1.1.3: Lab Worksheet and Review

C. Lab Worksheet and Review

Introduction to lab recordings

Each chapter of Liberté has accompanying laboratory recordings. Some of the lab exercises are purely oral — that is, you listen and repeat as directed. Others include a written component. For the latter, complete the lab worksheet as directed while you listen to the recordings. If an exercise is completely oral, you do not need to write anything down.

For your convenience, the approximate time index for each exercise is given next to its title. For example, if you want to go directly to exercise 2.1, you would advance your player to the time index 8:17. Consult the lab staff if you do not know how to do this.

The audio portion of a language course is generally the hardest part for beginning students. You will probably feel that the speakers are talking very quickly, and you have no visual cues (gestures, facial expressions, etc.) to help you interpret their meaning. It can be frustrating to listen to the recordings and be unable to "get" what is being said. Please remember:

—The recordings should be used to review material after you have practiced it at home and in class. You need to be familiar with the vocabulary and grammatical structures so that you can recognize the words and practice them. It is better to go to the lab for two half-hour sessions rather than for one hour at a time.

—You can pause the recording to consider your answer if you feel it is going too quickly. However, it is important for you to become used to hearing French spoken at a normal speed, which is why the speakers do not speak unnaturally slowly.

—You will not recognize every word spoken on the recordings, no matter how often you listen. The goal of the laboratory work is to give you more practice in hearing and speaking French. If you have kept up with your work, you should be able to do what the instructions tell you to, but that does not mean that you are expected to understand 100% of what is said.

—If there is an exercise that you are having a great deal of trouble with, postpone it to a later day. You should try each exercise twice, but if you still cannot understand it, you may need to review the material more before doing the lab work. You may also ask your teacher to go over any difficult oral exercise.

—Students sometimes say that they feel embarrassed speaking aloud in the lab. Remember that the students around you are concentrating on their own speaking, and are extremely unlikely to be listening to you. It is very important that you take advantage of the lab to practice your vocabulary and pronunciation, so be sure to repeat aloud when instructed to do so.

 

C.1 Bonjour !

C.1.1 Greetings and responses. (0:00)

You will hear a phrase or question in French, read twice. After the second repetition, give an appropriate response. You will then hear the phrase and a possible response read again. Repeat the response given. In some cases, there is more than one possible response, so your answer might have been different.

C.1.2 Formal or informal ? (2:55)

You will hear a series of sentences or questions. Indicate whether each is formal or informal. Each will be read twice, and you should repeat after the second reading. Check "formal" or "informal" on your answer sheet.

	Formal	Informal
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

C.1.3 Spelling – Countries

(This exercise did not record properly and has been erased.)

C.1.4 Présentations ou amis ? (5:23)

Listen to each of the following exchanges and indicate whether the people are meeting for the first time, or are already friends. Each dialogue will be read twice.

	Présentation	Amis
1.
2.
3.
4.

C.1.5 Comment ça va ? (6:42)

Listen to each conversation, and check the category which indicates how the second speaker feels.

	Ça va bien.	Ça va mal.
1.
2.
3.
4.
5.

 

C.2 En classe

C.2.1 Grand ou petit ? (8:17)

You will hear two items named. For each pair, state which one is bigger (plus grand or plus grande). Each pair of items will be read twice. Listen to the examples before beginning. Try to distinguish masculine and feminine in the answer.

Exemple: le bureau - le pupitre.                         Le bureau est plus grand.
                le stylo - la main.                               La main est plus grande.

C.2.2 Spelling - Classroom Vocabulary. (11:00)

Spell each of the following words aloud. Each word will be read twice, then there will be a pause for you to spell it aloud. After the pause, the word will be spelled out, and you should repeat the correct spelling.

1. main	5. horloge	9. fermé
2. à gauche	6. papier	10. livre
3. téléphone	7. étudiante	11. stylo
4. fenêtre	8. ouvert	12. feuille

C.2.3 Imperatives - Classroom Instructions. (16:55)

You will hear a verb given in the imperative form. Refer to your answer sheet and complete the command with the appropriate noun. Then repeat the full command after the speaker.

Exemple: le crayon                             You say: Prenez le crayon.

