fsl survival guide - Sherwood Core French

Transcription

Paul Meggs
http://sherwoodfrench.weebly.com/
FSL SURVIVAL GUIDE
for Core French in Ontario, updated MAY 2016
WHY LEARN FRENCH…………….…………..……..……1
A SUCCESSFUL L2 LEARNER…….…………..…..….…...2
THE ALPHABET AND SOUNDS………………….…..…...3
QUESTIONS …..…………………….………………..…....4
AND ANSWERS………………………………….….……..5
GREETINGS & SALUTATIONS…….…………............…..6
SHAPES AND COLOURS….………………….…….…....7
NUMBERS…………………………………….………..…..8
TIMES OF DAY; TELLING TIME…….……………………..9
CALENDAR, DATES, SEASONS…..…………………….10
FRENCH HOLIDAYS AND FESTIVALS………............…11
WEATHER……………………………………..................12
WeatherTalk……………………………..……….……..13
CLOTHING…………………………..….....................…14
FashionTalk…………………….………........................15
CLASS AND SCHOOL…………….………………...16-17
USEFUL SCHOOL PHRASES…................................18-20
SchoolTalk……………………………………………….21
HUMAN BODY…………………………..………………22
ANIMALS………………………………..………….....….23
FAMILY AND FRIENDS…………………….……….……24
HOUSE AND HOME………………………………...…..25
DAILY CHORES AND ACTIVITIES………………….......26
A MONTH OF ACTIVITIES…………………………..…..27
SelfTalk……………………………………….……...…...28
FamilyTalk…………………………………………….….29
HomeTalk………………………………………........…..30
FOOD AND EATING OUT……………………………....31
MenuTalk…………………………………….….….…....32
SHOPPING IN THE CITY…………………………..….…33
ShopTalk………………………………………….………34
TRAVELING (à, à la, au, aux)....................................35
GEOGRAPHY…………………………………….………36
TRANSPORTATION………………………………..….….37
TravelTalk………………………………………………...38
WORK………………….……………….....................…..39
TECHNOLOGY&COMMUNICATION…………………40
JobTalk…………………………………………………...41
GAMES, SPORTS, & LEISURE………............................42
PRONOUNS, ETC…
SUBJECT PRONOUNS & ARTICLES………………..….....43
MORE & MORE PRONOUNS ….…………..…………….44
POSSESSING THINGS................................................45-46
NEGATIVES & POSITIVES….…………………..……...…..47
ADJECTIVES: COMMON PAIRS………………..………..48
DESCRIBING MOOD & APPEARANCE………..……….49
DESCRIBING PERSONALITY, ETC…………………..……50
THIS, THAT, THESE, THOSE…………………………...……51
PRECEDING ADJECTIVES………………………...…...…52
COMPARATIVE & SUPERLATIVE …………………...…..53
ADVERBS: COMMON PAIRS…………………..……..….54
ADVERBS FROM ADJECTIVES………………….……..…55
DIRECTIONS & LOCATIONS CHART…………………....56
DIRECTIONS & LOCATIONS PAIRS…………………......57
CONJUNCTIONS – JOINING THOUGHTS……………...58
VERBS
THE BIG 4 VERBS…………………………………….….…59
EXPRESSIONS WITH THE BIG 4…………………….....….60
PRESENT TENSE REGULAR VERB ENDINGS………..…..61
COMMON IRREGULAR VERBS……….....................62-64
THE FUTURE TENSES………………..………………….…..65
LOTS OF EASY INFINITIVES TO PLAY WITH…….......66-68
IMPERFECT PAST TENSE……………………………….…69
REGULAR PAST TENSE WITH AVOIR .……………….....70
IRREGULAR PAST TENSE WITH AVOIR……………….....71
PAST TENSE WITH ÊTRE………………………………..…..72
THE IMPERATIVE: GIVING ORDERS…………….….……73
COMMON VERB PAIRS FOR PRACTICE…………..…..74
WRITING RULES
VOWELS AND APOSTROPHES………………………..…75
ACCENTS………………………………………….….….…76
PUNCTUATION RULES………………………………….….77
CAPITALIZATION RULES……………………………….….78
TYPING IN FRENCH……...………………………….…79-80
TEXTING IN FRENCH………………………………..…81-83
CEFR LEVELS OF ABILITIES……………………………84-87
I CAN DO LISTS………………………………………..88-95
1
WHY LEARN FRENCH?
Education:
In Ontario, in order to get a high school diploma, one must pass one French
language credit course in Grade 9. That's it. It’s not too much to ask.
Historical Reasons:
Canada was colonized by France in the 16th century, and French became one of
the main languages of our country' protected by law, the official language of
Quebec, and one of the official languages in New Brunswick and Nunavut. French
education is a protected right for Francophone minorities in Canada. There are still
pockets of Francophone communities found in all provinces and territories. The
Canadian population is roughly 23% French speaking.
It’s Global Use:
20 million + speakers in the Americas;
200 million French speakers
number 9 of the top 10 most widely used world languages
second most popular second language taught in the world
taught in every single country
525+ French language universities in the world
An official language of: IOC, UNESCO, Interpol, WTO, WHO, NATO, ISO, United
Nations, etc.....
Employment:
You are more marketable as an employee if you are multilingual, especially in
business, tourism, education, service industry, marketing, the military, law
enforcement, government, and communications... And you'll earn more, too!
World Travel:
It's spoken on every continent, and is a lingua franca of dozens of countries all over
the world, from Africa, Asia, parts of the US and South America, to the Pacific Islands,
and Islands in the Indian Ocean...
Neurological Heath / intelligence:
Research shows that a bilingual brain is more robust, better at problem-solving, less
likely to be affected by Alzheimer’s, dementia, etc.. And learning an extra language
makes the next other language easier to learn.
A valuable Life Skill
Learning to speak and think in another language makes one more tolerant, a better
communicator and listener, helps you see the world in different ways, and able to
learn more about the world in general. The skills you use in learning another
language help you improve your mother tongue language skills.
2
A SUCCESSFUL L2 LEARNER….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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30.
laughs at his mistakes
talks positively about himself
responds positively to a learning opportunity
looks for immersion opportunities
analyzes his individual learning problems
practices on his own, reads additional items, listens to radio, music, TV,
internet,
creates a situation with a native speaker
doesn’t worry about accuracy, but focuses on fluency
doesn’t hesitate to speak
overcomes his inhibitions
initiates conversations
self-corrects his errors in pronunciation, vocabulary, spelling, grammar,
invents his own mnemonic devices
writes down words words memorize with memorizing texhiques
groups words and compares native and target language
relates new dictionary words to other in the same category
experiments with new sounds
listens carefully and tries to imitate
repeats sentences until pronounced easily
uses synonyms and cognates
reads aloud alone to hear sounds
uses what he already knows
uses rules to generate possibilities
finds sociocultural meanings and contexts to clarify meaning
uses formulaic interaction to get started
looks for patterns to make inferences
guesses meanings from key words, pictures, contexts,
repeats words to clarify understanding
masters a core list of phrases and words
understands the need for a structured learning environment
3
L’ALPHABET ET DES SONS
les lettres avec le même son qu’anglais
f, l, m, n, o, s, z
les letters qui rhyme
b, c, ç, d, é, g, p, t, v, w
i, j
a, k
u, q
les lettres uniques
h, r, x, y,
les voyelles…
ah
uh
ee
o
uu (not the same as oo)
oo
wa
ay
onh(nasalized)
anh (nasalized)
ein (nasalized)
sh
f
k
A, à, â, ah, as, at
E, eu, eut, eux
I, î, id, is, it, ix, y
O, ô, au, aud, aut, aux, eau, eaux, os, ot
u, ue, us, ut, û
ou, oû, où, oup, ous, out, oux
oi, oid, ois, oit, oix
ai, ais, ait, ay, è, ê, é, ée, er, et, ez
on, ond, ons, ont, om, oms
an, and, ans, ant, amp, em, emp, en, end, ens, ent
in, ain, aim, ym, im, ein
Ch
Ph
Qu
é, ez, ey, er, eille, ai
oi, io,
au, eu, à,
en, an, on
euille, ille,
muet
h, ( homme, hôtel, …)
finale t, s, x (e.g. met, dans, peux, doit,..)
lettre c
ce, ci, and ç sounds like an 's'
ca and co sound like a 'k'
ch sounds like 'sh'
4
LES QUESTIONS....
 Est-ce que…..?Do..does...is…are… ?









(literally “Is it that…..?”)
Qui Who? C’est qui? Qui est-ce?
Où where? Où est Paul?
Quand when? Quand est-ce que la classe finit?
Comment how? Comment ça va? Comment t’appelles-tu?
Pourquoi why? Pourquoi est-ce que tu.....
Qu'est-ce que c’est what is this?
Combiens de How much/many?
quel, quelle, quels, quelles… Which…?
Quoi!? WHAT!?
 to ask demander, poser
 question la question
 to answer répondre
 answer la réponse
5
... and ANSWER CLUES…
Question Word
What to look for
Examples
Qu’est-ce que –
What?
Qu'est-ce que Paul fait?
Paul joue de la batterie.
Pourquoi – Why?
Specific information about
something or some action. This
requires some inferential skills.
Descriptions of states of being,
how someone feels and
appears. Must know your
adjectives and adverbs.
Look for a place name, a
prespostion showing location,
or adverb of place.
Look for 'parce que', and the
information following it.
Quand – When?
Look for a time, or adverb of
time.
Comment – How?
Où – Where?
Qui – Who?
Combien – How
much?
How many?
Quel – Which or
what?
Look for a name, or subject of
a verb, the doer of an action.
You'll need some knowledge of
grammar – the direct or
indirect object – receiver of an
action.
Look for a number, amount, or
adverb of quantity.
Tricky, in that it is often
translated as 'what'. E.g. What
time is it? What's the weather?
Look for what you would for
Qu'est-ce que...
Look also for demonstrative
adjective and demonstrative
pronouns.
Comment est-il?
Paul est très méchant.
Comment vas tu à l'école?
Je vais à pied.
Où est Paul?
Il est à côté de Marie.
Il habite à Toronto.
Pourquoi Paul aime les
gâteaux? Il les aime parce
qu'ils sont chocolat!
Quand est-ce que Paul arrive?
Il arrive à 05h00 ce matin.
Il arrive après Marie.
Qui aime Marie?
Paul aime Marie.
Combien d'étudiants y a-t-il?
Il y a plusieurs.
Il y'en a cinq.
Quel bon bon est-ce qu'il veut?
Il veut celui-ci
Quel bon bon est-ce que tu
veux?
Je veux ce bon bon.
6
GREETINGS AND SALUTATIONS
Hi! So long!
Hello! Good Day!
See you soon!
Good evening!
See you later! So long!
See you tomorrow!
See you later (definitely)
Good bye!
Salut !
Bonjour!
À bientôt !
Bonsoir !
à plus ! à plus tard !
À demain !
À tout à l’heure !
au revoir!
Have a good day !
Welcome!
Have a good weekend !
Thank you!
You’re welcome! No problem!
It was nothing!
Bonne journée!
Bienvenue !
Bonne fin de semaine!
Merci !
de rien, pas de quoi,
je vous remerçie,
je vous en prie
À Lundi !
Comment ça va?
Enchanté!
Bonne nuit !
À la prochaine!
See you on Monday!
How are you?
Pleased to meet you.
Good night!
Until next time!
Good luck!
Please (when talking to a child
or friend)
Please (when talking to an
adult or more than one
person)
Bonne chance !
S’il te plait !
Pretty well.
Happy Birthday!
Excuse me.
Assez bien.
Bonne fête ! Joyeuse
anniversaire !
Pardon!
I’m sorry.
So-so
Je m’excuse!
Comme-ci, comme-ça
S’il vous plaît !
7
LES FORMES
rectangle – un rectangle
circle – un cercle
triangle – un triangle
cube – un cube
cone – un cône, un cornet
sphere – une sphère
oval – un ovale
square – un carré
diamond – un losange, rhombus,
diamant
Face cards
diamond – un carreau
heart – un cœur
club – un trèfle
spade – un pique
star – une étoile
point – une pointe
line – une ligne
wave – une vague
curve – une courbe, arc
LES COULEURS
Red – rouge
Pink - rose
orange – orange
yellow – jaune
green – vert
blue – bleu, azure
dark brown – brun
brown - marron
purple/violette – violet
black – noir
white – blanc
rainbow – arc en ciel
grey – gris
Gold - or
silver – argent, gris métallisée
bronze - bronze
brunette - châtain
blond - blonde
red head – roux
blonde - blond(e)
Dirty blond, light brown -chatain
Strawberry blond – blond vénitien
Red - roux
Brown - brunette
hazel – noixette
rainbow – un arc en ciel
8
LES NOMBRES, LES CHIFFRES…
Zero zero
one un
two deux
three trois
four quatre
five cinq
six six
seven sept
eight huit
nine neuf
ten dix
eleven onze
twelve douze
thirteen treize
fourteen quatorze
fifteen quinze
sixteen seize
seventeen dix-sept
eighteen dix-huit
nineteen dix-neuf
twenty vingt
thirty trente
forty quarante
fifty cinquante
hundred cent
thousand mille
million million
billion milliard
sixty soixante
sixty-one soixante et un
seventy soixante-dix
seventy soixante-et-onze
eighty quatre-vingt
ninety quatre-vingt-dix
les nombres ordinaux
first le premier
second le deuxième
third le troisième
fourth le quatrième
fifth le cinquième
les fractions
50% - la moitié
Half of… - un demi¼ - un quart
number numéro
last place – en dernier
les mathématiques
+ et, plus (l’addition)
─ moins (la soustraction)
X fois/multiplié par… (la
multiplication)
÷ divisé par/sur
= égale/ça fait…/font…
Quel est ton adresse?
Quelle heure est-il?
Quel est ton numéro du téléphone?
Dans quelle maison habites-tu?
9
TIMES OF DAY
Morning – le matin
evening – le soir
Noon – midi
midnight – minuit
Daytime – le jour
night-time – la nuit
Afternoon – après midi
The day – la journée
Have a good day! – bonne journée, bonjour
Good morning! – bon matin
Good afternoon! – bon après midi
Good evening! – bonsoir
Good night! – bonne nuit
TELLING TIME / Quelle heure est-il?
a.m.
1 o’clock
2 o’clock
2 :10
3 o’clock
3 :15
4 o’clock
4 :20
5 o’clock
6 o’clock
7 o’clock
7:45
(quarter to 8)
8 o’clock
9 o’clock
10 o’clock
11 o’clock
12 o’clock Noon
avant-midi
1 h 00 –une heure
2 h 00 –deux heures
2 h 10 –deux heures dix
3 h 00 –trois heures
3 h 15 –trois heures et quart
4 h 00 –quatre heures
4 h 20 –quatre heures vingt
5 h 00 –cinq heures
6 h 00 –six heures
7 h 00 –sept heures
7 h 45 –huit heures moins
quart
8 h 00 –huit heures
9 h 00 –neuf heures
10 h 00 –dix heures
11 h 00 –onze heures
12 h 00 – midi
p.m.
après-midi
1 o’clock
2 o’clock
14:30
3 o’clock
15:40
4 o’clock
16:20
5 o’clock
6 o’clock
7 o’clock
13 h 00 – treize heures
14 h 00 –quatorze heures
14 h 30 –quatorze heures trente
15 h 00 –quinze heures
15 h 40 –quinze heures quarante
16 h 00 –seize heures
16 h 20 –seize heures vingt
17 h 00 –dix-sept heures
18 h 00 –dix-huit heures
19 h 00 –dix-neuf heures
8 o’clock
9 o’clock
10 o’clock
11 o’clock
12 o’clock Midnight
20 h 00 –vingt heures
21 h 00 –vingt et une heures
22 h 00 –vingt-deux heures
23 h 00 –vingt-trois heures
24 h 00 –minuit
Qu’est-ce que tu vas regarder à la télé ce soir?
