Complete French Gr 00 Fras

8/10/2019 Complete French Gr 00 Fras

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Y

A

R

MENARD

414 S

KENILWORTH

OAK

PARK IL

60302

t*

'1*


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La

Republique

Fran


7/609

THE

NEW

FRASER

AND

SQUA1K

COMPLETE

FRENCH GRAMMAR

BY

W.

H.

FRASER

and

J. SQUAIR

I'ROFESSORS

OF

THE ROMANCE

DEPARTMENT, UNIVERSITY

OF TORONTO

WITH

NEW

EXERCISES

IN PART

I

BY

Ar-eOfcEMA'N,,-

PROFESSOR

OF

FRENCH,

UNIVERSITY

OF

CHICAGO

*H^

D.

C.

HEATH

& CO., PUBLISHERS

BOSTON

NEW

YORK

CHICAGO


8/609

FRASER AND

SQUAIR'S

FRENCH

GRAMMARS

New

Complete

French

Grammar

A

revised

edition

of

the

original

book,

containing:

Part

I.

(a)

New, direct-method Exercises,

with

special

Lesson

Vocabularies,

Exercises

in Pronunciation, formal

Review

Exercises;

(b)

Selected Anecdotes for Reading;

Part

II.

Systematic

Grammar

and Exercises; III.

Vocabularies,

with

phonetic

transcription.

Illustrated.

573

pages.

New

Elementary

French

Grammar

The

New

Complete

Grammar,

without

Part II, but

inclusive

of

the

Irregular

Verbs.

Special, detailed

Index.

Illustrated.

326

pages.

Complete

French

Grammar

The

original

book,

containing:

Part

I.

Elementary

Lessons;

Part

II.

Systematic

Grammar;

III. French

Reader;

IV.

Vocabularies.

550

pages.

Elementary

French

Grammar

The

Complete

Grammar,

without

Part II, but

inclu-

sive of

the

Irregular Verbs

and

Reader.

312

pages.

Abridged

French

Grammar

The

Complete

Grammar,

without the

French

Reader.

45

pages.

Shorter

French

Course

A

later

book than the

above.

More

elementary, it

contains

all the

essentials,

and

has

abundant

Exercises.

35

pages.

Alternative

English

Exercises

For

Parts

I and

II

of

the

Complete

Grammar,

76

pages.

For the

Shorter

French

Course,

84

pages.

Copyright, 1921

by

D.

C.

Heath

&

Co.


9/609

PREFACE

TO

THE

REVISED EDITION

The

first

American

edition of

this

Grammar

was

published

March

26,

1901.

It was

received

with favor, and

since

that

date

numerous

reimpressions

have

been

made to

meet the

demands

of

the

public.

The

present

revision

has

been undertaken for

the

purpose

of

introducing

such

changes

as

time and

experience

have

suggested

as

likely

to

be

useful,

without

however disturbing

the

original

character

of

the

book,

or

changing

the

paragraph

numbers.

The

use

of

the

phonetic symbols

adopted

by

the

Association

Phonetique

Internationale

has

been

retained

throughout the

book,

wherever

needed

to

aid

in

the teaching

of

pronunciation.

The

pronuncia-

tion

of

all

French

words

in

the

French-English

portion

of

the

Vocabulary is

given by

phonetic

transcription

based

upon

the

Dictionnaire

Phonetique

of

Michaelis

and Passy.

The most

considerable

changes

have been made in the

Exercises

I-XXXIX of

Part

I,

which

have been

rewritten

by Professor

A.

Coleman of

the

Romance

Department of

the

University

of Chicago,

who, with great

unselfishness

and

in

a

spirit

of

admiration

for

the

(

irammar, has

cooperated

with

the

authors and publishers

in

their

effort

to

make

the

book

more useful

to

teachers

and

students.

The

grammatical part

of

each

lesson

remains substantially

as

it

was

in

the

original

edition.

