23.1: Purpose of the Summary Units
- Page ID
- 142403
Purpose of the Summary Units
Although by its location and content this unit may seem to be a "review" chapter, that is not its primary purpose, at least not in the usual sense of the term "review." The exercises are proficiency-oriented and integrative, rather than discrete "tests" of your control of a selected set of individual structures and your knowledge of specific vocabulary items. The purpose of this pause in the more or less orderly presentation of words and structures, then, is to ask you to take a look at what you can now say in French, what kinds of situations you can handle—and then to do those things, using the best French possible, within the obvious limits imposed by the short period of study completed thus far.
How to Study and How to Do This Intégration Unit
If you have time and energy for "cramming" now, go ahead and use whatever techniques you find effective to memorize vocabulary and to learn the rules for formation and application of the various grammatical structures discussed so far You do need to know certain words and how to put them together to form sentences.
On the other hand, we feel (1) your best preparation for working through this unit and for any test at this point was daily, complete preparation for and participation in class, and (2) right now the most fruitful activity would be to scan the lists of words and structures, then do the exercises, referring to the lists as necessary for ideas, words to use, or constructions you need. It's okay to refer to the Reference Grammar, but only after you've done an exercise, to correct and fine-tune.
Always try to stay within your vocabulary and the constructions you know.
You'll note that the exercises do not require you to use all the words or even all the constructions presented in the last three chapters. Remember we're trying to group those items that naturally fit together for the situations and activities that we feel you should be able to handle.
Lexique
Each of these summary units contains a word list consisting of the words introduced in the previous three chapters, as well as additional words that will be useful in the exercises in this section and supplementary class activities. Unless an individual instructor indicates otherwise, none of the words in the second group is "required" (i.e., you will not have to produce them at this time in sentences that you are asked to create on your own). However, they are important and will be used in aural and written comprehension exercises, dictations, and reading passages. Words in the second group are separated from those in the first group within each part-of-speech set. In addition, we give, in parentheses, the number of the chapter in which those words in the first group were introduced.
NOMS
Nouns are listed with the indefinite article—for ease of recalling gender—unless they are usually used as noncount nouns. In that case, they are listed with the partitive article, as in du pain. In a few instances, they are listed with the definite article because they are most often used in a general or abstract sense: words like la vie, "life," or le temps, "time," as in "Time flies." If a word is listed with the definite article l', we give the gender.
Nouns you have used.
The number in parentheses refers to the chapter in which the word was introduced: 0 for the Introductory Chapter; 1, 2, and 3 for the corresponding chapters.
| l'âge, m. (2) | un blue-jean (0) |
| un appartement (0) | une botte (0) |
| l'argent, m. (0) | une bouteille (3) |
| un bateau (2) | un bras (0) |
| un bébé (0) | un bureau (0) |
| une (de la) bière (3) | un café (2) |
| un blouson (0) | un cahier (0) |
| une carte d'identité (0) | un magasin (2) |
| une carte de crédit (0) | une main (0) |
| une chaise (0) | une maison (0) |
| une chambre (0) | une mère (0) |
| un chat, une chatte (0) | de la monnaie (0) |
| une chaussette (0) | un mur (0) |
| une chaussure (0) | un oeil, des yeux (0) |
| une chemise (0) | une oreille (0) |
| un chemisier (0) | une page (3) |
| un/une chien, -enne (0) | du pain (3) |
| une chose (2) | un pantalon (0) |
| une clé (0) | un/du papier (1) |
| un complet (0) | un parapluie (0) |
| un cou (0) | du parfum (3) |
| une craie (0) | un père (0) |
| un crayon (0) | un permis (0) |
| une cuisine (0) | une pièce (0) |
| une cuisse (0) | un pied (0) |
| une culotte, des culottes (0) | une porte (0) |
| un doigt (0) | un professeur (0) |
| une école (2) | un pull (0) |
| un éléphant (1) | une question (2) |
| un/une enfant (0) | un réfrigérateur (0) |
| un estomac (0) | une résidence (0) |
| un/une étudiant, -e (0) | un sac (0) |
| une fenêtre (0) | un sac à dos (0) |
| une fille (0) | un salon (0) |
| un fils (0) | un short (0) |
| une fleur (1) | une sœur (3) |
| un franc (3) | un sous-vêtement (0) |
| un frère (3) | un soutien-gorge (0) |
| du fric (3) | un stylo (0) |
| un garçon (0) | un T-shirt (0) |
| une heure (3) | une table (0) |
| un homme (1) | un tableau (3) |
| une jambe (0) | un tailleur (0) |
| une jeune fille (0) | une tète (0) |
| un jeune homme (0) | un théâtre (2) |
| une jupe (0) | une tour (2) |
| un lit (0) | un train (2) |
| un livre (0) | une veste (0) |
| un vêtement (0) | du vin (3) |
| de la viande (3) | un/une voisin, -e (t) |
| une ville (2) | une voiture (2) |
Nouns not used in Chapters 1-3, but useful and of high frequency.
