le 19 juin: We finished up our presentations! Yay! Tomorrow is your last Grade 10 French test. It will be in essay format, but don't let that stress you. I'll ask, "what is your favourite art style?" Remember to include the following:
-intro: who you are, what you do, what you used to do, what that job entailed, why you don't do it anymore
-what tools you use to paint, and where you paint
-the art style you prefer, and why
-the use of colour and the brushstrokes of the style you prefer (include info about how you style doesn't have the characteristics of other art styles, too... such as the fact that realism (for example) doesn't show the effect of natural light on the subject, or how post-impressionism doesn't have flat and invisible brushstrokes)
-the artist you admire who uses that style
-a couple of facts about the artist
MAKE SURE YOU USE...
-present, passé composé, imparfait
-object pronouns
-savoir in all three tenses
-connaitre in all three tenses (Sarah, we forgot about imparfait and passé composé of savoir and connaitre when we talked after school. Make sure you use them! :))
PLEASE REMEMBER THAT...
-if you're using savoir, you have to follow it with que, où, qui, quand, etc unless you're indicating that you know (or don't know) how to do something
-savoir in the passé composé means "I found out"
-connaitre in the passé composé means "I met for the first time". Not sure how you're going to work that into your essay, but I have faith that you will! :)
-intro: who you are, what you do, what you used to do, what that job entailed, why you don't do it anymore
-what tools you use to paint, and where you paint
-the art style you prefer, and why
-the use of colour and the brushstrokes of the style you prefer (include info about how you style doesn't have the characteristics of other art styles, too... such as the fact that realism (for example) doesn't show the effect of natural light on the subject, or how post-impressionism doesn't have flat and invisible brushstrokes)
-the artist you admire who uses that style
-a couple of facts about the artist
MAKE SURE YOU USE...
-present, passé composé, imparfait
-object pronouns
-savoir in all three tenses
-connaitre in all three tenses (Sarah, we forgot about imparfait and passé composé of savoir and connaitre when we talked after school. Make sure you use them! :))
PLEASE REMEMBER THAT...
-if you're using savoir, you have to follow it with que, où, qui, quand, etc unless you're indicating that you know (or don't know) how to do something
-savoir in the passé composé means "I found out"
-connaitre in the passé composé means "I met for the first time". Not sure how you're going to work that into your essay, but I have faith that you will! :)
le 18 juin: We continued with our presentations. :)
le 17 juin: Today we started our "Les Artistes" presentations, and they were amazing!! We'll continue on tomorrow.
Homework: Please study for your "Les Artistes" test.
Intérro: pas d'intérro :)
Homework: Please study for your "Les Artistes" test.
Intérro: pas d'intérro :)
DIMANCHE le 16 juin: Hello, those of you who check the webpage on the weekend. I hope you're all prepared and excited for our "Les Artistes" presentations on Monday, Tuesday, and Wednesday! I'm certainly very much looking forward to them.
So I've been looking over my marking rubric (see my June 11 entry), and I see that there's a place for the usage of savoir and connaître. Don't forget to use them!
Good luck tomorrow to those who are presenting! I know you'll do great! :)
So I've been looking over my marking rubric (see my June 11 entry), and I see that there's a place for the usage of savoir and connaître. Don't forget to use them!
Good luck tomorrow to those who are presenting! I know you'll do great! :)
le 13 juin: We finished translating the bullet points from our post-impressionism sheet today:
- Il applique les couleurs par touches de pinceau, sans mélanger sur la palette. Les couleurs se fondent à distance dans l'œil du spectateur. (He applies colours with touches of his paintbrush, without mixing on the palette.
- Il utilisait des coups de pinceau épais et longs. (He used long and thick brushstrokes).
- Il croyait que les peintures peuvent exprimer l'émotion et qu'elles ne sont pas qu'une imitation de la réalité. (he believed that paintings could express emotions and they aren't just an imitation of reality).
I directed you to the last couple of pages of your Savoir/Connaître booklet to the page entitled "Les Artistes" and asked you to start in on the activities and questions on that page. I'll be raiding this page for questions for our test on June 20, so they're worth doing!
Here are the answers to the first set of questions; please don't just copy them onto your paper but use them to check your knowledge after you finished the activity:
1. sais
2. sais
3. connaît
4. connaît
5. sait
6. connaissons
7. savez
8. connaissent
9. connaissent
10. sais
11. sais
12. savez-vous (it's the same as "est-ce que vous savez?")
I'll put up some more answers to this worksheet as the days go by.
Homework: work on the worksheet
Intérro: no intérro! woohoo :)
Here are the answers to the first set of questions; please don't just copy them onto your paper but use them to check your knowledge after you finished the activity:
1. sais
2. sais
3. connaît
4. connaît
5. sait
6. connaissons
7. savez
8. connaissent
9. connaissent
10. sais
11. sais
12. savez-vous (it's the same as "est-ce que vous savez?")
I'll put up some more answers to this worksheet as the days go by.
Homework: work on the worksheet
Intérro: no intérro! woohoo :)
le 12 juin: We soared through post-impressionism and Van Gogh today. I gave you the information sheet about Vincent and post-impressionism:
le post-impressionnisme: Vincent Van Gogh
We didn't have time to finish up these points, so we'll do so tomorrow.
Homework: Keep working on your project.
Intérro: No intérro.
le post-impressionnisme: Vincent Van Gogh
- Son style est caractérisé surtout par l'utilisation des couleurs et les touches de ses pinceaux. (His style is especially characterized by the usage of colours and touches of his paintbrushes.
- Ses peintures représentent son expérience de la vie quotidienne et ses tableaux portent la marque de sa personnalité tourmentée et instable. His paintings represent his daily life experience and his pictures carry the mark of his tormented and unstable personailty.
- -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
We didn't have time to finish up these points, so we'll do so tomorrow.
Homework: Keep working on your project.
Intérro: No intérro.
le 11 juin: We did our intérro:
We then took up the homework:
1. Manet knew how to paint. Manet savait peindre.
2. Mme GZ used to know where Zimm lived. Mme GZ savait où habitait Zimm.
3. We know how to use a paintbrush. Nous savons utiliser un pinceau.
4. You (s) know who painted "Le Déjeuner sur l'Herbe". Tu sais qui a peint “Le Déj”
5. I know what Mme GZ's husband's name is. (use "s'appeler") Je sais qui s’appelle le mari de Mme GZ.
6. Monet knew what time he ate dinner on Tuesday. Monet savait à quelle heure il a mangé le dîner mardi.
7. You (pl) know that artists are fun. Vous savez que les artistes sont amusants.
8. We knew when Hanukkah was coming. Nous savions quand le Hanoukah s’arrivait.
I started to tell you what you should do for your project, but we ran out of time. Here's a word file which contains my marking sheet; that will help you:
- He knows how to paint. Il sait peindre.
- I painted Tuesday. Mardi, j’ai peint.
- You know how to use a paintbrush. Tu sais utiliser un pinceau.
- We used a paintbrush yesterday (hier). Hier, nous avons utilisé un pinceau.
