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A Treasure Chest for Families New to
FRENCH
Durham Edition
Le conseil scolaire du district de Durham
Durham District School Board
Le conseil scolaire
Durham District S
c
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
1
DURHAM DISTRICT SCHOOL BOARD
PROGRAMS DEPARTMENT
BIENVENUE !
Welcome to the wonderful world of French Immersion! To help you take your  rst steps in your child’s
journey with French Immersion, we have compiled a quick and easy reference guide designed to make
this transition as smooth as possible. Even the most involved immersion parents or guardians have, at
times, felt helpless trying to understand a homework assignment or wanting to o er support to their
children.  is handbook will assist you in providing that important support for your children as they
embark on their exciting journey towards bilingualism.
INTERNET SUPPORT
We invite you to access this document on our website at www.durham.edu.on.ca. From the home
page, go to “Programs” and the select “French Immersion”. Here, you will  nd the on-line version of the
“Treasure Chest”. Click on a word to hear the pronunciation of the French words and expressions.
ACKNOWLEDGEMENTS
Special thanks go out to the following people for their assistance in producing this resource:
Luigia Ayotte, Superintendent of Education, Program Services
Barry Bedford, Education O cer, Sta Development
Geo Collins, Program Facilitator, FSL, Classical and International Languages
Sheryl Pearson, Design Team Leader, Creative Services
Michelle Pearson, Graphic Designer, Creative Services
Also to Maria DiMauro who helped create the original documents upon which this resource is based.
2
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Table of Contents
INTRODUCTION: WHAT IS FRENCH IMMERSION? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HOW CAN I HELP? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HELP WITH LISTENING AND SPEAKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Useful School Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
High Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
HELP WITH READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
HELP WITH WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
FOSSILIZED ERRORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
TECHNO-FRENCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
CHARACTER EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
USEFUL INTERNET SITES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
MUSIC RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
FRENCH CAMPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
EXCHANGE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
3
e French Immersion programme is designed to provide non-francophone children with a high degree
of prociency in the French language. In fact, it is not expected that anyone at home will have any prior
knowledge of French, and for that reason, all communication between the school and home will be
conducted in English, (e.g. newsletters, memos, report cards).
While any exposure to a second language is benecial, French Immersion broadens and deepens that
exposure. In immersion programs, French is not only a subject, but a language of instruction and a
means of communication. Essentially, children will learn the language as a vehicle of expression in
other curriculum areas rather than learning about language in isolation.
In French Immersion, much of the regular school curriculum is taught in French. Immersion goes be-
yond learning about French to learning through French.
Immersion students retain their own language and culture while gaining an appreciation and use of
another.
French Immersion programs have ourished across Canada since they were rst introduced in the late
1960s. e benets and opportunities of learning more than one language are recognized as never be-
fore. Research conrms that knowledge of a second language strengthens rst language skills and that
the ability to speak two or more languages generally enhances problem-solving and reasoning skills,
the capacity for creative thinking and the ability to respect and understand other cultures. Second
language learning also strengthens students’ ability to communicate and participate eectively in the
workplace and in the global community.
e purpose of the French Immersion program is to provide children with the opportunity of achiev-
ing a meaningful level of functional bilingualism. To expect all students to attain the uency of native
speakers is, however, not a realistic aim even for an immersion program. 


