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    Read more about Chapeau! First-Year French

    Chapeau! First-Year French

    (1 review)

    David A. Dinneen

    Madeleine Kernen

    Copyright Year:

    Publisher: KU ScholarWorks

    Language: English

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    Reviewed by Peter Eubanks, Associate Professor of French, James Madison University on 5/29/20

    There is an effective index, French-English glossary, and English-French glossary. The coverage of introductory French vocabulary and grammar is quite good, though, as the book acknowledges itself in the introduction, some interesting choices are... read more

    Table of Contents

    • Pour Commenter: Masculin, feminin
    • Chapitre Un: Flagrant desir
    • Chapitre Deux: Recherche Susan, desesperement
    • Chapitre Trois: Rose bonbon
    • Integration 1-3: L'important, c'est d'aimer
    • Chapitre Quatre: Les Quatre cents coups
    • Chapitre Cinq: Les Saisons du plaisir
    • Chapitre Six: L'Ane qui a bu la lune
    • Integration 4-6: La Comedie du travail
    • Chapitre Sept: Ca va cogner
    • Chapitre Huit: Dernier domicile connu
    • Chapitre Neuf: Passe ton bac d'abord
    • Integration 7-9: Candide ou l'optimisme au XXe
    • Chapitre Dix: Chambre avec vue
    • Chapitre Onze: Et vogue le navire
    • Chapitre Douze: Les ailes du desir
    • Integration 10-12: A bout de souffle
    • Chapitre Treize: L'Argent de poche
    • Chapitre Quatorze: Pourvu que ce soit une fille
    • Chapitre Quinze: L'as de pique
    • Integration 13-15: Eclair de lune
    • Chapitre Seize: Manon des sources
    • Chapitre Dix-Sept: Apres la repetition
    • Chapitre Dix-Huit: Une Langouste au petit dejeuner
    • Chapitre Dix-Neuf: L'etat de bonheur permanent
    • Chapitre Vingt: Pauline a la plage
    • Chapitre Vingt et un: La grenouille et la baleine
    • Chapitre Vingt-Deux: La Derniere seance

    Ancillary Material

    • KU ScholarWorks
    • About the Book

      Chapeau! is a first-year college text. Although it may appear, at first glance, to move very fast and introduce a large amount of material early, the vocabulary and grammatical structures that we expect students to control actively by the end of the year are limited in accord with our notion of a reasonable application of the ACTFL proficiency guidelines. As a result, while some instructors may be surprised at such things as the absence of the possessive pronoun, no insistence on the use of optional subjunctives, and no active treatment of the relative dont, others may be disturbed by what we still include in a first-year text. What we do expect students to acquire (which is quantitatively less than what we present in the text for them to know about), we believe they will acquire well, providing a sound basis for further study (formal or informal) and permitting us to say to them, both during and at the end of the course, "Chapeau!"

      About the Contributors


      David A. Dinneen, University of Kansas

      Madeleine Kernen, Southwestern Missouri State University

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