1. au tableau	5. la phrase
2. les devoirs	6. le livre
3. le professeur	7. le stylo
4. votre nom	8. la porte

 

C.3 Les chiffres

C.3.1 Numbers - Recognition. (18:55)

Write down the number that you hear. Each number will be read twice. After you have written down the number, it will be read again, and you should repeat the number aloud.

C.3.2 Counting. (22:30)

The speaker will say two sequential numbers. Immediately give the next number in the series. Then the speaker will repeat the three numbers; repeat the entire series after the speaker.

Exemple: 1,2                                     You say: 3

C.3.3 Numbers- Counting by 10s. (24:30)

In this exercise, the speaker will read each number twice. Add ten to the number and say the answer aloud. Then the speaker will give the correct answer. Repeat the correct answer. Listen to the example before beginning.

Exemple: 20... 20...                             You say: 30

C.3.4 Numbers - Population. (26:30)

The speaker will read the population of a number of Francophone countries. Write down the number you hear next to each country's name.

1. la Belgique ______________________millions
2. la France ______________________millions
3. la Tunisie ______________________millions
4. le Mali ______________________millions
5. le Sénégal ______________________millions
6. la Rép. Dém. du Congo ______________________millions
7. le Cameroun ______________________millions
8. la Côte d'Ivoire ______________________millions
9. la Suisse ______________________millions
10. l'Algérie ______________________millions

 

C.4 Identifications

C.4.1 To be or not to be. (28:37)

The speaker will read a sentence containing the verb "être." The sentence will be read two times. Write the correct verb form on your answer sheet. Then, the speaker will read the sentence again. Repeat the complete sentence aloud.

1. Je ______________________étudiante.
2. Mme Remy ______________________le professeur.
3. Nous ______________________enthousiastes.
4. Marco ______________________sociable.
5. Tu ______________________intelligente !
6. Vous ______________________française ?
7. Les étudiants ______________________bons.
8. Le professeur ______________________petit.
9. Je ______________________patiente.
10. Les exercises ______________________faciles.
11. Nous ______________________au labo de langues.
12. Vous ______________________calme ou anxieux ?

C.4.2 Comment sont-ils ? (32:09)

For each of the individuals listed below, the speaker will give you a choice of two adjectives. Form a complete sentence using the correct adjective, and say it aloud. The speaker will then give the correct answer; you should repeat the entire sentence. Also write the appropriate adjective on your answer sheet. Listen to the example before you begin.

Exemple: Tarzan
                courageux - timide                              You say: Tarzan est courageux.
                                                                         You write: courageux

1. Michelle Kwan __________________
2. George Bush __________________
3. Jennifer Lopez __________________
4. Kobe Bryant __________________
5. Arnold Schwarzenegger __________________
6. Albert Einstein __________________
7. le français __________________
8. Céline Dion __________________
9. Vicente Fox __________________

 

C.5 Descriptions

C.5.1 Comme ils se ressemblent ! (34:56)

Guillaume and his girlfriend Nicole are very much alike. For each sentence describing Guillaume, give a similar sentence describing Nicole. Remember to use the feminine form of the adjective. Listen to the example before you begin.

Exemple: Guillaume est sérieux.                                 [You say: Et Nicole est sérieuse.]

C.5.2 Ma mère et moi, nous sommes différents. (37:25)

The speaker is the exact opposite of his mother. To each of his sentences describing his mother, give a sentence using an adjective with the opposite meaning. Remember to use the masculine form of the adjective. After a pause for your answer, the correct answer will be given. Repeat the correct answer. Look at the example as you do number one.

Exemple: petite - grand
                Ma mère est petite.                                     You say: Mais toi, tu es grand.

1. petite — grand
2. travailleuse — paresseux
3. anxieuse — calme
4. solitaire — sociable
5. frivole — sérieux
6. brune — blond
7. impolie — poli
8. impatiente — patient

C.5.3 Les questions. (39:53)

Listen to the speaker and indicate whether each phrase is a sentence or a question. Remember that in a question, the intonation goes up, whereas in a sentence, the intonation goes down. Mark the correct answer on your answer sheet.

