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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. laughs at his mistakes
2. talks positively about himself
3. responds positively to a learning opportunity
4. looks for immersion opportunities
5. analyzes his individual learning problems
6. practices on his own, reads additional items, listens to radio, music, TV,
internet,
7. creates a situation with a native speaker
8. doesn’t worry about accuracy, but focuses on fluency
9. doesn’t hesitate to speak
10. overcomes his inhibitions
11. initiates conversations
12. self-corrects his errors in pronunciation, vocabulary, spelling, grammar,
13. invents his own mnemonic devices
14. writes down words words memorize with memorizing texhiques
15. groups words and compares native and target language
16. relates new dictionary words to other in the same category
17. experiments with new sounds
18. listens carefully and tries to imitate
19. repeats sentences until pronounced easily
20. uses synonyms and cognates
21. reads aloud alone to hear sounds
22. uses what he already knows
23. uses rules to generate possibilities
24. finds sociocultural meanings and contexts to clarify meaning
25. uses formulaic interaction to get started
26. looks for patterns to make inferences
27. guesses meanings from key words, pictures, contexts,
28. repeats words to clarify understanding
29. masters a core list of phrases and words
30. 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 A, à, â, ah, as, at
uh E, eu, eut, eux
ee I, î, id, is, it, ix, y
o O, ô, au, aud, aut, aux, eau, eaux, os, ot
uu (not the same as oo) u, ue, us, ut, û
oo ou, oû, où, oup, ous, out, oux
wa oi, oid, ois, oit, oix
ay ai, ais, ait, ay, è, ê, é, ée, er, et, ez
onh(nasalized) on, ond, ons, ont, om, oms
anh (nasalized) an, and, ans, ant, amp, em, emp, en, end, ens, ent
ein (nasalized) in, ain, aim, ym, im, ein
sh Ch
f Ph
k 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?
Specific information about
something or some action. This
requires some inferential skills.
Qu'est-ce que Paul fait?
Paul joue de la batterie.
Comment – How?
Descriptions of states of being,
how someone feels and
appears. Must know your
adjectives and adverbs.
Comment est-il?
Paul est très méchant.
Comment vas tu à l'école?
Je vais à pied.
Où – Where? Look for a place name, a
prespostion showing location,
or adverb of place.
Où est Paul?
Il est à côté de Marie.
Il habite à Toronto.
Pourquoi – Why? Look for 'parce que', and the
information following it.
Pourquoi Paul aime les
gâteaux? Il les aime parce
qu'ils sont chocolat!
Quand – When? Look for a time, or adverb of
time.
Quand est-ce que Paul arrive?
Il arrive à 05h00 ce matin.
Il arrive après Marie.
Qui – Who?
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.
Qui aime Marie?
Paul aime Marie.
Combien – How
much?
How many?
Look for a number, amount, or
adverb of quantity.
Combien d'étudiants y a-t-il?
Il y a plusieurs.
Il y'en a cinq.
Quel – Which or
what?
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.
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! Salut !
Hello! Good Day! Bonjour!
See you soon! À bientôt !
Good evening! Bonsoir !
See you later! So long! à plus ! à plus tard !
See you tomorrow! À demain !
See you later (definitely) À tout à l’heure !
Good bye! au revoir!
Have a good day ! Bonne journée!
Welcome! Bienvenue !
Have a good weekend ! Bonne fin de semaine!
Thank you! Merci !
You’re welcome! No problem!
It was nothing!
de rien, pas de quoi,
je vous remerçie,
je vous en prie
See you on Monday! À Lundi !
How are you?
Pleased to meet you.
Comment ça va?
Enchanté!
Good night! Bonne nuit !
Until next time! À la prochaine!
Good luck! Bonne chance !
Please (when talking to a child
or friend)
S’il te plait !
Please (when talking to an
adult or more than one
person)
S’il vous plaît !
Pretty well. Assez bien.