- They didn’t make rough sketches, or use layers of varnish. ils ne faisaient pas d'esquisses, ou utilisaient des couches de vernis. /3
We then took up the homework:
1. Manet knew how to paint. Manet savait peindre.
2. Mme GZ used to know where Zimm lived. Mme GZ savait où habitait Zimm.
3. We know how to use a paintbrush. Nous savons utiliser un pinceau.
4. You (s) know who painted "Le Déjeuner sur l'Herbe". Tu sais qui a peint “Le Déj”
5. I know what Mme GZ's husband's name is. (use "s'appeler") Je sais qui s’appelle le mari de Mme GZ.
6. Monet knew what time he ate dinner on Tuesday. Monet savait à quelle heure il a mangé le dîner mardi.
7. You (pl) know that artists are fun. Vous savez que les artistes sont amusants.
8. We knew when Hanukkah was coming. Nous savions quand le Hanoukah s’arrivait.
I started to tell you what you should do for your project, but we ran out of time. Here's a word file which contains my marking sheet; that will help you:
| marking_rubric_for_presentation.docx |
Homework: Translate the following into French:
1. Hello, my name is Bob, and I used to be a fireman. I used to fight fires.
2. Now I'm a painter. I paint oil paintings using paints.
3. Here is my painting. I painted it outdoors. I did not paint it in my studio.
4. I used oil paints, a paintbrush, an easel, a canvas, a frame, and a palate.
5. I used light, pure colours like (comme) green, blue, white, yellow, red, and orange.
Intérro: Les impressionnistes utilisaient des couleurs et des coups de pinceau petits et cassés pour montrer l'effet de la lumière sur le sujet.:)
1. Hello, my name is Bob, and I used to be a fireman. I used to fight fires.
2. Now I'm a painter. I paint oil paintings using paints.
3. Here is my painting. I painted it outdoors. I did not paint it in my studio.
4. I used oil paints, a paintbrush, an easel, a canvas, a frame, and a palate.
5. I used light, pure colours like (comme) green, blue, white, yellow, red, and orange.
Intérro: Les impressionnistes utilisaient des couleurs et des coups de pinceau petits et cassés pour montrer l'effet de la lumière sur le sujet.:)
le 10 juin: We continued on with our impressionist section, and finished it up. You now have all the vocab and information for realism, for the style that Manet painted in that was between realism and impressionism, and for Monet and impressionism. Yay!
I then gave you a booklet on the verbs savoir and connaître. Both verbs mean "to know": savoir meant to know a fact and to know how to do something, and we didn't get to connaître quite yet:
I then gave you a booklet on the verbs savoir and connaître. Both verbs mean "to know": savoir meant to know a fact and to know how to do something, and we didn't get to connaître quite yet:
It's a bit squished on the board, so here's a recap of how to use savoir:
To know a fact:
Je sais que Mme GZ is folle - I know that Mme GZ is crazy.
Je sais où habite Zimmerman - I know where Zimmerman lives.
Je sais qui a donné la tarte à Fred. - I know who gave the pie to Fred.
Je sais à quelle heure nous partons pour Terrace. - I know at what time we're leaving for Terrace.
Je said quand le Noël s'arrive.- I know when Christmas is coming
To know how to do something:
Je sais nager. - I know how to swim.
Il sait parler français - He knows how to speak French.
Tu savais jouer du piano. You used to know how to play the piano.
Homework: HOMEWORK CHANGE: My booklet is different from yours. (?) So, here's homework that you can actually do:
Traduisez en français (you will only use the present and the imparfait tenses here):
1. Manet knew how to paint.
2. Mme GZ used to know where Zimm lived.
3. We know how to use a paintbrush.
4. You (s) know who painted "Le Déjeuner sur l'Herbe".
5. I know what Mme GZ's husband's name is. (use "s'appeler")
6. Monet knew what time he ate dinner on Tuesday.
7. You (pl) know that artists are fun.
8. We knew when Hanukkah was coming.
Intérro: savoir (in just the first four conjugations: je, tu, il, and elle: be able to use savoir in the present as well as the imparfait); peindre, utiliser (with savoir, as well as in the passé composé) un pinceau, as well as ils ne faisaient pas d'esquisses, ou utilisaient des couches de vernis. :) Examples:
He knew (imp) who painted the painting (p.c.)
She knows how to paint.
I know how to use a paintbrush. :)
To know a fact:
Je sais que Mme GZ is folle - I know that Mme GZ is crazy.
Je sais où habite Zimmerman - I know where Zimmerman lives.
Je sais qui a donné la tarte à Fred. - I know who gave the pie to Fred.
Je sais à quelle heure nous partons pour Terrace. - I know at what time we're leaving for Terrace.
Je said quand le Noël s'arrive.- I know when Christmas is coming
To know how to do something:
Je sais nager. - I know how to swim.
Il sait parler français - He knows how to speak French.
Tu savais jouer du piano. You used to know how to play the piano.
Homework: HOMEWORK CHANGE: My booklet is different from yours. (?) So, here's homework that you can actually do:
Traduisez en français (you will only use the present and the imparfait tenses here):
1. Manet knew how to paint.
2. Mme GZ used to know where Zimm lived.
3. We know how to use a paintbrush.
4. You (s) know who painted "Le Déjeuner sur l'Herbe".
5. I know what Mme GZ's husband's name is. (use "s'appeler")
6. Monet knew what time he ate dinner on Tuesday.
7. You (pl) know that artists are fun.
8. We knew when Hanukkah was coming.
Intérro: savoir (in just the first four conjugations: je, tu, il, and elle: be able to use savoir in the present as well as the imparfait); peindre, utiliser (with savoir, as well as in the passé composé) un pinceau, as well as ils ne faisaient pas d'esquisses, ou utilisaient des couches de vernis. :) Examples:
He knew (imp) who painted the painting (p.c.)
She knows how to paint.
I know how to use a paintbrush. :)
le 7 juin: We did our intérro, then took up the homework:
1. Les artistes faisaient des esquisse, les artistes les faisaient.
2.Son style était réalistique, avec les coups de pinceau plats et invisibles.
3. Lundi, il a utilisé un pinceau et une toile.
4. Il peignait à l’intérieur.
We started in on impressionism, and watched the first few slides of the powerpoint. We learned that the impressionists had their own show in 1874, which Claude Monet entered a painting into (he picked up some cool painting techniques in England when he was hiding there during the Franco-Prussian war of 1870), called "Impression: Soleil Levant". We didn't quite finish the story before the bell rang. Bon weekend! :)
1. Les artistes faisaient des esquisse, les artistes les faisaient.
2.Son style était réalistique, avec les coups de pinceau plats et invisibles.
3. Lundi, il a utilisé un pinceau et une toile.
4. Il peignait à l’intérieur.
We started in on impressionism, and watched the first few slides of the powerpoint. We learned that the impressionists had their own show in 1874, which Claude Monet entered a painting into (he picked up some cool painting techniques in England when he was hiding there during the Franco-Prussian war of 1870), called "Impression: Soleil Levant". We didn't quite finish the story before the bell rang. Bon weekend! :)
le 6 juin: We had our intérro, then continued on with realism and Manet. I reminded you that there are seven school days left (including today) before you have to present your painting.
We were able to finish the Realism/Manet presentation, and translate one bullet from the bottom of the worksheet: "His style is between the styles of realism and impressionism". We'll finish up the other four bullets tomorrow and get going on Impressionism and Monet.
Homework: Translate into French:
1. The artists did rough sketches; the artists did them.
2. His style was realistic with flat and invisible brushstrokes.
3. Monday, he used a paintbrush and a canvas.
4. He painted indoors.
Intérro: il pensait que l'agencement de la peinture sur la toile était assez important que le sujet. :)
We were able to finish the Realism/Manet presentation, and translate one bullet from the bottom of the worksheet: "His style is between the styles of realism and impressionism". We'll finish up the other four bullets tomorrow and get going on Impressionism and Monet.
Homework: Translate into French:
1. The artists did rough sketches; the artists did them.
2. His style was realistic with flat and invisible brushstrokes.
3. Monday, he used a paintbrush and a canvas.
4. He painted indoors.
Intérro: il pensait que l'agencement de la peinture sur la toile était assez important que le sujet. :)
le 5 juin: We had our intérro, then we continued on with our work on realism and Manet. We finished learning about des esquisses and les artistes peignaient à l'intérieur, and continued on to the next part of our "Réalisme" worksheet and finished the three numbered statements.
Homework: Go over the information you've learned in French about realism and Manet, as we have to schedule a test for it! :(
Intérro: les figures ont semblé négligées et inachevées et la peinture a semblé tamponnée sur la toile. :)
Homework: Go over the information you've learned in French about realism and Manet, as we have to schedule a test for it! :(
Intérro: les figures ont semblé négligées et inachevées et la peinture a semblé tamponnée sur la toile. :)
le 4 juin: We started off with our intérro:
It was a big one! We then went over why nudity is acceptable in realist paintings:
- The painter used (pc) paints in the studio. Le peintre a utilisé des peintures dans l’atelier.
- The painter used (pc) them there. Le peintre les y a utilisés.
- Manet was a painter. Manet était peintre.
- Manet used to paint paintings. Manet peignait des peintures.
- Manet used to paint them. Manet les peignait.
- Use (pl) some paints in the studio. Utilisez des peintures dans l’atelier.