	Question	Phrase affirmative
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

C.5.4 Les portraits. (41:35)

Listen to the self-portraits of each of the following people. Under each name, write whatever adjectives you recognize that they use to describe themselves.

Emmanuelle	Christophe	Valérie

End of Lab Exercises

 

C.6 Exercises de révision écrits

The nature of communication is that it is open-ended. Therefore, these written review exercises are unable to cover all the objectives of the chapter, since some of those objectives do not lend themselves to fill-in-the-blank exercises. These exercises focus more on the grammar and vocabulary of the chapter, because these can be practiced more easily in writing, and mastering them will enable you to perform the communicative objectives of the chapter.

C.6.1 Dialogues

Note: The first exercise in each chapter's review section gives you three different prompts ; you should write a short dialogue or paragraph, as instructed, for each one. Although some sample answers are given in the key, yours will always be different; many correct sentences are possible in any dialogue or paragraph. Compare the sample to your own to see if you (a) understood the prompt and (b) formed sentences that were logically correct; detailed correction will have to come from your professor. Mini-Vocabulaire: chaque each se présentent introduce themselves

Ecrivez un dialogue de 3-6 lignes pour chaque situation:

1. Marc présente Pauline à Sébastien.
2. Deux étudiants se présentent dans la classe.
3. Deux étudiants sont au café. Un ami arrive.

C.6.2 Formel ou informel ?

Indiquez si les personnes suivantes ont une relation informelle (tu) ou formelle (vous).

1. Véronique (âge: 8 ans) et Marc (âge: 9 ans).
2. Le professeur et l'étudiant.
3. Le docteur et la patiente.
4. Marie et Sylvie, étudiantes à l'université.
5. Ma mère et moi.
6. Le président et moi.
7. Le président américain et le président français.
8. L'employé et le client.

C.6.3 Que dit-on ?

Mettez la question ou la phrase à gauche avec la réponse correcte à droite.

1. Bonjour ! Ça va ?	a. "Everyone."
2. Salut, Isabelle ! Comment vas-tu ?	b. Je suis calme et patient.
3. Jacqueline, je te présente Sandrine.	c. Bien, merci. Et toi ?
4. Ça s'écrit comment ?	d. Enchanté.
5. Comment dit-on "clock" en français ?	e. la pendule
6. Marc, je te présente Marie.	f. Oui, ça va. Et vous ?
7. Au revoir !	g. B-E-R-T-H-E-L-O-T
8. Que veut dire "tout le monde" ?	h. Enchantée.
9. Comment es-tu ?	i. C'est Jérôme.
10. Qui est-ce ?	j. A demain !

C.6.4 Les instructions du professeur.

Complétez l'instruction du professeur.

1. Allez	a. les devoirs.
2. Donnez-moi	b. -moi.
3. Ecoutez	c. au tableau.
4. Ecrivez	d. le livre; la classe est nie.
5. Fermez	e. la fenêtre, s'il vous plaît.
6. Regardez	f. le vocabulaire au labo.
7. Ouvrez	g. le stylo et écrivez.
8. Pratiquez	h. la phrase.
9. Prenez	i. votre nom.
10. Répétez	j. la photo et identiez la personne.

C.6.5 Vocabulaire

Complétez la phrase avec un mot de vocabulaire approprié.

1. _____________________parle français; les étudiants répètent.
2. On écrit au tableau avec la _____________________.
3. Le professeur utilise un _____________________rouge pour corriger les devoirs.
4. La _____________________est fermée.
5. Le _____________________est ouvert à la page 5.
6. Mettez les livres dans le _____________________.
7. Bonjour, tout le monde ! Prenez une feuille de papier et ___________votre nom, s'il vous plaît.
8. Les livres sont _____________________.
9. Le professeur dit "_____________________" au début du cours.
10. _____________________-moi, Madame ! Je ne comprends pas !

C.6.6 Le verbe être.

Complétez la phrase avec la forme correcte du verbe être.

1. Nous _____________________étudiants.
2. Je _____________________dans la classe de français.
3. Tu _____________________chic !
4. Les étudiants _____________________travailleurs.
5. Ma mère _____________________gentille.
6. Vous _____________________le professeur, n'est-ce pas ?
7. Dans la classe de français, on _____________________enthousiaste.
8. Le français _____________________important.
9. Les devoirs _____________________faciles.
10. Je _____________________sérieux(se).

