French 1 - Lakeridge Junior High School

Transcription

1
French 1
Student Guide
World Language Department
Lakeridge Junior High School
2016-2017
NAME______________________
CLASS PERIOD
2
Table of Contents – Table des Matières
How to join the French Website ....................................................................................................................... 4
How to sign up for Mr. Rocque’s CANVAS class:.......................................................................................... 5
Behavior in French Class .................................................................................................................................... 6
French Disclosure Document ............................................................................................................................ 8
French Student Information Questionnaire .............................................................................................. 12
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL ............................................................................ 13
Syllabi .................................................................................................................................................................... 17
Vocabulary Lists ............................................................................................................................................... 33
Grammar Review ............................................................................................................................................. 48
Poems and Songs ................................................................................................................................................. 66
Typing in French ................................................................................................................................................. 75
Most Common French Verbs ...................................................................................................................... 76
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4
How to join the French Website
French
Teacher: Mr. Rocque
Creating an account
Go to the website: http://lakeridgeutah.org/french/html/readings.php
Click on the link to REGISTER
Please READ:
Once on the registration page, you will need to type in your full name,
The only reason that you
email address, username, and a password.
COPY THIS INFORMATION BELOW FOR YOUR RECORDS
will need to register is so
that you will have access
to online French reading
material. Please note
that you must have a
valid GMAIL, YAHOO,
or HOTMAIL account
to register. You can
NOT use your school
account because of the
alpinesd.org extension.
You are welcome to use
your mom’s or dad’s
email to register, just be
certain to write down
your username and
password so you can get
into your account later.
After you have completed your registration, you will receive an EMAIL CONFIRMATION. This is
in the inbox of the email account you provided. Open your email, click on the link and then your
registration is complete. The next time you login, you will just need to enter your username and
password.
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How to sign up for Mr. Rocque’s CANVAS class:
Creating an account:
1. STUDENTS: Please go to the following URL: https://canvas.instructure.com/enroll/NR3TMM and choose one of
two options. If you already have a canvas login, select "I already have a Free for Teachers login." If you do not,
select new user.
2. Enter your Email and Full Name, then Enroll in Course.
Keep this information safe!!!!
You are done!!!!
Email
_________________________
My Password
_________________________
3. PARENTS: Go to this site: https://canvas.instructure.com/register_from_website, select "Parent's sign up here"
and then put in your student's username (their email) and password, also your name and email. Now you can
keep track of your student's progress.
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Behavior in French Class
Term Behavior Rubric
Attendance
Respectful/
Consideration of
others
100 –
Outstanding
80 –
Satisfactory
70 – Needs
Improvement
I had 0 absences this
term. I was never
tardy.
I had no more than 2-3
absences this term. I
was never tardy.
I had no more than 4-5
absences this term. I had
1-2 tardies.
I had more than 5 absences
this term. I had more than 3
tardies.
I did not distract
others from the
lesson.
I did not distract others
from the lesson more
than once this week.
I had to be reminded more
than twice this week not
to distract others.
I frequently distracted
others from the topic and
prevented others from
learning.
I contributed to class
discussions once a
class period.
discussions at least
once a week.
discussions at least a few
times this term.
I didn’t contribute to class
discussion.
I valued the opinions
of others and
encouraged their
participation by using
positive comments/
actions towards
group members
daily.
I raised my hand and
asked when I had
questions or was
frustrated. I tried my
best every question
& every task.
I mostly valued the
opinions of others and
encouraged their
positive comments/
actions towards group
members.
I did not value opinions of
others and did not
encourage their
participation because I did
not participate.
I used negative comments
towards or about others
and prevented their
participation.
I had a hard time
focusing because of
extenuating
circumstances, but I
spoke with the teacher.
Otherwise, I tried to
take notes and learn
every day.
I applied knowledge
from the lessons
outside of class 1 time
every week.
I quit when it was hard. I
raised my hand
sometimes, but I didn’t
always focus. I would play
games or check email
instead of learning or
working.
I refused to engage in
learning. I wouldn’t take
notes. I didn’t raise my
hand. I wouldn’t do my
assignments.
I rarely if ever applied
knowledge or thought
about the class outside of
class.
I never applied any
knowledge from the lessons
outside of class this term.
I came to class with
necessary materials,
however I didn’t always
take the best notes. I
completed
homework/assignment
s; I can easily access
notes/ worksheets/
information from
previous classes.
I came to class 1 or more
times this term forgetting
necessary materials, but
did not disrupt class to get
them. I frequently lost or
did not turn in
assignments or could not
find previous classes
information/ worksheets.
My notes included the
date, but nothing else
usually.
I came to class
unprepared and needed
multiple copies of
assignments. My needs
caused class disruptions. I
didn’t take notes.
Respects Rights to learn
Engages w/ Subject
Be Proactive
Whole Class
Engages/ interacts
with others
Teams/Groups
Effort/
Engaged Learning
Action
Individual
Applies Learning
Organization &
Preparedness
I applied knowledge
from the lessons
outside of class 2
times every week.
(Another class,
church, sports,
family, friends, etc.)
completed
homework/assignme
nts; I can easily
access notes/
worksheets/
information from
previous classes. My
notes are very well
done. I would review
and study my notes.
50 –
Unsatisfactory
*This rubric is what I will use to determine your participation score and citizenship grades in my class.
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Daily Check
4–
Outstanding
Respectful/
Consideration of
others
3–
Satisfactory
2 – Needs Improvement
I did not distract
others from the
lesson.
I did not distract others
from the lesson more
than once this week.
I had to be reminded more
than twice this week not
to distract others.
I frequently distracted
others from the topic and
prevented others from
learning.
discussions once a
class period.
discussions at least
once a week.
discussions at least a few
times this term.
I didn’t contribute to class
discussion.
I valued the opinions
of others and
encouraged their
positive comments/
actions towards
group members
daily.
I raised my hand and
asked when I had
questions or was
frustrated. I tried my
best every question
& every task.
I mostly valued the
opinions of others and
encouraged their
positive comments/
actions towards group
members.
I did not value opinions of
others and did not
encourage their
participation because I did
not participate.
I used negative comments
towards or about others
and prevented their
participation.
I had a hard time
focusing because of
extenuating
circumstances, but I
spoke with the teacher.
Otherwise, I tried to
take notes and learn
every day.
I applied knowledge
from the lessons
outside of class 1 time
every week.
I quit when it was hard. I
raised my hand
sometimes, but I didn’t
always focus. I would play
games or check email
instead of learning or
working.
I refused to engage in
learning. I wouldn’t take
notes. I didn’t raise my
hand. I wouldn’t do my
assignments.
I rarely if ever applied
knowledge or thought
about the class outside of
class.
I never applied any
knowledge from the lessons
outside of class this term.
however I didn’t always
take the best notes. I
completed
homework/assignment
s; I can easily access
notes/ worksheets/
information from
previous classes.
I came to class 1 or more
times this term forgetting
necessary materials, but
did not disrupt class to get
them. I frequently lost or
did not turn in
assignments or could not
find previous classes
information/ worksheets.
My notes included the
date, but nothing else
usually.
I came to class
unprepared and needed
multiple copies of
assignments. My needs
caused class disruptions. I
didn’t take notes.
Respects Rights to learn
Engages w/ Subject
Be Proactive
Whole Class
Engages/ interacts
with others
Teams/Groups
Effort/
Engaged Learning
Action
Individual
Applies Learning
Organization &
Preparedness
Total
I applied knowledge
from the lessons
outside of class 2
times every week.
(Another class,
church, sports,
family, friends, etc.)
completed
homework/assignme
nts; I can easily
access notes/
worksheets/
information from
previous classes. My
notes are very well
done. I would review
and study my notes.
______________
1–
Unsatisfactory
/24 points possible
Notes: Add up your score for each of the items. Put this in your notebook every day. I will use these scores to
determine your term behavior score at the end of the year.
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French Disclosure Document
Teacher: Mr. Ryan K. Rocque
Work: (801) 610-8134 ext. 622121
GVoice: (801) 610-9404
Email: [email protected]
Website: http://lakeridgeutah.org/french/
Required Every Day:
 1 Composition Book (College Ruled) and pen/pencil.
 1-2” Binder with 3 prongs for holding papers.
 Ear buds or headphones. You will use these with the computers.
Donations are happily accepted:
 White board markers and white board erasers
 Kleenex
 Individually wrapped candies for incentives
End of level goals:
 You should reach the Novice Mid level in all areas of writing, reading, listening, and speaking.
 You should reach the Novice Low level in the area of presentational speaking.
Expectations of student:
 I expect you to do your best to understand and speak French in class.
 I expect that you will work outside of class every day and try and use French as much as possible in
your home and at school. You are responsible for managing your time. You will be using technology
for this class.
 I expect that you will come prepared for class, take notes, participate, and not distract others.
 I expect that you will be in class every day or be responsible enough to makeup the work and find out
what you missed by talking with another student.
 I expect that you will respect the teacher, clean up after yourself, and respect others.
 I expect that you will add to a positive learning environment in class and strive to create interest for
yourself, to push yourself, and to be personally responsible for making the class great.
Grades:
1. Unit Assessments. Students will be tested on unit objectives at the end of each term and then at the
end of the year. These include unit exams, writing exams, and final exams.
2. In Class Assignments. Students will sometimes do in class worksheets, games, pen pal letters, and
other graded assignments. Students will also take spelling tests, participate in skits, role plays, and
learn and memorize poems, short stories, and complete paired speaking activities.
3. Projects. You will complete small and large projects, sometimes by themselves and sometimes in
groups. There will be at least one large project a term.
4. Notes & Reflections. Students in French are required to take notes every single day in class. They
should show that they are paying attention, learning and participating. Students will self-reflect daily
and evaluate their performance and set goals in a student journal every day.
5. Canvas. Students will complete mastery quizzes, their speaking passports, and earn badges through
this online program. Parents and students can see their detailed scores on canvas.
6. Grading Scale*
A
94-100%
B
84-86.99%
C
74-76.99%
A90-93.99%
B80-83.99%
C70-73.99%
B+
87-89.99%
C+
77-79.99%
F/I
0-69.99%
*Note: Grades are determined based on total points, not by categories (i.i. 950 points/1000 points = 95% or an A).
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GENERAL CLASSROOM POLICIES AND PROCEDURES
Please read:
INTERNET REQUIREMENT: Students will be on computers every day in my class. Please help teach your
student online responsibility. Please be aware that their internet permission slip MUST be completed to be
able to use the computers. Classroom computers are a privilege. Students will use them for French only.
Gaming, music, videos, chatting, and other inappropriate behaviors will not be permitted. Breaking, writing
on, or defacing any of the computers or classroom materials will result in loss of these privileges and
possible fines. You will be notified if this is happening.
OFFICE HOURS: If students need extra time to keep up with the pace of the class or to make up missing days,
or even to move ahead, they may come to my room. I am available from 7:30 to 8:00 in the morning, and
from 3:00 to 4:00 in the afternoon. Please make arrangements in advance so that I can be available.
ATTENDANCE: Although I cannot force your student to come, research shows that being in class does make
a difference in the academic success of your student. There are certain critical dates that I would hope
students are there for. Please put these on your calendar and schedule vacations, appointments, and other
activities accordingly. Other dates will be on the class syllabi.
FAILING OR INCOMPLETE GRADE: Students will receive an I during a term when (1) they fail to pass
passports, (2) they have not received 80% on a quiz, or (3) they miss a summative assessment because of an
absence. Students might also FAIL the course for having poor performance on notes, in class assignments, or
not completing assignments.
BEHAVIOR & SPEAKING: Students need to come to class and speak French. To encourage this, your student
will work with a team of students, but they will be graded individually. Each day you can earn or lose points.
These points will be recorded through a behavior rubric. Each day, students can earn 24 points. A student
should arrive, write the date and objectives, and then take notes as they participate in class. At the end of the
day, the student will evaluate themselves in the composition book, and justify how points they felt they
earned.
TO KEEP TRACK OF YOUR STUDENT: Parents, you should sign up for canvas and skyward and get email or
text alerts. Please contact me if you need help.
Important Dates
Foreign Language Week – November 7-11th
BYU Language Fair – April 20th
La Caille Restaurant – 3 – 8 p.m. – Thursday, April 28th, cost - $32.00
World Language Cup – May 5,8 during class, soccer tournament
Foreign Film Festival – 3 – 5 p.m. - May 18th, 2014
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DISCLOSURE AGREEMENT COMPLETION FORM – PLEASE TURN IN THIS SHEET to Mr. Rocque
By signing I agree that I have fully read and understand the policies and expectations of Mr. Rocque’s class.
As a student, I agree to abide by the expectations explained in this document or I will be asked to move to a
different class. As a parent, I agree to assist my student for class by emphasizing the importance of speaking
French. I will also keep track of my student through canvas and skyward.
If you have any questions or concerns before signing this document, please contact Mr. Rocque at the
school (801) 610-8134 x 622121, or by email ([email protected])
Student Signature___________________________________________
Date_____________
Parent/Guardian Signature____________________________________
Date_____________
HELP WITH SUPPLIES
*Note: if you are able to bring any supplies such as Kleenex, hand sanitizer, white board markers, erasors,
individually wrapped treats, or make a donation through the Alpine Foundation to Mr. Rocque’s classroom, it
would be very much appreciated. We are always trying to find ways to improve our teaching with technology
and other cultural incentives and supplies.
Call 801-610-8403 for information about the Alpine Foundation. It is TAX DEDUCTIBLE.
Mail a check, payable to the Alpine Foundation to 575 N. 100 E., A.F., Utah, 84003 or bring to school.
IMPORTANT INFORMATION: Please Fill this Out!
Student Name: __________________________________
Class Period: __________
Student Email: _________________________________ Parent/Guardian Email: ________________________________
Any Allergies: ___________________________________________________________________________________________________
Preferred Seating: (Please Circle One) FRONT
MIDDLE
BACK
Any other information to help me in working with your student:
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
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ALPINE SCHOOL DISTRICT
Student Media Release—School/District/External Publications and Web
Dear Parents/Guardians,
From time to time, your child’s name and/or photo might be considered for publication/display in a web page or
publication, school/district created or other external publication (media outlet, etc.). Please take time to review the
Information Release Form and select all appropriate options. If your preference changes during the year, you are
responsible for contacting the school and completing a new form. If you have any other questions, please contact
the school before signing.
Please initial in the box(es) below to indicate you agree to give permission.
SCHOOL DISTRICT WEB & PUBLICATION RELEASE: (For publication in school/district printed
publications and web pages/websites, Facebook, Twitter, and other social networks.
_____ The school and district have permission to display my child’s photo with first and last name attached.
I understand that this information will be available to anyone on the Internet/ World Wide Web. Please
note that this does not replace the District’s Acceptable Use Policy or imply permission to use
internet services.
EXTERNAL MEDIA WEB & PUBLICATION RELEASE: (For publication by media outlets such as
newspapers, radio, television, etc.)
_____ External media outlets have permission to display my child’s photo with first and last name attached.
_____ External media outlets have permission to interview my child for newspaper or television.
By signing below, I verify that I understand the above release and that I have indicated my preferences.
By leaving a box empty, I am indicating that I do not wish for permission to be granted. If my
preferences change during the school year, I will contact the school.
_________________________________
____________
Parent/Legal Guardian Signature
Date
_________________________________
____________
Child’s Name (please print)
Child’s Grade
Schools should keep the completed form on file at the school. Please turn this form in to the office.
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French Student Information Questionnaire
Je
m’appelle
13
ALPINE SCHOOL DISTRICT – LAKERIDGE JUNIOR HIGH SCHOOL
WORLD LANGUAGE
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL
LEVEL 1
UNIT 1 – What’s up dude?
Students will be practicing getting to know another person and how to introduce themselves to understand their own
identity and the identity of others. They will learn the how to spell words, understand simple directions, and become good
at listening for understanding.
IDENTITY
SOCIAL RELATIONSHIPS
Who am I and why am I
important?
LEARNING INDICATORS

NL.IC.1 1 – I can greet my peers.

NL.IC.2 – I can introduce myself to someone.

NL.IC.3 – I can answer a few simple questions.

NM.IC.1 – I can greet and leave people in a polite way.

NL.IL.1 – I can occasionally identify the sound of a character or a word.

NL.IL.2 – I can occasionally understand isolated words that I have memorized, particularly when accompanied by
gestures or pictures.

NM.IL.2 – I can recognize and sometimes understand basic information in words and phrases that I have memorized.

NL.IR.1 – I can recognize a few letters or characters.

NL.IR.2 – I can connect some words, phrases, or characters to their meanings.

NL.PS.1 – I can recite words and phrases that I have learned.

NL.PW.1 – I can copy some characters or letters and words that I see on the wall or board, in a book, or on the
computer.

N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.

N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
GRAMMATICAL FORMS

Use of Age Expressions with Numbers

Understanding Cognates

Rules of Spelling and Accents

Feminine vs. Masculine Nationality Forms
UNIT 2 – Living la Vida Lakeridge
Students will share their school experiences, talk about their classes and teachers, and discuss what they need to get ready
for school. They will compare and contrast their experiences with those of other cultures and countries. Students will also
learn to describe a school day.
BELONGING
EDUCATION
How do I contribute to
my school?
LEARNING INDICATORS

NL.IC.2 – I can introduce myself to someone.

NL.IC.3 – I can answer a few simple questions.

NM.IL.1 – I can understand a few courtesy phrases.

NL.IR.2 – I can connect some words, phrases, or characters to their meanings.

NL.PS.1 – I can recite words and phrases that I have learned.

NL.PS.2 – I can state the names of familiar people, places, and objects in pictures and posters using words or
memorized phrases.

NL.PS.3 – I can introduce myself to a group.
1
Note: Abbreviations are used for learning indicators. For the major level (N) indicates novice, (I) intermediate, and (A) advanced. The sub-levels of low,
middle, and high are indicated with the addition of (L, M, and H) respectively. The next grouping indicates the mode of communication: Interpersonal
Communication (IC), Interpretive Listening (IL), Interpretive Reading (IR), Presentational Speaking (PS), and Presentational Writing (PW). The number
indicates the standard. For the entire Utah Core, please see: http://www.schools.utah.gov/CURR/worldlang/Home/UtahWorldLanguageCore2014.aspx or to
access the ACTFL can do statements: http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf
14





NL.PW.2 – I can write words and phrases that I have learned.
NL.PW.3 – I can label familiar people, places, and objects in pictures.
N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
GRAMMATICAL FORMS

Construction of Time and Dates

Asking a Basic Question of Preference

Use of Appropriate Definite Articles by Gender

Understand How to Make an Object Plural

Agreement between an Object and Color

Placement of Colors, Word Order
UNIT 3 – What you wanna do? I don’t know, what do you wanna do?
Students will learn to describe how they spend their free time, with whom, and where. They will be able to discuss a variety
of sports and activities and consider how classmates and people from other cultures spend their time. Students will present
a cultural report to the class.
IDENTITY
LEISURE AND PLAY
What's a good use of my
time?
LEARNING INDICATORS

NM.IC.2 – I can introduce myself and others.

NM.IC.3 – I can answer a variety of simple questions.

NM.IC.4 – I can make some simple statements in a conversation.

NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes.

NM.IR.1 – I can recognize words, phrases, and characters with the help of visuals.

NL.PS.4 – I can recite short memorized phrases, parts of poems, and rhymes.

