Vis A Vis Beginning French Student Edition 5th Edition Ebook PDF

Vis u00e0 vis: Beginning French
(Student Edition) 5th Edition, (Ebook

PDF)
Visit to download the full and correct content document:
https://ebookmass.com/product/vis-a-vis-beginning-french-student-edition-5th-edition-
ebook-pdf/
amo86448_fm_i-xxii.indd Page iv 12/3/09 6:01:51 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY 10020. Copyright © 2011, 2008, 2004, 2000, 1996. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any
network or other electronic storage or transmission, or broadcast for distance learning.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 CCI/CCI 0
ISBN: 978-0-07-338644-7
MHID: 0-07-338644-8 (Student’s Edition)
ISBN: 978-0-07-730897-1
MHID: 0-07-730897-2 (Instructor’s Edition)
Vice president, Editorial: Michael Ryan

Editorial director: William R. Glass
Senior sponsoring editor: Katherine K. Crouch
Director of development: Susan Blatty
Development editor: Sylvie L. Waskiewicz
Executive marketing manager: Stacy Best Ruel
Marketing manager: Jorge Arbujas
Senior digital product manager: Allison Hawco
Editorial coordinator: Erin Blaze
Production editor: Brett Coker
Production service: Aaron Downey, Matrix Productions, Inc.
Copy editor: Peggy Potter
Design manager: Ashley Bedell
Cover designer: John Hamilton
Interior designer: Linda Robertson
Photo researcher: Judy Mason
Senior production supervisor: Tandra Jorgensen
Media project manager: Thomas Brierly
Composition: 10/12 New Aster by Aptara®, Inc.
Printing: 45# New Era Thin by Courier, Inc.
Cover image: © Fernand Ivaldi/Iconica/Getty Images
Credits: The credits section for this book begins on page C1 and is considered an extension of the copyright
page.
Library of Congress Cataloging-in-Publication Data
Amon, Evelyne.
Vis-à-vis: beginning French / Evelyne Amon, Judith Muyskens, Alice C. Omaggio Hadley.—5th ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-07-338644-7 (alk. paper)
ISBN-10: 0-07-338644-8 (alk. paper)
1. French language—Textbooks for foreign speakers—English. I. Muyskens, Judith A. II. Hadley, Alice
Omaggio, 1947– III. Title.
PC2129.E5A48 2010
448.29421—dc22
2009027475
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the
accuracy of the information presented at these sites.
www.mhhe.com
amo86448_fm_i-xxii.indd Page v 12/3/09 6:01:53 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Contents
L’Arc de Triomphe, à Paris, en France
Preface xvi
Bienvenue à Vis-à-vis 2
Les blogueurs 2
Les commentateurs 3
Les pays francophones 4
Bienvenue en France 5
Un coup d’œil sur Paris, en France 5
Portrait - Astérix 5
v
amo86448_fm_i-xxii.indd Page vi 12/3/09 6:02:02 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
CHAPITRE 1 CHAPITRE 2
Une nouvelle aventure 6 Nous, les étudiants 30
Leçon 1: Paroles Leçon 1: Paroles

Les bonnes manières 8 Les lieux 32
L’alphabet français; Les accents 10 Les matières 33
Les mots apparentés 11 Les pays et les nationalités 35
Les distractions 37
Leçon 2: Paroles
Les nombres de 0 à 60 12 Leçon 2: Structures
Quel jour sommes-nous? 14 1. Les articles définis 38
Quelle est la date d’aujourd’hui? 15 2. Les verbes réguliers en -er 41
Le blog de Léa Le blog de Léa

Un jour exceptionnel 18 Salut tout le monde! 46
Reportage Bisous! 19 Reportage Quartier latin: le quartier général
des étudiants 47
On est connectés 19
Leçon 3: Structures
1. Dans la salle de classe 20
3. Le verbe être 48
2. Les articles indéfinis et le genre des noms 21
4. La négation ne… pas 51
Leçon 4: Perspectives
Avant de lire Recognizing cognates 24
Avant de lire Predicting from context 53
Lecture Publicités 25
Lecture Étudier le français… à Québec,
Écriture 26
bien sûr! 54
Pour s’amuser 26
Écriture 55
La vie en chantant Louise Attaque, «See you
Pour s’amuser 55
later alligator» 27
La vie en chantant Daniel Lanois, «Jolie
Le vidéoblog de Léa 28 Louise» 56
Le vidéoblog de Léa 57
vi
amo86448_fm_i-xxii.indd Page vii 12/1/09 3:39:32 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Elles ont l’air chic! 60 À la maison 90

Quatre personnalités différentes 62 Christine, Michel et la voiture 92
Les vêtements et les couleurs 64 Deux chambres d’étudiants 94
Les amis d’Anne et de Céline 66
Leçon 2: Structures 1. Les articles indéfinis après ne… pas 96
1. Le verbe avoir 67 2. Les mots interrogatifs 98
2. Les adjectifs qualificatifs 70
Le blog de Léa
Le blog de Léa Chez moi 102
En jupe ou en pantalon? 74 Reportage Montréal: vivre en français 103
Reportage Dis-moi où tu t’habilles 75 On est connectés 103
Leçon 3: Structures 3. Les verbes en -ir 104
3. Les questions à réponse affirmative ou 4. La place de l’adjectif qualificatif 106
négative 76
4. Les prépositions à et de 79 Leçon 4: Perspectives
Avant de lire Predicting content from titles 110
Leçon 4: Perspectives Lecture La colocation 110
Avant de lire Gaining confidence in your reading
Écriture 112
skills 83
Pour s’amuser 112
Lecture La haute couture: Paris, capitale de la
mode 84 La vie en chantant Georges Brassens, «Le vieux
château» 113
Écriture 85
Pour s’amuser 85 Le vidéoblog de Léa 114
La vie en chantant Serge Gainsbourg, «Couleur
café» 86
Le vidéoblog de Léa 87
Bienvenue en Amérique du Nord 116
vii
amo86448_fm_i-xxii.indd Page viii 12/3/09 6:02:11 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
De génération en À table! 146
génération 118

Trois générations d’une famille 120 Les repas de la journée 148
Chez les Chabrier 122 Le verbe préférer 150
Quel temps fait-il? Les saisons et le temps 123 À table 152
Leçon 2: Structures Leçon 2: Structures

1. Les adjectifs possessifs 125 1. Les verbes prendre et boire 153
2. Le verbe aller et le futur proche 129 2. Les articles partitifs 156
Le blog d’Hassan Le blog d’Hassan

Un mariage franco-marocain 132 Miam-miam! 160
Reportage La famille au Maroc: une Reportage Les Français, ces mangeurs de
valeur sûre 133 grenouilles 161
On est connectés 133 On est connectés 161

3. Le verbe faire 134 3. L’impératif 162
4. Les verbes en -re 136 4. L’heure 164
Leçon 4: Perspectives Leçon 4: Perspectives

Avant de lire Identifying a pronoun’s Avant de lire Scanning 167
referent 138
Lecture Saveurs du monde francophone 168
Lecture Giverny: le petit paradis de Monet 139
Écriture 169
Écriture 141
Pour s’amuser 169
Pour s’amuser 141
La vie en chantant Amadou et Mariam,
La vie en chantant Carla Bruni, «Je suis une «Sénégal fast food» 170
enfant» 142
Le vidéoblog d’Hassan 171
viii
amo86448_fm_i-xxii.indd Page ix 12/1/09 3:39:36 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Les plaisirs de Vive les vacances! 200
la cuisine 174

Les magasins d’alimentation 176 En vacances 202
Au restaurant 177 Le verbe acheter 203
Les nombres supérieurs à 60 179 Au magasin de sports 204
Des années importantes 206
1. L’adjectif interrogatif quel 182 Leçon 2: Structures
2. Les adjectifs démonstratifs 184 1. Quelques verbes irréguliers en -ir 208
2. Le passé composé avec l’auxiliaire être 212
Le blog d’Hassan
Marché ou cybermarché? 186 Le blog d’Hassan
Reportage Comment voyager dans son Partir! 216
assiette? 187
Reportage France: le pays des grandes
On est connectés 187 vacances 217
3. Les verbes vouloir, pouvoir et devoir 188 Leçon 3: Structures
4. Le passé composé avec l’auxiliaire avoir 191 3. L’expression impersonnelle il faut 218
4. Les prépositions devant les noms de lieu 220
Avant de lire Using titles and visuals 195 Leçon 4: Perspectives
Lecture Les grandes occasions 195 Avant de lire Skimming for the gist 224
Écriture 196 Lecture Des vacances au Maroc 224
Pour s’amuser 197 Écriture 226
La vie en chantant Khaled, «Aïcha» 197 Pour s’amuser 226
Le vidéoblog d’Hassan 198 La vie en chantant Henri Salvador,