Quelle matière as-tu?
Quand est-ce que le train arrive?
10
LE CALENDRIER
(see placemat)
Les 12 mois de l’année
January - janvier
February- février
March- mars
April -avril
May -mai
June -juin
July -juillet
August -août
September -septembre
October -octobre
November -novembre
December -décembre
Les 7 jours de la semaine
Monday –lundi
Tuesday –mardi
Wednesday –mercredi
Thursday –jeudi
Friday –vendredi
Saturday –samedi
Sunday - dimanche
Today- aujourd'hui
Yesterday- hier
Tomorrow- demain
the next day- le lendemain
the day before yesterday- avant-hier
the day after tomorrow- après-demain
Day- le jour
Week- la semaine
month -le mois
year- année
LES 4 SAISONS
In Spring- au printemps
In the Summer- en été
In the autumn – en automne
In the winter - en hiver
In the month of – au mois de..
In August – en août, etc…
Quelle est ta saison favorite?
J’aime l’hiver parce que…
Saying the date: Quelle est la date aujourd’hui?
today
aujourd’hui
it is
c’est
day
lundi
number
le 3
month
décembre
…for actions happening repeatedly (mondays –le lundi; tuesdays –le
mardi, etc…) Que fais-tu le mardi?
11
FRANCOPHONE FESTIVALS AND HOLIDAYS
DATE
FESTIVAL
JAN 1
Jour de l’an (New Year’s Day)
FEB
Le Carnaval de Québec (Quebec Winter Carnaval)
Mardi Gras (New Orleans)
MAR
APR 1
Le poisson d’avril (France)
Paques (Easter)
MAY 1
Fête du premier mai (Labour Day)
National Patriotes day (Quebec) – coincides with Victoria Day in English Canada
Fête des Mères (Mother’s Day)
Fête nationale – (st jean babtiste day Quebec)
JUNE 24
JULY 14
Fête nationale (BASTILLE DAY – end of King’s rule in France, beginning of French
Revolution)
AUGUST 15
Assomption (Assumption of the Blessed Virgin Mary – France)
National Acadian Day
SEPT
Franco Ontarian Day
OCT
Action de grace (Thanksgiving)
NOV 1
NOV 11
Hallowe’en (31 oct)
La Toussaint (All Saints’ Day)
Jour d’armistice (Armistice Day)
DEC 25
Noêl (Christmas)
12
THE WEATHER / LE TEMPS
It’s nice out. – Il fait beau
It’s bad weather. – Il fait mauvais
It’s humid. – Il fait humide
It’s hot. – Il fait chaud
It’s cold. – Il fait froid
It’s cool – Il fait frais
It's mild – Il fait doux
It’s sunny. – Il fait soleil. Il y a du soleil. C’est ensoleillé
It’s windy. – Il vente. Il y a du vent. C’est venteux.
It’s overcast. – Il fait gris, sombre
It’s cloudy. – C’est nuageux
It's muggy – Il fait lourd
It’s raining. – Il pleut
Showers – les averses
It’s snowing. – Il neige
It’s freezing. – Il gèle
It’s foggy. – Il fait du brouillard
It’s stormy. – Il y a de l’orage. Il fait orageux
It’s hailing – Il fait de la grêle
the temperature is… - la température est….
the outdoors – en plein air
Forecast – la météo
Quel temps fait-il?
Quelle est la météo pour cette semaine, demain, le weekend….?
13
WeatherTalk
I can talk about the weather
I can :
1.
recall and use the main vocabulary for climate and weather
2.
ask what the weather is outside
3.
describe what the weather is outside
4.
read a weather report in the newspaper
5.
research the weather on the internet
6.
report what has been said on a radio/tv weather forcast
7.
advise what one should wear in different weather
8.
describe the driving conditions
9.
describe the skiing conditions
10. describe what weather occurs in different seasons
11. describe the climate of different geographical regions
14
CLOTHING / LES VETÊMENTS
La tête
cap – la casquette
helmet – le casque
hat – le chapeau
toque – la toque
hard hat – le casque
sun glasses – lunettes de soleil
eye-glasses – lunettes
scarf – une écharpe, un foulard
bandana – foulard
swimming goggles – lunettes de natation,
lunettes de plongée
les mains :
mittens – les mitaines
gloves – les gants
Le torse :
coat –le manteau
sweater – un pull, un pull-over, un chandail
blouse – un chemisier
t-shirt – un t-shirt
shirt – une chemise
shirt for sports – un maillot
vest – une veste
les jambes :
pants – le panatalons
dress – la robe
jeans – le jean, le blue jean
shorts – le short
boxer shorts – le caleçon
underwear – les sous-vetêments
overalls – les salopettes
(see placemat)
Le corps :
men’s suit – un complet, un costume
woman’s suit – un tailleur
jacket – un veston
skirt – une jupe
pajamas – un pyjama
bathing suit – un maillot de bain
les pieds :
shoes – les chaussures, les souliers
high heels – haut talons
slippers – pantouffles
boots – les bottes
sneakers – le tennis, espadrilles
socks – les chausettes
running shoes – le tennis,
sandals – les sandals
les assessoires :
wristwatch – une montre
bracelet – le bracelet
necklace – le collier
purse – le sac à main
briefcase – la serviette
umbrella – un parapluie
ring – une bague
tie – la cravate
bath robe – le peignoire
belt – la ceinture
Qu’est-ce tu portes quand il fait chaud?
Qu’est-ce que vous portez en hiver?
Qu’est-ce qu’elle va porter pour la soirée?
15
FashionTalk
I can discuss fashion and clothing.
I can :
1.
- recall and use the main vocabulary for fashion and clothing
2.
- describe what I am wearing
3.
- describe what someone else is wearing
4.
- advise what others should wear for various occasions
5.
- design and describe an outfit for an athlete, super hero, movie star....
16
THE CLASSROOM / LA CLASSE
classroom / la classe
chair / la chaise
desk / le pupitre
table / la table
board / le tableau
chalk / la craie
brush / la brosse
marker / le marqueur
pen/ le stylo
pencil / le crayon
pencil case / un coffre à
crayons
pencil sharpener / un taillecrayons
eraser / la gomme
scissors / les ciseaux
glue / la colle
paper / le papier
stapler / une agrafeuse
hole punch / une perforatrice
bookshelf / les étagères
file cabinet, binder / le classeur
door / la porte
window / la fenêtre
wall / le mur
lights / les lumières
clock / une horloge
bell / la cloche
office, teacher’s desk / le
bureau
clip board / le porte bloc
compass / le compas
protractor / le rapporteur
paper clip / le tombone
correcting fluid / le liquide
correcteur
note pad / le bloc-notes
scotch tape, cellotape / le ruban
adhésif
overhead / un rétroprojecteur
computer / un ordinateur
cd player / un lecteur de disque
compact
calculator / une calculatrice
screen / un écran
television / la télé
dictionary / le dictionnaire
text book / un manuel
book / le livre
notebook, workbook / le cahier
back-pack / un sac à dos
homework / les devoirs
work / le travail
bulletin board /
paint / la peinture
paint brush / pinceau
ruler / la règle
calendar / le calendrier
to learn / apprendre
to teach / enseigner
to ask / demander
to answer / répondre
to study / étudier
to work / travailler
to take attendance / prendre les
présences
17
THE SCHOOL / L’ÉCOLE
subject – la matière
history – l'histoire
french - le français
math – les maths
science – les sciences naturelles
chemistry – la chimie
biology – la biologie
geography – la géographie
social studies – les sciences humaines
health – la santé
phys ed – l’éducation physique
music – la musique
media literacy – le média
marks – les notes
correct - corriger
report card – le bulletin
to pass - réussir
to fail - échouer
areas – endroits, lieux
gym – le gymnase
office – le bureau
photocopier – le photocopieur
library – la bibliothèque
hallway – le corridor
stairwell – la cage d’escalier
entrance - le foyer
exit – la sortie
music room – la salle à musique
art room – salle de matières
locker – le casier
playground – terrain de jeu
ball diamond – le diamant
computer lab – la salle informatique
washroom – les toilettes
bus stop – l’arrêt de bus
soccer field – terrain de soccer
parking lot – le terrain de stationnement
staff – les personnel
teacher / le professeur, un(e) enseignant(e)
student / un(e) élève, un(e) étudiant(e)
custodian / le concierge
principal / le directeur, la directrice
vice principal / le directeur-adjoint, la
directrice-adjointe
secretary / le, la secrétaire
Recess – récréation
Skipping – le saut à corde
Playing tag – cartes a jouer
Fighting – faire de la lutte
Hide and seek – cache-cache
Teasing – moqueries, taquineries
Bullying – harcèlement, intimidation
Running - courrant
4 square – quatre carrés
Hopscotch - marelle
rumours – les rumeurs
Reading – faire la lecture
Dodgeball – balle au prisionner
Board games – jeux de société
Playing cards – les cartes à jouer
18
USEFUL PHRASES IN SCHOOL…
Questions from students…
May I sharpen my pencil?
May I leave the classroom?
May I get a drink of water?
May I go…to the office ?
…to the washroom?
…to the library?
…to my locker?
…to the fountain?
…to the gym?
What is the date?
What day is it?
What do we need?
What are we doing today?
Puis-je tailler mon crayon?
Puis-je quitter la salle de classe?
Puis-je boire de l’eau?
Puis-je aller…au bureau?
…aux toilettes?
…à la bibliothèque?
…à mon caisier?
…à la fontaine?
…au gymnase?
Quelle est la date?
Quel jour sommes-nous?
De quoi avons-nous besoin?
Que faisons-nous aujourd’hui?
I have a question.
I don’t have any….
Darn it!
Not so fast!
Really?
Just a moment, please.
I’m sorry.
Excuse me.
I have lost my….
Present!
He is absent. She is absent.
I have to study.
What page are we on?
Do we have to skip a line?
Isn’t there any homework?
That’s enough.
That’s all.
J’ai une question.
Je n’ai pas de….
Zut!
Pas si vite!
Vraiment?
Un moment, s’il vous plaît.
Je suis désolé(e).
Excusez-moi. Pardonnez-moi.
J’ai perdu mon/ma/mes…..
Présent(e)!
Il est absent. Elle est absente.
Je dois étudier.
À quelle page sommes-nous?
Faut-il sauter une ligne?
Il n’y a pas de devoirs?
C’est assez. Ça suffit.
C’est tous.
19
Common Teacher Commands…
Say it in French.
Speak French.
Open your books.
Close your books.
Say that again, please.
Please give me your book.
Listen to the instructions.
Speak up, please.
Read out loud.
Answer the question.
Take out your homework.
Memorize the dialogue.
Bring your workbooks.
Sit down.
Stand up.
Pay attention.
I want to make an announcement.
Are you ready?
Let’s check the homework.
Dites-le en français.
Parlez en français.
Ouvrez vos livres.
Fermez vos livres.
Répétez, s’il vous plaît.
Donne-moi ton livre, s’il te plaît.
Écoutez les instructions.
Parlez plus fort, s’il vous plaît.
Lisez à haute voix.
Répondez à la question.
Sortez vos devoirs.
Apprenez le dialogue par coeur.
Apportez vos cahiers.
Asseyez-vous.
Levez-vous.
Faites attention.
Je veux faire une annonce.
Êtes-vous prêts?
Corrigeons les devoirs.
Expressions of praise….
Very good!
Great! Cool!
Very well written!
quite good, good enough
Fantastic!
Sensational!
Great!
Perfect!
magnificent!
well done!
superb!
marvellous!
congratulations!
much better!
Très bien!
Génial! Cool!
très bien écrit!
assez bien
Fantastique!
Sensass!
Formidable!
parfait!
magnifique!
bien fait!
superbe!
merveilleux!
félicitations!
beaucoup mieux!
20
Asking for help…
How do you say…?
What does…….mean?
What does this word
mean?
Slowly, please.
I don’t know
I don’t understand…
…the word.
…the sentence.
…the answer.
…the question.
…the homework.
…the exercise.
…the problem.
Comment dit-on……?
Que veut dire…….?
Que signifie ce mot?
Lentement, s’il vous plaît.
Je ne sais pas.
Je ne comprends pas…
…le mot.
…la phrase.
…la réponse.
…la question.
…les devoirs.
…l’exercice.
…le problème.
Giving corrections and advice
Be careful!
don't forget to …
too short
Spelling
Be careful!
It’s not correct.
You’ve made a mistake.
It’s not correct.
You’ve made a mistake.
Use your resources!
To be completed!
first of all
to start with
especially
I agree
I don't agree
for example
in my opinion
in other words
I think that
according to
so
finally
fais attention!
n'oublie pas de …
trop court
l'orthographe
Faites attention!
Ce n’est pas correct.
Tu as fait une faute.
Ce n’est pas correct.
Tu as fait une faute.
utilise tes ressources!
à compléter!
d'abord
pour commencer
Surtout
je suis d'accord
je ne suis pas d'accord
par exemple
à mon avis
en d'autres mots
je pense quex
selon
donc
finalement
21
SchoolTalk
I can discuss common classroom events.
I can:
1. …say today’s date in the proper order
2. …describe how I get to school and how long it takes
3. …name my teachers
4. …list what subjects I take and which are my favorites
5. …name my school administration, custodian, and secretary
6. …identify 10-20 objects in the classroom
7. …ask for help in 3 different ways
1. …I don’t understand
2. …How do you say…
3. …Please repeat…
8. …Praise my classmates 5 different ways
9. …ask 5 common questions used in the classroom
1. permission to go to the bathroom
2. permission to get a drink
3. permission to go to your locker
4. ask for a pencil or pen politely
5. ask for help with a task
10.
…Ask 4 questions about the timetable
1. Where is …class?
2. When is…. At what time is….
3. What is….teaching?
4. Who is teaching……?
22
LE CORPS (humaine et animal)
head - la tête
face le visage
hair les cheveux
bald chauve
ears les oreilles
eyes les yeux
eye un oeil
cheeks les joues
lips les lèvres
teeth les dents
tongue le langue
nose le nez
moustache le moustache
forehead le front
chin le menton
mouth la bouche
beard - la barbe
throat –la gorge
Torso – le torse
neck le cou
shoulders les épaules
arm le bras
hand la main
fingers les doigts
thumb le pouce
elbow le coude
chest la poitrine
back le dos
buttocks les fesses
belly le ventre
belly button le nombril
cough –tousser
shout –crier
spit –cracher
vomit –vomir
whisper –chuchotter
lisp –zozoter
blink –cligner des yeux
wink –clin d’oeil
sneeze –éternuer
snot –la morve
to blow your nose –se moucher
sniff –humer
shave –se raser
shrug - hausser les épaules
stretch – s’étirer les bras
point – montrer, indiquer du doigt
punch – donner un coup du poing
shake – secouer
kick – donner un coup du pied
trip, stumble –trébucher
run –courir
walk –marcher, se promener
scrape –écorcher
kneel –aux genoux
talons – la serre
claws – les griffes
horn – un corne
antlers – les bois
fur – les poils, la fourrure
feathers – les plumes
wings – les ailes
muzzle – une muselière
trunk – un trompe
bone – un os
leg la jambe
knee le genou
ankle la cheville
foot le pied
toe un orteil
Où as-tu mal? J’ai mal à la, au, aux….