In

the

Exercises an

attempt

has

been

made, in accordance with

advanced methods

of

teaching,

to provide

an abundant

and

varied apparatus

for

oral practice and for

train-

ing in

accuracy

of

pronunciation, in

writing

from

dictation,

and

in

composition;

also

a

section

of

useful Classroom Expressions

has

been

introduced

for

the

convenience

of

both

teachers

and

stu-

dents.

In

fact,

it

is

everywhere

emphasized

throughout the book

that

learning

to

speak

tin-

language

is

of

prime

importance.

The

Vocabulary

of Part

I has been

revised; words which

are not of

iii


10/609

IV

PREFACE

common

use

have

been

excluded,

and

liberal

provision

has

been

made

for

drill

on the uses

and

meanings

of the words

given.

Attention

is

called

to

the

following

important new

features

of

Part

I:

1.

In the

Lesson

vocabularies

and

in

the text

of the

Exer-

cises

great

emphasis

is

laid

on

Verb

Forms,

particularly

on

the

learning

of

the

forms

and

the use of a

number of common irregular

verbs.

2.

The

difficult

topic of

Tense

Usage is

especially

dealt with,

particularly

the

functions

of the

present, the

imperfect,

and

the

past

indefinite

forms

in

past

narration.

3.

A

great

variety

of

drill work

and

abundant

opportunity for

Oral

Practice,

based

on

continuous

reading

passages,

have

been

provided.

4.

Much

stress is

laid

on the

acquisition of

a Working Vocabu-

lary: (a) by

abundant

repetition and

review

of the

vocabulary

in

the

Exercises;

(b) by

pointing out

differences

in usage

between

words

nearly

allied

in meaning; (c) by

the

introduction of many

common

idioms;

(d) by

formal

Review

Exercises.

Amongst

the

new features

to

which special attention is

directed

are also

the

photographic

reproductions of

important

buildings,

parks, paintings,

sculpture, etc., as

well

as the Map of France,

the

appearance of

which

here

is

due

to the

courtesy of the

Literary

Digest.

The first

thirty-nine lessons

of

Part I

contain

enough

grammatical

material

for

four

semesters

with

younger

pupils

beginning

in

the

Secondary

School and

for two

semesters

with

beginning

classes of

High School seniors

or

of

College

freshmen. As

a

rule the

A

sec-

tions

are composed of passages

for

reading, which

can

also be

used

for

dictation

and

oral

practice,

and

the

B

sections of various

types

of grammar drill. These

are

followed

by

composition

and trans-

lation

exercises,

as

well

as

by

special

exercises in

pronunciation

and

dictation.

In

regard

to the Exercises in

Pronunciation in

which

phonetic

transcription

is

employed,

teachers must use

their

discretion.

They

may

be

omitted

by those who regard them

as

unnecessary.

There

is

little doubt that it is sound pedagogy

to

spend enough

time

on the

essentials of

French

grammar contained

in

these

Les-


11/609

PREFACE

V

sons

of

Part

I

to go

through

them, or most

of

them,

twice

with

great

care;

for

it is

only

by

such

repetition, with

abundant

illustra-

tive

exercises,

that

beginners

can acquire that

trained

sense

for

the

correct

fowl

of

expression

and the proper

grammatical

con-

struction

which

is

essential

to

a real

knowledge

of a

foreign

tongue.

In Part

I,

Exercises

XL -LI

have

been

retained.

They

have been

found

useful as

furnishing easy reading material

in

French

as well

as

drill

in

elementary

grammar, particularly in

the

regular

and

irregular

verb forms.

They may, like

Exercises I-XXXIX,

also

be

used

in

teaching by the

direct

method.

Part II

contains a

comprehensive

statement of the

grammatical

phenomena

of

the

French

language

adapted

for

later

study

and

general

reference. The Exercises Ia-LXXYa in tins

Part

have

been

retained with such changes and additions as seemed

necessary

or

likely

to

be

useful.

The Exercises

are

of

two

kinds.

