le 22 juin: Hello, my lovelies. It looks like the Crest is going to be prohibitively expensive because of the number of students attending (they'd have to book us into a private banquet room), so we'll have breakfast in the classroom. Text me if you have any special requests (but do it today or early on Sunday; if you text me Sunday evening I won't have time to get the food together). If I don't hear from anyone, I'll just use my best judgement. See you Monday! :)
le 19 juin: Bravo on your presentations today. Tomorrow is your test on Les Vêtements. Today I went over again what is on the test; rest assured that I'll concentrate on material that we've done a lot. Bonne chance!
le 18 juin: Sorry I didn't update the webpage last night, but I didn't think there was much to say...? We did a self-evaluation which took up most of the block. Just keep working on your fashion shows and studying for the test. :)
le 17 juin: We started off today with me asking you what your group still needed to do in order to do our fashion show, then I gave you a few minutes to look over your notes so that we could do some test review. We reviewed what's going to be on Thursday's test, then I gave you four sample sentences to work on. After we saw them, you saw what you need to work on.
Homework: Keep working on your project and studying for your test.
Intérro: no intérro. :)
Homework: Keep working on your project and studying for your test.
Intérro: no intérro. :)
le 13 juin: I put you in your fashion houses first thing, and checked to make sure that each of you knew what to do and what you needed to get done for your fashion show on WEDNESDAY, JUNE 19:
Some of us went to the MPR, and the rest of us stayed in the room and practiced our fashion show. I'm really looking forward to seeing them!
Homework: no homework
Intérro: no intérro :)
Homework: no homework
Intérro: no intérro :)
le 12 juin: We had our intérro:
You then spent the rest of the block interviewing members of a rival fashion house so that you could get information about what they were wearing.
Homework: keep working on your "presentation de collection".
Intérro: no interro. :)
- I just put on good-looking, wide shoes. Je viens de mettre des belles chaussures vagues.
- You (s) are going to take off the informal, ragged sweater. Tu vas enlever le chandail simple et déguenillé.
- The new sweatsuit is on sale. Le nouveau survêtement est soldé.
- He’s wearing dressy old socks. Il porte des vieilles chaussettes habillées.
You then spent the rest of the block interviewing members of a rival fashion house so that you could get information about what they were wearing.
Homework: keep working on your "presentation de collection".
Intérro: no interro. :)
le 11 juin: We had our intérro today:
You then got into your fashion houses, and decided who was going to read your card for you during the actual fashion show, and you wrote it down. You had some time to finish up your index card so that you could hand it in to Mme GZ for marks at the end of the class. We didn't have a chance to take up the homework, so we'll take it up tomorrow.
Homework: Finish up questions 5, 6, and 7 from your worksheet, and answer the questions you translated (just #1,2, and 3 on the same worksheet). As well, keep working on your fashion show preparation.
Intérro: porter, enlever, mettre (in all conjugations, in present, futur proche, and passé récent), vague, soldé, habillé, simple, déguenillé, un chandail, un survêtement, des chaussures, des chaussettes, beau/belle, vieux/vieille. :)
- You aren’t wearing flower-patterned pants. Tu ne portes pas de pantalon à fleur.
- I’m putting on polka-dotted boots. Je mets des bottes à pois.
- She’s taking off a cotton tie. Elle enlève une cravate en coton.
- He’s not putting on some silk sweaters. Il ne met pas de chandails en soie.
- You’re taking off some wool dresses. Tu enlèves des robes en laine.
You then got into your fashion houses, and decided who was going to read your card for you during the actual fashion show, and you wrote it down. You had some time to finish up your index card so that you could hand it in to Mme GZ for marks at the end of the class. We didn't have a chance to take up the homework, so we'll take it up tomorrow.
Homework: Finish up questions 5, 6, and 7 from your worksheet, and answer the questions you translated (just #1,2, and 3 on the same worksheet). As well, keep working on your fashion show preparation.
Intérro: porter, enlever, mettre (in all conjugations, in present, futur proche, and passé récent), vague, soldé, habillé, simple, déguenillé, un chandail, un survêtement, des chaussures, des chaussettes, beau/belle, vieux/vieille. :)
le 10 juin: Today I went over with you what you need to do between now and the end of the trimester for your "Les Vêtements" unit (see the photo below) . We learned the conjugations and meanings of enlever and mettre, and I gave you a worksheet with the conjugations. I divided you into five groups, and each group translated two sentences from this morning's worksheet:
We also learned that the adjective "vieux" (meaning "old") is irregular; I gave you the different forms on the board:
- Voici Chris. Qu’est-ce que Chris porte?
- Chris porte un laid chandail déguillé.
- Chris est une victime de la mode. Tu as mauvais goût.
- Il porte des mauvaises bottes rouges et pointues.
- Il ne porte pas de belle chemise.
- Ta chemise te grossit, Chris!
- Chris met un pantalon serré, simple, et blanc.
- Le pantalon est rayé.
- Maintenant il enlève son vieux chapeau à fleur et ecossais.
- Tu es démodé, Chris! Tu n’es pas branché ou élégant.
We also learned that the adjective "vieux" (meaning "old") is irregular; I gave you the different forms on the board:
There's a lot of info in this picture, make sure you take a careful look at it!
Homework: Using the index card that I gave you today, write down what you want your friend from your fashion house to read about you during the fashion show. You'll probably use up one side of the card. Put in a lot of vocab and different fashion expressions. Use passé récent and futur proche as well as the present tense. ALSO please do the first four questions on the "enlever and mettre" worksheet I gave you (what did I just take off, what are you going to wear, what did he just put on, and what are we going to take off).
Intérro: en soie, en laine, en coton, à fleur, à pois, porter, mettre, enlever (in just the je, tu, il, and elle conjugations in the affirmative and the negative), un pantalon, des bottes, une cravate, des robes, des chandails. Here are some sample sentences to help you study:
I'm not wearing cotton pants. Je ne porte pas de pantalon à fleur.
He's putting on a silk tie. Il met une cravate en soie.
She's not taking off any polka-dotted dresses. Elle n'enlève pas de robes à pois. :)
Homework: Using the index card that I gave you today, write down what you want your friend from your fashion house to read about you during the fashion show. You'll probably use up one side of the card. Put in a lot of vocab and different fashion expressions. Use passé récent and futur proche as well as the present tense. ALSO please do the first four questions on the "enlever and mettre" worksheet I gave you (what did I just take off, what are you going to wear, what did he just put on, and what are we going to take off).
Intérro: en soie, en laine, en coton, à fleur, à pois, porter, mettre, enlever (in just the je, tu, il, and elle conjugations in the affirmative and the negative), un pantalon, des bottes, une cravate, des robes, des chandails. Here are some sample sentences to help you study:
I'm not wearing cotton pants. Je ne porte pas de pantalon à fleur.
He's putting on a silk tie. Il met une cravate en soie.
