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Home Explore Sample Chez nous Branché sur le monde francophone Media-Enhanced Version 4th Edition

Sample Chez nous Branché sur le monde francophone Media-Enhanced Version 4th Edition

Published by, 2019-12-24 23:37:36

Description: Sample Chez nous Branché sur le monde francophone Media-Enhanced Version 4th Edition


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■ MEDIA-ENHANCED FOURTH EDITION chez nous branché sur le monde francophone I I VALDMAN PONS SCULLEN

r■ A- »! I I MEDIA-ENHANCED Fourth Edition irst published in 1996, the success of CHEZ NOUS has been • Over 1,000 language instructors have Fshaped by feedback from thousands of students and partnered with Pearson to create solutions that instructors who have made it one of the most popular address the needs of today's students and instructors. Beginning French programs in North America today. Powered by Pearson s robust online learning and assessment platform, • 100 Faculty Advisors have reviewed, tested, MyFrenchLabTM instructors and students of CHEZ NOUS forge and collaborated with colleagues across North America to make Pearson's MyLanguageLabs™ an effective teaching and learning partnership that results in the most effective online learning and assessment student achievement never before possible. college language learning system available today. 8 out o' ' 0 a^guage instructors told us that better tools are «,1 Jr IMriKF'zgx?-— “ 0=; reeded to nelo students develop oral proficiency so that they will be confident in speaking French * i1 i.aic>t=aeg=>3»wve-T Solution: * t * tÀrtlèé* Almost 1,000,000 students have used Pearson's MyLanguage­ Labs t: rec them succeed in learning Spanish, French, Italian, < Hhét ’A*** yvsj tyœwm ■■■■ German, Russian, Chinese, Portuguese, and Latin. MyLanguageLabs offers a robust set of tools that allow 4 fl P~ J «M I *=» S» J: T 1 ' 1r3-0a students to \"ear native speakers, and practice their speaking. We include pronunciation guides, Blackboard Voice, videos, MÔGtl t w «Bk *- fc * » 4a -J.C à-’ i ,^- t .^-.poi a.-i nxifr-s and audio recordings and are the only online learning and assessment system that includes Versant Test of French and ■ MediaShare « * Açf “ ■» —. - 1 UJ k I rd Tni 1 ► ■J mJL * 1 Students love the recording aspect of MyLanguageLabs which allows them to listen to their own pronunciations, compare, and adjust to match the native speakers. Students' communicative skills have improved significantly with MyLanguageLabs. —Charles Hernando Molano Alverez ’•w J*’- « Challenge: Mhi 7 out of 10 language instructors voiced that they are teaching t- more students than ever before, and consequently feel that they no longer have time to provide students with careful «M* guidance to foster speaking and writing skills. 4 >« V t Solution: MyLanguageLabs allows instructors to easily to create the •• course syllabus, and assign and grade homework, providint you with the time to work with individual students, helpinc - «■ them achieve higher proficiency levels in speaking and writing, in particular. ■* **• - MyLanguageLabs automates teaching chores that are non- meaningful. Let MyLanguageLabs grade homework and quizzes. ~n s g . es . nu : me to spend on meaningful pedagogical activities like engaging and interacting with your students. Anne Prucha, University of Central Florida

Did you know that...? < • 100% of College Students are internet users • 50% are online more than 6 hours every week • Community College Students are even more likely than those at 4 year institutions to use mobile devices • 71 % of student would prefer to use materials over print Zou, JJ. (2011, July 19). Gadgets, study finds. Chronicle ofHigher Education — WE Listened 6 out of 10 college language programs either have completed or are planning to complete an Introductory French Course Redesign, which will likely result in less face-to-face class time and greater numbers of hybrid or fully online classes. Solution: • Pearson Education is the undisputed leader in Higher Education Course Redesign. • 1150 faculty have selected Pearson to implement a Course Redesign. • Evidence-based ongoing Case Studies and Success Stories demonstrate improved student performance in Course Redesigns that implemented MyLanguageLabs. • MyLanguageLabs offers the most extensive opportunities for course personalization that enables instructors to modify instruction according to individual needs, teaching style, grading philosophies, and so on. Redesigning courses around MyLanguageLabs MyLanguageLabs has been a success. The curriculum and course don: requirements are uniform across all sections so students receive a consistent learning experience. Prove n Pe rfo rm a ti c e Because MyLanguageLabs automates the grading process, instructors report that they have more time to offer students one-on-one assistance. When I examine the data from before and after MyLanguageLabs it is clear to me what a great success MyLanguageLabs is and how useful it is for our students. —Jason Fetters, Purdue University xww* >■ ■ t ** PfcARSON

MyFrenchLab® Part of the award-winning MyLanguageLabs suite of online learning and assessment systems for basic language courses, MyFrenchLab brings together—in one convenient, easily navigable site—a wide array of language-learning tools and resources, including an interactive version of the Chez nous student text, an online Student Activities Manual, and all materials from the audio and video programs. Chapter Practice Tests, tutorials, and English grammar Readiness Checks personalize instruction to meet the unique needs of individual students. Instructors can use the system to make assignments, set grading parameters, listen to student-created audio recordings, and provide feedback on student work. MyFrenchLab can be packaged with the text at a substantial savings. For more information, visit us online at A GUIDE TO Chez nous ICONS Text Audio Program This icon indicates that recorded material to accompany Chez nous is available in MyFrenchLab •• (, on Audio CD, or on the Companion Website // ( •A Pair Activity This icon indicates that the activity is designed !,‘J to be done by students working in pairs. Group Activity This icon indicates that the activity is designed to be done by students working in small groups or as a whole class. Video This icon indicates that a video episode related to Vie et Culture and Observons sections is available for the Chez nous program. The video is available on DVD and in MyFrenchLab. Video This icon indicates that a video episode related to Chapter Opening On démarre and the Parallèles section is available for the Chez nous program. The video is available in MyFrenchLab.

MEDIA-ENHANCED FOURTH EDITION chez nous branché sur le monde francophone Cathy Pons University of North Carolina, Asheville Mary Ellen Scullen University of Maryland, College Park PEARSON Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sâo Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Executive Acquisitions Editor: Rachel McCoy Senior Digital Product Manager: Samantha Alducin Digital Product Manager: Bill Bliss Media Coordinator: Regina Rivera Production Project Manager: Manuel Echevarria Project Manager, codeMantra: Francesca Monaco Senior Art Director: Maria Lange Editorial Assistant: Lindsay Miglionica For Pearson World Languages Steve Debow Bob Hemmer Senior Vice President: Kristine Suarez Editor in Chief: Denise Miller Director of Market Development: Mary Reynolds Senior Marketing Manager: Lisa larkowski Customer Experience Program Manager: Paula Soloway Director of Program Management: Mary Rottino Director of Project Management: Janice Stangel Senior Managing Editor: Millie Chapman Associate Managing Editor: Yesha Brill, Silvana Falconi, Jessica Garcia, Marketing Associate: Amy Hughes Maxwell, Mellissa Yokell World Languages Consultants: This book was set in Palatino size 10. Copyright © 2014, 2010, 2006, 2002 by Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River, NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458. Library of Congress Cataloging-in-Publication Data Chez nous : branché sur le monde francophone / Albert Valdman ... [et al.]. — 4th ed., media-enhanced version. p. cm. ISBN-13: 978-0-205-93376-1 ISBN-10: 0-205-93376-9 1. French language—Textbooks for foreign speakers—English. I. Valdman, Albert. PC2129.E5V3 2012 448.2'421—dc23 2012035481 Printed in the United States of America 10 9876543 ISBN 10: 0-205-93376-9 ISBN 13: 978-0-205-93376-1 PEARSON

BI1EF ONTENTS Chapitre Préliminaire Présentons-nous ! 2 Chapitre 1 Ma famille et moi 30 Chapitre 2 Voici mes amis 68 Chapitre 3 Études et professions 106 Chapitre 4 Métro, boulot, dodo 142 Chapitre 5 Du marché à la table 180 Chapitre 6 Nous sommes chez nous 220 Chapitre 7 Les relations personnelles 258 Chapitre 8 Activités par tous les temps 298 Chapitre 9 Voyageons ! 338 Chapitre 10 La santé et le bien-être 380 Chapitre 11 Quoi de neuf? cinéma et médias 418 Chapitre 12 Les beaux-arts 456 V

ope&Sequence I CHAPITRE Leçon Vocabulary Vie et Culture Culture < I PRÉLIMINAIRE Q Points de départ Bonjour ! 5 Parallèles Moi, je parle français 3 Se serrer la main, faire » la bise 5 Je me présente Tu et vous 5 La salle de classe 13 La scolarité en France 14 CHAPITRE 1 La famille en France 33 Les animaux familiers 33 Ma famille et moi 30 Bon anniversaire et bonne fête ! 44 La semaine 52 Activités de la semaine CHAPITRE 2 Leçon Elles sont comment ? 69 Les amis 71 Voici mes O amis 68 Mes amis et moi Leçon Nos activités 80 Les loisirs des Français 82 Q Nos loisirs Leçon Destinations diverses 89 Les petites villes 90 Mes loisirs préférés 0 Où est-ce qu'on va ce week-end ? vi SCOPE & SEQUENCE