«Dans mon île» 227
Bienvenue en Afrique francophone 230
ix
amo86448_fm_i-xxii.indd Page x 12/1/09 3:39:38 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
En route! 232 Comment communiquez-

vous? 258

À l’aéroport 234 Les nouvelles technologies 260
À la gare 235 Les médias et la communication 261
En route! 237 Quelques verbes de communication 264
Les points cardinaux 238
Leçon 2: Structures 1. L’imparfait 266
1. Le verbe conduire 239 2. Les pronoms d’objet direct 270
2. Depuis et pendant 241
Le blog de Juliette
Le blog de Juliette Ordinateur, mon amour! 274
La Rolls du vélo 244 Reportage Jamais sans mon portable! 275
Reportage Étudiants: comment voyager On est connectés 275
moins cher? 245
3. L’accord du participe passé 276
Leçon 3: Structures 4. Les verbes voir, croire et recevoir 278
3. Les adverbes affirmatifs et négatifs 246
4. Les pronoms affirmatifs et négatifs 249 Leçon 4: Perspectives
Avant de lire Identifying a text’s logical
Leçon 4: Perspectives structure 281
Avant de lire Using knowledge of text type to Lecture Rencontres en ligne: rendez-vous avec
predict content 252 le bonheur 281
Lecture Légendes et héros du cyclisme 253 Écriture 283
Écriture 254 Pour s’amuser 283
Pour s’amuser 255 La vie en chantant Édith Piaf, «Non, je ne
regrette rien» 284
La vie en chantant Charles Trenet, «Route
nationale 7» 255 Le vidéoblog de Juliette 285
Le vidéoblog de Juliette 256
x
amo86448_fm_i-xxii.indd Page xi 12/3/09 6:02:14 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Vivre en ville 288 La passion pour

les arts 318

Une petite ville 290 Le patrimoine historique 320
Les arrondissements de Paris 292 Les œuvres d’art et de littérature 323
Les verbes suivre et vivre 325
1. Le passé composé et l’imparfait 294 Leçon 2: Structures
2. Les pronoms d’objet indirect 299 1. Les pronoms accentués 327
2. La place des pronoms personnels 330
Le blog de Juliette
«Ajoutez deux lettres à Paris: Le blog de Juliette
c’est le Paradis.» 302 Pour les amateurs d’art 334
Reportage Vivre en ville: Enfer ou Reportage Les musées parisiens 335
paradis? 303
3. Les verbes suivis de l’infinitif 336
3. Les verbes savoir et connaître 304
4. Les adverbes 339
4. Les pronoms y et en 307
Avant de lire Reading poetry 344
Avant de lire Using semantic mapping to identify
important ideas 312 Lecture «Déjeuner du matin» 345
Lecture Paris: ville hétérogène 312 Écriture 345

Pour s’amuser 314 La vie en chantant Zachary Richard,
«Dans mon rêve» 346
La vie en chantant Camille, «Paris» 314
Bienvenue en Europe francophone 350
xi
amo86448_fm_i-xxii.indd Page xii 12/3/09 6:02:16 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
La vie quotidienne 352 Sur le marché

du travail 376

L’amour et le mariage 354 Au travail 378
Le corps humain 355 À la banque 381
Les activités de la vie quotidienne 357 Le budget de Marc Convert 382
Le verbe ouvrir 383
1. Les verbes pronominaux (première Leçon 2: Structures
partie) 358
1. Le futur simple ( première partie) 384
2. Les verbes pronominaux (deuxième
2. Le futur simple (deuxième partie) 386
partie) 360
Le blog d’Hector Le blog d’Hector

Pas facile, la vie d’artiste! 390
Discipline! 364
Reportage Étudiants: la chasse aux stages
Reportage La Martinique au quotidien 365
et aux petits boulots 391

3. Les verbes pronominaux (troisième
3. Les pronoms relatifs 392
partie) 366
4. La comparaison de l’adjectif qualificatif 397
4. Les verbes pronominaux (quatrième
partie) 368
Leçon 4: Perspectives Avant de lire Using the dictionary 401
Avant de lire Paraphrasing 371 Lecture Des métiers pas ordinaires 402
Lecture Citations sur le thème de l’amour 371 Écriture 403
Pour s’amuser 373 La vie en chantant Zebda, «Chômage» 404
La vie en chantant Anaïs, «Mon cœur Le vidéoblog d’Hector 405
mon amour» 373
Le vidéoblog d’Hector 374
xii
amo86448_fm_i-xxii.indd Page xiii 12/1/09 3:39:44 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Les loisirs 408 Qu’en pensez-vous? 436

Quelques loisirs 410 L’environnement 438
Les verbes courir et rire 412 Les problèmes de la société moderne 440

1. Les pronoms interrogatifs 413 1. Le subjonctif ( première partie) 442
2. Le présent du conditionnel 417 2. Le subjonctif (deuxième partie) 448
Le blog d’Hector Le blog d’Hector

Le temps de vivre 422 Moi d’abord? 452
Reportage Étudier ou s’amuser? 423 Reportage La France multiculturelle 453
On est connectés 423 On est connectés 453

3. La comparaison de l’adverbe et du nom 424 3. Le subjonctif (troisième partie) 454
4. Les adjectifs et les pronoms indéfinis 427 4. Le subjonctif (quatrième partie) 457
Leçon 4: Perspectives Leçon 4: Perspectives

Avant de lire Reading journalistic texts 431 Avant de lire Inferring an author’s point
of view 460
Lecture Traversée de l’Atlantique en
solitaire 431 Lecture La Réclusion solitaire 461
Écriture 433 Écriture 462
Pour s’amuser 433 Pour s’amuser 462
La vie en chantant Sonia Dersion, «Tes La vie en chantant Tiken Jah Fakoly,
vacances avec moi» 433 «Le pays va mal» 463
Le vidéoblog d’Hector 434 Le vidéoblog d’Hector 464
Bienvenue dans les îles francophones 466
xiii
amo86448_fm_i-xxii.indd Page xiv 12/1/09 3:39:45 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
APPENDIXES
Appendix A: Glossary of Grammatical Terms A1
Appendix B: Verb Charts A6
Appendix C: Perfect Tenses A24

Le plus-que-parfait (The Pluperfect) A24
Le futur antérieur (The Future Perfect) A24
Le conditionnel passé (The Past Conditional) A25
Le subjonctif passé (The Past Subjunctive) A26
Appendix D: Le passé simple A27
Appendix E: Les pronoms A28

Les pronoms démonstratifs (Demonstrative Pronouns) A28
Les pronoms relatifs (Relative Pronouns) A29
Les pronoms possessifs (Possessive Pronouns) A30
Appendix F: Translations of Minidialogues A31
LEXIQUES
Lexique français–anglais V1
Lexique anglais–français V31
INDEX
Part I: Grammar I1
Part II: Topics I2
xiv
amo86448_fm_i-xxii.indd Page xv 12/3/09 6:02:19 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
About the Authors

Evelyne Amon studied at the Université de Paris-Sorbonne. She holds a
DEA in modern literature, a Master in French as a second language,
and a CAPES in modern literature. She has taught French language and
literature at the secondary and college levels, and for many years has
led a training seminar in Switzerland for professors on advances in
methodology and pedagogy. She has conducted several training sessions
in teaching French as a second language for teachers at the French
Institute Alliance Française (FIAF) in New York. As an author, she has
written many reference volumes, textbooks, and academic studies for
French publishers such as Larousse, Hatier, Magnard, Nathan, and
Bordas. She is the author of the McGraw-Hill French reader C’est la vie!
and has written for successive editions of Vis-à-vis. She lives in Paris
and New York.
Judith A. Muyskens, Ph.D., Ohio State University, is Provost and

Professor of French at Nebraska Wesleyan University in Lincoln,
Nebraska. She continues to visit French-speaking countries and teach
French language courses when time allows, especially first- and second-
year language classes. For many years, she taught courses in
methodology and French language and culture and supervised teaching
assistants at the University of Cincinnati. She has contributed to various
professional publications, including the Modern Language Journal,
Foreign Language Annals, and the ACTFL Foreign Language Education
Series. She is a coauthor of several other French textbooks, including
Rendez-vous: An Invitation to French and À vous d’écrire.
Alice C. Omaggio Hadley, Ph.D., Ohio State University, is a Professor

Emerita of French at the University of Illinois at Urbana-Champaign.
Before she retired in 2005, she was Director of Basic Language Instruction
in French for 25 years, supervising teaching assistants and teaching
courses in methodology. She is the author of a language teaching methods
text, Teaching Language in Context. She has also written articles for various
journals and contributed to other professional publications, has been a
coauthor of several other French textbooks, and has given numerous
workshops for teachers across the country.
xv
amo86448_fm_i-xxii.indd Page xvi 12/3/09 6:02:19 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Preface /Volumes
/Vol
/MHSF-N
ew/MHSF
150/MHS
F150-07
:49 PM f-469
8/09 1:50
dd Pag e 176 11/1
74-199.in
8_ch07_1
amo8644
CHA PIT RE 7 Leçon 1

ta tion
.) d’alimen
Les magasins (m n) à la
How do you engage your students while helping them build a solid
puis (the
langerie,
à la bou
d ( first) cherie.
t va d’abor n) à la bou
M Dupon et ensuite (the
me
rie,
foundation in introductory French?

foun
poissonne
*
aux pommes
une tarte
ttes (f.)
des bague
(m.)
éclairs du n
ts des des
chocolat poisso soles (f.)
ssands au
oi
s cr au
de .) ch
(m
The fifth edition of Vis-à-vis addresses this question through its unique
des (f.)
huîtres
campagne
un pain de
des (m.)
crabes
!
amo864
48_ch0
7_174-
199.in
dd Pag
integration
int g of contemporary culture with the building blocks of the
cez bien
e 182
10/12/
Pronon
four-skills
fou
ur approach. The proven qualities of Vis-à-vis are well known.
09 8:45:4
5 AM f-4
* 69
in ail
ivowel same
f)
ses (f.)
The sem el [j] the
des saucis
/Volum
the semivow first letter of
(f.) des es/MHS
Its easy-to-navigate chapter structure, clear grammar explanations,