Exercises

la-La

consist of

detached

English

sentences for

translation

into

French, based

directly

upon

definite

sections of

the

Grammar

referred

to

in

the

headings and

providing a thorough

drill on all

important

points

of

grammar.

Exercises

Lla-LXXYa

are

pieces

of

continuous

English

prose

of an easy

character,

to

be translated

into French,

and

are

fully

provided

with references

to

the

sections

of the

Grammar

where

the

particular

grammatical points are

dealt

with.

The

French

Reader

has

been

dropped

from the

present

edition. A

complete

Index

has

been

providnl

at

the end

of

the

book.

By

virtue

of

a

decree

of the

French

Minister

of

Public

Instruction,

dated

February

26,

1901,

certain

deviations

from

commonly ac-

cepted rules of

grammar

were

permitted as

optional at all

official

examinations.

In

the

Appendix,

on

the

last page,

will

be found

a

reference list

explaining the

bearing

of

these

deviations upon the

various

sections

of the

grammar

affected

thereby. As

a matter

of

fact, it does not

appear

that

careful users

of

the

language,

outside

examination halls in France,

have availed

themselves

to any

extent

of

these permissions,

and

hence

for

English-speaking

students

they

may be

regarded as

practically

non-existent.

It

will readily

be

seen

that the

aim

has

been

to

furnish

students

with

a

manual on French

grammar so

comprehensive

in

its

theo-

retical

treatment

and so

varied

and abundant in the

exercises


12/609

VI

PREFACE

offered,

that it

will be

useful

to

all,

whether

in

the elementary

or

advanced

stages

of the

study of

modern

or

classical

French.

Special

acknowledgements

for

suggestions regarding

various

parts

of

the

book

are

due

to

Professor

J.

Home

Cameron

of

the

University

of

Toronto

and

to

Professor G.

D. Morris

of Indiana

University. The

manuscript of

the

new Exercises

to

Part

I was

read by

Messrs.

Antony

Constans

and James

Kessler

of

the Univer-

sity of

Chicago, by

Miss

Edna

C.

Dunlap of Parker

High

School,

Chicago,

and

by

Professor

E.

C.

Hills

of

Indiana

University.

To

Professor Hills are due

particularly thanks for

excellent suggestions

in

regard

to

the

order of

the

material.

The authors are indebted

also

to

Professor

H.

C.

Lancaster of

Johns Hopkins University

and

to

Professor

D. H.

Carnahan of

the University

of

Illinois

for

reading

the

proofs

of Part

I;

to

the

Publishers

for

their

liberal

policy

which made available

all

this

invaluable assistance;

and

to

Dr. Alexander

Green of

the

Editorial Office, whose

zealous

efforts

have

contributed

toward

rendering

the

volume more accurate in

contents

and

more

attractive

in

appearance.

October, 1920


13/609

CONTEXTS

PAGE

Phonetic

Introduction

. .

.... 1

Exercise

in

Phonetic

Transcription

12

Useful

Classroom

Expressions

14

PART I

LESSOX

I.

Definite

Article.

Gender.

Case. Agreements

... 17

II.

Indefinite

Article

20

III.

Possessives.

Negation.

Interrogation

23

IV.

Pronoun

Objects

26

V. Plural

Forms.

Possessive

Adjective (continued)

.

.

28

VI.

Present

Indicative

of avoir. Partitive

Xoun

and

Pro-

noun. En

32

VII. Avoir

(continued).

Interrogation

(continued)

....

36

VIII. Present

Indicative of

etre

39

IX.

Regular

Conjugations: Present

Indicative

of

dormer.

Interrogation

(continued).

Demonstrative

ad-

jective

43

X.

Plural

Forms.

Contractions.

Use

of

il

y

a .... 47

Review of Vocabulary

and

Pronunciation

Xo.

1

. .

50

XI. Indefinite Pronoun

on.

Interrogation

(continued).

Present

Indicative

of

faire

52

XII.

Feminine

of

Adjectives.

Position

of

Adjectives.

Interrogative

Adjectives.

Y

56

XIII.

