DÉFI 1 ÉNONCÉS DU LIVRE DE L'ÉLÈVE

Dossier de découverte Mes mots

pp. 14-18 Choose five words which are

important for you. Look up
Salut ! the translation in French and write them.

What words are used to greet people in the Mon panier de lexique
languages that you know?
Which words or phrases from these pages
Look at the photos and listen to the dialogues. Which do you want to remember?
photo corresponds to each dialogue? Write them down and share them with the class.

Listen again? What words to greet people can you Le chemin d'encouragement
hear?
Listen and repeat these words of encouragement
Comment tu t'appelles ? using the same intonation.

Look at the pictures and listen. Which situation Introduce yourself like in the photo. Your classmates
is formal? Which situation is informal? Find the encourage you.
differences.
01 Portrait-robot
Fill in the table with the help of the previous pictures.
DAS VERB S'APPELER p. 21
Je Nous nous appelons Avant de lire
Tu Vous vous appelez 1. Paris is…? What words do you associate with Paris?
Il / Elle / On s'appelle Ils / Elles s'appellent
Lire, comprendre et réagir
! You must include the subject personal pronoun (je, tu,
2. Look at the document. Circle the words mentioned
il/elle/on, nous, vous, ils/elles) before a verb. in the previous activity. Complete the alphabet of
Paris with your own words.
Walk around the classroom and 3. Choose four places that you want to discover.
introduce yourself to your classmates.
Écouter, comprendre et réagir
LES PRONOMS SUJETS LES PRONOMS TONIQUES 4. Listen to the pronunciation of the letters of the
je moi alphabet and repeat.
tu toi 5. Circle the letters which are pronounced differently
il / elle / on lui / elle (&) in your language.
nous nous
vous vous 6. Listen to the sound postcards and associate them
ils / elles eux / elles with the pictures.
Mon panier de lexique
7. What words on these pages do you want to
Link the phrases to the photos.
remember? Write them.
Guide de survie en classe de FLE
p. 23
Listen and read. What phrases do the students use? Lire, comprendre et réagir
What phrases do the teachers use?
1. Look at the Paris underground map. How many lines
Bienvenue dans la francophonie ! are there?
Link the photos to the countries. Search for the 2. Answer the questions.
answers if necessary.
3. Which line do you take to visit…
Circle what you would like to taste, visit or discover.

Look at the map of Francophonie on pages 162-163.

In small groups, find Belgium, Benin, Côte d’Ivoire,
France, Morocco, Canada (Québec), Senegal and
Switzerland.

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 ÉNONCÉS DU LIVRE DE L'ÉLÈVE DÉFI 1

Travailler la langue SPELLING

4. Complete the table using the document. • To indicate the presence of a letter,
DEFINITE ARTICLES we say avec un (+ letter)
MASCULINE FEMININE E.g. : Dinon avec un n
• To indicate the absence of a letter,
SINGULAR métro la ligne we say sans (+ letter)
PLURAL les mots lignes E.g. : Dinon sans t
• To indicate the presence of a double letter,
WORKBOOK PAGE 6 EXERCISES 7, 8
we say deux or avec deux (+ letters)
Écouter , comprendre et réagir E.g. : Perri avec deux r
5. Listen and repeat the numbers. e can be written:
• e: without accent
6. Listen and repeat the series of numbers. • é: e acute accent
7. Listen. Which line is it? • è: e grave accent
• ê: e circumflex accent
Produire et interagir
To give an e-mail address:
8. Say a number from 1 to 20. One classmate says the .com point com
number before. Another classmate says the number - tiret
after. _ tiret (du) bas
@ arobase
9. Look at the gestures to say the numbers in France.
Write the numbers in letters. WORKBOOK P 6 — EXERCISES 1, 2, 3, 4, 5, 6