She's not taking off any polka-dotted dresses. Elle n'enlève pas de robes à pois. :)
le 7 juin: We took up the homework on the board, and we learned that there are actually very few adjectives which are placed before the noun in French (compared to those which are placed after):
Before the noun:
petit
grand
joli
beau/belle
laid
vieux/vieille
nouveau/nouvelle
bon
mauvais
*The adjectives above which have two words per line are the masculine and the feminine form of that adjective. I've included both forms because that adjective is irregular. The other adjectives are regular: add an "e" for feminine, and an "s" for plural. THE EXCEPTIONS ARE:
-nouveau - add an x to make it plural in the masculine (les nouveaux chapeaux)
-vieux - don't add anything to make it plural (les vieux chapeaux)
We practiced a few sentences on the board, and you guys did a really excellent job. See you Monday! :)
Before the noun:
petit
grand
joli
beau/belle
laid
vieux/vieille
nouveau/nouvelle
bon
mauvais
*The adjectives above which have two words per line are the masculine and the feminine form of that adjective. I've included both forms because that adjective is irregular. The other adjectives are regular: add an "e" for feminine, and an "s" for plural. THE EXCEPTIONS ARE:
-nouveau - add an x to make it plural in the masculine (les nouveaux chapeaux)
-vieux - don't add anything to make it plural (les vieux chapeaux)
We practiced a few sentences on the board, and you guys did a really excellent job. See you Monday! :)
le 6 juin: We spent some time explaining and going over the intérro, but unfortunately we didn't take up the homework. Here's the intérro:
We went through most of the adjectives on the table of adjectives that I gave you, and I told you that I would give you the translations of the others here on the webpage:
pointu - pointy
à fleur - floral
en soie - made of silk
en laine - made of wool
en coton - made of cotton
bon - good
mauvais - bad
court - short
étroit - narrow
cher - expensive
hors de prix - overpriced
bon marché - inexpensive
vieille - old
Homework: take the entire chart of adjectives, plus your colour adjectives, and figure out which ones fall into the following categories:
Beauty
Age
Numbers
Goodness
Size
Write the adjectives which go into those categories in the boxes on the sheet that I handed out on Tuesday. Hint: there are FAR more adjectives that DON'T go in the boxes than actually go in the boxes.
Intérro: porter (all conjugations and tenses), un costume, une chemise, une cravate, une veste, un pantalon, des chaussettes, des chaussures, un chapeau, beige, bleu claire, orange, brun, être (in the il and ils form: est & sont) serré, épais, branché. :)
- some red socks des chaussettes rouges
- a yellow skirt une jupe jaune
- a green blouse un chemisier vert
- a navy blue suit un tailleur bleu marine
- the tights are fashionable les collants sont à la mode
- the skirt is chic la jupe est chic
- the socks are small les chaussettes sont petites
- the suit is ugly le tailleur est laid
- the blouse is expensive le chemisier est cher
We went through most of the adjectives on the table of adjectives that I gave you, and I told you that I would give you the translations of the others here on the webpage:
pointu - pointy
à fleur - floral
en soie - made of silk
en laine - made of wool
en coton - made of cotton
bon - good
mauvais - bad
court - short
étroit - narrow
cher - expensive
hors de prix - overpriced
bon marché - inexpensive
vieille - old
Homework: take the entire chart of adjectives, plus your colour adjectives, and figure out which ones fall into the following categories:
Beauty
Age
Numbers
Goodness
Size
Write the adjectives which go into those categories in the boxes on the sheet that I handed out on Tuesday. Hint: there are FAR more adjectives that DON'T go in the boxes than actually go in the boxes.
Intérro: porter (all conjugations and tenses), un costume, une chemise, une cravate, une veste, un pantalon, des chaussettes, des chaussures, un chapeau, beige, bleu claire, orange, brun, être (in the il and ils form: est & sont) serré, épais, branché. :)
le 5 juin: We started with our intérro:
You then got into your fashion houses for a few moments to discuss the theme of your fashion show presentation; I gave you a worksheet that will help you keep track of the information. Remember that you'll be writing down a description of what you're wearing (eventually, not right away), using lots of adjectives, and that little piece of writing will be marked.
I then gave you a list of adjectives that we're going to use for this unit, and you got into groups to try to use strategies for translation. We didn't get to work on that very much as time ran out. What we figured out, we'll put on the intérro for tomorrow.
Homework: Imagine that you're standing in front of a girl named Claudette and a boy named Bob. Describe what each one is wearing. Make sure that you:
1. Use colours
2. Don't be too repetitious.
Intérro: être (in the present tense for il/elle and ils/elles only), un tailleur, un chemisier, une robe, une jupe, des collants, des chaussettes, bleu marine, rouge, vert, jaune, laid, à la mode (don't add an "e" or "s" to this), chic (don't add an "e" or an "s" to this), petit, cher (feminine is chère). :)
- He’ wearing a dark blue pullover. Il porte un pull bleu marine.
- She just wore a red windbreaker. Elle vient de porter un anorak rouge.
- I am going to wear light blue shoes. Je vais porter des chaussures bleues claires.
- You (s) are wearing a gold cap. Tu portes une casquette d’or.
- They (m) just wore a pink sweatshirt. Ils viennent de porter un sweat-shirt rose.
- You (pl) are going to wear a grey sweatsuit. Vous allez porter un survêtement gris.
You then got into your fashion houses for a few moments to discuss the theme of your fashion show presentation; I gave you a worksheet that will help you keep track of the information. Remember that you'll be writing down a description of what you're wearing (eventually, not right away), using lots of adjectives, and that little piece of writing will be marked.
I then gave you a list of adjectives that we're going to use for this unit, and you got into groups to try to use strategies for translation. We didn't get to work on that very much as time ran out. What we figured out, we'll put on the intérro for tomorrow.
Homework: Imagine that you're standing in front of a girl named Claudette and a boy named Bob. Describe what each one is wearing. Make sure that you:
1. Use colours
2. Don't be too repetitious.
Intérro: être (in the present tense for il/elle and ils/elles only), un tailleur, un chemisier, une robe, une jupe, des collants, des chaussettes, bleu marine, rouge, vert, jaune, laid, à la mode (don't add an "e" or "s" to this), chic (don't add an "e" or an "s" to this), petit, cher (feminine is chère). :)
le 4 juin: We had our intérro, then we took up as much of the homework as we could:
Homework: Make sure you've finished up what a woman wears to the office by tomorrow. As well, please make sure that you 're in a fashion house.
Intérro: Well, I wrote an intérro on the board during flex, but of course erased it without taking a picture of it. grrrr So, here's an updated intérro:
-le survêtement gris, l'anorak rouge, le pull bleu marine, des chaussures bleues claires, la casquette d'or, les sweat-shirts roses. and all the conjugations of porter, including passé récent and futur proche. :)
- Qu’est-ce que tu portes à la plage?
- Qu’est-ce que tu portes à l’école?
- Qu’est-ce que tu portes à Prince Rupert?
- Qu’est-ce que Zimm porte au bureau?
Homework: Make sure you've finished up what a woman wears to the office by tomorrow. As well, please make sure that you 're in a fashion house.
Intérro: Well, I wrote an intérro on the board during flex, but of course erased it without taking a picture of it. grrrr So, here's an updated intérro:
-le survêtement gris, l'anorak rouge, le pull bleu marine, des chaussures bleues claires, la casquette d'or, les sweat-shirts roses. and all the conjugations of porter, including passé récent and futur proche. :)
le 3 juin: We started with our intérro:
We then took up the homework:
I then went over how when you use être, whatever comes before it (most probably a subject, such as "Mme GZ" or a subject pronoun like je, tu, il, elle, nous, vous, ils, elles) has to match up in number and gender with whatever comes after it. So:
SUBJECT être ADJECTIVE
-If the subject is masculine singular, the adjective has to be masculine singular. (le chapeau vert)
-If the subject is masculine plural, the adjective has to masculine plural. (les chapeaux verts)
-If the subject is feminine singular, the adjective has to feminine singular (la cravate verte)
-If the subject is feminine plural, the adjective has to feminine plural (les cravates vertes)
I showed you how to indicate the number and gender of the colours:
- the grey coat le manteau gris
- the orange windbreaker l’anorak orange
- the blue suit le complet/costume bleu
- the gold blouse le chemisier d’or
- the white t-shirt le t-shirt blanc
- the silver shorts le short d’argent
We then took up the homework:
- Zimm is wearing a blue suit. Zimm porte un costume (un complet) bleu.
- The white polo. Le polo blanc.
- Mme GZ is wearing a white t-shirt. Mme GZ porte un t-shirt blanc.
- The grey coat. Le manteau gris.
- Bob is wearing an orange windbreaker. Bob porte un anorak orange.
- The silver shorts. Le short d’argent.
- Sylvie is wearing a gold blouse. Sylvie porte un chemisier d’or.
- The beige hat. Le chapeau beige.
- Zimm is wearing a light blue sweatsuit. Zimm porte un survêtement bleu clair.