des côtes F-New/
Pronounce un rôti f
ves (f.)
way yoyou pron
ounce the CHA PIT RE
, with the
sides of
7 de veau
de porc onserrves
conse
des sardi
f
f.)
nes ((f.)
MHSF15
0/MHSF
1150-07
you r t
tong
your pala
of yo
common
ue
word you
the English pressing against
te. Below
spellings
[j]: bien,
are the
of the soun
yeux, ma
of a
the sides
mos
illot*
word is also
t
d [j].
un filet de
bœuf
Leçon 2
du pâté de
campagne
du lait
des orange
s (f.)
à l’huile
de
la
sala
de des
œufs (m.)
abundance of practice activities, and diverse coverage of the
the end
The -il at
Th
pronoun
p
ced [j].
[j]: ail,
travail,
somme
il, vieil
rule is gen
til, MOTS UTIL
ES
de l’huile
( f.) oil Francophone world lay the groundwork for student success. But we
L’adjectif interr
ption to this ced [i]. AUTRES pasta
One exce es
-il is pron
oun des pât salami
a
all know that it takes more than this to truly engage students in
re the quille are garlic son a
food) un saucis n
whe ge, tran (m.)
, villa
ville, villa and the -ill is de l’ail a can (of salmon
du saumo
*mille,
exception
s to this rule une boî
te (de
ingve)
ogatif qu
pronounc
ed [il]. Askser
con About( f.)
vettes
shrimp
Choic el
llanguage learning.
des cre †
es ster
a lob
ard
un hom
He nri Lef èvr la pâtisser
ie,
e, res tau rat s bread, and la
Dan Bar eur à De au vil le
boulang
re one buy
erie, whe s beef and pou
ltry,
le le
tell, stores; la re one buy the artic
journalist separate la boucherie, whe. ion” with In both
also
e sam
*There are buy ries,
éric ucts is no “elis has a mute h.
DAN BAR past ain pork prod ns that there
buy,s inte , which
re one rro He from l’huître
TELwhe
L: Qu mea
elle where one , whi
erie est la is aspirate
chge
nri
S
So what does it take? McGraw-Hill recently researched the study
charcut hom princip this is different Lefèvre.
† ent in la ard
The hre Note how ale différence
homardcui).sin
HENRI la, le
(i.e. nou t.e traditionne
LEFÈVR thevell
h isesilen
cuisine? lle et
DAN BAR Less, sau
E:case
ces,
Et quelles mon ami, les sau
TELL:
h
habits of thousands of college students across the United States
HENRI
nte-seLEFÈVR
E: ize
J’aime bea sauces préparez-v ces.
176
cent soixa sauces traducoup préparer
itionnelles les
ous?
la sauce comme
bordelaise HSF150
-07
a
and discovered that students of world languages want to connect
DAN BAR blanc. et le beu MHS F150/M
TELL:
Quels vin rre es/MHS
F-New/
s achete /Volum
/V
HENRI votre res z-vous pou
LEFÈVR
E: J’ac
taurant? r
hète sur
rouges de tout des vins
on
o n a personal level with the cultures they encounter. Yet, integrating
f-469
6:10 AM
09 8:4
e 188
10/12/ vins bla Bourgo rg gne et
des
199.in
dd Pag Et vous? ncs d’Anjo
48_ch0
7_174- u.
amo864
1. Quel
cu
culture
ul into an already-packed language syllabus can be a challenge.
Leçon 3
est
2. Quelle votre plat favori?
boisson
3. Quelle préférez-v
cuisine ous?
préférez-v
ous?
7
CHA PIT RE
Forms of
Th
That’s
ha why we’ve designed the fifth edition of Vis-à-vis to include
quel
Quel (qu
and num
elle, que
ls, quelles
oir, inn
innovative
n features such as Le parler jeune, which highlights
Les oiverrbetesdevovoulir
quel in
ber with
the nou ) means
n it modifi which or what.
vocabulary, La vie en chantant, which has pre- and

exp
fait-il? It ressions such
con
contemporary
nt
It agrees
is used as Quelle es. You are alre in gender
already to heure est ady fam
mentioned obtain more pre
with inv pouv -il? and
ersion or or implied. Qu cise information Quel temps
esti
iliar wit
h
with est tion
ons with abo
Quel fro queliga
-ce Ob
and quel can ut a noun
Des
ingter?
Expressgoû
À quelle
vous dîn
ma ge Abi
ire, lity,
voulez-vou
heure est-
ce que
s
.
Which (Wh
at)
be forme
cheese wo
d either
post
post-listening
t activities for music available on an iTunes playlist, and
Le v vidéoblog de…, which introduces characters from around the
ez? you like uld
(At) what to try?
time do
Pro cop e* dinner? you eat
182 Le é? de café.
cent quatr : Tu veu
x du caf
ne peux
pas boire
men
e-vin
Fre
French-
en speaking world. These features integrate culturally relevant
je exa
MARIE -FRA NCE
gt-deux
: Non, me
rci, un
ntion. J’ai é, je vais être
CAROLE faire atte
Je dois
caf
bois du
ui. Si je amen.
aujourd’h se. jours d’ex
trop ner
veu lement les comme à
PATRIC
K: Je
bois du
Ça me don
Voltair e!
café seu
ne de l’inspirati
on,
exp res sions

ma
material
at into a wide variety of reading, writing, speaking, and
nouvelles
stituez les
Répétez
aux exp
ue et sub
le dialog vantes.
ressions
sui lis
listening
t activities.
1. café
vin → se † fati
gué(e)
→
x / nerveu
2. nerveu Bacchus→
amo864
48_ch07_1
74-199.i taire
Voltai
3. Pag
ndd
e 195 11/18/09
1:52:12
PM f-469
Un
U Leçon 4
n peu plu
s…
/Volume
s/MHSF
-New/MHSF
150/MHSF1
50-07 Foundations
Paris. Il a
t café de
st)
Le Procope. vieux (olde urs ouve
rt
est le plus reste toujo
The sixteen chapters of Vis-à-vis are each divided into four

Le Procope 1686 et Bankk)
portes en che (Left
la Rive gau ed )
ouvert ses
aujourd’
hui. Il est
situé sur
latin . Le café
a accueilli
(welcom
histo ire. De nos
CH AP ITR E 7
rtier de son
dans le Qua bres tout au long ire discutait
avec
célè où Volta seau.
des gens
lessons, easily identified through a color-coded tabbing system,

la table rot et Rous
Lecture
peut voir comme Dide qui ont une
jours, on eurs
libres pens dans votre
ville
d’autres
les endroits
Quels sont e?
ce historiqu e coffee.
Because
importan ce to serv the writer Volt
aire
Avant de
lire *In the
ury, Le
18th cent red a subversi
conside
ve
was the
e in Fran
first plac thinkers such
Procope beverage, only
free
of wine.
as
along with a central cultural spread. Vocabulary, grammar,
a
Using titl coffee was sume it. chus is
the god
ccultural material, and skill-building activities are grouped into

con
es and dared to l mythology, Bac
and titles vis In classica
(Chapitre uals. You have
†
many cas 4) to hel alread

huit y used
es,
you to ant visuals suchqu p you gt-
e-vingue ss the con lists (Chapitre
asatr
What kin
icip
photos, 188 ate the
and the
ds
cent
After you of information
major
photos,
photo cap themes of the
tions in
graphs,
tex
tent of
and diagra a text. In
ms also
the follow t. Look at the titl
2)
allow
distinct and regular lessons for ease of use. The building blocks
d
do ing readin e, the
of the Vis-à-vis program include:
hav
the conten e read through you think you g sel ect
might fi ion:
How we t adequately. If the text,
decide wh nd in
ll do no
text would the photos cor t, suggest a titl ether the this passage?
respond e that is title des
you like
to see illu to the tex more des cribes
Ça se fêt t? What cri
e! Quelle strated? other ide ptive.
• vocabulary, grammar, and culture that work together as

vous: vot s sont les as in the
re
occasion anniversaire, No plus grandes occ
s? Faite
s une list ël, le nouvel an? asions de l’année
e des pla Co
ts que vou mment célébrez- pour
Les gran
s mange
z.
vous ces
interactive units
des occasion
s • aan abundance of practice materials ranging from form-focused
E n Franc
famille
e, les jou
ou entre
rs de fêt
e sont l’oc À propos
tto communicative
typiques de la lect
amis. À casion de Les auteurs ure…
qui chaque se réunir 1 de Vis-à-vi
plus gourm varient parfois 2 fête, on
mange des en s ont écrit
ce texte.
andes 3 du selon les
calendri régions. plats
er franç Voici les
La fête ais. fêtes les
des Rois
P our la fêt
une galett
e des Ro
*
is, le 6 jan
• a balanced approach to teaching the four skills
qui trouv e. C’est vier, on
un gâteau ach
e la fève qui contie ète chez le pâtis
reine), 5
ou les am
et cette
dans son
personne
is boive
nt à leu
morceau
choisit sa
nt une fèv 4
de gâteau e. La per
sier
sonne
reine (ou est le roi (ou la
• cu
current video segments focusing on a “day in the life” of nine
r santé. 6 son roi).
Pâques 7 La famille
Francophone cities: Paris, New Orleans and Cajun Country, Quebec
Fr
P âques est
, bien sûr
City, Tunis, Dakar, Geneva, Brussels, Papeete, and Fort-de-France

Ci
l’on se ret , la fête
rouve en du choco
semble, lat
en famille . C’est aussi un
1
se… getti
ng together
6
health 7
Easter
2
sometimes 3 à l’église jour où
les plus… et à tab
où l’on man
ge bien 4 le. On
• a ccomplete program of print and digital materials that integrate

roi… king bean 5
*This Chr (or quee
n)
appearancistian holiday, Epi Une gale
U
e to the phany, also l tttte d
Gentiles des R
Rois
(in the form called Twelfth i
of the Thr Night,
ee Kings). commemorates
Christ’s
seamlessly with the core text.
sea
cenntt quatre
-vin
ing
ngtt-q
-quinze
1
19
95
xvi
amo86448_fm_i-xxii.indd Page xvii 12/3/09 6:02:59 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Innovation
The fifth edition of Vis-à-vis builds on the excitement of the successful
fourth edition with an expanded emphasis on contemporary language,
pronunciation, and the culture of the Francophone world. Students will
be intrigued by the unique presentation of cultural content that will
remind them of the websites they visit every day, such as blogs, online
news outlets, and social networking sites. In addition, students will
delight in the new pronunciation tips, mini-tutorials on French slang
(always a hit), and a robust suite of digital components, all conveniently
available in Centro, McGraw-Hill’s digital platform for World Languages
that brings together all the online resources of the Vis-à-vis program,
including the online version of the workbook, the video program, and
interactivities. New and updated features include the following:
• The Le blog de… section exposes students to contemporary language
and to the vast diversity of life and culture in the French-speaking world.
• Le parler jeune introduces students to contemporary vocabulary as it
is actually spoken by young people today.
• Prononcez bien! provides pronunciation tips to allow students to
practice difficult sounds and words and perfect their accents.
• Reportage readings explore cultural, social, and historical topics that umes/203
/Volum
/MHSF156
/foe8530
1/007338
5301/foe
85301_pa
gefiles
address current interests and technological advancements of the amo86448

_ch04_09
0-117.in
dd Page
110 10/7/09
12:49:21
PM f-46
9
twenty-first century.
CHA PITR E 4 Leçon 4
Lecture
Engagement Avant de
Predicting
lire
content
anticipa
by
s. The title
from title activating your
te content topics based on
ing
of a read
backgro
und kno
a title befo
already
n often
ing selectio wledge
re you read in
have info
rmation
helps you c. Brainstorm aus e you will
topi bec on.”
about a easier, ion. colocati
e reading prehens called “La house with
In order to more actively engage students in the material found in each

will mak can aid your com this section is or a
mind that read in a room disadvan- ,
you will renting ges and
The text w about the advanta n, as you
read
ady kno rt list of as a guide. The
at do you alre e a sho text .
Wh the
person?
Mak stionnaire ed appear in
chapter of the Vis-à-vis program, the Leçon 4: Perspectives spread of

another wing que tion ld
the follo items you men ations wou
tages. Use y of the wing situ ate?
man the follo sem
see how Which of a hou
ptable? avior from
ou inacce table beh INACCEPT
ABLE
unaccep
Acceptable r acceptable or
BLE
ACCEPTA
each chapter has been completely revised to make it more dynamic and
side u
you con u
organise
semate) u
ire (hou invité(e). u
colocata n’êtes pas
1. Votre ée; vous ire arriven
t
une soir e colocata ). u
to give instructors more flexibility in their lesson planning. This section, 3.