10. In small groups, everyone writes a secret four-digit

code. Use the gestures from the previous activity to 6. Complete the table using the document.
help your classmates to guess your code.
ORDINAL ADJECTIVES
11. Two by two, complete the two magic squares. The
total of each line is equal to 10. Check your results in Ordinal adjectives are used to classify. They are formed by
small groups. adding -ième to the numbers.
E.g. : cinquième, sixième,
S. 24
! The ordinal of un is premier.
Lire, comprendre et réagir ! We write cinquième, neuvième.
1. Look at this document. What is it about? What ! The final e of the numbers disappears in ordinals.
information does this document give? E.g. : quatre ¼ quatrième
E.g. : seize ¼
2. In your opinion, what does it mean: 1 pizza achetée =
WORKBOOK P 7 — EXERCISES 13, 14, 15
2 pizzas emportées?
Écouter, comprendre et réagir
Écouter, comprendre et réagir
3. Listen to the two phone calls and fill in the order
7. Listen to these three dialogues and write the e-mail
forms
addresses.
4. Draw the two delivery routes on the map. Are these
deliveries free? Produire et interagir
8. Make a list of the students in the class: say your
S. 25
surname, your first name, then spell them out.
Travailler la langue 9. Say your e-mail addresses, spell them if necessary,
5. Choose a word in the document and spell it out to a and add them to the list of the students in the class.
classmate using the table.
10. In your language, are there letters which do not exist
in French? Are there any specific features (double
letters, accents…)?
11. Look at this map of Paris and the map of the districts
in the document. Say the famous places in each
district, using the Internet if necessary.

9
DÉFI 1 ÉNONCÉS DU LIVRE DE L'ÉLÈVE

DÉFI 01 Create a Self-portrait in Figures 8. A classmate from the group presents your ages using
You are going to make a presentation sheet with the table.
surprising or interesting figures about you. THE VERB AVOIR
Choose surprising or interesting figures about you. J' ai
Write them using a dictionary. Tu as
Illustrate the figures of your self-portrait with Il / Elle / On a
drawings or photos. Nous avons
Present your sheet. Vous avez
Ils / Elles ont
p. 27 WORKBOOK P 10 — EXERCISES 27 , 28

Avant de lire
Produire et interagir
1. Fill in the form without reading the document.
9. In your opinion, how old is a young person? And an
Lire, comprendre et réagir elderly person?
2. Read the chart and check your answers from the 10. Choose a celebrity. Two by two, guess their age, then
previous activity. check on the Internet.
3. Associate the words with the graphics. 11. Draw your lifeline (real or ideal).
4. What information do you know about your country? 12. What information do you want to know about the
person next to you? Tick the boxes, then they fill in
Écouter , comprendre et réagir the form.
5. Four students talk about their country. Listen to
p. 30
them and fill in the table.
Avant de lire
Mon panier de lexique
1. In your country, are these jobs traditionally male or
What words are useful to present a country? Write
female?
them.
p. 31
p. 28
Lire, comprendre et réagir
Avant de lire
2. Read the article. In France, what jobs are above all
1. Look at the illustrations. In your opinion, what does
female? And above all male?
the article talk about?
3. What is your job? In your country, is it a male or
2. In your opinion, is France a country of young or of
female job?
elderly people?
Travailler la langue
p. 29
4. Fill in the table using the article.
Lire, comprendre et réagir
JOB NAMES IN THE FEMININE
3. Look at the age pyramid and read the first paragraph
of the article. Then check your answer from the • In general, the feminine is formed with the masculine
previous question. + e.
E.g. : Il est enseignant ¼ Elle est
4. What about your country? Is it a country of young or • When the masculine ends with an e, the feminine has
of elderly people? the same form.
5. Look at the chart La ligne de vie des Français. Look E.g. : Il est secrétaire ¼ Elle est
in the text for the sentences which correspond to the ! Some feminines have a special formation.
three stages (first child, marriage, death). (i)er ¼ (i)ère
E.g. : Il est infirmier ¼ Elle est
Travailler la langue ien ¼ ienne
6. Fill in the missing numbers in letters, using the E.g. : Il est pharmacien ¼ Elle est
eur ¼ euse
document and the table from page 23.
E.g. : Il est vendeur ¼ Elle est
7. In small groups, ask each other your age. teur ¼ trice
E.g. : Il est conducteur ¼ Elle est
WORKBOOK P 9 — EXERCISES 24 AND 26