Happy Birthday! Bonne fête ! Joyeuse
anniversaire !
Excuse me. Pardon!
I’m sorry. Je m’excuse!
So-so Comme-ci, comme-ça
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
sixty soixante
sixty-one soixante et un
seventy soixante-dix
seventy soixante-et-onze
eighty quatre-vingt
ninety quatre-vingt-dix
les fractions
50% - la moitié
Half of… - un demi-
¼ - un quart
hundred cent
thousand mille
million million
billion milliard
les nombres ordinaux
first le premier
second le deuxième
third le troisième
fourth le quatrième
fifth le cinquième
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. avant-midi p.m. après-midi 1 o’clock 1 h 00 –une heure 1 o’clock 13 h 00 – treize heures
2 o’clock
2 :10
2 h 00 –deux heures
2 h 10 –deux heures dix
2 o’clock
14:30
14 h 00 –quatorze heures
14 h 30 –quatorze heures trente
3 o’clock
3 :15
3 h 00 –trois heures
3 h 15 –trois heures et quart
3 o’clock
15:40
15 h 00 –quinze heures
15 h 40 –quinze heures quarante
4 o’clock
4 :20
4 h 00 –quatre heures
4 h 20 –quatre heures vingt
4 o’clock
16:20
16 h 00 –seize heures
16 h 20 –seize heures vingt
5 o’clock 5 h 00 –cinq heures 5 o’clock 17 h 00 –dix-sept heures
6 o’clock 6 h 00 –six heures 6 o’clock 18 h 00 –dix-huit heures
7 o’clock
7:45
(quarter to 8)
7 h 00 –sept heures
7 h 45 –huit heures moins
quart
7 o’clock 19 h 00 –dix-neuf heures
8 o’clock 8 h 00 –huit heures 8 o’clock 20 h 00 –vingt heures
9 o’clock 9 h 00 –neuf heures 9 o’clock 21 h 00 –vingt et une heures
10 o’clock 10 h 00 –dix heures 10 o’clock 22 h 00 –vingt-deux heures
11 o’clock 11 h 00 –onze heures 11 o’clock 23 h 00 –vingt-trois heures
12 o’clock Noon 12 h 00 – midi 12 o’clock Midnight 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
Day- le jour
Week- la semaine
month -le mois
year- année
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
LES 4 SAISONS
In Spring- au printemps In the Summer- en été In the autumn – en automne In the winter - en hiver
Quelle est ta saison favorite?
J’aime l’hiver parce que…
In the month of – au mois de..
In August – en août, etc…
Saying the date: Quelle est la date aujourd’hui?
today it is day number month
aujourd’hui c’est lundi le 3 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)
JUNE 24 Fête nationale – (st jean babtiste day Quebec)
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)
Hallowe’en (31 oct)
NOV 1
NOV 11
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 week-
end….?
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 (see placemat)
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
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 taille-
crayons 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? Puis-je tailler mon crayon?
May I leave the classroom? Puis-je quitter la salle de classe?
May I get a drink of water? Puis-je boire de l’eau?
May I go…to the office ?
…to the washroom?
…to the library?
…to my locker?
…to the fountain?
…to the gym?
Puis-je aller…au bureau?
…aux toilettes?
…à la bibliothèque?
…à mon caisier?
…à la fontaine?
…au gymnase?
What is the date? Quelle est la date?
What day is it? Quel jour sommes-nous?
What do we need? De quoi avons-nous besoin?
What are we doing today? Que faisons-nous aujourd’hui?
I have a question. J’ai une question.
I don’t have any…. Je n’ai pas de….
Darn it! Zut!
Not so fast! Pas si vite!
Really? Vraiment?
Just a moment, please. Un moment, s’il vous plaît.
I’m sorry. Je suis désolé(e).
Excuse me. Excusez-moi. Pardonnez-moi.
I have lost my…. J’ai perdu mon/ma/mes…..
Present! Présent(e)!
