A Guided Tour of the Textbook - McGraw Hill Higher Education

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Débuts
A Guided Tour of the Textbook
D
ébuts, the textbook, is clearly organized and easy to use. The chapters are coordinated with the
individual episodes of the film. Each of the twenty-two main chapters consists of the following selfcontained teaching modules, which maximize flexibility in course design. The preliminary chapter,
containing a slightly different structure, introduces students to basic vocabulary and provides an overall framework for using the film.
Chapter Opener Vocabulaire en contexte
Chapter learning goals prepare students for what is to
come in the chapter and in the accompanying movie
episode.
C h a p it re
2
Vocabulair
e en contex
OBJECTIFS
Bonjour!
you will
In this episode,
Leclair and
• meet Camille on a Paris
her coworkers
Pour parler
TV show
ent of the TV
• watch a segm ”
show “Bonjour!
French
• learn about the
dmaking
brea
of
tion
tradi
you will
In this chapter,
le and things
• describe peop
of frequency
• use adverbs
ns of agree• use expressio reement
ment and disag
production
• talk about TV
yday actions
• talk about ever
French define
• learn how the
their culture
importance
• read about the
France
of television in
folio spelled out
in French
Thematically grouped vocabulary is presented in culturally informative contexts with drawings and scenes
from the movie. It is accompanied by activities that
promote vocabulary development.
te
des pe
rson
nes°
Pour... Talk
ing
about peo
ple
Selon°
Ya
Le trava smine, papa
est
il°
commen de Rachid est grand° et trè
s intellig
cer.° M
intéres
ent.
ais° il
est inqu sant. Il est pr
According
êt
iet° po
to / tall
Comm
ur Yasm à
ent est°
work
ine.
Bruno
Bruno?
est un
prêt... rea
bo
dy to star
Il est...
n° journ
t / But /
aliste pa
worried
risien à
capable
Comment e
Ca
na
.
i
a
l
H... What is...
ne su
ai! (P
Br7.uno
dy
like?
rong!
Jena
miqtue
pas vr
at’s wgood
n’es .
No, th
e rta
imC
po
.
.
nt
usant.
Selon la
st fa.ux
dicule
C’e
est am
produc uno est ri
trice,° t faux! Il
souven — Br
esuno est...
t° amuson, c’Br
gant.
sympath — N
ds su
ique.*
se wor
heureu
producer
Choo
x.°
ople?
parfois°
oftees
n e pe
th
di
.
씮
fficile
Selon le
oice
scribe
et ridicu
le, ?)
public,
you de of your ch
le.
ridicu ique.
il est... és
es
super.
happy
th
would
gent,
intelli t et sympa
tivit ons. Howother adjectiv ransom
d,etim
magnifiq Ac
ti
es
or
lligen
.. (g
ue.
escrip rentheses
Il n’est
re est. and, inte
D
er
.
Pi
gr
pas sansA
in pa
re est
° ch
ed
er
st
arm
formid
Pi
e.
able.°ge
Et il n’e
ÈLE:
MOD
st
Selon Ca jamais ennuye
without
ux
mille, Br
bon am
uno est .°
terrific
i.
un vrai
Français°
*The adj
boring
et un
ective sym
39
39
40
pa, which
quarante
you lea
rned in
vrai... true
Chapter
1, is a sho
rtened
form of
Frenchm
an
sympa
thiqu
e.
t...
per,
ent es ssant, su
présid
tére
3. Le usant, in
(am
iet, ?)
est...
d, inqu
icolas
2. N ficile, gran
(dif
?)
41
et
ante
quar
un
?)
pide,
u
est...
ichel eureux, st
h
an-M
1. Je amique,
(dyn
xxvii
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Vocab
ulair
rela
e
tif à
l’epis
ode
le pain
bread
artisan
al
Now w
handma
industri
at
de
el
lookin ch Episode
g for th
2.
factor y-m
le boula
e follo See if you
nger
ade
• W
are rig
wing cl
(male)
vingt et
here do
ht abou
ues.
baker
es Rach
t Rach
•
unièm
twentyWhat
id go
id’s im
e
first
do
after dr
es
portan
siècle
he do
centur y
opping
t day by
Remem
there?
Yasmin
Camille
e off at
unders ber— Don’t
ta
school
expect
cherch
Camille
questio nd only th
?
e
to
is
un
e basic
de
ns that
looking
plot st rstand ever
may as
follo
for
Observez
Visionnement 1
This section provides pre- and postviewing activities
that supplement those found on-screen in the movie
episode, as well as vocabulary needed for comprehension and questions that focus
students’ attention on what
to watch and listen for
in the story.
