Introduction

In this topic you will study different aspects of family life and friendships. You will
practise using a dictionary and learn how to build up your own vocabulary and
grammar. You will study the present tense and the imperative, and get an
overview of the most common tenses. You will read a passage on friendship.
If you haven’t studied French for a while and need to refresh your
memory before starting on your first topic, you may like to do some
activities in Passerelle, the introductory unit in Elan (pp. 6–17). You
should do Activity 1 on p. 6, Activities 1 and 2 and Grammaire on p. 9, Activities
1a, 1b and 1c on p. 10, Activities 2a, 2b and Grammaire on p. 11, Activities 1a,
1b and 2 on p. 12, Activity 4 and Grammaire on p. 13, Activities 1a and 1b on
p. 14, Activities 2a, 2b, 3a, 3b, 4, 5a and Compétences (1) on p. 15, Activities 2
and 4 on p. 16 and 1a and 1b on p. 17.
As you start the course, please note that you will need a pen, a folder, filofax or
booklet, a CD player and something to record your speaking activities, such as a
cassette recorder or an MP3 player.
Objectives
By the end of this topic you should be able to:
recognise common tenses
use the imperative
use a bilingual dictionary
use the present tense accurately.
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TOPIC
1
Famille et amis
You will probably
need 4–5 hours
to complete this
topic.
En famille et entre amis
The first section in Unit 1 in Elan (pp. 18–19) offers a good introduction to
the topic. Do activity 3.
The next section is La vie de famille (pp. 20–1). First read the passage La
famille: plus ça change … and do activities 2c, 3b and 4. Study carefully the
Grammaire section on inversion, and do activities A and B on registers in
Compétences.
Building up your vocabulary
Once you have read a text for comprehension, you should study it again more
closely to learn from it. The new vocabulary and grammatical structures it uses
are in context and therefore easier to understand and remember.
Here are a few tips about how to build up your vocabulary through reading:
Look up any word you don’t know or aren’t sure about in the dictionary.
Decide if it’s a word you want to make your own, that is whether it’s a word
you may like to use yourself when the opportunity arises. At this stage,
there is no point in trying to learn unusual words or you’ll soon be
discouraged by the amount of new vocabulary you come across. Just
concentrate on useful words.
If it’s a word you want to learn, make a note of it. Use a folder, a filofax, a
booklet or your computer – anything you find practical and easy to refer to.
Divide your folder, booklet or computer file into sections. It will be useful
for revision later on if you have a section per topic and a section for more
general vocabulary. So your first section will be ‘Famille et amis’.
Record words which belong together, e.g. verbs and nouns and/or
adjectives, synonyms and antonyms (i.e. opposites).
Choose the method you like best. I like to write the words I want to learn
on the right-hand page of a little notebook and their translation on the
next, left-hand, page. In this way I can start by learning the new foreign
words and then I can test myself by looking at the English translation and
see how many I remember and which words I still have to work on.
Have you met any vocabulary in La vie de famille you’d like to learn? If so, start
your list straightaway and/or look for other useful vocabulary in the next
sections.
Now back to working with Elan:
In Amitié ou conflit? (pp. 22–3), you’ll find reading and listening activities,
and you will have a chance to explore the use of definite and indefinite
articles, so do activities A, B and C in the Grammaire section. You should
also do activities 1b and 2 and read the advice on how to use a monolingual
dictionary in Compétences and do Activity A.
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In Pour ou contre le mariage? (pp. 24–5), study the adjectives listed on p. 24
and note the feminine endings. Then do Activities A, B, C and D in the
Grammaire section – you will get more practice at using adjectives later in
the course (Topic 5) – and 3a, 3b (see ‘coping with tenses’ below).
Finally, in La famille en crise? (pp. 26–7) you should find Activities 1a, 1b,
1c, 2a, 2b and 3 useful. Try to read aloud the figures in 1b and in the four
little texts – figures are never easy to use in a foreign language, so do not
hesitate to read them aloud several times until you can say them with more
fluency.
Study Compétences, which gives you advice on how to structure arguments
for a debate.
Coping with tenses
As you work through this course, you will have a chance to revise tenses and
increase your knowledge of how to form them and how to use them, including
irregular verbs – e.g. in this topic you will revise the present tense. However, as
you may have noticed when reading Croyez-vous en l’importance du mariage? on
p. 25 in Elan, you will meet a variety of tenses right from the beginning. It is
important to recognise them.
