section 2: Sports Clothes

2
Section Two:
Sports Clothing
DAY ONE
In this lesson, I will view an animation titled “Au parc
de planches à roulettes.”
1. Open Section Two, Day One of the Workbook and complete the
Reflection.
2. Read the context below then view the animation “Au parc de
planches à roulettes” on the Animation CD or Website.
Context: Yvan and Isabelle have just met at the skateboard park near their home.
They watch kids on their boards as they discuss the sport and the equipment that is
needed. Yvan convinces Isabelle to meet him tomorrow with her brother’s
skateboard and protective gear so he can show her a few tricks.
3. Open Section Two, Day One of the Workbook and do
question 1.
Pg 37
DAY TWO
In this lesson, I will be introduced to some new
vocabulary and review the use of definite articles l’, le,
la, and les.
1. Listen to Track 12 on the Module 2 CD. Take some time to
familiarize yourself with the vocabulary related to sports and
sport clothing. Using the pictures below from left to right,
follow along, listening to each word. Then practice saying each
one at least twice.
Le baseball
le casque
le maillot
un gant de
baseball
le pantalon
d’entraînement
les chaussures
à crampons
Pg 38
La bicyclette
le casque
La danse
le costume de
danse
les chaussures
de danse
Pg 39
Le hockey
le casque de
hockey
le protègedents
le protègegorge
les protègeépaules
les protègecoudes
le maillot
les gants de
hockey
le pantalon
de hockey
les jambières
les
chaussettes
les patins
Pg 40
La natation
les lunettes
de natation
le maillot de
bain
les patins à roues alignées
le casque
les protègecoudes
les protègepoignets
les protègegenoux
le pantalon
d’entraînement
Pg 41
Le soccer
le maillot
le short
les protègetibias
les
chaussettes
les
chaussures
à crampons
la planche à roulettes
le casque
les protègecoudes
les protègepoignets
les protègegenoux
le pantalon
d’entraînement
Pg 42
Learning and remembering new vocabulary is not an
easy thing to do.
Try grouping vocabulary words together by theme. For
example group all the words that are related to hockey
or soccer together in your notebook. This may help you
remember them.
2. Open Section Two, Day Two of the Workbook and do
question 1.
Pg 43
Did you notice that we often talk about sports
equipment in the plural form? Why do you think that
is?
Many pieces of sports equipment come in pairs. For
example, when you are skateboarding, you need two
elbow pads, two knee pads and two wrist guards.
Therefore when you name this equipment you say:
elbow pads
knee pads
wrist guards
It’s the same in French. We say:
les protège-coudes
les protège-genoux
les protège-poignets
3. Open Section Two, Day Two of the Workbook and do
questions 2 and 3.
Pg 44
DAY THREE
In this lesson, I will review how to ask questions using
Qu’est-ce que c’est, and answer using C’est or Ce sont.
1. Read the context below then listen to Track 13 on the Module 2
CD. Use the following picture to help you understand.
Context: Yvan and Isabelle are at the skateboard park. This is Isabelle’s first time
on a board. She borrowed the board and equipment from her brother and is unsure
what to do with some of the equipment. She asks Yvan for help.
2. Open Section Two, Day Three of the Workbook and do
question 1.
Pg 45
When wondering what something is, you will
ask the questions:
What is that?
What are those? or What are these?
In French, you ask the question:
Qu’est-ce que c’est?
The expression Qu’est-ce que c’est doesn’t change.
It always remains the same, whether you are asking a
question about one object or many objects.
However the answer to the question does vary
depending if you’re asking about one object or many
objects:
Qu’est-ce que c’est?
C’est le casque.
(What is that? It’s a helmet.)
Qu’est-ce que c’est?
Ce sont les protège-coudes.
(What are those? These are
elbow pads.)
3. Open Section Two, Day Three of the Workbook and do
questions 2, 3, and 4.
Pg 46
DAY FOUR
In this lesson, I will review the verb jouer, and the
expression avoir besoin de when talking about sports
or activities that I do.
1. Read the context below then listen to Track 15 on the Module 2
CD. Use the following pictures from left to right to help you
understand.
Context: Yvan and Isabelle have written riddles about sports and activities that
they do. They are reading and guessing the answers to each other’s riddle.
Pg 47
If you were a hockey player you would say:
Je joue au hockey.
(I play hockey.)
If you were a skateboarder, you would say:
Je fais de la planche à
roulettes. (I skateboard.)
Pg 48
continued…
Notice, in French as in English, that some sports are
played while others you simply do.
When you are playing, you use the verb Jouer.
When you are doing, you use the verb Faire.
Below is a list of sports that we have mentioned in
this section. Notice which are played and which are
being done, it is the same in both languages.
Jouer
Faire
Je joue au soccer.
(I play soccer)
Je fais de la planche
à roulettes.
(I skateboard.)
Je joue au hockey.
(I play hockey.)
Je fais de la natation.
(I swim.)
Je joue au baseball.
(I play baseball)
Je fais de la danse.
(I dance.)
Je fais de la bicyclette.