à l’impro
Le peti
s de votr
2. Les ami viste (unexpec
t ami / La
ire emm
petite
éna ge
tedly
ami e
chez vou
de
ge vos pro k)
votre
s.
visi ons
u
u
u
colocata ire man
which integrates the vocabulary, grammar, and themes of the first three colo cata (to coo u
4. Votre cuisiner
le aime u
mais il/el s donner
pour vou
s.
ire dém énage san
colocata ce).
5. Votre vis (without noti
leçons, now includes the following elements: de préa
tio n
La coloca
• Lecture readings that have been revised and include new headings as
ce
re… en Fran en
on est rare qui
À propos
de la lectu ted from Quo
adap om ène rare axons, la
colocati fille
This read
ing was
Un phén s anglo-s r le con
cept: une 1
En
magazin
e. nt aux pay à accepte les voisins. les
ontraireme a des difficultés trouble
nts pour
well as adjustments to length and content to help students navigate C France.

habite ave
On
c deux gar çon s, par exe
et le con
mple, ça
fort per
son nel son t importa
ces deux
valeurs
vie privée rise pas
plus, la on ne favo
is. La colocati
França
the text. culturelles

1
.
neighbors
• The Pour s’amuser feature contains jokes, puzzles, quotations, and amo86448
11
1 10
_ch04_09
10 centt dix
ccen
0-117.in
dd Page
111 11/10/09
9 7:03:12
PM f-46
9
other brief activities. /Volumes

/MHSF-Ne
w/MHSF15
0/MHSF1
SF150-04
• La vie en chantant includes links to the new iTunes playlist, brief

Un choix
parfois Leçon 4:
nécessai
E t pourtan 2
très rich
t,
généralem la colocation exis
ent les étu
re
te. Elle
Perspectiv
es CHA PITR E 4
dian concern
biographies of singers and musical groups, and pre- and post-listening

e et qui
stable et a des diffi ts, une populat e
bien rém cultés à ion pas
bonne solu unéré. 3 trou
tion pou La colocati ver un emploi
r des rais on est alor
ons économ s une
iques.
exercises for each song featured. Des sugge

colocati stions pour bie
on n vivre
en
P as toujours
quelques facile de
• Video activities in Le vidéoblog de… focus on vocabulary,

vivre en
suggestion colocati
• Les am s pour faci on! Voici
is. N’encou liter le pro
juste ava ragez pas cessus:
nt vos amis
• Les soir un examen. Pré à
ées. Écr sentez vos venir à l’improvist
commun ivez amis à votr e, surtout
comprehension, and cross-cultural comparisons. pour évit 4 les dates de vos

Voici un
e colocata petit
share). Est-ce appartement
colocata er de ma soirées sur ire. que vous à partager
ire à vos uvaises un calendr Pourquoi
/ Pourquoi aimez le déco (to
• Le pet soirées de sur prises. Inv ier pas? r?
it am temps en
personnes i / La petite am
itez votr
temps. e
ie. Si le
• La nou , la colocation n’es contrat
rriture. 5 t pas pou stipule deux
• Images have been added to appeal to today’s students who are

Achetez
pas les pro
visi la nourrit r trois ou quatre
• Le mé ons de l’au ure séparé personnes
nage. 6 Il tre. ment et !
dre. Il est y a des degrés ne ma ngez
nécessaire variables
et de par de parler de
tager 7 le de ce suje tolérance au dés
increasingly visual learners. 2

Et n’oublie
partage
yet 3bien…
z pas 8: le
travail.
un apparte dialogue et l’hu

ment! mour son
t avec votr
t essentie
e colocata
or-
ire
well paid 4 ls quand

avoid 5
Food 6 on
Housework 7
share 8
n’... don’t
forget
Compréh
ension
A. Pou
rqu oi? Exp
liquez pou
1. les es rquoi…
étud
autres gro iants choisissent
2. les Fra upes. la colocati
nçais son on plus
3. la colo t souvent
cation com lents (slow) à acc que les
B. Oui mence à epter la
ou non s’implan colo
ou décons ? Indiquez si ter en Fra cation.
eille les l’auteur nce.
compor du texte
1. Si le tements
suivants
conseille
(recomm
petit ami .
chez vou / la peti ends)
te amie
2. Désigne s, accueillez-le/la de votr
z une pers (welcome e colocataire emm
faire la onne pou him/her). énage
3. Parlez cuisine. r faire le
ménage
des problèm , une autr
4. N’invite es immédia e pour
5. La nou z pas votre colo tement.
rriture dan cata
s le frigo ire à vos soirées.
appartient
à (belongs
to) tout
le monde.
cent onze
111
xvii
amo86448_fm_i-xxii.indd Page xviii 12/3/09 6:03:17 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
es
5301_pagefil
3385301/foe8
/MHSF156/ foe85301/007
/Volumes/203
f-469
10/7/09 12:48:36 PM
dd Page 99
4_090-117.in
amo86448_ch0
Illustrated Walkthrough
amo86448_ch04_
090-117.indd
Page 113 11/9/09 7:29:29 PM f-469
/Volumes/MHSF-
New/MHSF150/MH
SF150-01
SF150
CHAPIT RE 4
La vie en chantant
Profil du music
Georges Brassen
ien: Georges Brass
s was a celebra
ens
ted
The Four Skills: Listening, Speaking, Reading, Writing
poet, composer,
and singer. He
born in the south was
of France in 1921.
A playlist of 16 songs has been created in iTunes to coordinate with the

He died in 1981
after a lifetime
performance and of
songwriting,
during which time
he was known
for writing pointed
PM f-469 /Volumes/203/MHSF156/foe85301/0073385301/foe85301_pagefiles
autobiographical
, sometimes
his great sense
his childhood.
songs that reveale
of humor. “Le vieux
château” is a popula
r song from
d
Vis-à-vis program and give students still more exposure to the vast
Avant d’écouter
Match the French
word with the transla
Paroles
est mort(e)
je guettais
died
diversity of music and culture in the Francophone world. These songs
are introduced in La vie en chantant, which includes brief biographies
tion. I was watching out
1. le château cerné de for
2. un chameau a. Middle Ages surrounded by
des corbeaux
3. la revanche b. ghost ravens
des carreaux
4. des œuvres c. mouse panes (window)
d. revenge la bougie
5. le Moyen Âge candle
of singers and musical groups as well as pre- and post-listening

e. castle se lave
6. un fantôme wash oneself
7. une souris f. camel aucun bruit
no noise
8. couronnés g. crowned sont nés
are born
h. works les cabinets
toilet
exercises and writing activities. Instructors can therefore instantly

le robinet
faucet
En écoutant
1. What sounds
does Brassens repeat?
repetition? What is the effect
engage students in the chapter theme or grammar structures while

2. Describe the of that
tone of the song:
Frightening? Is it serious? Fun
loving? Silly?
Après avoir écout

Write one paragra
Choose from the
é
ph describing an
following phrases
:
ideal castle.
simultaneously exposing them to authentic input and increasing their
cultural awareness.
C’est un vieux château
de souris. Il y a du Moyen Âge.
de gros rats. Il Il n’y a pas
corbeaux. Il y a n’y a pas de
de belles fenêtre
lampes. Il y a de s et beaucoup de
l’eau chaude et
Le salon est très froide
grand avec de belles du robinet.
grands tapis. Il chaises et de
y a des fantômes
sous les lits. Je à chaque étage
suis content(e) et
mes amis dans de passer l’été avec
mon vieux château
.
Un château idéal?
Prononcez bien! provides pronunciation

!
cent treize 113
tips to practice difficult sounds and Prononcez bien
words. These tips have also been The pronunciati
on of quand
recorded and are included in the Vis-à-vis which qu is often

Unlike English, in
in French, qu is
pronounced [kw],
audio program. In Chapitres 1–8, when generally pronou
nced [k], as in qu
e.
atr e,
learning proper pronunciation is so [k]: que, quan d, qu
que
Québec, physi
important, there are 2–3 marginal boxes
amo86448_ch04_090-117.indd Page 112 10/7/09 12:49:32 PM f-469 /Volumes/203/MHSF156/foe85301/0073385301/foe85301_pagefiles
ly whe n qu pre cedes oi is it