Activity 1
Re-read Croyez-vous en l’importance du mariage? on p. 25 in Elan. Try to find examples of the
tenses below. Write them down in the appropriate column and translate them.
Future Present conditional Perfect Imperfect
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AS French I Topic 1 Famille et amis
The perfect and the imperfect
These two past tenses are easy to recognise. The perfect is built with avoir or être
and the past participle, while the imperfect is built by adding the endings -ais,
-ais, -ait, -ions, -iez, -aient on the stem given by the nous form of the present
tense, e.g. nous faisons, stem = fais.
The future and the conditional
Both these tenses are also easy to recognise because they are the only tenses
which have their endings added to the infiitive, so they have an ‘r’ before their
endings, e.g. compare ça donnait (imperfect) and ça donnerait (conditional); in
the case of préférer, je préférais is the imperfect while je préférerais is the
conditional. The future has the endings -ai, -as, -a, -ons, -ez,
-ont while the conditional has the same endings as the imperfect.
Depending on your previous knowledge, you may find these explanations
obvious or, on the contrary, a little overwhelming. If the latter is the case, don’t
worry, you will get lots of opportunity to practise tenses. But bear in mind that
one of your goals must be to differentiate between these tenses and to use them
yourself appropriately.
Finally, in the last paragraph of Croyez-vous en l’importance du mariage? you’ll find
an example of the subjunctive which you will learn properly towards the end of
the course. Can you spot it? It is soient (third person plural of être).
The imperative
The text below gives advice on how to make friends. Read it a first time without
worrying about vocabulary or structures you don’t know.
Comment se faire des amis?
Vous êtes souvent seul et à part quelques connaissances de bureau, vous
n’arrivez pas à vous faire de vrais amis et vous ne savez pas comment y
remédier? Voici quelques conseils pratiques pour créer des relations
durables.
Tout d’abord, ne restez pas seul chez vous, sortez, baladez-vous, développez
vos activités. Les associations et autres clubs sportifs sont pleins de
personnes qui ont envie de se faire des amis.
Suivez quelques règles de communication de base: souvenez-vous du prénom
des personnes que vous rencontrez, évitez de critiquer, faites-leur plutôt des
compliments, et, surtout, écoutez l’autre vous parler de lui, vous en
apprendrez beaucoup.
cont.
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One way of giving advice is to use the imperative. There are therefore many
examples of the imperative in this passage. As you can see at the end of the last
paragraph but one, avoir, être and savoir have irregular imperative forms – they
use the subjunctive: soyez, ayez, sachez. But for all the other verbs, the imperative
is very easy to form and remember you only have to learn the tu and vous form
as the imperative addresses you, telling or advising you what to do.
What do you notice about the use of the pronoun?
These examples show that the pronoun (here vous) is only used if the verb is
reflexive: se balader, vous vous baladez, imperative: baladez-vous – like asseyez-vous
(sit down) which you probably know well.
The author of this passage is addressing the reader using the formal vous
form. Do you know what the imperative would be of the above four verbs
using the tu form?
Activity 2
Can you find four examples of the imperative in the second paragraph? Note them down and
translate them.
Feedback to activities starts on page 14
Faites le premier pas!
L’important est d’être positif, souriant et accueillant. Ce n’est pas en arrivant
tous les matins de mauvaise humeur au bureau que vos collègues auront envie
de venir vers vous. Faites le premier pas: des rencontres vous pouvez en faire
partout, le plus délicat est de les développer et les entretenir.
Pour cela, ayez confiance en vous, si vous avez eu un bon contact au départ, la
personne aura envie de vous revoir. N’hésitez pas à lancer des invitations.
Offrir un apéritif chez vous avec vos nouveaux voisins ou collègues de travail
peut être un très bon point de départ. Faites-leur plaisir, il n’y a rien de
meilleur pour entretenir une relation.
Donnez-vous aussi du temps! Vous passerez progressivement du stade de
relation à celui de copains, puis d’amis. N’attendez pas trop non plus: ce n’est
pas en étant trop exigeant, que vous donnerez aux autres l’envie de venir vous
voir et se confier à vous. Soyez souple et ouvert. Ayez confiance en vous et en
l’autre, et sachez entretenir la flamme de l’amitié.
C’est ainsi que, sans vous en rendre compte, vous pourrez progressivement
élargir votre réseau amical et vous faire de vrais amis.
Marion Capeyron
www.doctissimo.fr/html/psychologie/mag_2001/
mag0126/ps_3315_se_faire_amis.htm
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It would be: ne reste pas seul chez toi, sors, balade-toi, développe tes activités.