10
 ÉNONCÉS DU LIVRE DE L'ÉLÈVE DÉFI 1

5. Fill in the table using the photo captions. Écouter , comprendre et réagir
THE VERB ÊTRE 5. Listen to the testimonies of three participants in the
Je suis Zinneke Parade and fill in their identity profile.
Tu es
Mon panier de lexique
Il / Elle / On
Nous sommes What words about festivities do you want to remember?
Vous êtes Write them.
Ils / Elles
p. 36
WORKBOOK P 10 — EXERCISES 27, 28
Lire, comprendre et réagir
Écouter , comprendre et réagir 1. In small groups, answer the questions of the quiz.
6. Six people say their age and their job. Listen and
Écouter , comprendre et réagir
write them down.
2. Martine, French, and Christian, Belgian, answer the
Produire et interagir first four questions of the quiz. In groups, listen and
7. Form two teams. One person from your team mimes check your answers. Then search on the Internet to
a job. The other team guesses the job. answer the other questions.

8. Write the job of each person in the class on the p. 37

board. Which jobs are most represented?
Travailler la langue
9. In small groups, introduce yourself using the labels.
3. Read the quiz and link the question word to its
Then, another person introduces him or herself and
meaning.
repeats your information.
4. Complete the table using the quiz.
Regarder , comprendre et réagir
QUESTION WORDS
Find the video and the activities on
espacevirtuel.emdl.fr. The question words qui, que / quoi, combien, où,
DÉFI 02 Create a Country Portrait quand, comment are used to ask a question.
You are going to make a portrait of your country or of QUESTION WORD + VERB + SUBJECT
another country. E.g. : Qui est l'auteur de Tintin ?

In small groups, have a brainstorming session using

the labels.
Look for illustrations or draw. ! Quoi is placed at the end of a question sentence.
Present your portrait to the class. E.g. :
! When speaking, we often use the structure:
p. 32
QUESTION WORD + SUBJECT + VERB
Mes mots E.g. : Où il est ?

1. Write all the French words that you have learnt in To ask a question which is answered with “yes” or “no”,
the alphabet. we often use the structure:
EST-CE QUE + SENTENCE
2. One letter is missing in the drawing. Which one? E.g. : Est-ce que tu aimes Tintin ?
3. Do a lot of words contain this letter in your language? WORKBOOK P. 14 — EXERCISES 1, 2, 3

02 D’ici et d’ailleurs

p. 35
Avant de lire
1. Look at the photos. In your opinion, what is it? Where
is it?
Lire, comprendre et réagir
2. Read the document and check your answers from
the previous activity.
3. Answer the questions.
4. Look for words to describe the Zinneke Parade.

11
DÉFI 1 ÉNONCÉS DU LIVRE DE L'ÉLÈVE

5. Fill in the tables using the quiz. Produire et interagir

QUEL 4. Make a list with the maximum number of country
Quel is used to ask a question about the identity of names in each category. Two by two, compare your
someone or something. proposals.
QUEL + NOUN + VERB Travailler la langue
E.g. : Quels produits sont typiquement belges ?
5. Fill in the table using the article.
QUEL + ÊTRE + NOUN
PREPOSITIONS + COUNTRY / CITY
E.g. :
Feminine Masculine country
City name
country name name
WORKBOOK P. 15 — EXERCISES 4, 5