5
__
u
et
___ su
r l’__
» est
clair
jour!
le __
ille su
ille Le
o.
dans
t Cam
et Cam
Brun
lmée
c Bruno
» son
ille et
est fi
jour!
Cam
voir
sion
«Bon
7 adore
peut
l’émis
_
le
7,
el
__
al
et
__
sion,
À Can
e. Le
ir
b l’émis
la
nt
popu
penda
ission
régie
une ém
» est
can see
jour!
c
peut...
«Bon
b during
té
w
ru
y
k
additio you to wat the episode, cture and ch word in th
e
ch the
nal to
episod you have un aracters. If episode; you
ols an
in Vis
d will
you ca
io
e agai
dersto
need to
n la
be
n an
od
help, to nnement 2
in the able to unde ter in the ch enough. Yo swer the
o.
text an
rstand
ur
apter.
d in th
By then instructor
more
of the
e Wor
kbook
details , you’ll have
.
and La
borato The activities
ry Man
ual will
A. Que
l travai
l? (Whi
each jo
ch job?
b to th
)
e pers
on you Now that
you
saw in
the vide have watch
ed Ep
o.
isode
2, mat
ch
«Bon
a
bro
Après le
t1
emen
n
n
o
i
s
i
V
adcast
ed her
se
becau
luck
ge
father ing exchan
w
h
e follo
ner
ue.
e wis
ision 1, Yasmin hy, read th the dialog
de
tw
up
de v
Episo
nd ou
sums
vant t the end of y too. To fise that best
A
!
vision
neme
nt
1. Cam
ill
e
2. Brun
o
d
A
da
e.
a
jour. ave a big the respon
script
t?
and
h
emen
ole, la
Un gr going to d choose
t Nic
c
ménag en?b
an
as
r ... E
le dé
he w pisode 2
vas bi réalisateu
lors,
A
u
E
T
:
e
, le
from
TINE
cile...
r
MAR
Roger
Diffi
là, su
C’est
ID:
d) Et
RACH
mm.
Rachi
: M
r.
. ... (à
TINE
onjou
MAR
hazid
on
: B
r.
there,
id Bou
u
d
h
jo
ICOLE
An
ac
e
N
Et...
,R
Bon
R ET
tor
achid
ID:
ROGE
ga
ordina
RACH
’est R
d script co
artin
: C an, ...
e is st
c
TINE
director
c. H job.
l’écr
MAR
well?
e you
b Tu... Ar
c. new
ting
ar
st
e)
is
e
idenc
e
b. H ses at th
new res
(to a
a
as
move
g
b. cl ersity.
sayin
niv
hid is
re
b. u
a. Rac bye befo
od
.
ay
go
aw
a.
oving
a. m
3. Mar
tine
4. Hél
ène
43
s
te-troi
an
quar
44
quaran
te-quatr
e
5. Ra
chid
a. la pr
oductr
ice
b. un
report
er cana
c. un
dien
nouvea
u (new
d. un
) repo
journa
rter
liste fr
e. une
ançais
journa
liste fr
ançais
e
Structure
Three grammar points per chapter are introduced
through clear and concise explanations and examples
from the movie. Grammar points are accompanied by
a wide range of practice, from controlled and formfocused to open-ended and creative
communicative activities.
Chapitre
Structure
Monsieur el-Diah vient du Maroc. Hélène vient du Canada.
—Vous venez des Pays-Bas?
—Non, nous venons des États-Unis.
To ask where someone comes from, use D’où venez-vous? or D’où vienstu?
—D’où viens-tu, Seth?
—Je viens des États-Unis.
11
venir
Lerevessrinbge movement
Exp
id et tu
Bouhaz st ça?
Rachid
, c’e
— Tu es de Marseille
ns
vie
uno.
t ça, Br
— C’es
Activités
A. À l’Alliance française. The following students are at the Alliance
française in Paris. Based on where they live, say what country or region they are
from.
Vocabulaire utile: l’Algérie, l’Allemagne, l’Angleterre, le Canada, la Chine,
l’Espagne, les États-Unis, le Japon, le Québec
MODÈLE:
id, he
When
from.
Bruno
ch
eets Ra
mes
e he co
k wher
to as
venir
e verb
uses th
first m
(to co
venir
ens
je vi
ens
tu vi
vient
on
elle,
me)
venons
nous
venez
vous
ennent
es vi
ils, ell
’t you?
e, aren
with m
coming
together.