NM.PS.2 – I can express my likes and dislikes using words, phrases, and memorized expressions.

NM.PS.4 – I can talk about my daily activities using words, phrases, and memorized expressions.

NL.PW.2 – I can write words and phrases that I have learned.

NL.PW.3 – I can label familiar people, places, and objects in pictures.

NM.PW.2 – I can write about myself using learned phrases and memorized expressions.

NM.PW.3 – I can list my daily activities and write lists that help me in my day-to-day life.

N.CIA.3 – I can use memorized languages, and very basic cultural knowledge to accomplish simple, routine tasks.

N.CP.3 – I can identify ways in which cultures are globalized.
GRAMMATICAL FORMS

Asking More Complex Questions with Question Words

Construction of Regular ER Verbs

Understanding Formal vs. Informal Relationships

Construction of Irregular Verbs Faire (to do) and Vouloir (to want)

Basic Negative Constructions for Regular Verb Sentences

Use of Basic Adverbs
UNIT 4 – What’s for lunch?
Students are able to talk about different meals they like or dislike. They will learn about different practices of eating out in
other countries and cultures. They will experience different foods and make food for others. Students will discuss manners
and other eating customs. They will be able to understand menus and put together one of their own.
WELL-BEING
FOOD
What are my eating
habits?
LEARNING INDICATORS

NM.IC.3 – I can answer a variety of simple questions.


NM.IC.7 – I can communicate some basic information about my everyday life.


NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know (repeat).

NL.PS.3 – I can introduce myself to a group.

NM.PW.3 – I can list my daily activities and write lists that help me in my day-to-day life.
15


GRAMMATICAL FORMS

Basic Understanding of “To Have” Expressions, thirst, hunger, age, cold, hot, …

Code Switching between Formal and Informal Situations

Use of Appropriate Articles – Definite with Preference Verbs

Correct Use of Singular and Plural Articles

Conjugation of Basic IR Verbs, Subject/Verb Agreement

Conjugation of Irregular Verbs Avoir (to have), Prendre (to take), and Boire (to drink).

Construction of Stem Change Verb Préférer (to prefer)

Large Number Construction
UNIT 5 – Family matters
Students will be able to describe their family. They will be able to give basic information about themselves and their family.
They will be able to talk about their likes and dislikes, their personality, and what they look like. They will present on
families in other cultures and countries.
BELONGING
FAMILY
What is a family to me?
LEARNING INDICATORS

NM.IC.2 – I can introduce myself and others.


NM.IC.6 – I can communicate basic information about myself and people I know.

NH.IL.1 – I can sometimes understand simple questions or statements on familiar topics.

NM.IR.1 – I can recognize words, phrases, and characters with the help of visuals.

NM.PS.1 – I can present information about myself and others using words and phrases.


NM.PS.3 – I can present information about familiar items in my immediate environment.

NM.PW.2 – I can write about myself using learned phrases and memorized expressions.

N.CP.2 – I can identify some characteristics of national identity.


GRAMMATICAL FORMS

Using Subject Pronouns to Replace the Names of People

Effect of Numbers of Plurality of Nouns

Basic Understanding of Adjective Use, Placement, and Agreement

Describing Posession in Terms of “The Sister of John”

Describing Possession with Possessive Adjectives (my, their, your)

Correct Use of the Verbs to Have and to Be
UNIT 6 – #Chillin
Students will plan and discuss what they want to do with their friends. They will be able to invite friends to activities and
accept or reject invitations. They will describe where they go to hang out with friends, such as giving an address or
describing the place.
EXPLORING TIME AND
PLACE
MEETING NEW FRIENDS
What is a friend?
LEARNING INDICATORS


NH.IL.1 – I can sometimes understand simple questions or statements on familiar topics.

NH.IR.1 – I can usually understand short simple messages on familiar topics.

NM.PS.1 – I can present information about myself and others using words and phrases.


NM.PS.3 – I can present information about familiar items in my immediate environment.

NM.PW.1 – I can fill out a simple form with some basic personal information.


16
GRAMMATICAL FORMS

Asking Questions in Present Tense (Positive and Negative)

Connecting Places with Activities (Going to or From a Place)

Conjugation of all Regular Verbs, Subject/Verb Agreement (RE verbs)

Conjugation of Stem Changer: to buy (acheter)

Conjugation of Some Irregular Verbs (to go, to have to, to be able to)

Connecting Multiple Short Ideas into Longer Sentences with Connector Words
UNIT 7 – A whole new world!
Students describe and plan a trip to another country. They will purchase a ticket on a plane. Students will describe what
they are going to do in the country, and give details about the duration of the travel, the weather and season, and particular
sites or landmarks they will visit. Students will be able to identify important landmarks in a city and discuss the geography
of the foreign countries they study.
EXPLORING TIME AND
PLACE
TRAVEL
What can I learn from
traveling?
LEARNING INDICATORS

NM.IC.6 – I can communicate basic information about myself and people I know.



NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know.

NM.PS.5 – I can present simple information about something I learned using words, phrases, and memorized
expressions.

NM.PW.4 – I can write notes about something I have learned using lists, phrases, and memorized expressions.


N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.

N.CP.2 – I can identify some characteristics of national identity.
GRAMMATICAL FORMS

Use of the Immediate Future (Positive and Negative)

Using Prepositions with Geographical Places

Conjugation of Irregular Verbs

Proper Use of Time Expressions
17
Syllabi
18
French 1 Syllabus - Term 1 - Unit 1 – What’s up dude?
jour A
jour B
Objectifs
(A/B)
le 19
août
le 23
août
le 24
août
le 25
août
le 30
août
le 1 sep
Examens
7th grade day
le 22
août
le 26
août
Plan du Jour
le 29
août
le 31
août
le 2 sep
le 7 sep
 I can greet and say goodbye to someone
properly in multiple ways.
 I can introduce myself in two different
ways.
 I can understand the French alphabet
 I can ask “What is your name?” in two
different ways.
 I can ask “How are you?” in multiple
ways.
 I can tell how I am feeling in multiple
ways.
 I can understand classroom commands.
 I can say the French alphabet
 I can tell where I am from, where I live,
and give my nationality.
 I can ask properly “Where are you
from?” “Where do you live? and “What’s
your nationality?”
 I can explain how written accents
change pronunciation. I can list the
French accents.
 I can count from 0-10.
 I can say how old I am.
 I can ask how old someone is.
 Be able to have a short conversation.
 I can give/ask phone number
 I can count to 30 to say a date.
 I can tell how people greet someone
they know and don’t know.
 I can list some of the places they speak
French and say some of the monuments.
(1) Rules & Disclosure Document. Registering on websites. Filling
out getting to know you sheet. Learn about CANVAS, vocabulary
quizzes, writing and other projects. Learn about behavior
CULTURE: Trying Things: https://goo.gl/B6R9ja
(2) Review introductions. Classroom commands. Writing name in
French. Talking about feelings and how you are doing. Learn
about passports, and review rules and procedures from last class.
CULTURE: Pink Panther – Learning French http://goo.gl/4IjBJl
Rules quiz
Greetings Vocabulary
(3) Review commands. “Jacques a dit”. Review Intros (F/I).
Alphabet. Talk about nationalities and where people live that
speak French. Learn about accents. Reading and listening
practice.
CULTURE: TU OR VOUS https://goo.gl/2AAamy
(4) Go over #'s. Practice and review nationalities. Learn months,
days of week. Review alphabet and accents. Learn how to give
and ask the age of someone. Record passport. Listening to a
conversation practice.
CULTURE: Reading : As-tu peur ?
(5) French geography. Landmarks and monuments. Learn #’s 031. Practice dates, holidays, birthdays. Benefits of learning a
foreign language. Talk about la bise and review conversations.
CULTURE: French Faux Pas http://goo.gl/fTIZ29
La Fête du Travail
Listening quiz
(NL.IL.1-2, NM.IL.2)
Commands
Vocabulary
Passport 1 – Basic
introduction
(NL.IC.1-3)
19
le 6 sep
le 8 sep
le 7 sep
le 9 sep
le 12
sep
le 13
sep
le 14
sep
le 15
sep
le 16
sep
le 19
sep
le 20
sep
le 21
sep
 I can name some holidays in France.
 I can say a variety of dates, including the
first of a month.
 I can ask “What is today’s date?”
 I can say my birthday.
 I can ask “What is your birthday?”
 I can describe basic weather.
 I can name all four seasons.
 I can have an extended conversation.
 I can describe the temperature in
Celsius.
 I can describe the weather in various
places.
 I can use different greetings at different
times of the day.
 I can create a presentation on weather,
holidays, and countries.
None
(6) Review giving dates. Review months and days of the week.
Learn and practice giving your birthday. Talk and learn about
some of the French-speaking holidays. Compare calendars. Play
date BINGO. Reading practice.
CULTURE: Reading: Attendez-moi
(7) Review commands. Lotto. Learn and practice the expressions
for basic weather. Read and study “La Cigale et la Fourmi.” Speed
sharing game with introductions. Play birthday BINGO.
CULTURE: Why Learn French? https://goo.gl/0TDlcV
(8) Review greetings and introductions. Review classroom
commands. Review numbers and letters. Extend weather
understanding to include temperatures. Create weather maps or
write out a weather forecast to review days of the week, seasons,
and months. Talk about the times of day.
CULTURE: Sing a song http://goo.gl/BXHE1R
(9) Work on their term 1 presentations. Create a presentation to
share with the class next time about weather, French-speaking
countries, and holidays. Practice and learn some bigger numbers.
CULTURE: Flooding in Paris https://goo.gl/g9HZcL
Unit One Review. Flashcard Flyswatter, License Plates, Online
Practice, Tell the Weather
Unit 1 Exam. All mastery assignments & quizzes must be done prior to taking the exam.
Nationalities quiz
(NL.PW.1)
Numbers 0-20
Vocabulary
Reading quiz
(NL.IR.1&2)
Passport 2 – Getting
to know you
(NM.IC.1)
Feelings &
Nationalities
Vocabulary
Weather quiz
(NL.PW.1)
Weather, holiday,
and country
presentations
(NL.PS.1, N.CP.1,
N.CIA.1)
20
French 1 Syllabus - Term 1 - Unit 2 – Living la Vida Lakeridge!
jour A
jour B
le 22
sep
le 23
sep
le 26
sep
le 28
sep
le 30
sep
le 4
oct
le 27
sep
le 29
sep
le 3 oct
le 5 oct
le 6
oct
le 7 oct
le 10
oct
le 11
oct
Objectifs
Plan du Jour
 I can say what my favorite classes are.
 I can ask, ¨What are your favorite
classes?
 I can count from 0-60 in French.
 I can say what classroom materials I
need for my classes.
 I can ask what do you need for a class?
 I can ask/say what my favorites are
(books, music, movies, etc.).
 I can give the color of an object.
 I can say what items belongs to friends,
others, or me.
 I can use polite phrases in the classroom.
 I can ask permission.
(1) Unit 1 Test Review. L’École en France - Ville et Campagne.
The culture of school in France. School subjects. Being polite in
the classroom. Begin working on the term 1 writing project.
CULTURE: Petit Nicholas Video https://goo.gl/HHa9Hm
 I can tell someone 3 classes I have.
 I can ask, ¨What classes do you have?
 I can explain school schedules in the
target cultures.
 I can say and ask the hour (time).
 I can say when I have lunch.
 I can ask, ¨When do you have lunch? ¨
 I can tell what time school or a class
starts and ends.
 I can describe my classes as difficult or
easy.
 I can say who my favorite teachers are.
 I can ask, ¨Who are your favorite
teachers? ¨
 I can make an object plural and talk
about a thing versus the thing.
 I can tell how students and teachers
Examens
(2) Review classroom objects and subjects. Learn about what
color different objects are. Learn and practice asking what your
favorites are. Practice and review conversations. Speed talking
activity.
CULTURE: Petit Nicholas
1st draft – Pen Pal
Letter
(3) Review colors for classroom objects. Learn about definite
and indefinite articles. Discuss the gender of nouns. Talk about
the phrases you need to be polite, and to ask permission. Learn
and practice saying who an object belongs to (This is the pen of
John).
CULTURE: School Life in France https://goo.gl/GUZvvn
(4) Learn and practice saying the various class subjects.
Compare subjects in France to U.S. Talk about schedules and
what schedules are like. Look at time. Learn how to say basic
time for when a class begins or ends. Look at writing projects.
CULTURE: Reading: Bon Appétit Monsieur Lapin!
Passport 1 – Talking
about favorites
(NL.IC.2-3)
(5) Review articles with objects. Review time and numbers.
Practice learning poems. Watch video to review time, dates,
weather. Go over schedules some more and look at more
advanced ways of giving the time. Practice.
CULTURE: Students at School in France https://goo.gl/iBJ5kg
(6) Writing my school schedule. Noun worksheet. Talk about
describing a class or teachers with adjectives. Reading and
listening practice. Conversation practice about school.
CULTURE: La Rentrée des Classes et Matiéres
https://goo.gl/esNkNe et https://goo.gl/7Mci3C
(7) Review and talk about objects. Practice making things plural
and use the correct definite or indefinite articles. Reading
practice. Look at important French people.
Numbers 21-60
Vocabulary
Classroom objects &
colors Vocabulary
Listening quiz
(NM.IL.1)
2nd draft – Pen Pal
Letter
Colors & objects quiz
(NL.PW.3)
Class subjects &
activities Vocabulary
Reading quiz
(NM.IR.2)
Classroom expressions
Vocabulary
about school
(NM.IC.3,5,7)
21
interact in target cultures.
le 12
oct
le 13
oct
le 14
oct
le 17
oct
le 18
oct
le 19
oct
le 20-24 oct
le 25
oct
le 26
oct
 I can write a letter to a pen pal.
 I can explain the grading systems in
target cultures.
 I can learn a song about school.
CULTURE: Au Clair de la Lune Song https://goo.gl/fSMaEu
(8) Speaking about your schedule at school and preferences.
Sing Sacré Charlemagne. Finish noun packet. Finish discussing
France and the information sheet. Work on your final pen pal
letter. Start typing it up and prepare it for the teacher.
CULTURE: Sacré Charlemagne Song http://goo.gl/dmOgV4
Unit Two Review. Share culture presentations. Games to review
unit.
Definite Articles &
Plurals quiz
(NL.PW.2)
Time & Adjectives
Vocabulary
Final Draft – Pen Pal
Letter
(NL.PW.1-3; NM.PW.23)
French Culture
Presentation
(NL.PS.1-3; N.CPP.1,
N.CPP.2, N.CIA.1)
Unit 2 Exam. All mastery assignments & quizzes must be done prior to taking the exam. Attendance in mandatory.
Les Vacances d’Automone
Oral Proficiency Pre-Assessment. You will record a role-play with a partner. Attendance is mandatory.
22
French 1 Syllabus - Term 2 - Unit 3 – What do you wanna do?
jour A
jour B
le 27
oct
le 28
oct
le 31
oct
le 1
nov
Objectifs








le 2
nov
le 4
nov
le 3
nov
le 7
nov






I can say three things I like to do.
I can ask “What do you like to do?”
I can tell what I prefer to do.
I can ask “What do you prefer to do?”
I can use the verbs to play and to do
correctly with sports, activities, and
instruments.
I can tell which sports are more or less
popular in target cultures compared with U.S.
I can describe how the French celebrate
Halloween and what Toussaint is for the
French.
I can ask/answer a question between two
different preferences.
I can talk about things I don’t like to do.
I can count from 61-100.
I can tell when I like to do something.
I can ask “When do you like to…?” I can tell
how often I like to do something.
I can use the verbs avoir and être.
I can react to what someone says.
le 7-11
novembre
le 9
nov
le 10
nov
le 11
nov
le 14
nov
le 15
nov
Examens
(1) Unit 2 Test Review. Past-times & hobbies. Practice asking
basic “what” questions in French. Give poem or song for them to
choose to memorize. Learn how to conjugate ER verbs.
CULTURE: Basic French Facts https://goo.gl/RMDL4B
(2) Learn ways to describe scary and funny Halloween traditions.
Sing songs. Talk about some interesting sports or hobbies in
various French speaking countries. Learn basics for jouer à / de
and faire de.
CULTURE: Halloween and Toussaint.
(3) Review activities. Learn more activities. Talk about countries,
people, and their past-times. Reading about topics. Learn how to
make a sentence negative. Counting 61-100.
CULTURE: Les Frites – Leur origine
(4) Discuss how often we do things. Learn prhases. Practice
reading and listening. Learn some irregular verbs (avoir & être)
and compare to regular ER verbs.
CULTURE: Reading: C’est Moi le plus fort
Past-time Vocabulary
Listening quiz
(NM.IL.3)
Numbers 61-100
Vocabulary
La Semaine de la Langue Française
 I can tell with whom I like to do something.
 I can ask “With whom do you like to…?”
le 8
nov
Plan du Jour
 I can ask and tell what someone else likes to
do.
 I can ask and tell what someone prefers to
do.
 I can ask and tell with whom someone else
likes to do something.
(5) Review conversations about preferences. Talk about who you
do things with. Learn about basic adverbs. Talk about language
week activities. More reading practice. Continue to learn new
verbs and expressions.
CULTURE: FFF – French Football
(6) Review activities and verb (1st/3rd person singular). Teach
pattern for 2nd person. Practice asking questions. Compare pasttimes. Review colors and classroom objects.
CULTURE: WWI and the Armistice
(7) Conversations-use questions to discuss and talk about
activities. Discuss when we do things, and connecting sentences.
Continue to practice new verbs to describe what others do.
CULTURE: Reading: Charlie Brown
Subjects & Reactions
Vocabulary
About Preferences
(NM.IC.3 & 4)
Adverbs & Questions
Vocabulary
Reading quiz
(NM.IR.1)
People Vocabulary
23
le 16
nov
le 17
nov
le 18
nov
le 21
nov
le 22
le 28
nov
nov
le 23-25
novembre
 I can ask and tell how often someone else
likes to do something.
 I can ask and tell when someone does some
activities.
(8) Review activities, time, dates, weather, and then discuss what
you do and don’t do in different seasons. Continue to practice all
your various verbs and subjects. Talk about various sporting
events and activities in the French culture.
CULTURE: Le Tour de France
Unit Three Review. Calendar, colors and license plates, bingo #’s,
vocabulary basketball, and quizlet practice.
Le Jour d’Action de Grâces
Verb quiz
(NM.PW.2)
about my hobbies
(NM.IC.4)
Weather & Activity
Presentation
(NM.PS.2 & 4; N.CP.3,
N.CIA.3)
24
French 1 Syllabus - Term 2 - Unit 4 – What’s for lunch?
jour A
le 29
nov
le 1
déc
jour B
le 30
nov
le 2 déc
le 5
déc
le 6 déc
le 7
déc
le 8 déc
le 9
déc
le 12
déc
le 13
déc
le 14
déc
le 15
déc
le 16
déc
Objectifs
Plan du Jour
 I can tell about the prices of items in the
target culture (euros).
(1) Unit 3 Test Review. Review #’s 0-100. Discuss price. Learn
vocabulary for drinks/food to say what you prefer. Listen to
conversations. Look at online goods. Discuss the taux
d’échange.
CULTURE: Euros and Euro Currency
 I can count from 100 to 200 by tens.
 I can count from 100 to 1000 by
hundreds.
 I can tell how many people are in my
party and where I want to sit in a
restaurant.
 I can ask basic information about the
menu.
 I can talk about food customs in the
target culture.
 I can use regular IR verbs.
 I can ask for the bill.
 I can ask how much the food costs.
 I can read a menu at a café
 I can ask what the food is like.
 I can tell someone else what the food is
like at a particular restaurant.
 I can use basic avoir expressions
 I can say what I like to eat at a
restaurant.
 I can say what my favorite restaurants
are and what kind of food they have
 I can conjugate basic stem-change verbs
(célébrer, espérer, préférer, répéter,
acheter, lever, promener)
 I can ask about the food preferences of
others.
 I can talk about the different foods that I
like or dislike
 I can order food and drink in a
(2) Review articles and numbers. Discuss what I eat and drink
for meals of the day. Visit cafés and restaurants online in
France and Canada. Practice café conversations.
CULTURE: CULTURE: Maple Sugar Pops from Canada
https://goo.gl/pCu6hE
(3) Review a visit to a café, the questions you would ask and
what they would say.. Speed talking exchange to practice
buying foods and drinks. Online reading practice. Work on
menus. Listening practice. Learn first IR verb (choisir).
CULTURE: Christmas Songs & Traditions
(4) Learn & discuss choices of food and places to eat. Videos to
practice conversation at a café. Talk about preferences of food
& places. Reading menus.
CULTURE: The French Boulangerie https://goo.gl/2SaI42
(5) Saying you’re hungry/thirsty. Saying what you need or
want to order. Conversations about where you want to eat
using avoir envie de. Review IR verbs.
CULTURE: French Pastries https://goo.gl/U2hBRM &
https://goo.gl/Dc9Dic Video
(6) Practice making a menu – identify the sections. Discuss
price, quantities. Review introductions. Prepare for café day.
(7) Review and continue to practice responding to café day
questions. Practice writing shopping lists for food at cafés. Café
conversation practice. Work on writing as well.
CULTURE: Reading: Chez Grand-Maman
Examens
Poem or Song Presentation
(NL.PS.4)
Numbers 101-1000
Vocabulary
1st Draft Writing Due –
Café Conversation
Listening quiz
(NM.IL.3)
Food & Drink Vocabulary
Passport 1 – Talking about
how much food costs
(NM.IC.3-4, 7)
Reading quiz
(NM.IR.2)
Verbs, Meals, Courses
Vocabulary
Verb (IR, and irregular)
quiz
(NM.PW.3)
25
restaurant.
le 19
déc
le 20
déc
le 21
déc
le 22
déc
le 23 déc-2 jan
 I can ask for suggestion or to explain a
dish.
 I can describe how I want a certain dish
(with or without, etc.)
 I can give recommendations of what to
order in a restaurant.
 I can talk about the foods and other
practices related to celebrating Christmas
in France.
(8) Prepare for café day. Work on menu design, and decoration
design. Learn how to talk about requests at a café. Ask for
something with or without an ingredient. Ask for the meat to
be cooked a certain way, or other needs.
Places, Adjectives
Vocabulary
2nd Draft – Café
Conversation
(9) Noël en France. Les cantiques de Noël.
CULTURE: The Réveillon Meal & Singing
Noël et Jour de l’an
le 3 jan
le 4 jan
Unit Four Review, verbs, foods, preferences, numbers, parts of
a menu, avoir expressions, conversations
le 5 jan
le 6 jan
(10) Café Day - eat food, practice asking questions and giving
answers. Turn in writing project for the term.
le 9 jan
le 10
jan
the foods I like
(NM.IC.3-7)
Café Day Presentation
(NM.PS.3; N.CIA.1 & 3)
Final Draft – Café
Conversation
(NL.PW.2, 3, NM.PW.3)
26
French 1 Syllabus - Term 3 - Unit 5 – Family Matters
jour A
le 11
jan
le 13
jan
jour B
le 12
jan
le 17
jan
Objectifs
Plan du Jour
 I can give the name of my family members.
 I can tell how many people are in my family and who
they are.
(1) Unit 4 Test Review. Talk about family, the words
for family and how to say the number of people in
your family, the number of brothers and sisters.
Learn how to give the names of family members
(s’appeler).
CULTURE: Sing song “ALOUETTE”
(2) Family vocabulary. Learn questions, presenting
family to others. Write descriptions of family.
Pair/share on family. Review using verbs. Review
connections (with de) and possession. Listening
practice.
CULTURE: Language Learning
https://goo.gl/Vya1XA TED




