French Lecture Notes PDF

Lesson 1 Bonjour ! Comment ça va ? I - LESSON PREVIEW In this lesson, you are going to be learning how to make contact, draw someone’s attention, ask after people, respond to questions about how you’re doing as well as ask for direction using the French verb cherch...

Lesson 1 Bonjour ! Comment ça va ? I - LESSON PREVIEW In this lesson, you are going to be learning how to make contact, draw someone’s attention, ask after people, respond to questions about how you’re doing as well as ask for direction using the French verb chercher [= to look for]. You will also learn the French alphabet, how to use the definite and indefinite articles as well as how to conjugate the verbs être [= to be], avoir [= to have] and s’appeler [= to be known], a verb used to introduce oneself and others. II - EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to 1. say ‘Hi’ to someone as well as introduce yourself and inquire about how they are doing. 2. draw someone’s attention. 3. Ask for assistance on how to get to some location using the verb chercher. 4. Read the letters of the French alphabet and use them to spell your name. 5. Conjugate the verbs être, avoir and s’appeler in the present indicative. III - DIALOGUES 1 : Bonjour ! Je m’appelle… In this dialogue, Taiye, who is new on campus, approaches Emeka to ask for direction to the Department of French. Emeka obliges him and points to the office, which happened to be just two doors away on the right [= la deuxième porte à droite]. TAIYE : Pardon, excuse-moi… Bonjour ! EMEKA : Bonjour… Je peux t’aider [= How may I help you] ? TAIYE : Oui, je m’appelle Taiye. Je suis nouveau ici [= I am new here.]. Je cherche le Département de français. EMEKA : Enchanté ! [= Nice to meet you!] Moi, je suis Emeka. Le Département de français c’est la deuxième porte à droite. TAIYE : Merci beaucoup. EMEKA : Il n’y a pas de quoi. [= You’re welcome!] Comprehension questions 1. Is Taiye a “staylite” or a “fresher”? 2. Taiye is seeking help to find (a) the University library, or (b) the Department of English, or (c) the Department of French? 3. What does Taiye say to draw Emeka’s attention? -1- 2 : Elle s’appelle Maja… In this dialogue, which occurs a few days after they first met, Emeka runs into Taiye again. This time, Emeka is with his girlfriend [= copine], Maja. Emeka introduces Maja to Taiye, taking the pain to spell out her name. Because Maja thinks—and actually remarks—that Taiye looks quite young, she asks him how old he is. EMEKA : Tiens, salut Taiye ! Comment ça va ? TAIYE : Ça va bien, merci. Et toi ? EMEKA : Moi aussi, je vais très bien, merci… Voici ma copine. Elle s’appelle Maja, Maja avec un ‘j’ [= Maja with a ‘j’] : M-A-J-A ! MAJA : Enchantée, Taiye [= Nice to meet you, Taiye.] ! Euh…, tu as l’air très jeune… [= You look quite young, Taiye…] Quel âge as-tu ? TAIYE : Ah, j’ai seize ans. [= I am sixteen years old.] Comprehension questions 1. What is the relationship between Emeka and Maja?” 2. When Emeka says “Maja avec un ‘j’” [= Maja with a ‘j’], he suggests a) ‘Maja’ is a foreign name. b) ‘Maja’ can also be spelled in other ways c) Maja is difficult to spell. 3. How old is Taiye? Could you repeat the exact same sentence Taiye uses to tell his age? Dialogue-based Activities Phonetic drill This segment is designed to provide you with additional pronunciation, intonation and pace practice with materials from the dialogues. Play back the corresponding audio and repeat after each sequence, making sure to imitate as closely as possible the pronunciation, intonation and pace of the speaker in the audio.  Pardon, excuse-moi...  Bonjour ! o Bonjour, monsieur ! o Bonjour, Emeka !  Enchanté ! o Enchantée, Taiye !  Je peux t'aider. [= I can help you.] o Je peux t'aider ? [= How may I help you?]  Je vais bien ! o Je vais très bien ! o Je vais très bien, merci ! o Moi aussi, je vais très bien, merci ! -2- Role plays 1. Try practicing with the dialogue audios two, three or even more times until you have memorized them and then without reading from your manual, work with a classmate to reenact it. (Even if you are working by yourself, you can still take on all the roles.) 2. Replace the identities of the characters in the dialogue, with you now as one of the characters. 3. Imagine the conversation in the first dialogue is between you and one of your lecturers. Pay attention to the things that need to change: excuse-moi  excusez-moi; bonjour  bonjour, monsieur; etc. For the second dialogue, let the conversation be between you and your lecturer and his spouse. Again, pay attention to the things that need to change. IV - COMMUNICATION FOCUS 1. Introducing oneself or others a. Je m’appelle… ; Je suis… b. Je m’appelle Emeka. c. Je suis Emeka. 2. Establishing contact a. Bonjour ! ; Salut ! b. Bonjour, Emeka ! ; Salut, Taiye ! c. Bonjour monsieur/madame/mademoiselle/tout le monde ! Note: You can only use Salut with a classmate, a friend, etc., but not with your teacher, an older person, a stranger or someone you’re not on first name terms with. 3. Drawing someone’s attention a. Tiens, … b. Pardon… c. Excuse-moi…; Excusez-moi… Note: Taiye will say “Excuse-moi…” to Emeka because they are fellow students, mates or friends. On the other hand, if he is speaking to the teacher, an older person, a stranger or more generally someone he is not on first-name terms with, we would have to say: Excusez-moi…; Excusez-moi, monsieur…; Excusez-moi madame…; etc. V - LANGUAGE FOCUS The French Alphabet The letters of the alphabet are the same in French as in English, but are pronounced differently. Practice with the aid of the audio and the guides provided below. a ah f eff K kah b bay g zhay L ell c say h ash m em d day I ee n en e euh J zhee o oh -3- p pay t tay x eks q coo u u y ee-grek r err v vay z zed s ess w doob-ley-vay Spelling in French a. Ma mère s’appelle ……….. [Complete with your mother’s first name and then spell it.] b. Introduce yourself and then spell your last name, e.g., Je m’appelle Tunde Fatorki: F-A-T-O-R-K-I! OR Je suis Tunde Fatorki: F-A-T-O-R-K-I ! Conjugation of the verbs être [= to be], avoir [= to have] and s’appeler [= to be known as] In the dialogues, we encountered the following verbs:  excuser [= to excuse]: Excuse-moi…  pouvoir [= modal verb ‘can’]: je peux…  aider [= to assist, to help]: Je peux t’aider ?  s’appeler [=to be known as…]: Je m’appelle…  chercher [= to look for]: Je cherche…  être [= to be]:Je suis…  aller [= to go] : Je vais très bien…  avoir [= to have] : Quel âge as-tu ? However, in this language focus section, we focus on and learn how to conjugate in the present indicative only three of these: être and avoir (easily two of the most frequent verbs in French because of their status as both auxiliary and full verbs and also their use in a host of expressions, e.g., J’ai seize ans [= I am sixteen years old.]) as well as the pronominal verb s’appeler used to introduce oneself. To conjugate a verb is simply to work out the different forms the verb can take relative to the grammatical persons (I, you, h/she, we, etc.) in a sentence. It is very important to learn how to do this almost intuitively if you want to be able speak in grammatically correct and fluent French. être [= to be] avoir [ to have] je nous j’ai nous suis… sommes… … avons … tu es… vous tu as vous êtes… … avez … Il/elle ils/elles il/elle ils ont -4-  est… sont a … s’appeler [= to be known as] je nous nous m’appelle… appelons … tu vous vous t’appelles… appelez … il/elle ils s’appellent s’appelle … Note: In a subsequent lesson, you will have the opportunity to do a more rule-based study of this verb alongside other -er, or first group, verbs. For now, just try to remember how it is conjugated. EXERCISES Complete with the correct form of the verb in parentheses. Example: Elle ……………………. Folashade. (s’appeler) Elle...s’appelle…Folashade. 1. Je ………………….. étudiant à Osun State University. (être) 2. Ma mère [= my mother] …………….. deux voitures. (avoir) 3. Mon père [my father] ……………… médecin [= a doctor]. (être) 4. Nous …………………….. très contents [= very happy] 5. Comment tu …………………….. ? [= What’s your name?] (s’appeler) 6. Monsieur et Madame Bakare ………………….. professeurs. (être) 7. Comment ……………………. le professeur ? (s’appeler) 8. J’………….. trois frères [= brothers] et deux sœurs [= sisters]. (avoir) 9. Quel âge …………………..