Pronunciation Grammar Skill Culture Sons et lettres Formes etfonctions Lisons Venez chez nous ! L'alphabet et les Des adresses en accents 16 1. Les pronoms sujets et francophonie 11 Le français dans le monde 23 le verbe être 7 Parlons Qui parle français ? 23 2. Les pronoms disjoints 9 Lisons Titres de journaux 25 1. Le genre et les articles Écoutons Observons au singulier 18 Des francophones bien Je me présente 26 connus 22 Écrivons 2. Le nombre et les articles Voyages en francophonie 27 au pluriel 20 VOCABULAIRE 28 Les modes articulatoires du 1. Les adjectifs possessifs Lisons La famille dans le monde français : la tension et le au singulier 36 Des faire-part 40 francophone 60 rythme 34 2. Les adjectifs Parlons Parlons invariables 37 Trouvez quelqu'un qui... 50 Des familles bien diverses 60 La prononciation des 1. Le verbe avoir et Lisons chiffres 45 l'âge 46 La famille au Québec 61 2. Les adjectifs possessifs Observons au pluriel 48 C'est ma famille 63 Écrivons Une famille louisianaise 64 1. Le présent des verbes Écoutons en-er et la négation 54 Le répondeur 59 2. Les questions 57 VOCABULAIRE 66 La détente des consonnes 1. Les adjectifs Lisons Vive le sport ! 98 finales 72 variables 73 Les Misérables 78 Lisons Le football : phénomène 2. Les adverbes Écoutons social 99 interrogatifs 75 Des portraits d'athlètes 88 Écrivons L'enchaînement et la 1. Les prépositions à Un/e athlète célèbre 100 liaison 83 et de 84 Parlons 2. Le verbe faire 86 Les évènements sportifs 101 Observons Nos passe-temps 102 1. Le verbe aller et le futur Parlons proche 92 Jouons ensemble 97 2. L'impératif 95 VOCABULAIRE 104 SCOPE & SEQUENCE

fctoPE&SEQUENCE Vocabulary Culture Points de départ Vie et Culture Parallèles À l'université 107 CHAPITRE 3 Leçon Le système éducatif au Québec 109 Études et ® Le campus dans l'université française 109 professions 106 Nous allons à la fac Des programmes d'études L'université française et la Mes études et des cours 115 réforme européenne 117 Qu'est-ce que vous voulez La féminisation des noms faire comme travail ? 124 de professions 126 Choix de carrière CHAPITRE 4 Leçon La routine du matin 143 Métro, boulot, dodo 144 Métro, boulot, O Le système des dodo 142 24 heures 155 La routine de la journée « i Je n'arrête pas de On se dépêche courir ! 153 Les vêtements et les Les compliments 164 couleurs 162 La haute couture 164 Qu'est-ce qu'on met ? CHAPITRE 5 Leçon Au café 181 La restauration Les repas 191 à la chaîne 184 Du marché à la O table 180 Le déjeuner 193 Qu'est-ce que Le dîner 193 vous prenez ? Un repas en famille i i i i Leçon O À table ! Leçon Allons au supermarché 202 Les petits commerçants et les grandes surfaces 204 0 Faisons des courses viii SCOPE & SEQUENCE

Pronunciation Grammar Skill Culture Sons et lettres Venez chez nous ! Formes et fonctions Parlons Les voyelles /e/ et /e/ 110 Visitons le campus ! 114 Étudier et travailler en pays 1. Les adjectifs prénom­ francophone 133 inaux au singulier 110 Observons Études et travail 133 2. Les verbes en -re Lisons comme attendre 112 Emménager à Montréal 135 Parlons Les voyelles /o/ et /□/ 118 1. Les verbes comme Écrivons Une langue bien de chez préférer et l'emploi de Une description de notre nous 137 l'infinitif 119 campus 123 Écrivons Les universités 2. Les adjectifs prénom­ francophones 138 inaux au pluriel 121 VOCABULAIRE 140 1. C'est et il est 127 Lisons 2. Les verbes devoir, pou­ Petites annonces 131 voir et vouloir 128 La voyelle/y/ 146 1. Les verbes pronominaux Lisons La vie de tous les jours à et les pronoms Familiale 151 travers le monde réfléchis 146 francophone 172 Observons 2. Les adverbes : intensité, Mon style personnel 172 fréquence, quantité 149 Écrivons Une journée typique 173 1. Les verbes en -ir comme Écrivons Parlons dormir, sortir, partir 156 La visite 160 Où aller pour faire du shopping ? 174 2. Le comparatif et le Lisons superlatif des Frère Jacques, adverbes 158 dormez-vous ? 175 Les voyelles loi et /ce/ 165 1. L'adjectif Écoutons VOCABULAIRE 178 démonstratif 166 Boutique Mode-Afrique 170 2. Le comparatif et le super­ latif des adjectifs 168 Les voyelles nasales 185 1. Les verbes prendre et Parlons Traditions boire 186 Allons au café ! 190 gastronomiques 212 Parlons 2. L'article partitif 188 Les plats régionaux 212 Observons Les voyelles nasales et les 1. Le passé composé avec Lisons Voici des spécialités de chez voyelles orales plus avoir 196 Déjeuner du matin 200 nous 213 consonne nasale 195 Lisons 2. Les verbes comme Une recette louisianaise 214 acheter et appeler 198 Écrivons Une spécialité 1. Le passé composé avec Écrivons de chez vous 216 être 206 Vous avez bien mangé hier? 210 VOCABULAIRE 218 2. Les expressions de quan­ tité et le pronom en 208 SCOPE & SEQUENCE ix

fcfcORE&SEQUENŒ Vocabulary Culture Points de départ Vie et Culture Parallèles Chez les Santini 221 CHAPITRE 6 Leçon Où habitent les Chez Christelle 232 Français ? 223 Nous sommes ® À quel étage ? 223 chez nous 220 Tout près de la nature 241 La vie e\" ville Le quartier 233 Chez moi Q I I I La diversité géographique I de la France 242 I I Leçon Je suis chez moi i i i i Leçon 0 La vie à la campagne CHAPITRE 7 Leçon Les jeunes parlent 259 La famille à la carte 260 La diversité ethnique en Les relations O Les grands France 260 personnelles 258 évènements 268 Les jeunes Les fêtes religieuses et et la vie Pour exprimer les sentiments officielles 269 et les émotions 277 i Les Français i s'expriment 278 i i Leçon Joyeux anniversaire ! 0 Les grands évènements de la vie i i i Leçon 0 Les émotions CHAPITRE 8 Leçon Le temps à toutes les Proverbes 300 saisons 299 Activités par ® Les vacances des tous les Français 314 temps 298 11 fait Auel temps ? Q iii Des activités par tous les La pluie et le beau temps temps 311 Leçon On part en vacances ! Leçon Qu'est-ce qu'on Les pratiques propose ? 321 culturelles 322 0 Je vous invite SCOPE & SEQUENCE

Pronunciation Grammar Skill Culture Sons et lettres Formes et fonctions Parlons Venez chez nous ! La consonne / 225 À la recherche d'un La prononciation 1. Les verbes en -ir comme appartement 231 À la découverte de la de-ill- 225 choisir 226 France : les régions 249 La consonne r 235 2. Les pronoms complé­ Lisons La semi-voyelle /j/ 271 ments d'objet direct le, L'identité de la France : la la, I', les 228 pluralité culturelle 249 Les semi-voyelles /w/ et/q/ 280 1. Les pronoms complé­ Écoutons Observons ments d'objet indirect Deux appartements 240 Visitons Seillans 252 La prononciation de la lui et leur 235 lettre e 304 Écrivons 2. Les nombres à partir de La ville de... 253 Le h aspiré et le mille 238 h muet 324 Parlons Un voyage en France 253 1. Faire des suggestions Lisons avec l'imparfait 244 Quand j'étais toute petite 247 2. L'imparfait : la description au passé 245 VOCABULAIRE 256 1. Les verbes de Parlons Les rites et les rituels 288 communication écrire, Notre famille 267 Observons lire et dire 263 Rites et traditions 288 Écrivons Parlons 2. Imparfait et passé Un souvenir marquant 276 Le mariage 290 composé : description Lisons et narration 264 Lisons Les noces 291 Je suis cadien 285 Écrivons 1. L'imparfait et le passé Une tradition importante 294 composé : d'autres contrastes 272 VOCABULAIRE 296 2. Les pronoms complé­ ments d'objet me, te, nous et vous 274 1. Les verbes pronominaux idiomatiques 281 2. Les verbes voir et croire et la conjonction que 283 1. Les questions avec quel Lisons Vive les vacances ! 330 et lequel 305 Il pleure dans mon cœur 309 Lisons 2. Les expressions de Guadeloupe : guide du nécessité 307 voyageur 331 1. Les questions avec les Écrivons Observons pronoms interrogatifs : Une carte postale 320 Des superbes vacances 333 qui, que, quoi 314 Parlons 2. Les verbes connaître et Les vacances d'hiver 334 savoir 317 Écrivons Mes meilleurs souvenirs de vacances 335 1. La modalité : devoir, Écoutons pouvoir et vouloir 325 Des invitations 329 2. Les expressions indéfinies et négatives 327 VOCABULAIRE 336 SCOPE & SEQUENCE xi

{^ope&Sequence Vocabulary Culture Points de départ Vie et Culture Parallèles Comment y aller ? 339 CHAPITRE 9 Leçon Voyager en train en Pour me déplacer France 341 Voyageons ! 338 Projets de voyage Leçon Où est-ce qu'on va ? 350 Les organisations internationales Destinations humanitaires 352 Leçon Le logement et les Le logement 362 visites 360 Faisons du tourisme ! CHAPITRE 10 Leçon Santé physique et La médecine en Santé et bien-être morale 381 France 383 La santé et le O Le stress 383 bien-être 380 La santé Leçon Pour protéger la Terre 392 La France et l'environnement 393 Q Sauvons la planète Leçon On s'engage 401 Les Français face à leurs responsabilités civiques 402 Q Les associations bénévoles 402 Le bien commun : la politique et le civisme CHAPITRE 11 Leçon Qu'est-ce qu'il y a à la La télévision en France 421 télé ? 419 Quoi de neuf ? O cinéma et médias 418 Le grand et le petit écran Leçon Êtes-vous technophile ou Les Français et technophobe ? 430 Internet 432 O La lecture et vous 440 La presse française 441 On aime lire Êtes-vous branché informatique ? i i i Leçon 0 On s'informe xii SCOPE & SEQUENCE