- Let’s use them there. Utilisons-les-y.
- Manet had a studio. Manet avait un atelier.
- Manet used brushstrokes. Manet utilisait des coups de pinceau.
- Manet used them. Manet les utilisait.
It was a big one! We then went over why nudity is acceptable in realist paintings:
In case you're finding that hard to follow:
-Pourquoi est-ce que la nudité dans les peintures du réalisme était acceptable?
-Parce que les peintures du réalisme montraient les histoires et personnages du Bible, et ils montraient que le corps humaine est un cadeau ou un oeuvre de Dieu.
We took up the four bulleted points that you needed to translate into English, then we ran out of time. Short classes, bah!
Homework: no homework
Intérro: I'm going to ask you the bolded question above, and you're going to give me the italicized answer. That's it! :)
-Pourquoi est-ce que la nudité dans les peintures du réalisme était acceptable?
-Parce que les peintures du réalisme montraient les histoires et personnages du Bible, et ils montraient que le corps humaine est un cadeau ou un oeuvre de Dieu.
We took up the four bulleted points that you needed to translate into English, then we ran out of time. Short classes, bah!
Homework: no homework
Intérro: I'm going to ask you the bolded question above, and you're going to give me the italicized answer. That's it! :)
le 3 juin: We started with our intérro:
We then started the "realism" part of our unit, and I handed out three worksheets. If you were away today, the worksheets will be filed on the table at the back of the room for you to pick up. The worksheet that we used today is:
______________________________________________________________________
Réalisme
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.
I showed part of the "realism" powerpoint, and explained some of the aspects of realist painting to you in English. I did enough that you should be able to translate the first four bullets on the worksheet (I've bolded them here) for homework.
Homework: Translate the four bulleted items above into English.
Intérro: les peintures, des peintures, les coups de pinceau, le peintre, l'atelier, peindre, utiliser, être, avoir. Be able to use all the verbs in all the tenses, including impératif (except for avoir and être - you don't know the impératif for those verbs). As well, I'll be creating sentences using both objects and object pronouns, as well as affirmative and negative.
Eg:
The painter used to use paints and he painted in the studio. Le peintre utilisait des peintures et il a peint dans l'atelier.
The painter used to use them and painted there. Le peintre les utilisait et il y a peint. :)
- He uses them. Il les utilise.
- He can’t find it. Il ne peut pas le trouver.
- He had it. Il l’avait.
- He gave it to him. Il le lui a donné.
- He doesn’t like them. Il ne les aime pas.
We then started the "realism" part of our unit, and I handed out three worksheets. If you were away today, the worksheets will be filed on the table at the back of the room for you to pick up. The worksheet that we used today is:
______________________________________________________________________
Réalisme
- Les sujets sont des dieux et des héroes classiques ou mythiques
- Le style est réalistique avec les coups de pinceau plats et invisibles
- Les reproductions sont exactes, ou mieux
- Il y a de la nudité
- Les artistes ont fait des esquisses
- Les artistes peignaient à l’intérieur (pas déhors)
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.
- 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
I showed part of the "realism" powerpoint, and explained some of the aspects of realist painting to you in English. I did enough that you should be able to translate the first four bullets on the worksheet (I've bolded them here) for homework.
Homework: Translate the four bulleted items above into English.
Intérro: les peintures, des peintures, les coups de pinceau, le peintre, l'atelier, peindre, utiliser, être, avoir. Be able to use all the verbs in all the tenses, including impératif (except for avoir and être - you don't know the impératif for those verbs). As well, I'll be creating sentences using both objects and object pronouns, as well as affirmative and negative.
Eg:
The painter used to use paints and he painted in the studio. Le peintre utilisait des peintures et il a peint dans l'atelier.
The painter used to use them and painted there. Le peintre les utilisait et il y a peint. :)
le 31 mai: We started off by translating some sentences from a worksheet:
We then replaced the objects with object pronouns:
In case you've forgotten where to put object pronouns in sentences:
one verb = before the verb (présent, imparfait, futur
dual verb= before the main verb
p.c. = before the helper
impératif= after the verb, with a hyphen
Homework: no homework
Intérro: I'll choose the intérro sentences from the list of nine sentences above (the sentences which have the object pronouns in them). :)
- Je viens de rencontrer un peintre.
- Il a donné un pinceau à Zimm.
- Il va peindre une peinture.
- Il utilise des peintures à l’huile en couleurs vives.
- Il avait un atelier.
- Il a parlé à Zimm et moi.
- Il n’aime pas de peintures à l’aquarelle.
- Il ne peut pas trouver son chevalet.
- Il cherchait son pinceau et sa toile.
We then replaced the objects with object pronouns:
- Je viens de le rencontrer .
- Il le lui a donné.
- Il va la peindre.
- Il les utilise.
- Il l’avait.
- Il nous a parlé.
- Il ne les aime pas.
- Il ne peut pas le trouver.
- Il les cherchait.
In case you've forgotten where to put object pronouns in sentences:
one verb = before the verb (présent, imparfait, futur
dual verb= before the main verb
p.c. = before the helper
impératif= after the verb, with a hyphen
Homework: no homework
Intérro: I'll choose the intérro sentences from the list of nine sentences above (the sentences which have the object pronouns in them). :)
le 29 mai: Today we went over the homework and had our intérro, and that's about all the time we had. Here's an example of how I would describe myself as a painter (part of today's homework) at this point in the unit:
Bonjour, je m’appelle Nancy, et je suis peintre. J’étais pompier, je combattais les incendies, mais je ne savais pas combattais les incendies, alors maintenant je suis peintre. J’ai un atelier dans ma maison au deuxième étage; j’y peint. Je peint des peintures avec des peintures vives et claires, je n’aime pas les couleurs pâles ou foncés. Quand je peint, j’utilise une pinceau, un cadre, une toile, et un chevalet; je les utilise. Je n’utilise pas de palette. J’aime les peintures à l’huile, mais je préfère par-dessus tout les peintures à aquarelle.
Homework: Make sure you've done the short sheet on describing someone (yourself, whatever, I'm losing track! lol) in the imparfait and passé composé.
Intérro: I'm going to give you the same words as yesterday, so that we can continue practicing using the vocab in four tenses. In tomorrow's intérro, I'm going to use the impératif as well as the other tenses. :)
Bonjour, je m’appelle Nancy, et je suis peintre. J’étais pompier, je combattais les incendies, mais je ne savais pas combattais les incendies, alors maintenant je suis peintre. J’ai un atelier dans ma maison au deuxième étage; j’y peint. Je peint des peintures avec des peintures vives et claires, je n’aime pas les couleurs pâles ou foncés. Quand je peint, j’utilise une pinceau, un cadre, une toile, et un chevalet; je les utilise. Je n’utilise pas de palette. J’aime les peintures à l’huile, mais je préfère par-dessus tout les peintures à aquarelle.
Homework: Make sure you've done the short sheet on describing someone (yourself, whatever, I'm losing track! lol) in the imparfait and passé composé.
Intérro: I'm going to give you the same words as yesterday, so that we can continue practicing using the vocab in four tenses. In tomorrow's intérro, I'm going to use the impératif as well as the other tenses. :)
le 28 mai: We had a bit of a review about agreement in the passé composé between the past participle either the subject (with être verbs) or the preceeding direct object (with avoir verbs). We then had our spirited intérro. ;)
It was a short day and we ran out of time.
Homework: Complete the full sheet of describing the artist, and make sure you only use imparfait and passé composé. Also complete the half-sheet of describing yourself as an artist (you can use the present tense, and I want to see a TON of vocab).
Intérro: peindre and utiliser (in present, passé composé, impératif, and imparfait for all conjugations), une peinture, des peintures, un peintre, un pinceau, un cadre, un chevalet, un atelier, les couleurs vifs/clairs/foncés/pâles, . I'm also going to put in some direct (le, la, les) and indirect object pronouns (lui, leur) as well as the indirect adverbial pronoun "y".
Eg:
1. The painter painted the painting in the studio with bright colours; he painted it there.
2. I used to use a frame, an easel, and a paintbrush in the studio; I used to use them there. :)
It was a short day and we ran out of time.