C.6.7 Les adjectifs.

Complétez la phrase avec la forme correcte d'un adjectif approprié. Attention à la forme (masculin/féminin, singulier/pluriel) !

1. Je suis _____________________.
2. Ma mère est _____________________.
3. Barack Obama est _____________________.
4. Serena Williams est _____________________.
5. Hillary Clinton est _____________________.
6. Les étudiants de mon université sont _____________________.
7. Les étudiants dans la classe de français sont _____________________.
8. Les professeurs à mon université sont _____________________.
9. Napoléon est _____________________.
10. Mes classes sont _____________________.

C.6.8 Singulier au pluriel et pluriel au singulier.

If the subject of the sentence is singular, make it plural. If the subject is plural, make it singular. Then change the rest of the sentence (articles, verbs, adjectives) to agree with the new subject.

1. Je suis content.
2. Nous sommes étudiants.
3. Les étudiants sont calmes.
4. L'étudiante est gentille.
5. Vous êtes français.
6. Tu es américaine.
7. Le professeur est patient.
8. Les devoirs sont faciles.
9. Les stylos sont rouges.
10. Le livre est lourd.
11. La carte téléphonique est chere.
12. Les chaises sont confortables.
13. Les aches sont grandes.
14. La fenêtre est ouverte.
15. Le sac à dos est brun.
16. Les acteurs sont créatifs.

 

C.7 Self-Check: Meeting chapter 1 objectives

Do you feel that you have mastered the objectives for this chapter ? If you do not feel confident that you have mastered the following points, please review the sections beginning on the indicated pages and then consult with your teacher for further assistance or practice. Please note that since grammar
provides you with the tools you need to speak and understand a language, the relevant grammar section is indicated first, followed by the communicative activities to practice.

Communication Objectives:

Do you feel that you can:	If not, see pages:
Greet other people ?	37 and 10
Introduce yourself ?	10 and 27
Understand basic commands given in French class and respond appropriately ?	43, 17, and 27
Count and spell in French ?	33, 48, 10, 17, and 20
Identify yourself and other people ?	37, 41, 54, and 16
Describe yourself, other people, and objects ?	50, 23, and 27

Culture objectives:

Do you feel that you have an idea of:	If not, see pages:
Where French is spoken and by how many people ?	13 and 21
How to address another person formally or informally, as appropriate ?	37 and 10

Grammar Objectives:

Do you feel that you understand and can use the following grammatical structures ? In addition to using them in conversation, could you demonstrate your knowledge of them on a test ?	If not, see pages:
The French alphabet, numbers, and the basics of French pronunciation ?	33
The subject pronouns and the difference between tu and vous ?	37
The conjugation of the present tense of the verb être ?	41
The concept of gender for people and things ?	37 and 44
Gender and number agreement of adjectives ?	50

If you feel that you can do all these things, congratulations ! You have taken a huge first step towards being able to communicate in French !

 

Answers to Written Section B Exercises

Answers to B.1.1, French pronunciation self-test, page 35 Since the answers to the self-test are given in the margin, they are not repeated in this key. However, you should have written out and corrected your answers as you did the self-test.

Answers to B.1.2, Pronunciation practice and IPA, page 37 This is an oral exercise; you do not need to write any answers.

Answers to B.2.1, French Subject Pronouns, page 38 You do not need to write the additional information in parentheses; it is there to help you understand as you check your answers. 1. vous - you (formal or plural); 2. ils - they; 3. on - one, people; 4. nous - we; 5. elles - they (a feminine group); 6. il - he; 7. tu - you (singular informal)

Answers to B.2.2, Subject Pronouns, page 38 You do not need to write the additional information in parentheses; it is there to help you understand as you check your answers. 1. je; 2. ils (teachers = they; they = ils); 3. tu or vous; 4. nous (George and I = we; we=nous); 5. elle (my mother = she; she=elle); 6. il; 7. ils (Maria etc. = they; they=ils if at least one member of the group is masculine); 8. nous; 9. ils (the presidents = they; they=ils)

Answers to B.2.4, Vous and tu, page 40 1. b.; 2. probably a, but perhaps b.; 3. d.; 4. c.; 5. b.; 6. a; 7. probably b., but perhaps a.; 8. b; 9. b or a; 10. c.

