Preface. McGraw-Hill Connect French and McGraw-Hill LearnSmart. How do Connect French and LearnSmart Support the Goals of the Vis-à-vis Program?

Preface

Vis-à-vis engages students with its unique integration of contemporary

culture and communicative building blocks, providing the tools they need to build a solid foundation in introductory French. The hallmarks

of Vis-à-vis are well known:

• an easy-to-navigate chapter structure with four lessons in which vocabulary, grammar, and culture work together as integrated units;

• an abundance of practice activities that range from form-focused to communicative;

• a balanced approach to the four skills;

• diverse coverage of the Francophone world that includes an outstanding video program featuring bloggers and cultural footage from eight different Francophone regions.

These features support the core goals of the introductory French course—communicative and cultural competence—and lay the ground-work for student success.

McGraw-Hill Connect® French and McGraw-Hill

LearnSmart®

In its sixth edition, Vis-à-vis continues to evolve to meet the changing needs of instructors and students by responding to feedback from the users themselves. Employing a wide array of research tools, we identi-fi ed a number of areas for potential innovation; the new program builds upon the success of the fi fth edition with an expanded emphasis on contemporary language, pronunciation, culture,

and technology to create a truly communica-tive, interactive experience. On the digital side, this new edition offers Connect French and

LearnSmart, with their unparalleled adaptive

and digital learning resources. These powerful tools, now an integral part of the sixth edition, complement and support the goals of the Vis-à-vis pro-gram and address the needs of the evolving introductory French course.

How do Connect French and LearnSmart Support the

Goals of the Vis-à-vis Program?

Communicative Competence

One of the major challenges of any introductory language course is to give each student ample exposure to the language and suffi cient opportunity for speaking practice to inspire them to communicate with confi dence. In Connect French, students have full access to the digitally enhanced e-Book, the online Workbook / Laboratory Manual activities,

LearnSmart, and all of the accompanying audio and video resources,

giving them the ability to interact with the materials as often as they wish.

“

WONDERFUL

Vis-à-vis, which I still think

(after 15 years of teaching) is the best French textbook on the market. In addition to its excellent content, grammar explanations, integration of culture, diverse focus on both France and other Francophone countries (especially Québec, Morocco, Sénégal, Martinique), I love its elegant and useful ORGANIZATION, into chapters with four lessons, and a fi nal review. This makes organizing classes and syllabi so much easier and helpful.

”

“

textbook. It offers a very complete elementary program that fully integrates the four skills, following the ACTFL national standards. It is also strongly attractive for students of all horizons, levels and generations thanks to the digital tools that accompany it.

”

Each chapter of the Vis-à-visprogram contains the following exciting enhancements to promote communicative practice and competence:

• Interactive vocabulary presentations

(Paroles) with audio allow students to listen, record, and practice the new vocabulary at home.

• Interactive textbook and workbook

activities for vocabulary and grammar in Connect French, many of which are

auto-graded, give students the opportu-nity to complete their assignments and come to class better prepared to partici-pate in paired and group activities.

• Blackboard Instant Messaging provides

the necessary tools for students to work in pairs online or to practice speaking together before coming to class.

• The Voice Board feature allows

individuals to record their own voice as many times as they wish before they post their recording to which other students may respond.

• New Prononcez bien! activities with a recor-ding feature provide students with opportuni-ties for discrete-word and contextualized practice that gives them more confi dence in their speaking abilities.

1. Masculine vs. feminine forms of nationalities (page 35)

Beaucoup de nationalités! Your housemate is back from his second introduc-tory French class. He’s impressed by the number of nationalities represented in his class. He lists them for you, although he omits articles as he is still unsure about them. You help him by telling him the appropriate article un or une.

MODÈLE: You hear: mexicaine

You say: une Mexicaine

2. The vowels in le, la, and les (page 39)

Une nouvelle colocataire! One of your housemates has moved out and Isabelle, a French student, is moving in. She asks you to help her unpack. Listen to what she says and complete the paragraph with the names of the objects she asks you to bring into her room. Attention! Don’t forget the article (le, la, or les).

1. 2. 3. 4.

5. 6. 7.

Prononcez bien!

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“

inclusion of more pronunciation practice and pronunciation activities. This is what the existing textbooks are usually lacking. The accompanying recording of the explanations and the activities will be very helpful both to students and their

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HECTOR: Je suis dans mon bus. Je vais

arriver dans dix minutes.

LÉA: J’ai froid! Je vais dans un café.