What do you notice about the verb forms if you compare them with the present
tense?
Present: Tu ne restes pas seul Imperative: Ne reste pas seul
Tu sors Sors
Tu te balades Balade-toi
Tu développes Développe
As you can see, -er verbs lose the ‘s’ in the tu form of the imperative.
Study
hint
Why not start your own grammar summary? You can make a grammar summary in
the same way that you are making your vocabulary list. Note down all the things
you have not mastered yet under different section headings, like those used in the
NEC Grammar Summary for this course. You could jot down not only unfamiliar
verb forms but also examples of unfamiliar structures.
Activity 3
Below is a list of advice using the formal vous form. Rewrite them as if you were giving them
to a close friend, i.e. using the tu form.
1 Suivez quelques règles.
2 Souvenez-vous de leur prénom.
3 Evitez de les critiquer.
4 Faites des compliments.
5 Ecoutez l’autre.
6 N’hésitez pas à lancer des invitations.
7 N’attendez pas trop non plus.
Feedback to activities starts on page 14
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Using a dictionary
Your dictionary will be a vital tool for your study of French, so you need to be
able to use it effectively. If a word has several meanings then the dictionary
should give these. You then need to choose the most appropriate word for the
context.
The dictionary gives you a number of clues to help you identify the appropriate
meaning. In particular, there should be a letter or letters that show what kind of
word it is – verb, noun, etc. For example, the entry for attendre in my dictionary
is followed by the letters vt, meaning that it is a transitive verb (i.e. it can
have a direct object) and for s’entretenir the abbreviation vpr (verbe pronominal,
i.e. reflexive verb). A masculine noun is followed by the letters nm, while a
feminine noun is followed by nf. Your dictionary will have a list of abbreviations
and you should become familiar with these. Note the common abbreviations:
qn (quelqu’un), qc (quelque chose) and loc (locution, i.e. phrase).
Your dictionary may well give you further clues. For example, some dictionaries
give a guide to pronunciation after the word.
In your study of French you will meet a number of words that look very similar
to English words but have different meanings. Your dictionary can help you to
check these.
Activity 5
Try looking up these words in your dictionary. What different meanings can they have?
connaissance
entretenir
Feedback to activities starts on page 14
Activity 4
You know the verb attendre as meaning ‘to wait for’. Look it up in your dictionary to see if you can
find other meanings for it and decide which one is meant in the piece of advice: N’attendez pas trop
non plus.
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If you need to look up a phrase, you will find it under the main word. For
example, in the last sentence of the passage, if you don’t understand sans vous en
rendre compte, you have to look up se rendre, and there you will find the
expression se rendre compte (to realise, be aware of).
As you continue your studies, make as much use of your dictionary as possible.
In particular, you should be able to use your dictionary to check numbers and
verb forms. Most dictionaries have tables of verbs.
As your knowledge of French is becoming more advanced, you may also like to
start using a monolingual dictionary as recommended in Elan. It is a good source
of examples of how words are used. It also gives you a better understanding of
register than a bilingual dictionary.
Revising the present tense
The present tense is the tense you first learnt and the one you probably feel
most confident using. However, the present tense is not an easy tense because
the stem can vary according to the subject in irregular verbs (e.g. je peux, nous
pouvons). It is essential that you master all the forms of the most common verbs
in the present tense as soon as possible, since it is the tense you will be using
most. Examiners complain that it is very common for A level candidates to get
their subjunctive right and still make the most basic mistakes in the present
tense.
Remember also that if you want to say, for example, ‘I am reading’, in French,
you use the present tense and say: je lis. Only when it is important to stress that
you are ‘in the middle of’ doing something, would you use the phrase être en
train de. For example:
Ne me dérange pas! Je suis en train de lire – Don’t disturb me! I’m reading.
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Check how many you got right. If you had any difficulties, look at the tables that
deal with the present tense in the Grammar Summary (pp. 22–9). Highlight any
form which you did not know, or which you find particularly difficult. We will be
meeting verb forms all the time so you will have plenty of opportunity to learn
those you have not yet mastered. But please take the present tense seriously
and, if you scored less than 10 out of 13 in this activity, refer to the Grammar
Summary regularly until you feel you know all the various forms.
The next activity will give you more practice of the present tense.
Activity 6
The following exercise will help you to test yourself and find out how much you need to revise.
Fill in the gaps in the sentences below with the appropriate form in the present tense of the verb
given in brackets.