INTRODUCTION
What is French Immersion?
4
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Parents and guardians have a vital role in their child’s learning. Today, more than ever before, parents
have access to information on how to eectively support their child’s education through books, pam-
phlets, speakers, workshops, the media and the Internet.
e following are suggestions for parents and guardians with children in the French Immersion program:
• Speak positively about the program, the teacher and the school. Express any questions or concerns
you might have to the teacher or principal, not your child. Remember that your child’s success in the
program will be aected by the eorts and the mutual support of all involved.
• During the rst few years in French Immersion, the child is not in contact with the customs,
traditions or culture of his or her own heritage so it would be recommended that this learning take
place in the home. Teach your child the stories, songs and nursery rhymes that are part of his or
her own folklore.
• Show an interest in your child’s daily activities and let him/her know that you are pleased with his/
her progress. Always be as encouraging as possible.
• Read daily with your child in English. By approaching this in a relaxed and enjoyable manner, your
child’s English vocabulary will be enriched and his/her self-condence, and love of reading, will
grow. Do not worry about formally teaching your child to read English as he/she will readily transfer
reading skills to English once they have been mastered in French.
• Listen to your child read in both English and French.
• If your child is eager to speak French at home, encourage him/her but never force your child
to do so.
• Do not attempt to correct your child if you are uncertain of the correct expression
or pronunciation.
How Can I Help?
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
5
• Give your child the benet of the doubt and let your child teach you!
• Take advantage of situations that increase your child’s exposure to French language and culture such
as French television and radio programs, music, computer software, the Internet, cultural events,
books, magazines, movies, and games.
• Do not compare your child’s progress with the neighbour’s children, whether in the French
Immersion or the regular program. No two teachers and no two students work at the same rate.
• Assist your child in completing class assignments or projects by helping with organizational or
presentation skills, locating appropriate resources for research or explaining specic concepts
in English.
• Check for homework on a daily basis and schedule in time for its completion. Provide a quiet, seclud-
ed place with good overhead lighting, a rm chair with a table or desk and no distractions! Questions
or concerns regarding homework expectations should be discussed with the
classroom teacher.
• Volunteer to help at the school, either in the classroom or with concerts, fairs, eld trips,
and so on.
6
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Allô
Bonsoir !
Bonjour !
Salut !
Comment ça va ?
Bonne nuit
Au revoir !
À lundi !
À demain !
Bon appétit !
Bonne n de semaine !
S’il vous plaît !
Merci !
Bienvenue !
Pardon !
Je m’excuse !
Bonne chance !
Bonne fête !
Félicitations !
À bientôt, à tout à l’heure
Comme-ci, comme-ça
Assez bien
Bon, D’accord, Ça va
Bien
Bien sûr
De rien, pas de quoi
Hello!
Good evening!
Hello/Good morning!
Hi/Goodbye!
How are you?
Good night
Goodbye!
See you on Monday!
See you tomorrow!
Enjoy your food!
Have a good weekend!
Please!
Thank you!
Welcome!
Excuse me!
I’m sorry!
Good Luck!
Happy Birthday!
Congratulations!
See you later, see you soon, so long
So-so
Pretty well
O.K.
Good, well
Of course
You’re welcome
Les Salutations
GREETINGS
Help With Listening & Speaking
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
7
What?
Who?
How?
Where?
Which? What?
Why?
When?
How much? How many?
Do/Does? Is/Are there?
What?
but
also
because
and
however















Les expressions interrogatives
QUESTION WORDS
8
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
1
un
2
deux
3
trois
4
quatre
5
cinq
6
six
7
sept
8
huit
9
neuf
10
dix
11
onze
12
douze
13
treize
14
quatorze
15
quinze
16
seize
17
dix-sept
18
dix-huit
19
dix-neuf
20
vingt
21
vingt et un
22
vingt-deux
23
vingt-trois
24
vingt-quatre
25
vingt-cinq
26
vingt-six
27
vingt-sept
28
vingt-huit
29
vingt-neuf
30
trente
31
trente et un
32
trente-deux
33
trente-trois
34
trente-quatre
35
trente-cinq
36
trente-six
37
trente-sept
38
trente-huit
39
trente-neuf
40
quarante
41
quarante et un
42
quarante-deux
43
quarante-trois
44
quarante-quatre
45
quarante-cinq
46
quarante-six
47
quarante-sept
48
quarante-huit
49
quarante-neuf
50
cinquante
51
cinquante et un
52
cinquante-deux
53
cinquante-trois
54
cinquante-quatre
55
cinquante-cinq
56
cinquante-six
57
cinquante-sept
58
cinquante-huit
59
cinquante-neuf
60
soixante
61
soixante et un
62
soixante-deux
63
soixante-trois
64
soixante-quatre
65
soixante-cinq
66
soixante-six
67
soixante-sept
68
soixante-huit
69
soixante-neuf
70
soixante-dix
71
soixante et onze
72
soixante-douze
73
soixante-treize
74
soixante-quatorze
75
soixante-quinze
76
soixante-seize
77
soixante-dix-sept
78
soixante-dix-huit
79
soixante-dix-neuf
80
quatre-vingts
81
quatre-vingt-un
82
quatre-vingt-deux
83
quatre-vingt-trois
84
quatre-vingt-quatre
85
quatre-vingt-cinq
86
quatre-vingt-six
87
quatre-vingt-sept
88
quatre-vingt-huit
89
quatre-vingt-neuf
90
quatre-vingt-dix
91
quatre-vingt-onze
92
quatre-vingt-douze
93
quatre-vingt-treize
94
quatre-vingt-quatorze
95
quatre-vingt-quinze
96
quatre-vingt-seize
97
quatre-vingt-dix-sept
98
quatre-vingt-dix-huit
99
quatre-vingt-dix-neuf
100
cent
101
cent un
325
trois cent vingt-cinq
800
huit cents
1 000
mille
Les chiffres de 1 a 1 000
NUMBERS 1 TO 1000
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
9
Jours de la semaine, mois, saisons et dates
DAYS OF THE WEEK, MONTHS, SEASONS AND DATES
JOURS DE
LA SEMAINE