Answers to B.3.1, Practice conjugation, être, page 42 You should have written the verb four times and checked it against the correct conjugation given in the text.

Answers to B.3.2, Verb endings, être, page 42 You should have filled in the final letters as follows: je suis; tu es; il est; ils sont. Je and tu forms of regular and irregular -ir and -re verbs usually end in -s; il forms in -t; ils forms in -nt.

Answers to B.3.3, Conjugating être, page 43 1. suis; 2. est; 3. sommes; 4. est; 5. sont; 6. est; 7. êtes; 8. suis; 9. sont; 10. est; 11. es; 12. sommes (Reminder: another person + I = nous). Translation: 1. I am intelligent; 2. Marie is Mexican; 3. We are happy; 4. Philippe is small (or short); 5. They are intelligent; 6. Helene is blonde; 7. Are you French?; 8. I am French; 9. Georges and Marie are short (or small); 10. The président is serious; 11. Are you happy?; 12. Paul and I are American.

Answers to B.4.1, Identifying Imperatives, page 44 1. Fermez; 2. Excusez; 3. Ecoutez; 4. Répétez; 5. Ouvrez; 6. Ecrivez; 7. Regardez; 8. Epelez; 9. Prenez; 10. Allez; 11. Mettez; 12. Dites (Dites is one of only two verbs in the entire language where the vous form of the imperative does not end in -ez). Translations: (You do not have to correct your translation if it has the words in slightly different order.) 1. Close the book. 2. Excuse me, Ma'am. 3. Listen to the vocabulary. 4. Repeat the sentence. 5. John, open the door, please. 6. Marie and José, write on the board. 7. Pierre, look at the board, please. 8. Please spell your name, sir. 9. Everyone, take out (pick up) a pen. 10. Go to the board. 11. Put your homework on the desk. 12. Say hello!

Answers to B.5.1, Self-check: Gender and definite articles, page 46 Here is the explanation of the "false" answers: 1. Both people and things have gender in French. 3. The definite article has four forms in French: le, la, l', and les. 4. The final -s on a noun is generally not pronounced, but the article may tell you whether the noun is singular or plural. 6. The singular definite article (le or la) becomes l' before a vowel, but the plural definite article does not change before a vowel. 8. The only certain way to tell the gender of a French noun is to memorize it — learning the noun with the article will help you, because the article indicates the gender. 11. The masculine pronoun il refers to both people and things, so il can mean either he or a masculine it. 13. People may get confused if you use the wrong pronoun or article to refer to a thing, because they may think you are referring to something else.

Answers to B.5.2, Form of definite articles, page 47 Note: According to the directions, you had to pick the answer based on the form of the article only, disregarding whether you knew if the noun was masculine or feminine. L' and les are used with both feminine and masculine nouns; therefore, all of those should be marked ??. 1. fem.; 2. masc. (even if the professor is a woman, the noun and therefore the article are masculine); 3. no way to tell; 4. masc.; 5. no way to tell; 6. no way to tell; 7. no way to tell; 8. no way to tell; 9. fem.; 10. masc.

Answers to B.5.3, Definite articles and nouns, page 48 1. l'; 2. le; 3. l'; 4. le; 5. les; 6. les; 7. la; 8. la; 9. les; 10. les

Answers to B.6.1, Chiffres 0-50, page 49 1. 42; 2. 36; 3. 11; 4. 16; 5. 21; 6. 12; 7. 18; 8. 34; 9. 13; 10. 57; 11. 29; 12. 45

Answers to B.6.2, Chiffres 0-50 en mots, page 50 Be sure to check your spelling and use of hyphens. 1. neuf; 2. quatorze; 3. vingt-trois; 4. trente-sept; 5. quarante-quatre; 6. quinze; 7. deux; 8. quarante-neuf; 9. cinquante-huit; 10. trente et un; 11. vingt-six; 12. cinquante-sept

