Liberté: a first-year French textbook

568 Pages·10.504 MB·French

by  Angelo G.

Liberté
a first-year French textbook
Gretchen Angelo
Copyright (cid:13)c 2003 Gretchen V. Angelo
All rights reserved.
This work is licensed under the Creative Commons Attribution-
NonCommercial-ShareAlike License. To view a copy of this license,
visit http://creativecommons.org/licenses/by-nc-sa/1.0/ or send a
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. 18th September 2008
Brief Contents
1 Bonjour! C¸a va? 9
2 Ma famille et mes objets personnels 73
3 Le travail et les loisirs 145
4 Sorties et voyages 201
5 Les voyages de ma famille 253
6 Tant de choses a` faire 297
7 Mon corps 339
8 A table! 391
9 Hier, aujourd’hui, et demain 429
10 Racontons des histoires 455
11 Au magasin 491
12 Re´sultats 541
3
Contents
1 Bonjour! C¸a va? 3 Le travail et les loisirs
A Activite´s. . . . . . . . . . . . . 10 A Activite´s. . . . . . . . . . . . . 146
Bonjour!, 10.—Identifications, 16.—Le Mon emploi du temps, 146.—La vie `a
cours de fran¸cais, 17.—Les chiffres, l’universit´e, 149.—Le travail, 156.—Les
19.—Descriptions, 22.—R´esum´e, 25.— loisirs, 159.—R´esum´e, 162.—Vocabulaire
Vocabulaire fran¸cais-anglais, 28. fran¸cais-anglais, 164.
B Grammar . . . . . . . . . . . . 168
B Grammar . . . . . . . . . . . . 31
Telling time, 168.—Regular verbs in the
The French alphabet and French
present tense, 172.—Two-verb sentences,
pronunciation, 31.—Subject pronouns,
177.—Yes/No Questions, 179.—-er verbs
with special attention to vous and tu.,
with spelling changes, 182.
35.—Verb conjugation and the verb ˆetre,
C Lab Worksheet and Review . . . . 185
39.—Giving Commands - the imperative
form, 41.—Articles and Gender of Nouns, La vie `a l’universit´e, 185.—L’emploi
42.—Numbers, 46.—Gender of adjectives, du temps, 186.—Le travail, 188.—Les
48.—Questions in French, 52.—Optional : loisirs, 188.—L’heure et le jour, 189.—
IPA Help, 55. Vocabulaire, 190.—Exercices de r´evision
´ecrits, 192.—Self-Check : Meeting chapter
C Lab Worksheet and Review . . . . 57
3 objectives, 196.—Answers, 197.
Bonjour!,58.—Enclasse,59.—Leschiffres,
60.—Identifications, 61.—Descriptions,
4 Sorties et voyages
62.—Exercices de r´evision ´ecrits, 64.—
Self-Check : Meeting chapter 1 objectives, A Activite´s. . . . . . . . . . . . . 202
67.—Answers, 68.
En ville, 202.—Directions, 207.—Les
saisons et le climat, 210.—Les voyages,
2 Mafamilleetmesobjetspersonnels
214.—R´esum´e: chapitre 4, 217.—
73 Vocabulaire fran¸cais-anglais, 218.
A Activite´s. . . . . . . . . . . . . 74 B Grammar . . . . . . . . . . . . 221
Nos objets personnels, 74.—Ma famille, The prepositions “`a” and “de” and their
79.—Ma maison, 87.—L’ˆage, 91.— contractions with the definite article,
Nos conditions physiques et mentales, 221.—Le verbe aller, 222.—R´evision : les
93.—R´esum´e, 95.—Vocabulaire fran¸cais- verbes en -ir, 226.—The verb faire, 228.—
anglais, 97. Faire and weather expressions, 229.—
Recognition : Le pass´e compos´e, 231.
B Grammar . . . . . . . . . . . . 101
C Lab Worksheet and Review . . . . 234
Definite and indefinite articles, 101.—
En ville, 234.—Les verbes r´eguliers en -ir,
Possession and Definite and Indefinite
235.—Les directions, 236.—Les mois et les
Articles, 103.—Pr´epositions de lieu - Pre-
saisons, 237.—Le temps qu’il fait, 238.—
positions of location, 104.—The verb
Les voyages, 239.—Tense recognition,
avoir, 106.—Il y a, 108.—Possessive
240.—Le vocabulaire - Optional, 241.—
Adjectives, 110.—Simple Negation, 116.—
Exercices de r´evision ´ecrits, 242.—Self-
Age, 119.—Idiomatic Expressions with
Check: Meeting chapter 4 objectives, 247.
avoir, 120.
