : « Que fait un blah blah »?
Answer back with the profession description from the chart.
Now, give me 2-3 more sentences about what your profession does, based on the info from the jobs website.
Question #3: “De quel niveau de scholarité est-ce qu’on a besoin pour être blah blah? »
Answer : « On a besoin d’une diplôme…. / On a besoin d’un baccalauréat et plus…
Question #4 : « Combien d’argent est-ce que tu gagnes? » Je gagne…..$43824924 »
We need more questions. Look at any job statistics on the Quebec Futures job website, and come up with 5 more questions. Don’t worry that your grammar isn’t perfect.
What percentage = Quel pourcentage de professeurs au Québec est mâle (male)
femelle – female.
le projet – le 11 avril
- Partner / solo
- Profession (job website)
Structure of your presentation
Step #1: Snagging Mme GZ (costume?). Eye contact – start talking.
Question #1: “Qu’est-ce que tu fais dans la vie? » Answer
Question #2 : « Que fait un blah blah »?
Answer back with the profession description from the chart.
Now, give me 2-3 more sentences about what your profession does, based on the info from the jobs website.
Question #3: “De quel niveau de scholarité est-ce qu’on a besoin pour être blah blah? »
Answer : « On a besoin d’une diplôme…. / On a besoin d’un baccalauréat et plus…
Question #4 : « Combien d’argent est-ce que tu gagnes? » Je gagne…..$43824924 »
We need more questions. Look at any job statistics on the Quebec Futures job website, and come up with 5 more questions. Don’t worry that your grammar isn’t perfect.
What percentage = Quel pourcentage de professeurs au Québec est mâle (male)
femelle – female.
This is basically all the information we discussed. Homework: As per the notes, come up with 5 more questions for me to ask you during the project, based on the stats information on the jobs website.
We then started a little story about Bob, which you`ll finish putting into French on Monday:
Bob
Poor Bob. Bob is looking for a job. Bob is unemployed. He doesn’t like unemployment. He looks at the classified ads. The job market is horrible! But he wants to earn money. He wants a full-time position with benefits, vacation days, and a good salary. He writes a cover letter and a resume, and fills out a form to an appointment for a job interview.
Have a great weekend!
We then started a little story about Bob, which you`ll finish putting into French on Monday:
Bob
Poor Bob. Bob is looking for a job. Bob is unemployed. He doesn’t like unemployment. He looks at the classified ads. The job market is horrible! But he wants to earn money. He wants a full-time position with benefits, vacation days, and a good salary. He writes a cover letter and a resume, and fills out a form to an appointment for a job interview.
Have a great weekend!
le 30 mars: We played a game today to see if you knew your professions and job descriptions, and unfortunately for Mme GZ you do, and now I have to bring you in pizza. Ugh! I`m so poor! We then matched up job descriptions with professions, then professions with job descriptions (there`s a trend here). Homework:
le 29 mars: I gave you some time today to study for the quiz. After the quiz and taking it up, we went around the room and decided what we wanted to be when we grad, then reduced the number of professions by half, then agreed on a definition of what that profession:
une femme au foyer gère la maison.
un employé de bureau travaille dans une cabine.
un patron gère des employés
un acteur joue des rôles.
un journaliste écrit des articles.
un militaire
un écrivain écrit des histoires.
un sécretaire tapes les lettres.
un pompier combats des incendies / étients les incendies
Homework: Make sure that you can fluently access the 14 jobs and descriptions that we've talked about so far. You can use your notes when talking about them, but I'd like you to not stumble over them when we discuss them tomorrow
une femme au foyer gère la maison.
un employé de bureau travaille dans une cabine.
un patron gère des employés
un acteur joue des rôles.
un journaliste écrit des articles.
un militaire
un écrivain écrit des histoires.
un sécretaire tapes les lettres.
un pompier combats des incendies / étients les incendies
Homework: Make sure that you can fluently access the 14 jobs and descriptions that we've talked about so far. You can use your notes when talking about them, but I'd like you to not stumble over them when we discuss them tomorrow
le 28 mars: After our quiz today, we learned:
Qu'est-ce que tu fais dans la vie? What do you do for a living?
Je suis professeur. I'm a teacher.
Notice that when you say you have a certain profession, you don't use "un" or "une".
We worked on filling out the following chart:
Qu'est-ce que tu fais dans la vie? What do you do for a living?
