Table Of ContentLibert´e
Gretchen Angelo
3
Copyright c⃝2003 Gretchen V. Angelo
All rights reserved.
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NonCommercial-ShareAlike License. To view a copy of this license,
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letter to Creative Commons, 559 Nathan Abbott Way, Stanford,
California 94305, USA. A copy of this license is also included in
appendix 2 of this book.
rev. September 2, 2014
Contents
1 Bonjour! C¸ a va?
A Activit´es. . . . . . . . . . . . .
12
Bonjour !,
12.—Identifications,
18.—Le
cours
de
fran¸cais,
19.—Les
chiffres,
21.—Descriptions,
24.—R´esum´e,
27.—
Vocabulaire fran¸cais-anglais, 30.
B Grammar . . . . . . . . . . . .
34
The French alphabet and French pro-
nunciation, 34.—Subject pronouns, with
special attention to vous and tu, 38.—
Verb conjugation and the verb ˆetre, 42.—
Giving Commands - the imperative form,
44.—Articles and Gender of Nouns, 45.—
Numbers, 49.—Gender of adjectives, 51.—
Questions in French, 55.—Optional: IPA
Help, 57.
C Lab Worksheet and Review
. . . .
59
Bonjour !, 60.—En classe, 61.—Les chiffres,
61.—Identifications,
63.—Descriptions,
64.—Exercices de r´evision ´ecrits, 66.—Self-
Check : Meeting chapter 1 objectives, 70.
2 Ma famille et mes objets personnels
71
A Activit´es. . . . . . . . . . . . .
72
Nos
objets
personnels,
72.—Ma
fa-
mille, 77.—Ma maison, 85.—L’ˆage, 89.—
Nos
conditions
physiques
et
mentales,
91.—R´esum´e, 93.—Vocabulaire fran¸cais-
anglais, 95.
B Grammar . . . . . . . . . . . .
99
Definite
and
indefinite
articles,
99.—
Pr´epositions de lieu - Prepositions of lo-
cation, 101.—Possession with Definite and
Indefinite Articles, 103.—Possessive Adjec-
tives, 105.—The verb avoir, 111.—Il y a,
114.—Simple Negation, 116.—Age, 118.—
Idiomatic Expressions with avoir, 120.
C Lab Worksheet and Review
. . . . 125
Nos possessions, 125.—Ma famille, 127.—
Ma maison, 129.—Nos conditions phy-
siques, 130.—L’ˆage, 131.—Prononciation,
132.—Exercices de r´evision ´ecrits, 134.—
Self-Check : Meeting chapter 2 objectives,
138.
3 Le travail et les loisirs
A Activit´es. . . . . . . . . . . . . 140
Mon emploi du temps, 140.—La vie `a
l’universit´e, 144.—Le travail, 152.—Les
loisirs, 155.—R´esum´e, 159.—Vocabulaire
fran¸cais-anglais, 161.
B Grammar . . . . . . . . . . . . 165
Telling time, 165.—Regular verbs in the
present tense, 169.—Two-verb sentences,
175.—Yes/No Questions, 177.—L’adjectif
interrogatif Quel,
180.—-er verbs with
spelling changes, 181.
C Lab Worksheet and Review
. . . . 184
La vie `a l’universit´e, 184.—L’emploi du
temps, 185.—Le travail, 187.—Les loi-
sirs,
187.—L’heure
et
le
jour,
188.—
Vocabulaire, 189.—Exercices de r´evision
´ecrits, 191.—Self-Check : Meeting chapter
3 objectives, 196.
4 Sorties et voyages
A Activit´es. . . . . . . . . . . . . 198
En ville, 198.—Directions, 203.—Les sai-
sons et le climat, 206.—Les voyages, 210.—
R´esum´e : chapitre 4, 214.—Vocabulaire
fran¸cais-anglais, 215.
B Grammar . . . . . . . . . . . . 218
The prepositions “`a” and “de” and their
contractions
with
the
definite
article,
218.—Le verbe aller, 219.—R´evision: les
verbes en -ir, 223.—The verb faire, 225.—
Faire
and weather expressions,
226.—
Recognition: Le pass´e compos´e, 228.
C Lab Worksheet and Review
. . . . 231
En ville, 231.—Les verbes r´eguliers en -
ir, 232.—Les directions, 233.—Les mois
et les saisons, 234.—Le temps qu’il fait,
235.—Les voyages, 236.—Tense recogni-
tion,
237.—Le
vocabulaire
-
Optional,
239.—Exercices de r´evision ´ecrits, 240.—
Self-Check : Meeting chapter 4 objectives,
245.
5 Tant de choses `a faire !
A Activit´es. . . . . . . . . . . . . 248
Les
travaux
m´enagers,
248.—Mes
res-
ponsabilit´es au travail, 255.—Nos acti-
vit´es r´ecentes, 257.—Mon pr´esent, mes
5
rˆeves, mon avenir, 261.—R´esum´e, 265.—
Vocabulaire fran¸cais-anglais, 266.