- Mme GZ is wearing dark blue sweatpants. Mme GZ porte un pantalon de survêtement bleu foncé.
I then went over how when you use être, whatever comes before it (most probably a subject, such as "Mme GZ" or a subject pronoun like je, tu, il, elle, nous, vous, ils, elles) has to match up in number and gender with whatever comes after it. So:
SUBJECT être ADJECTIVE
-If the subject is masculine singular, the adjective has to be masculine singular. (le chapeau vert)
-If the subject is masculine plural, the adjective has to masculine plural. (les chapeaux verts)
-If the subject is feminine singular, the adjective has to feminine singular (la cravate verte)
-If the subject is feminine plural, the adjective has to feminine plural (les cravates vertes)
I showed you how to indicate the number and gender of the colours:
Remember, after I wrote down the two columns (masculine singular and feminine singular), I just added the red "s" to show you how to make them plural.
Homework: I gave you a very large sheet with 5 squares. You are to write a sentence for each square, describing the clothing one would wear for the location indicated, and also draw someone wearing those clothes. You'll be including a colour with each article of clothing, so take note that the drawings must be in colour.
Intérro: l'imperméable jaune, la casquette orange, le manteau gris, le pantalon noir, les cravates violettes. porter (in present, passé récent, and futur proche tenses, in all 8 conjugations).
Homework: I gave you a very large sheet with 5 squares. You are to write a sentence for each square, describing the clothing one would wear for the location indicated, and also draw someone wearing those clothes. You'll be including a colour with each article of clothing, so take note that the drawings must be in colour.
Intérro: l'imperméable jaune, la casquette orange, le manteau gris, le pantalon noir, les cravates violettes. porter (in present, passé récent, and futur proche tenses, in all 8 conjugations).
le 31 mai: Today we went over our five categories of clothing:
Qu’est-ce que tu portes…
À l’école, je porte…
À la plage, je porte…
À Prince Rupert, quand il pleut, je porte…
Au bureau, Zimm porte…
Au bureau, Mme Blanc porte…
We then learned our colours:
Qu’est-ce que tu portes…
À l’école, je porte…
- un hoodie;
- un jean;
- un t-shirt;
- une casquette;
- une chemise;
- (un polo;)
- des lunettes;
- (un pantalon);
- un manteau;
- des chaussettes;
- des chaussures
À la plage, je porte…
- des sandales;
- un short;
- un maillot de bains;
- des lunettes de soleil;
- une casquette
À Prince Rupert, quand il pleut, je porte…
- un imperméable;
- une parapluie;
- un chapeau;
- des bottes
Au bureau, Zimm porte…
- un costume (une chemise, un pantalon, une cravate, une veste, des chaussettes, des chaussures)
Au bureau, Mme Blanc porte…
- un tailleur (une jupe, un chemisier, une veste)
- des collants
- des chaussures
- une robe
We then learned our colours:
| colours1.pptx |
We started this in class; make sure you finish it up for Monday:
Intérro: the blue suit (male), the white t-shirt, the grey coat, the silver shorts, the orange windbreaker, the gold blouse. :)
- Zimm is wearing a blue suit.
- The white polo.
- Mme GZ is wearing a white t-shirt.
- The grey coat.
- Bob is wearing an orange windbreaker.
- The silver shorts.
- Sylvie is wearing a gold blouse.
- The beige hat.
- Zimm is wearing a light blue sweatsuit.
- Mme GZ is wearing dark blue sweatpants.
Intérro: the blue suit (male), the white t-shirt, the grey coat, the silver shorts, the orange windbreaker, the gold blouse. :)
le 29 mai: Today we took up the homework by walking around and asking/answering questions with each other, then had the intérro. We then started our categorizing of clothing:
Qu'est-ce que tu portes...
-à l'école? (what do you wear to school?)
-à la plage? (what do you wear to the beach?)
That's as far as we got before time ran out ...dumb incorrect clock! :( We'll finish the categorizations tomorrow.
Homework: Write 8 more question/negative answer combos like you did yesterday, but this time instead of "Are you wearing a..." you'll use "Are they wearing...?" So instead of using "je" and "tu" in your questions/answers, you'll use "ils" (or "elles"). Try to use different clothing from what you used in yesterday's homework.
Intérro: des chaussures, des chaussettes, un survêtement, des sandales, un sweat-shirt, un pantalon, porter (for all conjugations), and porter in the negative. :)
Qu'est-ce que tu portes...
-à l'école? (what do you wear to school?)
-à la plage? (what do you wear to the beach?)
That's as far as we got before time ran out ...dumb incorrect clock! :( We'll finish the categorizations tomorrow.
Homework: Write 8 more question/negative answer combos like you did yesterday, but this time instead of "Are you wearing a..." you'll use "Are they wearing...?" So instead of using "je" and "tu" in your questions/answers, you'll use "ils" (or "elles"). Try to use different clothing from what you used in yesterday's homework.
Intérro: des chaussures, des chaussettes, un survêtement, des sandales, un sweat-shirt, un pantalon, porter (for all conjugations), and porter in the negative. :)
le 28 mai: Today we began our "Les Vêtements" unit by asking the question: "Qu'est-ce que je porte?" (what am I wearing?). We came up with lots of different clothes:
We then learned how to say that we're not wearing something: "Je ne porte pas de <clothing item>":
Homework: write 8 questions asking if someone is wearing a particular piece of clothing, and write 8 answers saying, "No, I'm not wearing any <clothing item>" (see the picture of of the board above).
Intérro: je porte, qu'est-ce que tu portes, je ne porte pas de, un t-shirt, un hoodie, des collants, un manteau. Chosen by Josh and Connor! Merci! :)
Intérro: je porte, qu'est-ce que tu portes, je ne porte pas de, un t-shirt, un hoodie, des collants, un manteau. Chosen by Josh and Connor! Merci! :)
le 27 mai: Today we spent the entire block going over the many little parts of your project. I asked you to make a flow chart of the information which I typed out for you on May 24.
Homework: Make sure you've finished up that flow chart and that you understand what we'll be doing in the next 3 weeks.
Intérro: no intérro. :)
Homework: Make sure you've finished up that flow chart and that you understand what we'll be doing in the next 3 weeks.
Intérro: no intérro. :)
le 24 mai: Test day. Tests are marked and marks are up. Some of you are in danger of failing French 9, please take note of your marks. I gave you a quick overview of our clothing unit, but we ran out of time before I could finish. We're going to spend most of our unit getting ready for the "Présentation de Collections" (the fashion show). Here's everything:
le projet: the fashion show will be on June 19. It will be performed in front of the class, and there are usually additional guests who drop by to watch. . Here are the steps to prepare:
1. We'll form groups of 5 or 6 that will make up our "fashion houses". We'll do this on Monday. Everyone must be in a fashion house.
2. We'll learn some vocab, and keep learning vocab throughout the unit.
3. The fashion houses will eventually meet up (in class time) and decide what theme of clothing they'll wear and describe for the fashion show (sporty, winter wear, formal wear, whatever).
4. Each person in the group will write down exactly what they're wearing, including using a lot of adjectives. We'll have to learn lots of vocab before you can do this. You'll be marked on this little piece of writing.
5. Each fashion group with meet with one other fashion group (your rivals!) to exchange information about what the other group members are wearing. This entire exchange will be done in French. You will be marked on your ability to speak in French about the outfit you're wearing during this exchange. By the time this exchange is over, each student will have written down the outfits of 5-6 other students who are not in their own fashion house.
6. Each person in the class will take the information they've collected above (outfits of members of your own fashion house, outfits of members of another fashion house) and make a magazine page with two pictures (or drawings) of members of your fashion house, and one drawing of a member of a rival fashion house. You'll write a paragraph about each of the three outfits: you'll be very nice when describing the outfits of your friends in your fashion house, but use really mean and insulting adjectives to describe the outfit of the other fashion house. Each person in the class has to make their own magazine page, which you'll hand in and be marked on.