Je suis professeur. I'm a teacher.
Notice that when you say you have a certain profession, you don't use "un" or "une".
We worked on filling out the following chart:
Remember that:
enseigner - to teach
distribuer - to deliver
proteger - to protect
aider - to help
guérir - to heal
faire - to do/to make
soigner - to take care of
remplir - to fill
You now have the full conjugations for faire, remplir, guérir, proteger, and the other verbs above are all regular.
Homework: you're having a quiz tomorrow on the highlighted portion of the chart above.
enseigner - to teach
distribuer - to deliver
proteger - to protect
aider - to help
guérir - to heal
faire - to do/to make
soigner - to take care of
remplir - to fill
You now have the full conjugations for faire, remplir, guérir, proteger, and the other verbs above are all regular.
Homework: you're having a quiz tomorrow on the highlighted portion of the chart above.
le 27 mars: Welcome back! We made our portfolios today, then started our new unit "Les Métiers" (jobs). We went over the stats from https://www.guichetemplois.gc.ca/pieces_jointes-fra.do?cid=10813&lang=fra (you can just search "job futures Quebec" to go to the site) for quite some time. Please make sure that you understand the various designations and headings in French before the project on April 11 and the test April 12. We talked quite a bit about what the unit's about, and the "Foire de Travail" (job fair) that we'r going to have as our project. You'll be representing a specific profession and talking it up (in French) with displays, samples, giveaways, etc.
I gave you a booklet, and for homework, please know the following professions (Frenhc and English):
un facteur
un militaire
un policier
en enseignant/une enseignante
une assistante sociale
There will be a little quiz tomorrow on those five professions.
I gave you a booklet, and for homework, please know the following professions (Frenhc and English):
un facteur
un militaire
un policier
en enseignant/une enseignante
une assistante sociale
There will be a little quiz tomorrow on those five professions.
le 7 mars: We had a lovely snack today due to your expertise yesterday, then we went over the homework and performed it. We then took a look at what I wrote yesterday as to what's on the quiz tomorrow, then spent the rest of the block either practicing J-M est malade, studying for the test, or working on our comic. Bonne chance demain!
le 6 mars: After taking up the homework on the board (you all received a hard copy of the answers), we played a game whereby we said that we have a malady, and the person beside us has to say that they used to have that malady, but now they have something different, and so on around the circle. It was fun! We then took the homework answers and made little skits out of them, and performed them. Finally, I gave you "une conversation" to translate; please do as much as you can for tomorrow.
I'm giving you a quiz on Wednesday, that's going to look a bit like this:
Quels sont les symptoms d'une rhume? Utilisez "je":
J'ai mal à la tête
J'ai le nez qui coule... etc
Quels sont les symptoms de la grippe? Utilisez "il":
Il a la diarrhée
Il a mal au ventre...etc
Qu'est-ce qu'il se passe chez le médecin à Paul? (What happens to Paul at the doctor's?)
Le médecin ausculte Paul
Il examine Paul
Il fait un diagnostic... etc
Traduisez en français:
I used to have a runny nose, but now I'm coughing
You used to vomit, but now you're sneezing...etc
(using the symptoms from a cold and a flu).
Quels sont les trois types de maladie de transport? (what are the three transport maladies?)
I'm giving you a quiz on Wednesday, that's going to look a bit like this:
Quels sont les symptoms d'une rhume? Utilisez "je":
J'ai mal à la tête
J'ai le nez qui coule... etc
Quels sont les symptoms de la grippe? Utilisez "il":
Il a la diarrhée
Il a mal au ventre...etc
Qu'est-ce qu'il se passe chez le médecin à Paul? (What happens to Paul at the doctor's?)
Le médecin ausculte Paul
Il examine Paul
Il fait un diagnostic... etc
Traduisez en français:
I used to have a runny nose, but now I'm coughing
You used to vomit, but now you're sneezing...etc
(using the symptoms from a cold and a flu).
Quels sont les trois types de maladie de transport? (what are the three transport maladies?)
le 3 mars: We took up the homework, studied a bit for the quiz, then had the quiz and took it up. I then gave you a sheet of translations to do that you might want to "data mine" for your comic due March 10:
Please do your best to finish this up for Monday. We'll take it up then.
le 2 mars: Today we learned how to say the following:
avoir la diarrhée
ètre constipé
I then gave you a comic of lots of different health situations (on the Smartboard) and you practiced saying that the boy in the pictures used to have a certain ailment, but now is suffering from something else. We presented a bit to the class. It went something like this:
Il avait mal à la tête, mais maintenant il a de la fièvre.