-vous, monsieur ? (avoir) 10. Folashade et Atinuke ……………… étudiantes à Osun State University. (être) -5- The definite and the indefinite articles Based on the gender and number of the noun it is determining, the definite article in French can take one of the following forms: le, la, l’ or les. The indefinite article, on the other hand, has the following forms: un, une, des. The definite article: le, la, l’, les The first three forms are used with singular nouns as follows:  le: with a masculine noun  la: with a feminine noun  l’: with a singular noun beginning with a vowel or silent h, irrespective of gender The fourth and last form, les, is used with all plural nouns, irrespective of whether they are masculine or feminine, or begin with a vowel or not. Below are few examples of each form. Masculine Singular Form Plural Form le les le garçon (m) [= the boy] les garçons le vélo (m) [= the bicycle] les vélos le livre (m) [= the book] les livres le professeur (m) [= the teacher] les professeurs le tableau blanc (m) [= the les tableaux blancs whiteboard] Feminine Singular Plural Form Form les la la chaise (f) [= the chair] les chaises la secrétaire (f) [= the les secrétaires secretary] la table (f) [= the table] les tables la femme (f) [= the les femmes woman] -6-  la voiture (f) [= the car] les voitures Before a Vowel or silent Plural Form h les l’ l’étudiant (m) [= male les étudiants student] l’étudiante (f) [= female les étudiants student] l’école (f) [= school] les écoles l’hôpital (m) [= hospital] les hôpitaux l’heure (f) [= hour] les heures So, when should you use the definite article in French? There is a whole series of fine distinctions in the use of the definite article in French. However, the two most important ones are: 1. It is used indicate specific reference: both speaker and listener know the specific item or person referred to, e.g.:  Je cherche le professeur. [= I am looking for the teacher.] Here, both speaker and listener know which teacher the speaker is looking for. 2. It is also frequently used to indicate so-called general reference, e.g.,  Je n’aime pas la musique. [= I do not like music.] Here, it is clear the speaker does not like music in general, not a particular music. The indefinite article: un, une or des The first two forms are used with singular nouns as follows  un: with masculine singular nouns  une: with feminine singular nouns The third and last form, des, is used with all plural nouns, irrespective of gender. Below are a few examples using the same nouns as we used for the definite article. -7-  Masculine Singular Form Plural Form un des un garçon (m) [= a boy] des garçons un vélo (m) [= a bicycle] des vélos un livre (m) [= a book] des livres un professeur (m) [= a teacher] des professeurs un tableau blanc (m) [= a des tableaux blancs whiteboard] Feminine Singular Form Plural Form une des une chaise (f) [= a chair] des chaises une secrétaire (f) [= a des secrétaires secretary] une table (f) [= a table] des tables une femme (f) [= a des femmes woman] une voiture (f) [= a car] des voitures When should you use the indefinite article? The indefinite article is used when the thing or person referred to is not specific. For example, instead of looking for a specific teacher as in the example cited under the definite article, you might just be looking for any teacher: Je cherche un professeur. [= I am looking for a teacher.] EXERCISES Complete the following sentences with the appropriate article: un, une, des; le, la, l’, les. Example: 1. Je mange [= I am eating] ……… banane (f). 2. Je n’aime pas [= I don’t like] ……… banane (f). 3. Je cherche [= I am looking for] ……….. étudiant (m). Il s’appelle Taiye. -8-  4. ………… étudiants de de M. Ojo [= Monsieur Ojo’s students] sont dans la salle de classe [= in the classroom]. 5. Il y a [= There are] ……… étudiants dans la salle 203 [= in Room 203]. 6. Voici ………… voiture CHAPTER REVIEW In this lesson, you learned how to say ‘Hi’ or make contact using the following expressions:  Bonjour, Emeka !  Bonjour, monsieur !  Salut, Taiye ! You also learned how to draw someone’s attention:  Pardon, excuse-moi…  Pardon, excusez-moi, monsieur…  Tiens, Taiye… You further learned how to conjugate in the present indicative three important verbs in French, i.e. être [= to be], avoir [= to have] and s’appeler [= to be known as], which is used to introduce oneself or someone. You may want to return to the conjugation tables for these verbs above to revise them. Finally, you learned about the uses and forms of the definite and indefinite articles (le, la, l’ and les for the definite article and un, une, des for the indefinite article), vary with the gender and number of the nouns they determine. -9-  Lesson 2 Se présenter I-LESSON PREVIEW This lesson will be the continuation of Lesson 1. In this lesson, you are going to be learning how to introduce a friend, meet someone through a friend, welcome someone, respond to questions about how someone is doing as well as ask / say your or someone’s nationality and profession. You will also learn how to form the plural of nouns as well as the number and gender of Adjectives in French. II-EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to: 1. Introduce a friend from another country as well as inquire about how he or she is doing 2. Form the plural of nouns in French, 3. Form the number and gender of adjectives in French 4. Say nationalities and professions in French III-DIALOGUES 1 : Kunle rencontre encore Kemi (Kunle meets Kemi again) - 10 - In this dialogue, Kunle, who is Kemi’s school friend meets again and asks her why she is still here. Kemi responds that she is waiting for a friend, who is coming from Côte d’Ivoire. He is an Ivorian [Il est ivoirien]. KUNLE : Kemi, tu es encore là? [Kemi, are you still here?] KEMI : Oui, j’attends un ami. [Yes, I am waiting for a friend] KUNLE : lequel ? [Which one ?] KEMI : Il est le fils de l’ami de mon père [He is the son of my father’s friend]. Il s’appelle Yao [His name is Yao]. Il est étudiant d’anglais à l’université d’Abidjan [He is a student of English at the Université d’Abidjan]. KUNLE : Il vient donc de la Côte d’Ivoire? [So, he comes from Côte d’Ivoire?] KEMI : Oui, il est ivoirien. [Yes, he is an Ivorian] Comprehension questions 1. Who is Yao? 2. Is he a student of French? 3. Where is he coming from? 4. Is he a Nigerian? 2: Kunle rencontre Yao (Kunle meets Yao) In the second dialogue, which occurs few minutes later, Yao arrives and meets Kemi and Kunle. Kemi welcomes Yao and without wasting time, she introduces him to Kunle, who is happy to see him. Kunle and Yao then introduce each other as well as their parents’ professions. KEMI : Bonjour, comment ça va ? YAO : Ça va bien, merci. Et toi ? KEMI : Tu es le bienvenu, Yao [You are welcome, Yao]. Lui, c’est Kunle, mon ami de classe.[He, is Kunle, ma classmate] KUNLE : Heureux de te rencontrer, Yao. [Happy to meet you, Yao] Et comment vas-tu? [And how are you?] YAO : Très bien, merci, Kunle. KUNLE : Je suis étudiant de français à l’université de l’État d’Osun et mon père est banquier. Et toi ? [I am studying French at Osun State University and my father is a banker. And you?] YAO : Moi, je suis étudiant d’anglais à l’université d’Abidjan et mon père est médecin à - 11 -  l’Hôpital Général de Cocody. [Me, I am studying English at the University of Abidjan and my father is a medical doctor at the General Hospital of Cocody] Comprehension questions 1. Is Kunle a student of English at the University of Abidjan? 2. Is Yao a teacher? 3. Kunle is a banker, true or false? 4. Is Yao’s father a doctor? IV-COMMUNICATION FOCUS 1. Introducing someone a. Il est le fils de l’ami de mon père ; Elle est le/la……………….. b. Il s’appelle Yao ; Il/elle s’appelle…………………………. c. Il est étudiant / ivoirien ; Il est ……………………………. 2. Welcoming someone a. Tu es le bienvenu ; Vous êtes le/la/les………………………… b. Sois le bienvenu ; Soyez le/la……………………………………. 3. Saying nationalities and Professions in French V-LANGUAGE FOCUS` We will start this language focus section by learning the plural of nouns as well as number and gender of adjectives in French in order to arrive at how to say nationalities and professions in French. Plural of nouns Most French nouns form their plural by adding an –s to their singular form. Plural of nouns = singular of noun + s : un enfant [a child] -------- des enfants un sac [a bag] ----------- des sacs une voiture [a car] ------ des voitures une fille [a girl] ---------- des filles Plural of nouns ending in –al = aux: un journal [a newspaper] ----------- des journaux un hôpital [a hospital] ----------- des hôpitaux un animal [an animal] ---------- des animaux Attention ! The plural of some nouns in al ends with s instead of aux : des chacals [jackals], des festivals, des carnivals - 12 - Plural of nouns ending in – au=aux: un bateau [a boat] ----------- des bateaux un gâteau [a cake] ---------- des gâteaux un tuyau [a pipe] ---------- des tuyaux un drapeau [a flag] -------- des drapeaux Attention ! The plural of some nouns in au ends with s instead of x : les landaus, les sarraus Plural of nouns ending in – eu=eux : un cheveu [a hair] ---------- des cheveux un lieu [a space] ------------- des lieux Attention ! The plural of some nouns in eu ends with s instead of x: les bleus, les pneus Plural of nouns ending in –ou=ous: un sou [a penny] -------- des sous un trou [a hole] -------- des trous Attention ! The plural of some nouns in ou ends with x instead of s: des bijoux, des cailloux, des genoux, des hiboux etc. Note: 1) Nouns are always preceded by articles in French although there are a few exceptions. 2) When a singular noun ends in –s, -x, or –z the plural form remains the same: un bois [a wood] ----- les bois un prix [a price] ------- les prix un gaz [a gas] --------- les gaz EXERCISES Put in the plural: Example: J’ai trois ………. (garçon).[boy] J’ai trois garçons [boys]. 1. Wale possède deux ………. (tortue)[turtles]. 2. Les …………. (enfant) sont contents.[The children are happy] 3. Il y a des (animal) dans la case du père de Chioma. 4. Les filles de notre professeur ont des (gâteau) dans leurs………… (sac). 5. Tu dois vider les …………. (seau). 6. Mon père achète des ………. (journal). 7. Il y a plusieurs ……………. (caillou) [stone] devant la porte. - 13 - 8. Fais attention aux …………. (chacal) de ce village. 