23
LES ANIMAUX
(see placemat)
the sea – la mer
shark – le requin
whale – le cétacé, la baleine
dolphin – le dauphin
fish – le poisson
reptiles and amphibians –
les reptiles et les amphibies
lizard – le lézard
turtle, tortoise – la tortue
crocodile – le crocodile
alligator – l’alligator
frog – la grenouille
toad – le crapaud
snake – le serpent
dinosaur – le dinosaur
dragon – le dragon
bird – un oiseau
duck – la cane/le canard
goose – l’oie
turkey – le dindon
owl – le hibou
seagull – la mouette
rooster – le coq
chicken – la poule
ostriche – l’autruche
eagle – l’aigle
penguin – le pingouin
crow – le corbeau
vulture – le vautour
swan – le cygne
humming bird – l’oiseau-mouche
peacock – le paon
les mammifières
antilope – une antilope
bat – le chauve-souris
bear – ours/ourse
bull – le taureau
cat – le chat, la chatte
camel – le chameau
cheetah – le guépard
cow – la vache
dog – le chien/la chienne
elephant – un éléphant
fox – le renard
giraff – le giraffe
goat - le bouc/la chèvre
gorilla – la gorille
pig – le cochon
hippopotamus - hippopotame
horse – le cheval
wolf – le loup
sheep – le mouton
lamb – l’angeau
leopard – le léopard
lion – le lion
monkey – le singe
mouse – le souris
rabbit –le lapin
rat – le rat
rhinoceros – le rhinocéros
seal – le phoque
skunk – la moufette
sloth – le paresseux
squirrel – un écureuil
tiger – le tigre
walrus – le morse
zebra – le zebre
bug, insect – les insectes…
moth – le papillon de nuit
butterfly – le papillon
ant – la fourmi
wasp – la guêpe
bee – une abeille
fly – la mouche
snail – un escargot
worm – le vers
beetle – le scarabée
mosquito – le maringouin
cockroach – la coquerelle
spider – une araignée
24
LA FAMILLE ET LES AMIS
father / le père
step dad / un beau-père
mother / la mère
step mother / une belle-mère
sister / la sœur
step sister – une demi-soeur
brother / le frère
step brother / un demi-frère
parent / le parent
child / un enfant
son / le fils
daughter / la fille
grandfather / le grand-père
grandmother / la grand-mère
grandson / le petit-fils
granddaughter / la petite-fille
adult / un adulte
baby / le bébé
adolescent / l'adolescent
young / jeune
old / vieux, vieille
married – être marié
divorced – divorcé
common-law – conjoint/conjointe
husband - un époux, un mari
wife - une épouse, la femme
boyfriend - un ami
girlfriend - une amie
friend - un copain, une copaine
in-laws – la belle-famille, les beaux
parents
uncle - un oncle
aunt - une tante
cousin - un cousin, une cousine
nephew - le neveu
neice - la nièce
Qui habite avec vous?
Qui habite chez vous?
Qui est le plus …?
Qui est le moins…?
Décrivez les membres de ta famille.
25
CHEZ MOI, LA MAISON,… LE LOGEMENT
Outside – au-dehors
Garden – le jardin
lawn – le gazon, le pelouse
porch – le porche
roof – le toit
flowers – les fleurs
tree – un arbre
fence – la clôture
driveway – une allée privé
deck – une terrase en bois
gate – un portail
House –la maison
Main floor, downstairs – le rez-de-chaussée
Upstairs – à l’étage, en haut
Room – la pièce
floor – le plancher
stairs – un escalier
rug, carpet – le tapis
ceiling – le plafond
wall – le mur
window – la fenêtre
door – la porte
hall – le couloi, le corridor
entrance – le foyer, l’entrée
basement – le sous-sol
attic – le grenier
laundry room – la laverie
laundry – le linge
dryer – la sécheuse
washer-dryer – lave-linge/seche-linge, la machine à laver
storage space – l’espace de rangement
bedroom – la chambre à coucher
bed – le lit
pillow – un oreiller
alarm clock – un réveille –matin
toys – les jouets
blanket – la couverture
bedsheet – le drap
poster – une affiche
stuffed animal – le jouet en peluche
closet – le cabinet, garde de robes, un placard
shelf – une étagère
desk – un bureau, pupitre, secrétaire
chair – la chaise
computer (laptop) – un ordinateur (portable)
dresser – une commode
bathroom – la salle de bain
shower – une douche
shower curtain – un rideau de douche
toilet – la toilette
toilet papier – le papier toilette
mirror – le miroir
sink – le lavabo
bath tub – la baignoire
soap – le savon
shampoo – le shampooing
towel –une serviette de bain
toothbrush – la brosse à dents
toothpaste – le dentifrice
laundry basket – le panier à linge
(see placemat)
razer – un rasoir
shaving creme – la crème à raser
towel rack – un porte-serviettes
weigh scale – une balance
hair dryer – une sèche cheveux
comb – un peigne
hair brush – une brosse à cheveux
kitchen –la cuisine
sink – un évier
table – la table
dishwasher – le lave-vaisselle
cupboard – le placard
counter – le plan de travail
oven – le four
stove – la cuisinière
microwave – le four à micro-ondes
tap – le robinet
refrigerator – le réfrigérateur
freezer – le congélateur
knife – le couteau
fork – la fourchette
spoon – la cuillère
cutlery – les couverts
dishes – la vaiselle
mug – la grande tasse
cup, glasse – la tasse
pots and pans – les casseroles
frying pan – la poêle à frire
cutting board – une planche à découper
clock – une horloge
living room – le salon
couch – le divan, canapé,
armchair – une armoire
TV – une télévision
coffee table – une table basse
end table – une petite table basse
lamp – la lampe
curtains – les rideaux
window blinds – les stores
cushions – les coussins
vase – le vase
radio – la radio
stereo – le baladeur, une chaîne stéréo
fireplace – une cheminée
recliner – un fauteuil inclinable
stool – un tabouret
dining room – salle à manger
office – le bureau
garage – le garage
car – une voiture
bike – un vélo, une bicyclette
lawnmower – une tondeuse à gazon
tools – les outils
workbench – un établi
garbage can – une poubelle
recycling bin – un bac de recyclage
garbage bag – un sac poubelle
26
LES TÂCHES QUOTIDIENNE
Wake up – se reveiller
Get up – se lever
Check the computer – verifier mon
ordinateur
Check my cellphone – verifier mon cell
Get dressed – s’habiller
Make the bed – faire le lit
clean the room – ranger la chambre
take a shower – prendre une douche
wash my face – se laver le visage
wash hands – se laver les mains
brush teeth – se brosser les dents
floss teeth – pa sser le soie dentaire
brush hair – se brosser les cheveux
comb hair – se peigner les cheveux
shave beard – se raser la barbe
have breakfast –faire le déjeuner
go to school – aller à l’école
go to work – aller au travaille
study my subjects – étudier les matières
have a snack – manger la collation
(see placemat)te
do the vacuuming – passer l’aspirateur
put out the dog – sortir le chien
feed the dog – nourire le chien
walk the dog – promener le chien,
shovel the driveway – pelleter l’entrée
cut the grass – tendre le gazon
recycle – faire le recyclage; sortir le bac
de recyclage (recycling bin)
put out the garbage – sortir les déchets
do the dishes – faire la vaiselle
put away the dishes – ranger la vaiselle
sort the laundry – trier le linge
do the laundry – faire le lessive
do the ironing – faire le repassage
do the gardening – faire le jardinage
water the lawn – irriger le gazon
rake the leaves – ratisser les feuilles
clean the windows – nettoyer les fenêtres
wash the car – nettoyer, laver l’auto
do the dusting – enlever la poussière
sweep – balayer
watch TV – regarder la télé
do homework – faire les devoirs
make supper – préparer le souper
get undressed – deshabiller
go to bed – se coucher
go to sleep – dormir
Qu'est-ce vous faites dans la journée?
Que faites-vous chaque semaine?
27
A MONTH OF ACTIVITIES AND EVENTS
(see placemat)
mercredi le premier – étudier les maths
jeudi le 2 – aller au théatre, regarder une pièce
vendredi le 3 – aller à la banque, le guichet automatique, déposer, aller chercher l’argent
samedi le 4 – faire le shopping, faire des achats
dimanche le 5 – aller à l’église, prier
lundi le 6 – aller au bibliothèque, étudier pour un test
mardi le 7 – prendre l’autobus
mercredi le 8 – faire le devoir, faire l’écriture
jeudi le 9 – aller au coiffeur
vendredi le 10 – regarder la télé
samedi le 11 – aller à la fête, une anniversaire
dimanche le 12 – un pique-nique, pique-niquer
lundi le13 – aller à mon casier, à l’école
mardi le 14 – aller à l’optométriste
mercredi le 15 – à la stade, à l’arène, un jeu de football, baseball
jeudi le 16 – jouer au hockey
vendredi le 17 – aller au cinéma, voir un film
samedi le 18 – aller au musée d’art, à la galerie d’art
dimanche le 19 – aller au zoo
lundi le 20 – prendre un taxi, aller en taxi
mardi le 21 – aller au médecin
mercredi le 22 – patin à roulettes, faire du roller
jeudi le 23 – aller au funèbres, enterrement, funérailles
vendredi le 24 – aller à la mosquée, prier
samedi le 25 – faire du camping
dimanche le 26 – faire de la natation, nager
lundi le 27 – avoir un entretien
mardi le 28 – jouer au basketball
mercredi le 29 – faire le vélo
jeudi le 30 – faire du ski alpin, skier
vendredi le 31 – voyager, aller à l’aéroport
Qu’est’ce que tu vas faire le…? …le lendemain?
Qu’est’ce que tu as fait le….? Qu’est-ce que tu fait le….?
28
SelfTalk
I can talk generally about myself.
I can:
1. …greet someone politely 3 different ways
2. …say my name
3. …say my age
4. …say my birthday (day, month, year)
5. …give my address and phone number
6. …say where I’m from
7. …describe who lives with me
8. …describe how I look (hair colour, eye colour, height,…)
9. …say how I feel (5 different adjectives)
10.
…describe my pass-times, favorite food, etc..
11.
…describe what I’m wearing (5 clothing items)
12.
…close a conversation politely
29
FamilyTalk
I can talk about my family and living situation.
I can:
1. ...list the people I live with (siblings, parents,…).
2. ...give my address or addresses and describe what kind of building (house,
apartment,)
3. ... give information about my grandparents
4. ...give information about my uncles, aunts and cousins (where they live, names)
5. ...give information about my parents or step-parents
6. ...talk about my various family members’ interests.
7. ... list what pets I have, if any.
8. ...describe visits to other relatives and what we do
30
HomeTalk
I can :
1.
2.
3.
4.
5.
6.
7.
8.
9.
…list the names of rooms in my home.
…list the main furniture items in my home.
…list the chores done in my home…
…when they are done….
….and who does them.
…describe the outside of my home.
…describe the neighborhood
…give simple directions to get there from school
…describe the layout of my home.
31
LA NOURRITURE
(see placemat)
to eat – manger
to be hungry – avoir faim
to be thirsty – avoir soif
flavors / saveurs
vanilla – la vanille
chocolate – le chocolat
Meal –le repas
Breakfast – le déjeuner
Lunch – le lunch, le diner
Dinner – le souper
Snack – la collation
Cocktail – un apéritif
Main course – entrée
Main course – le plat principal
Dessert – le dessert
After dinner drink – un digestif
Daily special – le plat du jour
Dining room – salle à manger
restaurant – le restaurant
Menu – la carte, le menu (fixed price)
fork – la fourchette
spoon – la cuillère
knife – le couteau
plate – une assiette, le plat
Free – gratuit, offert
Tip – le pourboire
Tip not included – service non compris
Waiter – serveur, serveuse
Allergic to – allérgique à
Diabetic – diabétique
Vegetarian – végétarien
Vegan – végétalien
salt – le sel
pepper – le poivre
Bread – du pain, baguette
vegetables / les légumes
lettuce – le laittue
salad – la salade
tomato – la tomate
potato – la patate, la pomme de terre
french fries – le frites, le chips
cauliflower – le chou-fleur
broccoli – le brocoli
asparagus – l’asperge
onion – l’oignon
garlic – l’ail
green pepper – poivre vert
beans – les haricots
peas – les pois
carrot – la carotte
celery – le céleri
corn – le maïs
rice – le riz
mushroom – le champignon
cucumber – le concombre
spinach – les épinards
meat – la viande
beef – le boeuf
roast beef – le rôti de beuf, rosbif
veal – le veau
chicken – le poulet
turkey – la dinde
steak – le biftek
sausage – la saucisse
bacon – le bacon
pork – le porc
ham – le jambon
Rare – rosé
Medium rare – à point
Well done – bien cuit
eggs – les oeufs
fish and seafood – poissons et fruits de mers
salmon – le saumon
tuna – le thon
mussels – la moule
oysters – une huitre
lobster –un homard
crab – le crabe
Octopus – le poulpe, la pieuvre
Squid – le calmar
drinks / boissons
beer - la bière
wine - le vin
I’m full – je n’en peux plus; j’ai trop mangé
Good eating!, Enjoy your meal! – Bon appétit
I would like –Je aimerais… I’ll have – je prends…
dairy –le laitier
milk – le lait
cream – le crème
butter – le beurre
yogurt – le yaourt
cheese – le fromage
fruit / les fruit
mango – la mangue
strawberry – la fraise
cherry – la cérise
watermelon – melon d’eau
canataloupe – le cantaloup
pinapple – l’ananas
coconut – le noix de coco
kiwi – le kiwi
pomegranate – la grenade
apple – la pomme
banana – la banane
grapes – le raisin
blueberry – la myrtille, le bluet
blackberry – la mûre
raspberry – la framboise
orange – l’orange
lemon – le citron
lime – le citon vert
Desserts / le dessert
Pie – la tarte
Cake – le gâteau
brownie – le carré
Pastry – le pâtisserie
Ice cream - la glace
juice – le jus
pop - boisson gazeuse
coffee – le café
32
MenuTalk
I can use the food vocabulary in practical ways.
1. I can describe various foods in the main food groups
2. I can say what I eat regularly for various meals (snacks, breakfast,
etc…)
3. I can describe my favorite dinner.
4. I can order a pizza
5. I can order a meal on a menu
6. I can ask for the bill and calculate the tip
33
FAIRE LE SHOPPING DANS LA VILLE
Les endroits
Downtown – la ville
Suburbs – la banlieue
Countryside – la compagne
River – la rivière
Park – le parc
Forest – la forêt
Les magasins
bakery – la boulangerie
book shop - la librarie
butcher – la boucherie
candy store – la confiserie
cheese shop – la fromagerie
Cinema – le cinéma
Coffee shop – le café
convenience store – dépaneure
dairy – la crémerie, la laiterie
department store – un grand magasin
farmer's market – le marché
fashion/accessories – la boutique
fish store – la poissonnerie
flower shop - le fleuriste
food court - aire de restauration
game store – magasin de jeux
greengrocer –magasin de fruits et légumes
grocery store – une épicerie
hair dresser – salon de coiffeure
hardware store – la quincaillerie
jeweller's – la bijouterie
Laundry/dry cleaner – la buanderie, la
blanchisserie
newsstand – le kiosque
office supply/stationer's – la papeterie
pastry shop – la pâtisserie
pet store - animalerie
Pharmacy – la pharmacie
Restaurant – le restaurant
Shoe store – magasin de chaussures
Shopping centre/mall – le centre commercial
Sporting goods store – magasin de sports
supermarket – le supermarché
superstore, giant supermarket – un hypermarché
Theatre – le théatre
Tatoo parlor – salon de tatouage
tobacco shop – le tabac
Les pancartes
opening hours – les heures d’ouverture
on special offer – en promotion
discount - rabais
sale (bargains) – les soldes
self serve – libre service
open – ouvert
closed – fermé
entrance – l’entrée
exit – la sortie
cash desk – la caisse
Les édifices et les services
Apartment building – l’immeuble
Sky scraper – gratte-ciel
Office building – le bureau
Factory – l’usine (m.)