Answers to B.6.3, Chiffres 60-100, page 50 1. 63; 2. 86; 3. 95; 4. 79; 5. 71; 6. 84; 7. 96; 8. 62; 9. 72; 10. 90; 11. 103; 12. 67

Answers to B.6.4, Chiffres 60-100 en mots, page 50 Be sure to check your spelling and use of hyphens. 1. quatre-vingt-dix-huit; 2. soixante et un; 3. quatre-vingt-trois; 4. soixante-quinze; 5. soixante-neuf; 6. quatre-vingt-douze; 7. quatre-vingts; 8. soixantequatre; 9. soixante-treize; 10. quatre-vingt-dix-sept

Answers to B.7.1, Adjective endings, page 52 1. grande - grands - grandes; 2. rouge - rouges - rouges; 3. vive - vifs - vives; 4. stricte - stricts- strictes; 5. japonaise - japonais - japonaises; 6. nerveuse - nerveux - nerveuses; 7. contente - contents - contentes; 8. calme - calmes- calmes

Answers to B.7.2, Adjective agreement, page 52 Marie est grande; Suzanne est américaine; Claire est française; Hélène est blonde; Marc est petit; L'acteur est content; Sa femme est brune; Philippe est intelligent; Marie et Lise sont sérieuses; Colin et Julien sont polis; Elles sont timides.

Answers to B.7.3, Singular to plural, page 53 1. Nous sommes intelligents; 2. Ils sont mexicains; 3. Les professeurs sont stricts; 4. Les étudiantes sont sérieuses; 5. Les stylos sont rouges; 6. Vous êtes enthousiastes; 7. Elles sont françaises; 8. Les chaises sont confortables; 9. Les fenêtres sont ouvertes; 10. Nous sommes contentes. Note on #6: Remember that the verb form for vous is the same whether vous has a singular or plural meaning. However, if the meaning is plural, the adjective must be in the plural form.

Answers to B.7.4, Plural to singular, page 53 1. Le sac à dos est lourd; 2. Le devoir est difficile; 3. Je suis enthousiaste; 4. Vous êtes sociable? (formal singular) or Tu es sociable? (informal singular); 5. Le mur est blanc; 6. L'étudiant est présent; 7. Le téléphone portable est cher; 8. Le pupitre est petit; 9. L'homme dans la classe est grand; 10. Elle est honnête.

Note: in #4, Vous êtes sociables is clearly plural because the adjective is plural. When you make it singular, it could be either formal (vous) or informal (tu), but the adjective is singular in either case. As explained in the previous exercise, the vous form of the verb remains the same whether vous has a singular or a plural meaning.

Answers to B.8.1, Questions and statements, page 54 This is an oral exercise which you may do in class or practice with a friend; there are no written answers.

Answers to B.8.2, Questions or statements?, page 54 This is an oral exercise which you may do in class or practice with a friend; there are no written answers.

Answers to B.8.3, Forming questions, page 55 Part 1: 1. Tu es créative? 2. Tu es sportive? 3. Tu es travailleuse? 4. Tu es polie? 5. Tu es intéressante? 6. Tu es timide?; part 2: 1. Tu es américain? 2. Tu es fort? 3. Tu es studieux? 4. Tu es énergique? 5. Tu es imaginatif? 6. Tu es calme?

Answers to B.8.4, A variety of question formats, page 56 1. Oui, je suis étudiant./Oui, je suis étudiante. 2. Oui, je suis jeune. 3. Oui, M. Pence est le vice-président américain. 4. Oui, le professeur est sérieux. 4. Oui, les devoirs sont difficiles. 

Answers to B.9.1, Mine! mine! mine!, page 57 

You simply replace le with mon, la with ta, and les with tes, to change the meaning from "the pen" to "my pen," etc. 1. C'est mon stylo; 2. C'est ma pendule; 3. Ce sont mes papiers; 4. C'est mon sac à dos; 5. C'est ma table; 6. C'est mon professeur; 7. Ce sont mes devoirs; 8. C'est ma chaise.