9. La Côte d’Ivoire doit participer aux ……… ( jeu) Olympiques. 10. Il y a des …….. (trou) sur les routes au Nigeria. Number and Gender of Adjectives The basic rule in changing a masculine adjective into its feminine form is simply to add an -e to its ending. If it already ends with an –e, usually you do not need to add another one. A lot of adjectives that end in a consonant can be changed to feminine by doubling the consonant and adding an –e towards the end. Masculine + e  Feminine Masculine Singular Plural Le bâtiment est grand.[The building is tall] Les bâtiments sont grands. Voici un livre important. [Here is an Voici des livres importants. important textbook] Feminine Singular Plural La fille est grande [The girl is tall] Les filles sont grandes Voici une histoire importante [Here is an Voici des histoires importantes important story] Exceptions: Masculine Feminine Premier [First] première Beau [Handsome] belle Bon [Good] bonne Blanc [White] blanche Cher [Dear] chère Heureux [Happy] heureuse Long [Long] longue Vieux [Old] vieille Gros [Fat] grosse - 14 - Note: 1. When a masculine adjective ends in e, the feminine remains the same. 2. When a masculine adjective ends in s or z, the plural remains the same. 3. When a masculine adjective ends in al or au, the plural ends in aux. Attention! In French, the adjective follows the noun in general but there are some exceptions. Beau [Nice] Mon père a une belle voiture. Joli [Beautiful] C’est la jolie moto de mon oncle. Bon [Good] La fille du professeur aime les bons amis. Grand [Tall] C’est un grand garçon. Mauvais [Bad] Les mauvais étudiants ne viennent pas en classe. Gros [Fat] C’est une grosse fille. Petit [Small] La petite fille est calme. Bref [Brief] C’est une brève maladie. Faux [False] Ma mère a un faux billet de 1000 naira. Jeune [Young] Le jeune homme est gentil. Nouveau [New] Le nouveau marché est grand. Meilleur [Best] Le meilleur ami de mon oncle est riche. EXERCISES Put in the correct form of the adjective in brackets: Example: Les femmes de mon oncle sont ………. (gentil) Les enfants de mon oncle sont gentils. [kind/nice] 1. Le frère de mon ami est ………….. (calme) 2. Le juge est …………….. (méchant) 3. Les enseignantes de mon école sont ……………… (beau) 4. L’école de ma sœur est ……………………. (grand) 5. Les tables sont ………………………. (blanc) Nationalities As with majority of the French Adjectives, there is a masculine and feminine form for most of the names of nationalities. Generally, all you need to do is to add an “–e” to the masculine form. - 15 - Olivier est français.[Olivier is French] Brigitte est française. Note: The names of nationalities in French are written in small letters, unlike in the English language. Some masculine and feminine forms of nationalities in French Masculine Feminine Diouf est sénégalais. [Diouf is a Senegalese] Aminata est sénégalaise. Adewale est nigérian. […….. Nigerian] Chioma est nigériane. Biya est camerounais. […….. Cameroonian] Calixthe est camerounaise. Kabila est congolais. [………… Congolese] Pauline est congolaise. Kroos est allemand. […………… German] Lena est allemande. Kagawa est japonais. [………… Japanese] Yui est japonaise. Kane est anglais. [……………. English] Elizabeth est anglaise. Most of the time it will change the pronunciation but there are some exceptions where it remains the same. Paulo est espagnol [……….. Spanish] Paula est espagnole If the masculine form ends with “en”, you need to double the “n” before adding “e” to get the feminine form. Koffi est ghanéen. [Koffi is a Ghanaian] Mercy est ghanéenne. Cissé est malien. […… Malian] Ramatou est malienne. If the name of the adjective of nationality ends with e, the word remains the same. Paul est russe [………. Russian] Marie est russe. EXERCISES Follow the example : Monsieur Macron est (France) Monsieur Macron est français. 1) Kodjo est (Bénin) ……………………………………………………………………….. 2) Mariam est (Niger) ………………………………………………………………………. - 16 -  3) Venance est (Côte d’Ivoire) ……………………………………………………………… 4) Obama est (États-Unis d’Amérique) [USA] ……………………………………………… 5) Mandela est (Afrique du Sud) [South Africa] …………………………………………. Professions Professions can be divided into two groups namely A and B: A. Masculine Feminine Falana est avocat.[Falana is a Lawyer] Roseline est avocate. Wale est infirmier. [……….. Nurse] Gloria est infirmière. Kunle est mécanicien. [………. Mechanic] Deborah est mécanicienne. Davido est chanteur.[…….Singer] Tiwa est chanteuse. Uche est vendeur. [……..Vendor] Mariam est vendeuse. Paul est danseur. […….. Dancer] Anne est danseuse. Muktar est marchand. […… Trader] Rachel est marchande. B. Claude est médecin. […….. Doctor] Rita est médecin. Kola est dentiste. [……… Dentist] Ifeoma est dentiste. Samuel est chauffeur. […….. Driver] Sarah est chauffeur. Chinedu est architecte.[……. Architect] Alima est architecte. Abacha est militaire.[…….. Military] Roseline est militaire. Wole est pilote. [………. Pilote] Linda est pilote. What is the difference between the masculine and feminine forms in groups A and B? EXERCISES Fill in the gaps with names of professions: Example: Ayefele est …………….. Ayefele est musicien. [musician] 1. Lionel Messi et Christiano Ronaldo sont …………………………………………….. 2. Femi Falana est ……………………………………………………………………….. - 17 -  3. Funke Akindele est …………………………………………………………………… 4. Wizkid est …………………………………………………………………………...... 5. Chinua Achebe est …………………………………………………………………….. CHAPTER REVIEW In this lesson, you learned how to introduce someone using the following expressions: - Il est le fils de l’ami de mon père - Il s’appelle Yao - Il est étudiant - Il est ivoirien You also learned how to welcome someone: - Tu es le bienvenu - Sois le bienvenu In addition, you learned how to form the plural of nouns as well as number and gender of adjectives in French. You further learned how to say nationalities in French, i.e. français [French], malien [Malian] etc. You may want to return to the “nationalities” section above to revise their masculine and feminine forms. Finally, you learned professions in French, i.e. chanteur/chanteuse [Singer], avocat/avocate [Lawyer], pilote/pilote etc. You may also return to the “professions” section above to revise their masculine and feminine forms. - 18 -  Lesson 3 Dans une école I - LESSON PREVIEW In this lesson, you are going to be learning words associated with school, objects in the classroom, objects outside the classroom, places in the school compound, respond to questions about what you are doing, where you are going as well as ask for where your school friends and mates are using the French verb faire [= to do] and aller [= to go]. You will also learn how to conjugate the French –er verbs. II - EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to 6. Mention different objects in the class. 7. Mention different places in the school compound. 8. Ask for someone’s where about using the verb aller. 9. Say what you are doing using the verb faire. 10. Conjugate ‘–er’ verbs in the present indicative. III - DIALOGUES 1: Dans une école In this dialogue, it is the first day of the new session, three new students [Dupe, Bunmi and Titi] while chatting move around the school compound to locate their classroom. - 19 - DUPE: Il y a [There are] sept salles de classes [seven classrooms] dans cette [in this] école BUNMI: J’aime[I like] la nouvelle bibliothèque [new library]. Elle est belle. [It is beautiful] TITI: Voici [This is] notre classe. Il y a des nouvelles chaises[chairs] et tables bien arrangées[well arranged] BUNMI: Le tableau-noir [blackboard] est bon [good] et le ventilateur [fan] marche très bien [works very well]. DUPE: Voilà [That is] le livre de français [French textbook], les craies [chalks], le chiffon [duster], la règle [ruler] et la gomme [eraser] sur [on] la table du professeur [teacher’s table]. BUNMI : Voilà l’horloge [wall clock] et le tableau-blanc [white board] à coté de [beside] la fenêtre [window]. - 20 - TITI: Voici un cahier [exercise book/note book]. S’il te plait [please] Dupe, est-ce que tu as un stylo[pen] dans ton sac [your bag]? DUPE: Non. Je n’ai pas [I don’t have] un stylo. J’ai un crayon[pencil] et une feuille blanche [a white sheet]. Comprehension questions 4. List 5 objects in the class mentioned in the dialogue. 5. The whiteboard in the class is located ………….. (a) on the window (b) beside the window (c) in the window 6. How many classrooms are there in the school? 7. Who likes the new library? 8. Who asks for a pen? (a) Dupe (b) Titi (c) Bunmi 2: Pendant la recréation In this dialogue, it is the school’s break time after the morning lessons. The three new students [Dupe, Bunmi and Titi] come outside the classroom to have lunch and observe their rest time with each of them having different things to do with their leisure time. Dupe: La classe de français [French class] est très intéressante [interesting]. Bunmi: Oui. Le professeur enseigne bien [teaches well] Titi: Excusez-moi mes amies, j’ai faim [I am hungry]. Je vais au restaurant. - 21 - Dupe: Allons-y [Let us go]. J’ai besoin [I need] de l’eau [water] et des bonbons [sweets] aussi [also]. Bunmi: Moi, je ne mange pas. Je veux jouer [want to play] au football. Dupe et Titi: Ah bon ! Tu es un bon sportif ![good sportman] Bunmi: Merci chères amies. Au revoir. Titi et Dupe: Fais attention [be careful] au terrain[on the field] Bunmi ! Comprehension questions 1. Who is a good sportsman? 