House – une maison
Mansion - manoir
Fire hall – le caserne de pompier
Hospital – l’hôpital
Bank – la banque
Post office – la poste
Library – la bibliothèque
City hall – l’hôtel de ville
Museum – le musée
Pool – la piscine
Arena – une arène
Stadium – le stade
Zoo – le zoo
Farm – la ferme
School – école
Church – église
Mosque – mosquée
Synagogue - synagogue
transportation
Street, Road – la rue, chemin,
Highway – une autoroute
alleyway - une ruelle
Sidewalk – le trottoire
Bus depot – la routière
Airport – l’aéroport
Train station – la gare du train
Bus station – la gare d’autocars
Gas station – station service
Subway – le métro
Parking lot - stationnement
34
ShopTalk
I can buy something.
1. I can identify which store/building I need to go to.
2. I can identify at least 5 items in my wallet.
3. I can list at least ten different places to shop.
4. I can ask when the store opens and when it closes.
5. I can ask how much something costs
6. I can use at least 5 adverbs of quantity
7. I can say what I would like and how much I would like.
8. I can use money amounts with dollars and cents.
9. I can politely ask for assistance in at least 3 different ways.
10.
I can politely say thank you in at least 3 different ways.
35
FAIRE LE VOYAGE
where is the? – où se trouve…? Où est…?
Help! – au secours! Aidez-moi!
I am lost – je suis perdu
I can’t find… - Je ne peux pas trouver…
How much does….cost? – Combien coûte…?
pack your bags – faire ses valises
travel agent – un agent de voyages
airline – une compagnie aérienne
airplane – un avion
airport – un aéroport
arrivals – les arrivées
departures – les départs
baggage – les bagages
baggage claim – la livraison des bagages
boarding pass – la carte d’embarquement
carry-on – bagage à main
customs – la douane
immigration – l’immigration
duty free – une boutique hors taxes
early – en avance
late – en retard
economy class – la classe touriste
first class – la première classe
flight – un vol
gate – une porte
one way – aller-simple
return trip – aller-retour
passenger – un passager
pilot – un pilote
steward, stewardess – un steward
ticket – un billet
reservation – faire une reservation
declare – déclarer
take off - décoller
land - atterrir
board – embarquer
stopover – une escale
terminal – aérogare
passport – un passeport
subsay – le métro
station – la gare
bus – l’autobus
train – le train
platform – le quai
taxi – un taxi
map – la carte
forbidden – interdit
do not enter – défense d’entrer
out of service – hors service
accommodations – le logement
no vacancy – complet
1st, ground floor – le rez-de-chaussée
room – la chambre, la pièce
highway – une autoroute
driver – un conducteur
to drive – conduire
to pass – doubler
traffic jam – un embouteillage
on the way – en route
gas – l’essence
trip – une excursion
fill up with gas – faire le plein
stop light – le feu rouge
motorbike – une moto
gas station – une station-service
to park – stationner
to cross – traverser
bike – un vélo
36
LA GÉOGRAPHIE
Nearly all countries that end in e are feminine and the rest are masculine. There are
just a few exceptions:
•
le Belize
•
le Cambodge
•
le Mexique
•
le Mozambique
•
le Zaïre
•
le Zimbabwe
All continents end in e and all are feminine: Amérique du Nord, Amérique du Sud, Asie,
Europe, Afrique, Antartique, Australie
Preposition rules for geographical terms:
If country is:
To / In
From
masculine and starts with consonant
au Canada
du Canada
masculine and starts with vowel
en Égypte
d'Égypte
Feminine
en Algérie
de/ d'Algérie
aux Étas-Unis
des Étas-Unis
If State/Province is:
To / In
From
masculine and starts with consonant
dans le Manitoba
au Manitoba
du Manitoba
masculine and starts with vowel
feminine
dans l' / en Ontario
en
de l' / d'Ontario
de
To / In
From
à Toronto
de Toronto
d’Oshawa
aux Seychelles
des Sheychelles
plural
Cities and Islands
city or singular island
plural islands
37
TRANSPORTATION
(see placemat)
skateboard – un planche à roulettes
rollerblading – faire du roller,
running – courir, faire une course
scooter – un scooter, mobylette
dog team – un attelage des chiens
snow board – un surf des neiges, une
plance à neiges
cross-country skiing – ski du fond
canoing – faire du canoë
kayak – faire du kayac
sailing – voilier, un bateau à voile
row boat – un bateau à rames
submarine – un sous-marin
motorboat – un bateau à moteur
parachute – faire du parachutisme
motorbike – un moto, une
motocyclette
unicycle – un monocycle
car – une voiture
bus – un autobus, autocar, un bus
taxi –…en taxi, un taxi
glider – un planeur
flying saucer – une soucoupe volante
bike – un vélo, une bicyclette
scooter – un motor scooter
snowmobile – un scooter de neige
transport truck – un camion,
transporter par camion
subway – le metro,
hang gliding – un deltaplane
helicopter – un hélicoptère, héliporter
blimp – une saucisse, un dirigeable
camel – un chameau, une caravane
de chameaux
horse – à cheval
tour bus – un autocar
train – un train
airplane – un avion
air liner – un avion de ligne, un avion
commercial
balloon – faire de la montgolfière
rocket – un vaisseau spatial
Comment y aller?
Comment est-ce que tu vas à …?
Note : When you want to describe how you transport
yourself, use en when you’re inside the vehicle, and à for
all the rest.
Je vais…
en auto
en voiture
en avion
en bateau
en train
à pied
à scooter
à ski
à cheval
à vélo
38
TravelTalk
I can:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
… use a map to get from one place to another.
…ask for help.
…identify compass directions
…use common preposition to identify locations
…tell where I want to go
…read a timetable
…give directions
…identify map icons
…read simple messages at the bus depot, train station,
…find a travel agent in the phone book, internet….
…rent a car
39
LES CARRIÈRES ET LES METIERS
(see placemat)
actor / un acteur
actress / une actrice
artist / un(e) artiste
baker / un boulanger une boulangère
builder / un maçon
butcher / un boucher
carpenter / un charpentier
cashier / un caissier, une caissière
civil servant / un(e) fonctionnaire
cook / le chef, un(e) cuisiner, cuisinière
dentist / un(e) dentiste
doctor / un médecin
electrician / un électricien
employee / un(e) employé(e)
engineer / un ingénieur
fireman / un pompier
hairdresser / un coiffeur, une coiffeuse
lawyer / un avocat, une avocate
jobless – sans emploi
fire – renvoyer, virer
work overtime - faire des heures
supplémentaires
overtime pay – heures supplémentaires
interview – faire passer un entretien à…
resumé – un résumé, un curriculum vitae
maid / une femme de chambre
manager / un gérant
mechanic / un mécanicien
nurse / un infirmier, une infirmière
painter / un peintre
pharmacist / un(e) pharmacien(ne)
plumber / un plombier
police / un policier, une policière
secretary / une secrétaire
receptionist / un(e) réceptionniste
student / un étudiant, une étudiante
high school teacher / un(e)
professeur(e),
teacher – un(e) enseignant(e)
technician / un(e)technicien(ne)
waitress / une serveuse
waiter / un serveur
writer / un écrivain
boss – patron/patronne
job – un emploi, un poste
task – un travail
manual laborer – ouvrier/ouvrière
white-coller worker – employé(e)
hire – engager
pay – payer
wage – le salaire
Don’t use un, une with a profession.
Je suis acteur.
Qu’est-ce que tu vas être? Je vais être
médecin.
It pays well. –C’est bien payé
40
TECHNOLOGY AND COMMUNICATION
texting – le texto
turn on – allumer
to type – taper
click – cliquer
to send – envoyer
browse – naviguer
download – télécharger
Drag and drop – glisser et déposer
save/backup – sauvegarder
email – le courrier,
smartphone – le mobile, le
portable,
gps – le GPS
computer – un ordinateur
keyboard – un clavier
key – une touche
icon – un icône
font – la police
web browser –navigateur
screen –un écran
disk –une disquette
printer – une imprimante
software – un logiciel
the net – la toile
to crash – planter
switch off – éteindre
mouse – une souris
website – un site web
webpage – la page web
the web – le web
the Internet – l’Internet
USB key – la clé USB
Link – un lien
File – un fichier
Folder – un dossier
Spreadsheet – un tableur
Home page – un page d’acceuil
41
JobTalk
I can apply for a job and do a job interview.
I can :
1.
...fill out a job application form
2.
...call an employer for an interview
3.
...look for a job in the want ads.
4.
...describe my strengths and weaknesses
5.
...tell my interests to the interviewer
6.
...research a job for wages and benefits and working
conditions
42
LES JEUX, LES SPORTS, LES
DIVERTISSEMENTS, LES LOISIRS
to play a game or sport. :
jouer à la, au, aux...,
… au base-ball
… au basketball
… au football
… au golf
… au hockey
… au tennis
… au volleyball
… aux échecs (chess)
to play a musical instrument –
jouer de la, du, des…
… de la clarinette
… du saxophone
… des battries (drums)
… de la guitare
… du trompet
… de la basse
stadium – la stade
arena – l’arène
faire de la boxe
Horseback riding – Faire du cheval
Faire du cyclisme
Faire du jogging
Swimming – Faire de la natation
Skating – Faire du patin, faire du
patinage
Roller skating – Faire du patin à roulettes
Diving – Faire de la plongée
Faire du ski
Cross-country skiing – Faire du ski de fond
Water skiing – Faire du ski nautique
Archery – Faire du tir à l’arc
Sailing – Faire la voile
Faire du parachutisme
biking – faire du vélo, faire de la bicyclette
hunting – faire la chasse
reading – faire la lecture
wrestling – faire de la lutte
go fishing – aller à la peche
cooking – faire la cuisine
dancing – la danse
43
SUBJECT PRONOUNS
MEMORIZE!!!!!!
singular
1st person
2nd
person
3rd person
plural
I –je, j’
We - nous
Takes the place of “X and me…”
You –tu
You –vous
Singular and familiar mode
Plural and also singular polite mode
He/it –il
She/it –elle
One/we –on
who –qui
They –ils,elles
Takes the place of “name”…; le…, la…, ce…”
Takes the place of « les… » « names… »
« ces… » etc..
ARTICLES : THE, A, SOME....
There are three articles, just like in English.
The definite article is ‘the’ and it comes in four forms.
The indefinite article is ‘a’, and comes in two forms, and
The partitive artice, meaning ‘some’ or ‘any’ comes in four forms.
Masculine
Form
Vowel form
Feminine
form
Plural form
the
a
le
un
l’
la
une
les
of, some / any
du
(de + le)
de l’
de la
des
(de + les)
English
Changing with the negative._ SAYING “NOT ANY”
I have some candy. J’ai des bonbons.
I have no candy. I haven’t any candy. Je n’ai pas de bonbons.
44
MORE PRONOUNS
INDIRECT OBJECT PRONOUNS (replace the people in a
sentence to/for whom the action of the verb occurs.)
to me / me, m'
to us / nous
to you / te, t'
to you / vous
to him, her, it / lui
to them / leur
I am talking to Paul. Je parle à Paul.
I am talking to him. Je lui parle.
I give candies to the students. Je donne des bonbons aux
etudiants.
I give candies to them. Je leur donne des bonbons.
DIRECT OBJECT PRONOUNS (replace the people or things
that receive the action of the verb in a sentence.)
Me / me, m'
us / nous
you (s) / te, t'
you (pl) / vous
him, it / le, l'
them / les
her, it / la, l'
I love you. –je vous aime.
I love them. –Je les aime.
I love her/him/it. –Je l’aime.
He loves us. –Il nous aime.
STRESSED PRONOUNS
for emphasis of nouns or pronouns, after c’est
and ce sont, when there is more than one subject or object, to ask and
answer questions, after prepositions, after ‘que’ in comparisons, with
emphatic words (like aussi, non plus, seul, surtout), with –même for emphasis,
with ne…que, with ne…ni…ni, after à to indicate possession
Me - moi
you - toi
him, it - lui
her, it - elle
One, Oneself, everyone - soi
us - nous
you (pl) - vous
them - eux
them - elles
45
ADVERBIAL PRONOUNS (pretty tricky)
Y replaces a noun with ‘to’or ‘à’in
front of it. It means ‘there’.
I go to Toronto. Je vais à Toronto.
I go there. J’y vais.
EN replaces a quantity. It means one,
some,or any.
I want candy. Je veux des bonbons.
I want some. J’en veux.
There are a lot of candies. Il y a
beaucoup de bonbons.
There are a lot of them. Il y en a
beaucoup.
POSSESSING THINGS...
POSSESSIVE ADJECTIVES
These adjectives are placed in front of the noun you are describing, just like you
do in English. E.g. my brother = mon frère, my sister = ma soeur,
Possessive Adjective
My
Your
His/her /its
Our
Your
their
Masculine form
mon
ton
son
For all nouns
beginning with a
vowel, or silent ‘h’
mon
ton
son
notre
votre
leur
Feminine
form
ma
ta
sa
Plural form
mes
tes
ses
nos
vos
leurs
Note: the vowel beats the gender. So, even if you are describing a feminine noun, if
it starts with a vowel, use the masculine form. E.g. mon ami, mon amie
A lot of learners get mixed up with his/her. Notice that there are four ways of saying
his, and four ways of saying her. It is the noun’s gender that dictates which adjective
to use, not the owner. So, in French, if you want to say ‘her dog’, you don’t say ‘sa
chien’, you say ‘son chien’, because chien is a maculine noun. If you want to say
‘his mother’, you would say ‘sa mère’, because mère is feminine (la mère)
Don’t Forget! Use ‘de’… to give ownership like the English ‘s.
As you may recall from learning about ‘de’(see page 44) , there is the ‘de’ method
of showing ownership or possession, similar to the English use of ‘s at the end of a
noun.
(e.g. Paul’s class = la classe de Paul )
46
POSSESSIVE PRONOUNS – YOURS AND MINE...
English
Masculine
singular
Feminine
plural
Masculine
plural
Feminine
plural
Mine
Le mien
La mienne
Les miens
Les miennes
Yours (singular)
Le tien
La tienne
Les tiens
Les tiennes
His/hers/its
Le sien
La sienne
Les siens
Les siennes
Ours
Le nôtre
La nôtre
Les nôtres
Yours (plural)
Le vôtre
La vôtre
Les vôtres
Theirs
Le leur
La leur
Les leurs
47
NEGATIVES and POSITIVES
This is a list of the ways French uses the negative. Always sandwich these
words around the verb. ne becomes n’ in front of a vowel. (tu n’aimes pas,
Vous n’allez pas….) Learn this paired with their opposites… . Note: personne
ne… and rien ne…. can be used as subjects.
yes – no, not at all!
not
sometimes-never
always – never
often – never
someone – no one
something – nothing
somewhere – nowhere
still – no more
none, not any…
neither….nor…
oui – non, pas du tout !
ne...pas
quelquefois - ne...jamais
toujours – jamais
souvent – jamais
quelqu’un - ne...personne *
quelque chose - ne...rien *
quelque part – nulle part
encore – ne…plus
aucune
ni….ni
Anywhere – n’importe d’où
Anyone – n’importe qui
Anyhow – n’importe comment, en tous cas
Anytime – n’importe quand
present tense:
pronoun + ne/n’ + verb + pas
je ne vais pas. Je n’est pas….
past tense :
pronoun + ne/n’+ avoir/être + pas + past participle
Je n’ai pas vu. Ils n’ont pas…..
future tense :
pronoun + ne/n’+ aller + pas + infinitive
il ne va pas regarder?
asking negative questions (inversion method) :
ne/n’+ verb-pronoun + pas?