1 Nous ...................... tous les soirs à 7 h. (manger)
2 Ils ...................... le formulaire. (remplir)
3 Mes parents ...................... tous les dimanches. (venir)
4 Vous ...................... trop. (boire)
5 Les Britanniques ...................... à gauche. (conduire)
6 Ils ne ...................... pas la France. (connaître)
7 Qu’est-ce que vous ...................... ? (dire)
8 Ils n’ ...................... pas souvent. (écrire)
9 Qu’est-ce qu’ils ...................... ? (faire)
10 Elles ...................... le petit déjeuner. (prendre)
11 Ils ...................... la maison. (peindre)
12 Ils ne ...................... pas venir demain. (pouvoir)
13 Combien ça ......................? (valoir)
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Be aware that you sometimes use the present tense in French where you might
use another tense in English.
Activity 7
Below is a series of questions and answers. Fill in the gaps in each answer using the same verb that
is used in the question. Note how the singular form of the verb (here the first person) differs from the
plural (here the vous form).
1 Vous espérez recevoir une réponse demain? – Oui, j’ ...................... bien.
2 Vous partez demain? – Oui, je ..................... à 5 h du matin.
3 Vous ne dormez pas bien? – Si, je ..................... très bien, merci.
4 Vous mourez de faim? – Non, mais je ..................... de soif!
5 Vous devez envoyer un télex? – Non, mais je ..................... téléphoner au bureau.
6 Vous suivez un cours d’espagnol? – Non, je ..................... un cours de français.
7 Vous vivez avec vos parents? – Non, je ..................... seul.
8 Vous apprenez l’allemand? – Non, j’..................... le français.
9 Vous recevez beaucoup de mails? – Oui, j’en ..................... énormément.
10 Vous faites beaucoup de sport? – Oui, j’en ..................... tous les jours.
Feedback to activities starts on page 14
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Extension
In Grammaire active (p. 28 in Elan) there is a useful reminder – rappel – of the
use of adjectives and further activities. Do Activity 2a. You will also find more
reading and listening practice in Au choix (p. 29) 1a, 2a, 2b and 2c which you
may like to do.
Activity 8
Translate the following sentences into English and explain why the present tense is used.
1 Je connais Pierre depuis 2 ans.
.......................................................................................................................................................
2 Le livre que je lis en ce moment est très intéressant.
.......................................................................................................................................................
3 Je vois Claire cet après-midi.
.......................................................................................................................................................
4 De 1978 à 1987, il est journaliste à la radio.
.......................................................................................................................................................
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Assignment
You should now complete Assignment 1 Parts A and B in your
Assignment Guide.
Self check
1 Fill in the gaps with the appropriate imperative form of the verbs given in
brackets.
1 (tu/se lever) Tu es encore couchée! ………………………….!
2 (vous/se dépêcher) Il est tard. ………………………….!
3 (tu/se reposer) Tu as l’air fatigué! ………………………….!
4 (tu/faire) Tu ne travailles pas assez, ………… un effort!
5 (tu/entrer) Après toi, ………………………….!
2 Complete the blanks using the present tense of the following verbs:
1 venir : nous ……………..; ils ……………..
2 lire : je ……………..; vous ……………..
3 dormir : elle ……………..; ils ……………..
4 ouvrir : tu ……………..; vous ……………..
5 connaître : il ……………..; vous ……………..
6 suivre : je ……………..; vous ……………..
7 faire : nous ……………..; vous ……………..
8 pouvoir : tu ……………..; ils ……………..
9 recevoir : je ……………..; ils ……………..
10 dire : vous ……………..; ils ……………..
You will find the feedback to self checks at the end of this topic.
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Summary
In this topic you have learnt to recognise common tenses and practised the
present and the imperative.
The key points are:
The present tense is used not only to express the present, but also the
future and historical accounts.
The present tense is also used for actions which started in the past but are
not yet completed.
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Activity 1
Future Present conditional Perfect Imperfect
je ne le ferai pas – je préférerais – j’ai vu – Tout le monde le faisait –
I will not do it I would prefer I have seen/I saw everybody was doing it
je ne pourrai pas – ça nous donnerait –
I won’t be able to it would give us
je resterai – nous résoudrions –
I will stay we would solve
nous voudrons –
we will want
Activity 2
ne restez pas – don’t stay, sortez – go out, baladez-vous – go out (lit. go for a
walk) and développez (develop).
