Trésors du temps

465 Pages·82.13 MB·French

by  Lenard Y.

Teacher Manual
Y vone Lenard
I.B
Glencoe
New York, New York Columbus, Ohio Chicago, Illinois Peoria, Illinois Wood land Hi lis, California
R
Glencoe
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About the Author
Yvone Lenard
Born and educated in France (Licence en Droit, Faculté de
Bordeaux) and in the U.S. (M.A., UCLA), Yvone
Lenard has taught at bath UCLA and the California
State University at Dominguez Hills (Professer of
French). At U CLA, ber surnmer methodology
~ courses drew secondary school teachers from
around the country. She has lectured and con
ducted workshops on methoclology in a num
ber of states. She is the author of several wide
ly used textbooks, including Parole et Pensée
and L'Art de la Conversation.
With the enthusiastic support of ber col
leagues at Dominguez Hills, Ms. Lenard was
nominated for the California State University's
Outstanding Professer Award. ln addition, the
French government recognized her services to
French language and culture with the presti
gious Palmes Académiques. She is also the recipi
ent of the Arts, Sciences et Lettres and Mérite et
Dévouement français rnedals.
Dividing her tirne between her homes in the
United States and in a medieval village of Provence,
Ms. Lenard is active writing both textbooks and fiction.
The latter include the best-seller The Magic of Provence, now
published in five languages, and Love in Provence. But throughout her thirty-year teaching
career, her first love has always been guiding young Arnericans to a better understanding
of themselves and the world through the discovery of French language and culture.
T3
Letter From the Author
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T4 Te a c h e r M a n u a 1
Acknowledgements
We wish to express our deepest appreciation to the numerous teachers and others throughout the
United States for their continued and enthusiastic support of Trésors du temps. Special thanks are
extended here to those whose names follow.
Linda Allen
Triton Regional junior/Senior High School
Byfield, Massachusetts
T. Gardner Avery
Brunswick School
Greenwich, Connecticut
Robert Ballinger
Worthington Kilbourne High School
Worthington, Ohio
Rhonda Case
West Linn High School
West Linn, Oregon
Deborah Coleman
Worthington, Ohio
Susan Coleman
Northridge, California
Sandra Evin
Salt Lake City, Utah
jean Holtzclaw
Concord, North Carolina
Professor Christine Hope
University of New Hampshire
Rollinsford, New Hampshire
Zoe Koufopoulos
Santa Monica High School
Santa Monica, California
Dr. Marina Valenzuela Smith
Granada Hills, Califomia
TS
Table of
Contents
I N TROD CT JO N
Trésors du temps: An Overview T7
The Spirit of the Book T7
D ESC RIPTION OF TRÉSORS D U T EM PS
The Structure of Each Étape T8
T EAC H I NG \VJTH TRÉSORS D U TEM P S
A Preliminary Teaching Suggestion: Roman Numerals T9
Teaching Each Section of an Étape T9
CO~JPONENTS OF TRÉSORS D U TEMPS
Teacher Annotated Edition Tl7
Workbook Tl8
Test Booklet with An swer Key Tl9
ExamView® Pro Tl9
Interactive Student Edition Tl9
French Online Tl9
ANS \V E RS AND 1 OT ES
Première Étape T20
Deuxième Étape T2l
Troisième Étape T23
Quatrième Étape T26
Cinquième Étape T28
Sixième Étape T29
Septième Étape T32
Huitième Étape T35
Neuvième Étape T38
Dixième Étape T40
Onzième Étape T44
Douzième Étape T47
T6 Te a c h e r M a n u a 1
INTRODUCTION
Trésors du temps:
An Üvet•view
Relying as it cloes on those "r.reasures
of time" bequeathecl us by the many
centuries of history, literature, and
an that make up the past of France,
this book addresses the needs of
advanced high school stuclents. lt is a
comprehensive, multiple-approach
textbook that provides an in-depth
view of France, its culture, and its civilization, as weil as its contribution to the trea
'iJ!i!!!~=~g·· sury of Western civilization. This is achieved by means of a systematic introduction to
., French history and literature. At the same time, the grarnmar that is reviewed and
expanded upon in each Étape, or chapter, will serve to strengthen language skills.
The consistently positive attitude of the book toward leaming encourages enjoyment of the French class.
Trésors du temps is the perfect preparation for college and university classes.
The SpiriL of tite Book
Trésors du temps is divided into twelve Étapes (literally stages or phases) corresponding to the main periods
of French his tory and civilization. An overview of milestone events of the past, both distant and recent, \vi li
provide students \vith a better understanding of the culture they have been exposed to in their previous
French classes. We have focused on those events that have left a lasting mark on todays consciousness and
language. Everyone knows, for instance, that a "Napoleon complex" refers to the despotic demeanor of a
short man attempting to compensate for his inferior stature, or that the 'Joan of Arc complex" refers to a
selfless heroine. And who hasn't beard the famous, if apocryphal, "Let them eat cake" of the cloomed Marie
