Conditions of Use
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
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 made as to what gets covered and what does not (i.e. possessive pronouns are not covered, but the subjunctive is covered).
The content is correct, without errors, and unbiased.
The content is often not up-to-date. It is from an out-of-print edition of a 1989 textbook. The textbooks refers to francs, makes no references to the internet or to vocabulary words that have developed since 1989. The grammar is correct and up-to-date and will never become obsolete. The learning styles privileged feel a little out of place in the twenty-first century—memorization of set dialogues, little visual content, no video, very little music, very little of the communicative method, very little acknowledgement of non-white, non-French speakers of French throughout the world. Updates can be implemented, but this would take some concerted effort, since the text sometimes reads like a time capsule from 1989.
There is an avoidance of jargon and technical terminology, which makes the text more readable and accessible. The grammatical explanations are entirely in English, which also makes the text more readable and accessible to the first-year French student.
The text is internally consistent in terms of terminology and framework. Material is presented in a logical progression of information.
There are numerous portions of the text that can be divided up and used separately, outside of the context of the text as a whole. These portions can serve to supplement any other text(s) that an instructor may wish to use in the classroom.
Everything appears well organized, clearly and coherently structured, and with logical flow.
The images in the text are sometimes difficult to discern clearly, and the words on the page are sometimes also not clearly visible.
There are no grammatical errors.
The text contains images of white persons only, in spite of the fact that French is spoken by many non-white peoples throughout the world. The text focuses almost exclusively on the experience of metropolitan France, in spite of the fact that French is spoken by many peoples outside of metropolitan France. There is a brief mention of Quebec and a brief mention of the Qur’an.
This textbook has much in the way of grammar and vocabulary exercises and explanations that could be useful as supplements to a first-year French course, but its overall approach is outdated.
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
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