On
per chapter; in Chapitres 9–16, there are pronounced [kw]:
pourquoi.
d of quand is
1–2 marginal boxes per chapter. Each In liaison , the
pronounced [t].
Prononcez bien! includes 1 or 2 activities [t]: quand est-ce
que,
in the Instructor Edition annotations in quand on parle
order to expand student practice. These

un appart un appartement
un coloc un colocataire tips will improve oral proficiency and help
une piaule une chambre
un pieu / un un lit build confidence in beginning speakers.
plumard
un proprio un propriétaire
In Le parler jeune boxes, students are introduced to thematically
Mon appart est joli mais trop
petit! grouped, contemporary vocabulary to more actively engage them in
Ton coloc est un ami? the accompanying communicative activities as well as for general
Max loue une piaule au Quartier
latin. vocabulary development.
Le matin, impossible de sortir de
mon pieu!
Pour s’amuser offers jokes,
Ton proprio, il est sympa?
puzzles, or quotations related to Pour s’amuser
Le rébus
the chapter theme. This allows Work with a partner and use the lexique to solve the puzzle.
instructors to engage students

with a brief enjoyable activity if 1 1 1 1 1
time is of the essence.
Lecture readings have been

revised using a purposeful design and the inclusion of heads and sub-
heads to make them more user friendly and help guide students through
the text. In some cases, readings have been simplified or shortened, all
the while assuring that students are reading something that sounds
authentic in terms of the language. There is one new reading on
Morocco in Chapitre 8.
xviii
amo86448_fm_i-xxii.indd Page xix 12/3/09 6:03:58 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
The Fifth Skill: French and Francophone

Cultural Awareness
In the Vis-à-vis program, four units of four chapters each focus on a
different French or Francophone character and region.
In each unit, the Le blog de… sections are REPORTAGE
written by one of four Parisian characters Le blog de Léa Montréal: vivre en français
Parler français, dans une ambiance française, mais sur le
with different Francophone backgrounds. Chez moi

mercredi 25 mai
continent américain, est-ce-que c’est possible? Bien sûr!
Il y a près de chez vous un territoire francophone. C’est la

province de Québec, au Canada. Dans cette région, le
Following the blogs are commentaries by Chers amis du blog, j’ai un problème.
J’ai 19 ans et j’habite encore avec maman et papa. Ils

français est la langue officielle des administrations, du
travail, du commerce et des communications.
Combien de membres représente cette communauté? Six

trouvent ça normal. Pas moi.
other French speakers from all over the world.

millions de personnes. Très actives et passionnément
Habiter un petit «chez moi», c’est mon rêve.1 Juste un francophiles, elles désirent protéger leur héritage culturel
studio ou une simple chambre de bonne avec un lit, une francophone.
armoire et une douche. Comme Juliette.
Étudiante américaine, Deborah étudie le français à
Through these personal “online” journals, m Un petit «chez moi»: une chambre de bonne m Montréal est la ville des contrastes: Les
Voilà mon idéal: une petite chambre sous les toits,2 à côté l’université de Montréal pour devenir professeur. Tous les demeures (residences) anciennes du Vieux-Montréal et
de la fac. jours, elle lit1 Le journal de Montréal ou La presse. À la d’autres quartiers montréalais s’opposent aux grands
immeubles ultra modernes d’autres secteurs de la ville.
télévision, elle regarde des programmes français proposés
Mais ce n’est pas facile de trouver un logement à Paris, spécialement au par le Réseau de l’Information2 (RDI).
students are exposed to contemporary Quartier latin. Je cherche, je regarde les petites annonces3… Rien.4
Quand est-ce que je vais trouver?

3
Elle aime se promener dans les rues tranquilles de la vieille ville. «J’ai l’impression d’être en Europe», dit-elle.
On comprend4 pourquoi: Montréal a été fondé5 par les Français en 1642.6 Ses origines sont évidentes dans
son architecture, dans les noms des rues, dans le Vieux-Port. Mais surtout,7 à Montréal, on attache une
language and to the vast diversity of life and

Hassan me conseille la colocation:5 il a peut-être raison… importance essentielle à la beauté de l’environnement et à la qualité de vie. Exactement comme à Paris, à
Léa Rome ou à Madrid.
1. Regardez la carte au début du livre. Où est la province de Québec? la ville de
culture in France, Belgium, Switzerland, COMMENTAIRES
Alexis
Montréal?
2. Pourquoi est-ce qu’on parle français à Montréal?
3. Pourquoi Deborah aime-t-elle particulièrement Montréal?
Salut Léa 4. Sur la photo, quels détails suggèrent que Montréal est une ville francophone?
Canada, Louisiana, North and West Africa, Au Québec, comme aux États-Unis, les étudiants n’habitent pas chez leurs parents.
Ils ont une chambre à l’université. Déménage!6 Tu es une adulte, après tout.
Mamadou
On est connectés To learn more about student housing in Paris, use the links or keywords and search engines
the French Antilles, and Tahiti. Follow-up Moi aussi, Léa, pour étudier en France, j’ai déménagé à Paris. Ma famille
habite toujours au Sénégal.
Charlotte
provided at the Vis-à-vis Online Learning Center (www.mhhe.com/visavis5).
questions are provided in the Instructor

Pourquoi déménager? On est bien chez ses parents…
Poema
Ton copain Hassan n’a pas tort: la colocation, c’est une solution intéressante.
Propose à tes parents! D’ailleurs,7 à côté de chez moi, il y a une chambre à
Edition annotations. louer. Elle a l’air pas mal. C’est une colocation. Regarde l’annonce sur Internet:
«Étudiante d’origine québécoise cherche colocataire. Propose jolie chambre de
12 m2 8 dans bel appartement. Immeuble avec concierge. Au 5e étage9 sans
ascenseur.10 500 euros/mois, charges comprises.11
1
dream 2sous… on the top floor (lit. under the roof) 3petites… classified advertisements 4Nothing 5me… is 1 2 3 4 5 6 7
advising me to get a roommate 6Move out! 7Moreover 812 mètres carrés 5 12 square meters 5 approx. reads Réseau… Information Network se… to walk understands a… was founded mille six cent quarante-deux especially
129 sq. ft. 9cinquième… 5 5th floor 10sans… without elevator 11included
102 cent deux cent trois 103
amo86448_ch04_090-117.indd Page 116 11/10/09 7:43:38 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-01amo86448_ch04_090-117.indd Page 117 11/20/09 5:07:32 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-11
The Bienvenue cultural spreads that introduce

the textbook and follow Chapitres 4, 8, 12, Bienvenue… en Amérique du Nord
and 16, encourage students to learn more LA LOUISIANE
Un coup d’œil sur La Nouvelle-Orléans et
le pays des Cadiens,1 en Louisiane
Un coup d’œil sur Québec, au Canada
E st-ce que vous aimez faire du ski1? Avez-vous envie de faire du
magasinage,2 ou est-ce que vous préférez visiter les musées? Venez
Q
about France or the region targeted in the
uand on parle de la Louisiane, on pense souvent à La Nouvelle voir la ville de Québec, la capitale de la province de Québec, et l’une LE CANADA
La Nouvelle-
Orléans Orléans et au Mardi Gras. Et c’est vrai, il y a des traces françaises des seules3 villes fortifiées en Amérique du Nord. Les Québécois sont
dans l’architecture, la cuisine, les noms et les traditions de La Nouvelle toujours très fiers de leur héritage francophone et, pour environ4 80 %
Orléans. Mais à l’extérieur de cette grande ville, il y a toute une autre des Québécois, le français est leur langue maternelle. e.
culture francophone à découvrir—le pays des Cadiens. Au
cultu
preceding four chapters. These readings and

Dans le Vieux-Québec, il y a beaucoup de
sud--ouest de la ville, vous pouvez2 explorer les bayous et parler magasins chic et de bons restaurants. Visitez le musée
frannçais avec les habitants des communautés de nom français, de la Civilisation, qui propose des expositions sur
com mme LaRose et Belle Rivière. Si vous continuez plus vers le l’histoire et la culture contemporaine du Québec. Su ur
norrd-ouest, vous allez traverser le Bassin de l’Atchafalaya, un la terrasse Dufferin, derrière le château Frontenac,
their accompanying video segments focus on

graand marais3 entre Bâton Rouge et Lafayette. Si vous avez vous pouvez écouter des musiciens québécois
le ttemps, allez à Henderson pour faire une visite guidée de pendant l’été5 ou faire des glissades6 pendant l’hiver.7
l’A
Atchafalaya en bateau—vous allez peut-être y voir des Chaque février pendant le carnaval de Québec, on
coocodrils!4 Si vous avez faim, goûtez du boudin* ou des célèbre les plaisirs de l’hiver avec des feux d’artifice,8
éccrevisses.5 On mange bien en Louisiane!
France, North America, North and West Africa,

de la musique et une grande compétition de
Qui sont les Cadiens? Ce sont les descendants des Acadiens, sculptures sur neige9!
un peuple d’origine française, exilés du Canada par les Anglais
en 1755. Alors, beaucoup d’Acadiens s’installent en Louisiane,
1
qui est un territoire francophone. Ce qu’on appelle «cadien»
q faire… go skiing 2faire… go shopping (Quebec expression)
French-speaking Europe, and the islands of

3
only 4approximately 5pendant… during the summerr 6faire… go
aujourd’hui est vraiment un mélange6 de cultures. La musique,
a tobogganing 7winterr 8feux… fireworks 9sculptures… snow sculptures
la cuisine et même la langue cadiennes sont influencées par
L célèbre
Le élèb C Café
fé d
du M
Monde
d à LLa les Créoles les Espagnols, les Amérindiens7 et d’autres groupes ethniques
Créoles, le
Nouvelle-Orléans en Louisiane. La Louisiane française, c’est un véritable gombo!
Samuel de
PORTRAIT
Tahiti and Martinique. A brief portrait of an