C Lab Worksheet and Review . . . . 126
5 Les voyages de ma famille
Nos possessions, 126.—Ma famille,
128.—Ma maison, 130.—Nos condi- A Activite´s. . . . . . . . . . . . . 254
tions physiques, 131.—L’ˆage, 132.— Les origines, 254.—Notre voyage aux
Prononciation, 133.—Exercices de r´evision Etats-Unis,257.—L’histoiredemafamille,
´ecrits, 135.—Self-Check : Meeting chapter 260.—R´esum´e: Visite au pays d’origine,
2 objectives, 138. 263.—Vocabulaire fran¸cais-anglais, 264.
4
B Grammar . . . . . . . . . . . . 267 8 A table!
The verb venir, 267.—Prepositions with A Activite´s. . . . . . . . . . . . . 392
Place Names, 269.—Le pass´e com-
La nourriture, 392.—Contradictions,
pos´e, 272.—Dates, 278.—Informational
395.—Au restaurant, 398.—Vocabulaire
Questions, 279.
fran¸cais-anglais, chapitre 8, 400.
C Lab Worksheet and Review . . . . 282 B Grammar . . . . . . . . . . . . 403
Les origines, 282.—Le pass´e compos´e, The partitive article, 403.—Negatives,
283.—L’immigration, 284.—Dans le pass´e, 408.—Prendre and Boire, 413.—
285.—Les Dates, 286.—Exercices de Imperatives, 415.
r´evision ´ecrits, 288.—Self-Check : Meeting C Lab Worksheet and Review . . . . 419
chapter 5 objectives, 292.—Answers, 293. La nourriture, 419.—Contradictions,
421.—Au restaurant, 423.—Imperatives
6 Tant de choses a` faire (Time on recording: 51:05), 424.
A Activite´s. . . . . . . . . . . . . 298 9 Hier, aujourd’hui, et demain
Nos activit´es r´ecentes, 298.—Les travaux
A Activite´s. . . . . . . . . . . . . 430
m´enagers, 300.—Mes responsabilit´es au
Comparaisons, 430.—Aujourd’hui et
travail, 306.—Pas de temps!, 308.—
demain, 432.—Hier et aujourd’hui, 433.—
Mon temps libre, 311.—R´esum´e, 313.—
Pr´ecisions, 435.
Vocabulaire fran¸cais-anglais, 315.
B Grammar . . . . . . . . . . . . 437
B Grammar . . . . . . . . . . . . 318
Comparatives, 437.—L’imparfait, 440.—
R´evision : les verbes en -re, 318.— Demonstratives, 443.
Les verbes vouloir, pouvoir, et devoir,
C Lab Worksheet and Review . . . . 448
319.—Pass´e compos´e of ˆetre verbs, 322.—
Comparaisons, 448.—Aujourd’hui et
L’adjectif interrogatif Quel, 325.
demain, 450.—Hier et aujourd’hui, 451.—
C Lab Worksheet and Review . . . . 327 Pr´ecisions, 452.
Les travaux m´enagers, 327.—Mes repon-
sabilit´es au travail, 328.—Le pass´e com- 10 Racontons des histoires
pos´e, 329.—Comment passer le temps,
A Activite´s. . . . . . . . . . . . . 456
331.—Exercices de r´evision ´ecrits, 332.—
Comment le faites-vous?, 456.—Vers un
Answers, 336.
´epanouissement personnel, 459.—Les mo-
ments cl´es de la vie, 462.—Racontons des
7 Mon corps
histoires!, 465.—R´esum´e, 467.
B Grammar . . . . . . . . . . . . 469
A Activite´s. . . . . . . . . . . . . 340
Adverbs, 469.—Comparisons with adverbs
Mon corps, 340.—Mes vˆetements, 344.—
and verbs, 471.—Conditions, 473.—Les
Ma journ´ee, 348.—Ma sant´e, 351.—
verbes dire, lire, ´ecrire, 474.—Le pass´e
R´esum´e, 357.—Vocabulaire fran¸cais-
compos´eetl’imparfait:Actionetcontexte,
anglais, 359.
476.
B Grammar . . . . . . . . . . . . 362
C Lab Worksheet and Review . . . . 482
Direct object pronouns, 362.—Placement Lab : Comment faire?, 482.—Lab : Vers
of adjectives, 368.—The verb mettre and un ´epanouissement personnel, 482.—Lab :
verbslikesortir,373.—ReflexiveorProno- Lire,dire,´ecrire,484.—Racontonsunehis-
minal Verbs, 376.—Agreement of the past toire!, 484.—Exercices de r´evision ´ecrits,
participlein“avoir”verbs,380.—Reflexive 486.