B Grammar . . . . . . . . . . . . 269
R´evision : les verbes en -re, 269.—Les
verbes vouloir, pouvoir, et devoir, 271.—Le
pass´e compos´e, 273.—Informational Ques-
tions, 279.—L’adjectif interrogatif Quel et
le pronom interrogatif Que, 281.
C Lab Worksheet and Review
. . . . 282
Les travaux m´enagers, 282.—Mes reponsa-
bilit´es au travail, 283.—Le pass´e compos´e,
284.—Exercices de r´evision ´ecrits, 287.
6 Les voyages de ma famille
A Activit´es. . . . . . . . . . . . . 292
Les
origines,
292.—Notre
voyage
aux
Etats-Unis, 295.—L’histoire de ma famille,
299.—La
terre
promise,
301.—R´esum´e,
304.—Vocabulaire fran¸cais-anglais, 306.
B Grammar . . . . . . . . . . . . 309
The verb venir, 309.—Prepositions with
Place Names, 311.—Pass´e compos´e of ˆetre
verbs, 313.—Dates, 319.—Comparatives,
321.
C Lab Worksheet and Review
. . . . 327
Les origines, 327.—L’immigration, 328.—
Dans le pass´e, 329.—Les Dates, 331.—
Comparaisons, 333.—Exercices de r´evision
´ecrits, 336.—Answers, 341.
7 Mon corps
A Activit´es. . . . . . . . . . . . . 348
Mon corps, 348.—Mes vˆetements, 353.—
Ma
journ´ee,
356.—Ma
sant´e,
359.—
R´esum´e,
365.—Vocabulaire
fran¸cais-
anglais, 367.
B Grammar . . . . . . . . . . . . 371
Direct object pronouns, 371.—Placement
of
adjectives,
377.—Verbs
like
sortir
and the verb mettre, 382.—Reflexive or
Pronominal Verbs, 385.—Agreement of the
past participle in “avoir” verbs, 389.—
Reflexive or Pronominal verbs in the pass´e
compos´e, 390.
C Lab Worksheet and Review
. . . . 393
Le corps, 393.—Les vˆetements, 393.—Ma
routine, 394.—Ma sant´e, 395.—Exercices
de r´evision ´ecrits, 396.
8 A table !
A Activit´es. . . . . . . . . . . . . 402
La
nourriture,
402.—Contradictions,
407.—Au
restaurant,
410.—Vocabulaire
fran¸cais-anglais, chapitre 8, 412.
B Grammar . . . . . . . . . . . . 415
The
partitive
article,
415.—Negatives,
419.—Prendre
and
Boire,
423.—
Imperatives, 425.
C Lab Worksheet and Review
. . . . 429
La
nourriture,
429.—Contradictions,
431.—Au
restaurant,
433.—Imperatives
(Time on recording : 51 :05), 434.
9 Hier, aujourd’hui, et demain
A Activit´es. . . . . . . . . . . . . 438
Comparaisons, 438.—Hier et aujourd’hui,
444.—Pr´ecisions,
446.—Projets,
447.—
R´esum´e, 448.
B Grammar . . . . . . . . . . . . 450
Review : Comparatives and Futur proche,
450.—Le futur simple, 452.—L’imparfait,
455.—Demonstratives,
458.—Conditions,
461.
C Lab Worksheet and Review
. . . . 463
Comparaisons, 463.—Aujourd’hui et de-
main, 465.—Hier et aujourd’hui, 466.—
Pr´ecisions,
467.—Exercices
de
r´evision
´ecrits, 469.
10 Racontons des histoires
A Activit´es. . . . . . . . . . . . . 474
Les moments cl´es de la vie, 474.—Je
me souviens, 475.—Comment le faites-
vous ?, 479.—Vers un ´epanouissement per-
sonnel,
482.—Racontons
des
histoires !,
484.—R´esum´e, 486.
B Grammar . . . . . . . . . . . . 488
Pass´e compos´e : Review, 488.—Le pass´e
compos´e et l’imparfait : Action et contexte,
491.—Adverbs, 495.—Comparisons with
adverbs and verbs, 497.—Some more irreg-
ular verbs in present, 499.
C Lab Worksheet and Review
. . . . 503
Lab : Comment faire ?, 503.—Lab : Vers
un ´epanouissement personnel, 503.—Lab :
Lire, dire, ´ecrire, 505.—Racontons une his-
toire !, 505.—Exercices de r´evision ´ecrits,
507.
6
11 Au magasin
A Activit´es. . . . . . . . . . . . . 512
Aux Galeries Lafayette, 512.—Au magasin,
515.—Mes achats, 518.—Cadeaux, 521.—
Vocabulaire fran¸cais-anglais, 523.
B Grammar . . . . . . . . . . . . 525
Indirect Objects, 525.—Imperatives with
pronouns, 530.—The interrogatives qui,
que, qu’est-ce qui, quoi, and quel, 535.—
Savoir and connaˆıtre, 541.