Homework: Complete the full sheet of describing the artist, and make sure you only use imparfait and passé composé. Also complete the half-sheet of describing yourself as an artist (you can use the present tense, and I want to see a TON of vocab).
Intérro: peindre and utiliser (in present, passé composé, impératif, and imparfait for all conjugations), une peinture, des peintures, un peintre, un pinceau, un cadre, un chevalet, un atelier, les couleurs vifs/clairs/foncés/pâles, . I'm also going to put in some direct (le, la, les) and indirect object pronouns (lui, leur) as well as the indirect adverbial pronoun "y".
Eg:
1. The painter painted the painting in the studio with bright colours; he painted it there.
2. I used to use a frame, an easel, and a paintbrush in the studio; I used to use them there. :)
le 25 mai: Today we went over "je préfère par-dessus tout.." (I prefer above all else...) and the conjugations of peintre and créer:
peintre - to paint
je peins nous peignons
tu peins vous peignez
ils peint ils peingent
elles peint elles peignent
participe passé: peint (j'ai peint - I painted)
We also went over when we'd use imparfait for peindre, and when we'd use passé composé. I talked about how imparfait is used for background information, to show a setting for the passé composé (which is an event which sort of "interrupts" the imparfait); how imparfait is an incomplete action but passé composé is a complete action.
What we came up with is this: if we say that we painted a particular picture (or someone else did), we'll use passé composé. If we're saying that "We painted when it was sunny", we'll use pc. But if we're talking about the continuous past action of painting ("Van Gog painted in Auvers and Arles"), it's imparfait.
We also started the concept of how past participles which take avoir in the passé composé must agree with the preceeding direct object. We made up this flow chart:
peintre - to paint
je peins nous peignons
tu peins vous peignez
ils peint ils peingent
elles peint elles peignent
participe passé: peint (j'ai peint - I painted)
We also went over when we'd use imparfait for peindre, and when we'd use passé composé. I talked about how imparfait is used for background information, to show a setting for the passé composé (which is an event which sort of "interrupts" the imparfait); how imparfait is an incomplete action but passé composé is a complete action.
What we came up with is this: if we say that we painted a particular picture (or someone else did), we'll use passé composé. If we're saying that "We painted when it was sunny", we'll use pc. But if we're talking about the continuous past action of painting ("Van Gog painted in Auvers and Arles"), it's imparfait.
We also started the concept of how past participles which take avoir in the passé composé must agree with the preceeding direct object. We made up this flow chart:
This is the sort of thing that you're going to have to work at in order to get good at it. I hope that the flow chart helps you. Remember the following:
-we know the rules about être: Whatever comes before être has to match with whatever comes after être. For example, "She is tall" is "Elle est grande"; the adjective is feminine because the subject is feminine. Or, "Elles sont rentrées"; the past participle is feminine plural because the subject is feminine plural. THIS HAS NOT CHANGED. All we've done is ADD SOME EXTRA STUFF ABOUT VERBS THAT TAKE AVOIR IN THE PASSÉ COMPOSÉ. Think of it this way:
-in the passé composé, verbs that take être have to agree with the subject.
-in the passé composé, verbs that take avoir have to agree with the preceeding direct object.
I'm going to give you a teeny bit of homework to have you practice this:
Homework: Translate the following into French:
1. He wanted the easels, and she gave them to him.
2. He cast the spells, but she broke them.
3. I didn't see the paintbrushes, but the painter saw them.
4. The artists saw the watercolour paintings, and they took them.
Intérro: I'm going to write out some sentences in the passé composé, and you'll either indicate that they're correct, or you'll correct them. :)
-we know the rules about être: Whatever comes before être has to match with whatever comes after être. For example, "She is tall" is "Elle est grande"; the adjective is feminine because the subject is feminine. Or, "Elles sont rentrées"; the past participle is feminine plural because the subject is feminine plural. THIS HAS NOT CHANGED. All we've done is ADD SOME EXTRA STUFF ABOUT VERBS THAT TAKE AVOIR IN THE PASSÉ COMPOSÉ. Think of it this way:
-in the passé composé, verbs that take être have to agree with the subject.
-in the passé composé, verbs that take avoir have to agree with the preceeding direct object.
I'm going to give you a teeny bit of homework to have you practice this:
Homework: Translate the following into French:
1. He wanted the easels, and she gave them to him.
2. He cast the spells, but she broke them.
3. I didn't see the paintbrushes, but the painter saw them.
4. The artists saw the watercolour paintings, and they took them.
Intérro: I'm going to write out some sentences in the passé composé, and you'll either indicate that they're correct, or you'll correct them. :)
le 24 mai: We marked yesterday's tests, and your marks are posted. Barring any catastrophe with our next unit, all of you are going to pass French 10. Felicitations!!!!
We did a bit of work on our new unit, "Les Artistes". I always find it a bit rushed at the end, as there's a lot of information, so over the weekend I'm going to restructure it a bit so that you don't get stressed at the end of June. We'll be studying Manet, Monet, and Van Gogh (and their art styles), as well as all the materials that one might use to create a painting.
Our project dates are June 17, 18, and 19. Everyone should be prepared to present on June 17, although only a third of you will have the time to go. The project involves you creating a painting in the style of one of our three artists, and describing the painting itself and the process of painting it. When you describe the painting to me, you'll touch on all the information we've learned throughout the month. Your painting should be on a canvas that you can buy at the Dollar Store (let me know if you need me to help you here), and you can use either watercolours or oil paint. Remember that oil paintings take a while to dry!
We discussed the idea of having a couple of smaller tests rather than one big one on June 20, so I'll let you know about that on Monday. Whatever we decide, you'll have to be able to identify styles of art with descriptive sentences for some sort of a test on June 20 (perhaps a fat test, perhaps the last of some small tests, we'll decide!)
I showed you the first couple of slides from our vocabulary powerpoint:
We did a bit of work on our new unit, "Les Artistes". I always find it a bit rushed at the end, as there's a lot of information, so over the weekend I'm going to restructure it a bit so that you don't get stressed at the end of June. We'll be studying Manet, Monet, and Van Gogh (and their art styles), as well as all the materials that one might use to create a painting.
Our project dates are June 17, 18, and 19. Everyone should be prepared to present on June 17, although only a third of you will have the time to go. The project involves you creating a painting in the style of one of our three artists, and describing the painting itself and the process of painting it. When you describe the painting to me, you'll touch on all the information we've learned throughout the month. Your painting should be on a canvas that you can buy at the Dollar Store (let me know if you need me to help you here), and you can use either watercolours or oil paint. Remember that oil paintings take a while to dry!
We discussed the idea of having a couple of smaller tests rather than one big one on June 20, so I'll let you know about that on Monday. Whatever we decide, you'll have to be able to identify styles of art with descriptive sentences for some sort of a test on June 20 (perhaps a fat test, perhaps the last of some small tests, we'll decide!)
I showed you the first couple of slides from our vocabulary powerpoint:
| presentation1.pptx |
We did the following vocabulary:
une peinture - a painting
des peintures - paints (the noun)
peindre - to paint
un peintre - a painter
un artiste - an artist
un cadre - a frame
une toile - a canvas
un pinceau - a paintbrush
une peinture à l'huile - an oil painting
une peinture à l'aquarelle - a watercolour painting
un atelier - a workshop, a studio
un chevelet - an easel
une palette - a palette
We'll continue on Monday, when I'll give you the new breakdown of the course. No intérro. Faites un bon weekend! :)
une peinture - a painting
des peintures - paints (the noun)
peindre - to paint
un peintre - a painter
un artiste - an artist
un cadre - a frame
une toile - a canvas
un pinceau - a paintbrush
une peinture à l'huile - an oil painting
une peinture à l'aquarelle - a watercolour painting
un atelier - a workshop, a studio
un chevelet - an easel
une palette - a palette
We'll continue on Monday, when I'll give you the new breakdown of the course. No intérro. Faites un bon weekend! :)
le 23 mai: We wrote our tests today, but didn't have time to mark them. We'll mark them tomorrow, then begin our last unit of Grade 10L Les Artistes! :)
le 22 mai: Today we took up the list of sentences from yesterday's webpage, then I asked you to come up with some further sentences which involved other magical characters (I've included the translations):
Bon chance demain! :)
- “No!” and he escaped on a dragon. “Non!” et il a echappé sur un dragon.