(I bike.)
Pg 49
Je fais du patin à
roues alignées.
(I roller blade)
continued…
Note that if you are talking about someone, you would
use the pronoun TU. Therefore you would say:
Tu joues au hockey.
(You play hockey.)
Tu fais de la danse.
(You dance.)
French terms used to describe various sports also differ
from one French culture to another.
In France, we say :
“ Je fais du vélo.”
and in Canada we say:
“Je fais de la bicyclette.”
In France, we say:
“Je joue au foot.”
and in Canada we say :
“Je joue au soccer.”
Pg 50
2. Open Section Two, Day Four of the Workbook and do
questions 1 and 2.
Listen again to Track 15 on the Module 2
CD. This time listen for the riddle. Notice
that they use the same sentence
structure to name the equipment they
need.
J’ai besoin de…
J’ai besoin de means “I need” in English.
The little word de changes depending on whether
what you need is masculine, feminine or plural.
J’ai besoin d’un… (masculine)
J’ai besoin d’une… (feminine)
J’ai besoin des… (plural)
Notice that de becomes d’ in front of the masculine
and feminine articles and des when plural.
You might say:
J’ai besoin des protège-coudes.
(I need elbow pads)
J’ai besoin d’un protège-gorge.
(I need a neck guard.)
3. Open Section Two, Day Four of the Workbook and do
questions 3 and 4.
Pg 51
DAY FIVE
In this lesson, I will be introduced to the verb Mettre
and review the possessive adjectives mon/ma/mes and
ton/ta/tes.
1. Open Section Two, Day Five of the Workbook and complete the
Reflection.
2. Read the context below then listen to Track 16 on the Module 2
CD. Use the following pictures from left to right to help you
understand.
Context: Isabelle is talking to her friend, Karine, on the phone. She wants to know if
Karine would like to go for a bike ride. Karine asks Isabelle if she will be putting on
her helmet to which she anwers YES.
Pg 52
3. Open Section Two, Day Five of the Workbook and do
question 1.
In Section One, Miguel, Justin and Élise used the
following sentence structure to express what they were
wearing.
Je porte mon pantalon noir.
Je porte ma jupe grise.
Je porte mes chaussures de sport
blanches.
They used the verb Porter which means “to wear”.
Another way to express what you are wearing is to use
the verb Mettre which means “to put on”.
Pg 53
continued…
When you are talking about
what you are putting on you
would use the pronoun JE = I,
and the verb Mettre takes on
the form of Mets. You must use
the possessive adjectives
mon/ma/mes.
Je mets mon casque.
(I put on my helmet.)
Je mets mes protège-coudes.
(I put on my elbow pads.)
Je mets ma jupe.
(I put on my skirt.)
When talking about
someone else, you would
use the pronoun TU = YOU
and the verb Mettre takes
on the form of Mets. You
must use the possessive
adjectives ton/ta/tes.
Tu mets ton casque.
(You put on your helmet.)
Tu mets tes protège-coudes.
(You put on your elbow pads.)
Tu mets ta jupe.
(You put on your skirt.)
Pg 54
continued…
Did you notice that you use mon/ma/mes to express
MY and ton/ta/tes to express YOUR?
Remember that in French, My and Your have different
forms depending on whether the noun that follows
them is masculine or feminine and singular or plural.
•
•
•
mon casque and ton casque: Casque is
masculine and singular therefore you must use
Mon or Ton.
mes protège-coudes and tes protègecoudes: Protège-coudes is plural therefore you
must use Mes or Tes. Note that all plural nouns
use Mes or Tes regardless if they are masculine
of feminine.
ma jupe and ta jupe: Jupe is feminine and
singular therefore you must use Ma or Ta.
Use the following chart to help you keep this straight:
je
tu
Maculine and singular
mon
ton
Feminine and singular
ma
ta
Plural and masculine or feminine
mes
tes
NOTE: If you haven’t already noticed all sports
equipment and attire is masculine singular or
masculine plural. There are no feminine nouns.
Therefore in the activities you will only be asked to use
mon, ton, mes or tes.
4. Open Section Two, Day Five of the Workbook and do
questions 2, 3, and 4.
Pg 55
DAY SIX
In this lesson, I will review the pronouns Il/Elle and
the possessive adjectives son/sa/ses.
1. Open Section Two, Day Six of the Workbook and do question 1.
Je
Tu
Il
Elle
Pg 56
continued…
On Day Five, we reviewed the use of the pronouns Je
and Tu as well as the possessive adjectives
mon/ma/mes and ton/ta/tes.
If you wanted to talk about a certain boy or a certain
girl you know and the sport that they play, you would
use the pronouns Il and Elle and the possessive
adjectives son/sa/ses.
Here is the same chart you saw on Day Five with the
addition of the new pronouns and possessive
adjectives:
je
tu
il/elle
Masculine
and singular
mon
ton
son
Feminine
and singular
ma
ta
sa
Plural and masculine
or feminine
mes
tes
ses
Notice how the verb and possessive adjectives change
as you change the pronouns in the sentences below:
Je mets mon casque.