You’re
studio
e to the
m
co
ar
e
)
n?
W
rn e
moi, no ensemble.
ck, retu
s avec
come ba
io
.
nir (to
Tu vien
au stud
lks away
d reve
venons
t and wa
me) an
en
co
Nous
sil
be
es
nir (to
e becom
s deve
Camill
chid.
e verb like venir.
lk to Ra
ta
et
1. Th
e
to
ed
at
back
encieus
conjug
comes
ent sil
But she
e devi
à
Camill rt.
and † d
parler
r cities
an
elle pa
t pour
r de. Fo e countries
e revien
used.
e veni
ell
s
us
,
ai
m
asculin
M
des) is
.
mes fro ded. For m le (du or
co
.
Rachid
on
tic
clu
rs
the ar
de Paris
e a pe article is in
th
nt
er
wi
ne
wh
s
de
en
ine.
expres untries,* no raction of
uno vi
Ch
Br
et
de
2. To
nt
e
s
e co
ine co
Camill
, je vien
femin
ies, th
seille et France. Moi
countr
de Mar
plural
de
artinez
vient
: Les M
ennent
exique
Rachid
uno vi
is le M
e et Br
is rule
Camill
line.
n to th
il,
scu
ceptio
are ma
One ex
than -e
inine.
other
are fem
vowel
g in -e
t or a
es endin
nsonan
.
countri
itten co
*Most du Mexique g with a wr
t
din
en
en
nn
vie
untries
† Most co
76
xxviii
soixant
e-seize
3
1.
2.
3.
4.
5.
6.
Lisa habite à New York. Elle… 씮
Elle vient des États-Unis.
J’habite à Londres (London). Je…
Nous habitons à Alger. Nous…
Tu habites à Madrid. Tu…
Mitsuko habite à Tokyo. Elle…
Linda et Ford habitent à Montréal. Ils…
Vous habitez à Berlin. Vous…
B. À Canal 7. Complete these sentences with a form of the verbs venir,
revenir, and devenir.
1. Le vrai pain français _____ de plus en plus (more and more) difficile à
trouver.
2. Et les Français _____ de moins en moins (less and less) capables de
reconnaître un bon pain.
3. «Hélène _____ du Canada. D’où est-ce que tu _____, Rachid?»
4. «Et Camille et toi, d’où est-ce que vous _____, Bruno?»
5. «Rachid, où est-ce que tu vas? Nous devons (need to) parler.» «Un instant,
Martine, je _____ tout de suite.»
6. Canal 7 _____ une station de télévision importante.
7. Hélène _____ en France après une longue absence.
8. Après beaucoup de travail, Camille _____ la star de Canal 7.
C. Questions. Hélène is interviewing the employees of Canal 7. Working with
a partner, use the elements to formulate her questions and her colleagues’
answers.
1.
2.
3.
4.
HÉLÈNE:
BRUNO:
HÉLÈNE:
RACHID:
Bruno, tu / venir de / la région parisienne?
Oui, mes parents / habiter à / Paris.
Et Rachid, vous / venir de / Toulouse?
Non, je / arriver de / Marseille.
soixante-dix-sept
77
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.
Liste:
grande
le est
llac.
É1: El
la Cadi
: C’est
LE:
MODÈ
Regards sur la culture
É2
ure
r la cult
egards su
R
ople
e pe
s of th are a
lités
custom
ere
et réaout the valuesosaneddto describede.byThthe French
tions
uch ab ey are supp at are shar
th
ercepually tell us as emwh
om th e French
P
os
th
us
out th
types
about
Stereo them as ab ereotypes
st
e
not.
who us th American others are
y
or
em
few N es, but man
th
k of
lv
n thin sted in
themse
le ofte
re
ch peop icularly inte ting it.