LÉA: À l’angle du boulevard Beaumarchais et de la rue Saint-Gilles.

LÉA: Et après, on va «Chez Clément» manger une soupe à l’oignon!

LÉA: Il pleut! Où es-tu?

HECTOR: Quel café?

HECTOR: Tu es folle! On va être malades!

HECTOR: D’accord. Ensuite,* nous allons

«Chez Denise» manger des pâtisseries!

• Four new, lively mini-dialogues featuring the blog characters have been recorded to provide students with a spirited introduction to the new grammatical structures in context.

• Seventeen Grammaire interactive tutorials, each with a brief practice quiz, focus on structures that students typically struggle with, such as the partitive, and the passé composé vs. the imparfait. These tutorials, accessible only in Connect French, give students an alternative means of learning, reviewing, and checking their comprehension of selected gram-mar points.

In addition to the Connect French chapter resources, LearnSmart modules for vocabulary and grammar have been developed specifi cally for Vis-à-vis. This powerful adaptive system helps students pinpoint their weaknesses and provides them with an individualized study program based on their results. Audio prompts for vocabulary and grammar help students strengthen both their listening and writing skills. All students, no matter their pre-vious language experience, can benefi t from using

LearnSmart, which includes built-in reporting and a

competitive scoreboard to increase student engage-ment. Our research has shown that students using

LearnSmart have signifi cantly improved their

lear-ning and course outcomes.

By using these powerful digital tools, students have myriad opportunities to build their communicative skills. By assigning Connect French and LearnSmart, instructors save valuable class time for interactive practice.

“

integrates the best of communicative language pedagogy with useful tech tools for technologically enhanced, personalized online language learning. Probably the most up-to-date and refreshing French I out there.

”

Cultural Competence

The program’s meaningful and extensive exploration of the rich culture of France and the Francophone world is fully supported in Connect French through audio and video resources and interactive activities.

• Every four chapters, Vis-à-vis introduces a focus on a new French or Francophone character and region. The personal online journal entries in Le blog de… , the related Reportage, and the Bienvenue… readings that precede Chapter 1 and follow Chapters 4, 8, 12, and 16, expose students to contemporary language and the vast diversity of life and culture in France, Belgium, Tunisia, and Martinique. In Connect French, instructors may assign the readings and new auto-graded comprehension activities that prepare students for class discussion.

• Le vidéoblog de… and the stunning Bienvenue video

segments give students a window into the sights and sounds of eight different French-speaking regions/countries: France, Belgium, Switzerland, Quebec, Louisiana, Tunisia, Senegal, Martinique, and Tahiti. Each video is accompanied by comprehension and cross-cultural comparison activities that encourage students to make connections between their culture and those of the French-speaking world. The new video activities in Connect break the segments into

manageable “chunks” that keep students focused on specifi c information and help improve their listening skills.

• The Avant de lire and Compréhension activities that accompany the Lecture in the Perspectives section (Leçon 4) of every chapter may now be done online. The Connect French platform gives students the opportunity to interact with the cultural materials as often as they wish and engage them more fully in their language learning.

As we see the modern French classroom changing, we are looking at teaching and learning in a different light. Our research shows that French instructorsseek digital tools to extend learning outside of the classroom in more effective ways. The cutting-edge functionality of Connect French and

LearnSmart enables instructors to achieve their course goals using new

online presentation activities, improved homework tools, and a better reporting feature. Together, Connect French and LearnSmart create a dynamic learning environment that presents communicative practice and rich cultural content as it motivates students to succeed regardless of the delivery platform. We invite you to experience the new Vis-à-vis program to see how our partnership with today’s instructors and students has allowed us to identify and address some of the most common needs in today’s French classrooms. Discover the power of Vis-à-vis’ proven approach enhanced by LearnSmart and our new digital platform

Le blog de

Léa

Salut tout le monde! mardi 17 mai

Bonjour! Guten Tag! Hello! Salaam! Buon giorno! Ni˘ ha˘o! Buenos días! Shalom! Salut tout le monde!

J’ai1 une amie belge: c’est Juliette. J’ai un ami martiniquais: il s’appelle Hector. Et j’ai un copain marocain, Hassan. Il a un restaurant au Quartier latin, proche de ma fac.2 Mais je cherche aussi des amis chinois, japonais, mexicains, allemands, américains… des amis de tous les pays.3 À Paris, c’est possible, non?