Activity 3
1 Suis quelques règles.
2 Souviens-toi de leur prénom.
3 Evite de les critiquer.
4 Fais des compliments.
5 Ecoute l’autre.
6 N’hésite pas à lancer des invitations.
7 N’attends pas trop non plus.
Activity 4
Also : to be in store, to await, to expect – N’attendez pas trop non plus means
‘don’t expect too much either’.
Feedback to activities
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Activity 5
connaissance: a) (savoir) knowledge; b) (choses connues, science) – s knowledge,
e.g. approfondir ses connaissances to deepen one’s knowledge; c) (personne)
acquaintance, e.g. faire de nouvelles connaissances to make new acquaintances,
meet new people; d) (conscience, lucidité) consciousness, e.g. être sans
connaissance to be unconscious; e) (loc) à ma connaissance to my knowledge,
etc.
entretenir: 1vt a) (conserver en bon état) to maintain, see to the upkeep of, look
after; b) (faire vivre) to support, keep, maintain; c) (faire durer) to keep alive, keep
going, foster; d) to converse with, speak to; 2 s’entretenir vpr a) avec qn to
converse with, speak to sb; b) to support o.s.
Activity 6
1 mangeons (the ‘e’ is added to make the ‘g’ soft)
2 remplissent
3 viennent
4 buvez
5 conduisent
6 connaissent
7 dites
8 écrivent
9 font
10 prennent
11 peignent
12 peuvent
13 vaut
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Activity 7
1 espère (note the change in accent)
2 pars
3 dors
4 meurs
5 dois
6 suis
7 vis
8 apprends
9 reçois – note the cedilla ‘ç’ to keep the soft ‘s’ sound
10 fais
Activity 8
1 I have known Pierre for 2 years – the action started in the past but is not
completed, ‘I still know him’!
2 The book I am reading at the moment is very interesting – there is no present
continuous in French.
3 I’ll see Claire this afternoon or I am going to see her – in French you can use
the present to refer to the near future.
4 From 1978 to 1987 he was a radio presenter – the present is often used today
for historical events to make them more real or actual; this example comes
from the listening passage of Activity 2a and b on p. 15 in Elan: this listening
passage and the following two give an account of the lives of three famous
French people, all in the present tense.
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1 1 Lève-toi!
2 Dépêchez-vous!
3 Repose-toi!
4 fais
5 entre
2 1 venons, viennent
2 lis, lisez
3 dort, dorment
4 ouvres, ouvrez
5 connaît, connaissez
6 suis, suivez
7 faisons, faites
8 peux, peuvent
9 reçois, reçoivent
10 dites, disent
Feedback to self check
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Answers to Elan activités –
Passerelle and Unité 1
Introduction
Passerelle
pages 6–7
1 lA 2D 3B 4E 5C
pages 8–9
1 Agnes:
a J’habite à Nantes, au centre-ville.
b La ville est à la fois historique et moderne, jeune et vivante. On y
trouve beaucoup de choses à faire et à voir. C’est une région très
agréable, calme mais intéressante.
c Je vais aller à l’université ici et plus tard, j’espère travailler ici.
Jean-Louis:
a J’habite une ferme près d’une petite ville de Corrèze.
b C’est une région très rurale, sans industrie.
c Après avoir fait mes études agricoles à Limoges, je voudrais revenir
en Corrèze.
Hervé:
a J’habite à Lille, une grande ville du Nord.
b C’est une région très sympa, très dynamique avec beaucoup de choses
à faire.
c J’aimerais rester ici ou partir en Angleterre.
2 a J ‘habite à Mimet, au nord de Marseille, en Provence.
b Mimet est un village agréable et les paysages sont magnifiques.
Provence est la plus belle région de la France.
c Après avoir fait mes études à Paris, je voudrais revenir en Provence.
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Grammaire
A
B
a after another verb:
j’espère travailler – I’m hoping to work
j’aime ... me promener avec mes chiens, pêcher, travailler dans les champs –
I like … going for walks with my dogs, fishing, working in the fields
je veux y rester – I want to stay there/here
je vais partir faire des études – I’m going to go away to study
je voudrais reprendre la ferme de mes parents – I’d like to take over my
parents’ farm
je vais faire des études – I’m going to study
j ‘aimerais devenir prof et rester dans ma région, ou alors partir en Angleterre –
I’d like to become a teacher and stay in my home area, or go to England
b after a preposition:
beaucoup de choses à faire et à voir – lots of things to do and see
c’est pratique pour sortir – it’s handy for going out
pour faire la fête – to celebrate
c on its own:
vivre ici n’est pas facile – living here isn’t easy
Quitter la Corrèze? – Leave Corrèze?
sortir, se retrouver ... – going out, meeting up with each other ...