L’hiver d
L’hi dans lle Vi
Vieux-Québec
Q éb
Champlain (c. 15671–16352)
1 2 3 4 5 6 7
Cajuns can swamp alligators (Cajun) crawfish mixture Native Americans
PORTRAIT Feufollet† G
rand géographe et explorateur français, Samuel
de Champlain explore, entre 16033 et 1633,4 les
important figure from each of these places is L a musique et la danse cadiennes sont populaires partout dans le monde,
surtout là où on parle français. La Bande Feufollet est un groupe de
jeunes musiciens de Louisiane qui jouent de la musique traditionnelle
régions du fleuve5 Saint-Laurent, l’Acadie (appelée6
aujourd’hui la Nouvelle-Écosse et le Nouveau-
Brunswick) et le Québec. Champlain devient7 l’ami des Amérindiens
avec une saveur1 originale. Ils découvrent la musique cadienne quand ils Hurons et des Algonquins, qui lui font découvrir8 leur pays. Il fonde
also included in this section. In the fifth sont encore à l’école primaire, lors2 d’un programme d’immersion française
où ils étudient les maths, les sciences et même l’éducation physique en
français. Avec leurs parents, ils vont aux Festivals Acadiens et Créoles où
la ville de Québec en 1608.9
1
mille cinq cent soixante-sept 2mille six cent trente-cinq 3mille six cent trois 4mille six cent trente-
ils entendent de la musique traditionnelle. Bientôt ils commencent à jouer trois 5riverr 6called 7becomes 8qui… who help him discoverr 9mille six cent huit
edition, to complement these readings, four et à chanter en français comme leurs ancêtres. Aujourd’hui, ces jeunes
adultes jouent leur musique en Louisiane, en France, au Canada—et aux
Festivals Acadiens et Créoles! Les musiciens de Feufollet trouvent qu’il
est important de comprendre et de parler la langue qu’ils chantent. Ils
new video segments featuring footage from

s’amusent, ils gagnent de l’argent et ils préservent leur héritage.
LLa Bande
B d Feufollet
F f ll t 1
flavor 2
during
*Boudin is a spicy sausage made of rice, ground pork, onions, and other seasonings. It is sold widely
Louisiana, Tunisia, Switzerland, and Tahiti

in local grocery stores as a quick snack or meal. The traditional blood sausage that the French call
boudin also exists in Louisiana, where it is known as boudin rouge.
†
In southwestern Louisiana, the feu follet refers to a shining light seen over the swamps at night. Folk Watch the Bienvenue en Amérique
tales came up with many different meanings for these lights, such as the souls of babies who had died du Nord video segments to learn
without being baptized. more about Cajun Country and
116 cent seize Quebec.

cent dix-sept 117
were added to the existing video program.
amo86448_ch04_090-117.indd Page 91 11/10/09 7:03:02 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-04
Finally, each chapter opens with a beautiful

photograph that sets the chapter theme and
represents Paris or one of the French
CHAPITRE
4
Dans ce chapitre…
regions. Cultural notes on the city or region À la maison 8

À… At home OBJECTIFS COMMUNICATIFS
c locating people and objects
presented in the photo, as well as questions

Les dossiers de Léa c expressing the absence of something
c getting information
c Mes photos
c expressing actions
c Des appartements de luxe
about the image presented, are provided in c Un petit «chez moi»

c describing people, places, and things
Léa c De vieilles maisons à Montréal
PAROLES (Leçon 1)
Un petit «chez moi»: une
the Instructor Edition annotations.

c Les prépositions de lieu chambre de bonne
c L’ameublement
STRUCTURES (Leçons 2 et 3)
c Les articles indéfinis après ne… pas
c Les mots interrogatifs
c Les verbes en -ir
c La place de l’adjectif qualificatif
CULTURE
De vieilles maisons à
c Le blog de Léa: Chez moi Montréal
c Reportage: Montréal: vivre en français
c Lecture: La colocation (Leçon 4)
MULTIMÉDIA
www.mhcentro.com
DVD Online
O Learning Center
www.mhhe.com/visavis5
w
Online Workbook/Lab Manual
Des appartements de luxe dans le septième arrondissement
91
xix
amo86448_fm_i-xxii.indd Page xx 12/1/09 3:42:48 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Media and Print Supplements

As a full-service publisher of quality educational products, McGraw-Hill does
much more than just sell textbooks to your students; we create and publish
an extensive array of print, video, and digital supplements to support
instruction on your campus. Orders of new (versus used) textbooks help us
to defray the cost of developing such supplements, which is substantial.
Please consult your local McGraw-Hill representative to learn about the
availability of the supplements that accompany Vis-à-vis: Beginning French.
For Students
• The combined Workbook/Laboratory Manual contains a variety of
exercises on vocabulary, grammar, and culture; a guided writing
section as well as a journal writing feature; and complete listening
and pronunciation programs.
• Centro (www.mhcentro.com), a digital platform that brings together all
the online and media resources of the Vis-à-vis program, is available to
all those who purchase the Quia Online Workbook/Laboratory Manual,
the interactive version of the printed product that includes instant feed-
back, interactivities, and automatic grading and scoring.
• The Audio Program, available on audio CD, correlates with the
Workbook/Laboratory Manual. The audio recording of the Prononcez
bien! feature boxes and the chapter vocabulary from the textbook is
also included on a separate audio CD.
• The Student Edition of the Vis-à-vis Online Learning Center
(www.mhhe.com/visavis5) contains the following features:
—self-correcting quizzes for each vocabulary presentation and structure
point in every chapter
—links, keywords, and search engines for the On est connectés
feature referenced in the textbook
—audio files for the complete Audio Program
For the Instructor

• The Instructor’s Edition of the text includes teaching tips, suggestions
for vocabulary recycling, and additional cultural information.
• The Instructor’s Manual, which is available in downloadable Word or
PDF versions, offers more detailed teaching suggestions, sample lesson
plans, and videoscripts.
• The Testing Program, which is available in downloadable Word or PDF
versions, consists of three sets of tests for each chapter of Vis-à-vis, as
well as quarter and semester exams.
• The Instructor’s Edition of the Vis-à-vis Online Learning Center
(www.mhhe.com/visavis5) contains the same features as the Student
Edition as well as the Testing Program, Instructor’s Manual,
Audioscript, and Digital Transparencies. A username and password
can be obtained from your McGraw-Hill sales representative.
• The Video Program is available on DVD and in Centro.
xx
amo86448_fm_i-xxii.indd Page xxi 12/3/09 7:59:44 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
Acknowledgments
The authors wish to acknowledge the team at McGraw-Hill for their continuing support and enthusiasm:
Sylvie L. Waskiewicz, Susan Blatty, Katie Crouch, William R. Glass, Brett Coker, Ashley Bedell, Stacy Ruel, and
Jorge Arbujas.
The authors and the publisher would like to express their gratitude to the following instructors across the
country whose valuable suggestions contributed to the preparation of this new edition. The appearance of their
names in this list does not necessarily constitute their endorsement of the text or its methodology.
Baruch College—The City Tulane University

University of New York (CUNY)
Debra Popkin
Boise State University

“ I personally enjoy the
readings, blogs, and
cultural notes, along
Alexandra Reuber
University of California, Davis

Kristen Kennedy Terry
Gabrielle Applequist with the videos, to show
University of Central Florida
Broward College students how real Lalnunmawii Fanai,
Celia M. Roberts learning French is. MariaGrazia Spina, Charlotte
College of San Mateo

Marilyn Carter
—David R. Long, Houston
Community College ” Trinquet
University of Connecticut
Valérie Saugera
Montgomery College University of Nebraska at
“ Grammar explanations
are clear and simple,
easy to follow.
Kately Demougeot
New Mexico State University

Omaha
Juliette Parnell
The University of Texas at San

—Debra Popkin, Baruch
”
College—The City University of
New York (CUNY)
Claude Fouillade, Jacques
M. Laroche
Oklahoma State University

Antonio
Joanna McKinnis
John Howland, Frédérique Wichita State University

Knottnerus Gail Burkett
Green River Community College Saint Cloud State University Worcester State College
Gretchen Marie Buet María Gloria Melgarejo Judy Jeon-Chapman
Houston Community College San Joaquin Delta College

Mary Clarkson, David R. Long Peggy Rocha
Johns Hopkins University

Pascale De Souza
San José State University
Jean-Luc Desalvo
“ The blog videos are an
original addition.
Students dig them.
Louisiana State University
Cathy R. Luquette
Texas Christian University
Dr. Marie M. Schein of Connecticut ”
—Valérie Saugera, University
xxi
amo86448_fm_i-xxii.indd Page xxii 12/3/09 6:05:20 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-FM
ue
riq
iphé Aéroport Roissy
PARIS pé r Charles de Gaulle
en
Cité des Sciences
d
var
La Villette
St-Ou
Av N
ule
.d 18
amo86448_map_001-004.indd Page 1
Bo
Montmartre
re
Cl
nd
ich
Av. de
La Défense
la
y
eF
19 O E
Bd
Sacré-
ed
Moulin ès
Bd Barbès
Coeur Jaur
Ru
Rouge Jean
M
Ave 17 de la Chapelle Av.
ale
Bd S
12/4/09
s
nue de C e t Bd
am
he
Cha lich Bd dchouar
y he
rb
r les
agr
de Roc
es
Gau tte Buttes-
lle Faye
Rue
Chaumont
rtin
a
de W
Gare L
Parc
Ma
Av.
de C
-
Gare Saint- 9 du Nord
Gra Av. d Monceau lle
lich
e
Lazare Gare levi
y
nde e la Rue
Rue d’Amsterdam
Arm de l’Est de Bel
Bd
er it
ée Pl. Charles
Canal St
Haussm
ann Rue
r gu
Rue du
Arc de Triomphe de Gaulle 8 10
rg
Faubourg Poissonnière
Opéra Garnier M Bd
Ma
bou
Av.
e
Av. es ns ontmar t
des Place de la Bd d t a lie re Po Bd u Fau ple
I is d m
yale
go
Cha Concorde sonn
ière
Rein
Mar
mp Rue du Te
Place de la
Boulevard
Hu
3:15:48 PM f-469
mp s-É
Av. de
2 20
. Ro
or
ol
t lysé
République
M
R
cha i c s
ceau
ng
én
.V
i
Lo Av. d
l
e Av Pl. de l’Alma
st op
e la R
d betta
l’Opé
Forum 1 épub
llée Jardin des Gam
ra
a
Bd mon
lique
A des Halles Centre Bd Av.
Séba
Tuileries 3
de tan
Pompidou Cimetière du
de l
e
t
Bois de 16 Le Louvre Fra R Père-Lachaise