Il était constipé, mais maintenant il a la diarrhée.
Il toussait, mais maintenant il éternue.
Il vomissait, mais maintenant il a mal au bras.
Etc.
We then looked at a large vocab sheet which had lots of vocabulary to do with going to the doctor and filling out a prescription. After we went over it, I showed you a PowerPoint about a "pauvre malade" and his thousands of maladies, and what the doctor does.
Quiz for tomorrow:
faire une ordonnance
le médecin
le malade
examiner
ausculter
respirez à fond
faire un diagnostic
Remember that you will need to put the verbs above (faire, examiner, ausculter; but respirer will stay in the impératif)) into both the present and the imparfait.
avoir la diarrhée
ètre constipé
I then gave you a comic of lots of different health situations (on the Smartboard) and you practiced saying that the boy in the pictures used to have a certain ailment, but now is suffering from something else. We presented a bit to the class. It went something like this:
Il avait mal à la tête, mais maintenant il a de la fièvre.
Il était constipé, mais maintenant il a la diarrhée.
Il toussait, mais maintenant il éternue.
Il vomissait, mais maintenant il a mal au bras.
Etc.
We then looked at a large vocab sheet which had lots of vocabulary to do with going to the doctor and filling out a prescription. After we went over it, I showed you a PowerPoint about a "pauvre malade" and his thousands of maladies, and what the doctor does.
Quiz for tomorrow:
faire une ordonnance
le médecin
le malade
examiner
ausculter
respirez à fond
faire un diagnostic
Remember that you will need to put the verbs above (faire, examiner, ausculter; but respirer will stay in the impératif)) into both the present and the imparfait.
le 1 mars: Today we worked on Jean-Marc est Malade, and performed them in front of the class. We also learned the following types of travel sickness:
avoir mal de mer: to be sea sick
avoir mal au transport: to have motion sickness
avoir le décallage horaire - to have jetlag
No homework,other than to continue on practicing Jean Marc est Malade. no quiz.
avoir mal de mer: to be sea sick
avoir mal au transport: to have motion sickness
avoir le décallage horaire - to have jetlag
No homework,other than to continue on practicing Jean Marc est Malade. no quiz.
le 28 février: After doing our little quiz and listening to you perform your first three lines of Jean-Marc est Malade, we went over all of the symptoms of having a cold or the flu:
For tomorrow, please write a script which incorporates all of the introductory conversation about not feeling well, not being in good shape, seeming ill, etc, and have your two characters swap stories of how they used to have a certain symptom, but now they have a different one. Use imparfait and présent.
le 27 février: Today we started La Santé (health). We listened to a cassette tape and learned that:
avoir mal à - is used when you want to indicate that you have a pain somewhere. In order to use this expression, you need to know the following:
-the conjugations of avoir;
-how "à" interacts with the le, la, or les that will follow it.
We learned the following body parts:
la tête - the head
l'oreille - the ear
l'oeil - the eye
la gorge - the throat
les dents - the teeth
la jambe - the leg
le genou - the knee
le pied - the foot
le bras - the arm
So, to say that you have a headache: J'ai mal à la tête. I have an earache: J'ai mal à l'oreille. I have sore teeth: J'ai mal aux dents. I have a sore arm: J'ai mal au bras.
We then learned the following vocabulary:
ça va? How are you?
ça va très bien I'm really good
ça va bien I'm good
ça va I'm ok
ça va comme ci comme ça I'm so-so
ça va mal I'm bad
ça va très mal I'm really bad
Je ne me sens pas bien I don't feel well (you'll need to know all the conjugations of se sentir)
Je suis en bonne forme. I'm in good shape.
Je suis en mauvais forme. I'm in bad shape. (You'll need to know the negatives of these two)
Tu as l'air malade. You seem sick.
Qu'est-ce qu'il y a? What's the matter?
Qu'est-ce que tu as? What's wrong with you?
I then gave out the "Jean-Marc est Malade" script below:
avoir mal à - is used when you want to indicate that you have a pain somewhere. In order to use this expression, you need to know the following:
-the conjugations of avoir;
-how "à" interacts with the le, la, or les that will follow it.