7. Each person in the class will write an index card explaining what they're wearing, which is to be read by another member of your fashion house while you're showing off your outfit during the fashion show. So, for example, if Derrick is walking around the classroom like a model, showing off his jeans and hoodie outfit, Brandon will read from the card that Derrick created saying something like, "Here's Derrick! He's so in fashion! What's he wearing? He's wearing tight blue stylish jeans, a beautiful loose hoodie, and awesome trendy runners. He's so trendy! It looks good on you, Derrick! You are not a fashion victim!" Everyone in the class will write about their outfit on an index card for someone else in their fashion house to read for them. You are marked on these cards, so use your best writing and spelling.
8.. Fashion houses will meet (perhaps you'll get one class day for this, but it depends upon how far we've gotten in the unit) and practice their fashion show presentation. You must have music for your house's part in the fashion show. The fashion show will look like this:
-each member of your fashion house will be in your outfits
-someone (a friend in class?) will take care of the music, which you can play from Mme GZ's computer
-your fashion house will be ready to go outside the door in the hallway
-whomever you've decided to be first will come into the room, the music will start, and the reader will read from person #1's index card to describe their outfit as person #1 walks around the classroom. You'll be marked on how authentic and fun your walk is. The reader will finish, person #1 will come back to the doorway, and the next person will go, until everyone has read for someone, and everyone has walked around. You will also be marked on how well you read the information on the card. There is no memorization involved in this project. At the end, everyone comes back into the room and your fashion house will take a bow.
And that's the project. As you can see, there are lots of opportunities (six!) for you to do a bit of work, and get a mark for it.
Your test is on June 20. If you're not going to be here on that day, please arrange to write it early. You can also write it Monday, but that is our party day, and you don't want to miss that. I'm not accepting any tests or projects after Monday June 24.
We will be participating in National Indigenous Person's Day on June 21, so that day is not free for projects or tests. Make-up day is also not free, as I will be finishing my marking and doing report cards on that day.
This is a really fun unit; let's have a great time with it! Faites un bon weekend! :)
le projet: the fashion show will be on June 19. It will be performed in front of the class, and there are usually additional guests who drop by to watch. . Here are the steps to prepare:
1. We'll form groups of 5 or 6 that will make up our "fashion houses". We'll do this on Monday. Everyone must be in a fashion house.
2. We'll learn some vocab, and keep learning vocab throughout the unit.
3. The fashion houses will eventually meet up (in class time) and decide what theme of clothing they'll wear and describe for the fashion show (sporty, winter wear, formal wear, whatever).
4. Each person in the group will write down exactly what they're wearing, including using a lot of adjectives. We'll have to learn lots of vocab before you can do this. You'll be marked on this little piece of writing.
5. Each fashion group with meet with one other fashion group (your rivals!) to exchange information about what the other group members are wearing. This entire exchange will be done in French. You will be marked on your ability to speak in French about the outfit you're wearing during this exchange. By the time this exchange is over, each student will have written down the outfits of 5-6 other students who are not in their own fashion house.
6. Each person in the class will take the information they've collected above (outfits of members of your own fashion house, outfits of members of another fashion house) and make a magazine page with two pictures (or drawings) of members of your fashion house, and one drawing of a member of a rival fashion house. You'll write a paragraph about each of the three outfits: you'll be very nice when describing the outfits of your friends in your fashion house, but use really mean and insulting adjectives to describe the outfit of the other fashion house. Each person in the class has to make their own magazine page, which you'll hand in and be marked on.
7. Each person in the class will write an index card explaining what they're wearing, which is to be read by another member of your fashion house while you're showing off your outfit during the fashion show. So, for example, if Derrick is walking around the classroom like a model, showing off his jeans and hoodie outfit, Brandon will read from the card that Derrick created saying something like, "Here's Derrick! He's so in fashion! What's he wearing? He's wearing tight blue stylish jeans, a beautiful loose hoodie, and awesome trendy runners. He's so trendy! It looks good on you, Derrick! You are not a fashion victim!" Everyone in the class will write about their outfit on an index card for someone else in their fashion house to read for them. You are marked on these cards, so use your best writing and spelling.
8.. Fashion houses will meet (perhaps you'll get one class day for this, but it depends upon how far we've gotten in the unit) and practice their fashion show presentation. You must have music for your house's part in the fashion show. The fashion show will look like this:
-each member of your fashion house will be in your outfits
-someone (a friend in class?) will take care of the music, which you can play from Mme GZ's computer
-your fashion house will be ready to go outside the door in the hallway
-whomever you've decided to be first will come into the room, the music will start, and the reader will read from person #1's index card to describe their outfit as person #1 walks around the classroom. You'll be marked on how authentic and fun your walk is. The reader will finish, person #1 will come back to the doorway, and the next person will go, until everyone has read for someone, and everyone has walked around. You will also be marked on how well you read the information on the card. There is no memorization involved in this project. At the end, everyone comes back into the room and your fashion house will take a bow.
And that's the project. As you can see, there are lots of opportunities (six!) for you to do a bit of work, and get a mark for it.
Your test is on June 20. If you're not going to be here on that day, please arrange to write it early. You can also write it Monday, but that is our party day, and you don't want to miss that. I'm not accepting any tests or projects after Monday June 24.
We will be participating in National Indigenous Person's Day on June 21, so that day is not free for projects or tests. Make-up day is also not free, as I will be finishing my marking and doing report cards on that day.
This is a really fun unit; let's have a great time with it! Faites un bon weekend! :)
le 23 mai: Today we finished off the rest of the project presentations; good job everyone! Tomorrow is our test, and I'm going to give a few hints to those of you who check the webpage on the night before a test! :)
In Part A, you need to look at a map of Canada that I've included on the test and name the six provinces with the x's on them, with the French word for "to" in front of them.
In Part B, you take that same list of provinces from Part A, and rewrite them with the French word for "from" in front of them.
In Part C, I've included six pictures of transportation methods and you have to identify them in French, with the word "by" in front of them;
In Part D, you translate 8 sentences, including one in passé récent, one in futur proche, and the rest in present tense. Four of them are "I like/I really like /I like better" with transport methods, and the "I prefer" includes because a <transport method> is <adjective>. Make sure you know your verb conjugations for je and il/elle for travel, go home, return, leave. And of course you'll need to know aller and venir for je in order to do the futur proche and passé récent sentences. And that's it! A very short, easy test. :)
In Part A, you need to look at a map of Canada that I've included on the test and name the six provinces with the x's on them, with the French word for "to" in front of them.
In Part B, you take that same list of provinces from Part A, and rewrite them with the French word for "from" in front of them.
In Part C, I've included six pictures of transportation methods and you have to identify them in French, with the word "by" in front of them;
In Part D, you translate 8 sentences, including one in passé récent, one in futur proche, and the rest in present tense. Four of them are "I like/I really like /I like better" with transport methods, and the "I prefer" includes because a <transport method> is <adjective>. Make sure you know your verb conjugations for je and il/elle for travel, go home, return, leave. And of course you'll need to know aller and venir for je in order to do the futur proche and passé récent sentences. And that's it! A very short, easy test. :)
le 22 mai: Today I listened to three more of your presentations, and the rest of you did some exercises from a Powerpoint I created for you. The rest of you will do your presentations tomorrow, and if you don't get done in class, please come in during collab time. Friday is our test. :)
le 21 mai: Today three of you did your presentations, and you all did an amazing job. Some of you will hopefully go tomorrow, and the rest of you can go on Thursday. Your test will be on Friday.