He is absent. She is absent. Il est absent. Elle est absente.
I have to study. Je dois étudier.
What page are we on? À quelle page sommes-nous?
Do we have to skip a line? Faut-il sauter une ligne?
Isn’t there any homework? Il n’y a pas de devoirs?
That’s enough. C’est assez. Ça suffit.
That’s all. C’est tous.
19
Common Teacher Commands…
Say it in French. Dites-le en français.
Speak French. Parlez en français.
Open your books. Ouvrez vos livres.
Close your books. Fermez vos livres.
Say that again, please. Répétez, s’il vous plaît.
Please give me your book. Donne-moi ton livre, s’il te plaît.
Listen to the instructions. Écoutez les instructions.
Speak up, please. Parlez plus fort, s’il vous plaît.
Read out loud. Lisez à haute voix.
Answer the question. Répondez à la question.
Take out your homework. Sortez vos devoirs.
Memorize the dialogue. Apprenez le dialogue par coeur.
Bring your workbooks. Apportez vos cahiers.
Sit down. Asseyez-vous.
Stand up. Levez-vous.
Pay attention. Faites attention.
I want to make an announcement. Je veux faire une annonce.
Are you ready? Êtes-vous prêts?
Let’s check the homework. Corrigeons les devoirs.
Expressions of praise….
Very good! Très bien!
Great! Cool! Génial! Cool!
Very well written! très bien écrit!
quite good, good enough assez bien
Fantastic! Fantastique!
Sensational! Sensass!
Great! Formidable!
Perfect! parfait!
magnificent! magnifique!
well done! bien fait!
superb! superbe!
marvellous! merveilleux!
congratulations! félicitations!
much better! beaucoup mieux!
20
Asking for help…
How do you say…? Comment dit-on……?
What does…….mean? Que veut dire…….?
What does this word
mean?
Que signifie ce mot?
Slowly, please. Lentement, s’il vous plaît.
I don’t know Je ne sais pas.
I don’t understand…
…the word.
…the sentence.
…the answer.
…the question.
…the homework.
…the exercise.
…the problem.
Je ne comprends pas…
…le mot.
…la phrase.
…la réponse.
…la question.
…les devoirs.
…l’exercice.
…le problème.
Giving corrections and advice
Be careful! fais attention!
don't forget to … n'oublie pas de …
too short trop court
Spelling l'orthographe
Be careful! Faites attention!
It’s not correct. Ce n’est pas correct.
You’ve made a mistake. Tu as fait une faute.
It’s not correct. Ce n’est pas correct.
You’ve made a mistake. Tu as fait une faute.
Use your resources! utilise tes ressources!
To be completed! à compléter!
first of all d'abord
to start with pour commencer
especially Surtout
I agree je suis d'accord
I don't agree je ne suis pas d'accord
for example par exemple
in my opinion à mon avis
in other words en d'autres mots
I think that je pense quex
according to selon
so donc
finally 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
leg la jambe
knee le genou
ankle la cheville
foot le pied
toe un orteil
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
talons – la serre
claws – les griffes
horn – un corne
antlers – les bois
fur – les poils, la fourrure
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
feathers – les plumes
wings – les ailes
muzzle – une muselière
trunk – un trompe
bone – un os
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
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
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
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
uncle - un oncle
aunt - une tante
cousin - un cousin, une cousine
nephew - le neveu
neice - la nièce
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
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 (see placemat)
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
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 (see placemat)te
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
do homework – faire les devoirs make supper – préparer le souper get undressed – deshabiller go to bed – se coucher go to sleep – dormir
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
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. …list the names of rooms in my home.
2. …list the main furniture items in my home.
3. …list the chores done in my home…
4. …when they are done….
5. ….and who does them.
6. …describe the outside of my home.
7. …describe the neighborhood
8. …give simple directions to get there from school
9. …describe the layout of my home.