We learned the following body parts:
la tête - the head
l'oreille - the ear
l'oeil - the eye
la gorge - the throat
les dents - the teeth
la jambe - the leg
le genou - the knee
le pied - the foot
le bras - the arm
So, to say that you have a headache: J'ai mal à la tête. I have an earache: J'ai mal à l'oreille. I have sore teeth: J'ai mal aux dents. I have a sore arm: J'ai mal au bras.
We then learned the following vocabulary:
ça va? How are you?
ça va très bien I'm really good
ça va bien I'm good
ça va I'm ok
ça va comme ci comme ça I'm so-so
ça va mal I'm bad
ça va très mal I'm really bad
Je ne me sens pas bien I don't feel well (you'll need to know all the conjugations of se sentir)
Je suis en bonne forme. I'm in good shape.
Je suis en mauvais forme. I'm in bad shape. (You'll need to know the negatives of these two)
Tu as l'air malade. You seem sick.
Qu'est-ce qu'il y a? What's the matter?
Qu'est-ce que tu as? What's wrong with you?
I then gave out the "Jean-Marc est Malade" script below:
I gave out the roles; half of you are Jean-Marc, and half of you are Dr. Brunet.
You can pick a partner now, or I can partner you up with someone on the day of to present this script (on March 10).
Here's an audio of the presentation: https://www.facebook.com/griffco/videos/10155140371276349/
Quiz for tomorrow:
Qu’est-ce qu’il y a?
Qu’est-ce que tu as?
Je ne me sens pas bien.
J’ai mal…
…à la tête
…à l’œil
…au bras
You can pick a partner now, or I can partner you up with someone on the day of to present this script (on March 10).
Here's an audio of the presentation: https://www.facebook.com/griffco/videos/10155140371276349/
Quiz for tomorrow:
Qu’est-ce qu’il y a?
Qu’est-ce que tu as?
Je ne me sens pas bien.
J’ai mal…
…à la tête
…à l’œil
…au bras
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le 21 février: Project day! Don't forget that for your test tomorrow, in Part A I'll draw a house and you label 8 rooms and 20 pieces total of furniture in the rooms, and in Part B, you'll be talking about what you used to do and what you do in the rooms you talked about in Part A. You can choose your own 10 verbs.
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Mishap in the garage.
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Chillin' by the fire.
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A private moment.
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le 20 février: Project day!
le 17 février: We took up our homework today (from yesterday), and many of you had the opportunity to present your work in front of your classmates. It's important to practice, as your nerves will steady a bit the more you speak in front of the class. We spent the rest of the class working on our house projects for Monday, and we went over a lot of points that you were confused about, especially the introduction, and how much you need to say about each room. Good luck on Monday/Tuesday! And don't forget that we have a test on Wednesday for the La Maison unit.
le 16 février: Today we took up the homework, then we did a tiny quiz on l'imparfait. After we took it up, I taught you the following:
monter l'éscalier - to climb the stairs
descendre l'éscalier - to descend (go down) the stairs
aller en haut - to go upstairs
aller en bas - to go downstairs
Eg:
Je monte l'éscalier de la cuisine au rez-de-chaussée a la salle à manger au premier étage (I go upstairs from the kitchen on the ground floor to the dining room on the first floor).
Il est en haut. (He`s upstairs).
Je suis en bas. I`m downstairs.
Homework: Write a short example of what your project might look like. Use the following as a guide:
`There is a kitchen on the ground floor. There is a sink and a fridge in the kitchen. I was eating a sandwich in the kitchen, but now I`m upstairs in the bedroom getting dressed.` Downstairs, there`s a foyer.``
monter l'éscalier - to climb the stairs
descendre l'éscalier - to descend (go down) the stairs
aller en haut - to go upstairs
aller en bas - to go downstairs
Eg:
Je monte l'éscalier de la cuisine au rez-de-chaussée a la salle à manger au premier étage (I go upstairs from the kitchen on the ground floor to the dining room on the first floor).
Il est en haut. (He`s upstairs).
Je suis en bas. I`m downstairs.