2. Who is hungry? 3. What does Dupe want to buy at the restaurant? 4. Who wants to play football? 5. Who ask Bunmi to be careful on the field? 3: Au terrain de l’école In this dialogue, Bunmi is playing ball on the school field. One of the teachers meets with her. The teacher asks after her friend and demands why she is playing on the field without her friends. Bunmi and the teacher thereafter discuss their preferred sports. LE PROFESSEUR: Bunmi, où sont tes amis? BUNMI: Elles sont au restaurant. LE PROFESSEUR: Pourquoi [why]? Elles n’assistent pas aux sports ? BUNMI : Elles ont faim et elles n’aiment pas le sport. LE PROFESSEUR : Et toi, qu’est-ce que tu fais? BUNMI: Je joue au football. Je prépare pour les concours sportifs [sports competition]. - 22 - LE PROFESSEUR: Bon ! J’aime le ping-pong [tennis] et le basketball. BUNMI: Moi, je préfère le football aux autres [others]. Comprehension questions 1. Who likes playing football ? 2. Who likes table tennis ? 3. Who prefers football to other games? 4. Who does not love sport? 5. What is Bunmi doing? IV-COMMUNICATION FOCUS 1. Drawing someone’s attention to something a. Voici…..; Voilà b. Voici un cahier. c. Voilà l’horloge et le tableau-blanc à coté de la fenêtre. 2. Making a choice a. J’aime….. ; Je préfère b. J’aime le ping-pong. c. Je préfère le football. 3. Expressing wish or want a. J’ai besoin de……. ; Je veux b. J’ai besoin de l’eau et du chocolat c. Je veux jouer au football V-LANGUAGE FOCUS Conjugation of ‘-ER’ verbs and irregular verbs ‘aller’ and ‘faire’ in the present tense In the dialogues, we encountered the following verbs: - aimer [= to like, to love]: J’aime le ping-pong… - s’excuser [= to excuse oneself]: Excusez-moi….. - enseigner [= to teach]: Le professeur enseigne….. - marcher [= to walk, to work] : Le ventilateur marche très…. - manger [= to eat]: Je ne mange pas……. - jouer [= to play]: Je joue au…… - 23 -  - assister à [= to partake in, to take part in] : Elles n’assistent pas aux….. - rencontrer [= to meet]: Le professeur rencontre…. - préparer [= to prepare]: Je prépare pour… - préférer [= to prefer]: Je préfère le…….. - être [= to be]: Elles sont au….. - avoir [= to have]: J’ai besoin de……. - faire [= to do]: Fais attention…. - aller [= to go]: Je vais au……. Now, let us learn how to conjugate ‘-er’ verbs in the present indicative: In French, verbs are grouped into three. All the verbs that end in –‘ER’ (except the verb ALLER – to go) belong to the first group. Examples of –‘ER’ verbs are: regarder, parler, étudier. To conjugate “–ER” verbs, you remove the ‘ER’-ending to get the stem (radical), then add: e, es, e, e, ons, ez, ent, ent to the radical with respect to the personal pronouns. That is: parler remove ‘–er’ it remains ‘parl’ ‘parl’ therefore is the stem, then you add the endings below to the stem according to the pronoun used. Je Tu Il Elle Nous Vous Ils Elles E es e e ons ez ent ent Examples: Regarder – To look at Prier -- To pray Regard er = regard pri er = pri Je regarde = I look at / I am looking at Je prie = I pray / I am praying Tu regardes = You look at / You are looking at Tu pries = You pray / You are praying Il regarde = He looks at / He is looking at Il prie = He prays / He is praying Elle regarde = She looks at / She is looking at Elle prie = She prays / She is praying Nous regardons = We look at / We are looking at Nous prions = We pray / We are praying Vous regardez = You look at / You are looking at Vous priez = You pray / You are praying Ils regardent = They look at / They are looking at Ils prient = They pray / They are praying Elles regardent = They look at / They are looking at Elles prient = They pray / They are praying - 24 - Note: There is a difference in the notion of time between English and French languages. While French language expresses time at its precise moment the action is taking place, English language acknowledges the duration of the action. Let’s use the verbs in sentences (i) Nous ……………. au professeur (parler) Nous parlons au professeur (ii) Elle …………….. à la bibliothèque [library]. (étudier) Elle étudie à la bibliothèque Some other verbs in this category include: danser (to dance), donner (to give), chanter (to sing), trouver (to find), jouer (to play), aimer (to love/like), aider (to help), oublier (to forget), travailler (to work), marcher (to walk), fermer (to close), écouter (to listen), préparer (to prepare), inviter (to invite), tourner (to turn), demander (to ask), telephone (to telephone), voyager (to travel), desirer (to desire), habiter (to live), rencontrer (to meet) However, there are some “–ER” verbs with slight variations of the standard conjugation in their stems. Let us consider them in types. For pronunciation reasons, verbs that end in “GER” and “CER” have slight variation in their conjugation. Type 1: For “-GER” verbs: When the ‘g’ comes directly before vowel ‘o’ or ‘a’, you conjugate by adding ‘e’ to the stem of ‘nous’ before adding the “–ER” verbs ending. Example : Voyager – To travel Voyag er = voyag Je voyage = I travel / I am travelling Tu voyages = You travel / You are travelling Il voyage = He travels / He is travelling Elle voyage = She travels / She is travelling *Nous voyageons* = We travel / We are travelling Vous voyagez = You travel / You are travelling Ils voyagent = They travel / They are travelling Ells voyagent = They travel / They are travelling Some other verbs in this category include: manger (to eat), changer (to change), bouger (to move), arranger (to arrange), corriger (to correct), décourager (to discourage), diriger (to - 25 - direct), encourager (to encourage), démémager (to disturb), juger (to judge), loger (to lodge), mélanger (to mix), nager (to swim), partager (to share) Type 2: For verbs that end in “-CER”: You conjugate by adding a cedilla to the ‘c’ in the stem of “nous’ form. That is the ‘c’ becomes (ç). Example : Annoncer – To announce annonc er = annonc J’annonce = I announce / I am announcing Tu annonces = You announce / You are announcing Il annonce = He announces / He is announcing Elle annonce = She announces / She is announcing *Nous annonçons* = We announce / We are announcing Vous annoncez = You announce / You are announcing Ils annoncent = They announce / They are announcing Ells annoncent = They announce / They are announcing Some other verbs in this category include: commencer (to start / begin), advancer (to advance), divorcer (to divorce), prononcer (to pronounce), remplacer (to replace), menace (to threaten), denouncer (to denounce), renoncer (to renounce), effacer (to erase) Type 3: “-TER” and “-LER” When conjugating “-ER” verbs that have their endings in ‘–ter’ and ‘–ler’, the “t” and “l” respectively is doubled in the conjugation with personal pronouns: je, tu, il,elle, ils and elles (that is; except nous and vous) before the standard ending is added Examples : Jeter -- To throw Appeler – To call jet er = jet (double the ‘t’) = jett Appel er = appel (double the ‘l’) = appell Je jette = I throw / I am throwing J’appelle = I call / I am calling Tu jettes = You throw / You are throwing Tu appelles = You call / You are calling Il jette = He throws / He is throwing Il appelle = He calls / He is calling Elle jette = She throws / She is throwing Elle appelle = She calls / She is calling *Nous jetons* = We throw / We are throwing *Nous appelons* = We call / We are calling *Vous jetez* = You throw / You are *Vous appelez* = You call / You are calling throwing - 26 - Ils jettent = They throw / They are throwing Ils voyagent = They call / They are calling Elles jettent = They throw / They are Ells voyagent = They call / They are calling throwing Some other verbs in this category include: épeler (to spell), rappeler (to call back / recall), renouveler (to renew), projeter (to project), rejecter (to reject), hoqueter (to hiccup) Type 4: “é(-)er” For all the verbs that end in: é(-)er, you change the “é” to “è” in the conjugation with the personal pronouns except ‘nous and vous’ before adding the endings. Example : considérer -- To consider considér er = considér (change é to è) = considèr Je considère = I consider / I am considering Tu considères = You consider / You are considering Il considère = He considers / He is considering Elle considère = She considers / She is considering *Nous considérons* = We consider / We are considering *Vous considérez* = You consider / You are considering Ils considèrent = They consider / They are considering Elles considèrent = They consider / They are considering Some verbs in this category involves: compléter (to complete), altérer (to alter), célébrer (to celebrate), exagérer (to exaggerate), repéter (to repeat), preférer (to prefer), refléter (to reflect), suggérer (to suggest), espérer (to hope) Type 5: ER verbs with silent ‘e’ Most “–ER” verbs that have a silent ‘e’ as a penultimate letter to” –er” ending change their silent ‘e’ to è in the conjugation with the personal pronouns except ‘nous and vous’ before adding the endings. Examples : acheter -- To buy promener – To walk achet er = achèt promen er = promèn J’achète = I buy / I am buying Je promène = I walk / I am walking - 27 - Tu achètes = You buy / You are buying Tu promènes = You walk / You are walking Il achète = He buys / He is buying Il promène = He