DAYS OF
THE WEEK
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
SEASONS
spring
summer
fall
winter
SAISONS




MONTHS
January
February
March
April
May
June
July
August
September
October
November
December
ABRÉVIATIONS












MOIS












DATES
Par exemple,  Aujourd’hui, c’est le mardi 31 mai. 
1
2
3
4
5
6
7
8








9
10
11
12
13
14
15
16








17
18
19
20
21
22
23
24








25
26
27
28
29
30
31







10
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Le temps
THE WEATHER


















It’s good weather.
It is bad weather.
It’s hot.
It’s cold.
It’s sunny.
It’s windy.
It’s overcast.
It’s cloudy.
It’s raining.
It’s snowing.
It’s freezing.
It’s foggy.
It’s stormy.
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
11
A.M.

P.M.

1 o’clock
1 h – une heure
1 o’clock

2 o’clock
2:10


2 o’clock
2:30


3 o’clock
3:15


3 o’clock
3:40


4 o’clock

4 o’clock

5 o’clock
5:20


5 o’clock
5:50


6 o’clock

6 o’clock

7 o’clock

7 o’clock

8 o’clock

8 o’clock

9 o’clock

9 o’clock

10 o’clock

10 o’clock

11 o’clock

11 o’clock

12 o’clock
Noon
12 o’clock
Midnight
Heures
TIMES
12
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Les formes
SHAPES
LES FORMES





un cône



SHAPES
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
13
Les couleurs
COLOURS
WHAT COLOUR IS YOUR HAIR?
My hair is... black
brown
blonde
grey
light brown
red
white
DE QUELLE COULEUR
SONT TES CHEVEUX ?
 






VERT
VERTS, VERTE, VERTES
BLANC
BLANCS, BLANCHE, BLANCHES
BLEU
BLEUS, BLEUE, BLEUES
BRUN
BRUNS, BRUNE, BRUNES
NOIR
NOIRS, NOIRE, NOIRES
JAUNE
JAUNES
VIOLET
VIOLETS, VIOLETTE, VIOLETTES
ROUGE
ROUGES
ROSE
ROSES
GRIS
GRISE, GRISES
ORANGE
14
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Les adjectifs
ADJECTIVES
 (grands, grande, grandes)
• Mon père est grand.
• Ma mère est grande aussi.
(petits, petite, petites)
• Mon chien est petit.
• Mes chats sont petits aussi.
 (grosse, grosses)
• Mon dictionnaire est gros.
(minces)
• Mon ami est mince.
(beaux, belle, belles)
• L’acteur est beau et l’actrice
est belle.
(laids, laide, laides)
• Le monstre est laid.
(gentils, gentille, gentilles)
• Ma sœur est très gentille.
• Mes parents sont gentils aussi.

(méchants, méchante, méchantes)
• Il est très méchant.
big, tall
small, little
big, fat
thin
beautiful,
handsome
ugly
kind
mean
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
15
(bons, bonne, bonnes)
• Mmm… le gâteau est très bon !
(mauvaise, mauvaises)
• Le temps est mauvais aujourd’hui.
(rapides)
• Cette auto est très rapide !
 (lents, lente, lentes)
• Mais cette auto est très lente !
(contents, contente, contentes)
• Nous sommes très contents !
(tristes)
• Il est triste.
chaud (chauds, chaude, chaudes)
• J’adore le chocolat chaud !
(froids, froide, froides)
• L’eau est très froide !
(fâchés, fâchée, fâchées)
• Elle est fâchée !