31
LA NOURRITURE (see placemat) to eat – manger to be hungry – avoir faim to be thirsty – avoir soif
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
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
flavors / saveurs vanilla – la vanille chocolate – le chocolat
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
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
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…
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 State/Province is: To / In From
masculine and starts with consonant
dans le Manitoba
au Manitoba du Manitoba
masculine and starts with vowel dans l' / en Ontario de l' / d'Ontario feminine en de
Cities and Islands To / In From
city or singular island
à Toronto de Toronto
d’Oshawa
plural islands aux Seychelles des Sheychelles
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
plural aux Étas-Unis des Étas-Unis
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. … use a map to get from one place to another.
2. …ask for help.
3. …identify compass directions
4. …use common preposition to identify locations
5. …tell where I want to go
6. …read a timetable
7. …give directions
8. …identify map icons
9. …read simple messages at the bus depot, train station,
10. …find a travel agent in the phone book, internet….
11. …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 plural
1st person I –je, j’ We - nous Takes the place of “X and me…”
2nd person You –tu Singular and familiar mode
You –vous Plural and also singular polite mode
3rd person
He/it –il She/it –elle One/we –on who –qui Takes the place of “name”…; le…, la…, ce…”
They –ils,elles
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.
English
Masculine
Form
Vowel form Feminine
form
Plural form
the le l’ la les a un une
of, some / any du
(de + le)
de l’ de la des
(de + les)
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 us - nous you - toi you (pl) - vous him, it - lui them - eux her, it - elle them - elles
One, Oneself, everyone - soi
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 Masculine form For all nouns
beginning with a
vowel, or silent ‘h’
Feminine
form
Plural form
My mon mon ma mes
Your ton ton ta tes
His/her /its son son sa ses
Our notre nos
Your votre vos
their leur 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.
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?
yes – no, not at all! oui – non, pas du tout !
not ne...pas
sometimes-never quelquefois - ne...jamais
always – never toujours – jamais
often – never souvent – jamais
someone – no one quelqu’un - ne...personne *
something – nothing quelque chose - ne...rien *
somewhere – nowhere quelque part – nulle part
still – no more encore – ne…plus
none, not any… aucune
neither….nor… ni….ni
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 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
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)
positive moods – humeurs positif 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
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 Masculine
vowel or mute
h
Feminine
(and feminine
vowel)
Plural
This, that,
These,those
ce cet cette
ces 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 Masculine Feminine
this, that celui celle
these, those ceux 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,)
This poem of the same
adjectives will also help you
remember.
vieux, jeune, nouveau
vilain, joli, beau
court, long
mauvais, bon
grand, petit, gros
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 autre
Each,every chaque
Last dernier
such tel
All, whole, every tout, tous
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
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)
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
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 Comfortably - confortablement Politely – poliment Truly - vraiment 2. If the feminine version ends in a consonant – add
‘ment’ to the feminine form Softly – doucement Seriously - sérieusement actively Activement Rapidly – rapidement easily Facilement Firstly – premièrement probably Probablement Courageously - courageusement 3. Sometimes the finale ‘e’ changes to ‘é’ Precisely – précisément Enormously – énormément Profoundly - Profondément
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 à – de
Left – right à gauche – à droite
straight ahead tout droit
North – south au nord – au sud
East – west à l’est – à l’ouest
Toward – by,through
At the back…
vers – pars, à travers…
à l’arrière
everywhere – nowhere
here – there, over there
Partout – nulle part
ici – là – là-bas
close to – far from près de – loin de
on – under, beneath, below sur – sous
above – below, underneath au-dessus – au-dessous
up,high,top – down,low, bottom en haut – en bas
in front – behind
pass by…
in, inside – outside
devant – derrière
passez devant
dans, au-dedans – au-dehors
before – after avant – après
between – beside entre – à côté de
facing/opposite – at the back of
around
front – back
across
bottom, lowest part
end
beyond, past,
in the middle of…
somewhere else, elsewhere
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…
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THE BIG 4 (être, avoir, faire, aller)
être –to be Je
suis am Nous
sommes are Tu
es are Vous
êtes are Il, elle, on, qui
est is Ils, elles,…
sont are
avoir –to have J’
ai have Nous
avons have Tu
as have Vous
avez have Il, elle, on, qui
a has Ils, elles,…
ont have
faire –to make, to do Je
fais do Nous
faisons do Tu
fais do Vous
faites do Il, elle, on, qui
fait does Ils, elles,…
font do
aller –to go Je
vais go Nous
allons go Tu
vas go Vous
allez go Il, elle, on, qui
va goes Ils, elles,…
vont go
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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.