AGREEMENT OF QUEL Aller Wallonie Luxembourg Bruxelles

The gender and number of the adjective quel agree with Venir de Paris
Belgique Maroc
the following noun.
ALLER A /À
MASCULINE FEMININE
• Before a plural country name, we use aux.
quel produit est est la mer de la E.g. : Il va Pays-Bas.
SINGULAR
belge ? Belgique ? • Before a feminine country name or one beginning with a
vowel, we use en.
produits sont les trois
PLURAL E.g. : Nous allons France et Allemagne.
sont belges ? langues ?
• Before a city name, we use à.
E.g. : Ils vont Anvers.
Produire et interagir
VENIR DE
6. Draft a questionnaire to find out about the person
• Before a country or city name beginning with a vowel:
next to you. de d’.
7. Show a classmate the photo of something or E.g. : Elle vient Espagne.
someone that you love. They ask you questions. WORKBOOK P. 15, 16 — EXERCISES 6 , 7, 8, 9, 10

8. Choose the photo of an event that you know well Travailler la langue
and search for information if necessary. A classmate
asks you questions using the labels to find out about 6. Fill in the tables using the article.
the event. THE VERB VENIR THE VERB ALLER
Écouter, comprendre et réagir Je viens Je vais
9. Listen to the answers and write the questions. Tu viens Tu vas
Il / Elle / On Il / Elle / On va
p. 38 Nous venons Nous allons
Vous venez Vous allez
Lire, comprendre et réagir
Ils / Elles Ils / Elles
1. Read the title and the introduction of the article.
WORKBOOK P. 17 — EXERCISES 11, 12, 13
Why is Belgium “multicultural”?
2. Read the article. Does some of the information Produire et interagir
surprise you? Which? Underline it.
7. Tell a classmate the name of a well-known
p. 39 monument. They guess where this monument is.
Travailler la langue 8. Here are the souvenirs from Billie’s world tour. In
your opinion, where do they come from?
3. Fill in the table using the article.
9. In your country, where are the foreigners from?
THE GENDER OF COUNTRY NAMES
Where do the people who leave your country go?
• Country names which end in are feminine. In small groups, search for information and present
E.g. : la France, your results to the class.
• The others are masculine.
E.g. : le Portugal,
! le Mexique, le Mozambique, le Cambodge, le Zimbabwe
! les États-Unis, les Pays-Bas

12
 ÉNONCÉS DU LIVRE DE L'ÉLÈVE DÉFI 1

DÉFI 01 Make a Quiz to Find out About a Country Travailler la langue

You are going to make a quiz to help people find out
4. Fill in the table using the advert and the previous
about your country or a country that you know.
activity.
In small groups, choose the interesting or surprising
THE VERB AIMER
aspects about your or another country.
J'
Choose categories to organize your ideas.
Tu aimes
Draft questions in each category, with three possible Il / Elle / On
answers.
Nous
Swap your questionnaires and answer them. Vous aimez
Check your answers with the group which created Ils / Elles aiment
the questionnaire. The negative is formed by adding ne / n' before the
p. 41 verb and pas after the verb.
E.g. : Je n'aime pas le couscous.
Avant de lire WORKBOOK P. 17 EXERCISES 14, 15
1. In your opinion, what are the stereotypes about
these countries? Complete the sentences with the 5. Fill in the table using the advert..
help of the drawings. THE VERB AIMER

Lire, comprendre et réagir AIMER + COMMON NOUN OR PROPER NOUN

E.g. : J'aime le couscous,
2. Read the document with the help of the images. E.g. : J'aime Marrakech,
Compare with the stereotypes from the previous
activity. AIMER + INFINITIVE
E.g. : J'aime voyager,
3. Which country on this map do you want to know?
WORKBOOK P. 17 EXERCISES 14, 15
Why?
4. Are your answers to the previous activity 6. How do you translate the examples from the table in
stereotypes? Discuss in class. your language or in the languages that you know?