• Fren
t
precia
as part
selves d gifted at ap ncerned abou
co
an
lly
le food
od
fo
cia
e espe truly the stap ten
ar
ey
ea
Th
is
which ne. Bread is at every
d,
ea
br
ch cuisi
n
ery dish
of Fren th nearly ev n food eate s
ai
wi
n’
along d it is the m ost childre
an
d for m
meal,
tradikfast an ade in the tisanal)
ea
br
m
at
pain ar
. Bread
snacks aft sense (le because it
cr
ht daily es and dries
tional
tiv
be boug
d
has to no preserva duced brea e
ns
ro
ai
s-p
nt
availabl
co
Mas
is also
ickly.
le are
out qu industriel)
ch peop ge in
in
en
pa
Fr
t only
t
ga
(le
ver, bu
t to en
es. Mos
ity
, howe le in France
in stor any momen t the qual
h food
op
ou
at
ting ric is, most pe
rretes ab
ready
l
not co is the
es as ea
ed deba
ea
lv
ay
at
m
se
m
im
ch
an
y.
t it
en
them
This
d toda
eat, bu
ink of
pical Fr k with fries).
of brea
the ty
not th
like to
ch do asked what k-frites (stea ch people
en
Fr
e
en
ea
hen
• Th
what Fr
er le st
od. W
good fo obably answ ican ideas of
pr
er
th Am
would
to Nor
spond
50
A cultural note and its accompanying critical thinking
question deepen students’ awareness and understanding of cultural issues raised in the movie episode or
chapter vocabulary.
kin
quic d of m
k d eal
Th
inn tha
e
ta
the Eiffe er.
Fre
m in l To
nch
ven
we
trav
s
t
u
eler
Tow res ome s r reall
•
mig
er in of a ense y is
Th
ht
his rural . A hil a land
eF
thin
hig
roo
bec ren
ario ma
ko
c
h
a
m
rk
h
u
u
w
f fir
s
a
a
li
sym se t
t
st w
hey ke to t hom y toll 1999 hat th
b
o
the
l of
coll film e F
thin
hen
e.
are
he
alw one v this cleve k of His dr ector , Le V rench
or
sen
illa
ays
r an the
eam wit
oya
th
she
s
g
ms
eo
able e t
d
is t h hu ge à ink o
nee
Par
ov
n
to o hat h f iden quick elves
ds
d
is, f as r
isit
red
.T
as
a
t
utw as n
ot b ity. H he po the li Paris s of m recou eprese
it t
e
n
he
n
pow een co is a G pular ttle gu and s odels ts the ting
er o nqu aul* com ys w ee th of t
adh
ic
e
fC
h
e
aes red b who, char o alw real e Eiffe
ar a y th in
thin
l
an acte ays
nd
e
his Rom cient r Asté win o g.
u
r
a
tro
ops n legio times, ix is a t
.
liv
ns.
Ast es in
érix
is
•
ante
cinqu
Cha
pitre
2
©2
•
001
—L
es
For
Édit
ion
it lo eigner
sA
lber
bac oks o s ofte
tR
ené/
n
k
ld
Go
Th wardn -fash think
scin
eF
nyio
e
of
s
n
Ud
s
obs ren
erzo
ch . Bere ed an the be
e
s
s
d
ar
Itali ed
ts
r
•
ans with e ofte are n remin et as t
Fre
.
ot a ds
ypic
lov n su
nch
t
e
h
a
r
c
.
ll
p
e
o
tur
As
mm m o y Fr
pe
e
far rised
f
o
e
in p s con ople a
t
n
as t
ld enc
o
s
he find sight erly h. To
ma ercep ider t re als
p
Fre
y cla tion hem o a
nch out th in Par eople the Fr
sto
s
sh
, fa
is.
e
are at o
wit , and rude. nishe
rm nch,
Co
c
o
ing
h
h
y
nsid
nce ther p
No ou w Late d to
life oweve
e
rne
r
rth
d
ére
To
, an
r
d, t ople t
Am ill also in this iscove
z
d ,
he
h
eric
com vouch
r
lo
c
rea ink o
our tha
ok
an
l lo
tp
f
s
int me le for th
a
e
s
t
t
,
t
h
e
ver
ere
o
s ar em a
oty other you’ll ople fr
Wh Engli pain e kind
e th s
pes
asp
le
.
ect arn r om so
acc at con sh? W . Doe ness o
e
s
s
ord
c
of F easo me o
ed lusio hat w this e f som
ren ns fo the
ou
to b ns
eo
x
ch
r
rea can ld be pressio ne, a
cult r this culd in you
*In
F
t
n
ure
g
Fra dra he nea mak rench
atta ancien
tha ap
nce w fr
res e an per
t
had cked t tim
t
s
o
y
a
o
m t Eng
R
es
nd
sen
nm
Fra succee ome , Fra
h
in
li
s
ig
is
e
s
n
a
nce
h
No
of th , B ded in nd ev ce wa
rth differ equiv when ht say
en
sp
e R elgiu
:I
tr
art
Am enc
a
m turn tua
hin
eric e ab lent o ansla l est
e R , Lux ing th lly sw of an
ep
te
b
iver
em
o
an
f
bou e tide t fart area k
.
cult ut th this d lite on
n
rg,
a
h
ure e im expr rally
and nd ha er ea own
s?
por essio
the d co st. A as G
tan
part nqu roun aul.