Léa

COMMENTAIRES

Alexis

Bonjour Léa! Mon chien et moi,4

nous sommes5

québécois. Nous parlons français. Nous sommes très sympathiques.6

Poema

Léa, bonjour! Je m’appelle Poema. Je ne suis pas7

chinoise, je ne suis pas américaine… Je suis tahitienne. Je suis isolée8 à Paris et je cherche des amis français.

Mamadou

Salut Léa! J’ai9

une amie française: c’est toi. Mais tu as des copines10

… Tu me les présentes11

? Juliette, par exemple… À bientôt, j’espère12

!

Moi, devant le restaurant d’Hassan

1I have 2proche… close to the university (la Sorbonne)3de… from all over the world 4Mon… My dog and I 5nous… we are 6nice

7Je… I’m not 8lonely 9I have 10girlfriends 11Tu... Will you introduce them to me? 12I hope

Suggestion: Model pronunciation and have sts. repeat individually or as a group.

Follow-up:Questions de compréhension: 1. Léa dit «bonjour» à ses amis du blog: dans quelles langues? 2. Qui sont les amis de Léa? Quelle est leur nationalité? 3. À votre avis, pourquoi est-ce que Léa veut (wants) rencontrer des amis étrangers?

Note: For additional exs. on Le blog de Léa and Reportage, see the Workbook/Laboratory Manual.

Video connection: In the videoblog for this chapter, Léa goes to her friend Hassan’s restaurant in the Quartier latin, where they talk about the pros and cons of the neighborhood. She posts a video about the Quartier latin on her site.

46 quarante-six

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CHAPITRE 2

cinquante-sept 57 En bref

In her videoblog, Léa describes her neighborhood, le Quartier latin. At Hassan’s restaurant, the four friends each give their opinion of the neighborhood.

Vocabulaire en contexte

Visionnez!

Analysez!

Indicate whether each statement is true (vrai) or false (faux). 1. Léa habite le Quartier latin depuis longtemps (for a

long time).

2. Le Quartier latin est un quartier intellectuel et un centre culturel riche en loisirs (leisure activities). 3. Les cafés du quartier sont trop (too) touristiques. 4. Il y a de plus en plus de (more and more) fast-foods et de

boutiques de vêtements. 5. C’est Juliette qui préfère le Quartier latin.

Answer the following questions in English. 1. In what ways does the Quartier latin continue to evolve? 2. How does Juliette’s perspective on this evolution differ from those

of her friends? With whom do you identify?

Comparez!

Rewatch the cultural section of the video. Then use the vocabulary presented above, as well as other words you know, to compare your own campus neighborhood to that of the Quartier latin. Tell what sorts of places are similar and what your neighborhood lacks. Do you have something in your neighborhood that wasn’t mentioned in the video?

MODÈLE: Dans mon quartier, il y a des fast-foods, comme (as) à Paris. Mais, il n’y a pas de (there isn’t any) salon de thé. Do you prefer your own neighborhood or the Quartier latin?

Ma fac: la Sorbonne à Paris

Purpose:. Because the characters speak at a normal pace and use authentic language, it is important to do the previewing activities with sts. before they watch the video.

Suggestion: Model the pronunciation of the words. Ask sts. to provide the meanings of the cognates and circle those whose meaning remains uncertain. Return to the list after the video episode to see if sts. were able to infer the meaning based on images in the video.

The name Quartier latin has its roots in two historic facts. First, the name reminds us that Paris grew out of the ancient Roman town of Lutèce. At the same time, the name refl ects the historic fact that this neighborhood has been a center of education since the Middle Ages. In those early years, professors and students spoke Latin, which was the offi cial language of instruction until the French Revolution.

Note culturelle

un quartier étudiant

a student neighborhood

un cinéma d’art un fast-food

un cybercafé une brasserie un salon de thé une pâtisserie une librairie un lycée un kiosque (à journaux)

une boutique de vêtements

Suggestion: Sts. can do the Comparez! activity in French—in class or outside of class as a blog, videoblog, journal, or chat project—by following the model sentences provided. Note that il n’y a pas de is taught in Chapitre 4. Model several sentences so that sts. know how the phrase is pronounced. Le vidéoblog de Léa

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“

beginning French program that addresses the needs of the 21st century student. There is a rich mixture of language, culture, and technology that will stimulate the reluctant learner.