I can tell the ages of each my family members.
I can ask the age of others (family, friends, etc.).
I can use possessive adjectives correctly with family.
I can use basic stem-change verbs (appeler, jeter,
envoyer, ennuyer, payer)
le 16 jan
le 18
jan
le 20
jan
le 24
jan
le 26
jan
le 19
jan
le 23
jan
le 25
jan
le 27
jan
Examens
Anniversaire de Martin Luther King Jr.
 I can describe my hair and eye color.
 I can ask someone’s hair and eye color.
 I can use the verbs to have and to be correctly.
 I can describe my physical appearance (not hair or
eye color).
 I can ask “What do you look like?” (physical
characteristics).
 I can describe the physical characteristics of each of
my family members.
 I can describe what my family and I do together.
 I can tell where we live.
 I can say if I have a pet or name what some pets
are.
 I can ask what each member of another person’s
family likes to do for fun.
 I can tell what each member of my family likes to do
for fun.
(3) Review verbs (avoir and être – j’ai les yeux…
and mes yeux sont…). Talk about hair colors and
styles, and eye color. Guess Who. Write a
description of your family. Pair/share.
CULTURE: Reading: Dans une minute
(4) Review description. Practice conversation about
self and family. Learn additional physical descriptive
words. Comparing family members. Review how
adjectives work, including irregular adjectives.
CULTURE: Les chiens de France
(5) Review questions. Animals. Figure out family
connections. Possession Song. Describe your family
connections. Animal stories. Teach NOUS form and
practice with a lot of verbs. Practice conversations
about family.
CULTURE: Les cathédrales de France
(6) Review animals. Understanding relationships
and possession. Review conversations and various
verbs. Talk about more advanced family vocabulary
and relationships. Work on using the various
possessive adjectives with animals now.
Listening quiz
(NH.IL.1)
Family & Possession
Vocabulary
Family Expressions & Body
Part Vocabulary
Passport 1 – Introduce my
family
(NM.IC.2 & 4)
Reading quiz
(NM.IR.1)
Animals Vocabulary
Verb (Stem-Changers) quiz
(NM.PW.2)
27
CULTURE: Reading: Dexter, superchien
le 30
jan
le 1
fév
le 31
jan
le 2 fév
le 3
fév
le 6 fév
le 7
fév
le 8 fév
le 9
fév
le 10
fév
 I can describe at least three things about my
personality.
 I can ask “What are you like?” (personality).
 I can describe the personalities of each of my family
members.
 I can use the metric system for size and weight.
 I can compare and contrast my family with that of
the target cultures (size, hobbies, etc.).
 I can discuss what typical French families are like
(nationality), family life, traditions, values, etc.).
(7) Sing songs. Review asking questions. Talk about
likes/dislikes, what doing, where going, weather,
and identifying people. Play guess who as a class
from last time, but this time with students or
celebrities.
CULTURE: Sing a song
(8) Writing about family. Continue to practice
conversations. Discuss family and work on writing
your presentation. Talk about how height and
weight are done in French.
CULTURE: La Révolution Française
(9). Write about yourself and your family. Present
your information to one other person or more.
Pair/share. Watch videos about French families.
CULTURE: Reading: Floppy dans le noir
Unit Five Review, discuss family, possession,
adjectives, animals, avoir vs. être, likes/dislikes,
food, and other vocabulary, lots of games and
practice.
Adjectives Vocabulary
Possession & Adjectives
quiz
(NM.PW.2)
Passport 2 – Describe
Information about my
family
(NM.IC.6)
Family Presentation
(NM.PS.1-2, N.CPP.2,
N.CIA.1)
28
French 1 Syllabus - Term 3 - Unit 6 – #Chillin
jour A
jour B
le 13
fév
le 14
fév
le 15
fév
le 16
fév
Objectifs
 I can explain the differences in dating or
Valentine’s in France and America.
 I can ask someone where he or she wants
to go.
 I can tell someone where I want to go in a
city.
 I can use the verb “to go” correctly
le 20 fév
le 17
fév
le 22
fév
le 24
fév
le 28
fév
le 2
mars
le 21
fév
le 23
fév
le 27
fév
le 1
mars
le 3
mars
Plan du Jour
(1) Saint Valentin. Talk about holidays and how they are
celebrated. Writing love notes, giving up something until
Easter.
CULTURE: Valentine’s Day
(2) Sing Sur le Pont d’Avignon. Talk about places in a city
and transportation in a city. Make sentences about going
places and how you get there. Talk about where you and
others go with the verb “aller”.
CULTURE: Mixer song and dance
Examens
1st Draft – Foreign Family
Report
Places Vocabulary
Anniversaire de George Washington
 I can say where places are located in a city.
 I can give basic directions to places in a
city.
 I can use RE verbs correctly.
 I can ask/tell what I events or activities I
like to do in a city.
 I can tell how people from the target culture
spend their free time.
 I can say what I need or want to do in
town.
 I can explain my plans for the weekend
(What, when, where, and with whom).
 I can invite others to participate in plans
with me, and set up an event.
 I can accept or refuse an invitation.
 I can talk about the cultural significance of
Mardi Gras and the connection to American
culture.
 I can talk about lent, and Easter traditions
in France.
 I can create sentences with going to places
using contractions correctly.
 I can talk about what rooms are in my
(3) Review going places. Learn RE verbs (vendre, prendre,
rendre visite à). Talk about where places are located (basic
prepositions). Giving basic directions. How to ask your way.
Work on writing project.
CULTURE: Reading : Il ne faut pas habiller les animaux
(4) Review going places. Learn events or activities that take
place in France and here. Review of avoir besoin de / avoir
envie de. Reading and listening practice.
CULTURE: Paris Monuments
(5) Learn and practice discussing what you do at places.
Learn how to accept, refuse, and clarify an invitation.
Practice with vocabulary. Learn to give a longer description
of your plans. Use verbs: vouloir, devoir, pouvoir for more
advanced ways of asking, accepting, refusing invitations.
(6) Look at more examples of invitations. Discuss politeness.
Work on skits with the vocabulary. Pair/share. Talk about
Mardi Gras and Louisiana. Talk about the city, the history,
and the things you can do if you visit.
CULTURE: MARDI GRAS – le 28 fév 2017
(7) Discuss what French teens do for their free time. Talk
about your house and what you do in your free-time at
home. Work on writing and research for the presentations
Passport 1 – Talk about my
city
(NM.IC.7)
Transportation & directions
Vocabulary
Listening quiz
(NH.IL.1)
Events & Connectors
Vocabulary
Activities Vocabulary
2nd Draft – Foreign Family
Report
Reading quiz
(NH.IR.1)
Invitations Vocabulary
Verbs (RE & Irregulars)
quiz
(NM.PW.1)
29
house and how many of each.
and writing.
le 6 mars
le 7
mars
le 8
mars
le 10 mars
le 9
mars
le 10
mars
le 13
mars
le 15
mars
le 14
mars
le 16
mars
Journée des Profs
 I can create sentences using all the subject
pronouns with a variety of regular and
irregular verbs.
 I can describe differences in cities and
houses in France and America.
(8) Review verbs in context. Discuss and compare what you
do in the community. Review directions, and saying where
things are located. Continue to practice dialogues.
CULTURE: Reading : Je ne pleure jamais
Contractions (to the, from
the) quiz
(NM.PW.1)
Passport 2 – Talk about my
house
(NM.IC.7)
French National Exam – Library
Unit Six Review, giving directions, invitations, places, things
to do, etc.
Final Draft – Foreign
Family Report
(NM.PW.2&3)
House & City Presentation
(NM.PS.1-3, N.CPP.2,
N.CIA.1)
Oral Proficiency Final Assessment. Attendance is mandatory.
30
French 1 Syllabus - Term 4 - Unit 7 – A Whole New World
jour A
le 17
mars
jour B
le 20
mars
Objectifs
Plan du Jour
 I can say what I plan to wear on a trip.
 I can describe what me and others are wearing.
(1) Unit 6 Test Review. Introduce clothing in detail.
Look at fashion in France, the brands, the colors,
the patterns, and the styles of what people wear.
Talk about what you wear on vacation.
CULTURE: Reading: Joachim a des ennuis
(2) Review clothing, colors, and other things related
to what people are wearing. Talk about what you
would pack for a ticket. Include clothing and other
necessary items. What are the essentials? *Mettre
(3) Review and practice saying what we pack for
vacation. Learn about transportation in France and
how the French get around. Talk about how to say
how you get somewhere.
CULTURE: Reading: La lettre
(4) Review regions of France. What do you identify
in the various regions. Talk about and review the
major cities. Learn about rivers, mountains, and the
different geographical locations of mainland France.
CULTURE: Other French Cities
(5) Go over places, and learn new places. Talk
about preferred vacation spots. Talk about train
stations and buying tickets. Talk about airports, the
metro, and tickets their as well.
CULTURE: Sing a song
(6) Review dialogues for train station. Discuss air
tickets, and other types of tickets. Review giving
times. Talk about what time and from where people
leave, arrive, and same for transportation.
CULTURE: April Fool’s Day – Poisson d’avril in
France.
 I can say what other things I will pack on a trip.
le 21
mars
le 23
mars
le 27
mars
le 29
mars
le 31
mars
le 22
mars
le 24
mars
le 28
mars
le 30
mars
le 10
avril
 I can say how I will travel from place to place
on vacation.
 I can name the major transportation systems of
France.
 I can talk about the geography of France, the
major cities, regions, rivers, and mountains.
 I can ask how much different types of tickets
cost.
 I can say how much different tickets cost.
 I can identify the parts of a train ticket
 I can ask where someone is departing and
arriving from.
 I can say where I am departing and arriving
from.
 I can say what time transportation is leaving
and arriving from different destinations.
le 3-7 avril
le 11
avril
le 12
avril
Les Vacances du Printemps
 I can plan a vacation based on location,
weather, seasons, etc.
 I can talk about what the best things to do in
different places are in France.
(7) Review what you bring when you travel. Prepare
to travel. Practice writing travel lists. Pair/share.
Travel videos. More on Paris, la ville des lumières.
CULTURE: Reading: La valeur de l’argent
Examens
What to Pack Vocabulary
Passport 1 – Talk about
what me and others are
wearing
(NM.IC.6 & 7)
Vacation Term Vocabulary
Listening quiz
(NH.IL.3)
Transportation and
Destination Vocabulary
Passport 2 – Buying tickets
(NH.IC.5)
31
le 13
avril
le 17
avril
le 19
avril
le 14
avril
le 18
avril
le 20
avril
 I can say what I eat on a trip.
 I can talk about some different places to eat in
France, the types of food, the price, etc.
 I can say how long my trip will be.
 I can create a detailed itinerary for a trip and
discuss what we will do each day.
 I can use various irregular verbs.
 I can say what I plan to do on a trip.
 I can ask someone about his or her trip.
 I can use the future tense in French.
le 20 avril
le 21
avril
le 24
avril
le 25
avril
le 26
avril
(8) Review verbs. Review transportation. Discuss
when you go on vacation. Learn time expressions.
Talk about asking clarifying questions about
someone’s vacation. *Sortir & Partir. Talk about
places to eat.
CULTURE: Other French cities
(9) Review and discuss tenets of travel (how long),
including vacations and weekend plans with time
expressions. Work more on the travel plan – written
assignment. Look at itineraries.
CULTURE: Other French countries
(10) Review travel plans. Discuss what you do on
vacations. Retell and discuss possible future
vacation plans. Introduce and practice negative
expressions.
CULTURE: French cities
1st Draft – My Ideal Trip
Reading quiz
(NM.IR.2)
Vacation Verb Vocabulary
Irregular verb (sortir,
partir, dormir) quiz
(NM.PW.4)
Foire des Langues
 I can talk about what an ideal trip would include
for me and my family.
 I can discuss interest facts about traveling to
various French-speaking countries.
 I can name important landmarks in some cities
or French-speaking countries.
 I can write a post-card in French.
 I can compare my city to another Frenchspeaking city.
(11) Review directions. Go over travel plans.
Consider various destinations and activities in the
French-speaking world. Discuss country facts with
your classmates. Pair/share.
CULTURE: Reading: On a fait le marché avec Papa
(12) Work on travel plans and other presentation
preparations. Look at landmarks and neat places to
visit in the French-speaking world.
CULTURE: Other French countries
(13) Share what you learned about the different
countries and places you visited. Discuss similarities
and differences of places.
CULTURE: French Football Federation
Unit Seven Review, Clothing, Numbers, Travel,
Places, Colors, Events, Activities, and Culture
Near Future quiz
(NM.PW.4)
Time Expression
Vocabulary
2nd Draft – My Ideal Trip
a trip
(NM.IC.3-5)
le 27
avril
le 28
avril
le 1 mai
le 2 mai
le 3 mai
le 4 mai
le 5 mai
le 8 mai
La Coupe du Monde. French Football Compétition
le 9 mai
le 10 mai
Work on advertisement movies. Reading: Les
chaises
32
le 11
mai
le 12 mai
Work on advertisement movies. Reading: La lampe
de poche
le 15
mai
le 16 mai
End of Year Review.
le 17
mai
le 18 mai
le 18 avril
le 19
mai
le 22 mai
Final Exam. Attendance is mandatory.
Le Festival de Film à Lakeridge. 15h00 – 17h00.
Célébrations et Prix
le 23 mai (A/B)
9th Grade Lagoon Day. 7/8th Field Day.
le 24 mai (A/B)
9th Grade Yearbook Signing Party
le 25 mai (A/B)
Yearbook Day.
le 26 mai (A day)
le 29 mai
Final Draft – My Ideal Trip
(NM.PW.3&4)
Personal Interest Movie
Due
(NM.PS.5, N.CPP.1, N.CP.2,
N.CIA.3)
Last Day.
La Journée du Souvenir
END OF TERM 4
33
Vocabulary Lists
34
French One:
Unit 1 – What’s Up Dude?
I. Questions
1-How is it going?
2-How do you feel?
3-How old are you?
4-Are you (NATIONALITY)?
5-Where are you from?
6-What is your name?
7-How’s the weather?
8-What’s the date?
9-When is…(holiday)?
10-When is your birthday?
11-What is your phone number?
12-How is that spelled?
II. Answers
1-I am going…
2-I feel…
3-I have … years.
4-I am (NATIONALITY).
5-I am from…
6-I call myself… My name is…
7-The weather is…
8-Today is…
9-(Holiday) is…
10-My birthday is…
11-My phone number is (08-11-36-45).
12-That is spelled…
III. Feelings/Emotions
1-well (good)
2-poorly (bad)
3-so so
4-very (well, poorly)
5-sad
6-happy
7-tired
8-excited
9-bored
IV. Numbers 0-100
1-One
2-Two
3-Three
4-Four
5-Five
6-Six
7-Seven
8-Eight
9-Nine
10-Ten
11-Eleven
12-Twelve
13-Thirteen
14-Fourteen
15-Fifteen
16-Sixteen
17-Seventeen
18-Eighteen
19-Nineteen
20-Twenty
30-Thirty
40-Forty
50-Fifty
60-Sixty
70-Seventy
80-Eighty
90-Ninety
100-One hundred
V. Nationalities
1-American
2-Canadian
3-Mexican
4-Russian
5-Japanese
6-European
7-African
8-Swiss
9-German
10-French
11-English
12-Belgian
13-Italian
VI. Weather & Seasons
1- Winter
2-Spring
3-Summer
4-Autumn/Fall
5-It is snowing.
6-It is cloudy.
7-It is raining.
8-It’s nice out.
9-It is hot
10-It is cold.
11-It is sunny.
12-It is windy.
VII. Days of the Week
1-Sunday
2-Monday
3-Tuesday
4-Wednesday
5-Thursday
6-Friday
7- Saturday
VIII. Months
1-January
2-February
3-March
4-April
5-May
6-June
7-July
8-August
9-September
10-October
11-November
12-December
IX. Alphabet
*On separate sheet
X. Accents
1-acute accent
2-low accent
3-circumflex accent
4-diaresis
5-cedilla
XI. Classroom Commands
1-Sit down
2-Quiet down
3-Take out a sheet of paper
4-Stand up
5-Turn off the lights
6-Turn on the lights
7-Take out your homework
8-Exchange papers
9-Turn in your papers
10-Speak French/English/Spanish
11-Raise your hand
12-Look at the board
13-Read the book
14-Write the date
15-Open the book
16-Close your workbook
17-Find a partner
XII. Greetings
1-hi & bye