- But the knight transformed into a pig. Mais le chevalier a été transformé en cochon.
- The genie saw the princess; she was taking a stroll in the forest. Le génie a vu la princesse; elle faisait une balade dans la forêt.
- The genie did not like her. Le génie ne l'aimait pas.
- “I don’t like your spider, I don’t like your ogre”, he said to her. “But give them to me now!” "Je n'aimais pas ton araignée, je n'aimais pas ton ogre", il lui a dit. "Mais donne-les-moi maintenant!"
Bon chance demain! :)
le 21 mai: Welcome back from the long weekend! Today you performed your Conte de Fées presentations, and they were excellent. Tomorrow is a study day for the test, and you'll write your test on Thursday.
The format for the test will be a translation of a fairy tale from English to French. It'll be exactly the sort of thing we've done in class, for homework, and for the project. Make sure you understand:
-regular and irregular verbs in the passé composé;
-imparfait, and when to use it rather than the passé composé;
-your fairy tale vocabulary;
-the direct object pronouns le, la, les, the indirect object pronouns lui, leur, y and moi when used with the inpératif affirmative;
-the order of object pronouns in all tenses (including the order with impératif affirmative)
If you want to practice, try this:
1. Once upon a time there was...
2. ...a king, a queen, a prince, and a princess...
3. ...who lived in a big castle in a magic kingdom.
4. The king saw the princess...
5. ...and he said to her...
6. "Take a stroll around the moat."
7. The princess was strolling...
8. ...and she saw a handsome knight.
9. The knight wore armour and carried a sword and a shield.
10. "I like your sword and shield", the princess said to him...
11. ...."give them to me!"
...and onward. More tomorrow. :)
The format for the test will be a translation of a fairy tale from English to French. It'll be exactly the sort of thing we've done in class, for homework, and for the project. Make sure you understand:
-regular and irregular verbs in the passé composé;
-imparfait, and when to use it rather than the passé composé;
-your fairy tale vocabulary;
-the direct object pronouns le, la, les, the indirect object pronouns lui, leur, y and moi when used with the inpératif affirmative;
-the order of object pronouns in all tenses (including the order with impératif affirmative)
If you want to practice, try this:
1. Once upon a time there was...
2. ...a king, a queen, a prince, and a princess...
3. ...who lived in a big castle in a magic kingdom.
4. The king saw the princess...
5. ...and he said to her...
6. "Take a stroll around the moat."
7. The princess was strolling...
8. ...and she saw a handsome knight.
9. The knight wore armour and carried a sword and a shield.
10. "I like your sword and shield", the princess said to him...
11. ...."give them to me!"
...and onward. More tomorrow. :)
le 16 mai: Sorry that I forgot to update the webpage yesterday! My bad. Today I put yesterday's homework on the board and gave you time to work on it in class:
Traduisez en français:
We then took it up:
Traduisez en français:
- The witch transformed the prince into a toad.
- The Three Little Pigs were taking a stroll around the moat.
- The Big Bad Wolf tricked the Good Fairy.
- The spider lived in the spider web.
- The witch granted the wish.
- Give the sword to the archer.
- Let’s go to the castle.
- Obey the ogre! (obéir must be followed by à, and takes an indirect object pronoun).
- Go to the tower, King and Queen!
- Let’s drink the love potion in the forest. (love potion – la potion d’amour)
We then took it up:
Have a fantastic long weekend, and I'm looking forward to seeing your plays on Tuesday! :)
le 14 mai: Wow, we did a lot today. We were going to have a work-on-fairytale day, but too many people were missing, and the class decided to learn about using l'impératif with object pronouns instead. We learned:
-unlike ALL OTHER TENSES, the object pronoun goes AFTER the verb in the affirmative imperative. Eg: "donnez-moi les livrets d'intérro". (how many millions of times have you heard that?! lol)
-when you need to use an indirect object pronoun (you want to say "to me, to you, to him, to her," etc), with the affirmative imperative you CHANGE THE ME TO MOI AND CHANGE THE TE TO TOI. Eg: "Invite-moi à la fête" (invite me to the party), or "casse-toi" (get lost, you... literally "break yourself").
-because we're putting the object pronoun after the verb, which is weird and out of order, we have to "legitimize" it by connecting the verb and the object pronoun with a hyphen (see the examples above).
Here are some board pictures:
-unlike ALL OTHER TENSES, the object pronoun goes AFTER the verb in the affirmative imperative. Eg: "donnez-moi les livrets d'intérro". (how many millions of times have you heard that?! lol)
-when you need to use an indirect object pronoun (you want to say "to me, to you, to him, to her," etc), with the affirmative imperative you CHANGE THE ME TO MOI AND CHANGE THE TE TO TOI. Eg: "Invite-moi à la fête" (invite me to the party), or "casse-toi" (get lost, you... literally "break yourself").
-because we're putting the object pronoun after the verb, which is weird and out of order, we have to "legitimize" it by connecting the verb and the object pronoun with a hyphen (see the examples above).
Here are some board pictures:
Sometimes we'll want to use more than one object pronoun in a sentence. The first flag in the picture below shows the order of pronouns if you're using any other tense but imperative affirmative. Eg:
I'm giving it to him at the castle - Je le lui donne au château.
She was showing him the quiver there - Elle lui y montrait le carquois.
If you want to use more than one object pronoun in the imperative affirmative, the order is a bit different:
Give it to me - Donnez-le-moi (the "me" changes to "moi")
Show it to him in the dungeon - Montre-la-lui au donjon.
We'll practice! If you're having trouble, try this website: https://www.lawlessfrench.com/grammar/double-pronoun-order/
Homework: Translate the following into French:
1. The king used to take a stroll there.
2. The princess gave it to him in the moat.
3. Was the archer using the arrows? Yes, he was using them.
4. Give them to him in the underground dungeon.
5. Show him the sword there.
No intérro.
I'm giving it to him at the castle - Je le lui donne au château.
She was showing him the quiver there - Elle lui y montrait le carquois.
If you want to use more than one object pronoun in the imperative affirmative, the order is a bit different:
Give it to me - Donnez-le-moi (the "me" changes to "moi")
Show it to him in the dungeon - Montre-la-lui au donjon.
We'll practice! If you're having trouble, try this website: https://www.lawlessfrench.com/grammar/double-pronoun-order/
Homework: Translate the following into French:
1. The king used to take a stroll there.
2. The princess gave it to him in the moat.
3. Was the archer using the arrows? Yes, he was using them.
4. Give them to him in the underground dungeon.
5. Show him the sword there.
No intérro.
le 13 mai: Today we did a fat review of l'impératif:
I put the following sentences on the board and we worked on them:
I also gave you the conjugations (present tense) for boire and dire:
dire – to say
Je dis nous disons
tu dis vous dites
Il dit ils disent
elle dit elles disent
boire - to drink
je bois nous buvons
tu bois vous buvez
il boit ils boivent
elle boit elles boivent
Homework: Write 5 statements of your own where you take a verb from the unit and put it into l'impératif. Use all three forms (tu, nous, vous). Include lots of vocabulary from the unit.
Intérro: boire, dire, choisir, attendre, jeter, casser, défendre in all forms of the impératif. :)
- “Meet the prince at the moat” said the Queen. “Rencontre le prince au fossé”, la Reine a dit.
- “Say my name!” (vous) said the witch. “Dites mon nom”, la sorcière a dit.
- “Drink the potion, ogre!” said the unicorn. “bois la potion, ogre!”, la licorne a dit.
- “Let’s cast a spell!” said the fairy. “Jetons un sort!” la fée a dit.
- “Choose an arrow, archer!” “Choisis une flèche, archer!”
- “Let’s go for a walk”. “Faisons une balade.”
I also gave you the conjugations (present tense) for boire and dire:
dire – to say
Je dis nous disons
tu dis vous dites
Il dit ils disent
elle dit elles disent
boire - to drink
je bois nous buvons
tu bois vous buvez
il boit ils boivent
elle boit elles boivent
Homework: Write 5 statements of your own where you take a verb from the unit and put it into l'impératif. Use all three forms (tu, nous, vous). Include lots of vocabulary from the unit.