Answers to B.9.2, Mine is..., page 58 1. Mon professeur est strict. 2. Mes fenêtres sont fermées. 3. Ma porte est ouverte. 4. Mon portable est petit. 5. Mes livres sont grands. 6. Mon livre est difficile. 7. Ma classe est intéressante. 8. Mes murs sont blancs. 9. Mon pupitre est petit. 10. Ma chaise est confortable.

1. My teacher is strict. 2. My windows are closed. 3. My door is open. 4. My cellphone is small. 5. My books are big. 6. My book is difficult. 7. My class is interesting. 8. My walls are white. 9. My desk is small. 10. My chair is comfortable.

Answers to B.9.3, And yours?, page 58 1. Et ta chaise? 2. Et tes murs? 3. Et ton sac à dos? 4. Et ta table? 5. Et tes devoirs? 6. Et ton crayon? 7. Et ton portable? 8. Et ton livre? 9. Et ta porte? 10. Et tes fenêtres?

Answers to B.9.4, Who are you?, page 59

	informal singular (tu)	formal singular (vous)	informal plural (vous)	formal plural (vous)
1. Marc, tes devoirs sont difficiles?	X
2. Tout le monde, prenez votre stylo.				X
3. Madame, est-ce que vos étudiants sont intelligents?		X
4. Regarde ton livre.	X
5. Maman et Papa, vos fenêtres sont fermées?			X

Answers to B.9.5, Is this yours?, page 60 1. C'est ton portable? [you address your friend as tu; portable is masculine singular, so the correct form is ton]. 2. Ce sont vos devoirs? [you address a group of friends as vous; devoirs is plural, so the correct form is vos]; 3. C'est votre sac, Monsieur? [you address your teacher as vous; sac is singular, so the correct form is votre]; 4. C'est votre crayon, Madame? [you address a police ocer as vous; crayon is singular, so the correct form is votre]; 5. C'est votre appartement? [you address a group of friends as vous; appartement is singular, so the correct form is votre]; 6. C'est votre chaise, Monsieur le Président? [you address the president as vous; chaise is singular, so the correct form is votre]; 7. Ce sont tes chaises? [you address your friend as tu; chaises is plural, so the correct form is tes]; 8. C'est votre téléphone? [you address your grandparents, in the plural, as vous; téléphone is singular, so the correct form is votre.]

Answers to Written Section C Exercises

Answers to C.1.2, Formal or informal?, page 64 The answer is given, and an explanation in parentheses of the words that indicate the level of formality. 1. informal (use of tu); 2. informal (salut, first name); 3. informal (toi); 4. formal (Madame); 5. formal (vous); 6. informal (salut); 7. formal (Madame); 8. formal (vous); 9. informal (first name); 10. informal (first names, te).

Answers to C.1.4, Présentations ou amis?, page 64 1. Amis - they use each other's names. 2. Présentation - they introduce themselves. 3. Amis - even though it is a formal conversation, they clearly know each other and ask how the other person is doing. 4. Présentation - the student introduces himself to his teacher.

Answers to C.1.5, Comment ça va?, page 64 1. bien; 2. mal (rhumatismes); 3. bien; 4. bien; 5. mal.

Answers to C.3.1, Numbers - Recognition, page 65 a. 7; b. 9; c. 12; d. 15; e. 28; f. 34; g. 43; h. 51; i. 62; j. 76; k. 86; l. 93; m 1; n. 4; o. 11; p. 26; q. 37; r. 40; s. 53; t. 64; u. 78; v. 84; w. 91

Answers to C.3.4, Numbers - Population, page 66 1. Belgique 10,2; 2. France 60; 3. Tunisie 9,9; 4. Mali 11,6; 5. Sénégal 10,5; 6. Rép. Dém. Congo 56,6; 7. Cameroun 15,8; 8. Côte d'Ivoire 16,9; 9. Suisse 7,3; 10; Algérie 32,8.

Answers to C.4.1, To be or not to be, page 67 1. suis; 2. est; 3. sommes; 4. est; 5. es; 6. êtes; 7. sont; 8. est; 9. suis; 10. sont; 11. sommes; 12. êtes.

Answers to C.4.2, Comment sont-ils?, page 67 1. sportive; 2. de droite; 3. brune; 4. grand; 5. sérieux; 6. intelligent; 7. facile; 8. canadienne; 9. mexicain.