| de l'air, m. | air |
| un/une ami, -e | friend |
| un an | year (when counting years) |
| une année | year (duration) |
| un bois, du bois | woods (small forest), wood |
| un bout | end |
| un cheval | horse |
| une classe | class |
| un cœur | heart |
| un coup | blow |
| une dame | lady |
| un devoir | duty, task |
| des devoirs | homework |
| de l'eau, f. | water |
| un exemple | example |
| une façon | fashion, way |
| une famille | family |
| une femme | woman |
| un feu | fire |
| une fin | end |
| une fois | time (as in "six times") |
| des gens, m. | people |
| une histoire | story (history) |
| une idée | idea |
| un jour | day |
| une langue | tongue, language |
| un maître, une maîtresse | master (teacher) |
| un matin | morning |
| un moment | moment |
| un monde | world |
| un monsieur | man, gentleman |
| un mot | word |
| un nez | nose |
| un nom | name |
| une part | part, share |
| une partie | part |
| un pays | country (political subdivision) |
| une peine | punishment, difficulty, anguish |
| une personne | person |
| une place | place, square (as in a city) |
| un plat | dish (course in a meal) |
| un point | period, point |
| un prix | price, prize |
| une raison | reason |
| une route | road, route |
| une rue | street |
| un sens | sense, direction, significance |
| un service | service |
| un soir | evening |
| le temps | time (also weather) |
| la terre | earth |
VERBES
Verbs you have used.
Again, the number in parentheses refers to the chapter in which the verb was introduced.
| aller (1) | il y a (3) |
| appeler (1) | se lever (2) |
| s'appeler (1) | marcher (2) |
| s'asseoir (2) | ouvrir (2) |
| avoir (2) | poser (1) |
| compter (1) | regarder (2) |
| être (1) | répéter (1) |
| faire (3) | retourner (2) |
| fermer (2) | toucher (2) |
Verbs not used In Chapters 1-3, but of high frequency.
| acheter | comprendre |
| aimer | conduire |
| apprendre | connaître |
| arrêter | se coucher |
| arriver | couper |
| attendre | croire |
| changer | demander |
| commencer | descendre |
| dire | plaire |
| donner | porter |
| dormir | pouvoir |
| écouter | prendre |
| écrire | rappeler |
| entendre | recevoir |
| finir | rendre |
| gagner | rentrer |
| garder | revenir |
| intéresser | rire |
| laisser | savoir |
| lire | sentir |
| manger | servir |
| mettre | sortir |
| monter | tenir |
| montrer | tirer |
| mourir | tomber |
| occuper | tourner |
| paraître | travailler |
| parler | trouver |
| partir | vendre |
| passer | venir |
| payer | vivre |
| penser | voir |
| perdre | vouloir |
ADJECTIFS
Adjectives you have used. The usual feminine ending is -e. We do not give it.
| absent (1) | jaune (0) |
| actif, -ve (1) | joli (0) |
| beau, bel, belle (2) | malade (1) |
| blanc, -che (0) | mauvais (2) |
| bleu (0) | même (2) |
| bon, -ne (1) | noir (0) |
| chaud (3) | paresseux, -euse (1) |
| content (1) | petit (0) |
| fatigué (1) | présent (1) |
| gentil, -lle (1) | prêt (1) |
| grand (0) | rouge (0) |
| heureux, -euse (1) | sportif, -ve (1) |
| "sympa" (0) | vert (0) |
| triste (1) |
Adjectives not used in Chapters 1-3, but useful now.
| certain | long, -ue |
| cher, -ère | mille1 |
| dernier, -ère | nouveau, nouvelle |
| fermé | plein |
| général | seul |
| gros, -se | simple |
| haut | sûr |
| jeune | vieux, vieille |
| juste |
1 Mille is invariable, that is, no -s is added for the plural.
ADVERBES
Adverbs you have used.
| beaucoup (3) | lentement (3) |
| combien (1) | très (2) |
| comment (1) | vieux, vieille |
| juste | trop (3) |
| fort (3) | vite (2) |
Adverbs not used in Chapters 1-3, but you should know soon.
| bas | seulement |
PRÉPOSITIONS
| à | derrière |
| avec | devant |
| dans | sous |
| de | sur |
MISCELLANEA
| à bientôt (1) | Salut (1) |
| Au revoir (1) | Zut! (1) |
| Bonjour (1) |
Expressions and Topics Used and Considered
Comment vous appelez-vous?
Qu'est-ce que c'est?
Comment allez-vous?
Quel âge avez-vous?
cardinal numerals
simple arithmetic calculations, such as Combien font deux et deux?
commands, with real response
Êtes-vous + adj.?
identify: C'est un/une X?
Do you have any: Avez-vous des/du/de la X?
Is/are there any: Y a-t-il du/de la/des X...?
How many are there: Combien de X y a-t-il...?
clock time
(plus all the expressions utiles, which have been used frequently in class)
Exercises
Remember that in all exercises that require you to give personal information, you are free to invent a persona. Your statements, however, should be» appropriate and logical—your instructor will soon advise you what the limits of exaggeration and propriety in your community are.