Intérro: boire, dire, choisir, attendre, jeter, casser, défendre in all forms of the impératif. :)
le 10 mai: We did our intérro, then took up the homework on the board
I told you that I would put some sentences for you to work on voluntarily if you feel a bit shaky about using object pronouns with our various tenses. What I'd recommend is that you give some or all of these sentences a try, if you like, then check the webpage Sunday to see if you came up with the correct answers.
Translate into French:
1. The princess kissed the toad.
2. The princess kissed him.
3. The Good Fairy granted the wish.
4. The Good Fairy granted it.
5. The prince was travelling around (autour) the magic kingdom.
6. The prince was travelling there.
7. The dragon flew into the dark, green forest.
8. The dragon flew there.
9. The knight wanted to fall in love.
10. The knight wanted it.
11. The archer wore a quiver and carried a bow and some arrows.
12. The archer carried them and wore it.
I'll check in on Sunday! :)
Translate into French:
1. The princess kissed the toad.
2. The princess kissed him.
3. The Good Fairy granted the wish.
4. The Good Fairy granted it.
5. The prince was travelling around (autour) the magic kingdom.
6. The prince was travelling there.
7. The dragon flew into the dark, green forest.
8. The dragon flew there.
9. The knight wanted to fall in love.
10. The knight wanted it.
11. The archer wore a quiver and carried a bow and some arrows.
12. The archer carried them and wore it.
I'll check in on Sunday! :)
le 9 mai: We started today by writing a little fairy tale based on some "auto-collants bouffis" (puffy stickers) that I put on the board. You did a great job! We then translated the first paragraph of the conte de fées I gave you (it was your homework), and rewrote the sentences to replace the objects with object pronouns. Then time ran out (again!)
Homework:
Translate the following sentences:
1. The witch saw the knight.
2. The archer was carrying a quiver, some arrows, and a bow.
3. The king lived in the magic castle.
4. The spider lived in the spider web in the dark, green forest.
Now take those French sentences you just wrote, take out the objects, and replace them with object pronouns. "eg: "The witch saw him.").
Intérro: l'araignée, la toile d'araignée, le licorne, le chevalier, La Fée Carabosse, La Bonne Fée, le crapaud, transformer, tricher, embrasser, rencontrer. I'll be making sentences with this vocab in passé composé and/or imparfait. :)
Homework:
Translate the following sentences:
1. The witch saw the knight.
2. The archer was carrying a quiver, some arrows, and a bow.
3. The king lived in the magic castle.
4. The spider lived in the spider web in the dark, green forest.
Now take those French sentences you just wrote, take out the objects, and replace them with object pronouns. "eg: "The witch saw him.").
Intérro: l'araignée, la toile d'araignée, le licorne, le chevalier, La Fée Carabosse, La Bonne Fée, le crapaud, transformer, tricher, embrasser, rencontrer. I'll be making sentences with this vocab in passé composé and/or imparfait. :)
le 7 mai: We had our dictée today, then went over the homework, which took a very long time. ;) We didn't quite get to the fourth question or our Mad Libs, which we'll do tomorrow.
No homework, no intérro. :)
No homework, no intérro. :)
le 6 mai: Today we went over the irregular verbs we're going to be using in the passé composé, as well as the present tense conjugations of avoir and être, which, as you know, you need in order to form the passé composé:
We also did a bit of additional vocabulary:
Homework: There are three statements for you to translate in the second photo above. The fourth statement is for you to write yourself, using at least two verbs in the passé composé and lots of vocabulary. I will award a chocolate bar to the sentence that I find a) the most interesting, and b) the funniest.
Intérro: the following verbs in the passé composé for all conjugations: dire, aller, venir, voir, mettre, le crapaud; la sorcière, la Bonne Fée, la princesse, le géant, le roi, le château, le fossé, l'écu, l'armure , l'épée, la baguette magique. :)
Intérro: the following verbs in the passé composé for all conjugations: dire, aller, venir, voir, mettre, le crapaud; la sorcière, la Bonne Fée, la princesse, le géant, le roi, le château, le fossé, l'écu, l'armure , l'épée, la baguette magique. :)
le premier mai: Today we brainstormed as to which verbs we would need in passé composé (rammed? shanked?? lol).
The verbs with the checkmarks beside them are the ones that I'm using for sure. I asked you to come up with four others from the list that we'll keep, but we ran out of time.
Tomorrow and Friday you'll have a TTOC as I'll be presenting at a conference in Fredericton, so just hold on to those four verbs until I get back. Have fun! :)
Tomorrow and Friday you'll have a TTOC as I'll be presenting at a conference in Fredericton, so just hold on to those four verbs until I get back. Have fun! :)
e 30 avril: Sorry I didn't update the webpage yesterday, but as you know, I was under the weather. Yesterday we went over all of the vocab on both sides of our vocab sheet, and I asked you to come up with some tiny fairy tales. Today we broke up into groups and joined our fairy tales together while we tried to simultaneously draw the tale on the board; bon travail!
I then gave you a little overview of passé composé which was pretty much a review of what you've already learned:
I then gave you a little overview of passé composé which was pretty much a review of what you've already learned:
Cliquer ici pour modifier.
I also reminded you that an action in the passé composé is a discrete, finite action which has a defined beginning and end, like "I ate" or "You drank"; you use passé composé when the action you're describing is as well-defined as dropping a pen (I didn't drop it, then I dropped it, then I stopped dropping it).
Homework: no homework.
Intérro: be prepared to put the following verbs into the passé composé (they're all regular): casser, jeter, parler, choisir, attendre (to wait), aider, chercher, écouter, répondre. I'll write the English, you write the French so make sure you know their translations! :)
Homework: no homework.
Intérro: be prepared to put the following verbs into the passé composé (they're all regular): casser, jeter, parler, choisir, attendre (to wait), aider, chercher, écouter, répondre. I'll write the English, you write the French so make sure you know their translations! :)
le 26 avril: We began our "Les Contes de Fées" unit today. I gave you an overview of the unit:
I gave you a vocab sheet (double-sided) and you worked on that for awhile, then I wrote on the board:
"Il était une fois une princesse et un chevalier qui habitent un château dans un royaume magique. Et ils vécurent ensuite toujours heureux."
That's a tiny fairy tale which means, "once upon a time there was a princess and a knight who lived in a castle in a magic kingdom. And they lived happily ever after."
We'll write tons of these in preparation for your project.
We also included a spider, a unicorn, and a bat who lived in "une forêt foncée" (a dark forest).
No homework, no intérro. :)
"Il était une fois une princesse et un chevalier qui habitent un château dans un royaume magique. Et ils vécurent ensuite toujours heureux."
That's a tiny fairy tale which means, "once upon a time there was a princess and a knight who lived in a castle in a magic kingdom. And they lived happily ever after."
We'll write tons of these in preparation for your project.
We also included a spider, a unicorn, and a bat who lived in "une forêt foncée" (a dark forest).
No homework, no intérro. :)
le 25 avril: Test day.
le 24 avril: Today we did the rest of our presentations, then a bit of test review:
Here are the answers, and some other ideas:
J’étais musicien, et je jouais des instruments.
Parce que je ne savais pas jouer des instruments.
Parce que j’étais mise à la porte.
présent of all verbs
imparfait of all verbs – “être” stem = ét
-negatives (ne…pas / encore )
-all numbers from 1-999,999
- Un avocat connaît la loi.
- Un professeur enseigne des étudiants.U
- Un kiné fait des manipulations.
- Un ingénieur crée des immeubles et les avions. REMEMBER THAT THESE WON'T NECESSARILY BE THE EXACT
- Un coiffeur coupe les cheveux. PROFESSIONS ON THE TEST.
- Un couturier fait des vêtements.
- Un pompier combat des incendies.
- Un facteur distribue des lettres.
J’étais musicien, et je jouais des instruments.
Parce que je ne savais pas jouer des instruments.
Parce que j’étais mise à la porte.
présent of all verbs
imparfait of all verbs – “être” stem = ét
-negatives (ne…pas / encore )
-all numbers from 1-999,999
le 23 avril: Today I listened to the majority of your presentations. Bon travail!