Answers to C.5.3, Les questions, page 68 Questions are #s 1, 3, 4, 6, 9, 10, and 11. Statements are #s 2, 5, 7, 8, and 12.

Answers to C.5.4, Les portraits, page 69 [the end of "Christophe's" description got cut o, so you will not have heard or written the adjectives in brackets.] Emmanuelle: française, brune, énergique, gentille, travailleuse, active. Christophe: français, américain, petit, brun, sportif, [généreux, sociable]. Valerie: américaine, petite, brune, impatiente, anxieuse, intelligente, sérieuse, paresseuse. Make sure you had the proper spelling and gender (masculine/feminine).

Answers to Written Review Exercises

Answers to C.6.1, Dialogues, page 70 Many answers are possible. Here are some examples:

1. Marc: Pauline, je te présente Sébastien. Pauline: Enchantée. Sébastien: Enchanté. 

2. Michel: Bonjour, je m'appelle Michel. Comment t'appelles-tu? Marie: Je m'appelle Marie. Ça va, Michel? Michel: Oui, ça va. Et toi? Marie; Ça va bien, merci.

3. Christine: Salut, Marc! (Marc arrive). Marc: Salut, Christine. Ça va? Christine: Paul, je te présente Marc. Paul: Bonjour, Marc. Ça va? Marc: Ça va bien. Et toi? Paul: Oui, merci. Marc, tu es étudiant? Marc: Oui, je suis étudiant.

Answers to C.6.2, Formel ou informel?, page 70 Formel: #2, #3, #6, #7, #8; Informel: #1, #4, #5

Answers to C.6.3, Que dit-on?, page 70 1. f; 2. c.; 3. h.; 4. g.; 5. e.; 6. d.; 7. j.; 8. a.; 9. b.; 10. i.

Answers to C.6.4, Les instructions du professeur, page 71 1. c; 2. a; 3. b.; 4. i.; 5. d.; 6. j.; 7. e.; 8. f.; 9. g.; 10. h. (Other answers are possible for some, but I think this is the only combination that matches everything up correctly.)

Answers to C.6.5, Vocabulaire, page 71 1. Le professeur; 2. craie; 3. stylo; 4. fenêtre / porte; 5. livre / cahier; 6. sac à dos; 7. écrivez; 8. ouverts / fermés; 9. bonjour; 10. Excusez

Answers to C.6.6, Le verbe être, page 71 1. sommes; 2. suis; 3. es; 4. sont; 5. est; 6. êtes; 7. est; 8. est; 9. sont; 10. suis

Answers to C.6.7, Les adjectifs, page 72 You only need one adjective as an answer, but I have given you a few examples. Obviously, your answers will probably be different; but make sure the adjective is the right form (masculine/ feminine, singular/ plural). Ask your teacher to check your answers if you are unsure you did this correctly. 1. (if you are a man:) grand, enthousiaste, sérieux (if you are a woman:) grande, enthousiaste, sérieuse; 2. gentille, petite, brune; 3. brun, américain, grand . . . ; 4. grande, sportive, magnique; 5. petite, blonde, intelligente; 6. gentils, sérieux; 7. enthousiastes, intelligents; 8. intelligents, travailleurs; 9. français, mort, important; 10. intéressantes, difficiles

Answers to C.6.8, Singular au pluriel et pluriel au singulier, page 72 1. (sing -> pl) Nous sommes contents. 2. (pl -> sing) Je suis étudiant(e). 3. (pl -> sing) L'étudiant est calme. 4. (sing -> pl) Les étudiantes sont gentilles. 5. Ambiguous: Vous êtes français / Tu es français. 6. (sing -> pl) Vous êtes américaines. 7. (sing -> pl) Les professeurs sont patients. 8. (pl -> sing) Le devoir est facile. 9. (pl -> sing) Le stylo est rouge. 10. (sing -> pl) Les livres sont lourds. 11. (sing -> pl) Les cartes téléphoniques sont cheres. 12. (pl -> sing) La chaise est confortable. 13. (pl -> sing) L'affiche est grande. 14. (sing -> pl) Les fenêtres sont ouvertes. 15. (sing -> pl) Les sacs à dos sont bruns.