Pronunciation Grammar Skill Culture Sons et lettres Formes etfonctions Écoutons Venez chez nous ! La liaison obligatoire 342 Votre attention, s'il vous 1. Le futur 343 plaît! 348 Paris, ville lumière 370 2. Le pronom y 346 Observons La liaison avec t, n et r 353 1. Les prépositions avec Lisons Mes impressions de Paris 370 des noms de lieux 354 Le Tour du monde en quatre-vingts jours 357 Parlons 2. Le verbe venir 356 La visite d'un monument 372 Lisons Premières impressions de Paris 373 Écrivons Des Américains à Paris 376 1. Les relatifs où et Écrivons qui 365 Projets pour un voyage 368 2. Le pronom relatif VOCABULAIRE 378 que 366 Les consonnes s et z 384 1. Le subjonctif des verbes Lisons L'écologie 409 La consonne gn 395 réguliers avec les Le Malade imaginaire 389 Observons expressions de L'environnement et nous 409 nécessité 385 Écoutons Parlons Micro-trottoir sur le Quelqes problèmes 2. Le subjonctif des verbes réchauffement écologiques et des irréguliers 387 climatique 400 solutions 410 Lisons 1. Le subjonctif avec les Parlons L'arbre nourricier 411 expressions de Les opinions sont Écrivons volonté 396 partagées 408 Une brochure 414 2. D'autres verbes VOCABULAIRE 416 irréguliers au subjonctif 397 1. Le subjonctif avec les expressions d'émotion 404 2. Le subjonctif avec les expressions de doute 406 Le e instable et les 1. L'emploi des temps Parlons Le cinéma 447 groupes de consonnes 424 avec certaines Opinions sur la conjonctions 425 télévision 429 Observons Réflexions sur le cinéma 447 2. Quelques prépositions Écrivons avec les expressions Ma vie en 2050 438 Lisons de temps 427 Critiques d'un film 450 Le e instable et les groupes 1. Le conditionnel 434 Écrivons consonne + /j/ 433 2. L'ordre des La critique d'un film 452 évènements 436 Parlons Un questionnaire sur le cinéma 453 1. Les phrases Écoutons avec si... 442 Revue de presse 445 2. Les expressions depuis et il y a... que 444 VOCABULAIRE 454 SCORE & SEQUENCE xiii

ope&Sequence Vocabulary Culture Points de départ Vie et Culture Parallèles Tu es musicien ? 457 CHAPITRE 12 Leçon La Fête de la Musique 459 Les O beaux-arts 456 Fêtons la musique ! Leçon Les artistes et leurs œuvres Les musées à Paris 467 Musée et galerie d'art d'art 465 Pariscope 475 e Le spectacle 474 L'art et ses formes d'expression i t Leçon O Allons voir un spectacle ! APPENDICES 1 L'alphabet phonétique international A3 2 Le plus-que-parfait A4 3 Le futur antérieur A6 4 Le passé du conditionnel as 5 Verbes Verbes réguliers A10 Verbes irréguliers en -er A11 D'autres verbes irréguliers A12 6 Lexique français-anglais A15 7 Lexique anglais-français A41 Sources si Index h xiv SCOPE & SEQUENCE

Pronunciation Grammar Skill Culture Sons et lettres Formes et fonctions Écoutons Venez chez nous ! À la claire fontaine 463 Modes d'expression Vue d'ensemble : les artistique 484 verbes suivis de Observons l'infinitif 461 L'art et l'artisanat 484 Lisons Vue d'ensemble : l'emploi Parlons La découverte de l'art des temps verbaux 470 Visites de musées 472 africain 486 Écrivons Vue d'ensemble : les Lisons L'art chez moi 488 combinaisons de pronoms La Leçon 480 Parlons compléments d'objet 478 La musique que je préfère 490 VOCABULAIRE 492 SCOPE & SEQUENCE xv

EFACE Bienvenue ! basic expressions that will be presented in the Welcome to the exciting new Media-Enhanced Points de départ and Vie et culture sections. The video clip encourages students to use visual clues Version o/CHEZ NOUS! such as the setting and speakers' gestures, as well CHEZ NOUS is one of the most successful intro­ as their own prior knowledge, to help derive meaning from what they see and hear. ductory French programs in North America, and we are proud to present this Media-Enhanced Version, ♦ The Parallèles video clips introduce students to which capitalizes on students' and instructors' in­ two young French women, Diandra and creased access to digital devices, making teaching Mathilde, who share a distinctly French and learning experiences more flexible and dynamic. perspective on the chapter themes, even though This Media-Enhanced Version amplifies CHEZ they come from very different backgrounds and NOUS' signature traits of engaging students' interest have equally interesting but extremely different and bringing French language and culture closer to aspirations for the future. Activities provide their lives. opportunities for cross-cultural analysis. This section appears at the most appropriate point LET'S TAKE A CLOSER LOOK AT THIS within the chapter. NEW MEDIA-ENHANCED VERSION! The unscripted but guided video introduces stu­ dents to natural, authentic language as used by a va­ riety of people living in France. We enter their homes, neighborhoods, schools, and places of work, and we meet their friends and families. While speakers in the video use common features of current-day French such as ne deletion, the elision of tu, and vocabulary typical of informal speech, the CHEZ NOUS program presents the grammar and vocabulary of Standard French for student imitation. The video and related activities are accessed via the eText in MyFrenchLab® and are found in two new sections of the text: ♦ The chapter-opening On démarre ! video-based section introduces the chapter theme and functions while previewing cultural concepts and xv i

Assignable Text Activities Each chapter includes an A NOTE ABOUT THE AUTHENTIC average of eight text activities that can be assigned to LANGUAGE FEATURED IN THE VIDEO students for online completion in MyFrenchLab. These machine-graded activities, which practice key The unscripted video clips that form an integral part vocabulary and grammar features, allow for immedi­ of CHEZ NOUS provide samples of natural conversa­ ate confirmation of comprehension and provide tions. As such, they reflect the everyday speech of ed­ students with wrong-answer feedback and point-of- ucated speakers and present some features that need support that will help them to be more success­ depart from careful, monitored speech such as the ful in traditional, online, or hybrid courses. The text elision of the vowel of tu (t'es prête ?), the absence of activities can be assigned for completion outside of ne in negative sentences (J'ai pas très faim), and the class and results will be automatically entered in the use of on instead of nous for the first-person plural MyFrenchLab gradebook, making instructors' lives (on s'entraîne). easier. Some of these features, such as the absence of ne, find their way into speech used by prominent per­ sons in formal situations. However, although we want students to see authentic, communicative na­ tive interactions and to hear natural speech (which is the objective of the video clips), we present more \"standard\" forms such as the inclusion of negative ne and the retention of the vowel in tu in the classroom context for student production. PREFACE I xvii

HALLMARK FEATURES the material; and follow-up activities encourage them to reflect on what they have read or heard. While much is new in CHEZ NOUS Media-Enhanced The productive skills (speaking and writing) are Version, Fourth Edition, we remain committed to the likewise practiced via carefully sequenced hallmark features that French instructors rely on to activities that emphasize carrying out authentic promote successful teaching and learning: tasks through a process approach. Pre-speaking and pre-writing preparation readies students to ♦ Innovative treatment of grammar. Structures are carry out the assigned tasks; frameworks for the presented in the context of authentic actual speaking and writing assignments are communicative use of the language. For example, provided; and thoughtful follow-up is the periphrastic future (aller plus the infinitive) is encouraged. Through this process approach to not the notional equivalent of the inflected future development of the four skills, students gradually (le futur simple), and this distinction is clearly become confident and proficient at carrying out a made in the presentation and in practice wide variety of communicative tasks. activities. Grammar treatments, reflecting the spoken language, make important generalizations ♦ Pervasive and highly nuanced treatment of about the structure of French. For example, the French and Francophone cultures. Throughout presentation of adjectives is based on the concept each chapter, thematically interrelated lessons that the masculine form of variable adjectives is closely integrate the presentation of lexical and derived from the longer feminine form by grammatical content within interesting and dropping the final pronounced consonant culturally authentic contexts. Nuanced cultural (grande/grand). Similarly, students learn that presentations also explicitly encompass the verbs with two stems (such as partir, finir, breadth and richness of the Francophone world, vendre) have a longer stem in the plural, from leading students to a deeper analysis and which the singular can be derived by this general understanding of the diverse cultures of France rule of final consonant deletion (partent/part). and the French-speaking world. The cultural and The original presentation of verb conjugations thematic presentation of each chapter culminates makes use of color shading to indicate the in the final lesson, titled Venez chez nous !, which number of spoken forms and their relationship to provides an in-depth and intellectually the stems. stimulating look at the chapter theme in the Use of a cyclical syllabus facilitates language Francophone context. A rich pedagogical acquisition by allowing the instructor to focus on apparatus provides students with opportunities frequent and simpler language features first. For to further develop language skills while exploring example, instead of presenting the conditional in the cultural topic and making cross-cultural full paradigms and in complex sentences, we first comparisons. present verbs used frequently in polite requests. A more complete presentation of the conditional ♦ Authentic texts and tasks. Authentic texts and follows the presentation of the future, which uses tasks form the basis for developing students' the same base form. language skills in CHEZ NOUS. Listening activities and models for speaking reflect the ♦ Process orientation to skills development. The everyday language of young people. Varied receptive skills (listening and reading) are readings and writing tasks help students develop developed using authentic materials that are just an awareness of appropriate style as they are beyond students' productive skill level. Preview exposed to a wide variety of Francophone writers activities provide or activate background and oral traditions. Throughout the textbook and knowledge and introduce comprehension supplements, practice of vocabulary and strategies; listening and reading activities guide grammar is oriented toward real situations and and check comprehension as students encounter authentic tasks. xviii I PREFACE

STANDARDS FOR FOREIGN LANGUAGE: Reviewers PREPARING FOR THE 21ST CENTURY Debra Bell - University of Georgia The \"Five C's,\" as defined by the National Standards, Séda Chavdarian - University of California at are directly embodied in essential aspects of the CHEZ NOUS program and constitute a subtext Berkeley throughout the program. For example, many practice Nathalie Dieu-Porter - Vanderbilt University, TN activities introduce cultural realities from across the Annie Duménil - University of South Carolina French-speaking world. Culture is explored through Nezha Erradi - The George Washington University, skill-using activities and discovery methods of lan­ guage learning. CHEZ NOUS addresses the National DC Standards by: Cheryl M. Hansen - Weber State University, UT Marie-Laure Hinton - Long Beach City College, CA ♦ Emphasizing communication developed through Joyce Johnston - Stephen F. Austin State University, authentic language samples and tasks (On démarre !, Points de départ, Formes et fonctions, TX and in all skill-development activities) Stacey Katz - Harvard University, MA Bérénice Le Marchand - San Francisco State ♦ Encouraging cultural comparisons (Parallèles, Vie et culture, and Venez chez nous !) University, CA Tamara Lindner - University of Lousiana at ♦ Presenting a broad cross section of French- speaking communities (On démarre !, Parallèles, Lafayette Points de départ, Vie et culture, Lisons, Lara Lomicka Anderson - University of South Écoutons, Observons, and Venez chez nous !) Carolina ♦ Fostering connections by guiding students Kathryn M. Lorenz - University of Cincinnati, OH through a variety of disciplines, including history, Charla Martin - University of Texas at Arlington geography, art, and literature (Vie et culture, Paul Chamness Miller - University of Cincinnati, Lisons, and Venez chez nous !) OH ♦ Promoting skill development within a distinctive Nicole Mills - Harvard University, MA cultural framework (On démarre !, Parallèles, Christine Moisset - University of Pennsylvania Vie et culture, and Venez chez nous !) Christine E.B. Moritz - University of Northern ACKNOWLEDGMENTS Colorado Lindsy L. Myers - University of Missouri, Kansas The publication of the CHEZ NOUS Media-Enhanced Version, Fourth Edition, represents the accumulated City experience of many years of classroom instruction, as Caroline Nash - Louisiana State University well as years of planning, field testing, and fine-tun­ Daniel E. O'Sullivan - University of Mississippi ing, to which many instructors and students have Kate Paesani - Wayne State University, MI contributed. We wish to thank our colleagues and Pamela Paine - Auburn University, AL students for their participation in this process, for Bernd Renner - Brooklyn College and The Graduate their comments, and for their encouragement. Center, CUNY Kelly Sax - Indiana University at Bloomington Jean Marie Schultz - University of California at Santa Barbara Kimberly Swanson - University of Kansas Jill A. Watson - Cornell University, NY Elizabeth D. Weber - University of Illinois at Chicago PREFACE I xix