2-hello (good day)
3-goodbye
4-see you later
5-see you (Monday)
6-good morning
7-good evening
8-good night
35
Français Un:
Unité 1 – Quoi de neuf mec ?
I. Questions
1-Comment allez-vous? Comment Ça va?
2-Comment tu te sens?
3-Quel âge avez-vous?
4-Tu es de quelle nationalité?
5-D’où viens-tu? ou D’où es-tu ?
6-Comment t’appelles-tu?
7-Quel temps fait-il?
8-Quelle est la date?
9-Quand est (Noël)?
10-C’est quand ton anniversaire?
11-Quel est ton numéro de téléphone ?
12-Ça s’écrit comment ?
II. Réponses
1-Je vais…
2-Je me sens…
3-J’ai ( # ) ans.
4-Je suis (nationalité)
5-Je viens de… ou Je suis de…
6-Je m’appelle… Mon nom est…
7-Il fait…
8-Aujourd’hui, c’est le # [mois]
9-Noël est…
10-Mon anniversaire est le # [mois]
11-Mon numéro de téléphone est…
12-Ça s’écrit…
III. Sentiment/Emotion
1-bien
2-mal
3-comme ci comme ça
4-très
5-triste
6-content(e)
7-fatigué(e)
8-enthousiaste
9-ennuyé
IV. Chiffres 0-100
1-un
2-deux
3-trois
4-quatre
5-cinq
6-six
7-sept
8-huit
9-neuf
10-dix
11-onze
12-douze
13-treize
14-quatorze
15-quinze
16-seize
17-dix-sept
18-dix-huit
19-dix-neuf
20-vingt
30-trente
40-quarante
50-cinquante
60-soixante
70-soixante-dix
80-quatre-vingt
90-quatre-vingt-dix
100-cent
V. Nationalités
1-américain
2-canadien
3-mexicain
4-russe
5-japonais
6-européen
7-africain
8-suisse
9-allemand
10-français
11-anglais
12-belge
13-italien
VI. Météo et Saisons
1- l’hiver
2-le printemps
3-l’été
4-l’automne
5-Il neige.
6-Il est nuageux.
7-Il pleut.
8-Il fait beau.
9-Il fait chaud.
10-Il fait froid.
11-Il fait du soleil.
12-Il fait du vent.
VII. Jours de la semaine
1-dimanche
2-lundi
3-mardi
4-mercredi
5-jeudi
6-vendredi
7- samedi
VIII. Mois
1-janvier
2-février
3-mars
4-avril
5-mai
6-juin
7-juillet
8-août
9-septembre
10-octobre
11-novembre
12-décembre
IX. Alphabet
*Sur une page séparée
X. Accents
1-accent aigu (é)
2-accent grave (è)
3-circonflexe (ô)
4-tréma (ë)
5-cédille (ç)
XI. L’impératif
1-asseyez-vous
2-calmez-vous
3-sortez une feuille de papier
4-levez-vous
5-éteignez la lumière
6-allumez la lumière
7-sortez vos devoirs
8-échangez les papiers
9-rendez les papiers
10-parlez Français/Anglais/Espagnol
11-levez la main
12-regardez le tableau
13-lisez le livre
14-écrivez la date
15-ouvrez le livre
16-fermez vos cahiers
17-trouvez un partenaire
XII. Faire la connaissance
1-salut
2-bonjour
3-au revoir
4-à plus
5-à (lundi)
6-bon matin
7-bonsoir
8-bonne nuit
36
French One:
Unit 2 – Living la Vida Lakeridge
I. Questions
1-What is your favorite class?
2-Who are your favorite teachers?
3-What is your favorite season?
4-What is your favorite color?
5-What do you need for school?
6-May I go to the bathroom?
7-May I sharpen my pencil?
8-May I get a drink?
9-May I speak with…?
10-How do you say…in French?
11-How do you spell that?
12-What does that mean?
13-Where are you going?
II. Answers
1-My favorite class is…
2-My favorite teachers are…
3-My favorite season is…
4-My favorite color is…
5-I need (…) for school.
6-Yes, you can go.
7-No, stay here.
8-Of course.
9-Yes, but quickly.
10-You say…
11-It is spelled…
12-I know or I don’t know.
13-I’m going to…
III. Classroom Objects
1-a pencil
2-a pen
3-a piece of paper (paper)
4-the chalk
5-a marker
6-the book
7-a notebook
8-a binder
9-the map
10-the homework
11-the whiteboard
12-a backpack
13-a student desk
14-a student
15-the teacher
16-dictionary
17-calculator
18-a teacher’s desk
19-cell phone
20-computer
IV. School Subjects
1-Math
2-Science
3-English
4-Art
5-French
6-History
7-Music (Orchestra)
8-Spanish
9-Physical Education
10-Drama
11-CTE
12-Choir
V. School Activities
1-Dance
2-Assembly
3-Flex
4-Lunch
5-Clubs
6-Sports
7-Student Council
8-Games
9-Free Time
10-Movies
IX. Telling Time
1-What time is it?
2-It is ________ o’clock
3-At what time?
4-At _______ o’clock
5-quarter past
6-half past
7-quarter till
8-noon
9-midnight
10-in the morning (AM)
11-in the afternoon (till 6 PM)
12-in the evening (after 6 PM)
VII. Ordinal Numbers
1-first
2-second
3-third
4-fourth
5-fifth
VIII. Colors
1-Red
2-Yellow
3-Blue
4-Orange
5-Green
6-Purple
7-Black
8-Brown
9-Pink
10-Gray
11-White
12-Light
13-Dark
14-Silver
15-Gold
IX. Definite Articles
1-The (masc. sing.)
2-The (fem. sing.)
3-The (plural)
4-The (masc. / fem. + vowel)
X. Indefinite Articles
1-A or one (masc.)
2-A or one (fem.)
3-Some
XI. Classroom Expressions
1-It is
2-It is not
3-There is
4-There is not
5-I have a question
6-I don’t know
7-Repeat please
8-Talk slower
9-Wait
10-Can I borrow (a pencil)?
11-Where is my seat?
12-I don’t have a partner
13-Help me
14-I don’t understand
15-What are we doing today?
16-Please
17-Thank you (very much)
18-You’re welcome
19-Bless you
20-Excuse me
21-I’m sorry
22-It’s my pleasure
23-Don’t mention it
XII. Adjectives for Subjects
1-easy
2-difficult
3-interesting
4-boring
5-fun
6-useful
7-cool
37
Français Un:
Unité 2 – Vivant la Vie Lakeridge
I. Questions
1-Quel est votre (ton) cours préféré ?
2-Quels sont vos (tes) profs préférés ?
3-Quelle est votre (ta) saison préférée ?
4-Quel est votre (ton) couleur préféré ?
5-Qu’est-ce qu’il (te) faut pour l’école ?
6-Puis-je aller aux toilettes?
7-Puis-je tailler mon crayon?
8-Puis-je aller à la fontaine?
9-Je peux parler avec…?
10-Comment dit-on…en français ?
11-Ça s’écrit comment?
12-Que veut dire ça ?
13-Où vas-tu?
II. Réponses
1-Mon cours préféré est…
2-Mes profs préférés sont…
3-Ma saison préférée est…
4-Mon couleur préféré est…
5-Il me faut…pour l’école.
6-Oui, tu peux aller.
7-Non, restez ici.
8-Bien sûr.
9-Oui, mais rapidement.
10-On dit…
11-Ça s’écrit…
12-Je sais ou Je ne sais pas.
13-Je vais à…
III. Les Objets de Classe
1-un crayon
2-un stylo
3-une feuille de papier (un papier)
4-la craie
5-un feutre
6-un livre
7-un cahier
8-un classeur
9-une carte
10-des devoirs
11-un tableau
12-un sac à dos
13-un pupitre
14-un(e) élève
15-un prof
16-un dictionaire
17-une calculatrice
18-un bureau
19-un portable
20-un ordinateur
IV. Les Matières
1-les maths
2-les sciences
3-l’anglais
4-l’art
5-le français
6-l’histoire
7-la musique (l’orchestre)
8-l’espagnol
9-le sport / E. P. S.
10-le théâtre
11-la technologie / l’informatique
12-la chorale
V. Les Activités
1- un bal
2-l’assemblée (f.)
3-la récré
4-le déjeuner
5-les clubs
6-les sports
7-le gouvernement scolaire
8-les jeux
9-le temps libre
10-le cinéma
VI. l’Heure
1-Quelle heure est-il?
2-Il est _______ heure(s).
3-À quelle heure est_____.
4- _______ est à _______ heure(s).
5-et quart
6-et demie
7-moins le quart (*say the next hour)
8-midi
9-minuit
10-du matin (AM)
11-de l’après-midi (till 6PM)
12-du soir (after 6PM)
VII. Les Nombres Ordinaux
1-premier (première)
2-deuxième
3-troisième
4-quatrième
5-cinquième
VIII. Les Couleurs
1-rouge
2-jaune
3-bleu
4-orange*
5-vert
6-violet(te)
7-noir
8-marron*
9-rose
10-gris
11-blanc(he)
12-clair
13-foncé
14-argent
15-or
IX. Les Articles Définis
1-le
2-la
3-les
4-l’
X. Les Articles Indéfinis
1-un
2-une
3-des
XI. Les Expressions de l’École
1-c’est
2-ce n’est pas
3-il y a
4-il n’y a pas
5-J’ai une question
6-Je ne sais pas
7-Répétez s’il vous plait.
8-Parlez plus lentement
9-Attendez
10-Je peux prêter (un crayon)?
11-Où est ma place?
12-Je n’ai pas de partenaire.
13-Aidez-moi ou Au secours
14-Je ne comprends pas
15-Qu’est-ce que nous allons faire
aujourd’hui ?
16-S’il vous (te) plaît
17-Merci (beaucoup)
18-De rien
19-À tes (vos) souhaits!
20-Excusez-moi (Pardonnez-moi)
21-Je suis désolé(e)
22-Je vous (t’) en prie
23-Il n’y a pas de quoi
XII. Adjectifs de Matières
1-facile
2-difficile
3-intéressant
4-barbant
5-amusant
6-utile
7-fantastique
38
French One:
Unit 3 – What do you wanna do?
I. Questions
1-What do you like?
2-What do you do (in the winter)?
3-Who’s your favorite (soccer) player?
4-How well do you play (golf)?
5-Which (sports) do you prefer?
6-With whom do you play (golf)?
7-At what time do you dance?
8-What do you want to do?
9-When do you (swim)?
II. Answers
1-I like...
2-I do…
3-My favorite player is…
4-I play…
5-I prefer…
6-I play with…
7-I dance at…
8- I want to…
9-I swim on the weekend.
III. Leisure Activities
1-to hang out with friends
2-to go to the mall
3-to play videogames
4-to play sports
5-to play basketball
6-to play soccer
7-to play baseball
8-to play football
9-to play volleyball
10-to play board games
11-to read
12-to watch television
13-to surf the internet
14-to text
15-to watch a movie
16-to go hiking
17-to ride a bike (mountain biking)
18-to go swimming
19-to draw
20-to paint
21-to jog (to run)
22-to rock climb
23-to sleep
24-to skateboard
25-to (water) ski
26-to snowboard
27-to ice-skate
28-to play piano
29-to play trumpet
30-to play flute
31-to eat
32-to listen
IV. Major French-Speaking Countries
1-France
2-Belgium
3-Switzerland
4-Luxembourg
5-Monaco
6-Canada
7-Haiti
8-Ivory Coast
9-Senegal
10-The Democratic Republic of Congo
V. Subject Pronouns
1-I
2-You (informal)
3-He
4-She
5-One
6-It
7-We
8-You (formal, plural)
9- They (boys or boys/girls)
10-They (girls only)
VI. Irregular Verb: to do - faire
1-I do
2-You do
3-he/she/one does
4-we do
5-you do
6-they do
VII. Irregular Verb: to want - vouloir
1-I want
2-You want
3-he/she/one wants
4-we want
5-you want
6-they want
VIII. Regular -ER conjugations
1-I play
2-You play
3-he/she/one plays
4-we play
5-you play
6-they play
IX. Negative Construction
1-I don’t like
2-You don’t like
3-he/she/one doesn’t like
4-we don’t like
5-you don’t like
6-they don’t like
X. Adverbs
1-good at it (well)
2-bad at it (poorly)
3-often
4-rarely
5-sometimes
6-never
7-on the weekend
8-during the week
XI. Question Words
1-Who
2-What
3-When
4-Where
5-At what time
6-With whom
7-"do" or "does"
XII. Reactions
1-Great!
2-That's too bad!
3-That's horrible!
4-okay
5-whatever
6-Terrific!
7-I don't care
XIII. People
1-my family
2-my parents
3-my teacher
4-my classmates
5-a boy
6-a girl
7-my brother(s)
8-my sister(s)
9-my friend(s)
10-my best friend(s)
39
Français Un:
Unité 3 – Qu’est-ce que tu veux faire ?
I. Questions
1-Qu’est-ce que tu aimes?
2- Qu’est-ce que tu fais (en hiver)?
3-Quel est ton joueur de foot préféré ?
4-Comment est-ce que tu joues au golf?
5-(Quels sports) est-ce que tu préfères ?
6-Avec qui est-ce que tu joues au golf?
7-À quelle heure est-ce que tu danses?
8-Qu’est-ce que tu veux faire?
9-Quand est-ce que tu nages?
II. Réponses
1-J'aime...
2-Je fais…
3-Mon joueur préféré est…
4-Je joue…
5-Je préfère…
6-Je joue avec…
7-Je danse à…
8- Je veux…
9-Je nage le week-end
III. Les Passe-temps
1-sortir avec les amis
2-aller au centre commercial
3-jouer aux jeux-vidéos
4-jouer aux sports
5-jouer au basket
6-jouer au foot
7-jouer au baseball
8-jouer au football américain
9-jouer au volley
10-jouer aux jeux de société
11-lire
12-regarder la télé
13-surfer sur l’internet
14-envoyer un texto
15-voir un film
16-faire une randonnée
17-faire du vélo (du VTT)
18-nager (faire de la natation)
19-dessiner
20-peindre
21-faire du jogging (courir)
22-faire de l’escalade
23-dormir
24-faire du skate
25-faire du ski (nautique)
26-faire du snowboard
27-faire du patin à glace
28-jouer du piano
29-jouer de la trompette
30-jouer de la flûte
31-manger
32-écouter
IV. Les Pays Francophones Principales
1-la France
2-la Belgique
3-la Suisse
4-le Luxembourg
5-le Monaco
6-le Canada
7-le Haïti
8-la Côte d’Ivoire
9-le Sénégal
10-La République Démocratique de
Congo
V. Les pronoms sujets
1-je
2-tu
3-il
4-elle
5-on
6-ce
7-nous
8-vous
9-ils
10-elles
VI. Verbe Irrégulier: to do - faire
1-je fais
2-tu fais
3-il/elle/on fait
4-nous faisons
5-vous faites
6-ils/elles font
VII. Verbe Irrégulier: to want - vouloir
1-je veux
2-tu veux
3-il/elle/on veut
4-nous voulons
5-vous voulez
6-ils/elles veulent
VIII. Les Conjugaisons Réguliers - ER
1-je joue
2-tu joues
3-il/elle/on joue
4-nous jouons
5-vous jouez
6-ils/elles jouent
IX. La Construction Négative
1-je n’aime pas
2-tu n’aimes pas
3-il/elle/on n’aime pas
4-nous n’aimons pas
5-vous n’aimez pas
6-ils/elles n’aiment pas
X. Les Adverbes
1-bien
2-mal ou je suis nul
3-souvent
4-rarement
5-de temps en temps
6-jamais (je ne fais jamais de…)
7-le weekend
8-pendant la semaine
XI. Les Questions
1-Qui
2-Que (Qu')
3-Quand
4-Où
5-À quelle heure
6-Avec qui
7-est-ce que(qu')
XII. Responses
1-Super! ou Chouette!
2-C'est dommage!
3-Quelle horreur!
4-D'accord
5-Bof
6-Génial ou Bravo ou Extra!
7-Ça m'est égale!
XIII. People
1-ma famille
2-mes parents
3-mon prof
4-mes commarades de classe
5-un garçon
6-une fille
7-mon (mes) frère(s)
8-ma (mes sœur(s)
9-mon/ma (mes) ami(e)(s) ou mon (mes)
copain(s)/ copine(s)
10-mon/ma (mes) meilleur(e)(s) ami(e)(s)
40
French One:
Unit 4 – What’s for Lunch?
I. Questions
1-Are you ready to order?
2-Have you decided?
3-Bring me a menu please.
4-What would you like?
5-How much does this cost?
6-How does it taste?
7-Is that all?
8-What do you recommend?
9-Give me the check please.
10-Is the tip included?
11-Where do you prefer to eat?
II. Answers
1-Yes I’m ready.
2-Yes, I will have…
3-Sure, one moment please.
4-I would like…
5-It costs…
6-It tastes…
7-Yes, that is all.
8-I recommend…
9-Here is the check.
10-Yes it is.
11-I prefer to eat at McDonalds
III. Food
1-goose liver spread
2-duck confit
3-salad
4-cheese
5-croissant
6-sandwich
7-steak (with fries)
8-hamburger
9-hot dog
10-quiche
11-pizza
12-omelette
13-crepe
14-ice-cream
15-fish
16-chicken
17-ham
18-bread
19-soup
20-fries
21-yogurt
22-cake
23-pie
IV. Drinks
1-water
2-mineral water
3-lemonade
4-coffee
5-wine
6-soda, Coke
7-juice
8-milk
V. Partitive
1-some or part of (masc.)
2-some or part of (fem.)
3-some or part of (masc. / fem. + vowel)
VI. Regular -IR conjugations
1-I choose
2-You choose
3-he/she/one chooses
4-we choose
5-you choose
6-they choose
VII. Places, Food Groups, Adjectives
1-café
2-restaurant
3-cafeteria
4-fast-food
5-meat
6-vegetables
7-fruits
8-milk products
9-fats/sweets
10-delicious
11-disgusting
12-tasty
13-spicy
VIII. Stem-change: to prefer - préférer
1-I prefer
2-You prefer
3-he/she/one prefers
4-we prefer
5-you prefer
6-they prefer
*to celebrate, to hope, to prefer, to
repeat, to buy, to raise, to walk
IX. Numbers 101-1000 (Unit 1)
1-101
2-200
3-300
4-400
5-500
6-600
7-700
8-800
9-900
10-1000
X. Food Verbs & Expressions
1-to choose
2-to finish
3-to gain weight
4-to lose weight
5-to take/have (breakfast)
6-to drink
7-to eat lunch
8-to eat dinner
9-to have hunger
10-to have thirst
11-to have need of
12-to have desire to
13-to give
14-to order
15-to pay
16-to cost
XI. Meals & Courses
1-breakfast
2-lunch
3-dinner
4-snack
5-appetizer
6-main dish
7-side-dish
8-dessert
XII. Avoir - To Have
1-I have
2-You have
3-he/she/one has
4-we have
5-you have
6-they have
XIII. Prendre - To take
1-I take
2-You take
3-he/she/one takes
4-we take
5-you take
6-they take
XIV. Boire - To drink
1-I drink
2-You drink
3-he/she/one drinks
4-we drink
5-you drink
6-they drink
41
Français Un:
Unité 4 – Qu’est-ce qu’on mange… ?
I. Questions
1-Que prenez-vous?
2-Vous avez choisi?
3-Apportez-moi la carte s’il vous plaît !
4-Vous désirez?
5-C’est combien?
6-C’est à votre goût ?
7-C’est tout?
8-Qu’est-ce que tu recommandes?
9-Donnez-moi l’addition s’il vous plaît
10-Est-ce que le service est compris?
11-Où est-ce que tu préfères manger?
II. Réponses
1-Oui, je suis prêt.
2-Oui, donnez-moi…
3-D’accord, un moment s’il vous plaît.
4-Je voudrais…
5-Ça fait…
6-C’est…
7-Oui, c’est tout.
8-Je recommande…
9-Voilà l’addition !
10-Oui, c’est ça !
11-Je préfère manger au Macdo
III. La Nourriture
1-le pâté de foie gras
2-confit de canard
3-une salade
4-un fromage
5-un croissant
6-un sandwich
7-un steak-frites
8-un hamburger
9-un hot dog
10-une quiche
11-une pizza
12-une omelette
13-une crêpe
14-une glace
15-un poisson
16-un poulet
17-un jambon
18-un pain
19-une soupe
20-des frites
21-un yaourt
22-un gâteau
23-une tarte
IV. Boissons
1-une eau
2-une eau minérale
3-un citron pressé
4-un café
5-un vin
6-un soda, un coca (light)
7-un jus (de…)
8-un lait
V. Partitif
1-du
2-de la
3-de l’