Ne sont-ils pas? N’avez-vous pas?
Add a ‘t’between vowels with il and elle
Ne parle-t-il pas?
ne/n’+ avoir/être + pronoun + pas + past participle
n’avez-vous pas vu?
48
ADJECTIVES – COMMON PAIRS
bon – mauvais
triste – content
fort – faible
riche – pauvre
froid – chaud
court – long
grand – petit
intelligent – stupide
méchant – gentil
fatigué – excité
même – différent
lourd – léger
calme – nerveux
tranquille – inquiet
fou – sérieux
intéressant – ennuyeux
sec – mouillé
occupé – paresseux
dur – mou, doux
propre – sale
vite – lent
vieux – jeune
possible – impossible
meilleure – pire
gros – maigre
bien rangé – en désordre
facile – difficile
beau/belle – laide
jolie – vilain
How are you feeling? –Comment tu te sens?
What’s wrong? –Qu’est-ce qu’il y a?
How’s is going? –Comment ça va?
49
LES HUMEURS, L’APPARENCE
negative moods – humeurs negatif
positive moods – humeurs positif
angry –Fâché/fâchée, être en colère
apprehensive – inquiet/inquiète
anxious – anxieux/anxieuse
awkward – maladroit(e)
bored – ennuiyeux/ennuiyeuse
Broken (exhausted), Cassé/cassée
Confused – confus/confuse
Depressed (clinical or non clinical) – Déprimé(e)
exhausted – épuisé(e)
frail –frêle
frightened – apeuré
frustrated- frustré
Furious – Furieux/furieuse
guilty – coupable
hysterical – rire nerveux
miserable - malheureux/malheureuse
restless - agité(e)
Sad –Triste
Unhappy – Malheureux/malheureuse:
Sick - Malade
Sick (with a cold or flu) Enrhumé/enrhumée:
Tired Fatigué/fatiguée
Unable (to do something) –Incapable
Rushed – Pressé/pressée
lonely - solitaire
nervous - nerveux/nerveuse
suspicious – suspect
Able –Capable
alert – alert(e)
Happy –heureux / heureuse
confident – confiant(e)
Content, satisfied –Content/contente
busy - occupé(e)
cautious – prudent(e)
compassionate – compatissant(e)
hopeful/optimistic - optimiste
impressed–impressionné
In love – Amoureux/amoureuse, en amour
Interested – intéressé
proud – fier/fière
pensive - songeur/songeuse
surprised – surpris/surprise
Apparence
Body type
attractive - attrayant(e)
beautiful - beau/belle
big - grand(e)
bloody - sanglant(e)
bony - osseux/osseuse
chubby - pôtelé(e)
cute/pretty - jolie
fat - gros(se)
haggard - exténué(e)
tall - grand(e)
short - petit(e), court(e) (hair)
slender – mince
ugly - laid(e)
misc :
expensive – cher
cheap – bon marché
busy – occupé
itchy – qui iritte
difficult – difficile
cute – mignon / mignone
dangerous – dangereux/dangereuse
scary - effrayant
crowded – bondé
painful – douloureux / douloureuse
silly - loufoque
les cheveux
curly - bouclé(e)
Wavy – ondulé
Straight - raide
Crew-cut, brush-cut – coupé en brosse
Braide – tresse
Pig-tail – queue de cochon
Pony tail – queue de chevel
bald – chauve
beard – la barbe
sideburns – les pattes
50
LES PERSONNALITÉS, LES CARACTÈRES
Positif :
academic - intellectuel(le)
active - actif/active
affectionate - affectueux/affectueuse
aggressive - agressif/agressive
agreeable - agréable
amicable - amical(e)
approachable - abordable
athletic,sporty - sportif/sportive
brave - courageux/courageuse
candid - franc/franche
carefree - insouciant(e)
competent or capable - compétant(e)
fashionable - à la mode
funny - drôle
generous - généreux/généreuse
gentle - doux/douce
insane - fou/folle
intelligent –intelligent(e)
jealous –jaloux / jalouse
nice - sympathique
merciful - miséricordieux/miséricordieuse
organised –organisé(e)
sensitive - sensible
serious – sérieux/sérieuse
strong - fort(e)
wise – sage
classe sociale
Poor – pauvre
Rich – riche
Middle class – la classe moyenne
Négatif :
acrimonious - acrimonieux/acrimonieuse
aloof - distant(e)
bitter - amer/amère
blunt - brusque
bossy - autoritaire
loving - affectueux/affecteuse
careless - négligent(e)
chatty - bavard(e)
conceited - vaniteux/vaniteuse
cruel, nasty - méchant(e)
despicable - méprisable
evil - malfaisant(e)
idiotic, silly, stupid –bête
impolite - impoli(e)
mean - méchant(e)
obnoxious - odieux/odieuse
obstinate - obstiné(e)
petty - mesquin(e)
quiet - tranquille
reasonable - raisonable
selfish – égoïste
stodgy - lourd(e)
terrible – térrible
Religious Faith / foi
Buddhist – bouddhist
Catholic – catholique
Christian – chrétien
Hindu - Hindou
Jewish - juif
Moslem/Islamic – musulman
Sikh - sikh
51
THIS, THAT, THESE, THOSE….
Demonstrative Adjectives
These behave the same way as the English equivalent.
These go before the noun being described. They must
agree in gender and number with the noun they modify:
E.g. this dog = ce chien, that guy = cet homme, that girl – cette fille
English
Masculine
This, that,
ce
Masculine
vowel or mute
h
cet
Feminine
(and feminine
vowel)
Plural
cette
ces
These,those
Demonstrative Pronouns :
Each of the four demonstrative pronouns can refer to
something nearby or far away. That is, celui and celle can
both mean "this one" or "that one," while ceux and celles
can both mean "these" or "those." Your listener can usually
tell by the context which you mean, but if you want to
stress one or the other, you can use a suffix “ci” or “la”(see
below).
English
this, that
these, those
Masculine
celui
ceux
Feminine
celle
celles
You can distinguish between this one and that one, these and those by
adding -ci (here) and -là (there)
Which girl did it, this one or that one?
Quelle fille l'a fait, celle-ci ou celle-là ?
I don't know if I want these or those.
Je ne sais pas si je veux ceux-ci ou ceux-là.
52
ADJECTIVES THAT GO BEFORE THE NOUN
Some mnemonic devices to help you
remember...
B eauty (ugly, pretty, beautiful)
Age (old, young, new)
Goodness (good, bad, kind)
Size (short, long, tall, small, big, fat,)
Or this French acronym… bâton
B (beauty: vilain, joli, beau/belle,)
Âge (age: vieux, jeune, nouveau)
Taille: (size: court, long, grand, petit, gros,)
BOnté (goodness: mauvais, bon, gentil)
Nombre (number:un, deux…plusieurs,
quelques)
Other adjectives that go before the noun...
Other
Each,every
Last
such
All, whole, every
autre
chaque
dernier
tel
tout, tous
This poem of the same
adjectives will also help you
remember.
vieux, jeune, nouveau
vilain, joli, beau
court, long
mauvais, bon
grand, petit, gros
53
COMPARATIVE AND SUPERLATIVE
BETTER AND BEST
To make a comparison between two nouns, equivalent to
the English –er than…. use this formula:
X is –er than Y
Paul is smarter than Bill.
Bill is less intelligent than Paul.
X + est + plus/moins + adjective + que + Y
Paul est plus intelligent que Bill
Bill est moins intelligent que Paul.
X is the – est
Paul is the smartest.
Bill is the least smart.
X + est + le/la/les + plus/moins + adjective
Paul est le plus intelligent.
Bill est le moins intelligent.
the best – le meilleure
better than – mieux que…
the worst – le pire
worse than – plus mal que…
54
ADVERBS - COMMON PAIRS
TIME (when?)
aujourd’hui – demain
demain – hier
avant-hier – après-demain
tôt – tard
à temps – en retard
avant – après
premièrement – enfin
tout de suite – tout à l’heure
maintenant – plus tard
depuis – il y a
d’abord - enfin
PLACE (where?)
ici – là – ailleurs
partout – quelque part
dedans – dehors
devant – derrière
en haut – en bas
dessus – dessous
près de – loin de
sur – sous
droite – gauche
FREQUENCY (how often?)
jamais – souvent
tous les jours – rarement
toujours – jamais
QUANTITY (how many?)
un peu de – beaucoup de
moins de – plus de
trop de – assez de
vide – plein(e), complet(e)
MANNER (in what way? how?)
mal –bien
rapidement –lentement
DEGREE (how much, to what extent…)
assez – trop
beaucoup – peu
moins – plus
très – tellement
55
ADVERBS FROM ADJECTIVES
The French have a simple method of making adverbs by adding the
ending 'ment' to adjectives, similar to the English method of adding
adding 'ly' to adjectives.
1. If the adjective ends in a vowel, just add ‘ment’
Absolutely – absolument
Politely – poliment
Comfortably - confortablement
Truly - vraiment
2. If the feminine version ends in a consonant – add
‘ment’ to the feminine form
Softly – doucement
actively Activement
easily Facilement
probably Probablement
Seriously - sérieusement
Rapidly – rapidement
Firstly – premièrement
Courageously - courageusement
3. Sometimes the finale ‘e’ changes to ‘é’
Precisely – précisément
Profoundly - Profondément
Enormously – énormément
4. Adding –amment or –emment to adjectives
ending in –ant or -ent
Loud –bruyant Loudly – bruyamment
Constant – constant Constantly – constamment
Intelligent – intelligent Intelligently - intelligemment
56
DIRECTIONS AND LOCATIONS CHART
57
DIRECTIONS AND LOCATIONS - PAIRS
To – from
Left – right
straight ahead
North – south
East – west
Toward – by,through
At the back…
everywhere – nowhere
here – there, over there
close to – far from
on – under, beneath, below
above – below, underneath
up,high,top – down,low, bottom
in front – behind
pass by…
in, inside – outside
before – after
between – beside
facing/opposite – at the back of
around
front – back
across
bottom, lowest part
end
beyond, past,
in the middle of…
somewhere else, elsewhere
à – de
à gauche – à droite
tout droit
au nord – au sud
à l’est – à l’ouest
vers – pars, à travers…
à l’arrière
Partout – nulle part
ici – là – là-bas
près de – loin de
sur – sous
au-dessus – au-dessous
en haut – en bas
devant – derrière
passez devant
dans, au-dedans – au-dehors
avant – après
entre – à côté de
en face de – à l’arrière de
autour de..
l’avant – l’arrière
à travers
le fond
le bout
au-delà
au milieu de…
ailleurs
Qu’est-ce vous trouvez…? Où se trouve…?
58
CONJUNCTIONS – JOINING THOUGHTS
and - et
because - parce-que
or - ou
but - mais
that... - que...
if… - si…
then… - puis
next… - ensuite
after which… - après quoi
also - aussi
so… - donc
so/therefor - alors
like, as - comme…
yet - cependant
and yet, however - pourtant
First of all… - d’abord
Althouth, even though… - bien que…
as soon as – dès que…
59
THE BIG 4 (être, avoir, faire, aller)
être –to be
Je
suis
Nous
am
Tu
es
are
Vous
are
Il, elle, on, qui
est
sommes
êtes
are
Ils, elles,…
is
sont
are
avoir –to have
J’
ai
Nous
have
Tu
as
have
Vous
have
Il, elle, on, qui
a
avons
avez
have
Ils, elles,…
has
ont
have
faire –to make, to do
Je
fais
Nous
do
Tu
fais
do
Vous
do
Il, elle, on, qui
fait
faisons
faites
do
Ils, elles,…
does
font
do
aller –to go
Je
vais
Nous
go
Tu
vas
go
Vous
go
Il, elle, on, qui
va
allons
allez
go
Ils, elles,…
goes
vont
go
60
EXPRESSIONS WITH THE BIG 4
EXPRESSIONS WITH ÊTRE
We are Canadian
Nous sommes canadiens
He's good looking.
Il est beau.
I'm in Oshawa.
Je suis à Oshawa.
I'm a student.
Je suis étudiant.
It's true, isn't it?
C'est vrai, n'est-ce pas?
This is my book.
Ce livre est à moi.
EXPRESSIONS WITH AVOIR
I'm hungry – J'ai faim
I'm thirsty – J'ai soif.
I'm right – J'ai raison
You're wrong – Tu as tort.
I'm hot – J'ai chaud.
I'm cold – J'ai froid.
I'm afraid of spiders. - J'ai peur des araignées.
He's lucky – Il a de la chance.
I need money. - J'ai besoin de l'argent.
He seems smart. - Il a l'air intelligent.
EXPRESSIONS WITH FAIRE
It's hot outside – Il fait chaud
I cook – je fais la cuisine
I read – je fais la lecture.
I go hunting – je fais la chasse
I garden – Je fais du jardinage.
I do an internship – je fais un stage.
I go on a picnic – je fais un pique-nique.
I do my best – je fais de mon mieux.
I play drums – Je fais de la batterie.
I study geography – Je fais de la géographie.
EXPRESSIONS WITH ALLER
I'll get it. - Je vais le chercher.
Go ahead! - Allez-y!
Let's go! - Allons-y!
How are you? - Comment ça va?
I walk – Je vais à pied.
I go fishing. - Je vais à la pêche.
I'm taking off! - Je m'en vais!
That goes without saying. - Ça va sans dire.
61
PRESENT TENSE: REGULAR VERB ENDINGS
Present Tense ER verb endings…
J’/ Je …
Nous , X et moi…
Tu …
Vous
Il, elle, on, qui, le…, la… ‘name’…
Ils, elles, les…, ‘names’… ‘name et name…’
…e
…es
…e
…ons *
…ez
…ent
* Note : exceptions with soft ‘g’ verbs : mangeons
Present Tense RE verb endings…
J’/ Je …
Nous , X et moi…
Tu …
Vous
…s
…s
…
…ons
…ez
…ent
Present Tense IR verb endings…
J’/ Je …
Nous , X et moi…
Tu …
Vous
Ils, elles, les…, ‘names’… ‘name et
name…’
…is
…is
…it
…issons
…issez
…issent
62
COMMON IRREGULAR VERBS
Vouloir – to want
J’/ Je …
Nous , X et moi…
veux
voulons
Tu …
Vous
veux
voulez
Il, elle, on, qui
veut
veulent
Pouvoir – can, be able to
J’/ Je …
Nous , X et moi…
peux
pouvons
Tu …
Vous
peux
pouvez
peut
peuvent
Devoir – should, must
J’/ Je …
Nous, X et moi…
dois
devons
Tu …
Vous
dois
devez
doit
doivent
Voir – to see
J’/ Je
Nous, X et moi…
vois
voyons
Tu
Vous
vois
voyez
voit
voient
63
Savoir – to know a fact
J’/ Je …
Nous, X et moi…
sais
savons
Tu …
Vous
sais
savez
sait
savent
Connaitre – to be aquainted with
J’/ Je …
Nous, X et moi…
connais
connaissons
Tu …
Vous
connais
connaissez
connait
connaissent
Prendre – to take
J’/ Je
Nous, X et moi…
prends
prenons
Tu
Vous
prends
prenez
prend
prennent
Mettre – to put
J’/ Je
Nous , X et moi…
met
mettons
Tu
Vous
mets
mettez
met
mettent
64
Dire – to say
J’/ Je
Nous , X et moi…
dis
disons
Tu
Vous
dis
dites
dit
disent
Partir – to leave (implies a specific destination)
J’/ Je
Nous , X et moi…
pars
partons
Tu
Vous
pars
partez
part
partent
Sortir – to go out (exit generally, take
something outside)
J’/ Je
Nous , X et moi…
sors
sortons
Tu
Vous
sors
sortez
sort
sortent
65
THE FUTURE TENSE
Formula for future proche –the ‘going’to…
method
Take aller in present tense and add the
infinitive.
pronoun
+
je
I
tu
you
Il, Elle, On, Qui
He, she,
Nous
we
Vous
you
Ils, Elles
they
aller
+
vais
am going
vas
are going
va
is going
allons
are going
allez
are going
vont
are going
infinitive
(verb with er, ir, re ending)
finir
to finish
attendre
to wait
regarder
to watch
étudier
to study
partir
to leave
jouer
to play
Formula for future simple –the ‘will’… method
pronoun
+
je
tu
il,elle,on,qui
nous
vous
ils,elles
infinitive
+
regarder
attendr
finir
choisir
écouter
descendr
endings
AI I will watch
AS you will wait
A he will finish
ONS We will choose
EZ You will choose
ONT They will choose
66
LOTS AND LOTS OF INFINITIVES…..