The authors are grateful to the following friends Contributing Writers and colleagues for providing support, feedback, and contributions. A special thanks to Virginie Cassidy of Georgetown College, KY, for revisions to the Student Activities ♦ Michèle Dussaucy for her careful proofing of the Manual and the Companion Website; Joyce Johnston textbook manuscript. of Stephen F. Austin State University, TX, for revi­ sions to the Test Package; Kate Paesani of Wayne ♦ At the University of North Carolina, Asheville, State University, MI, for her work on the Instructor's supportive colleagues and cooperative students Resource Manual; John Fields, Florida State College who tried out new texts and activities and at Jacksonville, for writing the feedback hints for the supplied helpful comments and enthusiastic e-Text activities. encouragement. Special thanks go to Sandra Malicote and Ellen Bailey. And finally, we wish to thank our families, who continue to support the myriad demands on our time ♦ At the University of Maryland, College Park, the and energy that each new edition of CHEZ NOUS amazing group of Graduate Teaching Assistants represents with all of their sacrifices, big and small. who have taught with CHEZ NOUS over the Merci, Andrew, Bertrand, Chief, Chikondi, Hilde, years and the undergraduates who have studied John, Kate, and Moyenda. with it, demonstrating how the material in the book can really come alive in the classroom. The Product Team Fourth Edition has benefited greatly from your suggestions, ideas, and critiques. A special thanks Editorial and Marketing: Steve Debow, Denise to all of you who go out of your way to provide Miller, Barbara Lyons, Lindsay Miglionica, Rachel material, answer questions, offer suggestions, and McCoy, Regina Rivera keep us up-to-date with the latest technology crazes. Digital: Samantha Alducin, Bill Bliss, Bob Hemmer ♦ And to our group of language experts, un énorme Art, Design, and Production: Manuel Echevarria, merci for responding to an endless stream of Katherine Gilbert, Francesca Monaco, Mary Rottino, random e-mail queries with patience, good Janice Stangel, Frank Weihening humor, and insightful responses. Merci encore Eva, Caroline, Cybèle, Dorothée, Marilyn, Cécile, Sarah, Video Production: A/T Media (video for Media-En­ Valérie, Virginie, Laurence et Pierre. hanced Version): Andrei Campeanu, Dave Waldman, and those in France who made the filming process ♦ And we particularly wish to thank our talented seamless, including Laurence, Xavier and Romain. friends, two- and four-footed, in Dijon and Paris, GoldPitt Films, Inc. (original video): Jane Pittman, who shared their time with us in the summer of Annette Brieger and Laura, our tireless Parisian 2011 and will share their lives with many guide. American students. With great affection, we thank the families of Mathilde, Diandra, Michèle and Bernard. Î PREFACE xx

•Out the Authors Albert Valdman earned a B.A. in Romance languages at the and faculty. With more than thirty years' experience in ele­ University of Pennsylvnia and a Ph.D. in French linguistics mentary French teaching and teacher preparation, Pons from Cornell University He started his career at the For­ finds the classroom to be a stimulating environment. eign Service Institute of the U.S. Department of State and at the Pennsylvania State University before joining Indiana Dr. Pons helped me determine what kind of doctor I want to University, where he is Rudy Professor of French/Italian become. She made me appreciate learning the French language and Linguistics emeritus, director of the Creole Institute and all aspects of French culture more than any other French and editor of Studies in Second Language Acquisition. At Indi­ teacher I had. I plan on serving with Doctors Without Borders in ana University, he directed the program of elementary and Francophone Africa, and her classes helped me become even more intermediate French, including the mentoring of graduate interested in this goal. student instructors and coordinators. A constant in his ca­ reer has been his interest in developing more effective ap­ Cassidy Cooper proaches to the teaching of foreign languages, the training of teachers, and the preparation of pedagogical materials. Mary Ellen Scullen completed her B.A. in French at Kala­ Valdman held the posts of president of the AATF and of the mazoo College in Michigan and went to Tours, France to be International Association of Applied Linguistics. For his a French government sponsored teaching assistant for one commitment to the teaching of French language and cul­ year. Three years later, she returned to the U.S. with a Li­ ture and his pioneering work in the description of French cence de Lettres modernes, mention Français Langue Étrangère in the United States, he was named Commandeur dans l'Or­ and a Maîtrise de Français Langue Étrangère from the Univer­ dre des Palmes Académiques of France, member of l'Ordre des sité François Rabelais in Tours. She earned a joint Ph.D. in Francophones d'Amérique of the government of Quebec French Linguistics and Theoretical Linguistics from Indi­ province, and awarded the Médaille d'Or du méritefrancoph­ ana University in 1993. Scullen has taught French lan­ one by Renaissance française. His work in Haitian Studies guage, culture, and linguistics, coordinated the basic and creole linguistics was recognized by Life Time French language program, and supervised teaching assis­ Achievement Awards from the Haitian Studies Association tants at the University of Louisville and, since 1998, at the and the Society for Pidgin and Creole Linguistics. University of Maryland, College Park. She also had the op­ portunity to teach French in southern Africa at the Univer­ Professor Valdman has taught me for almost 25 years now: sity of Malawi from 1995-1997 and to serve as the Resident through his textbooks, his prolific linguistic research, and most Director for the Maryland-in-Nice program in Nice, France recently through his editorial guidance, his academic integrity, from 2002-2003. In 2005, she was named Chevalier dans and his wonderful stories and anecdotes. His profound influence l'Ordre des Palmes académiques of France. For the past sever­ can be felt not only in my life and career choice but in those of al years, Scullen has been involved in training new teach­ countless others as well. ing assistants not only in French, but also in Spanish, German, Hebrew, Chinese, Russian, Persian, Arabic, and Kelly Farmer, Doctoral Student at Indiana University Japanese. She finds working with new teaching assistants to be highly rewarding and she truly loves being in the Cathy Pons completed a B.A. in French at the University of classroom with first year students. North Carolina at Greensboro, then spent a year in France as a Fulbright Teaching Assistant. Pons completed her doc­ Madame Scullen was easily the most dynamic and engaging torate in French linguistics at Indiana University where, as teacher that I was lucky enough to have while at University of an Assistant Professor, she directed the elementary French Maryland. Her constant desire to have our class improve our program and the MA in French instruction. Teaching at the ability to speak and understand French provided me with skills University of North Carolina at Asheville since 1995, Pons that I continue to use in my job today when interacting with is Professor in the Department of Foreign Languages. In West African visitors traveling to the United States on govern­ addition to teaching courses in French language, culture, ment-funded exchange programs. Madame Scullen's teaching and linguistics, Pons teaches K-12 methods courses for li­ methods, which revolved around building fluency rather than censure candidates in Chinese, French, German, Latin, and rote memorization, also instilled in me the desire to constantly Spanish. She is past president of the Foreign Language As­ improve my French skills, which is one of the primary reasons sociation of North Carolina and has received numerous why I continue to take French classes today. grants in support of study abroad programs for students Lawrence Groman xx i

(WiAPTER RGANIZATION Études et professions CHAPTER OPENER The NEW On démarre Leçon 1 Nous allons à la fac After completing this chapter, you An extensive section opens with a Leçon 2 Une formation professionnelle should be able to: Annotation captioned video still Leçon 3 Choix de carrière accompanies each from the brand NEW ♦ Talk about a university and courses of On démarre video clip, video program. <eh«SE IMMI» t Étudier et travailler study providing ideas for Pre-viewing activities en pays francophone introducing and prepare students to ♦ Talk about jobs and the workplace working with the video, better understand the whether in class or video and are followed ♦ Express preferences assigned as homework, by activities which and includes relevant guide and check ♦ Compare education and the workplace background and comprehension during in the United States, France, and cultural information. viewing. The video and Canada activities are launched via the eText in MyFrenchLab and are assignable online. Each chapter is built around a cultural theme introduced by informative photographs, line drawings, and realia, is divided into three lessons that pair lexical and grammar presentations, and features a concluding fourth Venez chez nous ! cultural lesson supported by skill building activities. VOCABULARY Reflecting the chapter Leçon | Qu’est-ce que vous prenez ? theme, this opening section presents POINTS DE DÉPART situationally oriented Au café vocabulary through varied and appealing visuals and dialogues representing authentic everyday contexts. Romain : Hélène: Des hamburgers, des frites et du coca, quelle horreur ! Euh, une limonade, s'il vous plaît. Romain : Moi, j'ai faim. Je prends un croque-monsieur et une bière. (plus tard) Monsieur !... L'addition, s'il vous plaît. Romain : J'arrive... Voilà. __ __ C'est combien ? Hélène : Romain : Seize euros. On partage ? Hélène : Sans problème. LEÇON 1 QU'EST-CE QUE VOUS PRENEZ ? ' PREFACE xxiii

