Chemins 1 - PROGRAM SAMPLER

Les sons et les lettres Intonation In short, declarative sentences, the pitch of your voice, or intonation, falls on the final word or syllable. Nathalie est française. Hector joue au football. In longer, declarative sentences, intonation rises, then falls. À trois heures et demie, j’ai sciences politiques. In sentences containing lists, intonation rises for each item in the list and falls on the last syllable of the last one. Martine est jeune, blonde et jolie. In long, declarative sentences, such as those containing clauses, intonation may rise several times, falling on the final syllable. Le samedi, à dix heures du matin, je vais au centre commercial. Questions that require a yes or no answer have rising intonation. Information questions have falling intonation. C’est ta mère? Est-ce qu’elle joue au tennis? Quelle heure est-il? Quand est-ce que tu arrives? Prononcez Répétez les phrases suivantes à voix haute. 1. J’ai dix-neuf ans. 4. Sandrine n’habite pas à Paris. 2. Tu fais du sport? 5. Quand est-ce que Marc arrive? 3. Quel jour sommes-nous? 6. Charlotte est sérieuse et intelligente. Articulez Répétez les dialogues à voix haute. 1. —Qu’est-ce que c’est? 3. —Qu’est-ce que Christine étudie? —C’est un ordinateur. —Elle étudie l’anglais et l’espagnol. 2. —Tu es américaine? 4. —Où est le musée? —Non, je suis canadienne. —Il est en face de l’église. Dictons Répétez les dictons à voix haute. 1 2 3 Comparisons L’intonation est importante dans la langue parlée car elle donne du sens à nos paroles. •Avez-vous déjà mal compris (understood) quelqu’un parce qu’il n’utilisait pas (didn’t use) la bonne intonation? appropriately use intonation to ask questions and react to statements. I CAN Si le renard court, le poulet a des ailes.1 Petit à petit, l’oiseau fait son nid.2 1 Though the fox runs, the chicken has wings. 2 Little by little, a bird builds its nest. Unité 5 Les loisirs Communicative Goal Use intonation to modulate meaning deux cent quinze 215 DIFFERENTIATION GAME Audio Language Comparisons Language Comparisons Cultural Comparisons Cultural Comparisons 215 Les sons et les lettres Section Goals In this section, students will learn about using intonation. Teaching Tips • Model the intonation of each example sentence and have students repeat it after you. • Remind students that information questions contain question words: qui, qu’estce que, quand, comment, pourquoi, etc. Remind students that the question word is not always the first word of the sentence. Examples: À qui parles-tu? Ils arrivent quand? • Contrast the intonation of various types of declarative sentences (short, long, and those containing lists). 1 Suggestion Point out that the sentences without question words (all except items 3 and 5) can be changed from a question to a statement and vice-versa simply by changing the intonation. 3 Expansion • Ask students if they can think of sayings in English that are similar to «Petit à petit, l’oiseau fait son nid.» (Slow and steady wins the race.) • Have students discuss the meaning of «Si le renard court, le poulet a des ailes.» Slower Pace Learners Here are some sentences to use for additional practice with intonation: 1. Il a deux frères? 2. Il a deux frères. 3. Combien de frères est-ce qu’il a? 4. Vous jouez au tennis? 5. Vous jouez au tennis. 6. Avec qui est-ce que vous jouez au tennis? Make sure students hear the difference between declarative and interrogative statements. Est-ce une question? Divide the class into small groups. Pronounce ten phrases based on those in the examples and in Prononcez. Have students silently pass one piece of paper, numbered 1–10, around their group. Members of each group take turns recording whether the statements are declarative or interrogative. Collect the papers, one per group, when you finish saying the phrases. The group with the most correct answers wins.

RkJQdWJsaXNoZXIy MjUyNzA0NQ==