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PRESENT TENSE: REGULAR VERB ENDINGS
Present Tense ER verb endings…
J’/ Je …
…e Nous , X et moi…
…ons * Tu …
…es Vous
…ez Il, elle, on, qui, le…, la… ‘name’…
…e Ils, elles, les…, ‘names’… ‘name et name…’
…ent * Note : exceptions with soft ‘g’ verbs : mangeons
Present Tense RE verb endings…
J’/ Je …
…s Nous , X et moi…
…ons Tu …
…s Vous
…ez Il, elle, on, qui, le…, la… ‘name’…
… Ils, elles, les…, ‘names’… ‘name et name…’
…ent
Present Tense IR verb endings…
J’/ Je …
…is Nous , X et moi…
…issons Tu …
…is Vous
…issez Il, elle, on, qui, le…, la… ‘name’…
…it Ils, elles, les…, ‘names’… ‘name et
name…’ …issent
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COMMON IRREGULAR VERBS
Vouloir – to want J’/ Je …
veux Nous , X et moi…
voulons Tu …
veux Vous
voulez Il, elle, on, qui
veut
Ils, elles, les…, ‘names’… ‘name et name…’
veulent
Pouvoir – can, be able to J’/ Je …
peux Nous , X et moi…
pouvons Tu …
peux Vous
pouvez Il, elle, on, qui, le…, la… ‘name’…
peut Ils, elles, les…, ‘names’… ‘name et name…’
peuvent
Devoir – should, must J’/ Je …
dois Nous, X et moi…
devons Tu …
dois Vous
devez Il, elle, on, qui, le…, la… ‘name’…
doit Ils, elles, les…, ‘names’… ‘name et name…’
doivent
Voir – to see J’/ Je
vois
Nous, X et moi…
voyons Tu
vois
Vous
voyez Il, elle, on, qui, le…, la… ‘name’…
voit Ils, elles, les…, ‘names’… ‘name et name…’
voient
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Savoir – to know a fact J’/ Je …
sais Nous, X et moi…
savons Tu …
sais Vous
savez Il, elle, on, qui, le…, la… ‘name’…
sait Ils, elles, les…, ‘names’… ‘name et name…’
savent
Connaitre – to be aquainted with J’/ Je …
connais Nous, X et moi…
connaissons Tu …
connais Vous
connaissez Il, elle, on, qui, le…, la… ‘name’…
connait Ils, elles, les…, ‘names’… ‘name et name…’
connaissent
Prendre – to take J’/ Je
prends
Nous, X et moi…
prenons Tu
prends
Vous
prenez Il, elle, on, qui, le…, la… ‘name’…
prend Ils, elles, les…, ‘names’… ‘name et name…’
prennent
Mettre – to put J’/ Je
met
Nous , X et moi…
mettons Tu
mets
Vous
mettez Il, elle, on, qui, le…, la… ‘name’…
met Ils, elles, les…, ‘names’… ‘name et name…’
mettent
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Dire – to say
J’/ Je
dis
Nous , X et moi…
disons Tu
dis
Vous
dites Il, elle, on, qui, le…, la… ‘name’…
dit Ils, elles, les…, ‘names’… ‘name et name…’
disent
Partir – to leave (implies a specific destination)
J’/ Je
pars
Nous , X et moi…
partons Tu
pars
Vous
partez Il, elle, on, qui, le…, la… ‘name’…
part Ils, elles, les…, ‘names’… ‘name et name…’
partent
Sortir – to go out (exit generally, take
something outside)
J’/ Je
sors
Nous , X et moi…
sortons Tu
sors
Vous
sortez Il, elle, on, qui, le…, la… ‘name’…
sort Ils, elles, les…, ‘names’… ‘name et name…’
sortent
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THE FUTURE TENSE
Formula for future proche –the ‘going’to…
method
Take aller in present tense and add the
infinitive.