STUDENT LEARNING TIPS and PRACTICE ACTIVITIES Fiche pratique provides Each Points de départ students with practical section includes a strategies to help them sequence of activities to learn specific lesson be used in class to content (for example, provide meaningful and showing them ways to personalized practice of organize the the words and new material, expressions through how to interact with whole class, paired, and native speakers using small group activities. new content or structures, or how to test themselves). EVERYDAY CULTURE and PRONUNCIATION The Points de départ Vie et culture Sons et lettres This section presents section includes the main phonetic extensive and updated Ils achètent leurssandwichssurtout dans des cinq /sCk/ five features and sound cultural notes, entitled chaînes spécialisées (La Brioche Dorée, Pa blanc /bld/ agoodwhite wine contrasts of French. Vie et culture, written Point Chaud) et pas nécessairement dan». It emphasizes the sound initially in English, then contrasts that in French (beginning in determine differences Chapter 5). These in meaning, the major notes elaborate on differences between the cultural references French and English, made in the vocabulary and the relationship presentation. between sounds They incorporate and spellings. photos and realia that Discrimination and oral students must analyze practice exercises found to discover features of in the À vous la parole French culture and section are recorded questions that and are available in encourage cross- MyFrenchLab, the cultural comparisons. Companion Website, and the Text Audio CDs. xxiv PREFACE

CROSS-CULTURAL COMPARISONS lundi mardi mercredi jeudi vendredi samedi dimanche The NEW Parallèles section also incorporates the brand NEW Des activités video program to accompany Chez nous Media-Enhanced. Introduced by video stills , Parallèles features Chez nous' préparer regarder rester réviser téléphoner travailler hallmark process approach to skills development. Carefully developed pre-viewing activities help students prepare for the The definite article le is used with days of the week or times of day to refer cultural and linguistic content of the video clip; an En regardant to an activity that always happens on that particular day of the week or at activity focuses viewing and checks comprehension; and a final that particular time: activity encourages students to assess what they have seen and heard, make inferences about the lives, families, and friends of Mondays, I work at home. Diandra and Mathilde, and relate their outlooks and experiences On Saturdays, we eat out. to their own. The video and activities are found in MyFrenchLab In the evening, I watch TV. and are assignable online. an article with the days of the week because they refer to specific, non­ repeated activities. I'm playing tennis withfriends on my mother. À vous la parole -*• of the verbs listed? Work with a partner to find as many answers as possible. regarder < la télé, un film, le tableau LEÇON 3 ♦ NOS ACTIVITÉS* dnquante-ttols 531 GRAMMAR and PRACTICE ACTIVITIES Clearly written grammar FORMES ET FONCTIONS fest-ceque tu bois? What anyou drinking? Class-friendly explanations in English 1. La» verbes prendre tt boire ne bois pas trop de café. 1don'tdrink too much coffer. exercises provide a focus on authentic full range of usage and point out À vous la parole practice—from form features of the spoken based to meaningful versus the written ubiteen Italie. and personalized language. Numerous Z. J'habiteen Russie. activities— examples are provided ï. Mélanie va en Allemagne. incorporating the and, where appropriate theme and the color-coded charts vocabulary of the summarize the forms. lesson. Verb conjugations are illustrated in charts whose color shadings indicate the number of spoken forms and show students how forms are derived from the base. PREFACE I XXV

STRUCTURED-INPUT Definite article Indefinite or partitive article Where appropriate, grammar practice begins with a comprehension-based exercise to focus attention on the link Elle mange le pain. Elle mange du pain. between form and meaning before students are asked to She's eating the bread, (this specific She's eating some bread, (any bread) produce the new grammatical structure. I like wine, but I do not like beer. In negative sentenc , both the indefinite and the partitive articles are replaced by de/d': Je peux avoir des glaçons ? —Non, non, il ne prend pas d'Orangina. —On n'a pas de glaçons, mademoiselle. À vous la parole «+ MO que Chtoé ? Regardez bien la liste des aliments si Chloé prend les aliments suivants ou pas. Elle prend... Elle ne prend pas... . de la salade. . de l'eau minérale. . de frites. grossir ? Expliquez votre réponse. 5*11 Cf fi‘fit pf» If I Corrigez ces phrases illogiques. Avec le café, je ne prends pas de vin blanc ; je prends du sucre. 1. Comme dessert, je prends une pizza. 2. Avec une pizza, je prends du café. 5. Au mois de juillet, on prend souvent du chocolat chaud. 8. Quand on veut boire quelque chose, on prend une pizza. LEÇON 1 QU'EST-CE QUE VOUS PRENEZ ? SKILL BUILDING ACTIVITIES Each of the Leçons concludes with skill-oriented activities, 5-12 Au C8fé. D'après les descriptions suivantes, imaginez ce que chaque allowing students to put into practice the vocabulary, personne prend au café. grammar, and cultural knowledge acquired in the lesson. __ Through work with an authentic text or task in a reading, < Il prend seulement un café noir. listening, speaking, or writing activity, students are guided in 1. Mme Sauvert fait très attention de manger correctement. their development of receptive and productive skills. 2. Sophie voudrait un dessert. 4. Rémi a très soif. 7. M. Berger mange souvent au McDo. 5-13 Vo» habitude» et préférence». Complétez chaque phrase modèle Le matin, je prends toujours... É1 Le matin, je prends toujours du café. É2 Je déteste le café. Moi, je prends toujours du thé. Le matin, je prends toujours... Parlons C. Après avoir parié. Quels sont les boissons et les sandwichs les plus ' CHAPITRE 5 -<■ DU MARCHÉ À LA TABLE xxvi PREFACE

FINAL SYNTHESIS IN A CULTURAL CONTEXT These culminating cultural lessons allow Venez chez nous ! Traditions gastronomiques Observons students to explore the chapter theme in ' CHAPIIRE 5 « tw MARCHE À IATA8EE : VENEZCHEZNOUS » TRAITIONS GASTRONOMIQUES depth. Every Venez chez nous ! lesson includes process-oriented activities—Lisons, Parlons, Écrivons— that promote skill development while encouraging cultural analysis and cross- cultural comparisons. In addition, the Observons activities draw on clips from the video to incorporate authentic listening practice with rich visual and cultural elements. learned to do. xxv ii PREFACE !

VOCABULARY SUMMARY Leçon sans problème no problem une poire pear une carotte mushroom seulement only une pomme apple un champignon cucumber au café ou au restaurant in the cafe or in the du sucre spinach une tasse glass des épices (f.) spices un concombre beans l'addition (f.) restaurant un verre le poivre les épinards (m.) onion avoir faim le sel pepper avoir soif bill Leçon salt les ‘haricots (m.) tomato to be hungry d'autres mots utiles i un oignon fish counter prendre to be thirsty les repas un bol (de café au lait) other useful words to drink ! les petits pois (m.) shrimp to have (to eat or drink) le petit-déjeuner une carafe (d'eau) bowl (ofcoffee with hot ! une tomate salmon le déjeuner milk) i le rayon poissonnerie tuna des boissons chaudes hot drinks le goûter breakfast pour décrire ; une crevette frozenfoods aisle le dîner lunch; breakfast (Can.) carafe (ofwater) frozen foods un café (crème) coffee (with cream) le souper afternoon snack copieux du saumon un chocolat chaud hot chocolate dinner; lunch (Can.) grillé/e to describe ’ du thon un thé (au lait) tea (with milk) dinner (Can.) | le rayon surgelés pour parler du passé copious, hearty hier grilled, toasted les surgelés (m.) avant-hier des boissons rafraîchissantes cold drinks au petit-déjeuner at breakfast samedi dernier to talk about the past ■ des condiments condiments l'année dernière ; l'huile (f.) un citron pressé lemonade prendre le petit-déjeuner to have breakfast il y a longtemps yesterday ! la moutarde oil un coca(-cola) cola le bacon bacon il y a deux jours the day before yesterday i le vinaigre mustard de l'eau (f.) (minérale) water (mineral water) le beurre butter ce jour-là last Saturday vinegar un jus d'orange orange juice un café au lait coffee with milk à ce moment-là last year I pour faire les courses une limonade lemon-lime soft drink des céréales (f.) cereal a long time ago to shop for food un Orangina orange soda la confiture jam quelques verbes utiles two days ago ■ un/e commerçant/e shopkeeper, merchant un croissant croissant that day ; une épicerie small grocery un œuf (sur le plat/au plat) (fried) egg acheter at that moment ■ une grande surface superstore du pain bread appeler des boissons alcoolisées alcoholic drinks un pain au chocolat chocolate croissant épeler some useful verbs I des quantités (f.) quantities une rôtie piece of toast (Can.) faire la vaisselle une bière beer une tartine slice ofbread jeter to buy | une assiette de (crudités) plate of (crudités) du vin (rouge, blanc, rosé) (red, white, rosé) wine une tranche de pain grillé slice of toast lever to call ■ une boîte de (sardines) can of (sardines) to spell : une douzaine d'(œufs) dozen (eggs) des casse-croûte (m. inv.) snacks au déjeuner at lunch to do the dishes ; un kilo de (pommes) kilo of (apples) to throw, to throw away j un litre de (lait) liter of(milk) un croque-monsieur grilled ham-and-cheese une entrée appetizer or starter to raise piece of (cheese) sandwich un plat principal main dish ; un morceau de (fromage) des crudités (f.) un dessert dessert Leçon package of(rice, cereal, des frites (f.) cut-up raw vegetables : un paquet de (riz, cookies) une glace French fries les rayons du supermarché supermarket aisles I céréales, biscuits) un ‘hamburger ice cream bakery/pastry aisle jar of (mustard) une pizza hamburger le rayon boulangerie- un pot de (moutarde) slice of (pâté) une salade verte pizza pâtisserie long, thin loaf I une tranche de (pâté) un sandwich (au jambon, green salad une baguette round loafofbread (ham, cheese) sandwich des aliments (m.) foods un pain de campagne loafofsliced bread I quelques verbes some verbs conjugated au fromage) un pain de mie pastry ! conjugués avec être with être in the passé une asperge asparagus une pâtisserie rolls I au passé composé composé quelques expressions utiles some useful un biscuit cookie des petits pains (m.) pie le fromage cheese une tarte meat counter i Voir à la page 206 See page 206 apprendre expressions les ‘haricots verts (m.) green beans ground beef une bouteille un légume vegetable le rayon boucherie lamb chop (jour faire un récit to construct a narrative une cannette to learn des pâtes (f.) pasta du bifteck haché roast beef d'abord commander bottle le poisson fish une côtelette d'agneau deli counter ensuite first comprendre (soda) can une pomme de terre potato du rosbif pâté après next des glaçons (m.) to order le poulet chicken prepared dishes after, after that une cuillère to understand le riz rice le rayon charcuterie (pork) roast enfin then je voudrais... ice cubes une soupe soup du pâté produce aisle finally partager spoon une tarte aux pommes apple pie des plats (m.) préparés cherry quelle horreur ! I would like. . . la viande meat un rôti (de porc) strawberry I d’autres expressions utiles other useful expressions quelque chose to share un yaourt yogurt cantaloupe how awful! le rayon fruits et légumes peach I avoir besoin de to need (à manger, à boire) something (to eat, to des fruits (m.) fruits une cerise grapes ; J'ai besoin d'huile. I need (some) oil. une banane banana une fraise I il faut drink) un melon ■ Il faut quatre oeufs. to need une pêche We needfour eggs, Vocabulaire du raisin I biologique I une tomate bio(logique) organic I2I8 deux-cent-dix-huitIcHAPITRE 5 -*■ DU MARCHÉ À LA TABLE . la caisse organic tomato i d'accord i délideux/-euse cash register i demander O.K., alright delicious to ask (for) VOCABULAIRE I deux-cent-dix neuf 2191 Found at the end of the chapter, this section summarizes the key vocabulary for students' productive use. Words and phrases are grouped semantically by lesson, and English equivalents are provided. xxviii I PREFACE