Present

Indicative

of

dormer,

finir,

vendre. General

Xoun.

Tout

60

XIV.

Partitives

(continued). Avoir

+

Undeterminate

Xoun

(besoin,

etc.)

64

XV.

Past

Participles.

Past

Indefinite.

Word-order.

Idiomatic

Present Indicative

68

XVI.

Comparatives.

Superlatives.

Comparison

of

Ad-

verbs. Present

Indicative

of

aller

72

XVII.

Agreement of Past Participle.

Relatives

76

vii


14/609

Vlll

CONTENTS

LESSON

PAGE

XVIII.

Tenses

with etre ,

80

Vocabulary

Review No. 2

84

XIX.

Pronoun

Objects.

Orthographical

Peculiarities:

commencer,

manger,

and

mener

86

XX.

Personal

Pronoun

Objects.

Pronominal

Adverbs:

y,

en.

Reflexive

Verb. Possessive

Force of Article

90

XXI.

Imperfect

Indicative. Use of

the

Imperfect.

Im-

perfect

of

faire 94

XXII.

Future

Indicative. Use

of

the

Future

100

XXIII. Disjunctive

Personal

Pronouns. Ce

+

etre

.... 104

XXIV.

Impersonal Verbs 107

Vocabulary

Review

No.

3

Ill

XXV.

Infinitive.

Present

Participle.

Present Indicative

of pouvoir.

II

faut

113

XXVI.

Present

Subjunctive.

Use of

the

Subjunctive.

Tense

Sequence.

Present

Indicative of vouloir

. . 119

XXVII.

Imperative (continued). Position of

Objects

(continued)

124

XXVIII.

Conditional

Mood.

Conditional

Sentences

.... 128

XXIX.

Use

of

Article.

Present

Indicative

of

savoir

....

133

Vocabulary Review

No.

4

137

XXX. Possessive

Pronouns.

Present Indicative

of

dire

. .

139

XXXI. Demonstrative

Pronouns

144

XXXII. Relative

Pronouns.

Present

Indicative

of

connaitre

148

XXXIII. Interrogative

Pronouns

153

XXXIV.

Indefinite

Pronouns

158

Vocabulary

Review

No.

5

164

XXXV.

Numerals:

Cardinal,

Ordinal.

Fractions

166

XXXVI.

Dates,

Titles.

Seasons,

Months

171

XXXVII.

Time of

Day

176

XXXVIII.

Past

Definite. Use

of

the Past

Definite

.......

180

XXXIX.

Imperfect

Subjunctive.

Tense

Sequence.

Meanings

of

devoir

and

vouloir

184

Vocabulary

Review

No.

6

....

.

188

ANECDOTES

XL.

La

Thdiere du

Matelot

190

XLI.

L'Arabe

et

les

Perles

191

XLII.

Le

Paysan

et

les

Epis de

Ble

192

XLIII.

Le

Tresor

du

Laboureur

194


15/609

CONTENTS

IX

LESSON

PAGE

XLIV.

Louis

XIV et

Jean

Bart

195

XLV.

La

Fourmi et

le

Brin

d'Herbe

. . . .

; 197

XLVI.

Le

Bon

Samaritain 198

XLVII.

M.

Laffitte

et

l'Epingle

200

XLVIII.

Le

Sifflet de

Benjamin

Franklin

201

XLIX.

Henri IV

et

le

Paysan 203

L.

Thomas

et

les

Cerises

205

LI.

Frederic

le

Grand et

son Page

. . ........

207

PART

n

The

Verb

209

The

Noun

300

The Article

313

The

Adjective

327

The

Pronoun

342

The Adverb

382

The

Numeral

394

The

Preposition

401

The

Conjunction

411

The

Interjection

414

Abbreviations

416

Exercises

on

Part II

(Detached

Sentences),

la-La

'

.