VI. Les Conjugaisons Réguliers - IR
1-je choisis
2-tu choisis
3-il/elle/on choisit
4-nous choisissons
5-vous choisissez
6-ils/elles choisissent
VII. Endroits, Groupes, Adjectifs
1-le café
2-le restaurant
3-la cantine de l’école
4-un fast-food
5-viande
6-légumes
7-les fruits
8-les produits laitiers
9-les gras / les sucreries
10-délicieux
11-dégoûtant
12-succulent
13-épicé
VIII. Verbe: to prefer - préférer
1-je préfère
2-tu préfères
3-il/elle/on préfère
4-nous préférons
5-vous préférez
6-ils/elles préfèrent
*célébrer, espérer, préférer, répéter,
acheter, lever, promener
IX. Chiffres 101-1000 (Unité 1)
1-cent un
2-deux cents
3-trois cents
4-quatre cents
5-cinq cents
6-six cents
7-sept cents
8-huit cents
9-neuf cents
10-mille
X. Verbes et Expressions Utiles
1-choisir
2-finir
3-grossir
4-maigrir
5-*prendre le petit déjeuner
6-*boire
7-déjeuner
8-dîner
9-avoir faim
10-avoir soif
11-avoir besoin de
12-avoir envie de
13-donner
14-commander
15-payer
16-coûter
XI. Les Repas et Plats
1-le petit déjeuner
2- le déjeuner
3-le dîner
4-le goûter
5-un hors-d’œuvre
6-un plat principal
7-une garniture
8-un dessert
XII. Avoir - To Have
1-j’ai
2-tu as
3-il/elle/on a
4-nous avons
5-vous avez
6-ils/elles ont
XIII. Prendre - To take
1-je prends
2-tu prends
3-il/elle/on prend
4-nous prenons
5-vous prenez
6-ils/elles prennent
XIV. Boire - To drink
1-je bois
2-tu bois
3-il/elle/on boit
4-nous buvons
5-vous buvez
6-ils/elles boivent
42
French One:
Unit 5 – Family Matters
I. Questions
1-How (is he/she called)?
2-What age (does he/she have)?
3-What is his/her nationality?
4-Where is he/she from?
5-When is his/her birthday?
6-Describe him/her.
7-What does he/she like?
8-Where does he/she live?
9-What does he/she not like?
10-What does he/she do for fun?
Review: regular -ER verbs
II. Answers
1-My mom is called…
2-My dad has (#) years.
3-My brother is (NATIONALITY).
4-My sister is from…
5-The birthday of my friend is…
6-My dog is…
7-My grandma likes…
8-My aunt lives…
9-My grandpa does not like…
10-My uncle does…
III. Body Parts
1-hair
2-eyes (one eye)
3-nose
4-mouth
5-head
6-hand
7-leg
8-arm
9-size
10-foot
IV. Expressions
1-older
2-younger
3-twin
4-somewhat, a little
5-oldest
6-youngest
7-only child
8-in-law
V. The Family
1-the dad (daddy)
2-the mom (mommy)
3-the brother
4-the sister
5-the parents
6-the children
7-the cousin (boy/girl)
8-the grandpa
9- the grandma
10-great11-the grand parents
12-the uncle
13-the aunt
14-my friend
15-step/half16-my boy/girl-friend
17-a classmate
VI. Description
1-blonde
2-brunette
3-tall
4-short
5-beautiful
6-pretty
7-young
8-red-head
9-weak
10-strong
11-old
12-intelligent
13-funny
14-interesting
15-mean
16-nice
17-shy
18-athletic
19-energetic
20-happy
21-hazel
22-dark
23-light
24-dirty blond
25-deceased
26-fat
27-skinny
28-bald
Review: être - to be, colors &
nationalities, and negation.
VII. Possession
1-my (masc., fem., plural)
2-your (informal)
3-his or her
4-our
5-your (formal)
6-their (sing., plural)
7-of (with possession)
VIII. Pets & Farm Animals
1-dog
2-cat
3-hamster
4-guinea pig
5-snake
6-spider
7-pig
8-cow
9-duck
10-horse
11-chicken
12-rooster
13-bird
14-sheep
15-bee
16-goldfish
17-rabbit
18-lamb
19-goat
20-mouse
21-frog
IX. Irregular Verb: to have - avoir
1-I have
2-You have
3-he/she/one has
4-we have
5-you have
6-they have
X. Irregular Verb: to be - être
1-I am
2-you are
3-he/she/one is
4-we are
5-you are
6-they are
XI. More Stem Changers
1-I throw
2-you throw
3-he/she/one throws
4-we throw
5-you throw
6-they throw
1-I bother
2-you bother
3-he/she/one bothers
4-we bother
5-you bother
6-they bother
*to call, to throw, to send, to bother, to
pay for
43
Français Un:
Unité 5 – La Famille a Une Importance
I. Questions
1-Comment s’appelle-t-il/elle?
2-Quel âge a-t-il/elle?
3-Quelle est sa nationalité?
4-D’où vient-il/elle ou D’où est-il/elle ?
5-C’est quand son anniversaire?
6-Comment est-il/elle?
7-Qu’est-ce qu’elle/il aime?
8-Où habite-t-elle/il?
9-Qu’est-ce qu’elle/il n’aime pas?
10-Qu’est-ce qu’elle/il fait pour
s’amuser ?
II. Réponses
1-Ma mère s’appelle…
2-Mon père a (36) ans.
3-Mon frère est (espagnol).
4-Ma sœur vient de (est de)…
5-L’anniversaire de mon ami est le…
6-Mon chien est (petit et brun).
7-Ma grand-mère aime…
8-Ma tante habite à…
9-Mon grand-père n’aime pas…
10-Mon oncle fait…
III. Les parties du corps
1-les cheveux
2-les yeux (un œil)
3-le nez
4-la bouche
5-la tête
6-la main
7-la jambe
8-le bras
9-la taille
10-le pied
IV. Les Expressions
1-plus âgé(e) que…
2-plus jeune que…
3-jumeau (jumelle)
4-un peu
5-l’aîné
6-le cadet (la cadette)
7-l’enfant unique
8-beau- (belle-)
V. La Famille
1-le père (papa)
2-la mère (maman)
3-le frère
4-la sœur
5-les parents
6-les enfants
7-le cousin / la cousine
8-le grand-père ou papi
9-la grand-mère ou mémé
10-arrière11-les grands-parents
12-l’oncle
13-la tante
14-un(e) ami(e) ou copain/copine
15-demi(e)16-mon petit-ami / ma petite-amie
17-une camarade de classe
VI. La Description
1-blond (e)
2-brun (e) ou marron (les yeux)
3-grand (e)
4-petit (e)
5-beau (belle)
6-joli (e)
7-jeune
8-roux (rousse)
9-faible
10-fort
11-vieux (vieille) *vieil
12-intelligent (e)
13-drôle
14-intéressant (e)
15-méchant (e)
16-sympa
17-timide
18-sportif (sportive)
19-énergique
20-heureux (heureuse)
21-noisette
22-foncé
23-clair
24-châtain
25-décédé
26-gros (se)
27-mince
28-chauve
Review: être - to be, colors &
nationalities, and negation.
VII. La Possession
1-mon, ma, mes
2-ton, ta, tes
3-son, sa, ses
4-notre, nos
5-votre, vos
6-leur, leurs
7-de
VIII. Les Animaux Domestiques
1-un chien (une chienne)
2-un chat (une chatte)
3-un hamster
4-un cochon d’inde
5-un serpent
6-une araignée
7-un cochon
8-une vache
9-un canard
10-un cheval (les chevaux)
11-une poule
12-un coq
13-un oiseau
14-un mouton
15-une abeille
16-un poisson rouge
17-un lapin
18-un agneau
19-une chèvre
20-une souris
21-une grenouille
IX. Verbe Irrégulier: to have - avoir
1-j’ai
2-tu as
3-il/elle/on a
4-nous avons
5-vous avez
6-ils/elles ont
X. Verbe Irrégulier: to be - être
1-je suis
2-tu es
3-il/elle/on est
4-nous sommes
5-vous êtes
6-ils/elles sont
XI. More Stem Changers
1-je jette
2-tu jette
3-il/elle/on jette
4-nous jetons
5-vous jetez
6-ils/elles jettent
1-j’ennuie
2-tu ennuies
3-il/elle/on ennuie
4-nous ennuyons
5-vous ennuyez
6-ils/elles ennuient
*appeler, jeter, envoyer, ennuyer, payer
44
French One:
Unit 6 – #chillin
I. Questions
2-Who are you going with?
3-How are you getting there?
4-What are you going to do there?
5-How does one get to (the mall)?
6-Can you tell me where (the bank) is?
7-Do you want to…with me?
8-Can you…on Saturday?
9-When are you leaving?
10-Why are you going?
II. Answers
1-I’m going…
2-I’m going with…
3-I’m going by…
4-I’m going to…
5-Go…
6-It is…
7-No, thank you.
8-Yes, I’m free.
III. Invitations
Accepting
1-yes, I would love to
2-yes, with pleasure
3-yes, alright
4-yes, I can do it
5-yes, thank you, that’s nice.
Clarifying
1-yes, but what time ?
2-it depends, how much is it ?
3-I’m not sure, who are you going with ?
Refusing
1-no, I don’t want to
2-no, unfortunately I can’t
3-I’m sorry, but I’m busy.
4-no thanks, I have to do homework
5-sorry, but I have other plans
IV. Irregular Verb: To go - aller
1-I go
2-You go
3-he/she/one goes
4-we go
5-you go
6-they go
V. Irregular Verb: To be able to - pouvoir
1-I can
2-You can
3-he/she/one can
4-we can
5-you can
6-they can
11-the airport
12-the police station
13-the hotel
14-the hospital
15-the movies
16-my house
17-my room
18-the kitchen
19-the backyard (outside)
20-the front room
21-the living room
22-the basement
VI. Irregular Verb: To have to - devoir
1-I have to
2-You have to
3-he/she/one has to
4-we have to
5-you have to
6-they have to
IX. Regular -RE conjugations
1-I take
2-You take
3-he/she/one takes
4-we take
5-you take
6-they take
VII. Activities
1-to sell
2-to go down
3-to lose
4-to answer
5-to wait for
6-to buy
7-to visit someone
8-to see something
9-to pick up
10-to take a nap
11-to study
12-to meet my friends
X. Means of transportation
1-bus
2-foot
3-train
4-metro/subway
5-bike
6-taxi
7-car
8-plane
9-across from
10-next to
11-in front of
12-behind
13-inside
14-under
15-left
16-right
17-straight
18-on top of
VIII. Places
1-the cafe
2-the restaurant
3-the pastry shop
4-the market
5-the supermarket
6-the crepe shop
7-the bank
8-the mall
9-the park
10-the train station
XI. Stem-change Verb: to buy - acheter
1-I buy
2-You buy
3-he/she/one buys
4-we buy
5-you buy
6-they buy
XII. Events
1-a concert
2-a play
3-a (soccer) game
4-a movie
5-a birthday party
6-a sleepover
7-a party
8-a dance
9-a sporting event
10-a (foot) race
XIII. À contractions
1-to the (masc.)
2-to the (fem.)
3-to the (plural)
4-to the (sing. + vowel)
XIV. De contractions
1-from the (masc.)
2-from the (fem.)
3-from the (plural)
4-from the (sing. + vowel)
XV. Connector Words
1-to
2-from
3-because
4-so
5-but
6-and
7-in order to / for
8-if
9-for example
10-however
11-or
45
Français Un:
Unité 6 – #enmodedétente
I. Questions
1-Où vas-tu?
2-Vous allez avec qui?
3-Comment est-ce que tu vas y aller?
4-Qu’est-ce que tu vas faire là-bas ?
5-Pour aller (au centre commercial)?
6-Où se trouve (la banque)?
7-Est-ce que tu veux….avec moi ?
8-Est-ce que tu peux…samedi ?
9-Quand est-ce que tu pars ?
10-Pourquoi est-ce que tu vas?
II. Réponses
1-Je vais à / en / dans / chez
2-Je vais avec…
3-Je vais (à pied, en train, …)
4-Je vais (nager, me reposer, …)
5-Allez…
6-C’est (à gauche, à droite, …)
7-Non, merci.
8-Oui, je suis libre.
III. Les Invitations
Accepter
1-oui, je veux bien
2-oui, avec plaisir
3-oui, d’accord
4-oui, je peux le faire
5-oui, merci c’est gentil !
Clarifier
1-oui, mais à quelle heure ?
2-ça dépend, combien ça coûte ?
3-Je ne suis pas sûr. Tu vas avec qui ?
Refuser
1-non, je ne veux pas
2-non, malheureusement je ne peux pas.
3-je regrette, mais je suis occupé(e)
4-non merci, je dois faire les devoirs
5-désolé(e), mais j’ai d’autres projets
IV. Verbe Irrégulier: To go - aller
1-je vais
2-tu vas
3-il/elle/on va
4-nous allons
5-vous allez
6-ils/elles vont
V. Verbe Irrégulier: Pouvoir
1-je peux
2-tu peux
3-il/elle/on peut
4-nous pouvons
5-vous pouvez
6-ils/elles peuvent
11-l’aéroport
12-le poste de police
13-l’hôtel
14-l’hôpital
15-le cinéma
16-chez moi (ma maison)
17-ma chambre
18-la cuisine
19-dehors (dans le jardin)
20-le salon
21-le living
22-le sous-sol
VI. Verbe Irrégulier: To have to - devoir
1-je dois
2-tu dois
3-il/elle/on doit
4-nous devons
5-vous devez
6-ils/elles doivent
IX. Les Conjugaisons Réguliers - RE
1-je prends
2-tu prends
3-il/elle/on prend
4-nous prenons
5-vous prenez
6-ils/elles prennent
VII. Les Activités
1-vendre
2-descendre
3-perdre
4-répondre
5-attendre
6-acheter
7-rendre visite à
8-voir quelqu’un
9-ranger
10-faire une sieste
11-étudier
12-rencontrer des copains
X. Les Moyens de Transport
1-en bus
2-à pied
3-en train
4-en métro
5-à vélo
6-en taxi
7-en voiture
8-en avion
9-en face de
10-à côté de
11-devant
12-derrière
13-dans
14-sous
15-à gauche
16-à droite
17-tout drit
18-sur
VIII. Les Endroits
1-le café
2-le restaurant
3-la pâtisserie
4-le marché
5-le supermarché
6-la crêperie
7-la banque
8-le centre commercial
9-le parc
10-la gare
XI. Verbe: to buy - acheter
1-j’achète
2-tu achètes
3-il/elle/on achète
4-nous achetons
5-vous achetez
6-ils/elles achètent
XII. Événements
1-un concert
2-une pièce de théâtre
3-un match (de football)
4-voir un film
5-une fête d’anniversaire
6-une soirée pyjama
7-une boum
8-une soirée
9-un événement sportif
10-une course (à pied)
XIII. À contractions
1-au
2-à la
3-aux
4-à l’
XIV. De contractions
1-du
2-de la
3-des
4-de l’
XV. Mots de Liaison
1-à
2-de
3-car / parce que
4-alors
5-mais
6-et
7-pour
8-si
9-par exemple
10-pourtant / cependent
11-ou
46
French One:
Unit 7 – A Whole New World
I. Questions
1-Where do you want to go?
3-How will you get there?
4-When are you traveling?
5-Do you want a round trip or one-way
ticket?
6-How long will you stay?
7-How much for a (ticket)?
8-What are you bringing?
9-What are you doing on your trip?
II. Answers
1-I want to go to…
2-I am going to…
3-I will travel by…
4-I am leaving…
5-Round-trip please
6-I will stay…
7-(A ticket) costs…
8-I’m bringing…
9-We are going to…
III. Vacation Terms
1- vacation
2-suitcase
3-(summer) vacation
4-passport
5-GPS
6-map
7-museum
8-back pack
9-ticket
10-travel agent
11-camera
12-an expedition
13-a visit
14-a stroll/walk
15-a cruise
16-foreign
17-a safari
18-reservation
IV. Vacation Verbs
1-to travel
2-to wear
3-to put on
4-to go on vacation
5-to pack
6-to carry
7-to fly
8-to take off
9-to land
10-to visit a place
11-to take pictures
12-to buy souvenirs
13-to tan
14-to snorkel
15-to scuba dive
16-to hike
17-to explore
18-to take a ride on…
19-to camp
20-to go shopping
21-to go abroad
V. Transportation Continued
1-by cruise ship
2-by taxi
3-by TGV
4-by moped or by scooter
5-by motorcycle
6-by horse on horseback
7-by boat
8-by plane
9-by tour bus
VI. What to Pack
1-a hat
2-a shirt
3-a t-shirt
4-the pants
5-the shoes
6-the socks
7-the (sun) glasses
8-a coat
9-a dress
10-a skirt
11-the shorts
12-the sandals
13-bathing suit
14-pyjamas
15-tooth brush
16-tooth paste
17-deoderant
18-makeup
VII. Vacation Spots & Accomodations
1-beach
2-ocean
3-sea
4-city
5-mountain
6-island
7-forest
8-desert
9-hotel
10-tent
VIII. Irregular Verb: To go out - sortir
1-I go out
2-You go out
3-he/she/one goes out
4-we go out
5-you go out
6-they go out
IX. Irregular Verb: To leave - partir
1-I leave
2-You leave
3-he/she/one leaves
4-we leave
5-you leave
6-they leave
X. Irregular Verb: To sleep - dormir
1-I sleep
2-You sleep
3-he/she/one sleeps
4-we sleep
5-you sleep
6-they sleep
XI. Time Expressions
1-a day
2-a week
3-a month
4-a year
5-the weekend
6-in the morning
7-in the afternoon
8-in the evening
9-soon
10-right away
11-in a minute
12-early
13-late
14-a quarter past
15-a quarter to
16-half past
17-noon
18-midnight
XII. Immediate Future
1-I will bring
2-you will bring
3-he/she will bring
4-we will bring
5-you will bring
6-they will bring
Negative
1-I will not fly
2-you will not fly
3-he/she will not fly
4-we will not fly
5-you will not fly
6-they will not fly
47
Français Un:
Unité 7 – Ce rêve bleu
I. Questions
1-Où est-ce que tu veux aller?
2-Où est-ce qu’on va?
3-Comment est-ce qu’on y va?
4-Quand est-ce qu’on voyage?
5-Voulez-vous un aller simple au un allerretour?
6-Combien de temps restez-vous?
7-Combien pour (un billet)?
8-Qu'est-ce que vous apportez ?
9-Qu’est-ce que tu vas faire en voyage ?
II. Réponses
1-Je veux aller à / en …
2-On va à / en …
3-On va (en bus).
4-On part …
5-Un aller-retour s’il vous plaît.
6-Je vais rester…
7-Un billet coûte…
8-J’apporte..
9-Nous allons…
III. Les mots pour les Vacances
1-les vacances
2-les valises
3-les grandes vacances
4-un passeport
5-un GPS
6-une carte
7-un musée
8-un sac à dos
9-un billet
10-un agent de voyages
11-un appareil-photo
12-une expédition
13-une visite
14-une promenade
15-une croisière
16-l’étranger
17-un safari
18-une réservation
IV. Les Verbes
1-voyager
2-porter
3-mettre
4-aller en vacances
5-faire les valises
6-apporter
7-voler
8-décoller
9-atterrir
10-visiter
11-prendre les photos
12-acheter des souvenirs
13-se bronzer
14-faire de la plongée libre
15-faire de la plongée sous-marine
16-faire une randonnée
17-explorer
18-faire un tour en (bateau)
19-faire du camping
20-faire du shopping
21-aller à l’étranger
V. Transportation Continued
1-en paquebot
2-en taxi
3-en TGV
4-en mobylette
5-en motocyclette
6-à cheval
7-en bateau
8-en avion
9-en bus touristique
VI. Mettre dans la Valise
1-un chapeau
2-une chemise
3-un t-shirt
4-un pantalon
5-des chaussures
6-des chaussettes
7-des lunettes (de soleil)
8-un manteau
9-une robe
10-une jupe
11-les shorts
12-les sandales
13-un maillot de bain
14-un pyjama
15-une brosse à dents
16-la dentifrice
17-le désodorisant
18-le maquillage
VII. Où prendre les vacances
1-à la plage
2-à l’océan.