walks / He is walking Elle achète = She buys / She is buying Elle promène = She walks / She is walking *Nous achètons* = We buy / We are *Nous promenons* = We walk / We are buying walking *Vous achètez* = You buy / You are *Vous promenez* = You walk / You are buying walking Ils achètent = They buy / They are buying Ils prominent = They walk / They are walking Elles achètent = They buy / They are Ells prominent = They walk / They are walking buying Some other verbs in this category includes: amener (to take / bring), enlever (to remove), mener (to lead), lever (to lift / raise), peser (to weigh) Type 6: “-YER” verbs Verbs that end in “–yer” are special group of the –er verbs. (a) Verbs that end in “-oyer”and “-uyer” change the ‘y’ to “ i ” in the conjugation with personal pronouns except ‘nous and vous’ before adding the endings. Examples : envoyer -- To send essuyer – To wipe envoy er = envoy (change ‘y’ to ‘i’) = envoi essuy er = essuy (change ‘y’ to ‘i’) = essui J’envoie = I send / I am sending J’essuie = I wipe / I am wiping Tu envoies = You send / You are sending Tu essuies = You wipe / You are wiping Il envoie = He sends / He is sending Il essuie = He wipes / He is wiping Elle envoie = She sends / She is sending Elle essuie = She wipes / She is wiping *Nous envoyons* = We send / We are *Nous essuyons* = We wipe / We are sending wiping *Vous envoyez* = You send / You are *Vous essuyez* = You wipe / You are sending wiping Ils envoient = They send / They are sending Ils essuient= They wipe / They are wiping Elles envoient = They send / They are Ells essuient = They wipe / They are wiping sending - 28 -  Some other verbs in this category include: employer (to employ/ use), nettoyer (to clean), ennuyer (to bore / irritate), appuyer (to lean/press) (b) With verbs that end in “–ayer”, the stem-change is optional. The ‘y’ may be changed to ‘i’ in the personal pronouns (except 1st and 2nd plural: nous and vous) or be retained as ‘y’ for all the personal pronouns in the conjugation before adding the ending Examples : payer -- To pay payer – To pay pay er = pay pay er = pay (change ‘y’ to ‘i’) = pai Je paye = I pay / I am paying Je paie = I pay / I am paying Tu payes = You pay / You are paying Tu paies = You pay / You are paying Il paye = He pays / He is paying Il paie = He pays / He is paying Elle paye = She pays / She is paying Elle paie = She pays / She is paying *Nous payons* = We pay / We are paying *Nous payons* = We pay / We are paying *Vous payez* = You pay / You are paying *Vous payez* = You pay / You are paying Ils payent = They pay / They are paying Ils paient = They pay / They are paying Elles payent = They pay / They are paying Ells paient = They pay / They are paying Some other verbs in this category include: essayer (to try), balayer (to sweep), effrayer (to frighten) Summarizing the model for the conjugation of the stem-changing ‘-ER’ verbs Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 Type 7 voyager annoncer Jeter / appeler considérer acheter employer payer Je voyage J’annonce jette / appelle considère achète J’emploie paye / paie Tu voyages annonces jettes / appelles considères achètes emploies payes / paies Il voyage annonce Jette / appelle considère achète emploie paye / paie Elle voyage annonce Jette / appelle considère achète emploie paye / paie Nous voyageons annonçons Jetons / appelons considérons achetons employons payons Vous voyagez annonçez Jetez / appelez considérez achetez employez payez Ils voyagent annoncent Jettent / appellent considèrent achètent emploient payent / paient Elles voyagent annoncent Jettent / appellent considèrent achètent emploient payent/ paient EXERCISES Complete with the correct form of the verb in brackets (i) Son oncle [= his uncle] ………………….. le frais scolaire [= school fee]. (payer) - 29 -  (ii) Nous …………………….. au restaurant (manger) (iii)Tu …………………. une voiture [= car]. (avoir) (iv) La fille [= the girl] …………… les bonbons [sweets] aux amies [friends]. (jeter) (v) Ils …………………. un couteau [= knife]. (chercher) (vi) Mes soeurs [= my sisters] ………………… leurs devoirs [assignments]. (faire) (vii) Vous ………………….. le repas [= meal]. (préparer) (viii) Nos professeurs [= our teachers]……………….. bien [= well]. (enseigner) (ix) Tes cousins [= your cousins] ………….. au campus (habiter) (x) Elles ……………….. des enfants [children]. (appeler) Irregular verbs ‘aller’(to go) and ‘faire’(to do) in the present indicative Irregular verbs are verbs that do not follow the regular method of conjugation of their verb endings. That is; they have their own unique set of ending for different tenses. All irregular verbs belong to the third group of French verbs. aller faire je vais je fais tu vas tu fais il va il fait elle va elle fait nous allons nous faisons vous allez vous faites ils vont ils font elles vont elles font Examples: - Vous …………… deux filles [two daughters]. (avoir) Vous avez deux filles - Le professeur …………… au bureau [office]. (aller) Le professeur va au bureau - Les hommes [The men] …………. le travail [the work]. (faire) Les hommes font le travail EXERCISES - 30 - Complete with the correct form of the irregular verbs in brackets (i) Les enfants [= the children] ………………….. à l’école [school]. (aller) (ii) Vous ……….. la vaisselle [= dishes/plates]. (faire) (iii)Ma mère ………….. un sac [= a bag]. (avoir) (iv) La secrétaire [= the secretary] …………… le résumé [= summary]. (faire) (v) Je …………… à l’hôpital [= hospital]. (aller) (vi) Le garçon [= the boy] ………….. un chien [dog]. (avoir) (vii) Je ……….. le travail [work]. (faire) (viii) Vos tantes [= your aunts]……………. des voitures [= cars]. (avoir) (ix) Les étudiants [= the students] …………….. en France. (aller) (x) Tu ………….. du riz [rice]. (avoir) CHAPTER REVIEW In this lesson, you learnt some French words of some objects in the class:  Tableau-noir / Tableau-blanc  Stylo/ crayon  Livre de Français You also learnt some places in the school compound:  Restaurant  Terrain You also learnt some sports and sporting activities:  Le basketball  Le ping-pong  Jouer au football You further learnt how to conjugate in the present indicative the –er verbs in French and the different variations in some –er verbs based on pronunciation and or accents. Finally, you learnt two irregular verbs. i.e. aller [= to go] and faire [= to have]. You may want to return to the conjugation tables for these verbs above to revise them. - 31 -  Lesson 4 Dans une école II : Les maladies I-LESSON PREVIEW In this lesson, you are going to be learning different diseases most especially, the most recent one- corona virus, its symptoms and means of transmission. You will equally learn from the dialogue between Bisi and Janet which is based on the preventive measures against corona virus. You will also learn the different negative forms of sentences in French. II-EXPECTED LEARNING OUTCOMES: Upon successful completion of this lesson, you will be able to 1. identify the different types of diseases. 2. explain the symptoms and the means of transmitting corona virus. 3. identify the preventive measures against corona virus. 4. explain the different negative forms of sentences in French. III-DIALOGUES 1: Le coronavirus… - 32 - In this dialogue, the teacher instructs the students on different diseases. The students are asked to mention the different diseases they are familiar with. The class captain identifies the most recent disease (Le coronavirus). The teacher explains the causes and symptoms of the disease. LE PROFESSEUR : Aujourd’hui, nous allons apprendre les différentes maladies. Tout d’abord, mentionnez les différentes maladies que vous connaissez. LA CLASSE : Mal à la tête, mal au vendre, la toux et le paludisme. LE PROFESSEUR : Excellent ! (Pause …) Responsable ? LE RESPONSABLE : Le coronavirus LE PROFESSEUR : Le coronavirus se transmise par des personnes porteuses du virus. Les symptômes de la maladie sont : La fièvre et la toux sèche. LA CLASSE : D’accord. Merci beaucoup. Au revoir professeur. Comprehension questions 1. What are the different diseases mentioned by the students? 2. What is the name of the disease mentioned by the class captain? 3. Mention the symptoms of the disease mentioned by the class captain. 4. How can the disease be transmitted? 5. What are the preventive measures against the virus? 2 : Bisi et Janet : La prévention contre le coronavirus In the second dialogue, this occurs after the class. Bisi and Janet are discussing the major preventive measures against corona virus. Bisi states that corona virus is pandemic and Janet - 33 - also comments that adequate hygiene like washing hands with soap is an antidote to corona virus. BISI : Comment était la leçon hier? JANET : La leçon était intéressante. BISI : J’ai lu chez moi que le coronavirus était pandémique. JANET : C’est vrai, la maladie est dangereuse mais ; une hygiène adéquate peut aider à réduire le risque de transmettre l’infection. Et on doit laver les mains souvent avec l’eau et savon. BISI : Merci beaucoup. JANET : Pas de quoi. A bientôt. Comprehension questions 1. Mention the characters in the text. 2. What is the response of Janet about the last lesson? 3. What measures can be taken to avoid corona virus? IV- COMMUNICATION FOCUS 1. Mention the different diseases you know. a. Les différentes maladies que je connaisse sont ……….., ………., - 34 -  b. Les différentes maladies sont la toux, mal à la tête, mal au ventre. c. Je suis au courant du coronavirus. d. coronavirus est pandémique. 