Homework: Write a short example of what your project might look like. Use the following as a guide:
`There is a kitchen on the ground floor. There is a sink and a fridge in the kitchen. I was eating a sandwich in the kitchen, but now I`m upstairs in the bedroom getting dressed.` Downstairs, there`s a foyer.``
le 15 février: Hey don't forget that I created an assignment for you in Duolingo. It's time sensitive, so get on it right away. You're to collect 100 XP points by February 28. Here's the notification you've received in your email about it:
It's important that each and every one of you gets the 100XP points by the beginning of class on February 28, because we have a little competition with 10e année P3: whichever class gets the points by the due date gets a great prize, like a pizza party or a sundae bar during class. But EVERYONE IN THE CLASS HAS TO HAVE RECEIVED THE 100 POINTS BY FEBRUARY 28. So get on it! :)
Today we talked a great deal about the imparfait and its relationship to passé composé (cloud v. pen drop!). We learned, in addition to how to form l'imparfait:
-verbs such as étudier and rire have a stem which ends in "i", so the nous and vous forms have a double "i";
-ger and cer stem-changing verbs will have the stem change from the "nous" form of the present carry over to the imparfait only when needed for pronunciation. Eg:
je mangeais nous mangions
tu mangeais vous mangiez
il mangeait ils mangeaient
elle mangeait elles mangeaient
-that être is the only verb in l'imparfait that's irregular:
j'étais nous étions
tu était vous étiez
il était ils étaient
elle était elles étaient
Homework: Choose two rooms in a house. Write a sentence about what you used to do in a room, and what you're doing now, then repeat for the second room. Use different verbs each time, and use the expression mais maintenant (but now) in your sentences.
Eg: I was eating in the kitchen, but now I'm talking to my mother.
I was washing in the bathroom, but now I'm looking at myself in the mirror.
I was waking up in the bedroom, but now I'm getting dressed.
There will be a tiny quiz tomorrow on l'imparfait just to see if you understand the basis. :)
-verbs such as étudier and rire have a stem which ends in "i", so the nous and vous forms have a double "i";
-ger and cer stem-changing verbs will have the stem change from the "nous" form of the present carry over to the imparfait only when needed for pronunciation. Eg:
je mangeais nous mangions
tu mangeais vous mangiez
il mangeait ils mangeaient
elle mangeait elles mangeaient
-that être is the only verb in l'imparfait that's irregular:
j'étais nous étions
tu était vous étiez
il était ils étaient
elle était elles étaient
Homework: Choose two rooms in a house. Write a sentence about what you used to do in a room, and what you're doing now, then repeat for the second room. Use different verbs each time, and use the expression mais maintenant (but now) in your sentences.
Eg: I was eating in the kitchen, but now I'm talking to my mother.
I was washing in the bathroom, but now I'm looking at myself in the mirror.
I was waking up in the bedroom, but now I'm getting dressed.
There will be a tiny quiz tomorrow on l'imparfait just to see if you understand the basis. :)
le 9 février: Today we went over the project details, and determined that half of you are doing your project on February 20, the other half on February 21, and the test will be on February 22. I did a sample project for you, just using the vocabulary that we have now.
We then went over how to incorporate the items in the rooms into the oral project.
I then gave you an extensive (and exhausting!) lesson on pronominal verbs (reciprocal and reflexive); you already have the list of pronominal verbs that you need from the chart on page 1 of the green booklet I handed out awhile ago. I then gave you another little photocopied booklet to help you wrap your head around using reflexive verbs to talk about your morning routines.
Page 1 is a reference page. Read it. :)
Page 2 is for later on. Ignore it for now.
Page 3: Read the comic, and answer the questions below it in full sentences.
That's what we started today; you don't need to do any homework, but if you feel like it, continue on with the booklet. Tomorrow we'll work on it a bit in class, then begin working on a little piece about what you routinely do in the bedroom and bathroom (using reflexive verbs), then perform it in class. If you wanted to get a head start on that, you could start it tonight. Up to you!
Here's a link to help you with pronominal verbs if you're having trouble:
www.dummies.com/languages/french/understanding-french-pronominal-verbs/
We then went over how to incorporate the items in the rooms into the oral project.
I then gave you an extensive (and exhausting!) lesson on pronominal verbs (reciprocal and reflexive); you already have the list of pronominal verbs that you need from the chart on page 1 of the green booklet I handed out awhile ago. I then gave you another little photocopied booklet to help you wrap your head around using reflexive verbs to talk about your morning routines.
Page 1 is a reference page. Read it. :)
Page 2 is for later on. Ignore it for now.
Page 3: Read the comic, and answer the questions below it in full sentences.