If you want to get studying for your test, please study the following:
-how to say "to" and "from" each province and the three territories as well as the Haida and Ts'msyen territories;
-all of the modes of transportation;
-d'abord, ensuite, puis, après ça, ensuite
-aimer in all of the conjugations, plus aimer bien and aimer mieux
-préférer
-all of the adjectives we learned
-the 10 verbs we learned in this unit in present, futur proche, and passé récent
I won't cover all of this material on the test, so I'll pick and choose from the list above. :)
If you want to get studying for your test, please study the following:
-how to say "to" and "from" each province and the three territories as well as the Haida and Ts'msyen territories;
-all of the modes of transportation;
-d'abord, ensuite, puis, après ça, ensuite
-aimer in all of the conjugations, plus aimer bien and aimer mieux
-préférer
-all of the adjectives we learned
-the 10 verbs we learned in this unit in present, futur proche, and passé récent
I won't cover all of this material on the test, so I'll pick and choose from the list above. :)
le 16 mai: We had our intérro, then I checked to see who had done the homework. I let you work a bit on your projects; it was a short day, and there wasn't a lot of time.
IMPORTANT NOTICE: After speaking to some of you today (through parent-teacher interviews and also finding you in the hallway after school), I realized that some of you (not all of you, but some) feel that I didn't give you enough time to sort yourself out for your project due Tuesday/Wednesday. You know that Mme GZ always tries to be fair, and if I haven't been fair this time, I'll fix it. So here's the new arrangement for the project:
-if you feel that you were given enough time to do the project and are ready to present on Tuesday, please do so, and I'll give you a bonus mark.
-you can also present Wednesday or Thursday, but no bonus mark.
-the test is still on Friday.
Hope that relieves some of your stress. I know that if you've been paying attention in class, doing your homework, and studying for the intérros, you'll be in very good shape for the project. :)
IMPORTANT NOTICE: After speaking to some of you today (through parent-teacher interviews and also finding you in the hallway after school), I realized that some of you (not all of you, but some) feel that I didn't give you enough time to sort yourself out for your project due Tuesday/Wednesday. You know that Mme GZ always tries to be fair, and if I haven't been fair this time, I'll fix it. So here's the new arrangement for the project:
-if you feel that you were given enough time to do the project and are ready to present on Tuesday, please do so, and I'll give you a bonus mark.
-you can also present Wednesday or Thursday, but no bonus mark.
-the test is still on Friday.
Hope that relieves some of your stress. I know that if you've been paying attention in class, doing your homework, and studying for the intérros, you'll be in very good shape for the project. :)
le 15 mai: Today we had our intérro, then we went over in detail exactly what you need to know to do your project on Tuesday. As always, if you've been doing your homework, coming to class, and studying for the intérro, the project will be really easy. I showed you a previous project with a really beautiful map of Canada drawn on it, and transport methods cut out and glued to the provinces. Remember that you have to:
-name all the territories and provinces, and two Indigenous territories
-use a wide variety of verbs (look at the entry on May 6 to see our 10 travel verbs)
-use the adverbs d'abord, ensuite, puis, après ça, enfin to keep your list of trips logical;
-say that you like a particular transport method because it's (adjective);
-say that you like, you really like, you like better, and you prefer a certain transport method because it's (adjective)
-do one sentence in futur proche
-do one sentence in passé récent
-end up with "And I return to Prince Rupert" (or you could say "I am going to return to Prince Rupert", and that could be your futur proche sentence).
Homework:
Write out four provinces/territories (or more), four adjectives, four different verbs, and four transportation methods. Write each one out on an index card (so you'll have 16 or more cards all together). Put the cards in four piles according to their categories, and pick two provinces/territories, one verb, one transport method, and one adjective. Make a sentence. Eg: "I travel from BC to Alberta by car because a car is comfortable." Make sure you use vocab that you need to practice, not just the easy stuff. AND MAKE SURE YOU BRING YOUR CARDS IN TOMORROW.
Intérro: rentrer, descentre, venir, aller, arriver in present, passé récent and futur proche for all conjugations, en calèche, en voiture, à dos d'âne, en taxi, en autobus, to/from the following provinces: Ontario, Québec, Haida territories, Ts'msyen territories, Newfoundland. :)
-name all the territories and provinces, and two Indigenous territories
-use a wide variety of verbs (look at the entry on May 6 to see our 10 travel verbs)
-use the adverbs d'abord, ensuite, puis, après ça, enfin to keep your list of trips logical;
-say that you like a particular transport method because it's (adjective);
-say that you like, you really like, you like better, and you prefer a certain transport method because it's (adjective)
-do one sentence in futur proche
-do one sentence in passé récent
-end up with "And I return to Prince Rupert" (or you could say "I am going to return to Prince Rupert", and that could be your futur proche sentence).
Homework:
Write out four provinces/territories (or more), four adjectives, four different verbs, and four transportation methods. Write each one out on an index card (so you'll have 16 or more cards all together). Put the cards in four piles according to their categories, and pick two provinces/territories, one verb, one transport method, and one adjective. Make a sentence. Eg: "I travel from BC to Alberta by car because a car is comfortable." Make sure you use vocab that you need to practice, not just the easy stuff. AND MAKE SURE YOU BRING YOUR CARDS IN TOMORROW.
Intérro: rentrer, descentre, venir, aller, arriver in present, passé récent and futur proche for all conjugations, en calèche, en voiture, à dos d'âne, en taxi, en autobus, to/from the following provinces: Ontario, Québec, Haida territories, Ts'msyen territories, Newfoundland. :)
le 14 mai: We went to the Fine Arts review today, so there's no intérro or homework assigned for tonight. Make sure you have Monday's homework ready to take up tomorrow, and we'll have today's intérro tomorrow. :)
le 13 mai: After the intérro, we learned how to say "to/from" the provinces (cities, territories, and provinces, too):
We then put together some sentences to practice our new knowledge:
Homework: Finish the present tense, futur proche, and passé récent from the sentences above.
Intérro: to/from the following provinces: BC, Alberta, Saskatchewan, New Brunswick, Nova Scotia. PEI. (in French) :)
- I am going to BC by plane.
- You (s) are travelling to Saskatchewan by horse-drawn carriage.
- He is going down to PEI by rocket.
- She is coming from Nova Scotia by van.
- We are arriving in Ontario by bus.
- You (pl) are returning from Haida territory by boat.
- They (m) are leaving Alberta by ferry.
- They (f) are coming home to New Brunswick by submarine. CHOOSE 4 AND PUT THEM INTO PASSÉ RÉCENT, CHOOSE THE OTHER FOUR AND PUT THEM INTO FUTUR PROCHE.
Homework: Finish the present tense, futur proche, and passé récent from the sentences above.
Intérro: to/from the following provinces: BC, Alberta, Saskatchewan, New Brunswick, Nova Scotia. PEI. (in French) :)
le 10 mai: We did our intérro, then learned 5 Indigenous territories in French:
Les territoires Ts'msyen
Les territoires Haïda
Les territoires Nisga'a
Les territoires Gitxsan
Les territoires Wet'suwet'en
We also did an auto-évaluation which will help me with your interim reports and with your assessment information for your parents next week (at the parent-teacher interviews). Please attend the interviews with your parents.
Intérro for Monday: The five indigenous territories above. :)
Les territoires Ts'msyen
Les territoires Haïda
Les territoires Nisga'a
Les territoires Gitxsan
Les territoires Wet'suwet'en
We also did an auto-évaluation which will help me with your interim reports and with your assessment information for your parents next week (at the parent-teacher interviews). Please attend the interviews with your parents.
Intérro for Monday: The five indigenous territories above. :)
le 9 mai: We took up the homework today, and did a review of "préférer":
We did a little dance with our hands to remember the accents.
We then learned all of the provinces in French through a powerpoint, and you labelled a map that I gave you.
Homework: no homework
Intérro: Look at the picture above, in the lower right hand corner, There are seven provinces; you simply need to be able to write them in French and understand which provinces they are. :)
We then learned all of the provinces in French through a powerpoint, and you labelled a map that I gave you.
Homework: no homework
Intérro: Look at the picture above, in the lower right hand corner, There are seven provinces; you simply need to be able to write them in French and understand which provinces they are. :)
le 7 mai: Today we had our intérro, and took up our homework by splitting up into groups, answering questions that I had on the board (like the following):
Pourquoi est-ce que je voyage à moto?