(intéressants, intéressante, intéressantes)
• Le lm est très intéressant !
(amusants, amusante, amusantes)
• Le jeu est très amusant !
good
bad
fast
slow
happy
sad
hot
cold
mad, angry
interesting
amusing, fun
16
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Les expressions utiles
USEFUL EXPRESSIONS
LES CONVERSATIONS




















CONVERSATIONS
Hello! Good morning!
Hi!
Have a good day!
Have a good weekend!
Good evening!
Good night!
Goodbye!
See you soon!
See you later!
See you tomorrow!
See you on Monday!
Please (when talking to a child or a friend)
Please (when talking to an adult or more
than one person)
Thank you!
You’re welcome!
Good luck!
Happy Birthday!
Congratulations!
Enjoy your meal!
Okay (I agree)
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
17


























How are you?
Fine, thanks. And you?
What is your name?
My name is _________________ .
How old are you?
I am ____ years old.
When is your birthday?
My birthday is _________ .
Where do you live?
I live in _____________ .
What is your address?
My addess is ________________ .
What is your father’s name?
My father’s name is ______________ .
What is your mother’s name?
My mother’s name is ______________ .
How many brothers do you have?
I have ____ brother(s).
How many sisters do have?
I have ____ sister(s).
What school do you go to?
I go to ________________.
What is the name of your school?
The name of my school is ____________ .
What grade are you in?
I am in grade ____ .
18
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
À L’ÉCOLE
























AT SCHOOL
May I sharpen my pencil?
May I leave the classroom?
May I get a drink of water?
May I go…
to the office?
to the washroom?
to the library?
to my locker?
to the fountain?
to the gym?
What is the date?
What day is it?
What do we need?
What are we doing today?
I have a question.
I don’t know.
I don’t understand…
the word.
the sentence.
the answer.
the question.
the homework.
the exercise.
the problem.
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
19
____________.
















____________

____________







I don’t have a/any ____________ .
Open your books!
Close your books!
Say that again, please.
Please give me your book.
Listen to the instructions.
Speak up, please!
Read out loud!
Answer the question, please.
Take out your homework!
Memorize the dialogue.
Bring your workbooks.
Please sit down.
Please stand up.
Pay attention! Be careful!
Say it in French!
How do you say ____________?
What does ____________ mean?
What does this word mean?
It’s not correct.
You have made a mistake.
Darn it!
Not so fast!
Really?
Just a moment, please.
20
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION







___________ .












Slowly, please!
Faster, please!
Are you ready?
Let’s check the homework.
I’m sorry.
Excuse me.
I have lost my ___________ .
I’ve forgotten my homework.
Once again, please!
To take attendance.
Present!
He is absent. She is absent.
I want to make an announcement.
I have to study.
What page are we on?
Do we have to skip a line?
Isn’t there any homework?
That’s enough.
That’s all.
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
21
VOCABULAIRE UTILE À L’ÉCOLE
USEFUL SCHOOL VOCABULARY

A stapler

A blue box

The chalk

A pencil

A pen

An eraser

A ruler

A pencil
sharpener

A paper punch

A desk

Homework

The chalkboard,
whiteboard

The garbage can

A clock

An overhead
projector

A back-pack


The data
projector

A pencil case


Pencil
crayons

A dictionary

A chair

A table

A carpet

The bell

A television


A CD player

A screen

A computer

A book

A textbook

A workbook

Paper

Cardboard

Scissors

The door

The window

Glue

A teacher

A student


The principal


The vice
principal

The caretaker

The secretary

The office
or the teacher’s
desk
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UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
LES MOTS USUELS
HIGH FREQUENCY WORDS

___________ .
I like
___________ .

_____________ .
I don’t like
___________ .

And

Is

Also

There is, there are

It is

Everyone, everybody

On

Under

In front of

Behind

Here

Over there

Before

After

More

Less

Than, that

But
Ou
Or

For

With

Because

After

Quickly

Slowly

A lot

Very

Really
Encore
Again, yet

Then, afterwards

During

Now

Today

Tomorrow

Yesterday

Well done!

Fantastic!