417

Exercises on

Part II

{Continuous

Prose),

Lla-LXXVa

467

Vocabularies :

French-English 481

English-French

515

Index

551

Appendix:

Tolerances

564


16/609


17/609

A

FKENCH

GRAMMAR

PHONETIC

INTRODUCTION

1.

General

Distinctions.

The

pronunciation will

be

explained,

as

far

as

possible,

by

comparison

with English

sounds,

but

it

must

never

be

forgotten

that

the

sounds

of

two

languages

rarely

correspond.

Important

general distinc-

tions

between

English

and

French are

the

following:

1.

English has

strong

stress

(7)

and comparatively

weak

action of

the

organs

in

articulation.

2.

French has weak stress,

while

the

action

of

the organs in articula-

tion

is

very

energetic.

3.

Hence,

French sounds,

both vowels

and

consonants, are

almost

all

'narrow,'

i.e., uttered

with

tenseness of the

organs

concerned in

their articulation. (To

understand

'narrow'

and 'wide/

compare

the

narrow sound of

i

in

'machine'

with

its

wide

sound in

'sit.')

4. Tongue and

lip

positions

for

French

vowels

are

more

definite,

and

more promptly

taken,

than

in

English.

Lip-rounding

(as

in

'who,'

'no,'

'law')

and

lip-retraction

(as

in

'let,'

'hat')

are

much

more

definite and energetic

in

forming

French

vowels.

5.

The

tongue,

both

for

vowels

and

consonants,

is, in

general,

either

further

advanced

or further

retracted than

in forming

English

sounds

requiring tongue

action.

6. English

long

vowels

(like

a

in

'lady')

shade off into

other

vowels

(especially

in

the

South of

England), while

all

French

vowels are

free

from

this

off-glide,

and

are

uniform throughout

their

utterance.

7.

The nasal

vowels

of

French are

foreign

to standard

English.

They are formed

by allowing the soft

palate to

hang

freely,

as

in

ordi-

nary

breathing,

thus

causing

the

air

to

escape

through both nose and

mouth

at

once.

If, for

example, the a

of

'father'

be

uttered with

the

1


18/609

FRENCH

GRAMMAR

2-3

soft

palate

hanging

freely,

the resulting sound

will be

approximately

that

of

the

nasal

[a] in

tante

[ta:t].

The position of

the

soft

palate

in

forming

this sound may

be readily observed

with

a

mirror.

It

must

be

carefully

noted

that there is

absolutely

no sound of

n, m,

or

ng,

in

French

nasal

vowels, and

hence that great

care

must

be taken

neither

to raise

the

tongue

nor

close

the

lips

until

the

sound is complete.

2.

Sounds.

The

French language

has

thirty-seven

sounds,

exclusive

of

minor

distinctions.

French

spelling,

-like that

of

English, is

irregular and inconsistent.

Hence,

to

avoid

confusion

in

indicating

the pronunciation,

we

shall employ

a

phonetic

alphabet

(that

of the

Association Phonetique

Internationale),

in

which each

sound

is

represented

by

its

own

symbol, and

each

symbol has

but one

sound.

3. Table of

Symbols. In the

following table,

the

ex-

amples are in

ordinary

orthography, the

heavy

type

indi-

cates

the sounds

which

correspond

to the

symbols, and

the

phonetic

transcription is

given

within brackets:

Symbols

Examples

i

ni, vive [ni, vi:v]

y

pu,

muse

[py,

my:z]

e

ete [ete]

creux,

creuse

[kr0,

kr0:z]

3

le

Da]

e

pres, pere [pre, ps:r]

s

fin,

prince

[fe, pre:s]

ce

neuf, neuve

[ncef, nce:v]

ce

un,

humble

[tie,

ce:bl]

a

patte,

part

[pat,

pair]

a

pas, passe

[pa,

pa:s]

a

tant,

tante [ta,

ta:t]

o

note,

tort [not,

to:r]

5

rond,

ronde

[ro,

r5:d]

o

sot,

chose

[so,

$o:z]

u tout,

tour

[tu, tu:r]

j

viande

[vjfl:d]

*l

lui

[lqi]

w

oui

[wi]

Symbols

Examples


19/609

4-6

PHONETIC

INTRODUCTION

3

4.