1. Naming things:
We'll assume you're working in your dorm room (since it's probably basically your bedroom, call it a chambre) or in some kind of study room (then just use the generic term salle). Look around you and name as many objects as you can with the nouns listed in the Lexique at the beginning of this Intégration unit. Then look up the French equivalents of about five items that you don't know but that you consider important (i.e., words that you think you'd need to know if you were in France). Keep the two lists separate (a. and b.).
a. Dans cette salle (chambre), il y a un stylo, ....
________________________________________
________________________________________
b. Dans cette salle (chambre), il y a aussi....
________________________________________
________________________________________
2. Naming more objects, less obvious ones:
Now imagine that you are working in an office, at a factory, on a farm, or . . . (use your imagination to select a place). Again, write a list of objects (animate or inanimate) around you that you can name right now and then write a list of some that you have to look up. Don't get too technical. If you're thinking of being a doctor, for example, limit yourself to fairly common medical tools and/or to generic terms (try "knife" instead of "scalpel," for example—it might even be amusing). This is not just an exercise in checking your vocabulary or using the dictionary—it is intended to help you develop some techniques to handle topics for which you have a very limited vocabulary.
a. Dans mon bureau/Dans le garage/lci à la ferme/, il y a
________________________________________
________________________________________
________________________________________
b. ________, il y a aussi
________________________________________
________________________________________
3. Describing a person:
Imagine that you are introducing yourself (or a friend/relative, or a group of friends) to someone who speaks only French—but understands that you are just beginning to learn French. With the phrases and words you've learned so far, give a short portrait Note: you are writing out an oral exercise and should be prepared to read it aloud (or better, recreate it without the script) in class.
Sample: Bonjour. Je m'appelle Satan. J'ai 40.000 ans. Je suis mauvais.
Scan the vocabulary and topics lists above for ideas on what to include, but stay within your grasp of French.
Write out your answer on a card or a small piece of paper, and be ready to use it in class.
4. Asking the "how many/how much" question:
Write out five questions and answers asking how many X there are in/on Y, following the model. For this exercise you may, if you wish, look up words you need (like "clothes"—vêtements—and "wardrobe" garde-robe(s)), but try to avoid doing so. If the answer involves a numeral beyond those you know how to spell, use the Arabic numeral.
Models. Combien de stylos y a-t-il sur la table?
Il y a vingt stylos sur la table.
Combien de roues y a-t-il sur une voiture?
Il y a quatre roues sur une voiture.
- ____________________________________________
____________________________________________ - ____________________________________________
____________________________________________ - ____________________________________________
____________________________________________ - ____________________________________________
____________________________________________ - ____________________________________________
____________________________________________
5. Contradicting someone else's statement—tactfully, of course:
Write a simple negative statement (as though in response to someone who has just made the equivalent affirmative statement), then follow it up with an appropriate (perhaps nasty, always imaginative) contrasting statement. Again, scan the vocabulary and topics lists for ideas on what to say. Don't limit yourself to je as subject or to the verb être plus adjective.
Model. Je ne suis pas paresseuse, je suis malade.
| 1. | 5. |
| 2. | 6. |
| 3. | 7. |
| 4. | 8. |
6. A Short Reading Exercise
Read the letter on the next page as follows. First, scan it quickly just to get the general idea. Then read it more carefully trying to figure out the meanings of words you have not seen before. Try to do the second reading without using a dictionary. If necessary, read it a third time, using a dictionary. Finally, read it through fast again after having put the text aside for some time.
This is a "pen-pal" letter from a Canadian to an American.2
2 Excerpted from Simone Oudot, Guide to Correspondence in French (Lincolnwood, III: Passport Books, 1985).
| Chicoutimi, le 20 avril 1987 | |
| Cher correspondant, | |
| Je m'appelle Robert Ouelet, j'ai quinze ans, et je suis canadien. J'habite0 une petite ville, près du0 lac Saint-Jean, dans la province du Québec. Il y a beaucoup de neige0 ici en hiver0, et même au printemps0. | 0 live in/near 0 snow/in (the) winter/in (the) spring |
| Mon père travaille dans une fabrique de papier0 et ma mère peint0 les décors du théâtre à l'université. J'ai deux frères et trois sœurs. Une de mes sœurs et un de mes frères suivent0 des cours à l'université. Les autres vont tous à l'école, comme moi. Je suis en quatrième3 et je suis un élève moyen0. | 0 paper mill/paints 0 follow, take 0 average |
| J'aime beaucoup les sports: le hockey, la bicyclette et la natation. L'année prochaine, je vais faire du ski de fond0 avec mon frère aîné0. | 0 cross country skiing/older |
| Raconte-moi ce que tu fais aux États-Unis, j'espère que nous nous entendrons0 bien. | 0 we will get along |
| Cordialement, Robert Ouelet |
|
3 en quatrième (a level in secondary school, no exact English equivalent)
From now on, each chapter will contain a reading passage. Please continue to prepare each reading exercise in the same way that we have recommended you do this one.