Écouter, comprendre et réagir Produire et interagir

5. Listen to the testimonies. What are these people’s 7. Discuss what tourists like in your city, region or
stereotypes about the French? Link them. country.
6. What are your clichés about France? Discuss in class. 8. In small groups, using the vocab box, discuss what
you like or do not like in the city or region where you
Regarder , comprendre et réagir live.
Find the video and activities on 9. What are your tastes? Fill in the worksheet.
espacevirtuel.emdl.fr.
Mon panier de lexique p. 44
What do on design on these pages What words on these Avant de lire
pages do you want to remember? 1. What souvenirs do you like to buy on holiday or
p. 42 when travelling? Discuss in class giving examples.

Avant de lire p. 45
1. Look at the photos of this advert. Which places or
objects do you recognize? Discuss in class.
Lire, comprendre et réagir
2. Read the headings and look at the pictures. Do you
p. 43 understand what the headings mean?
Lire, comprendre et réagir 3. Read the document. For each souvenir indicate who
2. Read the advert and dream… What would you like to likes it and who does not like it.
do, visit, eat or buy?
Écouter, comprendre et réagir
3. Travellers say what they like and do not like in
Morocco. Listen and fill in the testimonies.

13
DÉFI 1 ÉNONCÉS DU LIVRE DE L'ÉLÈVE

Travailler la langue 3. Look at the photos. Where are Lucie, Amandine and
Victor? Circle them.
4. Fill in the table using the document.
4. Re-read the texts and fill in the table with the first
INDEFINITE ARTICLES
names of the members of the family.
MASCULINE FEMININE
Écouter, comprendre et réagir
SINGULAR sac bouteille
5. Listen to the descriptions of the types of families and
PLURAL des souvenirs tablettes associate them with the photos.
WORKBOOK P. 18 EXERCISES 16, 17 6. What is your family like?

5. Write the corresponding indefinite article. Search in Mon panier de lexique

the unit if necessary. What words about the family have you learnt? Write
6. Which objects from the document do you like? In them.
small groups, discuss your tastes using the table.
p. 51
MOI AUSSI / MOI NON PLUS
Lire, comprendre et réagir
AGREE DISAGREE
1. Look at the document. Write the names of the
Affirmative members of the Martinet family under the photos.
moi non
sentence moi aussi Then draw the lines of the family tree.
pas moi
E.g. : J'aime /J'adore.
2. In small groups, ask your classmates one of the
Negative sentence
moi non plus moi, si following questions. The first to answer wins one
E.g. : Je n'aime pas.
point.
WORKBOOK P. 18 EXERCISES 18, 19
3. In small groups, everyone asks another question
7. Complete the sentences depending on your tastes, about the Martinet family.
then compare with two classmates. Travailler la langue
Écouter , comprendre et réagir 4. Do you want to know other words about the family
8. Listen to these two people expressing their tastes in French?
and react in class using moi aussi, moi non plus, moi 5. In your language, do family words work in a different
non, moi si. (&) way?
DÉFI 02 Create an “Interactive” Souvenir Poster 6. Two by two, try to define the following family words,
You are going to make a souvenir poster of your city or using a dictionary if necessary.
country and discuss the posters of the other groups. 7. Create three riddles. Then make a classmate guess
In small groups, discuss souvenir ideas. Make a list. them.
Look for photos of these souvenirs. Write captions
Écouter, comprendre et réagir
and create your poster. Leave space for the written
comments of your classmates. 8. Look at the document. Then listen and answer the
Hang your posters up and comment on the posters questions about the family relationships of the
of your classmates. Martinets.

p. 46 Regarder , comprendre et réagir

Mes mots Find the video and activities on
espacevirtuel.emdl.fr.
1. How does the sentence machine work? Create
sentences to talk about yourself, a classmate, then Produire et interagir
the class. 9. Do you know other television series? Say the names
of the characters and their family relationships.
03 Un air de famille
Discuss in class.
p. 49 10. How many different family relationships do you
have? Compare with a classmate.
Avant de lire
11. The teacher says the name of a person from the
1. Which words do you associate with the family? family tree. In small groups, write all the family
Lire, comprendre et réagir relationships of this person. The team which finds
the most relationships wins.
2. Read the document. Circle the words mentioned in
the previous activity.

14