Easy cognate verbs to play with. Practice with a partner to guess meanings.
Abandoner – to quit, abandon
Abolir - to abolish
Abominer – to hate
S’absenter – to leave,
Absorber – to absorb
Abstenir – to abstain
Abuser – to abuse
Accepter – to accept
Accompagner – to accompany
Accomplir – to accomplish
Accumuler – to accumulate
Acquérir – to aquire
Adapter – to adapt
Admettre – to admit
Adopter – to adopt
Adorer – to adore
Adresser – to address
Affirmer – to affirm
Aggraver – to aggravate
Aider – to help, aid
Ajuster – to adjust
Allumer – to alluminate, turn on
Amasser – to pile up, amass
Amputer – to amputate
Amuser – to entertain
Animer – to animate, give life to
Annihiler – to destroy
Annoncer – to announce,
Annuler – to annul, cancel
Apparaître – to appear
Applaudir – to applaud
Appointir – to appoint
Approcher – to approach
Appliquer – to apply
Apprécier – to appreciate
Assembler – to assemble
Assassiner – to murder
Assoccier – to associate
Attaquer – to attack
Argumenter – to argue
Arranger – to arrange
Autoriser – to authorize, allow
Balancer – to balance
Boxer – to box
Brosser – to brush
Calculer – to calculate
Calmer – to calm
Caractériser – characterize
Cataloguer – to list
Centrer – to center
Chaîner – to chain
Challenger – to challenge
Changer – to change
Chasser – to chase, hunt
Circuler – to circulate
Civiliser – to civilize
Coexister – to coexist
Collaborer à – collaborate with
Collecter – to collect
Colorer – to color
Combiner – combine
Communiquer – communicate
Comparer – compare
Compléter – complete
Concentrer – concentrate
Conditionner – to condition
Confesser – to confess
Confirmer – confirm
Considerer – to consider
Consister – to consiste of
Consulter – to consult
Continuer – to continue
Contribuer – to contribute
Copier – to copy
Correspondre – to correspond
Couvrir – to cover with
Craquer – to crack
Créer – to create
Critiquer- to criticize
Croquer – to crunch, munch
Cultiver – to cultivate
Cumuler – accumulate
Damner – to damn
Danser – to danse
Décider – to decide
Déclarer – to declare
Décorer – to decorate
Décrire – to describe
Défendre – to defend
Démolir – demolish
Démontrer – demontrate
Désarmer – disarm
Désobéir – disobey
Déterminer – determine,
establish
Détester – hate
Détruire – destroy
Discontinuer – discontinue
Discuter – discuss
Disputer – fight for, dispute
Diviser – to divide
Distribuer – to distibute
Divorcer – to divorce
Dominer – to dominate
Doubler – to double
Driller – to drill
Droguer – to drug
Dynamiter – to dynamite
Embarrasser – to embarrass
Embrasser – to embrace
émigrer – to emigrate
Employer – to employ, use
Encourager – to encourage
Engager – to engage
Engraver – to engrave
Enricher – to enrich
Entraîner – to train, coach,
Enveloper – to wrap up,
épicer – to spice
éroder – to erode
éstammer – to estimate
exagérer – to exaggerate
examiner – to examine
exciter – to excite
excuser –to apologise
executer – to execute
exercer – to exercise
exister – to exist
expliquer – to explain
explorer – to explore
Exploser – to explode
Exporter – to export
67
Falsifier – to falsify
Famliariser – to get used to
Favoriser – to favour
Fertiliser – to fertilize
Fixer – to fix
Flamber – to blaze
Flatter – to flatter
Flotter – to float
Forcer – to force
Former – to form
Fortifier – to fortify, make strong
Frapper – to knock
Fumer – to smoke, steam
Galoper – to gallop
Garantir – to guarantee
Garder – to keep, guard,
Généraliser – to generalize
Gesticuler – to gesticulate
Glouglouter – to gurgle
Gouverner – to govern
Grouper – to group
Hésiter – to hesitate
Honorer – to honour
Hospitaliser – to hospitalize
Humilier – to humiliate
Hypnotiser – to hypnotize
idéaliser – to idealize
Identifier – to identify
Ignorer – to ignore
Iluminer –to illuminate
Imaginer – to imagine
Imiter – to imitate
Implorer – to implore
Imposer – to impose
Incliner – to incline, lean
Indiquer – to indicate
Informer – to inform
Injecter – to inject
Insister – to insist
Inspirer – to inspire, breathe in
Installer – to install
Interpéter – to interpret
Interroger – to interrogate
Interrompre – to interrupt
Introduire – to introduce
Inventer – to invent
Inviter – to invite
Irriter – to irritate
Isoler – to isolate
Jalouser – to be jealous of
Japper – to yap
Jeter – to throw
Joindre – to join
Juger – to judge
Justifier – to justify
Kidnapper – to kidnap
Lacer – to lace up
Lancer – to throw
Libérer – to free, release
Mâcher – to chew
Maintenir – to maintain
Manager – to manage
Manipuler – to manipulate
Marier – to marry
Marquer – to mark, note, score
Matcher – to match
Mémoriser – to memorize
Mesurer – to measure
Minimiser – to minimize
Moquer – to mock, make fun of
Négliger – to neglect
Nommer – to name
Obéir – to obey
Obliger – to oblige
Observer – to observe
Organizer – to organize
Parachuter – to parachute
Parfumer – to scent, flavour
Participer – to participate
Passer – to pass time, go past,
Payer – to pay, pay for
Peindre – to paint
Percer – to pierce
Permettre – to permit, allow
Persuader – to persuade
Photographer – to photograph
Piloter – to steer, pilot
Pique-niquer – to picnic
Piquer – to sting, bite, prick
Placer – to place
Planter – to plant
Plonger – to dive, plunge
Plumer – to pluck
Porter – to carry, wear
Posséder – to possess, own
Pousser – to push
Préférer – to prefer
Projeter – to project
Promettre – to promise
Protester – to protest
Prouver – to prove
Publier – to publish
Questioner – to question
Quitter – to leave, vacate,
desert
Ranger – to tidy, arrange,
Raser – to shave
Rassembler – to reassemble
Réaliser – to realize
Recevoir – to receive
Réciter – to recite
Recommander – to recommend
Recycler – to recycle
Refuser – to refuse
Regretter – to regret
Rejeter – to reject
Remplacer – to replace
Réparer – to repare
Répéter – to repeat
Répondre – to respond, answer
Représenter – to represent
Respecter – to respect
Respirer – to breathe
Resemmbler – to ressemble
Retourner – to return
Roter – to belch
Rôtir – to roast
Ruiner – to ruin
Sacrifier – to sacrifice
Satisfaire – to satisfy
Séparer – to separate
Siffler – to whistle
Signaler – to signal
Signer – to sign
Snober – to snub
Souper – to have supper
Splitter – to spl
68
Sprinter – to sprint
Stabiliser – to stabilize
Stimuler – to stimulate
Stripper – to strip
Suggérer – to suggest
Supposer – to suppose
Suspecter – to suspect
Suspendre à – to suspend
Swinguer – to swing
Tatouer – to tatoo
Taxer – to tax
Téléphoner – to phone
Terminer – to end
Terrifier – to terrify
Terroriser – to terrorize
Toaster – to toast
Toiletter – to groom
Torturer – to torture
Toucher – to touch
Tourner – to turn
Tousser – to cough
Transformer – to change into
Transplanter – to transplant
Transporter – to carry
Traverser – to cross
Trembler – to tremble
Tripler – to triple
Troubler – to disturb
Twister – to twist
Ululer – to hoot (owl)
Unir – to unite
User – to use, wear away
Utiliser – to use
Vacciner – to vaccinate
Vaseliner – to coat with
Vaseline
Vomir – to vomit
Voter – to vote
Voyager – to travel
Vibrer – to vibrate
Violenter – to batter, assault
Vocaliser – to vocalize
Visualiser – to visualize
Zébrer – to stripe, streak
Zozoter – to lisp
69
THE REGULAR PAST TENSE WITH AVOIR
MEMORIZE THIS.....
ER verbs change to é
e.g. regarder –regardé
IR verbs change to i
e.g. finir –fini
RE verbs change to u
e.g. attendre –attendu
Here is the formula for past tense with avoir…
pronoun
tu
il
Nous
+ avoir
as
a
avons
+ verb stem
regard
fin
attend
+ ending
é
i
u
70
IRREGULAR PAST TENSE WITH AVOIR
Unfortunately there are always exceptions. The following list of
irregular verbs should be mastered, along with their past
participles.
Être –to be
Avoir –to have
Prendre –to take
Lire –to read
Devoir –should, must
Savoir –to know
Pouvoir –can, be able to
Voir –to see
Vouloir –to want
Couvrir –to cover
Ouvrir –to open
Offrir –to offer
Comprendre –to understand
Mettre –to put
Dire –to say, tell
Faire –to make, do
été
eu
pris
lu
dû
su
pu
vu
voulu
couvert
ouvert
offert
compris
mis
dis
fait
71
PAST TENSE WITH ÊTRE
There are several verbs that don’t use avoir in the passé compose, but use
être instead. In grade 8 you should memorize this list of verbs using the
following mnemonics. There are others, but I find this the easiest….
There are several mnemonic devices, but I find this the easiest...
THE ADVENT R VERBS
These are laid out in pairs of opposites.
to arrive Arriver
to go down Descendre
to come Venir
to enter Entrer
to be born Naitre
to fall Tomber
to stay Rester
to leave partir
to go up monter
to go aller
to exit sortir
to die mourir
to return –retourner
Here is the formula for past tense with être…
pronoun
je
tu
il
Nous
+ être
suis
es
est
sommes
+ verb stem + ending
arriv é(e)
allé(e)
sort i
descendu(e)s
not-so-tricky spelling rules for gender and plurality
1. an extra ‘e’if the pronoun is feminine
e.g. elle est arrivée
2.add an ‘s’if the pronoun is plural
e.g. vous êtes arrivés
3. add an ‘es’if the pronoun is feminine plural
e.g. elles sont arrivées
72
GIVING ORDERS – THE IMPERATIVE
To give a command you only use three
(TU,VOUS, NOUS) forms, and you don’t use the
pronoun
For example: faire – to do
Faisons le travaille!
(Let’s) do the work!
Faites le travaille!
Do the work!
Va au bureau!
Fais le travaille!
Do the work!
(polite version, or plural version)
(familiar version, or singular version)
Note : When writing the imperative in singular
tu, the final ‘s’ is dropped.
Irregular imperatives
These require special study. You will spend more time on these in high school.
avoir
(tu) aie = have !
(nous) ayons = let’s have…!
(vous) ayez
savoir
(tu) sache
(nous) sachons
(vous) sachez
être
(tu) sois = be
e.g. sois patient = be patient!
(nous) soyons
(vous) soyez
vouloir
(tu) veuille
(nous) n/a
(vous) veuillez
73
COMMON VERB PAIRS FOR PRACTICE
I have written these verbs in the
imperative form, but you can change
them to third person singular or first person
plural to hear the patterns.
dites – parlez
levez-vous – asseyez-vous
sautez – arrêtez
commencez – finissez
buvez – mangez
vas – viens
allez – venez
oubliez – se rappelez
volez – tombez
dansez – chantez
mettez – enlevez
cherchez – trouvez
ouvrez – fermez
restez – bougez
traversez – restez
marchez - courez
sortez – entrez
gagnez – perdez
dormez – réveillez
arrivez – partez
donnez – prenez
gardez – laissez
écrivez – effacez
montez – descendez
criez – chuchotez
aimez – détestez
pleurez – riez
passez – ramassez
levez – baissez
poussez – tirez
lancez – attrapez
enseignez – apprenez
demandez – répondez
apparaissez – disparaissez
construisez – détruisez
jouez – travaillez
74
WRITING IN FRENCH –
THE APOSTROPHE
Whenever you come across an apostrophe, pretend it’s not
there and blend the sounds together as one. Do not stall or stop
while reading the word with an adjoining apostrophe. It is simply
there to disallow two short vowel sounds from ‘banging’ into each
other.
e.g. que + il = qu’il, que + elle = qu’elle, je + ai = j’ai,….
Note: this rap from Wendy Maxwell may help you….
Deux voyelles ensemble comme ça
Se cognent et ça ne marche pas!
Enlève le ‘e’, met l’apostrophe après
Et maintenant ça marche, c’est vrai!
75
FRENCH ACCENTS
The French language has accents for a reason; to distinguish the sound of the
letter, and to distinguish homographs (words that sound and spelled the
same) French evolved over a long time as a dialect of spoken Latin, called
Romance. Other Romance languages include: Spanish, Italian, Romanian,
and Portugese. And, like other languages, the writing/spelling evolved over
time to show the specific sounds particular to the language of a particular
region.
Here is a quick and dirty explanation of the French accents.
1. The acute accent, accent aigu (é) sounds like an ‘ay’ sound. Always!
2. The grave accent, accent grave (è), sounds like an ‘eh’ sound.
Accent grave is also used on the u, such as où. Où (meaning ‘where’)
sounds like ou (meaning ‘or’). The accent is added to tell the otherwise
identical words apart. Other homographs are ‘a’ and ‘à’
3. The circumflex accent, accent circonflexe, is found on e, a, i, u, and o.
It looks like ê, â, ô î, û. It was used as a shortcut to spelling words that
originally had an ‘s’ after those letters. (e.g. fenêtre, used to be fenestre,
forêt used to be forest, etc…)
It is also used to distinguish homographs apart from each other.
du is different in meaning from dû
la is different in meaning from là
ou is different in meaning from où
4. The cedilla, accent cédille, is only found on c’s, like this: ç, and always
sounds like an ‘s’. e.g. garçon . If a c is followed by e (ce) or, i (ci), it
always sounds like an ‘s’. e.g. Cedric…. But also be aware that c can be
pronounced like a hard k, such as café or coco
5. ï , the two dots above the vowel, called a trema, are designed to
separate two consecutive vowels sounds. e.g. naïve, not naive
Note: To type this character on the multilingual standard keyboard, type the shift key,
then [, then the vowel.