Homework: For those of you who didn't present today, please practice your project a bit, and for everyone please study for the test on Thursday.
Homework: For those of you who didn't present today, please practice your project a bit, and for everyone please study for the test on Thursday.
Easter Monday: I hope you all had a great loooong Easter weekend! I told you on Thursday that I would give you a little information on the webpage about what your test would be like on this coming Thursday. Here we go:
-make sure that you are familiar with the translations of all of the professions that we've done on page 1 of your handout.
-know what the select professions do for a living, including avocat, professeur, kinésithérapeute
-be able to say what you used to do, and what that job entailed. (imparfait). We did a fair bit of work learning the present tense of our "profession verbs" (see webpage entries for April 4 and 5), so I'll expect you to be able to conjugate them fully in the present and in the imparfait.
-know "savoir <infinitive>" to show why you aren't at that job anymore.
-be able to recognize the questions that I'll have asked you during your presentation, and create answers in full sentences using the stats I'm going to give you in the test from the Québec Futures website.
-know how to write your numbers from 1 - 999,999.
Bon chance, and have a great time tomorrow doing your presentations! Have fun with them; you're going to do great! :)
-make sure that you are familiar with the translations of all of the professions that we've done on page 1 of your handout.
-know what the select professions do for a living, including avocat, professeur, kinésithérapeute
-be able to say what you used to do, and what that job entailed. (imparfait). We did a fair bit of work learning the present tense of our "profession verbs" (see webpage entries for April 4 and 5), so I'll expect you to be able to conjugate them fully in the present and in the imparfait.
-know "savoir <infinitive>" to show why you aren't at that job anymore.
-be able to recognize the questions that I'll have asked you during your presentation, and create answers in full sentences using the stats I'm going to give you in the test from the Québec Futures website.
-know how to write your numbers from 1 - 999,999.
Bon chance, and have a great time tomorrow doing your presentations! Have fun with them; you're going to do great! :)
le 17 avril: I gave you the day today to work on your posters and visuals; I hope it was a productive day! Remember that the next time we get together, it'll be on presentation day (Tuesday). Check in on this webpage later on (on the weekend) for some information about your test on Thursday April 25, as well as for the answers to all three of your worksheets from this past week. :)
le 16 avril: We had a great time playing Lotto today with our numbers and our professions. I then gave you three worksheets to help you with what you need to know for your project and your test.
Homework: Whatever worksheet you're working on, get it half done. For example, do half of the numbers, or do half of the "why aren't you that profession anymore" questions, or the first three "I used to be this and do this, but now I'm this other profession and do this other thing; I'm not a whatever anymore because I didn't know how to <do the job>."
Intérro: I'll write the following digits on the board, and you'll write the French numbers using words:
50,000
73,795
3,988
83,953
157,842
395,777
800, 999 :)
Homework: Whatever worksheet you're working on, get it half done. For example, do half of the numbers, or do half of the "why aren't you that profession anymore" questions, or the first three "I used to be this and do this, but now I'm this other profession and do this other thing; I'm not a whatever anymore because I didn't know how to <do the job>."
Intérro: I'll write the following digits on the board, and you'll write the French numbers using words:
50,000
73,795
3,988
83,953
157,842
395,777
800, 999 :)
le 15 avril: Today we went over our project in detail, and I showed you some examples of visuals from other trimesters. We then tried to start a fun activity, but ran out of time. We'll do it tomorrow.
Homework: Make sure you've chosen your profession from the Job Futures Quebec website, and you have an idea of how you're going to set up your display. Continue working on the project.
Intérro: no intérro. :)
Homework: Make sure you've chosen your profession from the Job Futures Quebec website, and you have an idea of how you're going to set up your display. Continue working on the project.
Intérro: no intérro. :)
le 12 avril: I was away yesterday, so no webpage update. Today we took up the second group of questions from yesterday's homework, then I got some iPads and we looked at the Emploi Avénir Québec website, and you filled in a page of answers to the sorts of questions that I'll ask for the project. I asked you to pick two professions for the worksheet: one that you do now, and one that you used to do. After you finished the first sheet of questions, I asked you to take another sheet of questions and redo the exercise with two new professions. The point of this is that you need to get very familiar with using the stats on the Québec website, and also get very comfortable with the questions.
Remember that a new question that I added was:
Est-ce que tu as toujours été <pompier>? Have you always been a <fireman>?
The point of this question is to find out what you used to do without asking the weird question, "Et qu'est-ce que tu faisais dans la vie?" Just didn't seem to be a normal question.
No homework, unless you haven't finished the first few lines from the "Bob" worksheet.
Intérro: numbers from 40-100, 100-900. I'll choose a few numbers, something like this:
52 cinquante-deux
75 soixante-quinze
88 quatre-vingt-huit
125 cent vingt-cinq
490 quatre cent quatre-vingt-dix
792 sept cent quatre-vingt-douze
888 huit cent quatre-vingt-huit :)
Remember that a new question that I added was:
Est-ce que tu as toujours été <pompier>? Have you always been a <fireman>?
The point of this question is to find out what you used to do without asking the weird question, "Et qu'est-ce que tu faisais dans la vie?" Just didn't seem to be a normal question.
No homework, unless you haven't finished the first few lines from the "Bob" worksheet.
Intérro: numbers from 40-100, 100-900. I'll choose a few numbers, something like this:
52 cinquante-deux
75 soixante-quinze
88 quatre-vingt-huit
125 cent vingt-cinq
490 quatre cent quatre-vingt-dix
792 sept cent quatre-vingt-douze
888 huit cent quatre-vingt-huit :)
le 10 avril: We took up the questions for les musiciens, and came up with the following list of questions that I might ask you (ok, will ask you) for your project. Remember that these questions will be great for intérros, homework, and your test, too:
I gave you a stat sheet from the Quebec Futures website for les coiffeurs (les coiffeuses, if the hairdresser is female).
Homework: Please answer the first five questions from the list above based on that stat sheet.
Intérro: no intérro. :)
- Qu’est-ce que tu fais dans la vie?
- Et que fait un <métier>?
- Et tu étais <métier> pour combien de temps? Pour x ans (years), mois (months), jours (days) heures (hours)
- Quel pourcentage de <métier> sont mâles / femelles?
- Quel pourcentage de <métier> sont entre 25-44 ans?
- Quel est le salaire annuel d’un <métier>? / Combien d’argent est-ce qu’un <métier> gagne?
- Où habitent la plupart de <métier> au Québec?
- Quel pourcentage de <métier> travaillent autonome?
- Quel pourcentage de <métier> travaillent en plein temps / en temps partiel?
- De quel niveau de scholarité est-ce qu’on a besoin pour être <métier>?
- Est-ce que tu aimes ton métier? Pourquoi? / Pourquoi pas?
I gave you a stat sheet from the Quebec Futures website for les coiffeurs (les coiffeuses, if the hairdresser is female).
Homework: Please answer the first five questions from the list above based on that stat sheet.
Intérro: no intérro. :)
le 9 avril: We started off our day with a game played in groups of four with our Les métier cards: bon job! I then showed you the Emploi Avenir Québec website (Job Futures Quebec) where we'll be getting a large part of our information for the Job Fair project. We went through each statistic in English, then took a look at them in French.
Homework: Turn to page 10 in your livret, and using the statistics on that page (for Musicians) as your guide, answer the following questions. You don't have to use full sentences:
1. Quel pourcentage de musiciens au Québec sont entre 45-64 ans?
2. Quel pourcentage de musiciens au Québec travaillent en temps partiel?
3. Quel pourcentage de musiciens au Québec travaillent autonome?
4. Quel est le salaire annuel d'un musicien au Québec?
5. Où habite la plupart de musiciens au Québec?
No intérro. :)
Homework: Turn to page 10 in your livret, and using the statistics on that page (for Musicians) as your guide, answer the following questions. You don't have to use full sentences:
1. Quel pourcentage de musiciens au Québec sont entre 45-64 ans?
2. Quel pourcentage de musiciens au Québec travaillent en temps partiel?
3. Quel pourcentage de musiciens au Québec travaillent autonome?
4. Quel est le salaire annuel d'un musicien au Québec?
5. Où habite la plupart de musiciens au Québec?
No intérro. :)
le 8 avril: We had our intérro, then we played a game with little cards I made up whereby you had to match the profession to the job. Congratulations to the winners! We'll continue with taking up today's homework tomorrow.