”

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Program Supplements

Connect French: Used in conjunction with Vis-à-vis: Beginning French, Connect French provides digital solutions for schools with face-to-face,

hybrid, or 100% online modes. In addition to the interactive e-Book, complete Workbook / Laboratory Manual, grammar tutorials, and audio and video resources described on the preceding pages, some of the key administrative capabilities of Connect French include:

• the ability to customize syllabi and assignments to fi t the needs of individual programs;

• an integrated gradebook with powerful reporting features;

• the ability to assign LearnSmart modules and monitor student progress;

• access to all instructor’s resources, including the Digital Transparencies,

Instructor’s Manual, Connect French User’s Guide, pre-made exams,

and a customizable testing program with audio for the online delivery of assessments;

• access to Tegrity, McGraw-Hill’s proprietary video capture software that allows instructors to post short videos, tutorials, and lessons for student access outside of class.

MH Campus and Blackboard: Integration of MH Campus and Blackboard simplifi es and streamlines your course administration by

integrating with your campus’s Learning Management System. With features such as single sign-on for students and instructors, gradebook synchronization, and easy access to all of McGraw-Hill’s language content (even from other market-leading titles not currently adopted for your course), teaching an introductory language course has never been simpler.

Annotated Instructor’s Edition: The Instructor’s Edition of the text

includes a wide variety of suggestions for presenting each section of the book, ideas for recycling vocabulary, helpful cultural notes, suggested expansion activities, and useful follow-up activities. Answers to the text-book activities are provided in the Instructor’s Manual.

Workbook / Laboratory Manual: This print supplement provides more

conventional, drill-like practice of the Paroles and Structures sections presented in the textbook using a variety of written and audio activities. In addition, each chapter includes Le blog de… and a Pause-culture section that expands upon the cultural themes of the chapter. The Perspectives section provides additional pronunciation practice, a capstone listening activity (À l’écoute), and two writing activities: Par écrit, a guided writing activity, and Journal intime, a free-writing activity. For students using the print version, the audio fi les are posted at Connect French.

The Vis-à-vis Video Program, which contains Le vidéoblog de… and the Bienvenue… video segments, is available in Connect French and on DVD.

The authors wish to acknowledge the team at McGraw-Hill for their continuing support and enthusiasm: Katie Stevens, Scott Tinetti, Janet Banhidi, Katie Crouch, Susan Blatty, Kelly Heinrichs, Brenda Rolwes, Judy Mason, Sue Culbertson, Helen Greenlea, Craig Gill, Jorge Arbujas, Caitlin Bahrey and Leslie Briggs. We would also like to acknowledge our native reader, Nicole Dicop-Hineline, our copyeditor, Peggy Potter, our permissions editor, Veronica Oliva, and our proofreader, Sylvie Waskiewicz. Special thanks as well to the Connect French and LearnSmart teams for their dedication and creativity in the development of our new digital tools; Connect French: Sarah Hill, Laura Ciporen, Jon Fulk, Jason Kooiker, and Justin Swettlen;

LearnSmart: Bruce Anderson, Abigail Alexander, Géraldine Blattner, Caroline Dequen-McKenzie, Jon Fulk,

Lori McMann, Anne-Sabine Nicolas, Françoise Santore, Sandya Shanker, Alicia Soueid, Justin Swettlen, and Valérie Thiers-Thiam.

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 these lists does not necessarily constitute their endorsement of the text or its methodology.

Acknowledgments

Baruch College, CUNY

Ali Nematollahy

Boise State University

Jason Herbeck

Borough of Manhattan Community College, CUNY

Peter Consenstein Valérie Thiers-Thiam Cabrillo College Bette G. Hirsch, PhD Robyn Marshall Canisius College Eileen Angelini

Central Michigan University

Amy J. Ransom Daniela Teodorescu Clemson University Amy Sawyer College of Charleston Shawn Morrison, PhD

County College of Morris

Lakshmi Kattepur Gene Sisti

Dakota College at Bottineau

LearnSmart® Beta Testers

Reviewers

Boston College

Sarah Bilodeau

College of Charleston

Shawn Morrison

Florida Atlantic, Boca Raton

Géraldine Blattner Robyn Ezersky Laurine Ferreira Sophie Ledeme Rosemary Rahill Stephanie Sense

Kennesaw State University

Luc Guglielmi

Portland State University

Stéphanie Roulon

Texas State University, San Marcos Sabrina Hyde Moira Di Mauro-Jackson, PhD University of Minnesota, Twin Cities Adam T. Grant University of Rhode Island, Kingston