Great!
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
23
Help With Reading
e most important foundation for reading is established before your child goes to school. ere is nothing
more important that you can do for your child than to establish a love of books and an appreciation of the
written word.
Expose your child to English and French reading material as often as possible. Use a variety of genres (i.e.
newspapers, comic books, ction, and non-ction). Discuss content with your child and encourage verbal
feedback. Model reading to show that books can be a form of entertainment as well as a source of information.
Studies have shown that reading strategies and skills may be transferred from one language to another.
Libraries and Book Clubs are an excellent source for obtaining quality reading material. Parents can assist
their child in learning how to locate information and resources which will support his/her learning.
ere are several dierences between French and English pronunciation that might be most obvious as you
read along with your child:
• consonants are essentially the same;
• there are signicant dierences between the sounds of the vowels;
• h is always silent in French;
• an s at the end of a word, to indicate the plural, often is silent;
• qu sounds like k (not kw as quiet);
• th is pronounced t;
• ch is pronounced like the English sh;
• I is pronounced like the long English e (see);
• ou in French always sounds like troop (not out);
• oi sounds like wa (wash)
• au and eau have the long o sound (go);
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UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
• ez has the long a sound (say);
• accents change the sounds of vowels;
• è sounds like the short English e (peck);
• é sounds like the long a sound (say);
• ê sounds like the short English e (peck);
• ç sounds like the s sound (sand);
• stress falls on the last sounded syllable (tapi sounds like tap-ee);
• when a word begins with a vowel (or silent h), it is usually joined with the last consonant of the
preceding word – it will sound as though your child is reading one word instead of two (l’homme).
Adapted from “Yes, You Can Help”.
Practice pronouncing these vowels by adding them to dierent consonants:
b
ch
d
f
j
l
m
n
p
r
s
t
v
a
e
i
o
u
é
è
ê
ba
be
bi
bo
bu
bé
bè
bê
=
=
=
=
=
=
=
=
Phonics Practice
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
25
Suggested Language Resources
SUGGESTED LANGUAGE RESOURCES
Most French Immersion teachers recommend the Bescherelle reference books for grades 4 and up.
1. 
2. 
3. (grammar)
4. 
5. 
6.  – Passport Books
CHILDREN’S FRENCH DICTIONARIES
ere are many excellent French dictionaries on the market. Here are just a few of them.
CHILDREN’S BILINGUAL DICTIONARIES
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UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Help With Writing
NOMBRES
1 343,57 $
• a space replaces the comma and a comma replaces the period
• a space after the number followed by the dollar sign
2 000 500 personnes
• a space replaces the comma
5 millions de dollars
HEURES
15 h 30
• a space on both sides of the h
GUILLEMETS
« Le ciel est bleu »
• one space after opening quotation marks and one
space before closing quotation marks
DEUX POINTS
Vous trouverez la liste ci-dessous : papier, crayon, règle, etc.
• one space before and two spaces after the colon
NUMBERS
$1,343.57
2,000,500 people
5 million dollars
TIME
3:30 p.m.
QUOTATION MARKS
“The sky is blue”
COLON
The following is a list:
paper, pencil, ruler, etc.
La ponctuation
PUNCTUATION TIPS
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
27
POINT-VIRGULE
Elle travaille beaucoup; elle veut
compléter ses devoirs.
• no space before and one space after the semi-colon
POINT
J’aime jouer avec mon chien.
• same rules as in English
SEMI-COLON
She’s working hard; she wants
to finish her homework.
PERIOD
I like playing with my dog.
Diacritics or Accents
Why they’re important and how to do them.
Many words in the French language require diacritics (special marks). Accents (as in mère), diaeresis (as
in Noël) and the cedilla (as in français) aect the pronunciation of words. In the case of accents, how-
ever, they can also change the meaning of the word. e following examples demonstrate how important
it is to use accents:
Montant dû (amount due) – du pain ( bread)
Passe la balle ( the ball) – le passé (the )
Il était là (he was ) – la eur ( ower)
Diacritics are used with  as well as with the letter c. French diacritics are required on 
 letters just as they would be on  letters (ex,: ministère – MINISTÈRE).
In most word processing software, lower and upper case diacritics can be found under .
However, another easy way of producing diacritics is to use the  along with your keypad.
Follow these simple steps to create a diacritic:
1. Use the

on page 28 to select the appropriate combination
of letter/diacritic and corresponding number.
2.


and then compose the

from the
number keypad (ensure that the

).
3.

and your character will appear.
28
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Punctuation and Diacritics Table
To the right of our keypad turn “Num Lock” on, press Alt, hold and press the desired numbers, and release.


e following is a list of diacritics used in French:
´– acute accent
` – grave accent
ˆ  – circumflex accent
¨  – diaeresis
¸ – cedilla
When French words contain oe and ae such as œuf, sœur, œil, curriculum vitæ, etc., the and
æ . Although this usage is not mandatory, it is highly recommended when writing in
French. To achieve these styles, use the following :
æ Æ  Œ 
à – 133
À – 0192
é – 130
É – 144
î – 140
Î – 0206
ô – 147
Ô – 0212
ù – 151
Ù – 0217
ç – 135
Ç – 128
â – 131
 – 0194
è – 138
È – 0200
ï – 139
Ï – 0207
û – 150
Ü – 154
ê – 136
Ê – 0202
ë – 137
Ë – 0203
FRENCH
QUOTATION
MARKS
« – 174 » – 175
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
29
Capitalization in French
MINISTRY NAMES
e letter “m” in the word ministère is generally not
capitalized in French, unless the name of a ministry
is used in a business card, on letterhead or signage.
Each complement/qualier is capitalized.
Example:
e Ministry of Agriculture, Food and Rural
Aairs becomes 

NATIONALITIES
When referring to one’s nationality or citizenship,
capitalization is required in French. However, when this
same word is used as an adjective, it is not capitalized.
Example:

(Canadians like winter).