3-à la mer.
4-à la ville.
5-dans les montagnes.
6-sur une île.
7-dans la forêt (le bois).
8-dans le desert.
9-l’hôtel
10-la tente
VIII. Verbe Irrégulier: To go out - sortir
1-je sors
2-tu sors
3-il/elle/on sort
4-nous sortons
5-vous sortez
6-ils/elles sortent
IX. Verbe Irrégulier: To leave - partir
1-je pars
2-tu pars
3-il/elle/on part
4-nous partons
5-vous partez
6-ils/elles partent
X. Verbe Irrégulier: To sleep - dormir
1-je dors
2-tu dors
3-il/elle/on dort
4-nous dormons
5-vous dormez
6-ils/elles dorment
XI. Expressions de Temps
1-un jour
2-une semaine
3-un mois
4-une année
5-le week-end
6-le matin
7-l’après-midi
8-le soir
9-bientôt
10-tout à l’heure
11-dans une minute
12-tôt
13-tard
14-et quart
15-moins le quart
16-et demie
17-midi
18-minuit
XII. Le Futur Proche
1-je vais apporter
2-tu vas apporter
3-il/elle va apporter
4-nous allons apporter
5-vous allez apporter
6-ils/ells vont apporter
Negatif
1-je ne vais pas voler
2-tu ne vas pas voler
3-il/elle ne va pas voler
4-nous n’allons pas voler
5-vous n’allez pas voler
6-ils/ells ne vont pas voler
48
Grammar Review
49
Numbers
French
English
French
English
French
English
un
1
onze
11
trente
30
deux
2
douze
12
quarante
40
trois
3
treize
13
cinquante
50
quatre
4
quatorze
14
soixante
60
cinq
5
quinze
15
soixante-dix
70
six
6
seize
16
quatre-vingt
80
sept
7
dix-sept
17
quatre-vingt-dix
90
huit
8
dix-huit
18
cent
100
neuf
9
dix-neuf
19
mille
1000
dix
10
vingt
20
un million
1000000
Examples:
31 trente-et-un
65 soixante-cinq
99 quatre-vingt-dix-neuf
471 quatre cent soixante-onze
1 234 567 un million deux cent trente-quatre mille cinq cent soixante-sept
Ordinal Numbers
To form ordinal numbers, take the number and add -ième.
There are a few quirky exceptions.
French
English
French
English
premier
first
septième
seventh
deuxième
second
huitième
eighth
troisième
third
neuvième
nineth
quatrième
fourth
dixième
tenth
cinquième
fifth
onzième
eleventh
sixième
sixth
douzième
twelfth
50
Articles
1. You almost always need an article before a noun.
2. Articles are an, a, the, and some.
3. You must memorize the gender of nouns.
Definite Articles
(the)
Indefinite Articles
(a, an, some)
Partitive Articles
(some)
masculine
le
masculine
un
masculine
du
feminine
la
feminine
une
feminine
de la
masculine or
feminine in front of
a vowel or h muet
l’
masculine or
a vowel or h muet
--
masculine or
a vowel or h muet
de l’
plural
les
plural
des
plural
des
Definite Articles
(the)
Indefinite Articles
(a, an, some)
Partitive Articles
(some)
Je bois le jus de pomme.
J’ai trouvé un livre.
Je mange du pain.
Je vais à la banque.
Je veux une pomme.
Je bois de la tarte.
J’aime l’orange.
--
Il y a de l’eau.
J’achète les chausettes.
Je veux des fraises.
Je mange des céréales.
Examples:
1. Definite articles are used for a specified item:
Here is the book I’m reading. Voici le livre que je lis. Je le lis.
2. Definite articles are also for extremely general statements:
I like chocolate. J’aime le chocolat. Je l’aime.
3. Indefinite articles are used for an unspecified item:
I want an apple. Je veux une pomme. Je la veux.
4. Partitive articles are used for part of or some of an item:
I’m eating some chocolate. Je mange du chocolat.
Every type of article could be used for every noun. Your choice of article is based on what
you are trying to say. Are you eating the apple, some of the apple, or an apple?
51
Questions
There are FOUR ways to ask a yes or no question.
1. Intonation: Add a question mark and make your voice go up to make it sound
like a question.
2. Inversion: Flip-flop the pronoun and the verb and add a hyphen.
3. Est-ce que: Add est-ce que to the beginning of the sentence.
4. N’est-ce pas: Add n’est-ce pas to the end of the sentence.
Examples: Intonation: Vous avez un
chien? Inversion: Avez-vous un chien?
Est-ce que: Est-ce que vous avez un chien? N’est-ce
pas: Vous avez un chien, n’est-ce pas?
Question Words
French
Expression
English
Expression
comment
how
quoi/que
what
qui
who
pourquoi
why
où
where
combien
how much
Examples:
Où as-tu une maison?
Comment est-ce que tu joues au basket?
Pourquoi dormez-vous?
52
Pronouns
A pronoun is a word that replaces a noun.
Subject Pronouns
Direct Object Pronouns
Direct Object Pronouns
French
English
French
English
French
English
je
I
me
me
me
to me
tu
you
(s AND informal)
te
you
(s AND informal)
te
to you
(s AND informal)
il
he
le/l’
him/it
lui
to him/to her
elle
she
la/l’
her/it
nous
to us
nous
we
nous
us
vous
vous
you
(pl or formal)
vous
you
(pl or formal)
to you
(pl or formal)
leur
ils
they
to them
(masc or fem)
elles
they
(all female)
Reflexive Pronouns
les
them
(masc or fem)
Demonstrative Pronouns
Disjunctive Pronouns
French
English
French
English
French
English
celui
this one/that one (m)
me
myself
moi
me
celle
this one/that one (f)
te
yourself
toi
ceux
these/those
se
himself/herself
you
(s AND informal)
nous
ourselves
lui
he
vous
yourselves
elle
she
se
themselves
nous
we
vous
you
(pl or formal)
Adverbial Pronoun
French
y
en
English
there
some, any
eux
them (masc)
elles
them (fem)
Relative pronouns
French
English
qui
who
que
whom
lequel
which (m)
laquelle
which (f)
lesquels
which (m pl)
lesquelles
which (f pl)
53
Prepositions
Prepositions are used to tell the location of an object.
French
English
French
English
sur
on
à côté de
next to
sous
under
entre
between
dans
in
en face de
facing
devant
in front of
chez
at the house of
derrière
behind
à
to
loin de
far from
de
from
près de
close to
Examples:
Je suis dans la maison.
I am in the house.
Le frisbee est sur la maison.
The frisbee is on the house.
La piscine est derrière la maison. The pool is behind the house.
Locations
To, at, and from change based on the gender of the location. For a city, the gender
does not matter.
Location
TO
FROM
City
à
de/d’
Masculine
Country
au
du
Masculine Country
that starts with a
vowel
en
de l’
Feminine Country
en
de/d’
Plural Country
aux
des
Examples:
Je vais à Paris. Elle va au
Togo. Il va en Chine.
Je vais aux États-Unis.
Je suis de Alpine.
Elle vient du Mexique. Nous
sommes de France. Il est des ÉtatsUnis.
Negatives
1. You always use a ne and another negative word.
2. The ne and pas go around the first verb.
3. Ne changes to n’ in front of a vowel.
French
Expression
English
Expression
ne...pas
not
ne...jamais
never, not ever
ne...rien
nothing, not
anything
ne...personne
nobody, no one,
not anybody
ne...plus
no more, not any
longer
ne...pas du tout
not at all
Examples:
Éric ne parle pas à Pierre.
Nous ne parlons jamais à Marc.
Tiffany ne fait rien en été.
André n’aime personne.
Xavier ne joue plus de foot.
Florence n’écoute pas du tout.
Je n’ai pas mangé de pizza.
Philippe ne va pas en France.
54
55
Adverbs
An adverb describes a verb. Adverbs specify how or when the action is
performed. In English, many adverbs end in -ly. In French, most adverbs end
in -ment.
Forming -ment Adverbs
1. Put the adjective in the feminine form.
2. Add -ment.
Examples:
lent---lente---lentement
normal---normale---normalement
Je mange lentement.
I eat slowly.
Je mange normalement.
I eat normally.
Non -ment Adverbs
These are common adverbs that you should be familiar with:
French
English
French
English
French
English
bien
well
maintenant
now
peu
little
mal
poorly
jamais
never
peut-être
maybe
souvent
often
très
very
d’abord
first
toujours
always
trop
too
puis
then
tôt
early
déjà
already
alors
so
tard
late
assez
enough
enfin
finally
Examples:
Tu chantes très bien.
You sing very well.
Je me lève tôt.
I get up early.
Nous parlons français maintenant.
We speak French now.
56
Adjectives
An adjective describes a noun.
In French, an adjective must agree with the noun.
If the noun is feminine, you must change the adjective to be feminine.
Examples:
masculine
singular
feminine
singular
masculine
plural
feminine
plural
petit
petite
petits
petites
heureux
heureuse
heureux
heureuses
belge
belge
belges
belges
beau
belle
beaux
belles
Mon frère est petit.
Mes frères sont petits.
Ma sœur est petite.
Mes sœurs sont petites.
J’ai un chien noir.
J’ai trois loups noirs.
J’ai une tortue noire.
J’ai deux baleines noires.
Placement
In French, most adjectives go after the noun.
Some adjectives go before the noun.
We call these BAGS.
Beauty
beau, belle, joli
Age
vieux, vieille, jeune
Goodness
bon, mauvais
Size
grand, petit
Examples:
J’ai un grand chien.
J’ai une petite tortue.
J’ai un vieux loup.
J’ai une belle baleine.
57
Possessive Adjectives
1. The French have three ways to say “my.”
2. Mon is used for masculine singular words or words that start with a vowel
(mon amie).
3. Ma is used for feminine singular words.
4. Mes is used for masculine or feminine plural words.
5. Our, your, and their have one possessive adjective for singular nouns and
one for plural nouns.
masculine
singular
feminine singular
plural
my
mon
ma
mes
your
ton
ta
tes
his/her
son
sa
ses
our
notre
nos
your
votre
vos
their
leur
leurs
Examples:
Je parle à ma mère.
I talk to my mom.
J’ai mes livres.
I have my books.
Voilà son frère et sa sœur
Here is his brother.
Elle a mangé notre gâteau.
She ate our cake.
Il a mangé nos gâteaux.
He ate our cakes.
Il aime leur maison.
He likes their house.
J’aime leurs voitures.
I like their cars.
Comparative
The comparative is used to compare two objects or people.
1. Plus...que means more than
2. Moins...que means less than
3. Aussi...que mean the same as
Examples:
La tarte est plus sucrée que le biscuit.
Les voitures sont mois grandes que les camions.
Les biscuits sont aussi délicieux que les tartes.
The tart is more sweet than the cookie.
Cars are less big than trucks.
Cookies are as delicious as tarts.
Superlative
The superlative is used to say something is the most or least.
Add ‘the’ in front of plus or moins.
Examples:
Éric est le plus gentil.
Tiffany est la plus gentille.
André est le moins intelligent.
Sylvie est la moins intelligente.
La tarte est la plus délicieuse.
Best/Worst
There are special words to say better, best, and worst.
BEST (adjective): meilleur/meilleure/meilleurs/meilleures
WORSE (adjective) : pire/pires
BEST (adverb): mieux
Examples:
Le bleu est meilleur que le vert.
La glace est la meilleure.
Les épinards sont les pires.
Tu chante mieux que Sylvie.
Je change le mieux.
Blue is better than green.
Ice cream is the best.
Spinach is the worst.
You sing better than Sylvie.
I sing the best.
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59
Present Tense
Regular Verbs
-ER Verbs
parler
-IR Verbs
finir
-RE Verbs
vendre
je parle
nous parlons
je finis
nous finissons
je vends
nous vendons
tu parles
vous parlez
tu finis
vous finissez
tu vends
vous vendez
il/elle parle
ils/elles parlent
il/elle finit
ils/elles finissent
il/elle vend_
ils/elles vendent
Irregular Verbs
être
avoir
aller
je suis
nous sommes
j’ai
nous avons
je vais
nous allons
tu es
vous êtes
tu as
vous avez
tu vas
vous allez
il/elle est
ils/elles sont
il/elle a
ils/elles ont
il/elle va
ils/elles vont
faire
voir
pouvoir
je fais
nous faisons
je vois
nous voyons
je peux
nous pouvons
tu fais
vous faites
tu vois
vous voyez
tu peux
vous pouvez
il/elle fait
ils/elles font
il/elle voit
ils/elles voient
il/elle peut
ils/elle peuvent
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Passé Composé
The Passé Composé has two parts. A helping verb (either avoir or être) and a past participle.
1. Conjugate avoir or être in the present tense
2. Add your past participle
Avoir Verbs
verb
avoir
j’ai
nous avons
tu as
vous avez
il/elle a
ils/elles ont
past
participle
verb
past
participle
parler
parlé
être
été
finir
fini
faire
fait
vendre
vendu
voir
vu
avoir
eu
pouvoir
pu
Examples:
parler
finir
j’ai parlé
nous avons parlé
j’ai fini
nous avons fini
tu as parlé
vous avez parlé
tu as fini
vous avez fini
il/elle a parlé
ils/elles ont parlé
il/elle a fini
ils/elles ont fini
Être Verbs
être
verb
je suis
nous sommes
tu es
vous êtes
il/elle est
ils/elles sont
past
participle
verb
past
participle
aller
allé
naître
né
venir
venu
mourir
mort
tomber
tombé
entrer
entré
partir
parti
sortir
sorti
Examples:
mourir
aller
je suis allé
nous sommes allés
je suis mort
nous sommes morts
tu es allé
vous êtes allé(s)
tu es mort
vous êtes mort(s)
il/elle allé(e)
ils/elles allé(e)s
il/elle est mort(e)
ils/elles sont mort(e)s
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Imparfait
Regular Verbs
1. Put the verb in the nous form of the present tense
2. Take off the -ons from the end
2. Add the endings
imparfait endings
je
-ais
nous
-ions
tu
-ais
vous
-iez
il/elle -ait
ils/elles
-aient
Examples:
parler
nous parlons
finir
nous finissons
avoir
nous avons
je parlais
nous parlions
je finissais
nous finissions
je avais
nous avions
tu parlais
vous parliez
tu finissais
vous finissiez
tu avais
vous aviez
il/elle parlait
ils/elles parlaient
il/elle finissait
ils/elles finissaient
il/elle avait
ils/elles avaient
Irregular Verb
The only irregular verb in the imparfait is être.
1. Start with the irregular stem for être: ét
2. Add the endings
être
ét
je étais
nous étions
tu étais
vous étiez
il/elle était
ils/elles étaient
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Future
1. Take the infinitive (take of the e in -re verbs)
2. Add the endings
Examples:ai
Endings
je
-ai
nous
-ons
tu
-as
vous
-ez
-a
ils/elles
il/elle
-ont
parler
vendre
je parlerai
nous parlerons
je vendrai
nous vendrons
tu parleras
vous parlerez
tu vendras
vous vendrez
il/elle parlera
ils/elles parleront
il/elle vendra
ils/elles vendront
Irregular Stems:
verb
stem
verb
stem
aller
ir-
voir
verr-
avoir
aur-
pouvoir
pourr-
être
ser-
venri
viendr-
faire
fer-
vouloir
voudr-
Examples:
aller
être
j’irai
nous irez
je serai
nous serons
tu iras
vous irez
tu seras
vous serez
il/elle ira
ils/elles iront
il/elle sera
ils/elles seront
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Conditional
1. Take the infinitive (take of the e in -re verbs)
2. Add the endings
Endings
je
-ais
nous
-ions
tu
-ais
vous
-iez
il/elle
-ait
ils/elles
-aient
Examples:
vendre
parler
je parlerais
nous parlerions
je vendrais
nous vendrions
tu parlerais
vous parleriez
tu vendrais
vous vendriez
il/elle parlerait
ils/elles parleraient
il/elle vendrait
ils/elles vendraient
Irregular Stems:
verb
stem
verb
stem
aller
ir-
voir
verr-
avoir
aur-
pouvoir
pourr-
être
ser-
venri
viendr-
faire
fer-
vouloir
voudr-
Examples:
aller
être
j’irais
nous irions
je serais
nous serions
tu irais
vous iriez
tu serais
vous seriez
il/elle irait
ils/elles iraient
il/elle serait
ils/elles seraient
Pronoun Order & Placement
When you are using a variety of pronouns in a sentence, it is sometimes a
challenge to know where to put it. Consider the following scenarios.
me (m’)
te (t’)
le (l’)
nous
la (l’)
vous
les
lui
leur
y
en
se (s’)
*Notice: the me, te, se, le, and la change in front of a vowel!
Examples:
je me reveille
-----
I wake myself up
je vois ton fils
je le vois
I see him
As-tu parlé à Sylvie?
Oui, je lui ai parlé
Yes, I spoke to her
J’ai dit la chose à Tom
Je la lui ai dit
I told it to him
Mon livre est sur le pupitre
Il y est
It is there
Vous jouez au foot?
Oui, nous y jouns
Yes we play it
As-tu un crayon?
Oui, j’en ai beaucoup
Yes, I have lots
Il parle à nous de ses
vacances à Hawaï
Il nous en parle
He talks to us about it
Elle va regarder la télé
Elle va la regarder
She is going to watch it
One reminder. When commanding someone, the order switches slightly. A command is
saying something like give me that or stop it. The pronouns go after the verb. Negative
commands, however, do not change. They are just like normal sentences above.
le
la
les
moi (m’)
toi (t’)
lui
nous
leur
vous
y
en
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65
Subjunctive
The subjunctive is used after the following phrases:
English phrase
French phrase
English Phrase
French phrase
I doubt that...
Je doute que...
I would like that...
J’aimerais que...
It is necessary that...