2. Drawing someone’s attention Excellent ! (Pause …) Responsable ? V- LANGUAGE FOCUS Expressing Negation in French There are several ways of expressing negation in French as equally applicable to English. The following are the different forms of expressing negation in French. Negation with: i. Ne … pas [not] ii. Ne … rien [nothing] iii. Ne … jamais [never] iv. Ne … personne [nobody] v. Ne … plus [no more, no longer] vi. Ne … aucun(e) [no] vii. Ne … guère [hardly, barely] Note: Generally, to express negative sentences in French, ne is placed before the verbs and other forms are placed after the verbs. Examples: ne … pas [not] i. Nous mangeons bien …….. Nous ne mangeons pas bien. ii. Ma mère est infirmière …….. Ma mère n’est pas infirmière. iii. Les femmes sont dans la maison ……. Les femmes ne sont pas dans la maison. iv. Tu es sérieux …… Tu n’es pas sérieux. Examples : ne … rien [nothing] - 35 -  i. Mon ami a une grande voiture. …….. Mon ami n’a rien une grande voiture. [car] ii. Mes amis ont trois maisons. ……... Mes amis n’ont rien trois maisons. [houses] iii. Le cultivateur ramasse les herbes [grasses] …….. Le cultivateur ne ramasse rien les herbes. iv. Femi mange une pomme[apple] …….. Femi ne mange rien une pomme. Examples : ne … jamais [never] i. Le professeur appelle le responsable …….. Le professeur n’appelle jamais le responsable. ii. Elles mangent des bananas …….. Elles ne mangent jamais des bananes. iii. Vous êtes encore en retard aujourd’hui. ……. Vous n’êtes jamais encore en retard aujourd’hui. iv. Le professeur corrige les devoirs[assignments]. ……. Le professeur ne corrige jamais les devoirs. Examples : ne … personne [nobody] i. Tu aimes quelqu’un dans cette salle [room]… Tu n’aimes personne dans cette salle. ii. Quelqu’une parle au téléphone … Personne parle au téléphone. iii. Tu vois quelqu’un ? … Non, Je ne vois personne. Examples: ne … plus [no more] i. Je suis étudiant [student]…….. Je ne suis plus étudiant. ii. Il peut parler français. Il ne peut plus parler français. iii. Marie efface le tableau……… Marie n’efface plus le tableau. iv. Nous pouvons voir le professeur [teacher] … Nous ne pouvons plus voir le professeur. Examples : ne … aucun(e) [no] i. J’ai envie de quitter mon pays … Je n’ai aucune envie de quitter mon pays. - 36 -  ii. Ils ont un problème. …Ils n’ont aucun problème. iii. Tu as une amie chilienne ? … Non, je n’ai aucune amie chilienne. Examples : ne … guère [hardly, barely] i. Je danse. [dance]… Je ne danse guère. ii. Elle mange. … Elle ne mange guère. iii. Mes camarades de la classe ont la dernière leçon. … Mes camarades de la classe n’ont guère la dernière leçon. EXERCISES Transform the affirmative sentences below into negative form. Example: Les professeurs vont très bien. (ne … pas) Les professeurs ne vont pas bien. 1. Maman appelle quelqu’un (ne … personne) ……………………………………………………………… 2. Elle commence le cours d’histoire en retard aujourd’hui. [today] (ne … pas) ………………………………………………………………. 3. Janet arrive tôt en classe. (ne … jamais) ………………………………………………………………… 4. Elles mangent quelque chose. (ne … rien) …………………………………………………………………. 5. Nous avons faim. (ne … plus) …………………………………………………………………. 6. Ils parlent. (ne … plus) …………………………………………………………………. 7. Quelqu’un est là. (personne) ……………………………………………………………………. 8. Sola étudie à la bibliothèque. [library] (ne … aucun) ……………………………………………………………………. - 37 - CHAPTER REVIEW In this lesson, you learned different diseases such as cough, malaria, head ache, stomach ache and the bone of discourse is the corona virus using the following expressions. - Maladie ! - Le coronavirus - La maladie du coronavirus est pandémique. You also learned different negative forms of sentences in French. You equally learned that expressing negative sentences in French, ne is placed before the verbs and other forms are placed after the verbs. For example, nous ne mangeons pas bien. [we don’t eat well], ma mère n’est pas infirmière. [My mother is not a nurse] Lesson 5 Au Marché I-LESSON PREVIEW In this lesson, you are going to be learning how to ask and responding to questions about selling and buying goods in shops. You will also learn how to conjugate second group verbs ending in IR in present tense, definite articles after the prepositions “à’ and “de” as well as cardinal and ordinal numbers 1-50. II- EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to - 38 -  1. Know new words /expressions used to sell and buy goods in shops. 2. Conjugate 2nd group verbs ending in IR. 3. Know the correct use of definite articles after the prepositions “à” and “de”. 4. Count cardinal and ordinal numbers from 1-50 in French. III-DIALOGUES 1 : La boutique de M. Jean In this dialogue, Mr. Jean welcomes Mme Olivier to his shop. He asks her what she wants to buy. She then responds that she wants to buy some shoes and clothes for her children. With happiness, M. Jean tells her that she is lucky as new goods just arrived from Europe. Mme. Oliver: Bonjour M. Jean. M. Jean: Bonjour Madame Oliver, ça fait longtemps ! Mme. Oliver: Bien sûr Monsieur, c’est parce que j’ai voyagé. M. Jean: Bien venue Madame, j’espère que vous avez fait un bon voyage ? Mme. Oliver: Oui mon client, gloire à Dieu. M. Jean: Entrez et asseyez-vous. Que voulez-vous acheter aujourd’hui ? Mme. Oliver: Je veux acheter des chaussures et des vêtements pour mes enfants. M. Jean: Quelle chance! Mes biens viennent d’arriver d’Europe. Mme. Oliver: Alors, j’aurai beaucoup de choix non ? M. Jean: Par la grâce du Seigneur. Comprehension questions 1. What does Mme Oliver want to buy? 2. What is her customer’s name? 3. For whom she wants to buy the outfits? 4. Why does M. Jean exclaim « Quelle chance! »? 5. Why Mme Oliver does not come to the market for a long time? 2 : Mme Oliver fait des achats dans la boutique de M. Jean In this dialogue, Mr Jean showcases a variety of new shoes and clothes. He then asks Mme Olivier to make her choices. Having appreciated some shoes and clothes, she decides to buy two trousers and three shirts for her son, and two skirts and three blouses for her daughter. M. Jean: Alors, Madame, voici les chaussures et les vêtements; faites vos choix. Mme. Oliver: Ouais ! Comme ils sont beaux ! Combien coûtent ces deux chaussures ? M. Jean: Cette chaussure noire coûte vingt-cinq mille CFA, alors que la blanche coûte vingt mille CFA. - 39 - Mme. Oliver: Ce sont plutôt chères Monsieur, je paie vingt mille CFA pour les noires et quinze mille CFA pour les blanches. M. Jean: Non Madame, c’est un bon marché. Comme vous êtes une bonne cliente, prenez-les à vingt-deux et dix-huit mille CFA respectivement. Mme. Oliver: Merci beaucoup. Je choisirai deux pantalons et trois chemises pour mon garçon. Deux jupes et trois chemises pour femme aussi pour ma fille. M. Jean: Justement, douze mille CFA pour chaque pantalon et dix mille CFA pour chaque chemise. Ça fait…cinquante quatre mille CFA Madame. Chacune des jupes coûte dix mille CFA et une chemise pour femme coûte huit mille CFA. Ça fait quarante-six mille CFA Madame. Mme. Oliver: Prenez l’argent ! M. Jean: Merci Madame et au revoir ! Comprehension questions 1. Where do the shoes and clothes come from? 2. How much do the black shoes cost? 3. How much does Mme Olivier want to pay for the clothes? 4. How much does she finally pay for everything? IV-COMMUNICATION FOCUS 1. Making order/buying goods a. Je veux acheter des chaussures et des vêtements pour mes enfants ; Il / elle veut acheter ……………… b. Nous voulons acheter…………….. 2. Asking for prices a. Combien coûtent ces deux chaussures ? Combien coûte ce ou cette …………….. b. Ça coûte combien ………….. ? c. C’est combien ………………? d. Ça fait combien ……………..? 3. Saying prices a. Justement, douze mille FCA pour chaque pantalon et dix mille FCA pour chaque chemise. b. Chacune des jupes coûte dix mille FCA ; Ça coûte ……………………………. c. Ça fait quarante-six mille CFA Madame ; Ça fait ……….. …………………… V-LANGUAGE FOCUS 2nd group verbs ending in IR - 40 - Like all French verbs ending in ER (Except “aller”), French verbs that end in IR are regular verbs and they have the same method of conjugation. Some common examples include but not limited to: Abolir-to abolish Polir – to Investir –to Embelir-to polish invest embelish Applaudir-to Punir – to Divertir-to Garantir-to applaud punish entertain guarantee Accomplir-to Unir-to Choisir – to Haïr-to hate accomplish unite choose Appauvrir-to Finir – to Elargir-to Nourrir-to impoverish finish enlarge feed Approfondir-to Avertir-to Enrichir-to Remplir-to deepen warn enrich fill Convertir-to Obéir – to Envahir-to Saisir-to seize convert obey invade Démolir-to Bannir-to Définir-to Vomir-to demolish banish define vomit Etablir-to establish Bâtir-to Fournir-to Trahir-to build furnish betray Grandir-to grow Cherir-to Adoucir-to Affaiblir-to cherish sweeten weaken Blamchir-to Réagir-to Subir-to Réussir-to whiten react suffer succeed All these verbs can be conjugated into the simple present tense “présent de l’indicatif” by simply removing the IR before adding the following endings to the corresponding subject personal pronouns: is, is, it, issons, issez and issent. Find some examples in the table below: Finir-to Grandir-to Trahir-to Avertir-to finish grow betray warn Je finis Je grandis Je trahis J’avertis Tu finis Tu grandis Tu trahis Tu avertis Il/elle finit Il/elle grandit Il/elle trahit Il/elle avertit Nous Nous Nous Nous finissons grandissons trahissons avertissons Vous finissez Vous Vous Vous - 41 -  Ils/elles grandissez trahissez avertissez finissent Ils/elles Ils/elles Ils/elles grandissent trahissent avertissent Let’s study the use of the verbs in the sentences below: 1. Je finis mon travail à l’école [I finish my assignment in the school]. 