Pourquoi est-ce que tu viens par le train?
Pourquoi est-ce qu'il descend en avion?
Pourquoi est-ce qu'elle rentre à vélo? ETC
Each group answered two questions from the board, then we went around sharing our answers with the rest of the class.
I then put up the following on the board:
J'aime un taxi (I like a taxi)
J'aime bien un traversier (I really like a ferry)
J'aime mieux une fusée (I like a rocketship better)
Homework: Consider the three sentences to be one "set" of responses. Write four sets of responses (you can stick with "je", or if you feel brave, you can use other subject pronouns as well), saying that you like a mode of transport, you really like a different mode of transport, and you like a third mode of transport better. You'll use 12 modes of transport in all; try to use some difficult ones so that you can practice for your project and our test.
Intérro: aimer in all of its conjugations; aimer bien, aimer mieux, un sous-marin, à motoneige, en aéroglisseur, en chaise roulante, en traversier. I'm going to make sentences such as "I like a submarine, you really like a hovercraft, he likes a ferry better", etc. :)
Pourquoi est-ce que je voyage à moto?
Pourquoi est-ce que tu viens par le train?
Pourquoi est-ce qu'il descend en avion?
Pourquoi est-ce qu'elle rentre à vélo? ETC
Each group answered two questions from the board, then we went around sharing our answers with the rest of the class.
I then put up the following on the board:
J'aime un taxi (I like a taxi)
J'aime bien un traversier (I really like a ferry)
J'aime mieux une fusée (I like a rocketship better)
Homework: Consider the three sentences to be one "set" of responses. Write four sets of responses (you can stick with "je", or if you feel brave, you can use other subject pronouns as well), saying that you like a mode of transport, you really like a different mode of transport, and you like a third mode of transport better. You'll use 12 modes of transport in all; try to use some difficult ones so that you can practice for your project and our test.
Intérro: aimer in all of its conjugations; aimer bien, aimer mieux, un sous-marin, à motoneige, en aéroglisseur, en chaise roulante, en traversier. I'm going to make sentences such as "I like a submarine, you really like a hovercraft, he likes a ferry better", etc. :)
le 6 mai: Bienvenue à Mme GZ, back from her whirlwind trip to Fredericton. Today we did a quick overview of all that we should be working on:
We then put together the list of verbs that we're using for this unit, and the format of a sentence that looks like "I go by plane because a plane is fun", or "I travel by foot because a car is bad for the environment" (you choose if you change the mode of transportation:
I was also asked to put the powerpoint slides of the verb conjugations on the webpage, so here they are:
| conjugations.docx |
Homework: As it says in the picture of the board above, write five sentences like the one given, using five different verbs, and at least five different transport methods and adjectives. Try to practice as much vocabulary as you can.
Intérro: en hélicoptère, la hélicoptère, à vélo, un vélo, en planche à roulettes, une planche à roulettes, en camionnette, la camionnette, à motoneige, la motoneige, pratique, chic, dangereux (euse), spatieux(euse), amusant(e), voyager, aller, venir (in the je, tu, il, and elle conjugations only). I'll be making sentences such as "She travels by bike because a skateboard is dangerous", etc. :)
Intérro: en hélicoptère, la hélicoptère, à vélo, un vélo, en planche à roulettes, une planche à roulettes, en camionnette, la camionnette, à motoneige, la motoneige, pratique, chic, dangereux (euse), spatieux(euse), amusant(e), voyager, aller, venir (in the je, tu, il, and elle conjugations only). I'll be making sentences such as "She travels by bike because a skateboard is dangerous", etc. :)
le premier mai: Today we did a lot of different activities to help us understand asking questions and answering them with "Non". We then did our intérro.
I'll be away tomorrow and Friday; have fun with the TTOC and please get some learning done! :)
I'll be away tomorrow and Friday; have fun with the TTOC and please get some learning done! :)
le 30 avril: Sorry I didn't update the webpage yesterday, I went home sick after Period 1. Today we went over how to ask a simple question in French:
I then gave you the following homework:
Write three sentences asking if someone (je, tu, il, elle, nous, vous, ils, or elles) are taking a transport method for the verb aller, then three more sentences using different subject pronouns and transport methods for voyager, then three more for arriver, then three more for venir. Answer the questions. Eg:
Is he going by car? No, he's going by helicopter.
Are they going by bus? No they're going by camel.
Are you going by hovercraft? No, you're going by hot air balloon.
Those are your three examples for "aller"; now you'd write three more for voyager, three for arriver, and three for venir.
Interro: all of the conjugations of aller, venir, arriver, and voyager with the following modes of transport: en traversier, en autobus, en navette spatiale, un sous-marin, en montgolfière. Eg: "You are coming by ferry" or T"hey are travelling by bus". :)
Write three sentences asking if someone (je, tu, il, elle, nous, vous, ils, or elles) are taking a transport method for the verb aller, then three more sentences using different subject pronouns and transport methods for voyager, then three more for arriver, then three more for venir. Answer the questions. Eg:
Is he going by car? No, he's going by helicopter.
Are they going by bus? No they're going by camel.
Are you going by hovercraft? No, you're going by hot air balloon.
Those are your three examples for "aller"; now you'd write three more for voyager, three for arriver, and three for venir.
Interro: all of the conjugations of aller, venir, arriver, and voyager with the following modes of transport: en traversier, en autobus, en navette spatiale, un sous-marin, en montgolfière. Eg: "You are coming by ferry" or T"hey are travelling by bus". :)
le 26 avril: Today we began our new unit, "Les Modes de Transport". I gave you an overview of what's on the unit:
We then went over the transportation vocabulary that was on the sheet I gave you, and we figured out that:
-in the context of transport methods, "à and "en" mean "by", as in "by foot, by plane, by car";
-transport methods which use "à" are open methods, and those that une "en" are closed up (with the exceptions of wheelchair and skateboard).
Homework: There will be a test on passé récent and futur proche on Monday. If you're having trouble with those two tenses, please review your notes and scroll down on this webpage to help you study.
-in the context of transport methods, "à and "en" mean "by", as in "by foot, by plane, by car";
-transport methods which use "à" are open methods, and those that une "en" are closed up (with the exceptions of wheelchair and skateboard).
Homework: There will be a test on passé récent and futur proche on Monday. If you're having trouble with those two tenses, please review your notes and scroll down on this webpage to help you study.
le 25 avril: You wrote your test today, and we marked it in class.
Homework: write a detailed self-evaluation about your preparation and results from the test, in the following format:
Quoi: (what) - what was the test and what mark did you get?
Pourquoi: (why) - why did you get that mark? You must be detailed here. Concentrate on:
-do you come to class regularly?
-are you late for class frequently?
-do you pay attention in class, or do you fool around or put your head down on the desk?
-do you write down notes during class?
-do you check the webpage for homework, class notes, and other information?
-do you test Mme GZ if you have a question?
-do you do your homework, and learn from it?
-do you study in a useful way for the intérros? If not, why?
-do you participate fully in class activities so that you are reinforcing your learning?
Et alors? (and now what?) - what are you going to do to keep up your good grades, or improve them? You need to write a detailed, specific plan that is realistic and helpful to your French.
Remember that the point of the auto-évaluation is for you and I both to learn where your level of French is at the moment, why it's there, and what we're going to do about it. If I don't understand why you're receiving the mark you're getting, then your self-eval didn't dig deeply enough and you'll have to redo it.
If you're interested in a re-write, you need to do the following:
-finish your auto-évaluation and have it checked by me;
-come to two French Flex classes for tutoring;
After you've done those things, we can discuss a re-write.
Tomorrow we start our new unit "Les Modes de Transport". It's fun! Hope you enjoy it. Remember, the test and project dates for this unit have been posted on the side whiteboard. :)
Homework: write a detailed self-evaluation about your preparation and results from the test, in the following format:
Quoi: (what) - what was the test and what mark did you get?