Il faut que...
I insist that...
J’insiste que...
It seems that...
Il semble que...
So that...
Afin que...
It is important that...
Il est important que...
It seems to me that...
Il me semble que...
Forming the Subjunctive
1. Put the verb in the ils/elle form in the present tense.
2. Take off the -ent
3. Add the endings
parler
finir
vendre
Endings
ils
parlent
finissent
vendent
je
-e
nous
-ions
stem
parl-
finiss-
vend-
tu
-es
vous
-iez
ils/elles
-ent
il/elle
-e
Irregular Verbs
être
avoir
prendre
je sois
nous soyons
j’aie
nous ayons
je prenne
nous prenions
tu sois
vous soyez
tu aies
vous ayez
tu prennes
vous preniez
il/elle soit
ils/elles soient
il/elle ait
ils/elles aient
il/elle prenne
ils/elles prennent
faire
aller
pouvoir
je fasse
nous fassions
j’aille
nous allions
je puisse
nous puissions
tu fasses
vous fassiez
tu ailles
vous alliez
tu puisse
vous puissiez
il/elle fasse
ils/elles fassent
il/elle aille
ils/elles aillent
il/elle puisse
ils/elles puissent
Example Sentences:
Je doute que tu choisses le bon.
Il faut que nous parlions au prof.
Il est important que tu me fasses un gâteau.
J’aimerais que vous vendiez la baleine.
I doubt that you choose the good.
It’s necessary that we talk to the teacher.
It’s important that you make me a cake.
I would like that you sell the whale.
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Poems and Songs
1. Frère Jacques
Frère Jacques, frère Jacques,
3. Qui peut faire de la voile sans vent?
Qui peut faire de la voile sans vent ?
Dormez-vous, dormez-vous ?
Qui peut ramer sans ram-e ?
Et qui peut quitter son amant
Sonnez les matines,
Sans verser de larm-e ?
sonnez les matines,
Je sais faire de la voile sans vent
Je sais ramer sans ram-e
Ding ding dong, ding ding dong.
Mais ne peux quitter mon amant
Sans verser de larm-e
2. Sur le pont d’Avignon
Sur le pont d'Avignon,
Pourquoi faire de la voile sans vent
L'on y danse, l'on y danse.
Et pourquoi quitter son amant
Sur le pont d'Avignon,
L'on y danse tous en rond.
Sans verser de larme ?
Pourquoi ramer sans ram-e
Les beaux messieurs
font comme ça.
4. Alouette
Alouette, gentille alouette,
Alouette, je te plumerai.
Et puis encore comme ça.
Je te plumerai la tête (bis)
REFRAIN
Et la tête, et la tête
Alouette, alouette, Ah
Les belles madames
REFRAIN
font comme ça.
Je te plumerai le bec (bis)
Et le bec, et le bec
REFRAIN
Et la tête, et la tête
Alouette, alouette, Ah
Les militaires
font comme ça.
5. Un, deux, trois
1, 2, 3, nous irons au bois.
4, 5, 6, cueillir des cerises.
REFRAIN
7, 8, 9, dans un panier neuf.
10, 11, 12, elles seront toutes rouges.
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6. Vive le Vent
Sur le long chemin
Novembre a froid
Tout blanc de neige blanche,
il met des gants
Un vieux monsieur s'avance
aux doigts du vent
Avec sa canne dans la main
et des enfants
Et tout là-haut le vent
Qui siffle dans les branches
Quant à décembre
Lui souffle la romance
Qu'il chantait petit enfant
il ne dit rien
Noël revient
dans les sapins.
Viv' le vent,
Viv' le vent,
Viv' le vent d'hiver
9. Les Papillons (Butterflies)
Un papillon bleu - a blue butterfly
Qui s'en va sifflant, soufflant,
Un papillon rouge - a red butterfly
Dans les grands sapins verts… Hey !
Un papillon tremble - a butterfly trembles
Viv' le temps,
Un papillon bouge - a butterfly moves
Un papillon rose - a pink butterfly
Viv' le temps,
Qui vole et se pose - that flies and lands
Viv' le temps d'hiver
Boule de neige et jour de l'an,
Un papillon d'or - a gold butterfly
Qui tremble et s'endort - that trembles and goes to
sleep
Et bonne année grand-mère !
7. Mon Chapeau (My Hat)
Quand je mets mon chapeau gris
C'est pour aller sous la pluie
Quand je mets mon chapeau vert
C'est que je suis en colère
Quand je mets mon chapeau bleu
C'est que ca va déjà mieux
10. La Ciagale et La Fourmi
La Cigale, ayant chanté
Tout l'Été,
Se trouva fort dépourvue
Quand la bise fut venue.
Pas un seul petit morceau
De mouche ou de vermisseau.
Quand je mets mon chapeau blanc
Elle alla crier famine
C'est que je suis très content.
Chez la Fourmi sa voisine,
La priant de lui prêter
8. Mois d’automne
Septembre est rond
comme un raisin
Quelque grain pour subsister
voici les grains
Avant l'Oût, foi d'animal,
et leurs pépins
Intérêt et principal.
Jusqu'à la saison nouvelle.
Je vous paierai, lui dit-elle,
La Fourmi n'est pas prêteuse ;
Le mois d’octobre
a pour champions
les champignons
les potirons
C'est là son moindre défaut.
« Que faisiez-vous au temps chaud ?
Dit-elle à cette emprunteuse.
— Nuit et jour à tout venant
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Je chantais, ne vous déplaise.
Chante, rossignol, chante,
— Vous chantiez ? j'en suis fort aise.
Toi qui as le cœur gai,
Eh bien !dansez maintenant. »
Tu as le cœur à rire,
Moi, je l'ai à pleurer.
11. Le Corbeau et Le Renard
Maître Corbeau, sur un arbre perché,
REFRAIN
Tenait en son bec un fromage.
Maître Renard, par l'odeur alléché,
Lui tint à peu près ce langage :
J'ai perdu mon ami
Sans l'avoir mérité,
Et bonjour, Monsieur du Corbeau.
Que vous êtes joli ! que vous me semblez beau !
Pour un bouquet de roses,
Que je lui refusai.
Sans mentir, si votre ramage
Se rapporte à votre plumage,
REFRAIN
Vous êtes le Phénix des hôtes de ces bois.
À ces mots, le Corbeau ne se sent pas de joie ;
Je voudrais que la rose
Et pour montrer sa belle voix,
Il ouvre un large bec, laisse tomber sa proie.
Fût encore au rosier,
Et que mon doux ami
Le Renard s'en saisit, et dit : Mon bon Monsieur,
Fût encore à m'aimer.
Apprenez que tout flatteur
Vit aux dépens de celui qui l'écoute.
Cette leçon vaut bien un fromage, sans doute.
13. O Canada
O Canada!
Le Corbeau honteux et confus
Jura, mais un peu tard, qu'on ne l'y prendrait plus.
Terre de nos aïeux,
Ton front est ceint de fleurons glorieux!
12. À la Claire Fontaine
À la claire fontaine
Car ton bras sait porter l'épée,
Il sait porter la croix!
M'en allant promener,
J'ai trouvé l'eau si belle,
Que je m'y suis baignée.
Ton histoire est une épopée
Des plus brillants exploits.
REFRAIN
Et ta valeur, de foi trempée,
Il y a longtemps que je t'aime,
Protégera nos foyers et nos droits.
Jamais je ne t'oublierai.
Protégera nos foyers et nos droits.
À la claire fontaine - illustration 1
Sous les feuilles d'un chêne
Je me suis fait sécher,
Sur la plus haute branche,
Un rossignol chantait.
REFRAIN
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14. Aux Champs-Élysées
Je m'baladais sur l'avenue
Aux Champs-Élysées
Le coeur ouvert à l'inconnu
Au soleil, sous la pluie
J'avais envie de dire bonjour
À midi ou à minuit
À n'importe qui
Il y a tout ce que vous voulez
N'importe qui ce fut toi
Je t'ai dit n'importe quoi
Il suffisait de te parler
Pour t'apprivoiser
15. Sacré Charlemagne
Qui a eu cette idée folle
Un jour d'inventer l'école
C'est ce sacré Charlemagne
Sacré Charlemagne
De nous laisser dans la vie
Que les dimanches, les jeudis
Sacré Charlemagne
Tu m'as dit "J'ai rendez-vous
Ce fils de Pépin le Bref
Dans un sous-sol avec des fous
Qui vivent la guitare à la main
Nous donne beaucoup d'ennuis
Et nous avons cent griefs
Du soir au matin"
Contre, contre, contre lui
Alors je t'ai accompagnée
On a chanté, on a dansé
Qui a eu cette idée folle
Et l'on n'a même pas pensé
Un jour d'inventer l'école
À s'embrasser
Sacré Charlemagne
Participe passé
4 et 4 font 8
Leçon de français
De mathématiques
Que de que de travail
Sacré sacré sacré sacré sacré Charlemagne
Hier soir deux inconnus
Et ce matin sur l'avenue
Il aurait dû caresser
Deux amoureux tout étourdis
Longtemps sa barbe fleurie
Par la longue nuit
Oh Oh sacré Charlemagne
Et de l'Étoile à la Concorde
Sacré Charlemagne
Un orchestre à mille cordes
Tous les oiseaux du point du jour
Chantent l'amour
Au lieu de nous ennuyer
Avec la géographie
70
Sacré Charlemagne
Vienne la nuit sonne l'heure
Les jours s'en vont je demeure
Il n'avait qu'à s'occuper
De batailles et de chasse
Nous n'serions pas obligés
17. La Marseillaise
Allons enfants de la patrie,
D'aller chaque jour en classe
Le jour de gloire est arrivé
Contre nous de la tyrannie
Il faut apprendre à compter
Et faire des tas de dictées
L'étendard sanglant est levé
Entendez vous dans les campagnes,
Sacré Charlemagne
Mugir ces féroces soldats?
Ils viennent jusque dans nos bras
Egorger nos fils, nos compagnes!
16. Le Pont Mirabeau
Sous le pont Mirabeau coule la Seine
Refrain
Et nos amours
Faut-il qu'il m'en souvienne
La joie venait toujours après la peine
Aux armes, citoyens!
Formez vos bataillons!
Marchons! Marchons!
Qu'un sang impur
Abreuve nos sillons!
Les mains dans les mains restons face à face
Tandis que sous
Amour sacré de la patrie,
Conduis, soutiens nos bras vengeurs!
Le pont de nos bras passe
Liberté, Liberté cherie,
Des éternels regards l'onde si lasse
Combats avec tes defenseurs!
Sous nos drapeaux, que la victoire
Accoure à tes males accents!
Que tes ennemis expirants
Voient ton triomphe et notre gloire!
L'amour s'en va comme cette eau courante
L'amour s'en va
Refrain
Comme la vie est lente
Et comme l'Espérance est violente
Nous entrerons dans la carrière
Quand nos ainés n'y seront plus;
Nous y trouverons leur poussière
Et la trace de leurs vertus.
Bien moins jaloux de leur survivre
Passent les jours et passent les semaines
Que de partager leur cercueil,
Ni temps passé
Nous aurons le sublime orgueil
Ni les amours reviennent
Sous le pont Mirabeau coule la Seine
De les venger ou de les suivre!
Refrain
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18. La Mer
La mer
Qui te rend si hardi de troubler mon breuvage ?
Qu'on voit danser le long des golfes clairs
Tu seras châtié de ta témérité.
A des reflets d'argent
- Sire, répond l'Agneau, que votre Majesté
La mer
Ne se mette pas en colère ;
Des reflets changeants
Mais plutôt qu'elle considère
Sous la pluie
Que je me vas désaltérant
La mer
Dans le courant,
Plus de vingt pas au-dessous d'Elle,
Au ciel d'ete confond
Ses blancs moutons
Et que par conséquent, en aucune façon,
Je ne puis troubler sa boisson.
Avec les anges si purs
- Tu la troubles, reprit cette bête cruelle,
La mer bergere d'azur
Et je sais que de moi tu médis l'an passé.
Infinie
- Comment l'aurais-je fait si je n'étais pas né ?
Voyez
Reprit l'Agneau, je tette encor ma mère.
Pres des etangs
Ces grands roseaux mouilles
- Si ce n'est toi, c'est donc ton frère.
- Je n'en ai point. - C'est donc quelqu'un des tiens :
Voyez
Car vous ne m'épargnez guère,
Ces oiseaux blancs
Et ces maisons rouillees
Vous, vos bergers, et vos chiens.
On me l'a dit : il faut que je me venge.
Dit cet animal plein de rage :
Là-dessus, au fond des forêts
19. La Poule aux oeufs d'or
L'avarice perd tout en voulant tout gagner.
Le Loup l'emporte, et puis le mange,
Sans autre forme de procès.
Je ne veux, pour le témoigner,
Que celui dont la Poule, à ce que dit la Fable,
Pondait tous les jours un oeuf d'or.
21. C’est l’Halloween - Matt Maxwell
Les sorcières sortent le soir,
Il crut que dans son corps elle avait un trésor.
Les fantômes aussi,
Il la tua, l'ouvrit, et la trouva semblable
A celles dont les oeufs ne lui rapportaient rien,
Le ciel est tout noir,
Les nuages sont gris.
S'étant lui-même ôté le plus beau de son bien.
Est-ce que tu as peur des méchants esprits?
Belle leçon pour les gens chiches :
O, Monsieur, oui, oui, oui, oui, oui !
Pendant ces derniers temps, combien en a-t-on vus
Refrain :
Qui du soir au matin sont pauvres devenus
C’est l’Halloween, c’est
Pour vouloir trop tôt être riches ?
l’Halloween (hé !)
C’est l’Halloween, c’est l’Halloween.
20. Le Loup et l'Agneau
La raison du plus fort est toujours la meilleure :
Pendant l’Halloween, tu peux être ce
Nous l'allons montrer tout à l'heure.
que tu veux,Un tigre féroce,
Un Agneau se désaltérait
Ou un serpent bleu.
Dans le courant d'une onde pure.
Un Loup survient à jeun qui cherchait aventure,
Il se fait tard,
Rentres-tu à la maison ?
Et que la faim en ces lieux attirait.
Ô, Madame, non, non, non, non, non !
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La lune, elle est pleine,
23. Le petit renne au nez rouge
Quand la neige recouvre la verte Finlande,
Le hibou, il crie.
Et que les rennes traversent la lande,
De toutes les branches,
Le vent dans la nuit
Pendent des chauves-souris.
Au troupeau parle encore de lui...
Est-ce que tu as peur de cette nuit ?
Ô, Madame, oui, oui, oui, oui, oui !
22. Petit papa Noël
C'est la belle nuit de Noël
La neige étant son manteau blanc
On l'appelait « Nez Rouge »
Ah ! Comme il était mignon
Le p'tit renne au nez rouge
Rouge comme un lumignon.
Son p'tit nez faisait rire
Et les yeux levés vers le ciel
Chacun s'en moquait beaucoup
A genou les petits enfants
On allait jusqu'à dire
Avant de fermer leurs paupières
Qu'il aimait boire un p'tit coup.
Font une dernière prière...
Petit papa Noël
Une fée qui l'entendit
Pleurer dans le noir
Quand tu descendras du ciel
Pour le consoler, lui dit :
Avec tes jouets par milliers
N'oublie pas mon petit soulier
« Viens au Paradis, ce soir.
Comme un ange, Nez Rouge
Tu conduiras dans le ciel
Mais avant de partir
Il faudra bien te couvrir
Avec ton p'tit nez rouge
Le chariot du Père-Noël ».
Dehors, tu vas avoir si froid
C'est un peu à cause de moi
Quand ses frères le virent d'allure si leste
Suivre très digne les routes célestes
Le marchand de sable est passé
Devant ses ébats,
Les enfants vont faire dodo
Et tu vas pouvoir commencer
Plus d'un renne resta baba...
Avec ta hotte sur le dos
On l'appelait « Nez Rouge »
Au son des cloches des églises
Ah ! Comme il était mignon
Ta distribution de surprises
Le p'tit renne au nez rouge
Rouge comme un lumignon.
Petit papa Noël...
Maintenant qu'il entraîne
Son char à travers les cieux
Il me tarde tant que le jour se lève
C'est lui le roi des rennes
Pour voir si tu m'as apporté
Et son nez fait des envieux.
Tous les beaux joujous que je vois en rêve
Et que je t'ai commandé
Vous fillettes et garçons,
Petit papa Noël...
Pour la grande nuit
Si vous savez vos leçons
Dès que sonnera minuit
73
Ce petit point qui bouge,
ou dans une forêt
Ainsi qu'une étoile au loin
C'est le nez de Nez Rouge
se cacher derrière l'arbre
Annonçant le Père-Noël !
sans rien dire
Annonçant le Père-Noël !
sans bouger...
Annonçant le Père-Noël
Parfois l'oiseau arrive vite
24. Mon rêve familier
Paul Verlaine
mais il peut aussi mettre de longues années
avant de se décider
Je fais souvent ce rêve étrange et pénétrant
Ne pas se décourager
D'une femme inconnue, et que j'aime, et qui m'aime,
attendre
Et qui n'est, chaque fois, ni tout à fait la même
attendre s'il le faut pendant des années
Ni tout à fait une autre, et m'aime et me comprend.
la vitesse ou la lenteur de l'arrivée de l'oiseau
n'ayant aucun rapport
Car elle me comprend, et mon coeur, transparent
Pour elle seule, hélas ! Cesse d'être un problème
avec la réussite du tableau
Pour elle seule, et les moiteurs de mon front blême,
Quand l'oiseau arrive
Elle seule les sait rafraîchir, en pleurant.
s'il arrive
observer le plus profond silence
Est-elle brune, blonde ou rousse ? -- Je l'ignore.
attendre que l'oiseau entre dans la cage
Son nom ? Je me souviens qu'il est doux et sonore,
Comme ceux des aimés que la Vie exila.
et quand il est entré
fermer doucement la porte avec le pinceau
Son regard est pareil au regard des statues,
Et pour sa voix, lointaine, et calme, et grave, elle a
puis effacer un à un tous les barreaux
en ayant soin de ne toucher aucune des plumes de
l'oiseau
L'inflexion des voix chères qui se sont tués.
Faire ensuite le portrait de l'arbre
25. Pour faire le portrait d'un oiseau
Peindre d'abord une cage
avec une porte ouverte
peindre ensuite
quelque chose de joli
quelque chose de simple
quelque chose de beau
quelque chose d'utile
pour l'oiseau
placer ensuite la toile contre un arbre
dans un jardin
dans un bois
en choisissant la plus belle de ses branches pour
l'oiseau
peindre aussi le vert feuillage et la fraîcheur du vent