2. Les enfants grandissent rapidement [The children are growing rapidly]. 3. Judas trahit son maître [Judash betrays his master]. 4. Le professeur avertit ses étudiants [The teacher warns his students]. 5. Nous finissons la nourriture avant de sortir [We finish the food before going out]. Some variants of the IR verbs do not conform with the conjugation formula discussed above, students are advised to study them off-hand. Few of them are: Venir-to Tenir-to take Courir-to Offrir-to come run offer Je tiens Je viens Je cours J’offre Tu tiens Tu viens Tu cours Tu offres Il/elle tient Il/elle vient Il/elle court Il/elle offre Nous tenons Nous venons Nous courons Nous offrons Vous tenez Vous venez Vous courez Vous offrez Ils/elles Ils/elles tiennent Ils/elles Ils/elles viennent courent offrent Dormir-to Mourir-to Partir-to Ouvrir-to sleep die leave open Je dors Je meurs Je pars J’ouvre Tu dors Tu meurs Tu pars Tu ouvres Il/elle dort Il/elle meurt Il/elle part Il/elle ouvre Nous Nous Nous partons Nous ouvrons dormons mourons Vous partez Vous ouvrez Vous dormez Vous mourez Ils/elles Ils/elles Ils/elles Ils/elles partent ouvrent dorment meurent EXERCISES - 42 - Complete the following sentences with the present tense of the verbs in parentheses. 1. Beaucoup de Blancs----------------à cause de coronavirus (mourir). 2. Ils-------------------pour l’étudiant intelligent (applaudir). 3. Les capitalistes--------------------les ouvriers (appauvrir). 4. Les bandits---------------------leurs yeux par leurs mains (couvrir). 5. Elles---------------------dans la chambre de leur mère (dormir). 6. Les Missionnaires européens---------------------l’esclavage humain (abolir). 7. Le Président-------------------bien aux problèmes de la nation (réfléchir). 8. Tajou et son ami------------------les fenêtres de l’école (ouvrir). 9. Elle------------------une tâche difficile (accomplir). 10. Le petit garçon----------------------un joli cadeau à sa maman (offrir). Definite articles after the prepositions à and de *When definite articles (le, la, l’ and les) come after the preposition à (to/at), le and les become au and aux respectively, while la and l’ remain unchanged. That is: à + le = au Ex: Mon père va à le marché [ ] Mon père va au marché [ ] à + la = à la Ex: Elle va à la plage [ ] Elle va au/aux plage [ ] à + l’ = à l’ Ex: Nous allons à l’aéroport [ ] Nous allons au/aux aéroport [ ] à + les = aux Ex: M. Clinton va à les Etats-Unis [ ] Monsieur Clinton va aux Etats-Unis [ ] *When definite articles (le, la, l’ and les) come after the preposition de (of/from), le and les become du and des respectively, while la and l’ remain unchanged. That is: de + le = du Ex: Mon père vient du marché [ ] Mon père vient de le marché [ ] de + la = de la Ex: Elle vient de la plage [ ] Elle vient du/des plage [ ] de + l’ = de l’ Ex: Nous venons de l’aéroport [ ] Nous venons du/des aéroport [ ] de + les = des Ex: Monsieur Clinton vient du/de la/de l’ Etats-Unis [ ] Monsieur Clinton vient des Etats-Unis [ ] Note: In French language grammar, au, aux, du and des are referred to as articles contractés because they are products of grammatical contractions as analysed above. EXERCISES Complete the following sentences with au/aux, à la/à l’, du/de la, de l’/des: 1. Les animaux vont-----------------rivière. - 43 -  2. Les facteurs viennent--------------bureau. 3. Ils reviennent---------------Antilles. 4. Sade va------------------étranger. 5. Mon amie enseigne-------------------école. 6. Ecoutez ! Elles vont----------------------professeurs. 7. Nous parlons-----------------------Président. 8. Papa et maman viennent------------------étranger. 9. Mes camarades de classes mangent-----------------restaurant chinois. 10. Excusez-moi, passe le dictionnaire rouge-----------------responsable. Numbers : 1-50 Nombres cardinaux Nombres ordinaux 1. Un Premier 2. Deux Deuxième 3. Trois Troisième 4. Quatre Quatrième 5. Cinq Cinquième 6. Six Sixième 7. Sept Septième 8. Huit Huitième 9. Neuf Neuvième 10. Dix Dixième 11. Onze Onzième 12. Douze Douzième 13. Treize Treizième 14. Quatorze Quatorzième 15. Quinze Quinzième 16. Seize Seizième 17. Dix-sept Dix-septième 18. Dix-huit Dix-huitième 19. Dix-neuf Dix-neuvième 20. Vingt Vingtième 21. Vingt et un Vingt-et-unième 22. Vingt-deux Vingt-deuxième 23. Vingt-trois Vingt-troisième - 44 - 24. Vingt-quatre Vingt-quatrième 25. Vingt-cinq Vingt-cinquième 26. Vingt-six Vingt-sixième 27. Vingt-sept Vingt-septième 28. Vingt-huit Vingt-huitième 29. Vingt-neuf Vingt-neuvième 30. Trente Trentième 31. Trente et un Trente-et-unième 32. Trente-deux Trente-deuxième 33. Trente-trois Trente-troisième 34. Trente-quatre Trente-quatrième 35. Trente-cinq Trente-cinquième 36. Trente-six Trente-sixième 37. Trente-sept Trente-septième 38. Trente-huit Trente-huitième 39. Trente-neuf Trente-neuvième 40. Quarante Quarantième 41. Quarante et un Quarante-et-unième 42. Quarante-deux Quarante-deuxième 43. Quarante-trois Quarante-troisième 44. Quarante-quatre Quarante-quatrième 45. Quarante-cinq Quarante-cinquième 46. Quarante-six Quarante-sixième 47. Quarante-sept Quarante-septième 48. Quarante-huit Quarante-huitième 49. Quarante-neuf Quarante-neuvième 50. Cinquante Cinquantième EXERCISES A. Write the solution in French 1. Sept + treize = 2. Trente – seize = 3. Quarante cinq ÷ quinze = 4. Cinquante ÷ deux = - 45 - 5. Seize x trois = 6. Dix-huit x trois = 7. Vingt quatre ÷ huit = 8. Vingt-sept ÷ trois = 9. Vingt cinq + vingt trois = 10. Trente-et-un + trente deux = B. Fill-in the gaps in the following sentences with the appropriate ordinal number 1. Lundi est le-------------------jour de la semaine. 2. Le------------------- mois de l’année est juillet. 3. Décembre est le ---------------------de l’année. 4. Le------------------------jour de la semaine est vendredi. 5. Février est le------------------------mois de l’année. CHAPTER REVIEW In this lesson, you learned how to buy and sell goods using the following expressions: - Je veux acheter des chaussures et des vêtements pour mes enfants - Combien coûtent ces deux chaussures ? - Ça coûte combien ? - C’est combien ? - Justement, douze mille FCA pour chaque pantalon et dix mille FCA pour chaque chemise. - Chacune des jupes coûte dix mille FCA - Ça fait quarante-six mille CFA Madame You also learned how to conjugate 2nd group verbs ending in IR such as finir, grandir etc. in present tense You further learned how to use definite articles after the prepositions “à” and “de”. You may want to return to the “Language focus” above to revise them. Finally, you learned cardinal and ordinal number 1-50. You may also want to return to the “Language focus” above to revise them. - 46 -  Lesson 6 Que fais-tu pendant la semaine ? I- LESSON PREVIEW In this lesson, you are going to be learning how to express yourself in relation to time and days of the week. you will be able to use possessive adjectives in relation to the gender and numbers of such an article. You will be able to answer the question, quelle heure est-il? You will also learn the numerals in French. II - EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to 1. Describe or express your daily activities 2. Make use of the days of the week and the months of the year 3. Tell other the time in simple French sentence. 4. Give the correct version of numerals in French 5. Use possessive adjectives, masculine and feminine forms correctly. III-DIALOGUES 1 : Aller chez l’ingénieur In this dialogue, Agnes, a co-student with Demola has problem with the screen of her phone. She intends visiting an engineer to replace the screen. Demola agreed to follow her. AGNES : Bonjour Démola et comment vas-tu ? DEMOLA : Bonjour Agnès, Je vais bien, tu te portes bien ? AGNES : Où vas-tu demain, le samedi, vers midi ? DEMOLA : A part la lessive le matin, je suis libre. Mais pourquoi ? AGNES : Je veux aller chez l’ingénieur pour réparer mon portable. Son écran est cassé. DEMOLA : Il n’y a pas de problème on y va ensemble. - 47 - AGNES : As-tu fait ton devoir de la littérature ? DEMOLA : Oui. La question est directe et facile. AGNES : Le cours est à 12 heures le mercredi. L’emploi du temps est très chargé du lundi au vendredi, on n’est plus libre. DEMOLA : Voilà pourquoi je fais le ménage pendant le weekend. Comprehension questions 1. What does Demola do on Saturday? 2. Why are Démola and Agnès going to the engineer? 3. What does Demola do on Saturday morning? 