Resources xxix STUDENT ♦ Student Activities Manual (SAM). The Student Activities Manual provides reading and writing practice along with listening activities related to the audio and video components. Written exercises provide meaningful and communicative practice, incorporating the vocabulary and structures introduced in each chapter and offering additional process-oriented activities. Exercises linked to audio recordings provide listening practice that progresses from comprehension to production, based on what students hear. The exercises stress authentic speech and real-life tasks, and recordings feature native speakers of French. Video-based activities complement the listening practice provided in the textbook, using additional video clips and expanded activities. Each chapter of the SAM concludes with a Venez chez nous ! section that is closely tied to the chapter theme and allows students to delve deeper into the cultural focus of the Venez chez nous ! lesson in the textbook through guided Web-based activities. ♦ Answer Key to Accompany the SAM. A separately bound Answer Key is available for optional inclusion in course packages; it includes answers for all discrete and short-answer exercises in the SAM. ♦ Audio to Accompany the SAM. Students and instructors have access to the audio recordings for the SAM in several formats: through Audio CDs, the Companion Website, and MyFrenchLab. Video Program. There are now 2 videos available: one that supports the new On démarre and Parallèles activities (available only in MyFrenchLab), and one which supports the Vie et culture and the Observons activities (available on DVD and in MyFrenchLab). These videos were shot on location and introduce native speakers from across the Francophone world who address the topics and themes of each chapter in varied settings and contexts. Audio CDs to Accompany Text. Each chapter's Points de départ, Sons et lettres, and Écoutons segments can be found on the Text Audio CDs. Lisons texts such as poems and play excerpts have also been included. Recorded material is indicated by an icon in the textbook, making it easy to find selections and incorporate them into class activities or assign as homework. preface”!

INSTRUCTOR ♦ Annotated Instructor's Edition (AIE). Extensive, clearly labeled annotations make the AIE an indispensable handbook for the novice as well as the experienced instructor. Notes offer ideas for presenting material; for initial form-based practice; for implementation of activities; and for expansion, alternative practice, and review. Complete scripts for listening activities and keys to many exercises are provided. Other notes provide in-depth linguistic and cultural information that the instructor may find useful. ♦ Instructor's Resource Center. The IRC is located on and provides password-protected instructor access to the Instructor's Resource Manual and Testing Program, in downloadable format. ♦ Instructor's Resource Manual. An extensive introduction to the components of the CHEZ NOUS Media-Enhanced Version, Fourth edition program is included in the revised Instructor's Resource Manual (IRM). The IRM is available in downloadable format via the Instructor's Resource Center. Sample syllabi for two- and three-term course sequences are outlined, along with numerous sample lesson plans. The extensive cultural annotations are a unique feature of this IRM, providing further information about topics introduced in the textbook. Information-gap activities, ready for classroom use, are provided for each chapter. In addition, the IRM provides the scripts for the audio and video activities of the SAM. Pa9e : lout of 2 ♦ Testing Program. A highly flexible testing program allows instructors to Le week-end. customize tests by selecting the modules they wish to use or by changing individual items. This complete testing program, available in downloadable format via MyFrenchLab and the IRC, includes quizzes, chapter tests, and comprehensive examinations that test listening, reading, and writing skills as well as cultural knowledge. Special formats to test listening and 02 speaking skills are also included. For all elements in the testing program, detailed grading guidelines are provided. ie week-end en te week^ dernier ♦ Audio to Accompany the Testing 2) Program. All oral sections are recorded for the instructor's use in a te week-end en général® t classroom or laboratory setting. The audio is available on DVD and via 3) __ e Weefe-end dernier MyFrenchLab. ° fe week-end en gênéral® i 31 te weekend dem(er I PREFACE XXX

®nline Resources ______MyFrenchLab________________ MyFrenchLab is a widely adopted, nationally hosted online learning system designed specifically for students in college-level language courses. It brings together—in one convenient, easily navigable site—a wide array of language-learning tools and resources, including an interactive version of the Chez nous Media-Enhanced Student Activities Manual, an interactive version of the Chez nous Media-Enhanced student text, and all materials from the Chez nous Media-Enhanced audio and video programs. Readiness checks, practice tests, and tutorials personalize instruction to meet the unique needs of individual students. Instructors can use the system to make assignments, set grading parameters, provide feedback on student work, add new content, access instructor resources, and hold online office hours. Instructor access is provided at no charge. Students can purchase access codes online or at their local bookstore. For more information, including case studies that illustrate how MyFrenchLab saves time and improves results, visit Companion Website. The Companion Website (CW) provides some of the audio recordings from the textbook, and all of the audio recordings from the SAM. Getting Started ’ ®«Text ' / Tutorials & . r - UseF Guide Ê& Marp o Mor^eso0,-Ces „® m— options Tune Up ' able September, 2012 Vbur Browser pop-up Blockers | Notifications ® Set Your Take . Abo«t This Course rflT»e Zone a Tour I Welcome Mes.We VWi *** students can Z ___________________ Alens i Instructor Re ns m the Getting Stur* Announcements ** j- options I Wte Students (O) I Past Ou® Submit^ (Q) ' Submitted^ Action Items ^cfor Grading f0) aiice ~=-S=“Sï=î£S5E“ Student Performance i'\"«rector User Guide. Nsed, d a q,Jtck reminder of ho . | 1 - \"\"\"^^gnnwtoieddyuu, J PREFACE

DISCOVER APPLY Activities : On démarre ! 0P-01 to 0P-02 • Go to the Chapitre Préliminaire, Additional Practice folder in your MyFrenchLab course to watch the video on how to greet people in French, and complete the related activities. Leçon 1 Je me présente After completing this chapter, you should be able to: Leçon 2 À la fac Venez chez nous ! Le français dans le ♦ Greet people, make introductions, and say good-bye monde ♦ Identify objects in the classroom ♦ Follow classroom instructions ♦ Spell words in French ♦ Describe the public education system in France ♦ Describe the role of French in the world today

Leçon 1 Je me présente POINTS DE DÉPART I iche Moi, je parle français pratique Chloé : Salut ! Je m'appelle Chloé. Et toi, comment As you begin the study of tu t'appelles ? French, you will rely on a Antoine : Je m'appelle Antoine. number of fixed expressions Chloé : Tu es de Paris ? to help you navigate Non, moi, je suis de situations such as greeting Antoine : Montréal. people. Memorize these expressions in their entirety rather than trying to translate them literally. le prof : Bonjour, mademoiselle, bonjour, monsieur. Chloé et Antoine : Bonjour, madame. LE prof : Comment vous appelez-vous ? Chloé : Je m'appelle Chloé Lafont. LE prof : Et vous ? Antoine : Paradis, Antoine Paradis. LEÇON 1 JE ME PRÉSENTE I trois 3

Chloé : Salut, Loïc ! Comment ça va ? Loïc : Ça va. Et toi ? Pas mal. Chloé : Bonjour, madame. Comment Loïc : allez-vous ? Très bien, merci. Et vous ? le prof : Bien aussi, merci. Loïc : Chloé : Madame, je vous présente Loïc Richard. Loïc, Madame Dupont. Loïc : Enchanté, madame. le prof : Bonjour, Loïc. Chloé : Antoine, voici mon ami Loïc. Loïc, voici mon camarade de classe, Antoine. Antoine : Salut, Loïc. ‘ Loïc : Salut. Loïc : Bon, au revoir, Chloé, au revoir, Antoine. Chloé : Salut, Loïc. Antoine : À bientôt... Au revoir, madame. LE prof : Au revoir, Antoine. À demain. Pour saluer et répondre How are you? Very well, thanks. Comment ça va ? Fine. Très bien, merci. Not bad. Ça va. I'm getting by. Pas mal. Things aren't going well. Ça peut aller. Ça ne va pas très bien. 4 quatre CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS!