The

Alphabet.

The letters

of the alphabet,

with

their

French

names,

are

as

follows:

a


20/609

4

A

FRENCH

GRAMMAR

7-8

3.

Other

combinations

of consonants

representing

two

or

more

sounds

are divided.

Ex.:

par-ler,

per-dre,

es-ca-lier,

sep-tem-bre.

N.B.

Great

care

should be

taken

to

avoid

the

consonantal

end-

ing

of

syllables,

so

frequent

in English.

Compare French

ci-te,

ta-bleau,

with

English

'cit-y,'

'taWeau.'

Parallel rules

hold

in

script

and

print

where

division

occurs.

7.

Stress.

'Stress'

is

the

force

with

which a

syllable is

uttered

as

compared

with

other

syllables

in

the same

group.

In French, the

syllables

are

uttered

with

almost

equal

force,

a

very

slight

stress falling

on

the

last

syllable

of

a

word

of

two

or more

syllables,

or,

on the

last

but

one,

if

the

last

vowel of

the

word

is

[a].

Ex.:

Che-val,

par-ler,

par-lai, per-dre, cre-di-bi-li-te

(compare

the

strong

stress

of

English

'cred-i-fo'Mt-y').

Note.

In

connected

discourse the

rule

above

stated varies

consider-

ably,

but

a

full

treatment

of

the subject

would

exceed

the

limits

of

an

ele-

mentary

work.

The

safest

practice

for

the beginner

is

to

pronounce

all

syllables

with almost

equal

force. All vowels

except

[a],

see

19,

whether

stressed

or

unstressed,

are

carefully sounded

and

not slurred

over

as

in

English.

8.

Vowel

Quantity.

The

most

important

general rules

are

1.

Final

vowel

sounds (including

nasals) are usually

short,

e.g.,

fini [fini],

vie [vi],

loue

[lu],

parle [parle], rideau

[rido], mais

[me],

donner

[done],

enfant [afcl], parlerons [parl(8)r5].

2.

Stressed

vowels

are

long

before the sounds

[v],

[z],

[3],

[j],

[r final],

e.g.,

rive

[ri:v],

ruse

[ry:z],

rouge

[ru:3],

feuille

[fce:j],

faire

[fe:r].

3.

Of

stressed

vowels

standing

before

other

consonant

sounds,

nasals

are

long, e.g., prince

[pre:s];

[o],

[0],

long, e.g.,

faute

[fo:t],

meule

[m0:l]; [a], long

(almost always),

e.g.,

passe

[pa:s]; [e],

long

or

short, e.g.,

reine [rem], renne

[ren];

other

vowels regularly

short,

e.g., cap

[kap],

poche

[po$],

coupe [kup],

pipe

[pip],

seul

[soel],

lune

[lyn].

Note.

It

is

possible to

distinguish

also between

long'

and

half

long'

vowels,

but

it

has

been

thought best to

omit,

in

an

elementary work,

the rules

relating to

this

distinction,

and

to

indicate only 'long'

vowels in

the

transcriptions.


21/609

9-11

PHONETIC

INTRODUCTION

Vowels

9.

Tongue Position.

The

relative

position

of

the

tongue

for

the

various

vowels

may be

seen

from

the

following

dia-

gram. Rounded vowels are

enclosed

in

parentheses:

o

%

o

h

O

z

O

id

a

'

greatest*

J^.B.

In

the

following

descriptions

of sounds,

the

word

'like' means,

of

course,

only

'resembling/

or

'approximately

like'

(

1).

The

examples

given

after

the

word

'also'

show

the

less

common

orthographical

equivalents.

10. i,

y

1.

i

Like

i

in

'machine';

the

corners

of

the

mouth

are

slightly

drawn

back

(1,

4);

avoid

the sound

of

i

in

'sit';

avoid 'off-glide'

(1,6);

narrow

(1,3).