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Drury University

Catherine Blunk, PhD

Eastern Illinois University

Kathryn M. Bulver, PhD

Eastman School of Music, University of Rochester Valérie Couderc Furman University William Allen Gordon College Damon DiMauro

Grand Valley State University

Dan Golembeski

Hostos Community College

Philip Wander

Houston Community College

Maurice Abboud David Long, PhD

Howard Community College

Heidi Goldenman Agnès Archambault Honigmann

Illinois Wesleyan University

Lisa Brittingham

Kalamazoo Valley Community College

Jonnie Wilhite

Keene State College

Brian Donovan Julia Dutton

Kennedy-King College, City Colleges of Chicago

Sonia Elgado-Tall, PhD

Kennesaw State University

Luc D. Guglielmi, PhD

Lee University

James D. Wilkins

Lewis & Clark College

Claudia Nadine

Liberty University

Sharon B. Hähnlen, PhD

Lone Star College–CyFair

Georges Detiveaux

Louisiana College

Cecile Barnhart

Loyola University Chicago

Lisa Erceg Luther College Laurie Zaring Manchester University Janina Traxler Mercy College Alan G. Hartman Jeanne Marie O’Regan

Mercyhurst University

Douglas Boudreau

Missouri Western State University

Susie Hennessy, PhD

Montana State University

Ada Giusti

Morgan State University

Helen Harrison

Morris College

Catherine Kapi

Mt. San Jacinto College

Jennifer S. Doucet

New Mexico State University

Claude Fouillade

New Paltz, SUNY

Mercedes Rooney

Norco College, Riverside Community College District

Dominique Hitchcock, PhD

North Carolina Central University

Debra Boyd, PhD

North Georgia College & State University

Elizabeth Combier, PhD

North Lake College

Cathy Briggs

Northern Essex Community College

Denise Minnard Campoli

Oakton Community College

Marguerite Solari, PhD

Ohio University

Signe Denbow

Oklahoma State University

Frédérique Knottnerus

Onondaga Community College

Mary-Ellen Faughnan-Kenien, PhD

Elizabeth O’Hara

Pace University

Rosemarie Cristina

Pasadena City College

Michèle Pedrini, PhD Charlene Potter

Portland State University

Annabelle Dolidon Jennifer R. Perlmutter Stéphanie Roulon

Rutgers University

Myriam Alami

Saint Martin’s University

Kathleen McKain

Samford University

M. D. Ledgerwood, PhD

San Diego State University

Edith Benkov

San José State University

Jean-Luc Desalvo

Shasta College

Southeastern Louisiana University

Aileen Mootoo

Southwestern University

Glenda Warren Carl

St. Catherine University

Jerome Tarmann

St. Cloud State University

María Gloria Melgarejo, PhD

Stephen F. Austin State University

Joyce Carlton Johnston

Stetson University

Richard Ferland

Stony Brook University, SUNY

Madeline Turan

SUNY Fredonia

Kate Douglass Edward Kolodziej

Texas A&M University

Cheryl Schaile

Union County College

Pamela Mansfi eld

University of Alabama Isabelle Drewelow University of Arkansas Kathleen Comfort, PhD University of California, Berkeley Leslie Martin, PhD University of California, Riverside Kelle Truby University of Cincinnati Irene Ivantcheva-Merjanska, PhD Aline Skrzeszewski University of Denver Terri Woellners

University of Hawaii at Manoa

Joan Marie Debrah

University of Louisville Bonnie Fonseca-Greber University of Maryland Catherine Savell University of Massachusetts, Lowell Carole Salmon University of Missouri–Saint Louis Anne-Sophie Blank Sandra Trapani University of Nebraska at Omaha Patrice J. Proulx, PhD

University of New Mexico

Marina Peters-Newell

University of North Carolina, Wilmington

Caroline Hudson

University of North Georgia

Elizabeth Combier, PhD D. Brian Mann, PhD Amye Sukapdjo

University of Texas at Arlington

Antoinette Sol, PhD

University of Wisconsin

Andrzej Dziedzic, PhD

Ursinus College

Frances Novack

Utah State University

Sarah Gordon, PhD

Utica College

Marie-Noëlle Little, PhD

Valdosta State University

Ellen Lorraine Friedrich, PhD Ofélia Nikolova, PhD

Wake Forest University

Elizabeth Barron, PhD

Westminster College

Ingrid Ilinca

Leslie Kealhofer, PhD

Wichita State University

Gail Burkett

William Jewell College

Michael Foster, PhD

Williams College

Brian Martin Leyla Rouhi

Worcester State University

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