pronoun + aller + infinitive
(verb with er, ir, re ending) je
I
vais
am going
finir
to finish
tu
you
vas
are going
attendre
to wait
Il, Elle, On, Qui
He, she,
va
is going
regarder
to watch
Nous
we
allons
are going
étudier
to study
Vous
you
allez
are going
partir
to leave
Ils, Elles
they
vont
are going
jouer
to play
Formula for future simple –the ‘will’… method
pronoun + infinitive + endings
je regarder AI I will watch
tu attendr AS you will wait
il,elle,on,qui finir A he will finish
nous choisir ONS We will choose
vous écouter EZ You will choose
ils,elles descendr ONT They will choose
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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
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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
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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 + avoir + verb stem + ending
tu as regard é
il a fin i
Nous avons attend u
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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 été
Avoir –to have eu
Prendre –to take pris
Lire –to read lu
Devoir –should, must dû
Savoir –to know su
Pouvoir –can, be able to pu
Voir –to see vu
Vouloir –to want voulu
Couvrir –to cover couvert
Ouvrir –to open ouvert
Offrir –to offer offert
Comprendre –to understand compris
Mettre –to put mis
Dire –to say, tell dis
Faire –to make, do fait
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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 leave partir
to go down Descendre to go up monter
to come Venir to go aller
to enter Entrer to exit sortir
to be born Naitre to die mourir
to fall Tomber
to stay Rester to return –retourner Here is the formula for past tense with être…
pronoun + être + verb stem + ending
je suis arriv é(e)
tu es all é(e)
il est sort i
Nous sommes descend u(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
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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!
Va au bureau!
Fais le travaille!
Do the work! (familiar version, or singular version)
Faites le travaille!
Do the work! (polite version, or plural 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
être
(tu) sois = be
e.g. sois patient = be patient!
(nous) soyons
(vous) soyez
savoir
(tu) sache
(nous) sachons
(vous) sachez
vouloir
(tu) veuille
(nous) n/a
(vous) veuillez
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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.
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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.
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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
?
à
Ù = alt [ u use the option key if it’s a
Mac
é
è
ç
ô, î, ê, â = [ then the
letter o,i,e,a
ï = shift key then [ then i
French quotation marks « …. » = Left shift and > (it will automatically point in the correct direction at the beginning and end of the quote)
’ (the apostrophe) = Left shift then , (comma)
Ù
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 E I O U C
à - 133 À - 0192
é - 130 É - 144
î - 140 Î - 0206
ô - 147 Ô - 0212
ù - 151 Ù -0217
ç - 135 Ç - 128
â - 131 Â - 0194
è - 138 È - 0200
ï - 139 Ï - 0207
û - 150 Ü - 154
ê - 136 Ê - 0202
ë - 137 Ë - 0203
æ - 145 Æ - 146
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.
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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 FRENCH ENGLISH 12C4, A12C4 Un de ces quatre One of these days
2 ri 1 De rien You’re welcome
6né Ciné Movie theater
A+, @+ À plus L8R Later,
A2m1, @2m1 À demain CU2moro Til tomorrow,
AMHA À mon humble avis IMHO In my humble opinion,
AP, APLS À plus, TTFN, L8r, later, Tata for now
ASV Âge, sexe, ville ASL , Age, sex, location
ALP À la prochaine TTFN, Tata for now,
A tt À tout à l’heure See you soon
Auj Aujourd’hui Today
B1sur Bien sûr Of course
BCP Beaucoup A lot
Bi1to Bientôt Real soon now, RSN
Biz Bisous XXX, Kisses
Bjr Bonjour Hello
C C’est It is
C1Blag C’est une blague It’s a joke, just kidding
CAD C’est-à-dire That is, i.e.