C Lab Worksheet and Review
. . . . 544
Au magasin et `a la maison, 544.—Achats
et information, 545.—Poser des questions,
546.—Savoir et connaˆıtre, 546.—Exercices
de r´evision ´ecrits, 548.
12 R´esultats
A Activit´es. . . . . . . . . . . . . 554
Cons´equences, 554.—R´eactions, 557.—Les
meilleurs, 561.
B Grammar . . . . . . . . . . . . 565
The pronoun y, 565.—The pronoun en,
567.—Reactions: More on the pass´e com-
pos´e and imparfait,
572.—Superlatives,
575.—Conditional, 579.—Optional section
- vouloir,
pouvoir,
devoir
in the past
tenses, 584.—Appendix: “Le Corbeau et
le Renard” par Jean de la Fontaine (texte
original), 585.
7
8
Introduction
To the teacher and the student
This French book is aimed at a first-year college student. Its features include:
1. Each chapter is built around communicative strategies. Clearly defined objectives in communi-
cation, culture, and grammar are given at the start of each chapter, and summary exercises at
the end allow students to measure their mastery of these objectives.
2. The exercises in the in-class (A) sections are composed mainly of guided practice and extension
activities, along with occasional comprehension checks and comprehensible input. Some further
activities are indicated in the instructor’s marginal notes.
The teacher can provide teacher-
directed “setting-the-stage” activities, comprehension checks, and further comprehensible input
before beginning each section. Many models are provided to the students to give them a secure
context in which to practice their vocabulary before they are asked to produce independent
language.
3. The grammar included is explained in a more narrative form and in more detail than is typical
for first-year textbooks. The grammar (B) sections should be read by the students outside of
class before the communicative activities requiring those grammar points are done in class. By
providing more explicit grammatical detail than is usual in a first-year book, the author hopes to
stimulate students to reflect on the grammar of their own language as well as of French, helping
students to become aware that their study of French is not just about mastery of a new language
and culture, but about a more critical view of their own.
4. The amount of grammar is less than is typically contained in a first-year text. The grammar
included has been chosen to meet the needs of the communicative goals of each chapter, and these
have been selected based on what a student ranking intermediate-low to -mid on the ACTFL oral
proficiency scale should be able to accomplish. The grammatical concepts included in this book
focus on those that will be needed for the sentences and questions that a typical low-intermediate
speaker can form, and those are emphasized repeatedly.
5. The book implicitly and explicitly recycles material from previous chapters on a regular basis,
so that students can see their learning as a continual progression rather than as a rush from one
grammar point to the next.
6. The book is ideally used in a classroom with internet and projection capabilities; the PDF version
of the book contains hyperlinks to video and audio-based activities as well as navigational links
to referenced exercises within the text itself.
9
10
Chapter 1
Bonjour! C¸ a va?
Objectives for chapter 1
Communication (what students will be able to do):
a / Salut!
By the end of this chapter, students will be able to:
1. Greet other people and introduce themselves.
2. Understand basic commands given in French class and respond
appropriately.
3. Count and spell in French.
4. Identify and describe themselves, other people, and objects.
Culture (what students will know about the French-speaking
world):
By the end of this chapter, students will know something about:
1. Where French is spoken and by how many people; the defini-
tion of “Francophone.”
2. How to address another person formally or informally, as ap-
propriate.
3. Customs of greeting in France and other Francophone coun-
tries.
Grammar/ Tools (what students need to know):
In order to perform these communicative tasks, students will have
to understand and be able to use correctly the following structures:
1. The French alphabet, numbers, and some basics of French
pronunciation.
2. The subject pronouns and the difference between tu and vous
in French.
3. The conjugation of the present tense of the verb ˆetre.
4. The concept of gender for nouns and of gender and number
agreement of adjectives.
11
A Activit´es
A.1
Bonjour !
b / Ils se serrent la main.
Dans cette section, nous allons observer les dialogues et les pratiques
culturelles quand on fait la connaissance de quelqu’un.
Note, A.1.1 : In the model dia-
logues and exercise examples,
the speakers are labeled (A)
and (B), and their parts should
be read in turn. Elements you
will need to replace to perso-
nalize the dialogues are shaded
in grey. Words in bold are vo-
cabulary words whose English
translation is given in a ”mini-
vocabulary” list in the margin
or in the exercise.
Note, A.1.2 : The world sym-
bol is used to designate cultural
information contained in the
text. Very shortly, these sec-
tions will be in French. In the
PDF, click on the hyperlinks
for videos and websites.
A.1.1 Pr´esentations
Quand on fait la connaissance de quelqu’un, on se pr´esente.
Exemple: A: Bonjour !
B: Bonjour !
A: Je m’appelle Marie.
Comment t’appelles-tu ?
B: Je m’appelle Marc.
A: Enchant´ee !
B: Enchant´e.
Pr´esentez-vous `a deux (2) personnes `a cˆot´e de vous. Serrez la
main.
Mini-Vocabulaire:
faire la connaissance
[fEr la kO nE s˜As]
to meet
quelqu’un
[kEl k˜œ]
someone
se pr´esenter
[