In
ce n?
ered d 5
so
•
f th
39
0
e N all of B.C., Ju 0 B.C.,
eth
G
erla aul, lius C its inh
nds an a
a
a
and rea esar a bitants
,
Ger that nd h
com is R called
ma
ny
o
tha prised man Gauls
t are
arm ,
w
sou hat is y
th
and now
wes
t
Visionnement 2
cin
qua
nte
et u
n
51
Visionnement 2
An optional second viewing section encourages students to watch the episode again, this time to concentrate on cultural information.
Avant de visionner
A. Points de repère. (Landmarks.) This map shows the southeastern edge of
Paris and the adjacent suburbs, where the Canal 7 studios are located. This
whole area, on both banks of the Seine, became rather run-down after World
War II, but recently, it has been attracting new development and prestige
projects like the national library (la Bibliothèque nationale de France).
Les environs de Canal 7
le Palais Omnisports de Bercy
le boulevard p riph rique
le zoo de
Vincennes
3
Place
de la Nation
in
Ja rde s
d te s
P la n
Gare
de Lyon
Gare
d Austerlitz
S
2
I
1
in
e
A
5
le
Se
P
R
la
Place
d Italie
7
4
Bo
is
de
V in
ce
nn
6
l Autoroute de l Est (A4)
Apr
ès
cinquante-huit
2
le v
isio
nne
58
pitre
erv
ez!
IVRY-SUR-SEINE
C ANAL 7
Cha
Obs
es
CHARENTON-LE-PONT
la Biblioth que nationale de France
Loo
tha k care
t on full
e w y at
ould th
a.
un
see e map
ma
ko
b.
n
ut and in
un
in o
tigr uscrit
c.
rde dicat
e
de
un
r to e th
la R
m
d.
ena
fin e nu
des atch
dt
issa
d
e.
a
he mber
nce
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Synthèse
Synthèse: Lecture
Mise en contexte
The chapter culminates in a synthesis section, which alternates between cultural presentations and readings, many
of which are literary selections. Prereading strategies and
postreading comprehension activities help students develop reading skills. A writing activity follows in the
Workbook and Laboratory Manual.
The notion of family in France has for centuries been the traditional dual-parent
household and a closely knit extended family. In this tradition, husbands support
the family, wives stay at home and raise the children, the whole family sits down
to meals together, the children cooperate rather than compete, and so on.
Marriage, children, and family are almost synonymous in this tradition, and it is,
of course, a generalization.
Stratégie pour mieux lire
Recognizing cognates
Scientific texts tend to use a vocabulary that is high in cognate forms. This text
draws on sociological terminology that may be familiar to you because of its
similarity to English. Skim the passage, paying particular attention to familiar
words and cognates. Then predict which of the following sentences will best
summarize the gist of the entire text.
1. L’institution de la famille reste (remains) très importante pour la majorité
des Français.
2. La diversité de la famille française résulte en une déstabilisation de la
société.
3. La famille française assume (takes on) une multiplicité de configurations.
Now read the whole text through and see if your prediction is correct.
Other features
cent trois
Langage fonctionnel
La
This feature provides useful phrases for carrying on conversations in particular situations.
Vocabulaire relatif à l’épisode
Unfamiliar vocabulary items needed for comprehension of the episode are provided in
Visionnement 1.
Notez bien!
These marginal notes highlight important
details about grammar and vocabulary that
students should learn.
Pour en savoir plus
These marginal notes contain optional information about culture, vocabulary, and grammar.
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XX
I s
iècl
e°
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Books and Multimedia Materials
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The Débuts textbook is correlated with the individual
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xxx
postviewing activities; grammar explanations and
practice activities; cultural, historical, and literary
readings; and pre- and postreading activities.
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Listening Comprehension Audio CD or Cassette
Le Chemin du retour
The listening comprehension audio CD or cassette
contains the vocabulary list from the end of each
chapter of the textbook.
The complete film broken into episodes, each with
on-screen pre- and postviewing activities.
Workbook and Laboratory Manuals
Director’s Cut
The Workbook and Laboratory Manual accompanies
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xxxi