Trocadéro
nue
nc
Bd d
d
Sein
Boulogne e Ru
Av.
es Vo
u e s- B
ed
Ave
périphérique
eR ou lt a
11
Ph
7 Musée
Bd
Tour ivol Hôtel rge
i ois
ir e
Eiffel d’Orsay de Ville
.- Au
St-
Champ Ger Place des 4
gus
Invalides mai
n Église St-Germain- Vosges
de Mars
te
Notre- Place de la Bastille
et
des-Prés Ru
Bd R
Dame
ine
e du
uch
Bd
6
Se
Faub
e s Bd S Opéra ourg
v r t- Germain Place de la
aspail
Bastille St-Antoine
Bd S
de G
rene Sè Sorbonne Nation
Institut du
hel
lle
d e Jardin du
Stade
les
la monde arabe id t
Roland- ile Zo e Luxembourg Panthéon B d D ero A
ail
-Mic
Av. Ém Ru
rs
v. D
Garros Ru Bd Gare 5 au
Ve
Jardin des
aint
ed du
Mo Quartier Gare de Lyon me
de
el n Plantes sn
.
aC 15 d
tpa latin d’Austerlitz il 12
Bd S
Parc des r Tour
Av
on r a rna
l
ven u gi Gare s se
Princes tio e a
V Montparnasse Montparnasse B d
pita
n ed de
Ru Por Palais
’Hô
Bd t Ro
Q
yal Omnisports
Av. d
Vic
ua
de l
t or
Go
id
e
Bd
u Ma
des
Parc des Bois de

Be
Versailles 14 Bibliothèque
Av. belins
rc
Vincennes
ine
y
Expositions nationale
Place d’Italie de France
Rue de la Santé
Bd
Lefèb Rue 13
vre d’Alésia
iac
an Rue de Tolb
. Je n
Av. d
Av ouli Parc
M Montsouris na
Boule sse
’Itali
Ma
e
vard Se
Bd ine
périp
0 0.5 1.0 milles hériq
ue Cité internationale
universitaire de Paris Aéroport d’Orly Marne
0 0.5 1.0 kilomètres
/Volumes/MHSF-New/MHSF150/MHSF150-MAP
amo86448_map_001-004.indd Page 2 12/4/09 3:15:49 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-MAP
Amsterdam
L’ANGLETERRE f LA MER
LES PAYS-BAS m
Londres DU NORD
la
Tamise
L’ALLEMAGNE f
Dunkerque
Boulogne Calais LA BELGIQUE
LA MANCHE Lille Bruxelles
NORD-PAS-
se
DE CALAIS eu
Guernesey Cherbourg Dieppe la M
Les Îles Amiens
Anglo-Normandes Le Havre la Seine
Jersey Rouen PICARDIE LE LUXEMBOURG
HAUTE- Luxembourg
Caen NORMANDIE
Brest BASSE- Reims
la Verdun
NORMANDIE Paris M
Versailles ÎLE-DE-
arn
BRETAGNE LORRAINE
Chartres FRANCE ine
la Mose
Nancy ALSACE
Rennes la Se Strasbourg
PAYS DE CHAMPAGNE-
GES f
le Rh
LA LOIRE ARDENNE
Orléans
lle
e
nub
VO S E S
Angers le Da
i
Blois
n
L
N la Loire
Nantes CENTRE
W Tours BOURGOGNE FRANCHE-
E
Bourges Dijon COMTÉ
S la Besançon
Poitiers Lo
ire Berne
RA
ne
la Saô
JU
La Rochelle Lausanne LA SUISSE
LE
POITOU- Vichy le Lac Léman
L’O C É A N m CHARENTES Limoges
Genève
AT L A N T I Q U E LIMOUSIN Clermont- h ô ne
Ferrand le R MONT BLANC
Giro
AUVERGNE Lyon 4808m LE VAL

D’AOSTE
nde
RHÔNE-ALPES
Bordeaux la Dor St-Étienne S
dogne Grenoble L E E Sf
la G LE MASSIF L P le Pô
a A
ône
ron
AQUITAINE CENTRAL L’ITALIE f

le Rh
e
n
MIDI- PROVENCE-
Bayonne PYRÉNÉES Avignon ALPES-
Pau Toulouse Nîmes CÔTE d’AZUR
Arles Nice
LE Montpellier Aix-en- MONACO m
S P Carcassonne Provence Cannes
l'Ebr Y
o RÉ LANGUEDOC- Marseille St-Tropez
NÉ
L'ESPAGNE f ES f
ROUSSILLON
Perpignan
L’ANDORRE f
Altitude LA MER la Corse

LA FRANCE Mètres
3050
Feet
10000 MÉDITERRANÉE Ajaccio
1525 5000
0 50 100 150 MILLES
610 2000
0 50 100 150 200 250 KILOMÈTRES 305 1000
152,5 500
m = masculin f = féminin 0 0
Le français est Présence importante de

langue officielle ou la langue française, sans
administrative statut particulier
0 250 500 milles

f
L’EUROPE 0 250 500 kilomètres
Le français est la langue maternelle

majoritaire et/ou officielle.
Le français est langue officielle ou

administrative.
Présence importante de la langue

L’ISLANDE f
Reykjavik
française, sans statut particulier
m = masculin f = féminin
LA SUÈDE
LA FINLANDE
LA NORVÈGE
Helsinki
Oslo St-Pétersbourg
Stockholm
Tallinn
L’ÉCOSSE f L’ESTONIE f
UE
L ’ IRLANDE f DU NORD Moscou
L A M E R
IQ
LT
LE ROYAUME-UNI D U N O R D Riga LA RUSSIE
BA
LA LETTONIE
LE DANEMARK
L’IRLANDE f
ER
Dublin Copenhague LA LITUANIE
M
LES PAYS-BAS m LA LA RUSSIE Vilnius
Kaliningrad
LE PAYS DE GALLES Minsk
L’ANGLETERRE f
Londres Amsterdam Berlin LA BIÉLORUSSIE
LA POLOGNE
Varsovie
LA BELGIQUE
Bruxelles L’ALLEMAGNE f
Kiev
L’ O C É A N m Paris Luxembourg
Prague
A T L A N T I Q U E LE LUXEMBOURG LA RÉPUBLIQUE L’UKRAINE f
TCHÈQUE
LA SLOVAQUIE
LE LIECHTENSTEIN Vienne
Bratislava
Berne LA MOLDAVIE
LA FRANCE Lausanne L’AUTRICHE f Budapest Chisinau
LA SUISSE
Genève LA HONGRIE
LA SLOVÉNIE LA ROUMANIE
Ljubljana Zagreb
le Val d’Aoste LA CROATIE
Belgrade Bucarest
LA BOSNIE-
LA
LA
HERZÉGOVINE
LE PORTUGAL SERBIE
M
Andorre-la-Vieille MONACO m Sarajevo LA MER

ER
Madrid L’ANDORRE f L’ITALIE f LE MONTÉNÉGRO

NOIRE
AD
Lisbonne La Corse Sofia

Rome Podgorica LA BULGARIE
RI
Ajaccio T
f Skopje
A
L’ESPAGNE IQ
UE Tirana LA MACÉDOINE Istanbul
L’ALBANIE f
LA TURQUIE
LA M
LA GRÈCE
L A M E R M É D I T E R R A N É E
ER
Athènes
ÉG
ÉE
L’ A F R I Q U E f
LE MAROC LA
L’ALGÉRIE f TUNISIE La Crète
L’ E U R O P E f
L A M E R
Tanger Alger Tunis
Rabat Fès Ouahran LA TUNISIE LA SYRIE
Casablanca
M É D I T E R R A N É E L’ A S I E f
Marrakech Tripoli
Les Canaries f LE LIBAN
(Espagne) LE MAROC
Le Caire
L’ALGÉRIE f
El Aiun
LE SAHARA LA LIBYE
LA
OCCIDENTAL
L’ÉGYPTE f
M
ER
RO
LA MAURITANIE
U
Nouakchott
GE
LE MALI
Tombouctou
LE SÉNÉGAL LE NIGER
Dakar LE TCHAD L’ÉRYTHRÉE f
Banjul LA GAMBIE Khartoum Asmara
LE BURKINA Niamey
Bissau Bamako FASO
Ouagadougou N’Djaména LE SOUDAN
LA GUINÉE DJIBOUTI m
LA GUINÉE- Conakry LE BÉNIN LE NIGÉRIA Djibouti
BISSAU Freetown L’ÉTHIOPIE f
LA CÔTE Abuja
D’IVOIRE Porto Novo Addis-Abéba
LA SIERRA Monrovia Lomé
LEONE Accra Lagos LA RÉPUBLIQUE
IE
LE LIBÉRIA
LE CAMEROUN CENTRAFRICAINE
AL
Abidjan
M
Yamoussoukro LE TOGO Yaoundé Bangui SO
LE GHANA LA
LA GUINÉE L’OUGANDAm
GO
Bata
ÉQUATORIALE LE KENYA Muqdisho
N
l ’ équ ateu r m Kampala

CO
Libreville LE RWANDA
LE GABON
LE
Kigali Nairobi
LA RÉPUBLIQUE
Brazzaville Bujumbura
DÉMOCRATIQUE les Seychelles f
Kinshasa LE BURUNDI
DU CONGO L’ O C É A N m
L’ O C É A N m Dar es-Salaam
I N D I E N
LA TANZANIE
Luanda
A T L A N T I Q U E
LE MALAWI les Comores f
L’ANGOLAm
Lilongwe
LA ZAMBIE Mayotte (Fr.)
Lusaka Nacala
Harare UE
IQ
MADAGASCARm
B
M
LE ZIMBABWE
A
LA NAMIBIE Antananarivo
OZ
l’Île f Maurice
LE M
f Windhoek
L’AFRIQUE LE BOTSWANA
Gaborone
La Réunion (Fr.)
Le français est la langue maternelle Pretoria Mbabane

Maputo
majoritaire et/ou officielle. Johannesburg
LE SWAZILAND
Le français est langue officielle ou Bloemfontein LE LESOTHO
Maseru
administrative. f
L’AFRIQUE DU SUD
Présence importante de la langue française,
Le Cap
sans statut particulier
0 250 500 milles
Îles ou le français est langue officielle et/ou
0 250 500 kilomètres
maternelle
Minorité francophone dans le pays
Fr. Lié à la France administrativement