76
PUNCTUATION RULES
1. When typing numbers and money, a space replaces the
comma, and a comma replaces the decimal point. Put a
space after the last number and the dollar sign goes at the
end. English: $1,343.57
French: 1 343,57 $
English: 2,000,500
French: 2 000 500
2. When writing the time, use the 24 hour clock, and place a
space before and after the „h‟
English: 3:30 p.m.
French: 15 h 30
3. Quotation marks, called guillemots, are different and have a
space after opening and before closing. See the section on
Typing in French. « bonjour ! »
4. Always type two spaces after the colon (:), called deux
points.
5. One space after a semi-colon, point-virgule (;). Don’t put a
space before it.
6. The period, point (.), has the same rules as in English. Type two
spaces after you’ve ended a sentence.
As a student you should be able to:
•
recognize and utilize the editing marks with an editing chart
•
edit written text
•
remember the spacing rules when using punctuation marks.
77
CAPITALIZATION RULES FOR FRENCH
1. Don’t capitalize seasons, days, months
été, en hiver, jeudi, mardi, septembre, mai, ...
2. Don’t capitalize compass directions unless it is the proper
name of a place.
nord (le Nord), est (l’Est)...
3. Don’t capitalize religions (unless you are describing a follower
of a religion)
christianisme - Chrétien,
catholicisme - Catholique,
islam - Musulman,
bouddhisme – Bouddhiste
hindouisme – Hindou
4. Don’t capitalize nationalities or languages (unless you are
describing a human being)
canadien, italien, allemande, anglais, français....
5. Don’t capitalize geographical words (street, mountain,
ocean, sea, avenue...)
rue, avenue, mont, mer, océan...
7. Don’t capitalize je unless it’s at the beginning of a sentence.
78
TYPING IN FRENCH - option 1: USING THE
COMPUTER KEYBOARD SETTINGS



Change language US to French (Canada) to use the French
dictionary to help in spell-check
Use Keyboard English (Canadian Multilingual Standard)
Set keyboard control to be visible on task bar or on desktop
to change language/keyboard settings at will
?
ç
Ù
à
è
é
ô, î, ê, â = [
then the
letter o,i,e,a
ï = shift key then [ then i
’ (the apostrophe) = Left
shift then , (comma)
Ù = alt [ u
use the option key if it’s a
Mac
French quotation marks
« …. » = Left shift and > (it
will automatically point in the
correct direction at the
beginning and end of the
quote)
79
TYPING IN FRENCH - option 2:
USING THE ALT KEY AND ASCII CODES
An alternative way to typing in French, or other foreign languages,
when you don’t want to go through the bother of changing the keyboard
and language settings, is to use the ASCII (American Standard Code for
Information Interchange) codes with the ‘alt’ key with the numeric keypad.
Make sure you turn on the “Num Lock” key, press Alt, hold and press the
desired numbers on the numeric keypad, not the numbers in the top row,
then release the ‘Alt’ key. Note that capital letters have separate code
numbers.
A
à - 133
À - 0192
â - 131
Â - 0194
æ - 145
Æ - 146
E
é - 130
É - 144
è - 138
È - 0200
ê - 136
Ê - 0202
ë - 137
Ë - 0203
I
î - 140
Î - 0206
ï - 139
Ï - 0207
O
ô - 147
Ô - 0212
U
ù - 151
Ù -0217
û - 150
Ü - 154
C
ç - 135
Ç - 128
œ - 0156
Œ – 0140
When typing oe, and ae, the computer keyboard often joins
them together, such as in œuf, sœur, œil. I haven’t found this
to be very consistent. It is not mandatory that these letters be
squished together, though it is recommended to join them
when handwriting in French.
80
TEXTING IN FRENCH / LES TEXTOS
(compiled from www.cpf.on.ca and french.about.com )
General Rules: phonetic short forms…
 É replaces c’est, s’est, sais, etc…
 C replaces ai, ais
 K can replace QU (koi)
 O replaces AU, EAU, AUX, etc.
 T replaces T’ES, etc..
 1 replaces UN, EN, IN
 2 replaces DE
TEXT
12C4, A12C4
2 ri 1
6né
A+, @+
A2m1, @2m1
AMHA
AP, APLS
ASV
ALP
A tt
Auj
B1sur
BCP
Bi1to
Biz
Bjr
C
C1Blag
CAD
Cb1
C Cho
Cé
Ché
Chu/chui/chuis
C mal1
C pa 5pa
CPG
Ct
D100
D’ac, dak
DSL
DQP
EDR
ENTK, EntouK
FRENCH
Un de ces quatre
De rien
Ciné
À plus
À demain
À mon humble avis
À plus,
Âge, sexe, ville
À la prochaine
À tout à l’heure
Aujourd’hui
Bien sûr
Beaucoup
Bientôt
Bisous
Bonjour
C’est
C’est une blague
C’est-à-dire
C’est bien
c’est chaud
C’est
Chez
Je suis
C’est malin
C’es pas sympa
C’est pas grave
C’était
Descends
D’accord
Désolé
Dès que possible
Écroulé de rire
En tout cas
ENGLISH
One of these days
You’re welcome
Movie theater
L8R Later,
CU2moro Til tomorrow,
IMHO In my humble opinion,
TTFN, L8r, later, Tata for now
ASL , Age, sex, location
TTFN, Tata for now,
See you soon
Today
Of course
A lot
Real soon now, RSN
XXX, Kisses
Hello
It is
It’s a joke, just kidding
That is, i.e.
That’s good
it’s hot
It is
At the home of…
I am
That’s clever, sneaky
That’s not nice
INBD, it’s no big deal
It was
Get down
OK
IMS, I’m sorry
ASAP, as soon as possible
LOL, laughing out loud
IAC, in any case
81
TEXT
FRENCH
FAI
FDS
G
GHT
G la N
GspR b1
Gt
Je c
Jé
Je le saV
Jenémar
Je t’M, JTM
Je vé, j’vé
JMS
JSG
KDO
Kan, Kand
Ke
Ké
Kel
Keske
Ki
Koi29
L’s tomB
Lut, SLT
MDR
Fournisser d’assès internet
Fin de semaine
J’ai
J’ai acheté
J’ai la haine
J’espère bien
J’étais
Je sais
J’ai
Je le savais
J’en ai marre
Je t’aime
Je vais
Jamais
Je suis genial
Cadeau
Quand
Que
Qu’est
Quel, quelle
Qu’est-ce que
Qui
Quoi de neuf
Laisse tomber
Salut
Mort de rire
mr6, M
MSG
Now
NSP
O
Ok1
OQP
Oué
P2k
Parske, PK
p-ê
Pkoi
Po, pô
q-c q, queske
QDN
Qq
Qqn
raf
Rdv
RE
ri1
Savapa
SLT, lut
SNIF
Merci
Message
Maintenant
Ne sais pas
Au
Aucun
Occupé
Ouais
Pas de quoi
Parce que
Peut-être
Pourquoi
Pas
Qu’est-ce que
Quio de neuf?
Quelques
Quelqu’un
Rien à faire
Rendez-vous
(je suis de) retour, rebonjour
Rien
Ça va pas
Salut
J’ai de la peine
ENGLISH
ISP, internet service provider
Wknd, weekend
I have
I bought
H8, hate
I hope so
I was
I know
I have
I knew it
I’m sick of it
ILUVU, I love you
I’m going
NVR, never
I’m (doing) great
gift
When
That, what
What is
Which
What
Who
What’s new?
Forget it
Hi
ROFL, rolling on the floor
laughing
Thx, thanks
Msg, message
ATM, at the moment
dunno
In the, at the
None, not one
Busy
Yeah
URW, you’re welcome
COZ, because
maybe
Y, why
Not
what
What’s new?
some
Someone
Nothing to do
Meeting, date, appointment
I’m back, hi again
0, nothing
Is something wrong
hi
I’m sad
82
TEXT
ss
STP, SVP
T
Tabitou
tata KS
Tds
ti2
Tjs
Tkc
TLM
T nrv?
TOK
TOQP
Tps
Tt
V1
Vazi
VrMan
X
XLnt
Y a , ya
FRENCH
(je) suis
S’il te/vous plait
T’es
T’habites où
T’as ta casse
Tout de suite
T’es hideux
Toujours
T’es cassé
Tout le monde
T’es énervé?
T’es OK?
T’es occupé
Temps
Tout
Viens
Vas-y
Vraiment
Crois, croit
Excellent
Il y a
ENGLISH
I am
PLS, please
You are
Where do you live?
You have a car?
Right away
You’re hideous
Always
You’re tired
Everyone
You irritated, annoyed?
RUOK?, are you ok
RUBZ?, are you busy
Time, weather
All, every
Come
Go
Really
Believe
XLNT
There is, there are
83
CEFR REFERENCE LEVELS OF BILINGUAL ABILITY
Proficient User
C2
C1
Independent User
B2
B1
Basic User
A2
A1
Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without
much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics, which are familiar, or of
personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on familiar
and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
84
BASIC USER LEVELS A1 and A2
ORAL COMMUNICATION
A1 Breakthrough
A2 Waystage
I can manage very short isolated,
mainly pre-packaged phrases and
words, with much pausing to search
for expressions and articulate less
familiar words and repair
communication.
I can ask and answer questions about
personal details. I can interact in a
simple way but communication is
totally dependent on repetition,
rephrasing and repair.
I can use the simplest everyday polite
forms and greetings and farewells;
introductions; saying please, thank you,
sorry, etc…
I have a basic vocabulary repertoire of
isolated words and phrases related to
particular concrete everyday situations
(i.e. family and personal details)
I can make myself understood in very
short utterances, even though pauses,
false starts and reformulation are very
evident.
Grammatical Accuracy
I show only a limited control of a few
simple grammatical structures and
sentence patterns in a learnt repertoire.
I can communicate very basic
information about myself and my
family, my job in a simple and direct
language, and I can join simple phrases
with ‘and’, ‘then’, ‘but’, ‘because’.
I use some simple structures
correctly, but still systematically
make basic mistakes – for example
tends to mix up tenses and forget to
mark agreement; Nevertheless, it is
usually clear what he/she is trying to
say.
Phonological Control
My pronunciation of a very limited
repertoire of learnt words and phrases
can be understood with some effort by
native French speakers used to dealing
with French Second Language
speakers.
My pronunciation is generally clear
enough to be understood despite a
noticeable foreign accent, but
conversational partners will need to
ask for repetition from time to time.
Fluency
Interaction
Vocabulary Range and
Control
I can answer questions and respond to
simple statements. I can indicate
when I am following the
conversation, but am rarely able to
understand enough to keep
conversation going of my own
accord.
I have a sufficient vocabulary for
coping with simple survival needs;
for the expression of basic
communicative needs; to conduct
routine, everyday transactions
involving familiar situations and
topics.
85
READING COMPREHENSION
A1 Breakthrough
A2 Waystage
Overall Comprehension
I can understand very short, simple
texts a single phrase at a time, picking
up familiar names, words and basic
phrases and rereading as required.
Conditions and Limitations
I read a single phrase at a time, rereading part of text.
I can understand short, simple texts
containing the highest frequency
vocabulary, including a proportion
of shared international vocabulary
items.
I can understand short, simple texts
on familiar matters of concrete
type, which consist of high
frequency everyday language, or
language related to my knowledge
and experience.
I am restricted mainly to common
everyday language and language
related to a field of my knowledge
and experience
WRITING PRODUCTION
A1 Breakthrough
A2 Waystage
Overall Written production
I can write simple isolated phrases and
sentences. Can ask for or pass on
personal details in written form.
I can write a series of simple
phrases and sentences linked with
simple connectors like “and”, “but”,
and “because”. I can write short
simple formulaic notes relating to
matters in areas of immediate need.
Orthographic Control
I can copy familiar words and short
phrases (e.g. simple sings and
instructions, names of everyday
objects, names of shops and set phrases
used regularly. I can spell my address,
nationality and other personal details.
Apart from the most common words an
expressions, I need to consult a
dictionary
I can copy short sentences on
everyday subjects (e.g. directions
how to get somewhere. I can write
with reasonable phonetic accuracy,
short words that are in my oral
vocabulary, but not necessarily full
standard spelling
I write only on familiar and routine
matters. Writing continuous
coherent text is difficult.
86
INDEPENDENT LEVELS B1 and B2
ORAL COMMUNICATION
B1 Threshold
B2 Vantage
Fluency
Can keep going comprehensibly, even
though pausing for grammatical and
lexical planning and repair is very
evident, especially in longer stretches
of free production.
Can produce stretches of language
with a fairly even tempo: although
he/she can be hesitant as he/she
searches for patterns and expressions.
There are few noticeably long pauses.
Interaction
Can imitate, maintain and close simple
face-to-face conversations on topics
that are familiar or of personal interest.
Can repeat back part of what someone
has said to confirm mutual
understanding.
Can initiate discourse, take his/her
turn when appropriate and end
conversation when he1/she needs to,
though he/she may not always do this
elegantly. Can help the discussion
along on familiar ground confirming
comprehension, inviting other in, etc.
Vocabulary Range and
Control
Has a sufficient vocabulary to express
him/herself with some circumlocutions
on most topics pertinent to his/her
everyday life such as family, hobbies
and interests, work, travel, and current
events. Shows good control of
elementary vocabulary but major
errors still occur when expressing
more complex thoughts or handling
unfamiliar topics and situations.
Has a good range of vocabulary for
matters connected to his/her field and
most general topics. Can vary
formulation to avoid frequent
repetition, but lexical gaps can still
cause hesitation and circumlocution.
Lexical accuracy is generally high,
though some confusion and incorrect
choice does occur without hindering
communication.
Grammatical Accuracy
Uses reasonable accurate a repertoire
of frequently used ‘routines’ and
patterns associated with more
predictable situations. Communicates
with reasonable accuracy in familiar
contexts; generally good control
though with noticeable mother tongue
influence. Errors occur, but it is clear
what he/she is trying to express
Shows a relatively high degree of
grammatical control. Does not make
mistakes which lead to
misunderstanding. Good grammatical
control: occasional slips or nonsystematic errors and minor flaws in
sentence structure may still occur; but
they are rare and can often be
corrected in retrospect.
Phonological Control
Pronunciation is clearly intelligible
eve if a foreign accent is sometime
evident and occasional
mispronunciations occur.
Has acquired a clear, natural,
pronunciation and intonation.
87
READING COMPREHENSION
B1 Threshold
Overall Comprehension
I can read straightforward factual
texts on subject related to my field
and interest with a satisfactory level
of comprehension
I have an ability to identify main
conclusions and follow arguments
restricted to straightforward texts.
B2 Vantage
I can read with a large degree of
independence, adapting style and
speed of reading to different tests
and purposes, and using appropriate
reference sources selectively. I have
a broad active reading vocabulary,
but may experience some difficulty
with low frequency idioms.
There is only a minor limitation in
my access to a range of different
types of texts. I can read different
types of text at different speeds and
in different ways according to the
purpose and type of text. I require a
dictionary for more specialized or
unfamiliar texts.
WRITING PRODUCTION B1 and B2
Overall Written production
Orthographic Control
B1 Threshold
B2 Vantage
I can write straightforward connected
texts on a range of familiar subjects
within my field of interest, by linking
a series of shorter discrete elements
into a linear sequence. I can convey
information and ideas on abstract as
well as concrete topics, chick
information and ask about or explain
problems with reasonable precision. I
can write personal letters and notes
asking for, or conveying, simple
information of immediate relevance,
and get across the point I feel to be
important.