-er
travailler
se promener
pêcher
rester
quitter
se retrouver
-ir
voir
sortir
partir
devenir
-re
faire
vivre
reprendre
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pages 10–11
1a
1 18 000
2 4 000
3 130
4 210 000
5 1880
6 1946
7 1987
1b
lc 2d 3a 4b
1c
Possible answers:
a Deux marins anglais découvrent les îles polynésiennes au 18ème siècle,
la France annexe l’archipel en 1880 et il devient un TOM en 1946.
b Tahiti a l’image d’un paradis, mais la vie est difficile pour les Tahitiens à
cause du chômage et de l’économie pauvre.
c La Polynésie française se trouve dans le Pacifique à 18 000 kilomètres de
la France.
d La plupart des 210000 habitants de la Polynésie française se trouvent à
Tahiti.
2a
nom: Sammy Rotua
âge: 17 ans
domicile: Tiarei
nationalité: français, d’origine polynésienne
langues parlées: français, tahitien, anglais
famille: mère, un frère, deux soeurs
occupation: lycéen
passe-temps: le sport, le boogie
projets: devenir prof de sport et travailler à Hawaii
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21
Grammaire
A
B
1d 2f 3a 4b 5e 6c
C
Various answers are possible, e.g.
a 70% de la population est d’origine polynésienne.
b Je me lève très tôt le matin.
c Depuis 1987, le mouvement indépendantiste se développe.
d En 1880, la France annexe l’archipel.
e Je passe le bac l’année prochaine.
f La Polynésie française se trouve dans le Pacifique.
-er
se trouve
habite
parle
étudie
annexe
se développe
encouragent
m’appelle
habite
me lève
passe
me passionne
m’entraîne
travaille
adore
-ir
ont
devient
deviennent
a
ai
se voit
pars
-re
est
font
sont
suis
apprends
vis
vit
prends
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
pages 12–13
1a l’accordéon, le croissant, le téléphone portable
(Further details: the accordion and the croissant were both invented in
Austria, in 1829 and 1683 respectively; the first mobile phone call is
attributed to American engineer, Martin Cooper, in 1973)
2 1E 2D 3G 4F 5I 6B 7H 8C 9A
4 ingénieur (m) (-eur is typical masculine ending; name of profession)
l ‘époque (f) – (impossible to work out the gender from the text or the
ending)
accessoire (m) – (not a typical masculine ending, but agreement of essentiel
is masculine)
déchets (m) – (the adjective ménagers is masculine)
ouverture (f) – (typical feminine ending)
manèges (m) – (adjective réservés is masculine)
personnages (m) – (typical masculine ending)
appareil (m) – (cet and inventé are masculine)
coeur (m) – (du is masculine)
aliments (m) – (typical masculine ending)
armées (f) – (typical feminine ending; napoléoniennes is feminine)
bicyclette (f) – (typical feminine ending)
Grammaire
A
1 le lancement (masculine ending in -ment)
2 la consultation (feminine ending in -tion);
la messagerie instantanée (feminine ending in -rie)
3 la distribution, gratuite (feminine ending in -tion);
la sécurité, garantie (feminine ending in -té)
4 l’avantage principal (masculine ending in -age);
un réseau international (masculine ending in -eau)
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
23
pages 14–15
1a
1 Ségolène Royal
2 Nicolas Hulot
3 Mimi Mathy
4 Yannick Noah
5 Sophie Marceau
6 Zinédine Zidane
7 Jamel Debbouze
8 Diam’s
1b
l volontaire
2 beau, intelligent
3 déterminée, courageuse, drôle
4 sympa, généreux
5 belle, naturelle, sympathique
6 simple, honnête, sympa, généreux
7 bavard
8 énergique, courageuse
2a
1C 2E 3A 4F 5B 6D
2b
extra details: ses parents se séparent, son père meurt d’un cancer quand Nicolas a 15
ans et son frère se suicide quatre ans après; sa mère rêvait de le voir médecin ou avocat;
il fait ses premières émissions sur la moto, une de ses passions; de nombreux accidents
pour préparer l’émission ‘Ushuaïa’; il est le porte-parole préféré des Français pour les
questions d ‘environnement; plus de 500000 personnes signent le Pacte
3a
naît, grandit, perd, devient, encourage, participe, fait, obtient, reçoit, met
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
4
Nicolas Hulot:
Nicolas was born in Lille in 1955, the son of an explorer. He had a tragic
childhood, with family problems: his parents separated, his father died of cancer
when Nicolas was 15, and four years later his brother committed suicide.