Pourquoi: (why) - why did you get that mark? You must be detailed here. Concentrate on:
-do you come to class regularly?
-are you late for class frequently?
-do you pay attention in class, or do you fool around or put your head down on the desk?
-do you write down notes during class?
-do you check the webpage for homework, class notes, and other information?
-do you test Mme GZ if you have a question?
-do you do your homework, and learn from it?
-do you study in a useful way for the intérros? If not, why?
-do you participate fully in class activities so that you are reinforcing your learning?
Et alors? (and now what?) - what are you going to do to keep up your good grades, or improve them? You need to write a detailed, specific plan that is realistic and helpful to your French.
Remember that the point of the auto-évaluation is for you and I both to learn where your level of French is at the moment, why it's there, and what we're going to do about it. If I don't understand why you're receiving the mark you're getting, then your self-eval didn't dig deeply enough and you'll have to redo it.
If you're interested in a re-write, you need to do the following:
-finish your auto-évaluation and have it checked by me;
-come to two French Flex classes for tutoring;
After you've done those things, we can discuss a re-write.
Tomorrow we start our new unit "Les Modes de Transport". It's fun! Hope you enjoy it. Remember, the test and project dates for this unit have been posted on the side whiteboard. :)
le 24 avril: We finished up the presentations today, then I gave you some examples of the sort of questions that might be on your test tomorrow:
Translate into French: We are talking to the star of the play at the theatre. "Nous parlons à la vedette de la pièce au théâtre".
Put it into futur proche: "Nous allons parler à la vedette de la pièce au théâtre".
Put it into passé récent: "Nous venons de parler à la vedette de la pièce au théâtre".
Translate into French:
She is angry. Elle est fàchée.
They are frustrated. Elles sont frustrées.
He is sassy. Il est culotée.
They (m) are guilty. Ils sont coupables.
Bon chance! :)
Translate into French: We are talking to the star of the play at the theatre. "Nous parlons à la vedette de la pièce au théâtre".
Put it into futur proche: "Nous allons parler à la vedette de la pièce au théâtre".
Put it into passé récent: "Nous venons de parler à la vedette de la pièce au théâtre".
Translate into French:
She is angry. Elle est fàchée.
They are frustrated. Elles sont frustrées.
He is sassy. Il est culotée.
They (m) are guilty. Ils sont coupables.
Bon chance! :)
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 Thursday. Here we go:
If you look at the intérros we've had so far, you'll see that you've practice the following vocabulary:
le rideau, la vedette, la pièce, le spectacle, le guichet, le théâtre, un billet, tout est complet, la vedette, très bien connu, la danseuse, une entracte, il y en a deux.
If you take a look at the homework I've assigned this unit, you'll see that you practiced:
Putting these sentences into the futur proche:
1. J'achète un billet pour la pièce.
2. Tu parles à la vedette de la pièce.
3. Il travaille au guichet.
4. Elle sort du théâtre.
5. Nous regardons le spectacle.
Putting these verbs into the futur proche:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver
We also learned how to put all our verbs into the passé récent, and had a worksheet which helped you practice. As well, you need to know all of the emotions which we learned and practiced.
I would say that I will probably give you sentences in English about buying tickets, going to the theatre, working at the ticket window, exiting the theatre, watching the play, speaking to the star, looking for the ticket window, etc. You'll have to translate them into French, then put each of them into futur proche then passé récent.
As for the emotions, I think I'll just say that "Bob is sad" or Claire and Amy are frustrated", and you'll translate them into French. If you're not sure how to make the emotions feminine or plural, here you go:
triste (no difference for the feminine), tristes
heureux, heureuse, heureux, heureuse
fâché, fâchée, fâchés, fâchées
confus, confuse, confus, confuses
frustré, frustrée, frustrés, frustrées
amoureux, amoureuse, amoureux, amoureuse
effrayé, effrayée, effrayés, effrayées (remember for the presentation we're using AVOIR PEUR. It means the same thing)
coupable, (no different for the feminine), coupables
culotté, culottée, culottés, culottées
dégoûté, dégoûtée, dégoûtés, dégoûtées
Good luck tomorrow on your presentations! I know you'll do great! :)
If you look at the intérros we've had so far, you'll see that you've practice the following vocabulary:
le rideau, la vedette, la pièce, le spectacle, le guichet, le théâtre, un billet, tout est complet, la vedette, très bien connu, la danseuse, une entracte, il y en a deux.
If you take a look at the homework I've assigned this unit, you'll see that you practiced:
Putting these sentences into the futur proche:
1. J'achète un billet pour la pièce.
2. Tu parles à la vedette de la pièce.
3. Il travaille au guichet.
4. Elle sort du théâtre.
5. Nous regardons le spectacle.
Putting these verbs into the futur proche:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver
We also learned how to put all our verbs into the passé récent, and had a worksheet which helped you practice. As well, you need to know all of the emotions which we learned and practiced.
I would say that I will probably give you sentences in English about buying tickets, going to the theatre, working at the ticket window, exiting the theatre, watching the play, speaking to the star, looking for the ticket window, etc. You'll have to translate them into French, then put each of them into futur proche then passé récent.
As for the emotions, I think I'll just say that "Bob is sad" or Claire and Amy are frustrated", and you'll translate them into French. If you're not sure how to make the emotions feminine or plural, here you go:
triste (no difference for the feminine), tristes
heureux, heureuse, heureux, heureuse
fâché, fâchée, fâchés, fâchées
confus, confuse, confus, confuses
frustré, frustrée, frustrés, frustrées
amoureux, amoureuse, amoureux, amoureuse
effrayé, effrayée, effrayés, effrayées (remember for the presentation we're using AVOIR PEUR. It means the same thing)
coupable, (no different for the feminine), coupables
culotté, culottée, culottés, culottées
dégoûté, dégoûtée, dégoûtés, dégoûtées
Good luck tomorrow on your presentations! I know you'll do great! :)
le 17 avril: Today we practiced our scripts for five minutes or so, then we spent the rest of the class presenting what we knew so far with using the 10 emotions we need to know for our presentation ON TUESDAY! Holy cow, do you realize that the next time we meet up, it'll be to do the presentations? April has really flown by.
Homework: Please practice your script with your emotions, and make sure you know what the emotions are! Check the webpage later on the weekend to find information about your test on Thursday April 26. :)
Homework: Please practice your script with your emotions, and make sure you know what the emotions are! Check the webpage later on the weekend to find information about your test on Thursday April 26. :)
le 16 avril: We had another review of passé récent and futur proche, then played "Inside Outside Circles" to practice (using eight different verbs and subject pronouns). I then taught you our last two emotions: confus (confused) and frustré (frustrated).
Homework: Make sure that you know what all of the emotions are in French and English, and have all of your lines memorized, as we'll be performing our scripts and practicing our emotions in front of the class. No intérro. :)
Homework: Make sure that you know what all of the emotions are in French and English, and have all of your lines memorized, as we'll be performing our scripts and practicing our emotions in front of the class. No intérro. :)
le 15 avril: Today we had a passé récent pop quiz; if you failed it, you need to come to French Flex tomorrow morning, please don't forget! We also learned two new emotions: coupable (guilty) and avoir peur (effrayé) (scared). We practiced our lines a bit with those two new emotions. Tomorrow we learn our last two emotions.
Homework: Make sure that you feel comfortable with both passé récent and futur proche, so that we can do an activity with both of those tenses. No intérro. :)
Homework: Make sure that you feel comfortable with both passé récent and futur proche, so that we can do an activity with both of those tenses. No intérro. :)
le 12 avril: I was away yesterday, so no update for the webpage. Today we learned our new tense, the passé récent. It's a cousin to futur proche in that it 1) implies a tense (past) without you having to learn anything new, 2) uses the present tense of the helper verb (aller for futur proche, venir for passé récent), and also uses the infinitive of the main verb. The big difference is that pasé récent needs to have a de before the main verb:
You'll need the present tense of "venir" in order to do the passé récent:
je viens nous venons
tu viens vous venez
il vient ils viennent
elle vient elles viennent
Here are some examples of the passé récent:
Je viens de partir - I just left
Tu viens de sortir - You just exited
Il vient de chercher - He just looked for
Elle vient de trouver - She just found
Nous venons de regarder - We just watched
Vous venez d'acheter - You just bought
Ils viennent de réaliser - They just produced
Elles viennent de parler - They just spoke
We also practiced our lines with two more emotions: culotté (sassy) and amoureux (loving). It was fun!