No homework, no intérro. :)
No homework, no intérro. :)
le 5 avril: We began taking up the homework by conjugating some of our "professions" verbs into the present tense:
We reviewed how to form the imparfait from the nous form of the present: take off the "ons" endings, and add the appropriate ending for imparfait:
je - ais
tu - ait
il - ait
elle - ait
nous - ions
vous - iez
ils - aient
elles - aient
Eg: I used to know Zimm - je connaissais Zimm.
I then put the questions and answers below on the board:
What we want to be able to do is to ask, "What do you do for a living?" and have the person answer that they used to be a certain profession, and used to do whatever that profession demanded, but now they have a different profession with a different job description. We got as far as the first person asking (see above): Why aren't you a (whatever) anymore?"
Weekend homework: Please choose 8 professions and write 4 little conversations between two people like the one above. Here's an example in English:
P1: What do you do for a living?
P2: I used to be a lawyer, I used to know the law, but now I'm an accountant, and I take care of money.
P1: Why aren't you a lawyer anymore?
P2: Because I didn't know the law! (You can figure out how to take the imparfait sentence underlined above and put it into the negative for this answer).
Intérro: un infirmier guérit des malades, un banquier gère l'argent. un ingénier fait les immeubles, un serveur aime servir, un couturier fait les vêtements. :)
Weekend homework: Please choose 8 professions and write 4 little conversations between two people like the one above. Here's an example in English:
P1: What do you do for a living?
P2: I used to be a lawyer, I used to know the law, but now I'm an accountant, and I take care of money.
P1: Why aren't you a lawyer anymore?
P2: Because I didn't know the law! (You can figure out how to take the imparfait sentence underlined above and put it into the negative for this answer).
Intérro: un infirmier guérit des malades, un banquier gère l'argent. un ingénier fait les immeubles, un serveur aime servir, un couturier fait les vêtements. :)
le 4 avril: After our intérro, we walked around the classroom asking each other what we do for a living, and made sure that each time we were asked, we used a different profession. That was a not-so-boring way of taking up the homework.
Homework: Write out the eight imparfait conjugations of the following verbs (so that we can start our work on imparfait tomorrow):
guérir (from the nous form guérissons)
soigner
gérer (from the nous form gérons)
faire
connaître (from the nous form connaissons)
protéger (from the nous form protégeons - keep the "e" in the imparfait!)
Intérro: no intérro. :)
Homework: Write out the eight imparfait conjugations of the following verbs (so that we can start our work on imparfait tomorrow):
guérir (from the nous form guérissons)
soigner
gérer (from the nous form gérons)
faire
connaître (from the nous form connaissons)
protéger (from the nous form protégeons - keep the "e" in the imparfait!)
Intérro: no intérro. :)
le 3 avril: Today we had our intérro, then we finished up translating all the different job descriptions on page 8 of your booklet. We looked at page 9 to see how to use the job descriptions with several jobs, and talked a bit about how this relates to your project.
Homework: See the board below:
Homework: See the board below:
Remember that you are writing five different answers for the question "Qu'est-ce que tu fais dans la vie?"; I've done the first one for you. You'll choose four other professions, ask four more times what that profession does, then answer for each of the four professions, just as I've done in the example.
Intérro: un professeur, un avocat, un facteur, un pharmacien, un pompier, enseigne des étudiants, connaît la loi, distribue des lettres, remplit des ordonnances, combats un incendie. (I'll ask you to create sentences, such as "A fireman fights a fire", and "A pharmacist fills prescriptions." :)
Intérro: un professeur, un avocat, un facteur, un pharmacien, un pompier, enseigne des étudiants, connaît la loi, distribue des lettres, remplit des ordonnances, combats un incendie. (I'll ask you to create sentences, such as "A fireman fights a fire", and "A pharmacist fills prescriptions." :)
le 2 avril: Today we continued a charades game; felicitations Elena! We then went to page 8 of our booklet and went over matching up the French descriptions of the jobs with the English, then took them up in class. We didn't finish it up.
Homework: no homework
Intérro: aider, couper, cuisinier, enseigner, étudier for all subject pronouns in the present tense. If you're not sure about how to conjugate "er" verbs in the present tense (SHAME! ;)), here's aider:
j'aide nous aidons
tu aides vous aidez
il aide ils aident
elle aide elles aident
All the other verbs on this intérro are conjugated in the same way.
Eg:
I cut - je coupe
You study - tu étudies
:)
Homework: no homework
Intérro: aider, couper, cuisinier, enseigner, étudier for all subject pronouns in the present tense. If you're not sure about how to conjugate "er" verbs in the present tense (SHAME! ;)), here's aider:
j'aide nous aidons
tu aides vous aidez
il aide ils aident
elle aide elles aident
All the other verbs on this intérro are conjugated in the same way.
Eg:
I cut - je coupe
You study - tu étudies
:)
le premier avril: Bienvenue à la classe! I hope you had an enjoyable Spring Break, and are ready to resume your excellent French learning. Today I made sure that everyone has a course outline and booklet for our unit (I had handed them out Thursday and Friday before Spring Break). I also gave you the dates for our tests and projects:
Les Métiers: projet: le 23, 24 avril
test: le 25 avril
Les Contes de Fées: projet: le 21, 22 mai
test: le 23 mai
Les Artistes: projet: le 17, 18, 19 juin
test: le 20 juin
After that, we made flashcards of our vocabulary from March 15 (see the photo below) and played a game of charades with them. It was fun!
No homework, no intérro. :)
Les Métiers: projet: le 23, 24 avril
test: le 25 avril
Les Contes de Fées: projet: le 21, 22 mai
test: le 23 mai
Les Artistes: projet: le 17, 18, 19 juin
test: le 20 juin
After that, we made flashcards of our vocabulary from March 15 (see the photo below) and played a game of charades with them. It was fun!
No homework, no intérro. :)
le 15 mars: Today we began our "Les Métiers" (careers) unit by choosing five professions from our booklet, and asking three questions about them:
-qu'est-ce que tu fais dans la vie? What do you do for a living?
-qu'est-ce que ton père fait dans la vie? What does your father do for a living?
-qu'est-ce que ta mère fait dans la vie? What does your mother do for a living?
We sampled many of the professions in the booklet when we answered these questions, not just the five we were supposed to concentrate on. We practiced the masculine and feminine forms of the professions. We learned an important fact: When you are using être with the professions, to say that you are something, or that someone else is something, you can't use "un/une":
Je suis avocat: I'm a lawyer.
Tu es professor: You're a teacher.
Mon père est pompier: My father is a fireman.
We then talked about our projects: displays at our own Job Fair. The info in the displays will be based on the stats we find at the Quebec Job Futures webpage, which we'll look at when we get back from our spring break (https://www.guichetemplois.gc.ca/pieces_jointes-fra.do?cid=10460&lang=fra) Here are the board photos:
-qu'est-ce que tu fais dans la vie? What do you do for a living?
-qu'est-ce que ton père fait dans la vie? What does your father do for a living?
-qu'est-ce que ta mère fait dans la vie? What does your mother do for a living?
We sampled many of the professions in the booklet when we answered these questions, not just the five we were supposed to concentrate on. We practiced the masculine and feminine forms of the professions. We learned an important fact: When you are using être with the professions, to say that you are something, or that someone else is something, you can't use "un/une":
Je suis avocat: I'm a lawyer.
Tu es professor: You're a teacher.
Mon père est pompier: My father is a fireman.
We then talked about our projects: displays at our own Job Fair. The info in the displays will be based on the stats we find at the Quebec Job Futures webpage, which we'll look at when we get back from our spring break (https://www.guichetemplois.gc.ca/pieces_jointes-fra.do?cid=10460&lang=fra) Here are the board photos:
Faites des très bonnes vacances!
le 14 mars: Today I handed out our course outline and we went over some changes from last trimester. We brainstormed about ways of learning that increase fluency and can be fun as well. Thanks for the lively discussion! À demain!