(Le français est la langue officielle.)
amo86448_bep_005-007.indd Page 5 12/4/09 3:14:30 PM f-469 /Volumes/MHSF-New/MHSF150/MHSF150-BEP
L' O C É A N m
LES AMÉRIQUES f
A R C T I Q U E
LE GROENLAND
administrative.
L’ALASKA m Présence importante de la langue
française, sans statut particulier
Minorité francophone dans la région
LE YUKON Fr. Lié à la France administrativement

LE NUNAVUT
LES TERRITOIRES m
DU NORD-OUEST
L E C ANADA LA BAIE
D’HUDS ON TERRE-NEUVE f
LA COLOMBIE- L' O C É A N m
BRITANNIQUE LE MANITOBA
L’ALBERTALAf LE A T L A N T I Q U E
LES MON
SASKATCHEWAN QUÉBEC
f St-Pierre-et-Miquelon (Fr.)
L’ A M É R I Q U E le fleuve St-Laurent
L’ONTARIO m
L’ÎLE f DU PRINCE-ÉDOUARD
TA G N
Québec
D U N O R D Montréal LA NOUVELLE-ÉCOSSE
ES
LE NOUVEAU-BRUNSWICK
f ROCHEUSES
LA NOUVELLE-ANGLETERRE
LES ANTILLES f FRANÇAISES

L ES ÉTAT S - U N I S m
LA GUADELOUPE
(Fr.)
Pointe-à-Pitre
LA LOUISIANE
LA DOMINIQUE
Baton Rouge
La Nouvelle-Orléans Roseau
LA MARTINIQUE
Fort-de- (Fr.)
LE MEXIQUE France
HAÏTI m
Cap-Haïtien LES ANTILLES f FRANÇAISES
L' O C É A N m
Port-au-Prince
PA C I F I Q U E L A M E R
LE GUYANA
D E S C A R A Ï B E S
L’ A M É R I Q U Ef LE SURINAME
C E N T R A L E LE VENEZUELA Cayenne
LA COLOMBIE LA GUYANE
FRANÇAISE
( F r. )
0 250 500 milles
L’ A M É R I Q U E f
0 250 500 kilomètres
1500 2000 Miles
D U S U D
2000 2500
L E G RO EN L A N D
L’O C É A N m
LE CANADA
ATLANTIQUE
LE QUÉBEC
L’ A M É R I Q U E f
St-Pierre-et-
D U N O R D Miquelon (Fr.)
L’ÎLE f DU PRINCE-ÉDOUARD
LA NOUVELLE-ÉCOSSE
L’ O C É A N m L E S É TAT S - U N I S m LE NOUVEAU-BRUNSWICK
LA NOUVELLE-ANGLETERRE
PA C I F I Q U E LA LOUISIANE
HAÏTI m
LES ANTILLES f FRANÇAISES
la Guadeloupe (Fr.)
la Martinique (Fr.)
LA GUYANE
Clipperton m (Fr.) FRANÇAISE (Fr.)
les Îles f Marquises L’ A M É R I Q U E f

f
Wallis-et-Futuna (Fr.)
LA POLYNÉSIE FRANÇAISE (Fr.) D U S U D
Vanuatu m les Îles f Tuamotu
f
Tahiti
la Nouvelle-Calédonie (Fr.)


administrative.
Présence importante de la langue française,

sans statut particulier
Îles ou le français est langue officielle et/ou

maternelle
Minorité francophone dans la région
Fr. Lié à la France administrativement
LA BELGIQUE
LE LUXEMBOURG L’ A S I E f
LA
FRANCE
L’ E U R O P Ef
LA SUISSE
MONACO
LE SAHARA
OCCIDENTAL LA TUNISIE LA SYRIE
LE LIBAN
LE MAROC
L’ALGÉRIE f
L’ÉGYPTE f
LA LE L’ A F R I Q U E f LE LAOS LE VIETNAM
MAURITANIE MALI LE NIGER LE
LE BURKINA TCHAD
DJIBOUTI m Pondichéry
FASO
LE CAMBODGE
UN
LE LA RÉPUBLIQUE
O
SÉNÉGAL ER CENTRAFRICAINE
LA GUINÉE C AM
LE LE LA
BÉNIN
LA CÔTE
D’IVOIRE
RÉPUBLIQUE les Comores f
LA GUINÉE DÉMO-
LE TOGO ÉQUATORIALE
LE RWANDA
CRATIQUE
LE GABON DU CONGO LE BURUNDI les Seychelles f
LE CONGO
Mayotte f (Fr.) L’ O C É A N m
L’ANGOLAm I N D I E N
MADAGASCAR f l’Île f Maurice
La Réunion (Fr.)
L’A U S T R A L I E f
m
L’ O C É A N
A T L A N T I Q U E
la Nouvelle Amsterdam et St-Paul
TERRES AUSTRALES ET ANTARCTIQUES FRANÇAISES (Fr.)
l’Archipel Kerguelen f
l’Archipel Crozet f
Vis-à-vis
Bienvenue à Vis-à-vis
W elcome to Vis-à-vis and to the French-speaking world, la franco-
phonie. In the blog sections between Leçons 2 and 3 in each
chapter, you will read the blogs created by four Parisians—Léa, Hassan,
Juliette, and Hector—with different Francophone backgrounds. You will
also have the opportunity to read the commentaries of other French
speakers on their blogs and to watch the videoblogs that they have posted
on their sites. The cartes d’identité* and short biographies of these four
blogueurs are presented below.
LLes blogueurs
C
Chapitres 1–4 feature the blog of Léa Bouchard.
Léa Bouchard, 19 (dix-neuf ) ans,3 étudiante en 1ère
L
((première) année4 de Lettres à la faculté de Paris IV
Sorbonne. Elle réside avec sa famille, dans un
S
appartement du 6e arrondissement.
a
Sa personnalité: romantique, immature, gracieuse.
S
C
Chapitres 5–8 feature the blog of Hassan Zem.
Hassan Zem, 28 (vingt-huit) ans, jeune patron6 d’un
H
rrestaurant marocain du Quartier latin à Paris. Il
occupe un loft du quartier Oberkampf, avec son
o
7
c
copain, Abdel.
Sa personnalité: charmeur, délicat, généreux.
S
1
sixième (arrondissement) 5 6th district of Paris 2un mètre soixante-cinq 5 5 feet 5 inches 3
years old
4 ère
1 … 5 1st yearr 5un mètre soixante-dix-neuf 5 5 feet 10½ inches 6ownerr 7friend
*The carte d’identité is an official national identity card. In addition to the photograph
and signature of the cardholderr (titulaire), it includes such information as date of birth
(né[e] le…), gender (sexe), and height (taille). The card is not obligatory for French citi-
zens, but it is free, and is the preferred card for identification purposes.
2 deux
Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

Vis A Vis Beginning French Student Edition 5th Edition Ebook PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Vis A Vis Beginning French Student Edition 5th Edition Ebook PDF

Uploaded by

Copyright:

Available Formats

Vis u00e0 vis: Beginning French

(Student Edition) 5th Edition, (Ebook

This book is printed on acid-free paper.

Vice president, Editorial: Michael Ryan

Library of Congress Cataloging-in-Publication Data

L’Arc de Triomphe, à Paris, en France

Les pays francophones 4

Leçon 1: Paroles Leçon 1: Paroles

Le blog de Léa Le blog de Léa

Leçon 1: Paroles Leçon 1: Paroles

Bienvenue en Amérique du Nord 116

Leçon 1: Paroles Leçon 1: Paroles

Leçon 2: Structures Leçon 2: Structures

Le blog d’Hassan Le blog d’Hassan

Leçon 3: Structures Leçon 3: Structures

Leçon 4: Perspectives Leçon 4: Perspectives

Leçon 1: Paroles Leçon 1: Paroles

Le vidéoblog d’Hassan 198 La vie en chantant Henri Salvador,

Le vidéoblog d’Hassan 228

Bienvenue en Afrique francophone 230

En route! 232 Comment communiquez-

Leçon 1: Paroles Leçon 1: Paroles

Vivre en ville 288 La passion pour

Leçon 1: Paroles Leçon 1: Paroles

Lecture Paris: ville hétérogène 312 Écriture 345

Écriture 314 Pour s’amuser 346

Bienvenue en Europe francophone 350

La vie quotidienne 352 Sur le marché

Leçon 1: Paroles Leçon 1: Paroles

Le blog d’Hector Le blog d’Hector

Leçon 3: Structures Leçon 3: Structures

Le vidéoblog d’Hector 374

Les loisirs 408 Qu’en pensez-vous? 436

Leçon 1: Paroles Leçon 1: Paroles

Leçon 2: Structures Leçon 2: Structures

Le blog d’Hector Le blog d’Hector

Leçon 3: Structures Leçon 3: Structures

Leçon 4: Perspectives Leçon 4: Perspectives

Le vidéoblog d’Hector 434 Le vidéoblog d’Hector 464

Bienvenue dans les îles francophones 466

Appendix A: Glossary of Grammatical Terms A1

Appendix B: Verb Charts A6

Appendix C: Perfect Tenses A24

Appendix D: Le passé simple A27

Appendix E: Les pronoms A28

Appendix F: Translations of Minidialogues A31

About the Authors

Judith A. Muyskens, Ph.D., Ohio State University, is Provost and

Alice C. Omaggio Hadley, Ph.D., Ohio State University, is a Professor

CHA PIT RE 7 Leçon 1

foundation in introductory French?

Its easy-to-navigate chapter structure, clear grammar explanations,

vocabulary, La vie en chantant, which has pre- and

exp res sions

The sixteen chapters of Vis-à-vis are each divided into four

lessons, easily identiﬁed through a color-coded tabbing system,

ccultural material, and skill-building activities are grouped into

many cas 4) to hel alread

• vocabulary, grammar, and culture that work together as

City, Tunis, Dakar, Geneva, Brussels, Papeete, and Fort-de-France

• a ccomplete program of print and digital materials that integrate

address current interests and technological advancements of the amo86448

In order to more actively engage students in the material found in each