Homework: Please finish up the passé récent sheet I gave you; I don't usually give weekend homework, but it's really important that you understand the tense as soon as possible so that we can use and practice it. :)
je viens nous venons
tu viens vous venez
il vient ils viennent
elle vient elles viennent
Here are some examples of the passé récent:
Je viens de partir - I just left
Tu viens de sortir - You just exited
Il vient de chercher - He just looked for
Elle vient de trouver - She just found
Nous venons de regarder - We just watched
Vous venez d'acheter - You just bought
Ils viennent de réaliser - They just produced
Elles viennent de parler - They just spoke
We also practiced our lines with two more emotions: culotté (sassy) and amoureux (loving). It was fun!
Homework: Please finish up the passé récent sheet I gave you; I don't usually give weekend homework, but it's really important that you understand the tense as soon as possible so that we can use and practice it. :)
le 10 avril: Today we had our intérro, then we practiced our lines with our two new emotions: angry and disgusted. Great job to those who participated!
Homework: Learn the rest of your lines, all 13 in total! Tomorrow we learn two new emotions. :)
Homework: Learn the rest of your lines, all 13 in total! Tomorrow we learn two new emotions. :)
le 9 avril: Today we spent some more time working on the futur proche, and we had another intérro. We then practiced our 8 lines all together, then we modeled how to do the lines with the emotions triste (sad) and heureux (happy). Well done Jayson!
Homework: learn your next 2 lines; 10 in total.
Intérro: tout est complet, la vedette, très bien connu, la danseuse, une entracte, il y en a deux. :)
Homework: learn your next 2 lines; 10 in total.
Intérro: tout est complet, la vedette, très bien connu, la danseuse, une entracte, il y en a deux. :)
le 8 avril: We spent a long time this morning going over how to do the futur proche, and boy did it ever pay off! Almost all of you got 100% on the intérro! I'm really impressed. I gave you the rest of the block to work on your lines.
Homework: If you didn't do (or didn't receive) your futur proche sheet on Friday, please get it done for tomorrow. Here it is:
Translate the following into French:
1. I'm going to the theatre.
2. You're (s) buying a ticket for the performance.
3. She's looking at the star of the show.
4. Bob is producing the play.
5. He is looking for the ticket window.
6. You (pl) are finding a seat.
Now take the French you just wrote (which is all in the present tense), and put those sentences into the futur proche.
Also, memorize your next 2 lines.
Intérro: You'll put the following verbs into the futur proche, but this time it'll be all 8 conjugations of aller as the helper verb:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver :)
Homework: If you didn't do (or didn't receive) your futur proche sheet on Friday, please get it done for tomorrow. Here it is:
Translate the following into French:
1. I'm going to the theatre.
2. You're (s) buying a ticket for the performance.
3. She's looking at the star of the show.
4. Bob is producing the play.
5. He is looking for the ticket window.
6. You (pl) are finding a seat.
Now take the French you just wrote (which is all in the present tense), and put those sentences into the futur proche.
Also, memorize your next 2 lines.
Intérro: You'll put the following verbs into the futur proche, but this time it'll be all 8 conjugations of aller as the helper verb:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver :)
le 5 avril: We took up the homework, then I listened to some of you do your first two lines.
homework: Please complete the translation/futur proche worksheet I gave to you. I don't feel that you're comfortable with the concept of futur proche yet, so you need to give it a bit of time this weekend. Please be ready to show me your learning on Monday.
l'intérro: I will give you the following verbs in the present tense, and you'll put them into the futur proche. I'll only use the "je, tu, il, elle forms:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver
Eg: Je parle - je vais parler
Il mange - Il va manger
homework: Please complete the translation/futur proche worksheet I gave to you. I don't feel that you're comfortable with the concept of futur proche yet, so you need to give it a bit of time this weekend. Please be ready to show me your learning on Monday.
l'intérro: I will give you the following verbs in the present tense, and you'll put them into the futur proche. I'll only use the "je, tu, il, elle forms:
parler
manger
réaliser
aller
arriver
sortir
chercher
trouver
Eg: Je parle - je vais parler
Il mange - Il va manger
le 4 avril: We did our intérro, then we wrote down all the verbs we could think of, categorized them into regular, irregular, and stem-changers. I then taught you that you could "cheat" your way out of learning how to use the future tense by just putting the present tense of aller in front of unconjugated verbs to indicate that you're going to do something:
Je vais parler - I'm going to speak
Tu vas manger - You're going to speak
Il va aller - He's going to go
Elle va réaliser - She's going to produce (a play, for example)
Nous allons arriver - We're going to arrive
Vous allez sortir - You're going to exit
Ils vont chercher - They're going to look for
Elles vont trouver - They're going to find
Easy peasy! Here's a pic of the board notes:
Je vais parler - I'm going to speak
Tu vas manger - You're going to speak
Il va aller - He's going to go
Elle va réaliser - She's going to produce (a play, for example)
Nous allons arriver - We're going to arrive
Vous allez sortir - You're going to exit
Ils vont chercher - They're going to look for
Elles vont trouver - They're going to find
Easy peasy! Here's a pic of the board notes:
Homework: Put the following sentences into the future proche, then translate the future proche sentences into English:
1. J'achète un billet pour la pièce.
2. Tu parles à la vedette de la pièce.
3. Il travaille au guichet.
4. Elle sort du théâtre.
5. Nous regardons le spectacle.
Remember that you need to perform your first 6 lines tomorrow! No intérro. :)
1. J'achète un billet pour la pièce.
2. Tu parles à la vedette de la pièce.
3. Il travaille au guichet.
4. Elle sort du théâtre.
5. Nous regardons le spectacle.
Remember that you need to perform your first 6 lines tomorrow! No intérro. :)
le 3 avril: Today we were working on our first 6 lines, and I helped whomever needed assistance at the front of the class. We then had our course selection presentation from Mr. O'Toole in the MPR.
Homework: memorize your next two lines, and be ready to present your first 8 lines tomorrow.
Intérro: le rideau, la vedette, la pièce, le spectacle, le guichet, le théâtre, un billet. :)
Homework: memorize your next two lines, and be ready to present your first 8 lines tomorrow.
Intérro: le rideau, la vedette, la pièce, le spectacle, le guichet, le théâtre, un billet. :)
le 2 avril: Today we all practiced our first four lines, then went over what study methods we used, how we knew whether or not they were successful, and how we might change our unsuccessful methods. I asked you to please memorize your next two lines for tomorrow, so that means you'll be presenting your first 6 lines off-script. Bonne chance! :)
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 script 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:
Au Théâtre: projet: le 23, 24 avril
test: le 25 avril
Les Modes de Transport: projet: le 20, 21, 22 mai
test: le 23 mai
Les Vêtements: projet: le 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 with them. It was fun!
Homework: memorize your first four lines for tomorrow.
Intérro: no intérro. :)
Au Théâtre: projet: le 23, 24 avril
test: le 25 avril
Les Modes de Transport: projet: le 20, 21, 22 mai
test: le 23 mai
Les Vêtements: projet: le 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 with them. It was fun!
Homework: memorize your first four lines for tomorrow.
Intérro: no intérro. :)
le 15 mars: Today we read through our script, and made sure we understood the vocabulary:
le 14 mars: Today I handed out our course outline and we went over some changes from last trimester. We talked about our first unit, which is "Au Théâtre", and what you can expect, including our test day. À demain!