(e Canadian people like winter).
LANGUAGES
In French, languages are not capitalized.
Example:
e French and English languages are very
dierent.
becomes 

DATES AND DAYS OF THE WEEK
Months and days of the week are never capitalized
in French.
Example:
I received your letter on Tuesday, March 6, 2010.
becomes

GEOGRAPHIC NAMES
Geographic names are always capitalized in French.
Example:
e province of Ontario becomes 

CARDINAL POINTS
Cardinal points are capitalized in French when
they refer to the name of a geographical region,
when they are part of an electoral district and
when they are part of an address.
Example:
Western Canada becomes 
York-South becomes 
33 King Street South becomes 

When the cardinal point refers to a direction, it is
not capitalized.
Example:
e building faces the north becomes 

PROPER NOUNS AND TITLES
Proper nouns are capitalized, however titles are
generally not capitalized in French.
Example:
Mr. David Lalonde,
Executive Director of the
Communications Branch
becomes


Mrs. Rolande Duval, Unit Manager becomes

30
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
What is a fossilized error?
It refers to an error that is made so often that it has become a natural part of the person’s speech.

• . In English, it is easy to over-generalize. For example, the ad-
dition of “s” in the third person singular present. It is easy for students to remember I come, we come,
they come. Students can forget to add the “s” to “he comes” because they over-generalize the rule and
apply it to all the verb forms.
• . For example, in French
“sympathique” means nice when referring to a person. In English, the word “sympathetic” has a dif-
ferent meaning. If French students are not corrected in their use of the word sympathetic, they can
believe they are using it correctly. Regular use of the word in the wrong context without correction
leads to a fossilized error.


It can take a long time to redress a fossilized error, so patience and good humour are needed. Of course,
the easiest way to deal with them is by prevention. We should try to correct these most common errors
before they become entrenched and fossilized.
Error
Je suis fini
J’ai allé
Il a allé
J’ai revenu
Sur l’autobus
Sur lundi
le mon, le ton, le son
cela regarde beau
English
I’ve finished
I went
He went
I came back
On the bus
On Monday
mine, yours, his/hers
that looks beautiful
Correction
J’ai fini
Je suis allé
Il est allé
Je suis revenu
Dans l’autobus
Lundi
le mien, le tien, le sien
cela a l’air beau
Fossilized Errors
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
31
Techno-French !