Cb1 C’est bien That’s good
C Cho c’est chaud it’s hot
Cé C’est It is
Ché Chez At the home of…
Chu/chui/chuis Je suis I am
C mal1 C’est malin That’s clever, sneaky
C pa 5pa C’es pas sympa That’s not nice
CPG C’est pas grave INBD, it’s no big deal
Ct C’était It was
D100 Descends Get down
D’ac, dak D’accord OK
DSL Désolé IMS, I’m sorry
DQP Dès que possible ASAP, as soon as possible
EDR Écroulé de rire LOL, laughing out loud
ENTK, EntouK En tout cas IAC, in any case
81
TEXT FRENCH ENGLISH
FAI Fournisser d’assès internet ISP, internet service provider
FDS Fin de semaine Wknd, weekend
G J’ai I have
GHT J’ai acheté I bought
G la N J’ai la haine H8, hate
GspR b1 J’espère bien I hope so
Gt J’étais I was
Je c Je sais I know
Jé J’ai I have
Je le saV Je le savais I knew it
Jenémar J’en ai marre I’m sick of it
Je t’M, JTM Je t’aime ILUVU, I love you
Je vé, j’vé Je vais I’m going
JMS Jamais NVR, never
JSG Je suis genial I’m (doing) great
KDO Cadeau gift
Kan, Kand Quand When
Ke Que That, what
Ké Qu’est What is
Kel Quel, quelle Which
Keske Qu’est-ce que What
Ki Qui Who
Koi29 Quoi de neuf What’s new?
L’s tomB Laisse tomber Forget it
Lut, SLT Salut Hi
MDR Mort de rire ROFL, rolling on the floor laughing
mr6, M Merci Thx, thanks
MSG Message Msg, message
Now Maintenant ATM, at the moment
NSP Ne sais pas dunno
O Au In the, at the
Ok1 Aucun None, not one
OQP Occupé Busy
Oué Ouais Yeah
P2k Pas de quoi URW, you’re welcome
Parske, PK Parce que COZ, because
p-ê Peut-être maybe
Pkoi Pourquoi Y, why
Po, pô Pas Not
q-c q, queske Qu’est-ce que what
QDN Quio de neuf? What’s new?
Qq Quelques some
Qqn Quelqu’un Someone
raf Rien à faire Nothing to do
Rdv Rendez-vous Meeting, date, appointment
RE (je suis de) retour, rebonjour I’m back, hi again
ri1 Rien 0, nothing
Savapa Ça va pas Is something wrong
SLT, lut Salut hi
SNIF J’ai de la peine I’m sad
82
TEXT FRENCH ENGLISH
ss (je) suis I am
STP, SVP S’il te/vous plait PLS, please
T T’es You are
Tabitou T’habites où Where do you live?
tata KS T’as ta casse You have a car?
Tds Tout de suite Right away
ti2 T’es hideux You’re hideous
Tjs Toujours Always
Tkc T’es cassé You’re tired
TLM Tout le monde Everyone
T nrv? T’es énervé? You irritated, annoyed?
TOK T’es OK? RUOK?, are you ok
TOQP T’es occupé RUBZ?, are you busy
Tps Temps Time, weather
Tt Tout All, every
V1 Viens Come
Vazi Vas-y Go
VrMan Vraiment Really
X Crois, croit Believe
XLnt Excellent XLNT
Y a , ya Il y a There is, there are
83
CEFR REFERENCE LEVELS OF BILINGUAL ABILITY
Pro
fici
ent
Use
r
C2 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.