4. The literature class is slated for what time? 2: Aller à Osogbo Abou has problem with his ATM card and intends to visit GTB to resolve the issue. He informed his friend, Peter. His friend suggests online ways to resolve issues with such a bank. ABOU : Aujourd’hui, mercredi le 3 avril je voyage à Osogbo. J’y vais pour régler un problème sur mon compte bancaire. PETER : Quelle banque et quel est le problème ? ABOU : La GTB. Je ne peux plus retirer l’argent avec ma carte. PETER : Mais tu peux les contacter par internet. ABOU : As-tu l’adresse électronique correcte ? PETER : On peut chercher le site de la banque. Il y a un formulaire à remplir. ABOU : Merci. Tu es toujours gentil et amical. PETER : Tu as raison. C’est facile donc. Et après, on fait quoi ? ABOU : Nous pouvons assister au débat cet après-midi. PETER : Tu as raison, le programme du mercredi. Comprehension questions 1. Why is Abou planning to go to the Bank? 2. Are these two friends traveling to find a solution to this problem? 3. What solution have they found to resolve this problem? 4. How does Abou qualify Peter? 5. Which programme do they intend to attend on Wednesday? IV-COMMUNICATION FOCUS - 48 -  1. Possessing something a. Mon portable; ……. voiture b. Son écran; ……….. fille 2. Saying the time a. Vers midi ; b. Le cours est à12 heures; Je prends mon déjeuner à ………. 3. Fixing a date a. Mercredi le 3 avril b. Mon anniversaire est le …………………….. V-LANGUAGE FOCUS. Conjugation of -re verbs in present form 1. Regular verbs in -re in the present tense. Prendre Je prends Nous prenons Tu prends Vous prenez Il prend Ils prennent Elle prend Elles prennent Some other verbs conjugated in the same way; rendre, prendre, comprendre, descendre, vendre. Je S Tu S Il Ø Elle Ø Nous Ons Vous Ez Ils Ent Elles Ent Irregular -re verbs include. Faire, and etre, dire, lire Faire dire Je fais nous faisons je dis nous disons Tu fais vous faites tu dis vous dites Il fait ils font il dit ils disent Elle fait elles font elle dit elles disent Être lire Je suis nous sommes je lis nous lisons - 49 - Tu es vous êtes tu lis vous lisez Il est ils sont il lit ils lisent Elle est elles sont elle lit elles lisent. EXERCISES Complete the sentence with the correct form of the verb 1. Laide …….. dans la bibliothèque. (lire) 2. Le professeur ….. la classe intéressante. (rendre) 3. Sa mère ….. du lait au marché. (vendre) 4. Lekan et Sola …….leurs devoirs. (faire) 5. Tola et moi ……… du camion. (descendre) 2. Time Time could be expressed in the 12- or 24-hours’ time frame. The official French time frame is usually 24 hours. This is the time frame use in flight arrivals and departures. It is also official and formal usage for passing information. Il est quelle heure ? Il est trois heures. Quelle heure est-il ? Il est 4heures cinq. C’est quelle heure ? C’est ………………. Vous avez quelle heure ? J’ai……... Tu as quelle heure ? J’ai ……..  10 :12 Il est dix heures douze  2 :24am Il est deux heures et vingt quartes  5 :30am Il est cinq heures et trente Il est cinq heures et demi  9 :45 pm Il est dix heures moins le quart Il est neuf heures quarante-cinq  1 :00am Il est une heure To use the 12 hours’ time frame, there is the need to indicate the period, morning or evening. 6 o’clock requires specificity a.m. or p.m. Mon vol est à 6 heures. My flight is by six o’clock. This requires exact period. It will then be six heures du matin or six heures du soir. i.e 6 a.m. or 6 p.m. In a situation where the 24 hours’ time frame is used, there is no ambiguity in such a case. Mon vol est à 18 heures. Le professeur arrive à 20 heures de sa ville natale. Les enfants voyagent 23heures. - 50 -  3. Possessif adjectives As the name implies it shows possession. In French the gender and number play major role in determining the form of the adjectives to be used. Pronoun Singular masculine Singular Feminine Plural (masculine and feminine) Je Mon Ma Mes Tu Ton Ta Tes Il/ Elle/On Son Sa Ses Nous Notre Notre Nos Vous Votre Votre Vos Ils/Elles Leur leur Leurs Masculine possessive adjectives are used before masculine nouns while feminine possessives are for the feminine nouns. Their numbers, singular or plural will also be considered. Singular noun Masculine Feminine Mon livre ma mère Mon ordinateur ma sœur Ton frère ma table Ton stylo ta règle Ton papier ta clé Mon pays sa gomme Son pantalon sa cravate Son cahier sa voiture Note: before vowels: a, e, i, o, u and h mute the feminine singular forms are replaced by, mon, ton, son as it applies. Example : Mon amie est intelligente. Ton homme est là. Son imprimante n’a pas de problème. Plural For a plural noun, masculine or feminine, possessive adjective in use will be one of the following: mes, tes, ses, nos, vos, ou leurs. Les amis ; masculin pluriel - 51 -  J’aime mes amis. Tu aimes tes amis Il aime ses amis Elle aime ses amis Nous aimons nos amis Vous aimez vos amis Ils aiment leurs amis Elles aiment leurs amis. Les amies féminine pluriel J’aime mes amies Tu aimes tes amies Il aime ses amies Elle aime ses amies Nous aimons nos amies Vous aimez vos amies Ils aiment leurs amies Elles aiment leurs amies. Note we have ; Ma femme est du Ghana. Ses enfants sont intelligents. Son mari est riche. Il perd sa gomme pendant la récréation. J’ai vu ta mère à la plage. EXERCISES Complete with the correct form of the possessive adjectives. 1. Il y a une gomme dans …..sac.(son/sa/ses) 2. Elle voyage avec …..mère. (sa/son/ses) 3. …. carte ne fonction plus. (ma/mes/mon) 4. Ils donnent des bonbons a ……enfants. (sa/ses/leurs) 5. …..amie est belle et généreuse. (ma/mon/mes) 4. Les jours de la semaine Days of the week Lundi Mardi Mercredi Jeudi Vendredi - 52 -  Samedi Dimanche 5. Les mois de l’année Janvier septembre Février octobre Mars novembre Avril décembre Mai Juin Juillet Août Numéros de 50 - 100 50 – cinquante 51- cinquante et un 54- cinquante quatre 59 – cinquante neuf 60 – soixante 63 – soixante trois 65 – soixante cinq 67 – soixante sept 69 – soixante neuf 70 – soixante dix 71 – soixante onze 72 – soixante douze 73 – soixante treize 76 - soixante seize 77 – soixante-dix sept 79 – soixante-dix neuf 80 – quatre-vingt 86 – quatre-vingt six 89 – quatre-vingt neuf 90- quatre-vingt dix 95 – quatre- vingt- quinze 98 – quatre–vingt-dix-huit 99 quatre- vingt-dix-neuf 100 – cent - 53 - EXERCISES Donnez les réponses en français Par exemple : 17 +43 = cinquante 1. 96 – 28 = 2. 35 + 47 = 3. 83 – 20 = 4. 35 + 36 = 5. 100 – 12 = CHAPTER REVIEW In this lesson, you learned how to say time. You should be able to tell anyone the time of the day and the days of the week. Also, you have been trained the correct way of using the possessive adjectives, bearing in mind the gender and number of the objects. - 54 -  Lesson 7 Faire la fête I – LESSON PREVIEW In this lesson, you are going to be learning how to interact with someone; say happy birthday, state your age and show appreciation. You will also learn how to form the –“ment” French adverbs, conjugate the French verbs in the perfect tense [passé composé], count 101 to 1000 as well as how to use “que” and “qui” as both relative and interrogative pronouns. II – EXPECTED LEARNING OUTCOMES Upon successful completion of this lesson, you will be able to 1. Say happy birthday, state age and show appreciation in French language. 2. Form adverbs in French language. 3. Conjugate some French verbs in perfect tense. 4. Count numbers 101 - 1000 in French language. 5. Use "que" and "qui" as relative pronouns and as interrogative pronouns. III - DIALOGUES 1 : Chez les Igbayilola In this dialogue, Korede informs his friends about his birthday, announces his age, invites them to the birthday celebration. He also tells them what his father gave him as birthday gift and appreciates everybody. KOREDE: Aujourd'hui, jeudi le 7 avril, c'est mon anniversaire. CAMARADES : Eh bien ! Bon anniversaire. KOREDE: Merci beaucoup. - 55 - DEBOLA: Quel âge as-tu? KOREDE: J'ai dix-huit ans. Mon père a acheté un grand bélier pour moi comme cadeau. DOLAPO: Alors, c’est une grande fête. CAMARADES : Eh bien ! Nous allons nous nous amuser très bien. KOREDE: Par la grâce de Dieu, nous allons manger à notre faim. Comprehension questions 1. Who is inviting his friends? 2. Why is he inviting his friends? 3. When is the event coming up? 4. How old is he? 5. What did his father give him as gift? 2: Chez les Deyanju In this second dialogue, Yemi invites Peju, his course mate [camarade de classe] to his parents tenth wedding anniversary. YEMI: Bonjour! Comment vous portez-vous? PEJU: Je me porte très bien, merci et vous ? YEMI : C’est comme si comme ça ! [Pause] Pardon ! Je t’invite à une soirée dansante. PEJU : Quand exactement ? YEMI : Le samedi prochain… [Pause] C’est le dixième anniversaire de mariage de mes parents. PEJU : Ah ! Bon, mes félicitations. YEMI : Merci beaucoup ! Comprehension questions 1. What is the relationship between Yemi and Peju? 2. Why is he inviting Peju? 3. When is the event coming up? IV - COMMUNICATION FOCUS - 56 -  1. Saying happy birthday/happy festival: a) Bon anniversaire b) Bonne fête 2. Expressing age: a) J'ai dix-huit ans. b) Il est âgé de dix-huit ans. 3. Showing appréciation: a) Merci beaucoup! b) Merci infiniment! c) Merci mille fois ! Source : Google - 57 - V - LANGUAGE FOCUS In this section of the lesson, you will learn how to use « qui » and « que » as both relative and interrogative pronouns, the – ment adverbs, counting 101 to 1000 as well as the perfect tense of some French verbs. Les pronoms relatifs ; qui et que 1 Qui (who/that/which) functions as subject. It introduces relative/adjectival clauses to provide additional information to a main clause. Examples: 5. Les étudiants qui feront du bruit seront punis. [The students who/that make noise will be punished] 6. La fille qui travaille dans ce