First, he became a photo journalist, and in 1973 he began a life of travelling and
adventures in difficult and dangerous conditions. This was a far cry from his
mother’s dream of seeing her son become a doctor or a lawyer!
Then, from 1978 to 1987, he became a radio reporter: he shared his extreme
adventures with the public. His first broadcasts were about motorbikes, one of
his passions.
Then, from 1987 onwards, he presented one of France’s favourite programmes,
‘Ushuaïa’, about ultimate adventure and nature. Nicolas had a lot of accidents
producing this programme but nothing stopped him!
After this, in 1990, he set up the Nicolas Hulot Foundation for the discovery and
protection of the environment. Nicolas was France’s favourite spokesman on
environmental matters.
Finally, in 2006, his commitment to the environment led him to set up the
Ecological Pact, to bring environmental concerns into politics. More than
500000 people signed the Pact.
Jamel Debbouze:
He was born in Morocco in 1975 and grew up in Trappes, a dangerous suburb of
Paris. At the age of 13, he lost the use of his right arm after an accident. How did
this nobody from the suburbs, the handicapped son of immigrants, become one
of the most highly paid actors in France and a teenage idol?
In 1990, a teacher who was impressed by Jamel’s talent encouraged him to do
some improvisation on stage. Very soon, he was taking part in radio broadcasts,
and in 1999 he did his first one-man show on television.
He played bigger and bigger roles, in films like ‘Le Fabuleux Destin d’Amélie
Poulain’ and ‘Astérix et Obélix: Mission Cléopâtre’. In 2006, he received an award
for his film ‘Indigènes’ about the fate of North African soldiers during the
Second World War. Talkative, funny and provocative, Jamel uses his talent and
popularity to help underprivileged young people. A clown with a big heart!
5a
a née à Dakar, père militaire, part habiter en Martinique, s’installe en
France; quatrième de huit enfants, enfance difficile, père très strict
b jusqu’à 2007, un compagnon, François Hollande; pacsés mais pas mariés;
quatre enfants; maintenant séparés
c très bonne élève; étudie la politique dans une grande école; obtient un
diplôme d’avocat en 1994
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
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d 1978: membre du Parti socialiste; 1981: nommée conseillère du président
de la République; 1988: élue députée; 1992: ministre de l’environnement;
2007: candidate aux élections présidentielles, perd contre Nicolas Sarkozy
Compétences (1)
A
chaude: hot/warm/violent/dangerous
droit: right/straight
émissions: programmes/broadcasts/emissions
prix: prize/price/cost/award
sort: fate/spell
service: service/duty
page 16
2
Hello Amy, it’s Claire!
This is the first email I’ve written to you in a long time!
You know that I’ve been playing the violin since I was five years old? Well, now I
live in Paris and I’ve been studying at the Conservatoire for two years!
I play regularly in a string quartet. At the moment, we’re rehearsing to give a
new recital in a month’s time. And guess where? In London! I’ll be arriving on 5
October.
It will be the first time I’ve played abroad. It’s great!
I’ve been waiting for this moment for a long time!
Shall we meet up in London in a café?
4 a Je vais au cinéma une fois par semaine.
b Je vois ma copine/mon amie Katya demain.
c Nos devoirs sont finis. Qu’est-ce que nous faisons maintenant?
d Je connais Marie depuis janvier.
e Ils attendent leurs résultats d’examen depuis longtemps.
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
page 17
1a
A3 B2 C1
1b
1 Bretagne: mer, côte avec plages et ports, maisons bretonnes
2 Loire: jardin (de la France), eau, châteaux
3 Rhône-Alpes: montagnes, neige, chalets
Unité 1 En famille et entre amis
pages 18–19
3 a Oui, depuis trois ans.
b Elle a dix mois.
c Le père est ingénieur en informatique et la mère est prof d’anglais.
d Ils habitent un petit appartement près de Bordeaux.
e Oui.
f Laura passe ses journées à la crèche.