C1 Can understand a wide range of demanding, longer texts, and recognise im-plicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effec-tively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organ-isational patterns, connectors and cohesive devices.
Ind
epen
den
t U
ser
B2 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.
B1 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.
Basi
c U
ser
A2 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.
A1 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
Fluency 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 make myself understood in very
short utterances, even though pauses,
false starts and reformulation are very
evident.
Interaction 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 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.
Vocabulary Range and
Control
I have a basic vocabulary repertoire of
isolated words and phrases related to
particular concrete everyday situations
(i.e. family and personal details)
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.
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.
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.
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.
Conditions and Limitations I read a single phrase at a time, re-
reading part of text.
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.
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
Conditions and Limitations Apart from the most common words an
expressions, I need to consult a
dictionary
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 non-
systematic 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 B2 Vantage
Overall Comprehension I can read straightforward factual
texts on subject related to my field
and interest with a satisfactory level
of comprehension
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.
Conditions and Limitations I have an ability to identify main
conclusions and follow arguments
restricted to straightforward texts.
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
B1 Threshold B2 Vantage
Overall Written production 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 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.
Orthographic Control 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 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.
Conditions and Limitations 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.
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
2
Somewhat
3
Partially
4
Fully
mastered
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
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
2
Somewhat
3
Partially
4
Fully
mastered
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
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)
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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… 1
not ready
yet
2
Somewha
t
3
Partiall
y
4
Fully
mastered
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
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)
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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
occasional teacher support
Level 4
AWESOME
little or no teacher support
Grade (JR) D- D D+ C- C C+ B- B B+ A- A A+
% (INT) 50-
52
53-
56
57-
59
60-
62
63-
66
67-
69
70-
72
73-
76
77-
79
80-
84
85-
89
90-
100
Communication Oral: many major pronunciation errors;
Writing: many major spelling and grammar errors;
Oral: frequent pronunciation errors; Writing: frequent spelling and grammar errors
Oral: occasional pronunciation errors; Writing: occasional spelling and grammar errors
Oral: few or no pronunciation errors; Writing: few or no spelling or grammar errors
Comprehension Oral: relies on nonverbal cues extensively (more than ½ the time) Reading: able to comprehend few details or main idea Relying COMPLETELY on nonverbal cues
Oral: relies on nonverbal cues frequently (1/3 of the time) Reading: able to comprehend some details using some verbal, but relying on MOSTLY nonverbal cues
Oral: relies on nonverbal cues occasionally (1/4 of the time) Reading: able to comprehend most of main ideas and details Using mostly verbal cues and FEW nonverbal cues
Oral: relies on few or no nonverbal cues Reading: able to comprehend all main ideas and details Relies on almost always on verbal cues, uses ALMOST NO nonverbal cues
Organization of Ideas
Oral: speaks with limited grammar or vocabulary
Writing: must rely on model to copy; support needed to organize into paragraphs; constant teacher support
Oral: speaks with some basic grammar and vocabulary Writing: retells story by using model, but makes minor changes to it; some sense of paragraph structure frequent teacher support
Oral: speaks with most grammar and vocabulary learned Writing: retells story by choosing most important points and makes some changes and revisions to model; organized work into a series of paragraphs; occasional teacher support
Oral: speaks with all (and more) using grammar structures taught, and often Writing: retells story 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;
Application of Language Knowledge
Oral: Answers questions using none of the grammatical concepts taught; Reading: Answers questions using almost none of the cues given Writing: uses few or none of the grammatical concepts taught
Oral: Answers questions making frequent grammatical errors Reading: answers questions using some of the cues given Writing: makes frequent grammatical errors
Oral: answers with confidence and few errors Reading: answers questions using most of the cues given Writing: makes occasional grammatical errors
Oral: answers with confidence and no errors Reading: answers questions using all or almost all of the cues given Writing :makes few or no grammatical errors