orPronominalverbsinthepass´ecompos´e,
381. 11 Au magasin
C Lab Worksheet and Review . . . . 385 A Activite´s. . . . . . . . . . . . . 492
Le corps, 385.—Les vˆetements, 385.—Ma AuxGaleriesLafayette,492.—Aumagasin,
routine, 386.—Ma sant´e, 387. 496.—Mes achats, 499.—Cadeaux, 502.—
5
Vocabulaire fran¸cais-anglais, 504. 12 Re´sultats
B Grammar . . . . . . . . . . . . 506 A Activite´s. . . . . . . . . . . . . 542
Cons´equences, 542.—R´eactions, 545.—Les
Indirect Objects, 506.—Imperatives with
meilleurs, 548.
pronouns, 512.—The interrogatives qui,
B Grammar . . . . . . . . . . . . 551
que, qu’est-ce qui, quoi, and quel, 516.—
Savoir and connaˆıtre, 522. The pronoun y, 551.—The pronoun en,
553.—Reactions : More on the pass´e com-
C Lab Worksheet and Review . . . . 526
pos´e and imparfait, 558.—Superlatives,
Au magasin et `a la maison, 526.—Achats 561.—Optional section - vouloir, pouvoir,
et information, 527.—Poser des questions, devoir inthepasttenses,565.—Appendix:
528.—Savoir et connaˆıtre, 528.—Exercices “Le Corbeau et le Renard” par Jean de la
de r´evision ´ecrits, 530.—Answers, 534. Fontaine (texte original), 566.
6
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
includedhasbeenchosentomeettheneedsofthecommunicativegoalsofeachchapter,andthese
havebeenselectedbasedonwhatastudentrankingintermediate-lowto-midontheACTFLoral
proficiency scale should be able to accomplish. The grammatical concepts included in this book
focusonthosethatwillbeneededforthesentencesandquestionsthatatypicallow-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.
7
8
Chapter 1
Bonjour! C¸ a va?
Objectives for chapter 1
Communication (what students will be able to do):
By the end of this chapter, students will be able to:
a/Salut!
1. Greet other people and introduce themselves.
2. UnderstandbasiccommandsgiveninFrenchclassandrespond
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.
9
A Activite´s
A.1 Bonjour!
Danscettesection,nousallonsobserverlesdialoguesetlespratiques
culturelles quand on fait la connaissance de quelqu’un.
A.1.1 Pre´sentations
Quand on fait la connaissance de quelqu’un, on se pr´esente.
Mini-Vocabulaire:
faire la connaissance [fEr la kO nE sA(cid:3)s] to meet
b/Ils se serrent la main. quelqu’un [kEl k(cid:247)(cid:3)] someone
se pr´esenter [s@ pre zA(cid:3) te] to introduce oneself
se serrer la main [s@ sE re la m(cid:3)E] to shake hands
Bonjour [b(cid:3)O Zur] Hello
Note : In the model dia- Comment ... [kO mA(cid:3)] ... What is your name?
logues and exercise examples, ... t’appelles-tu? ... [ta pEl ty] (informal)
the speakers are labeled (A) ... vous appelez-vous? ... [vu za ple vu] (formal)
and (B), and their parts should Je m’appelle... [Z@ ma pEl] My name is...
be read in turn. Elements you Enchant´e(e) [A(cid:3) SA(cid:3) te] Pleased to meet you.
will need to replace to perso- Pr´esentez-vous [pre zA(cid:3) te vu] Introduce yourself
nalize the dialogues are shaded `a cˆot´e de vous [a ko te d@ vu] next to you
in grey. Words in bold are vo-
Exemple: A: Bonjour! B: Bonjour!
cabulary words whose English
A: Je m’appelle Marie. B: Je m’appelle Marc.
translation is given in a ”mini-
Comment t’appelles-
vocabulary” list in the margin
tu?
or in the exercise.
A: Enchant´ee! B: Enchant´e.
Note : The world symbol is Pr´esentez-vous `a deux (2) personnes `a cˆot´e de vous.
used to designate cultural in-
A.1.2 Observation culturelle
formation contained in the
text. Very shortly, these pre-
sentations will be in French.
LA BISE
In many French-speaking countries, people kiss each other on the
cheek or shake hands when they meet. In everyday situations, men
shake hands, while women more often kiss, and mixed couples will
kiss or shake hands depending on their level of acquaintance. The
kiss (“le bisou” or “la bise”) begins on the right cheek first, which
means you should move your head to your left; the number of kisses
varies from one to four depending on the region or country and on
the level of emotion. A kiss or handshake is also given upon leaving,
even if the two parties have only been together a few minutes!
Another aspect of French-speaking cultures you should be aware
of is the space between people. In many countries, people stand
much closer together when talking than Americans do, so do not
c/Labise feel intimidated or crowded if the person you are speaking with
stands quite close.
10 Chapter 1 Bonjour! C¸a va?