pages 20–21
2c
sous différentes formes – in different guises
son père étant décédé – as/because his father died
une famille monoparentale – a single-parent family
une famille nombreuse – a family with several children
le cadet – the youngest
ma demi-soeur – my half-sister/stepsister
une fête de famille – a family celebration
la vie de famille – family life
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
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3b
4
c, g, b, h, a, d, f, e
Grammaire
A
sentences a, b, f, g, h
B
sentence f
Grégory Olivier
appearance people criticise his clothes
and hair
Grégory’s clothes are
strange, his hair is too
long
school he does his best he thinks Grégory doesn’t
take it seriously
smoking/drinking he doesn’t smoke, he
drinks only two or three
beers at the weekend
he fears that Grégory
smokes and drinks too
much alcohol when he’s
with his friends
friends his friends are very nice likes most friends, worries
about one or two
solution his parents will have to
accept that he has his own
style
he would be able to calm
down if Grégory would try
harder at school
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
Compétences
A
1b 2a 3a 4a 5b
B
Suggested answers:
1 Je ne m’entends pas très bien avec mon frère.
2 Ma mère travaille beaucoup et je la vois rarement.
3 Je ne veux plus voir ma belle-mère/C’est bien si je ne vois pas ma belle-
mère trop souvent.
pages 22–23
1b
Yasmine – d, h
Raphaël – b, g
Hichim – a
Alice – e
Juliette – c, f
2
1 dix 8 téléphonait
2 moments 9 souvent
3 compris 10 garçons
4 problèmes 11 jaloux
5 écouter 12 voir
6 compassion 13 expliquer
7 amusant 14 comprend
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
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Grammaire
A
1 le/la
2 l’
3 des
C
1 J’adore les soirées DVD, mais je n’aime pas les sorties au match de foot.
2 Quand je téléphone avec des amis, je parle pendant des heures.
3 Tu as des problèmes avec tes parents?
Compétences
A
l une discussion, une querelle
2 une relation, un lien
3 en finir avec, mettre fin à des relations avec, ne pas rester en contact avec
4 l’antagonisme, la lutte, la dispute
5 adorer
6 avoir horreur de, abhorrer, haïr
7 donner des conseils à, recommander
pages 24–25
3a
Pour: Stéfane
Contre: Martin, Eloïse, Isabelle
3b
Martin: c, d
Eloïse: a, f
Stéfane: e
Isabelle: b
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
Grammaire
A
describe; agree; after; before
pages 26–27
1a
a 8,3 millions de femmes vivent seules en France.
b 21% des familles élèvent trois enfants.
c En moyenne, les femmes en France ont 1,73 enfants.
d Il y a en France 1,2 millions de familles monoparentales.
e Les hommes se marient autour de 29 ans.
2a
c, e, a, g, b, d, f
2b
a Les jeunes ont des enfants plus tard dans la vie.
b Etre mère peut être un handicap dans la carrière d’une femme.
c La France connaît une réelle crise du mariage avec un taux de divorce
record.
d Le PACS est un statut juridique pour les couples non-mariés.
e Dans les grandes villes françaises, les logements sont souvent chers
et étroits.
f Beaucoup de personnes choisissent de vivre seules pour profiter de leur
liberté.
g De nombreuses personnes vivent aujourd’hui loin de leurs parents.
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
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page 28
Grammaire Active
2a
a vital
b convaincantes
c solution cauchemardesque
d des disputes épouvantables
e miniscules
page 29
1a (optional)
a Benjamin
b Pierre
c Amanda
d Ses parents ont des idées différentes pour les vêtements, la musique, les
sorties et les loisirs.
e Non, il dit qu’il ne voit pas comment il pourrait s’entendre avec ses parents.
f Elle pense qu’ils sont trop stricts.
g Elle devrait passer son temps à faire ses devoirs et à étudier.
h Parce qu’elle veut aussi sortir avec ses amis, regarder la télévision et aller au
cinéma.
i Ils aiment des choses différentes, mais ils ne critiquent pas les choses qu’il
aime.
j Parce qu’il ne veut pas décevoir ses parents.
AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd
2a (optional)
2b (optional)
Oui, il dit qu’il adore être célibataire parce qu’il a un maximum de liberté.
2c (optional)
Il ne sait pas. Pour l’instant, il profite de sa liberté et après il verra.
emploi programmateur de jeux vidéo
heures de travail 8 h 50 à 18 h 00
repas prend le petit déjeuner en s’habillant, mange un repas
surgelé le soir
activités: le soir ordinateur, lecture
le samedi visite ses parents, cinéma
le dimanche VTT, tennis
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AS French I Topic 1 Famille et amis
© National Extension College Trust Ltd