(I put on my helmet.)
Tu mets ton casque.
(You put on your helmet.)
Il met son casque.
(He puts on his helmet.)
Elle met son casque.
(She puts on her helmet.)
Pg 57
continued…
Did you notice that with Je, we used mon, with Tu we
used ton and with Il/Elle we used son?
Mon/ton/son were used because casque is
masculine.
Did you also notice how with Je and Tu ‘mets’ has an
s and with Il and Elle ‘met’ does not have an s?
2. Open Section Two, Day Six of the Workbook and do
questions 2 and 3.
Pg 58
DAY SEVEN
In this lesson, I will learn the difference between a
sentence and a command.
1. Open Section Two, Day Seven of the Workbook and do
question 1.
Listen to Track 19 on the Module 2 CD.
You will recognize this from the
animation. Yvan talks about this father
and what he says when Yvan is about to
head out on his skateboard.
What did you notice about the way Yvan imitated his
father? If you are thinking that his father is giving him
orders, you are right.
Giving commands in French is done very much the
same way as it is in English.
The sentence always starts with the verb.
Let’s read the sentence below.
Je mets mon casque.
(I put on my helmet.)
Pg 59
continued…
If you want to make this sentence a command, you
would simply put the verb first, omit the pronoun Je
and change mon (my) to ton (your). This is exactly
what you would do in English.
Mets ton casque.
(Put on your helmet.)
If we want to be more forceful, we could add an
exclamation point.
Mets ton casque!
(Put on your helmet!)
2. Open Section Two, Day Seven of the Workbook and do
questions 2, 3, and 4.
Pg 60
DAY EIGHT
In this lesson, I will review the prepositions of place
sur, sous, dans, devant, derrière.
1. Open Section Two, Day Eight of the Workbook and do
question 1.
Let’s review prepositions that we use to say where
something is located.
sur = on
sous = under
dans = in
devant = in front of
derrière = behind
Pg 61
Look at the pictures and sentences below.
Listen to Track 21 on the Module 2 CD to
hear the sentences being read. You may
or may not know some of the words used
below. Little pictures have been included
to help you understand.
Mon casque est devant
le sac.
Mes protège-tibias sont
derrière le sac.
Tes protège-coudes sont dans
la garde-robe.
Pg 62
Ses chaussettes sont sous la
chaise.
Son costume de danse est sur
la table.
Notice that the verb Être is used. The form EST is
used when the subject is singular and the form SONT
is used when the subject is plural.
2. Open Section Two, Day Eight of the Workbook and do
questions 2, 3, and 4.
Pg 63
DAY NINE
In this lesson, I will continue working with the questions:
Où se trouve?, Où est? and Où sont?
1. Read the context below then listen to Track 23 on the Module 2
CD. Use the following picture to help you understand.
Context: Isabelle has just come home from skateboarding with Yvan. As she was
taking off her brother’s equipment, she left it here and there in the living room and
kitchen. Her brother is now searching and asking Isabelle where everything is.
Pg 64
When you are wondering where something is, you can
ask this question in various ways.
Let’s review a few ways you have already seen.
Où se trouve mon casque?
Où est mon maillot?
Où sont mes protège-coudes?
Où se trouvent mes
protège-genoux?
Où est and Où se trouve are used when what you
are looking for is singular (Where is…?).
Où sont and Où se trouvent
are used when what you are looking for is plural
(Where are…?).
2. Open Section Two, Day Nine of the Workbook and do
questions 1, 2, 3, and 4.
Pg 65
DAY TEN
In this lesson, I will review concepts from previous
lessons in Section Two.
1. Before moving to today’s activities, take some time to review this section and be
aware of all that you have learned.
Day One:
Look at the two sport pictures below. Can you name the sport they represent in
French?
Day Two:
Look at the pieces of equipment below. Name each one in French.
Pg 66
Day Three:
Look at the pictures above in Day Two and ask the question Qu’est-ce que c’est?
Then answer the question with the proper sentence starter below.
C’est…
Ce sont…
Day Four:
Look at the picture of the sport below. First say that you play that sport then name
the equipment you need to wear for that sport. Start your sentences with J’ai besoin
de…
Day Five:
Using the picture above in Day Four, complete the following sentences with the
proper pronouns Je or Tu and the proper possessive adjectives mon/ton or mes/tes.
_____ mets mes protège-tibias.
Tu mets _____ chaussettes.
Je mets _______ maillot.
______mets ton short.
Day Six:
Complete the two sentences below with the correct possessive adjective son/ses.
Il met ____ short.
Elle met _____chaussettes.
Day Seven:
Change the following sentence into a command.
Je mets mon casque.
Pg 67
Day Eight:
Look at the two pictures below. Can you say where the helmet is located?
Day Nine:
Look at the two pictures above on Day Eight. First ask where each of these items is
located using Où est…? or Où sont…? then answer the questions.
2. Open Section Two, Day Ten of the Workbook and do
questions 1, 2, 3, 4, 5, and 6.
Pg 68