Vie et culture Bonjour ! Tu et vous Look at the photos here and watch the video When addressing another person in French, you segment Bonjour, in which people are greeting must choose between tu and vous, which both each other: what gestures and phrases do you mean you. Use tu to address a family member, a notice? close friend, or another student. Use vous to address someone with whom you have a more When French people meet someone they formal relationship or to whom you wish to know, or make contact with a stranger (for show respect. For example, use vous with example, sales, office, or restaurant personnel), people you do not know well, with older people, they always greet that person upon arriving and and with those in a position of authority, such as say good-bye when leaving. If the speakers are your teachers. Always use vous also to address not on a first-name basis, the greeting includes more than one person. Do the people in the an appropriate title, and the last name is not video clip use tu or vous? used. Usually a woman is addressed as madame unless she is very young: ET VOUS ? Bonjour, monsieur. 1. Think of how you typically greet people each Bonsoir, madame. day. Although we do not make a distinction in Au revoir, mademoiselle. English like the tu/vous distinction in French, how do we vary our forms of address? Se serrer la main, faire la bise 2. What do the practices of shaking hands and When they meet or say good-bye, French people kissing on the cheek tell you about the who know each other almost always shake importance of close physical contact in French hands, using the right hand (se serrer la main). culture? Would you feel comfortable with Good friends and family members kiss each these practices? Why or why not? Compare other lightly on each cheek (faire la bise). When your answers to these questions with those of talking together, the French stand or sit closer to your classmates. How would you explain any each other than Americans do. A French person differences? would be offended if you kept moving away as he or she attempted to maintain normal 3. View the video segment again, paying close conversational distance. attention to the ways in which people greet each other; what can you conclude about LEÇON 1 JE ME PRÉSENTE I cinq 5

Parallèles A vous la parole Je me P-1 Le mot juste. Give an appropriate response. présente. modèle Comment vous appelez-vous ? The Parallèles series, fea­ Morin, Nicolas Morin. tured in each chapter, in­ vites you to explore the 1. Bonjour, mademoiselle. lives of two young French 2. Comment tu t'appelles ? women, Diandra and 3. Tu es de Montréal ? Mathilde, and introduces 4. Ça va ? you gradually as well to 5. Comment allez-vous ? their family and friends. In 6. Comment ça va ? this first video clip, Dian­ 7. Voici mon ami David. dra and Mathilde introduce 8. Je vous présente mon amie Claire. themselves. 9. Au revoir, monsieur. 10. Bon, à demain ! Diandra P-2 Présentez-vous. Get acquainted with some of your classmates and your instructor, following these suggestions. modèle Greet your instructor. Bonjour, monsieur. OU Bonjour, madame. (Your instructor responds.) Bonjour, mademoiselle. ou Bonjour, monsieur. 1. Greet and introduce yourself to a person sitting near you. 2. Ask a classmate what his or her name is, then introduce yourself. 3. Ask a classmate whether he or she is from your city. 4. Greet a classmate and ask how he or she is today. 5. Introduce two people whom you have met in class. 6. Greet your instructor and ask how he or she is today. 7. Introduce a classmate to your instructor. 8. Say good-bye to several classmates. 9. Say good-bye to your instructor. Mathilde f 4/ P-3 Le savoir-faire. What would you say and do in the situations described below? Act out each one with classmates. modèle You meet a very good friend. É1 Salut, Anne ! Ça va ? (faire la bise) É2 Ça va, et toi ? É1 Pas mal. 1. You and a friend run into your instructor on campus. 2. You sit down in class next to someone you do not know. 3. You are with your roommate when a new friend joins you. 4. You run into your friend's mother while doing errands. 5. You are standing near a new teacher who does not yet know your name. 6. Class is over, and you are saying good-bye to a close friend. 7. Class is over, and you are saying good-bye to your teacher. 6 six CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS!

P-4 Faisons connaissance. Imagine that you are at a party with your classmates. Greet and introduce yourself to as many people as possible, and make introductions when others do not know each other. Tell what city you are from, then ask what city your classmates are from. modèle É1 Bonjour, je m'appelle Sean. Et toi ? É2 Je m'appelle Natasha. Voici mon ami, Jérémie. É1 Salut, Jérémie. É3 Bonjour. Je suis de Chicago, et toi ? É1 Moi, je suis de Lafayette, et toi, Natasha ? FORMES ET FONCTIONS 1. Les pronoms sujets et le verbe être Les pronoms sujets et le verbe être SINGULIER PLURIEL je suis I am nous sommes we are tu es you are vous êtes you are il ' he is ils 1 sont they are elle > est she is elles J on , we are ♦ The verb être means to be. This form is called the infinitive; it is the form you find in the dictionary listing for the verb. Notice that a specific form of être corresponds to each subject. Because these forms do not follow a regular pattern, être is called an irregular verb. ♦ A subject pronoun can be used in place of a noun as the subject of a sentence: —Alex est de Paris ? —Alex is from Paris? —Non, il est de Bruxelles. —No, he's from Brussels. As you have learned, use tu with a person you know very well; otherwise use vous. Use vous also when speaking to more than one person, even if they are your friends. Pronounce the final -s of vous as /z/ if the word following it begins with a vowel sound, and link it to that word: Olivier, tu es de Paris ? Olivier, are you from Paris? Madame, vous^êtes de Liège ? Madame, are you from Liege? Audrey et Fred, vous^êtes de Audrey and Fred, are you from Genève ? Geneva? LEÇON 1 JE ME PRÉSENTE I sept 7

On is an indefinite pronoun that can mean one, they, or people, depending on the context. In conversational French, on is often used instead of nous to mean we. On always takes the singular form, est. Nous, on est de Lille. We arefrom Lille. Elies refers to more than one female person or to a group of feminine nouns. Ils refers to more than one male person, to a group of masculine nouns, or to a group that includes both males and females or both masculine and feminine nouns. Anne et Sophie, elles sont en forme. Anne and Sophie arefine. Jean-Luc et Rémi, ils sont stressés. Jean-Luc and Rémi are stressed out. Julie et Damien, ils sont occupés. Julie and Damien are busy. ♦ Use a form of the verb être in descriptions or to indicate a state of being. Elle est occupée. She's busy. Tu es malade ? Are you sick? Je suis stressé. I'm stressed out. ♦ The final -t of est and sont is usually pronounced before a word beginning with a vowel sound. Il est^en forme. He's fine. Il est malade. He's sick. Elles sont^en forme. They're fine. Elles sont stressées. They're stressed out. Comment ça va ? I am fine. . . . tired. Je suis en forme. . . . stressed. ... fatigué/e. . . . very busy. ... stressé/e. . . . sick. ... très occupé/e. ... malade. ♦ Use c'est and ce sont to identify people and things: C'est Madame Dupont ? That's Madame Dupont? C'est un ami, Kevin. This is a friend, Kevin. Ce sont M. et Mme Lafarges. This is Mr. and Mrs. Lafarges. À vous la parole P-5 Comment ça va ? Tell how everyone is feeling today. modèle Moi ? Fatigué/e. Je suis fatigué/e. 1. Mme Hébert ? En forme. 5. Mathieu et toi ? En forme. 2. Toi ? Fatigué/e. 6. Julien ? Stressé. 3. Adrien ? Très occupé. 7. Nous ? Fatigués. 4. Cécile ? Malade. 8. Vous ? I CHAPITRE PRÉLIMINAIRE T PRÉSENTONS-NOUS ! 8 huit

P-6 Qui est-ce ? Identify the people from the opening dialogues pictured below. modèle C'est Chloé. Identité mystérieuse. Take on a new identity! Your instructor will give you a new name and city of origin, or you can invent one yourself. Circulate around the room and introduce yourself to at least three people. Be prepared to introduce someone you have met to the rest of the class! modèle El Bonjour, je m'appelle Mathilde. É2 Tu es de Paris ? El Non, je suis de Québec. Et toi ? E2 Je m'appelle Louis-Jean, je suis de Port-au-Prince, à Haïti. 2. Les pronoms disjoints ♦ You know that subject pronouns can be used in place of a noun (for example, a person or an object) as the subject of a sentence. Subject pronouns appear with a verb: —Adrien est de Paris ? —Is Adrien from Paris? —Non, il est de Trois-Rivières. —No, he's from Trois-Rivières. —Pierre et Mélanie sont occupés ? —Are Pierre and Mélanie busy? —Oui, ils sont occupés. —Yes, they are busy. LEÇON 1 JE ME PRÉSENTE neuf 9

♦ A different type of pronoun, a stressed pronoun, is used: ♦ in short questions that have no verb: Je m'appelle Clémence, et toi ? My name is Clémence, how Ça va bien, et vous ? about you? I'm fine, and you? ♦ where there are two subjects in a sentence, one of which is a pronoun: Damien et elle, ils sont fatigués. She and Damien are tired. ♦ to emphasize the subject of a sentence when providing a contrast: Moi, je suis de Lausanne, I'mfrom Lausanne, mais lui, il est de Saumur. but he's from Saumur. ♦ after c'est and ce sont: —Is that Paul? —Yes, it is he. —C'est Paul ? —Oui, c'est lui. —Ce sont M. et Mme Dulac ? —Is that Mr. and Mrs. Dulac? —Oui, ce sont eux. —Yes, it is they. The stressed pronouns are shown below with the corresponding subject pronouns: moi je nous on/nous toi tu vous vous eux ils lui il elles elles elle elle À vous la parole HP-8 C’est ça. With your partner, confirm who these people are. modèle É1 C'est toi? É2 Oui, c'est moi. É1 Ce sont Marie et Hélène ? É2 Oui, ce sont elles. 1. C'est Christophe ? 2. C'est Jessica ? 3. C'est toi? 4. C'est Arnaud ? 5. Ce sont Adeline et Nathalie ? 6. C'est vous ? 7. Ce sont Simon et Maxime ? 8. Ce sont Vanessa et Laurent ? 10 dix CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS !

P-9 Et vous ? Interview each other in groups of three. modèle Je m'appelle... Et vous ? É1 Je m'appelle Alex. Et vous ? E2 Moi, je m'appelle... É3 Et moi, je m'appelle... 1. Je m'appelle... Et vous ? 2. Moi, ça va. Et vous ? 3. Je suis de... Et vous ? P-10 Présentez-vous ! Help out your forgetful instructor by identifying students in your classroom. modèle Lui, il s'appelle Matt ; elle, elle s'appelle Cindy. Lisons ^Stratégie P-11 Des adresses en francophonie Use your knowledge of the type of text you are reading A. Avant de lire. You will be looking at envelopes and postcards to understand its content. addressed to different people in the Francophone world. Before you When you are reading read them, list the information you expect to find on an addressed addresses, for example, you envelope. will expect to find certain kinds of information; you can B. En lisant. How does the list you made compare with what you actually use that knowledge to figure see on the envelopes and postcards? Do you see words or expressions with out the meaning of words which you are not familiar or that you did not anticipate? and expressions that you do not know. C. En regardant de plus près. Now examine the following aspects of the text more closely. 1. Given the context and its similarity to English, what do you think the phrase Boîte Postale means? 2. Given the context, what do you think the word rue means? 3. Provide the full forms in French for the following abbreviations: M. Mlle Mme B.P. 4. Although you do not see the phrase code postal in the addresses, most of them have one. What do you think the code postal is? What is the code postal for Abidjan, for Tours, for Vieux-Québec? What is different about the code postal for this last city? 5. One envelope includes the words destinataire and expéditeur. What do you think those terms mean? LEÇON 1 JE ME PRÉSENTE onze 11

FRANCE Mü&tHÛteU* ft*™ \"HWI’H» l ^i|iii.iiiijiu,li,l, AlüffyaHM Sole, ^b'9vo^& ^gt^^soa cœs ftos^^j-e^tinatajjg «commandé A, 1 WWECAV|SDERPrcnT / «()iBIro”^««24 ,0' !°»M>UMnM: ***- '-^ <- p 'fo«t<£- H-. 07 * ° ^CHOMERAC ' °' ARDECHE 14/03/06 0,85 EOK -j 5H 603 0/0660 Hamadou KOHE << fa ws^6- 11, rue du Commerce ,. ' 4 / B«P* 346 ^<^0 S-T Lomé □□□□□ TOGO h4.||b..h..l.l••IH»..l..ltU».o,|U».i.,,1,»•>l•••‘,l, 20740+4017 COU D. Après avoir lu. Now that you've studied the addresses, write envelopes for these two people. 1. Salut, je m'appelle Marie-Cécile Kabambé. Je suis de Kinshasa. Mon adresse, c'est Boîte Postale 357. Il n'y a pas de code postal. Kinshasa est au Congo bien sûr. 2. Bonjour, je m'appelle Marc Leblanc. Je suis de Genève. Mon adresse, c'est Case Postale 1602. Le code postal, c'est CH-1211 Genève 1. Vous savez que Genève est en Suisse, n'est-ce pas ? 12 douze CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS !

Leçon 2 Dans la salle de classe POINTS DE DÉPART TEXT AUDIO La salle de classe CD1 TRACK 2 une chaise treize 13 —Il y a un crayon sur le bureau ? —Non, il n'y a pas de crayon, mais il y a un stylo. Voilà. —Il y a des affiches dans la salle de classe ? —Non, il n'y a pas d'affiches. LEÇON 2 DANS LA SALLE DE CLASSE

Vie et culture La scolarité en France 4. Nearly all French children are enrolled in school by age three. Why do you think this This chart provides an overview of the French might be the case? school system. As you examine the chart, answer the following questions. La rentrée (back to school) for French school­ children generally takes place early in 1. What general information is provided about September and for university students, early in public schools in France? October. A significant event for retailers and families, la rentrée marks the end of vacation 2. Find the words école, collège, and lycée in and the change of seasons. the chart. To what levels of instruction do these terms correspond? 3. How does the French school system compare to the school system where you grew up? Le professeur dit : Écrivez votre nom et votre prénom ! Écoutez bien, s'il vous plaît ! Regardez le tableau ! Lisez les mots au tableau ! Levez-vous ! Effacez le tableau ! Allez au tableau ! Écoutez sans regarder le livre ! Allez à la porte ! Répondez en français ! Ouvrez la fenêtre ! Donnez la craie à Marie-Laure ! Fermez le livre ! Rendez-moi les devoirs ! Montrez-moi votre livre ! Asseyez-vous ! Montrez Paris sur la carte ! Merci. Ne parlez pas anglais ! De rien. Prenez un stylo ! 14 quatorze Les étudiants répondent : Pardon ? Je ne comprends pas. Répétez, s'il vous plaît ! Parlez plus fort ! Comment dit-on « board » en français ? CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS !

LIRE EN PARTANT DU BAS DU TABLEAU Enseignement UNIVERSITÉS supérieur ou ÉCOLES SUPÉRIEURES Enseignement LYCÉE Terminale pour Bac secondaire GÉNÉRAL, Bac général ou professionnel 2° TECHNOLOGIQUE Bac technologique (en 2 ans) Enseignement ou primaire PROFESSIONNEL 1ère brevet d’études 2nde professionnelles ou à COLLÈGE certificat d’aptitude ÉCOLE ÉLÉMENTAIRE professionnelle ÉCOLE MATERNELLE 2ème professionnelle 3ème 14-15 ans ^ème 13-14 ans 5ème 12-13ans 6ème Cycle 3 11 -12ans Cycle 2 cours moyen 2 Cycle 1 10-11 ans cours moyen 1 9-10 ans cours élémentaire 2 8-9 ans cours élémentaire 1 7 - 8 ans cours préparatoire 6-7ans Grande section 5-6 ans Moyenne 4-5ans section 3-4 ans Petite section 2-3 ans En France, la scolarité est obligatoire de 6 à 16 ans. U école est publique, laïque et gratuite. À vous la parole TUquinze P-12 Voilà ! As your instructor asks about various classroom objects, hand them over, point them out, or say there aren't any modèles Donnez-moi un stylo, s'il vous plaît ! Voilà (and you hand over a pen). Montrez-moi une carte de France, s'il vous plaît ! Voilà (and you point to a map ofFrance). Il y a des affiches ici ? Oui, voilà des affiches (and you point to some posters). ou Non, il n'y a pas d'affiches. Y / P-13 Dans la salle de classe. Write down as many different classroom objects as you can see. Now compare your list with that of a classmate. Cross off the items that are common to both lists, then give yourself a point for each item on your list that your partner did not name. Who has the most points? modèle É1 un bureau, une fenêtre, un livre, une carte, une affiche, une télé É2 un bureau, un tableau, une craie, une fenêtre, une porte, une-carte, un cahier É1 = 3 pts, É2 = 4 pts LEÇON 2 DANS LA SALLE DE CLASSE I

y / P-14 C’est logique. With a partner, complete each command in as many logical ways as possible. MODÈLE Ouvrez... Ouvrez la fenêtre. OU Ouvrez le livre. 1. Regardez... 6. Effacez... 2. Ecoutez... 7. Répondez. 3. Rendez-moi... 8. Allez... 4. Montrez-moi... 9. Ecrivez... 5. Fermez... 10. Prenez... P-15 Qu’est-ce que vous dites ? What could you say in each situation? modèle You want the teacher to speak up. Parlez plus fort, s'il vous plait ! 1. You want to interrupt the teacher. 2. You want the teacher to repeat. 3. You don't understand. 4. You ask how to say door in French. 5. You want to thank someone. 6. You can't hear what's being said. 7. You don't know how to say please in French. 8. Someone says Merci ! to you. Sons et lettres TEXT AUDIO CD 1 TRACK 3 L'alphabet et les accents Here are the letters of the alphabet together with their pronunciation in French. a (a) j (ji) S (ès) b (bé) k (ka) t (té) c (sé) 1 (èl) U (u) d (dé) m (èm) V (vé) e (eu) n (èn) w (double vé) f (èf) X (iks) o (o) g (jé) y (i grec) h (ach) P (pé) Z (zèd) i (i) q (ku) r (èr) Accents and other diacritical marks are an integral part of French spelling. ♦ L'accent aigu is used with e to represent the vowel /e/ of stressé: André Québec stressé répétez ♦ L'accent grave is used with e to represent the vowel /e/ of la règle: la règle le modèle très Genève 16 seize I CHAPITRE PRÉLIMINAIRE Z PRÉSENTONS-NOUS !

It is also used with a and u to differentiate words: la the vs. là there ou or vs. où where ♦ L'accent circonflexe can be used with all five vowel letters. It often marks the loss of the sound /s/ at an earlier stage of French. The s is still present in English words borrowed from French before that loss occurred. être s'il vous plaît bientôt la hâte haste l'hôpital hospital coûter to cost ♦ Le tréma indicates that vowel letters in a group are pronounced individually: toi vs. Loïc /lo-ik/ Claire vs. Haïti /a-i-ti/ ♦ La cédille indicates that c is to be pronounced as /s/ rather than /k/ before the vowel letters a, o, or u: ça français Françoise À vous la parole P-16 Les sigles. Practice saying each French acronym, then match it with its full form. Can you provide the English equivalent for each? 1. 1'ONU a. 1'Union européenne 2. 1'OEA b. les Etats-Unis d'Amérique 3. l'OTAN c. l'Organisation des Nations unies 4. l'UE d. le syndrome d'immunodéficitaire acquise 5. le SIDA e. l'Organisation des États américains 6. les USA f. l'Organisation du traité de l'Atlantique Nord P-17 Qu’est-ce que c’est ? Reorder the letters to identify things you find in the classroom, and spell the correct word aloud. modèles LYSTO S-T-Y-L-O, stylo. NORACY C-R-A-Y-O-N, crayon. 1. LERVI 5. TROPE 2. TAREC 6. VISODER 3. LATAUBE 7. DAUNITETÉ 4. ICASHE 8. CIERA P-18 Les accents. Correct the following words or phrases by adding the missing accents and other diacritics, then spell each word aloud. (The asterisk indicates that these words are spelled incorrectly.) 1. le ^français 3. une *fenetre 5. *repondez 7. *repetez 2. une *regle 4. le verbe *etre 6. ^bientôt 8. *voila LEÇON 2 DANS LA SALLE DE CLASSE I dix-sept 17

FORMES ET FONCTIONS 1. Le genre et les articles au singulier All French nouns are assigned to one of two noun classes—feminine or masculine—and are therefore said to have a gender. The gender of a noun determines the form of other words that accompany it—for example, articles and adjectives. ♦ The indefinite article The indefinite articles un and une correspond to a or an in English. Une is used with feminine nouns and un with masculine nouns. Un or une can also mean one: Voilà un bureau. Here's a desk. Donnez-moi une chaise. Give me a chair. Il y a une fenêtre dans la salle There's one window in the de classe. classroom. Before a vowel sound, un ends with an /n/ sound that is pronounced as if it were part of the next word: un_ami, un_ordinateur. In negative sentences, the indefinite article is replaced by de/d': Il n'y a pas de lecteur DVD. There's no DVD player. Il n'y a pas d'ordinateur dans la There's no computer in the classroom. salle de classe. ♦ The definite article There are three forms of the singular definite article, corresponding to the in English: la is used with feminine nouns, le with masculine nouns, and 1' with all nouns beginning with a vowel sound. As in English, the definite article is used to indicate a previously mentioned or specified noun. Voilà la carte. Here's the map. C'est le professeur. That's the professor. Donnez-moi 1'affiche. Give me the poster. In French the definite article also designates a noun used in a general or abstract sense. In such cases, no article is used in English. J'aime le football. I like soccer. Ma sœur adore la musique. My sister loves music. Les articles indéfini MASCULIN FÉMININ défini un cahier une règle un_ordinateur une affiche le cahier la règle l'ordinateur l'affiche Ïl8 I CHAPITRE PRÉLIMINAIRE PRÉSENTONS-NOUS ! dix-huit

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