A computer

A mouse

A mouse pad

A screen

A monitor

A keyboard

A key


A printer

To print

The Internet

On-line

To click

To download

An icon

A font


To browse/
a browser


The scroll bar

To scroll down

To scroll up

A web site

A home page

A link

de recherche
A search
engine


A favourite/
bookmark

To save, back-up

To save

To save as

An e-mail


To drag and
drop


To open a
new file


To open an
existing file

A file

A folder

A spreadsheet

To import

To export



colon/two for-
ward slashes/dot
32
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Character Education
Teamwork
I work cooperatively, valuing the opinions of others,
towards a common goal. I encourage others to participate.
Responsibility
I am reliable and dependable to do my work.
I take ownership for what I say and do. I think before I act,
understanding there are consequences for my actions.
Respect
I treat other people the way I want to be treated. I am
courteous and polite. I listen to what people say. I don’t insult,
ridicule or name call. I protect property and the environment.
Perseverance
I am determined and work hard to nish what I start even
if it is dicult. I complete all tasks to the best of my ability.
I do not give up when faced with challenges.
Optimism
I have a positive attitude. I look at challenges as
opportunities for learning. I have hope for the future.
Kindness
I am sensitive to people’s feelings. I help others in need.
I am never mean or hurtful with my actions or words.
I am charitable.
Integrity
I always try to do what’s right, even when it is dicult.
I am true to be my very best self.
I live up to the highest ethical standards.
Honesty
I am truthful and sincere.
Empathy
I respect and understand the feelings of others.
I act with kindness and compassion.
Courage
I face my fears with condence – being brave.
I face challenges directly.
L’esprit d’équipe
Je coopère lorsque je travaille avec les autres.
Je valorise les opinions de tous an d’atteindre un but commun.
J’encourage les autres à participer.
La responsabilité
Je suis able. Tu peux compter sur moi pour terminer mon
travail. Je suis responsable de mes paroles et de mes actions.
Je rééchis avant d’agir et je comprends qu’il y a des
conséquences à mes actions.
Le respect
Je traite les autres comme je veux être traité(e).
Je suis courtois(e) et poli(e). J’écoute ce que les autres ont à dire.
Je m’exprime sans insulter, ni ridiculiser les autres.
La persévérance
Je travaille fort et avec détermination pour terminer
le travail que je commence même si c’est dicile.
Je fais toujours de mon mieux. Je fais toujours face à mes dés.
L’optimisme
J’ai une attitude positive. Je perçois les dés comme des
occasions pour approfondir mes connaissances. Je crois à l’avenir.
La gentillesse
Je suis sensible aux émotions des autres. J’aide ceux qui en ont
besoin. Je ne blesse personne avec mes paroles et mes actions.
Je suis charitable.
L’intégrité
J’essaie toujours de faire ce qui est correct même lorsque
c’est dicile. Je suis franc(che) et je fais toujours de mon mieux.
Mes paroles et mes actions reètent mes valeurs.
L’honnêteté
Je suis sincère et je dis toujours la vérité.
L’empathie
Je respecte et je comprends les émotions des autres.
J’agis avec gentillesse et compassion.
Le courage
Je fais face à mes peurs avec courage. J’accepte les dés.
Le caractere
UNE BASE SOLIDE POUR L’AVENIR
Character
A FOUNDATION FOR YOUR FUTURE
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
33
Useful Internet Sites
www.alliance-francaise.ca

French classes for adults and children and a variety of special events.
http://audacity.sourceforge.net

Free, downloadable voice recording and editing software. A great way to practise spoken French in the comfort of
your own home.
www.audiofrench.com

AudioFrench.com is an on-line French audio dictionary with thousands of sound les, accompanying text, and video
clips to help you learn, practise, and enjoy the French language. Great for parents and children to use together.
www.cpf.ca

www.cpfont.on.ca

http://cpfchapters.ca/durham

An association of parents dedicated to the promotion and support of French instruction at a national, provincial
and regional level. It provides valuable resources and information, and organizes events such as summer camps,
conferences and book fairs. Among the useful resources published by CPF are various reference books, special
reports, pamphlets and newsletters.
www.cforp.on.ca

e Franco-Ontarian Educational Resource Centre oers a wide range of resources on its French-language web site.
Of particular interest to parents of younger children will be the “Section jeunesse et petite enfance”.
USEFUL WEB SITES SUPPORTING THE FRENCH IMMERSION PROGRAM
FOR PARENTS AND GUARDIANS
34
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
www.durhamcollege.ca

Durham College in Oshawa oers a number of French courses for adults. Full details can be found on their web site
under “Continuing Education” and then “Programs”.
http://ddsb.durham.edu.on.ca

e French Immersion section of the Board web site can be found under “Programs”.
www.cofrd.org/siteweb/librairie.html

ere is now a “Librairie du Centre” bookstore and distribution centre right in the middle of Oshawa. Contact
details and opening times can be found on the web site.
www.ocol-clo.gc.ca

e web site houses various resources pertaining to Canada’s ocial status as a bilingual country.
www.edu.gov.on.ca

To access important information pertaining to French Immersion, click on “French-Language Education”, then
“French in English-Language Schools”. Here you will nd the Curriculum Documents for all grade levels.
www.rosettastone.ca

A computer-based language-learning tool.
www.scholarschoice.ca

Now with 2 branches in Durham Region, Scholar’s Choice stocks a selection of French resources such as workbooks,
posters and CDs. e web site has details of how to get to their stores in Ajax and Oshawa.
www.scholastic.ca/editions

eir on-line store has an enormous selection of French books for all grade levels.
www.tou.tv

CBC site oering a variety of TV shows for all ages.
www.tralco.com

On-line store specializing in French books, dictionaries, games, music and software.
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
35
USEFUL WEB SITES SUPPORTING THE FRENCH IMMERSION PROGRAMME
FOR STUDENTS
http://french.about.com/library/pronunciation/bl-audiodico-a.htm

is French-English audio dictionary contains more than 2,000 entries. Each French word or expression has a sound
le, an English translation, and links to additional or related information.
www.atlasgeo.net