I can produce continuous writing
which is generally intelligible
throughout. My spelling, punctuation
and layout are accurate enough to be
followed most of the time.
I can write clear, detailed =texts on a
variety of subjects related to my
field of interest, synthesizing and
evaluating information and argument
from a number of sources. I can
express news and views effectively
in writing, and relate to those of
others.
The range of texts can be limited to
more familiar and common ones, such
as describing things and writing about
sequences of actions. Writing for
argumentation and contrasting issues
are difficult for me.
I can produce clearly intelligible
continuous writing, which follows
standard layout and paragraphing
conventions. My spelling and
punctuation are reasonably accurate
but my show signs of English
influence.
Expressing subtle nuances in taking
a stance or in telling about feeling
and experiences is usually difficult
for me.
88
I CAN DO LISTS
Descriptor…
1
not ready
yet
A1 Listening Comprehension:
1. I can understand basic vocabulary about myself and
my family
2. I can understand basic vocabulary related to my
surrounding (e.g., school, classroom, or workplace
3. I can understand numbers, prices, and times
4. I can understand questions and follow short simple
instructions in class, to find objects in class, house,
mall, city map, etc…
5. I can understand simples directions, to get from A to
B, by foot or public transport
6. I can understand some simple messages and stories
by identifying some words and expressions
A1 Spoken production:
7. I can briefly describe my family and where I live
8. I can express my basic needs (washroom, food,
drink, etc…)
9. I can state a list of items (e.g. hobbies, animals,
food, classroom objects…)
10. I can state my likes and dislikes about food, clothing,
animals, sports, etc…
11. I can give my name, age, address, and telephone
number
12. I can say when I don’t understand
13. I can very simply ask somebody to repeat what they
said
14. I can ask somebody to speak more slowly
15. I can describe objects’ size, shape, colours, (suit,
animal, face)
16. I can describe what I, or others, can or cannot do
17. I can simply describe my family members (who they
are, how old they are, and what they do)
A1 Spoken interaction:
18. I can introduce somebody and use basic greetings
such as ‘hello’ and ‘good bye’
19. I can ask and answer simple questions and make
simple statements about basic needs or very familiar
topics
20. I can ask people for things and give people things
21. I can ask people questions about where they live,
people they know, things they have and answer
similar questions addressed to me provided they are
spoken slowly and clearly
22. I can make simple purchases by pointing or using
other gestures to support what I say
2
Somewhat
3
Partially
4
Fully
mastered
89
23. I can make statements involving numbers,
quantities, and cost
24. I can ask and give the time and can use such
phrases as ‘next week’, ‘last Friday, ‘in November, 3
o’clock’
25. I can provide the date including the day of the week,
month and year, as well as my birthdate
26. I can make myself understood in a simple way with
the other speaker being prepared to repeat more
slowly and rephrase what I say and to help me to
say what I want
27. I can buy things in shopw ehre pointing or other
gestures can support what I say
28. I can use and understand simple numbers in
everyday conversations (e.g. prices , telepohone
numbers>
29. I can answer the phone, give my name, and answer
basic questions
30. I can use basic greattging and leave-takeing
expressions
31. I can ask how people are
A1 Reading
32. I can understand basic questions of standardized
forms to give the most important information about
myself
33. I can understand information about people (place of
residence, age)
34. In everyday situations, I can read short, simple
message and notes
35. I can decipher posters, signs and labels everyday
life to determine times, dates, costs and locations
36. I can understand some newspaper headlines with
familiar words
37. I can read short text with familiar words and very
simple sentence s and grasp the overall meaning of
the text (comptines, rhymes, greeting cards)
38. I can understand import words relating to computer
programs such as save, copy and print
39. I can follow simple written directions
A1 Writing
40. I can write a postcard or greeting card describing
how I am feeling and what I am doing using short
simple phrases
41. I can fill in a form or questionnaire giving basic
personal information (e.g. job application, hotel
registration, etc…)
42. I can write short simple sentences about myself and
what I do
90
Descriptor…
1
not ready
yet
A2 Listening Comprehension:
1. I can understand simple information and questions
about family, people, homes, work, and hobbies
2. I can understand what people way to me in
simple, everyday conversation, if they speak
clearly and slowly and give me help
3. I can understand short conversations about family,
hobbies and daily life, provided that people speak
slowly and clearly
4. I can follow changes of topic in TV news reports
and understand the main ideas
5. I can understand short, clear, and simple
messages at the school, bus depot, airport, train
station if spoken very clearly
6. I can understand enough of what people say to be
able to meet immediate needs, provided people
speak slowly and clearly as long as I can ask for
help
7. I can generally identify change in the topic of
discussion around me which is conducted slowly
and clearly
8. I can understand short, simple stories when told
clearly and slowly
9. I can follow the main points of TV news, if people
talk slowly and clearly, if I can familiar with the
subject and if the images help me to understand
the story
10. I can understand the main point in short, clear,
simple messages, announcements and
instructions (e.g. public transit, airport…)
A2 Spoken production:
11. I can describe myself, family and other people
12. I can describe my education, present or last job
13. I can describe my hobbies and interests
14. I can describe my home and where I live
15. I can describe what I did ant the weekend or on
my last holiday
16. I can talk about my plans for the weekend or on
my next holiday
17. I can explain why I like or dislike something
18. With time to prepare, I can give basic information
about something I know well (i.e. country, sports
team, musician, etc…)
19. I can describe place I line (i.e. town, resorts,
stores, etc)
20. I can say what I do in my free time
21. I can describe plans, arrangements and
alternatives
22. I can describe past activities, events, and personal
experiences
2
Somewhat
3
Partially
4
Fully
mastered
91
23. I can describe a job or study experience, daily
chores
24. With time to prepare, I can briefly explain and give
reasons for my actions
25. I can briefly present a country, sports team,
musician, etc…
26. I can summaries simple stories I have read,
relying on the language used in the story
A2 Spoken interaction:
27. I can ask people how they feel in different
situations (e.g. are you hungry, OK, )
28. I can say how I feel (e.g. various adjectives of
mood, etc…)
29. I can ask and answer simple questions about
home and country, work and free time, likes and
dislikes
30. I can ask and answer simple questions about the
past event, (e.g. time and place of party, who was
there, what happened…)
31. I can make and accept invitations, or refuse
invitations politely
32. I can make and accept apologies
33. I can discuss plans with other people (e.g. what to
do, where to go, when to meet…)
34. I can ask for and give directions using a map or
plan
35. I can communicate in everyday situations, (e.g.
order food and rink, shopping, using post offices,
banks, etc…)
36. I can use the bus, train, taxi, …ask for basic
information about travel and buy tickets
37. I can use standard phrases to answer the phone,
exchange simple information, have a short
telephone conversations with someone I know
(e.g. arrange a meeting, etc…)
38. I can have short conversation with friends and ask
and answer simple questions about familiar topics
(e.g. weather, hobbies, pets, music, sport, etc…)
39. I can ask and answer simple questions about
things in the past (e.g. yesterday, last week, last
year, last summer, etc…)
40. I can ask for and give opinions, agree, and
disagree, in a simple way. I can discuss different
things to do, place to go, etc…
41. I can give and follow simple directions and
instructions (e.g. explain how to get
somewhere…)
42. I can handle most everyday situation (e.g.
shopping, eating out and checking travel times)
43. I can get simple information about travel, buying
tickets and finding out and passing on information
on places, times, costs, etc…)
44. I can phone friends to exchange news, discuss
plans and arrange to meet.
92
A2 Reading
45. I can understand short simple texts containing
familiar vocabulary including international words
46. I can find the most important information in
advertisements, brochures, Web pages,
catalogues, timetables, etc
47. I can understand the main points in short, simple
news items and descriptions if I already know
something about the subject (i.e. sports, pop
culture, school, etc.)
48. I can understand clear instructions (how to use a
telephone, cash machine, vending machine,
etc…)
49. I can understand the main points of short, simple,
everyday stories, especially with visual support
50. I can understand short simple messages from
friends (i.e. emails, IM, postcards, short letters…)
51. I can understand short, simple texts on familiar
subjects, which consist of high-frequency,
everyday or job-related language
52. I can use the phone book, other reference books
to find what I want and understand the most
important pieces of information (e.g. price and size
of apartment, cars, computers, etc…)
53. I can understand main points in short
newspaper/magazine stories, especially when
illustrated
54. I can understand instructions expressed in simple
language (public telephones, public transport
ticket machines, safety information, directions,.)
55. I can understand short everyday stories about
familiar subject if the text is written in simple
language
56. I can understand simple texts, emails and letters
from friends or colleagues, for example saying
when we should meet for lunch/dinner or asking
me to be a t work early…)
A2 Writing
57. I can write about myself using simple language,
(e.g. my family, at school, job, hobbies, )
58. I can write about my everyday life in simple
sentences (e.g. people, places, job, school, family,
hobbies…)
59. I can write very short, basic descriptions of past
activities, and personal experiences, (e.g. recent
holiday, etc)
60. I can write about things and people I know well in
simple language, (e.g. descriptions of friends,
events of the day, etc)
61. I can complete a questionnaire with information
about my education background, job, interests,
skills
62. I can complete a simple questionnaire or
standardized report form using short sentences
63. I can write a simple message (e.g. make or
change invitation or appointments)
93
64. I can write a short message to friends to give them
persona news, ask a questions (e.g. text
message, postcard)
65. I can write messages, short letters, emails, making
arrangements or giving reasons for changing them
66. I can write short letters or e-mails, telling about
everyday things to people I know well
CORE 4-8 FRENCH CURRICULUM VOCABULARY &
GRAMMAR (taken from older curriculum)
Descriptor…
Survival Vocabulary 4-8
1. I can recite all letters randomly, including accented
vowels
2. pronounce cognates properly
3. colours
4. Question words
5. numbers zero to 20
6. numbers 20 to 60
7. numbers 70-100
8. large numbers over 100, years, dollars and cents
9. common shapes
10. tell time 12 hour clock to the hour
11. tell time 24 hour clock to the hour
12. tell time to half hour and quarter to, quarter past the
hour
13. times of the day and night
14. days, months, seasons, calendar terms (yesterday,
today, etc…)
15. transportation vehicles
16. clothing
17. body parts
18. animals
19. food, meals
20. menu items
21. dollar amounts and shopping
22. household items and rooms
23. common classroom objects
24. weather and climate
25. school courses, subjects, the timetable
1
not ready
yet
2
Somewha
t
3
Partiall
y
4
Fully
mastered
94
26. family members
27. daily chores
28. shopping
29. common greetings, phrases,
30. sports and leisure activities
31. physical geography, city, provinces, countries
32. jobs and careers
33. technology and communication
34. common expressions in the school (page 17)
Grammar Grade 4
35. definite and indefinite articles (un, une, des, le, la, les)
36. common regular adjectives of mood
37. être present tense, common expressions with être
38. avoir present tense, common expressions with avoir
39. faire present tense, common expressions with faire
(sports, music, weather…)
40. aller present tense, common expressions with aller
41. subject pronouns (je, tu, il, elle, on, nous, vous, ils,
elles)
42. regular ER verbs present tense
43. common prepositions (page 56)
Grammar Grade 5
44. using aimer and infinitive (double verb introduction)
45. adverbs of quantity (page 53)
46. more common expressions with être
47. more common expressions with avoir
48. more common ER verbs in present
49. common RE verbs in present
Grammar Grade 6
50. partitive article (de l’, du, des)
51. expressions with faire
52. IR verbs in present
53. Imperative / giving commands
54. possessive adjectives (mon, ma, mes…..)
55. adverbs and expressions of quantity (page 53)
95
Grammar Grade 7
56. future tense with aller and infinitive
57. adjectives preceding nouns (mnemonic poem)
58. regular adjective spelling patterns
59. using ne…pas with partitive article de
60. demonstrative adjectives (ce, cet, cette, ces) page 50
61. irregular adjectives
62. conjunctions and compound sentences (using mais,
et, donc, alors, puis…)
63. inversion questions
64. possessive adjectives continued
65. irregular verbs vouloir, devoir,….
66. double verbs with vouloir, devoir,
67. contractions of à + le, de + le, ….
Grammar Grade 8
68. pronouns y and en (with recall of adverbs of quantity)
69. past tense regular ER with avoir
70. past tense regular RE with avoir
71. past tense regular IR with avoir
72. past tense irregular with avoir
73. comparative adjectives
74. superlative adjectives
75. making adverbs with adjectives using ‘ment’
76. past tense with être (ADVENT R mnemonic)
77. using the stressed pronouns (moi, toi, lui, elle, soi, …)
78. FUNCTIONAL/STRUCTURAL SIGHT VOCAB LIST
79.
80.
81.
82.
83.
84.
85.
86.
96
Level 1
DIFFICULTY
constant teacher
support
Level 2
CLOSE TO BEST
frequent teacher
support
Level 3
BEST WORK
Level 4
AWESOME
occasional teacher
support
little or no teacher
support
Grade (JR)
D-
D
D+
C-
C
C+
B-
B
B+
A-
A
A+
% (INT)
5052
5356
5759
6062
6366
6769
7072
7376
7779
8084
8589
90100
Communication
Comprehension
Organization of
Ideas
Application of
Language
Knowledge
Oral: many major
pronunciation errors;
Oral: frequent
Oral: occasional
Oral: few or no
Writing: many major
spelling and
grammar errors;
Writing: frequent
spelling and
grammar errors
Writing: occasional
spelling and
grammar errors
Writing: few or no
spelling or grammar
errors
Oral: relies on
nonverbal cues
extensively (more
than ½ the time)
Oral: relies on
nonverbal cues
frequently (1/3 of the
time)
Oral: relies on
nonverbal cues
occasionally (1/4 of
the time)
Oral: relies on few or
no nonverbal cues
Reading: able to
comprehend few
details or main idea
Reading: able to
comprehend some
details
Reading: able to
comprehend most of
main ideas and
details
Relying
COMPLETELY on
nonverbal cues
Oral: speaks with
limited grammar or
vocabulary
using some verbal,
but relying on
MOSTLY nonverbal
cues
Oral: speaks with
some basic grammar
and vocabulary
Writing: must rely on
model to copy;
support needed to
organize into
paragraphs;
Writing: retells story
by using model, but
makes minor
changes to it; some
sense of paragraph
structure
by choosing most
important points and
makes some
changes and
revisions to model;
organized work into
a series of
paragraphs;
constant teacher
support
frequent teacher
support
occasional teacher
support
Oral: Answers
questions using none
of the grammatical
concepts taught;
Oral: Answers
questions making
frequent grammatical
errors
Oral: answers with
confidence and few
errors
Reading: Answers
questions using
almost none of the
cues given
Reading: answers
questions using
some of the cues
given
Writing: uses few or
none of the
grammatical
concepts taught
Writing: makes
frequent
grammatical errors
Using mostly verbal
cues and FEW
nonverbal cues
Oral: speaks with
most grammar and
vocabulary learned
Reading: able to
comprehend all main
ideas and details
Relies on almost
always on verbal
cues, uses ALMOST
NO nonverbal cues
Oral: speaks with all
(and more) using
grammar structures
taught, and often
in own words,
significantly changing
the wording of the
model while
maintaining flow and
sense; independently
organized work into
well-constructed
paragraphs in logical
sequence
little or no teacher
support;
Oral: answers with
confidence and no
errors
Reading: answers
questions using most
of the cues given
Reading: answers
questions using all or
almost all of the cues
given
Writing: makes
occasional
grammatical errors
Writing :makes few
or no grammatical
errors

fsl survival guide - Sherwood Core French

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