Antoinette?
The educated person must know not only Napoleon and joan of Arc, but also
Vercingétorix; Charlemagne; the Crusades; the Renaissance and its casties; ù1e Grand
Siècle of classical splendor; the 18th cemury of exquisite elegance, the tragic outcome
of which was the French Revolution; the !9th century, with Napoleon's conquests and
eventual defeat, as well as the Industrial Revolution; and the 20th century, with its
bloody World Wars and, finally, the achievement of a European Union. Such a person
must also be familiar wiù1 the currents of thought that accompanied each period and pro
pelled it into the next.
Literat ure is best appreciated in its historical
context, as it conveys unique ways of !ife and
thought reflected through the prism of each
author's parlicular sensitivity. We have select
ed passages from the best-known authors,
with a view toward featuring those that would
be of greatest interest to students today.
Since language skills must be intensively
honed, a grammar section-with explana
tions in French so the flow of language need not be interrupted
is part of each Étape. Grammar previously stuclied is reviewed,
recapitulated, and expanded upon by the introduction of finer
points of stylistics such as the indirect discourse, an indispensible
tool for the discussion of literature.
Teacher Manual T7
DESCRIPT IO N O F TRÉSORS DU TENIPS
The Structure of Each Étape
Each Étape consists of four sections: Un peu d'histoire; Vie et littérature; Pe1jectionnez votre
grammaire;and Plaisir des yeux. A breakdown of each section follows.
1. Un peu d'histoire
• A reading dealing with milestone events and important figures of
the period
• Vocabulary-building exercises (C'est beau, les mots!)
• Comprehension questions (Votre réponse, s'il vous plaît) followed
by Analyse et opinion questions
·Oral or written self-expression topics based on the history
reading (Exprimez-vous)
2. Vie et littérature
·Introduction to general characteristics and writers of the period
• Reading selections (prose, poetry, and/or drama) by sorne of the
most representative authors of the period
• Vocabulary-building exercises (C'est beau, les mots!)
• Comprehension questions (Votre réponse, s'il vous plaît) followed
by Analyse et opinion questions
• Topics relating students' own experience to the topics dealt with
in the reading selections (Exprimez-vous)
3. Perfectionnez votre grammaire p,.,.rf!~• ittltftc'"l •.. ,,. ••
C:r•n\n'lt~ir<
• A review of essential, previously-studied points of gram mar and
an introduction to more advanced skills and concepts
• Exercises (Application) of increasing difficulty that test
comprehension of the grammar
• Essay or discussion topic(s) that invite(s) students to make
intensive use of the gram mar at hand in a context
relevant to their own lives (La grammaire en direct*)
4. Plaisir des yeux
• A two-page spread featuring representative works
of art of the period, along with text that correlates
the art with history and other art forms (drama,
poetry, etc.).
• Provocative questions that encourage students to
make connections between art and their own lives.
*en direct: the term used in radio and television to indicate a "live" broadcast, as opposed to a previously recorded one. La
grammaire en direct is thus grammar "live" as directly applied to one's persona! needs of expression.
TS T e a c h e r M a n u a 1
T EACH ING \VITH TRÉSORS DU TEMPS
A P •· e 1i m i n ~en y T e a c b i n g S u g g cs l i o n :
R o man nu m c •· a 1s
Since Roman numerals are typically used in French with the names of kings and with centuries
Charles V, Louis XIV, xv• siècle, XVII< siècle, etc.- we suggest that, at sorne time before you begin the
second Étape, you take a few moments to ascertain that everyone can easily read Roman numerals*,
which, for our purposes*, are as follO\-vs:
vn
1 (one) (seven)
Il (two) Vlll (eight)
lll (three) lX (nine)
lV (four) X (ten)
V (five) XX (twenty)
VI (six)
Remincl students that numbers are added lO the right and subtracted from the left:
XVI is sixteen (ten + five + one)
IX is nine (ten minus one)
XIV is fourteen, (ten plus four, which is wriuen as five minus one), etc.
If you discern any hesitation, have students
write the numerals in their notebooks. You may
also wish to ask them to write the following:
Charles V Charles X
Henri IV xv• siècle
François l" (premier) XVI• siècle
Louis XIII XVW siècle
Louis XIV XVlll• siècle
Louis XVl XIX• siècle
Louis XVIII xx• siècle
Charles IX XXI• (vingt-ct-unième) siècle.
Ask them to read these numcrals aloud until no hesitation remains.
* Roman numerals did not include the zero, which impeded the development of mathematics. The zero, along with modern
numerals, was introduced by the Arabs, more advanced in the sciences.
**Vou may also wish to introduce the following roman numerals, which are sometimes used for dates, such as on monuments
or in the copyright of films. M (one thousand), C (one hundred), L (fifty), for example MCMLIV (1954).
Teacher Manual T9