Site featuring maps, ags and basic information from countries all over the world.
www.bescherelle.com/index_eco.php

is is the kids version of the on-line grammar resource.
www.bitstripsforschools.com

A great site which allows students to create their own comic strips. Available in both English and French.
http://bonpatron.com

Bon Patron is a grammar correction tool which nds grammatical and spelling mistakes in French text and oers
suggestions as to how they should be corrected.
www.brainpop.fr

Fun French games, activities and videos for all subject areas.
www.fslactivities.ca

A large number of activities and resources for French.
www.jedessine.com

On-line games, arts and crafts all in French.
http://users.skynet.be/providence/vocabulaire/francais/menu.htm

Visual games covering many themes in which students are asked to select the right answer from a drop-down menu.
www.kidadoweb.com

A collection of the best, free websites for children featuring games, art activities, homework help, and much more.
www.languageguide.org/french

A French vocabulary, grammar and pronunciation guide.
36
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
www.leconjugueur.com

An excellent resource to conjugate French verbs.
www.le-dictionnaire.com

On-line French dictionary with encyclopedia, grammar, synonyms and other links.
www.infovisual.info/index_fr.html

Visual dictionary which allows users to enter a French word and see the corresponding picture.
http://lookwayup.com/free/EnglishFrenchDictionary.htm

An on-line dictionary site which corrects spelling. You can drag and drop terms from other windows. Click the magni-
er icon to access thesaurus and synonyms.
http://cemc2.math.uwaterloo.ca/mathfrog

On-line mathematical games and activities for students in grades 4, 5 and 6.
www.poissonrouge.com

A great selection of interactive games for primary students. For French games, click on the castle with the French ag.
www.quia.com/shared/french

A wealth of on-line activities for elementary students.
www.racontine.com/index.html

Click on “Les Racontines” to read and hear some great stories for primary students.
www.radio-canada.ca/jeunesse/petits

e French-language division of the CBC oers a multitude of shows and games especially for primary students in its
“Zone des petits”.
www2.tfo.org/education/eleves/resultats

TV shows, videos, games and even homework help are all available at TVO’s French web site.
www.pdictionary.com/french

ematic picture dictionary with activities.
www.wordreference.com

An easy-to-use bilingual on-line dictionary.
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
37
Music Resources
www.anniebrocoli.com

Popular children’s entertainer from Québec. For ages 3-8.
www.charlottediamond.com

Seasonal and thematic songs. For ages 3-10.
www.edurock.com

A mixture of rock and hip-hop which includes themes and grammar structures studied in the classroom.
For ages 10-14.
www.jacquot.net

A variety of songs which explore thematic vocabulary through music. For ages 5-10.
www.sara-jordan.com

A series of songs focusing on grammar structures presented in a rap or rock and roll style. For ages 7-12.
www.gregglerock.ca

A wide range of songs presented in various styles. For ages 10-15.
http://clownsamuel.com

emes include: seasonal songs, popular children’s songs, and song and dance. For ages 3-10.
www.julipowers.com

A variety of songs in dierent styles, several of which include AIM gestures. For ages 10-14.
38
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Only when the student has to use French outside the classroom does the second language become
real, relevant and necessary. Some students may wish to enrol in summer camps to extend their
French learning. Check the Canadian Parents for French website for details of French camps across
the country. Go to  and click on “Educators”, then “Youth Activities”
to see what’s available.
More information about Summer Camps in the Toronto area can be found at the Alliance Française
website, .
In Durham Region, St-Charles Garnier High School in Whitby also oers a Summer Camp for
students between the ages of 6 and 14. Further information can be found on their website at
.
French Summer Camps
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
39
Exchange Programs

www.afscanada.org
Academic year, semester, and summer programs in dierent countries. Opportunities for families to host
exchange students. For ages 15-18.

www.cciorg.ca
Work in developing countries. For ages 15-18.

www.ceef.ca
Individual exchange programs for ages 14-17 which include a three month reciprocal exchange and a
summer reciprocal exchange.

www.iseontario.on.ca
A non-prot organization oering Ontario students reciprocal exchange programs in Quebec and Europe.
For ages 12-18.

www.nacel.ca
International exchanges including au pair program, home stay in French, and hosting opportunities.
For ages 13-18.

www.sevec.ca
Educational visits for groups of students. For ages 12-16.
40
UNE TROUSSE DE TRÉSORS POUR LES PARENTS D’IMMERSION A TREASURE CHEST FOR FAMILIES NEW TO FRENCH IMMERSION
Notes:
Le conseil scolaire du district de Durham
Durham District School Board
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