la poussière du soleil et le bruit des bêtes de l'herbe
dans la chaleur de l'été
et puis attendre que l'oiseau se décide à chanter
Si l'oiseau ne chante pas
C'est mauvais signe
signe que le tableau est mauvais
mais s'il chante c'est bon signe
signe que vous pouvez signer
74
Alors vous arrachez tout doucment
une des plumes de l'oiseau
Date : 2 septembre 1792
L'avancée des armées monarchistes dirigées par
Brunswick, et le fameux manifeste de ce dernier
appelant au retour sur le trône de France de Louis
XVI, vont provoquer ce discours de Danton et le
réveil du peuple français, qui se traduit tout d'abord
par les "Massacres de Septembre" (tueries dans les
prisons parisiennes à cause d'une rumeur de
complot), puis, le 20 septembre 1792, par la victoire
des Armées françaises contre l'ennemi à Valmy.
Contexte historique :
Ces mots marquent la fin du discours de Danton
prononcé devant l'Assemblée Législative le 2
septembre 1792. Ce discours avait pour but d'inviter
le peuple français à se mobiliser contre l'envahisseur
étranger.
Le tocsin qui sonne va se propager dans toute la
France. Ce n'est point un signal d'alarme, c'est la
charge sur les ennemis de la patrie. Pour les vaincre,
Messieurs, il nous faut de l'audace, encore de
l'audace, toujours de l'audace, et la France est sauvée.
et vous écrivez votre nom dans un coin du tableau.
26. De l’Audace
Auteur : Georges-Jacques Danton (1759 - 1794)
-Danton
En effet, la France est entrée en guerre contre
l'Autriche le 20 avril 1792. Les raisons de cette
guerre sont du côté français la peur de l'armée
d'émigrés en voie de constitution à ses frontières, et
du côté autrichien la peur de voir se propager les
idées révolutionnaires nées en France.
tocsin--un alarme
l’audace--l’hardiesse (boldness)
Feel free to share any songs or poems that you know with Mr. Rocque for extra credit!!!!!
75
Typing in French
ALT CODES – Use for Windows
OPTION CODES – Use for MAC
Example 1: To input the lower case ó, hold down
the Option key, then the E key. Release both keys then type
lowercase o.
Example 2: To input the capital Ó, hold down
the Option key, then the E key. Release all both keys then
type capital O.
Other Characters
Consonant/Punctuation
Sym Mac Option Code
ç
Option+C
Ç
Shift+Option+C
«
Option+\
»
Shift+Option+\
€
Shift+Option+2
(not on older fonts)
Mac Option Codes for Vowels
ACCENT SAMPLE TEMPLATE
áÁ
Option+E, V
Circumflex â Â
Option+I, V
Grave
àÀ
Option+`, V
Umlaut
ëË
Option+U, V
Acute
76
Most Common French
Verbs
77
to lower
to daze,
bewilder
to knock
down
compter
to count,
intend
élire
to elect
inscrire
to write down
plaire
to please
rire
to laugh
concevoir
to conceive
éloigner
insister
to insist
plaisanter
to conclude
embrasser
instruire
to instruct
planter
to joke
to plant, to
crash (pc)
rompre
conclure
to move away
to kiss,
embrace
concourir
conduire
confire
confondre
to compete
to drive
to preserve
to confuse
emmener
émoudre
emparer
empêcher
to take
to sharpen
to impare
to prevent
interdire
intéresser
interroger
interrompre
to forbid
to interest
to interrogate
to interrupt
pleurer
pleuvoir
plier
plonger
to cry
to rain
to fold, bend
to dive
rouler
rouvrir
saillir
saisir
conjoindre
to unite
employer
to employ, use
intervenir
to intervene
poindre
to dawn
salir
to soil
accompagner
to abolish
to absolve
to abstain
to accept
to cheer,
acclaim
to
accompany
to break
to redden,
blush
to roll, to drive
(a car)
to reopen
to protrude
to seize
connaître
to know
empreindre
to imprint
interroger
to question
pondre
satisfaire
to satisfy
accorder
to admit
conquérir
to conquer
emprunter
to borrow
introduire
to introduce
porter
to lay (an egg)
to wear, to
carry
sauter
accourir
accrocher
accueillir
conseiller
consentir
considérer
to recommend
to consent
to consider
enclore
encourager
encourir
to enclose
to encourage
to incur
inventer
inviter
jaillir
to invent
to invite
to spurt out
poser
posséder
poursuivre
to put
to possess
to pursue
sauver
savoir
secouer
to jump
to save,
rescue
to know
to shake
accuser
acheter
to hurry
to hang (up)
to welcome
to accuse,
acknowledg
to buy
consommer
construire
endormir
enduire
to fall asleep
to coat
jaser
jaunir
to chatter
to turn yellow
pousser
pouvoir
to push
to be able
secourir
séduire
to help
to seduce
achever
acquérir
adjoindre
to achieve
to acquire
to appoint
contenir
conter
continuer
to consume
to construct
to contain, to
fit
to recount
to continue
enfreindre
enfuir (s')
engager
to infringe
to run away
to bind
jeter
joindre
jouer
to throw
to join
to play
to predict
to prefer
to take
séjourner
sembler
sentir
to sojourn
to seem
to feel, smell
admettre
to admit
contraindre
to compel
enjoindre
to enjoin
jouir
to enjoy
prédire
préférer
prendre
préparer
(parer)
to prepare
séparer
admirer
adorer
to admire
to adore
contredire
contrevenir
to contradict
to contravene
enlever
ennuyer
to remove
to bore, annoy
juger
jurer
to judge
to swear, vow
prescrire
présenter
serrer
servir
to separate
to grasp,
squeeze
to serve
adresser
advenir
affaiblir
agacer
to address
to happen
to weaken
to annoy
contrôler
convaincre
convenir
correspondre
to control
to convince
to convene
to correspond
énoncer
enquérir (s')
enregistrer
enseigner
to state
to inquire
to record
to teach
kidnapper
klaxonner
lâcher
laisser
to kidnap
to honk
to loosen
to leave
pressentir
presser
prétendre
prêter
siffler
signaler
signer
signifier
to whistle
to signal
to sign
to mean
agir
aider
to act
to help
to like, to
love
corriger
corrompre
to correct
to corrupt
ensuivre (s')
entendre
to ensue
to hear
lancer
laver
to throw
to wash
prévaloir (se)
prévenir
to subscribe
to introduce
to have a
premonition
to squeeze
to claim
to loan
to pride
oneself on
to prevent
skier
songer
to ski
to dream
coucher
to put to bed
enterrer
to lift, stand
prévoir
to foresee
sonner
to ring
coudre
couper
courir
coûter
couvrir
to sew
to cut
to run
to cost
to cover
entraîner
entreprendre
entrer
entretenir
entrouvrir
to bury
to involve, to
pull
to undertake
to enter
to look after
to half-open
lever
lire
loger
louer
luire
maigrir
to read
to lodge
to rent
to shine
to lose weight
prier
produire
projeter
promener
promettre
to pray
to produce
to project
to walk
to promise
sortir
souffler
souffrir
souhaiter
souiller
to go out
to blow, pant
to suffer
to wish
to soil
animer
to add
to go
to fit
to take
to amuse
to bring to
life (a party)
craindre
to fear
envoler
to take flight
maintenir
to maintain
prononcer
to submit
to announce
to see
créer
crier
to create
to shout
envoyer
épeler
to send
to spell
manger
manquer
proposer
proscrire
sourire
souscrire
to smile
to subscribe
apparaître
appartenir
to appear
to belong
croire
cueillir
to believe
to gather
épouser
épreindre
to marry
to juice
marcher
maudire
to support
to remember
to call
cuire
éprouver
to test; to feel
méconnaître
provenir
subir
to undergo
apporter
apprendre
app. par coeur
approcher
culpabiliser
danser
débattre
décevoir
équivaloir
espérer
essayer
essuyer
to equal
to hope
to try
to wipe
médire
méfier
mélanger
menacer
to malign
to mistrust
to mix
to threaten
puer
punir
quérir
quitter
to stink
to punish
to summon
to leave
subvenir
sucer
succomber
suffire
to provide for
to suck
to succumb
to suffice
approuver
armer
to bring
to learn
to memorize
to approach
to approve
(of)
to arm
to cook
to make one
feel guilty
to dance
to debate
to disappoint
to protect
to prove
to come from,
be due t
soutenir
souvenir (se)
appeler
to eat
to miss
to walk, to
function
to curse
to be unaware
of
to pronounce
to propose,
suggest
to prohibit
soumettre
annoncer
apercevoir
déchirer
décider
to rip
to decide
estimer
établir
mener
mentir
to lead
to lie
raconter
ralentir
to tell, recount
to slow down
suggérer
suivre
to suggest
to follow
arracher
arraisonner
to pull up/out
to hail
déclore
déconfire
to reopen
to be beaten
éteindre
étendre
to estimate
to establish
to extinguish,
turn off
to stretch
méprendre
mépriser
to mistake
to scorn
ranger
rappeler
to arrange
to recall
supplier
supposer
arranger
découdre
to unpick
étonner
to astonish
mériter
to merit
rassurer
to reassure
supporter
arrêter
arriver
assaillir
asseoir
assister
assurer
to arrange
to stop,
arrest
to arrive
to assail
to sit down
to attend
to assure
to beg
to suppose
to support,
endure
décourager
découvrir
décrire
dédire (se)
déduire
défaillir
to discourage
to discover
to describe
to retract
to deduce
to faint
étourdir
être
étreindre
étudier
évaluer
éviter
to stun, daze
to be
to embrace
to study
to evaluate
to avoid
mesurer
mettre
modérer
monter
montrer
moquer
to measure
to put
to moderate
to climb
to show
to mock
rater
ravir
recevoir
reconduire
reconnaître
reconstruire
surprendre
survenir
survivre
survoler
susciter
tapoter
to surprise
to occur
to survive
to fly over
to cause
to tap
astreindre
attaquer
to compel
to attack
défaire
défendre
exagérer
exclure
to exaggerate
to exclude
mordre
moudre
to bite
to mill, grind
recoudre
recourir
teindre
téléphoner
to dye
to call
atteindre
attendre
to attain
to wait for
défricher
dégager
to undo
to defend
to lay
groundwork
to free
to miss
to delight
to receive
to renew
to recognize
to rebuild
to sew back
on
to run again
excuser
exiger
to excuse
to demand
mouiller
mourir
to wet
to die
recouvrir
récrire
tendre
tenir
to strain, strive
to hold
attirer
attraper
augmenter
avancer
aventurer
avoir
avoir besoin
avoir raison
to attract
to catch
to increase
to advance
to venture
to have
to need
to be right
déjeuner
demander
déménager
demeurer
démolir
dénoncer
dépasser
départir
to have lunch
to ask for
to move
to live, stay
to demolish
to denounce
to exceed
to accord
exister
expliquer
explorer
exprimer
faiblir
fâcher
faillir
faire
nager
naître
naviguer
négliger
négocier
neiger
nettoyer
neutraliser
to swim
to be born
to navigate
to neglect
to negotiate
to snow
to clean
to neutralize
recueillir
rédiger
redire
réduire
réélire
refaire
réfléchir
refléter
tenter
terminer
tirer
tomber
tondre
tonner
toquer
tordre
to try, to tempt
to end
to pull
to fall
to shear, mow
to thunder
to knock
to twist
baisser
balancer
to lower
to sway
dépêcher
dépeindre
to hurry
to depict
falloir
feindre
nier
noircir
to deny
to blacken
refuser
regarder
to refuse
to look at
toucher
tourner
to affect
to turn
balayer
bâtir
battre
bavarder
dépendre
dépenser
déplaire
déranger
to depend
to spend
to displease
to disturb
féliciter
fendre
fermer
feuilleter
nommer
noter
nouer
nourrir
to name
to write down
to tie, knot
to feed
regretter
rejeter
rejoindre
relire
to regret
to reject
to rejoin
to reread
tousser
tracer
traduire
trahir
bêler
to sweep
to build
to beat
to chat
to whine (like
a sheep)
to exist
to explain
to explore
to express
to weaken
to get angry
to lack
to make, do
to be
necessary
to feign
to
congratulate
to split, crack
to close
to leaf through
to recover
to rewrite
to collect,
gather
to write
to repeat
to reduce
to re-elect
to redo
to think
to reflect
descendre
fier
to depend on
noyer
to drown
remarquer
to notice
traiter
bénir
to bless
désirer
to descend
to desire, to
wish
to cough
to draw
to translate
to betray
to treat, to
negotiate
finir
to finish
nuire
to harm
remercier
transcrire
to transcribe
blaguer
to joke
désobéir
to disobey
fixer
to fix
obéir
to obey
remettre
to thank
to put back
(on)
transmettre
blâmer
to blame
dessiner
to draw
fonder
to found
obliger
remoudre
to regrind
transparaître
to transmit
to show
through
blanchir
to bleach
to hurt,
offend
to drink
to move
déteindre
to bleach
fondre
to melt
obtenir
to oblige
to obtain, to
get
remplacer
to replace
travailler
to work
détenir
détester
détourner
to hold
to hate
to divert
forcer
forclore
fouiller
to force
to debar
to dig deeply
occlure
occuper
offrir
to occlude
to occupy
to offer
remplir
rencontrer
rendre
to fill
to meet
to give back
traverser
tressaillir
tricher
to cross
to shudder
to trick, cheat
abaisser
abasourdir
abattre
abolir
absoudre
abstenir (s')
accepter
acclamer
aimer
ajouter
aller
aménager
amener
amuser
blesser
boire
bouger
protéger
prouver
rougir
78
bouillir
briser
brosser
broyer
brûler
cacher
to boil
to break
to brush
to grind
to burn
to hide
détruire
développer
devenir
dévêtir
deviner
devoir
to destroy
to develop
to become
to undress
to guess
to have to
fournir
frapper
frémir
frire
fuir
fumer
casser
différer
to differ
gagner
causer
céder
ceindre
célébrer
cesser
changer
to break
to chat,
cause
to give up
to put on
to celebrate
to cease
to change
to furnish,
provide
to knock
to shudder
to fry
to flee
to smoke
to win, earn,
gain
diminuer
dîner
dire
diriger
discourir
discuter
to diminish
to have dinner
to say
to direct
to discourse
to discuss
garder
gaspiller
gâter
geindre
geler
gêner
to keep
to waste
to spoil
to groan
to freeze
to bother
pardonner
parler
partager
participer
partir
parvenir
chanter
to sing
disjoindre
to disconnect
gérer
to manage
charger
to load
to hunt,
chase
disparaître
to disappear
goûter
to taste
dissoudre
to dissolve
grandir
to walk on
to look for
to cherish
to choose
to whisper
to circumcise
to contain
to
circumvent
to close
to stick
divorcer
donner
dormir
doubler
douter
échapper
échouer
to divorce
to give
to sleep
to pass
to doubt
to escape
to fail
gratter
grêler
grimper
gronder
guérir
habiller
habiter
éclore
éconduire
écouter
to hatch
to dismiss
to listen
haïr
hésiter
hoqueter
écraser
écrire
to crush
to write
commencer
commettre
to combat
to order
to begin, to
start
to commit
effacer
effrayer
comparaître
to appear
comparer
compléter
to compare
to complete
to
understand
chasser
cheminer
chercher
chérir
choisir
chuchoter
circoncire
circonscrire
circonvenir
clore
coller
combattre
commander
comprendre
to anoint
to omit
to dare
to forget
to open
to seem
to cover,
travel
renoncer
renouveler
rentrer
renvoyer
répandre
reparaître
to renounce
to renew
to return home
to dismiss
to spread, spill
to reappear
tromper
trouver
tuer
tutoyer
unifier
unir
to deceive,
mislead
to find
to kill
to use "tu"
to unify
to unite
réparer
to wear out
repasser
repeindre
repentir (se)
repérer
répéter
répondre
to repair
to iron, to
pass again
to repaint
to repent
to locate
to repeat
to answer
user
utiliser
vaincre
valoir
vanter
varier
veiller
to use
to defeat
to be worth
to praise
to vary
to stay up
passer
to forgive
to talk
to share
to participate
to leave
to reach
to pass, spend
time
to sell
to skate
reprendre
to rest
to take again,
to recov
vendre
patiner
venger
to avenge
to grow
to scratch,
grate
to hail
to climb
to scold
to cure
to dress
to live
payer
to pay
réprimander
to reprimand
venir
to come
pécher
pêcher
peigner
peindre
peler
pendre
pénétrer
to sin
to fish
to comb
to paint
to peel
to hang
to enter
reproduire
résoudre
ressembler
ressentir
rester
restreindre
reteindre
to reproduce
to resolve
to resemble
to feel
to remain
to restrict
to dye again
verdir
vérifier
verser
vêtir
vieillir
viser
visiter
to turn green
to verify
to pour
to clothe
to age
to aim
to visit
penser
percevoir
perdre
to think
to perceive
to lose
retenir
retourner
réussir
to retain
to return
to succeed
vivre
voiler
voir
to live
to veil
to see
ignorer
imposer
to hate
to hesitate
to hiccup
to be unaware
of, ignor
to impose
epérir
permettre
to perish
to permit
réveiller
révéler
voler
voter
to steal, fly
to vote
to erase
to frighten
inclure
indiquer
to include
to indicate
persuader
peser
revendiquer
revenir
vouloir
vouvoyer
to want
to use "vous"
égayer
to entertain
induire
to mislead
pianoter
to persuade
to weigh
to tap (ike a
piano)
to wake up
to reveal
to take
responsibility
to come back
rêver
to dream
voyager
élever
to raise
informer
inquiéter
to inform
to worry
placer
plaindre
to put
to pity
revêtir
revoir
to put on
to see again
warranter
zébrer
to travel
to guarantee
with a warr
to stripe
riposte
to counteract
zézayer
to lisp
zoner
to zone
oindre
omettre
oser
oublier
ouvrir
paraître
parcourir
reposer

French 1 - Lakeridge Junior High School

Transcription

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