That's what we started today; you don't need to do any homework, but if you feel like it, continue on with the booklet. Tomorrow we'll work on it a bit in class, then begin working on a little piece about what you routinely do in the bedroom and bathroom (using reflexive verbs), then perform it in class. If you wanted to get a head start on that, you could start it tonight. Up to you!
Here's a link to help you with pronominal verbs if you're having trouble:
www.dummies.com/languages/french/understanding-french-pronominal-verbs/
le 8 février: Today we finished putting the furniture in the rooms, so to speak... here's the final copy of what we came up with:
After that, we began our "Coeur à Coeur" heart; I gave you 20-30 minutes or so to start it. Please have it done, with the French quote on the back, for Friday. I wish I could give you more time to work in it, but we need to get back to La Maison. :)
le 7 février: Today we took up the yellow sheet from yesterday, then I gave you a large sheet of vocabulary for reference, which included quite a few items which go in rooms. We got this far taking it up:
For homework please sort the rest of the items that we didn't get to in class, and think of one item which you think should be listed but I didn't include it. Something common would be good, and it can belong to any room you like. We'll choose 5 of the words that you come up with as a class.
le 6 février: You guys were so fun today. We started off taking a look at the website, then we talked a bit about Duolingo. We then played "Où est Twinkie" with our floor and room vocabulary. I then gave you the conjugations of the following verbs:
être
dormir
envoyer
amener
emmener
écrire
I also gave you the following objects for us to use with our rooms and verbs:
regarder – la télé, Netflix, un vidéo, Youtube
parler à – Paul, ma mère, mon père, mon frère, ma sœur, mon ami(e)
dormir – sur le sofa, dans mon lit, sur le plafond dans la salle de bains, dans la baignoire, dans les toilettes
envoyer – un courriel, un texto, une lettre, un paquet, des photos nues
être – (in a room, on a floor) : Je suis...
Homework: I gave you a yellow sheet for you to write down what the people in the questions are doing on a certain floor in a certain room. Watch the plural subjects! Please do questions 1 and 2 at the least; questions 3 and 4 can be done in the first 10 minutes of class tomorrow.
être
dormir
envoyer
amener
emmener
écrire
I also gave you the following objects for us to use with our rooms and verbs:
regarder – la télé, Netflix, un vidéo, Youtube
parler à – Paul, ma mère, mon père, mon frère, ma sœur, mon ami(e)
dormir – sur le sofa, dans mon lit, sur le plafond dans la salle de bains, dans la baignoire, dans les toilettes
envoyer – un courriel, un texto, une lettre, un paquet, des photos nues
être – (in a room, on a floor) : Je suis...
Homework: I gave you a yellow sheet for you to write down what the people in the questions are doing on a certain floor in a certain room. Watch the plural subjects! Please do questions 1 and 2 at the least; questions 3 and 4 can be done in the first 10 minutes of class tomorrow.
le 3 février: We had our small quiz on the house today, in which you drew a picture of a house with floors and rooms and labelled them, then wrote a little descriptive story about the house on the next page. The purpose of this quiz was not to put a mark in the mark book but to just assess where you are right now so that I can teach you better.
After that, I gave you a list of verbs and you worked with a group to figure them out, then we took them up as a class. The ones that you need to watch out for are amener and apporter, as they both mean "to bring", and emener, emporter, as they both mean "to take" (amener = to bring a person, apporter = to bring a thing; emener = to take a person, emporter = to take a thing). If you're having trouble with these, you can try these sites:
www.frenchtoday.com/blog/amener-emmener-apporter-emporter-remporter-bring-take-french
fren1163.wikispaces.com/file/view/Apporter.pdf
Next week we'll be learning how to use these verbs in sentences so that we can talk about what we do in each room. Faites un bon weekend!
After that, I gave you a list of verbs and you worked with a group to figure them out, then we took them up as a class. The ones that you need to watch out for are amener and apporter, as they both mean "to bring", and emener, emporter, as they both mean "to take" (amener = to bring a person, apporter = to bring a thing; emener = to take a person, emporter = to take a thing). If you're having trouble with these, you can try these sites:
www.frenchtoday.com/blog/amener-emmener-apporter-emporter-remporter-bring-take-french
fren1163.wikispaces.com/file/view/Apporter.pdf
Next week we'll be learning how to use these verbs in sentences so that we can talk about what we do in each room. Faites un bon weekend!