Ex.:

ni

[ni],

vive

[vi:v];

also, ile [i:l], lyre

[li:r].

2.

y

Has

no

counterpart in English. The

tongue position

is

practically

the

same

as

for

\T\

above;

very

tense

lip-rounding

(

1,

4);

narrow

(

1,

3).

The sound

may

be

best acquired either

by

prolonging

[i],

and at the

same

time effecting the

rounding,

or

by

holding

the

lips

rounded

and

taking the tongue position

of

[i].

Ex.:

pu

[py],

muse [myiz];

also

fut

[fy],

il

eut

[il

y],

nous eumes

[nuzym],

j'ai eu

[se

y].

11.

e,

0,

a

1.

e

Like

the first

part

of

the

sound of

a

in 'day,'

but

with

the

lips

more retracted

(

1,

4);

avoid

'off-glide'

(

1,

6);

narrow

(

1, 3).

Ex.:

ete

[ete];

also,

parler

Qparle],

donnai

[done].


22/609

6

A

FRENCH

GRAMMAR

12-13

2.

Has

no

counterpart

in English.

The

tongue position

is

prac-

tically

the

same

as

for

[e],

with

rounding of

the hps

for

o

(

1,

4);

narrow

(1,

3);

best

acquired by

combining,

as

explained

for

[y]

above,

the

lip-rounding

with

the

[e] position.

Ex.:

creux

[kr0],

creuse

[kr0:z];

also,

bceufs

[b0],

yeux

[j0].

3.

9

Like

English e

in

'the

man,'

or

a

in

'Louisa,'

but

slightly

rounded;

best acquired

by

relaxing the tension of the organs

required

for

the

production of

the

[0]

sound.

Ex.:

le

[la],

premier

[pramje];

also, monsieur [masj0],

faisant

[faza].

12.

s, e,

oe,

de

1.

e

Like

the sound of

e

in 'let,'

with the

mouth more definitely

open

and

the

hps

more

retracted

(

1,

4);

narrow

(

1,

3).

Ex.:

pres

[pre], pere [peir]; also,

fete [f:t],

terre [te:r],

secret

[sakrs],

parlais

[park],

paix

[ps],

reine

[re:n].

Note.

The e

of

a

stressed

sy

liable followed

by

a

syllable

con-

taining

e

mute has almost always

this sound (orthographically denoted

by

e,

e,

or

e

+

double

consonant),

e.g.,

je

mene

[men],

tete

[ts:t],

chere

[Se:r],

j'appelle

[apel],

ancienne [Qsjsn].

This principle

ac-

counts

for the

apparent irregularities

of

certain

verbs

and

adjectives.

2.

e

The

[s]

sound nasalized

(

1,

7),

but

slightly more

open.

Ex.:

fin

[fe],

prince [pre:s]; also, farm [f],

sainte

[se:t],

Reims

[re:s],

plein

[pie], simple

[se:pl],

symbole [sebol],

syntaxe

[setaks],

viendrai

[vjedre], soin

[swe].

3. ce

Has

no counterpart in

English.

It

has practically

the

tongue

position

of

[e],

combined

with definite

rounding of

the

lips

for

[o];

narrow

(1,

3);

best

acquired

by combining,

with the

[e]

posi-

tion,

the rounding described.

Ex.: neuf

[ncef],

neuve

[nce:v];

also,

cceur

[kce:r],

oeil

[ce:j],

orgueil [orgce:j].

4.

de

The

[ce] sound

nasalized

(

1,

7),

but

slightly more

open.

Ex.:

un [ce], humble [ce:bl];

also,

a

jeun

[asce],

parfum

[parftie].

13.

a,

a, a

1. a

This sound is similar to

but

requires

wider

mouth

opiaing

than

a

of 'pot,' and

lowering of

the tongue,

though with

the

point

still


23/609

14-15

PHONETIC

INTRODUCTION

7

touching

the lower

teeth;

narrow

(

1,

3).

It

is

generally

short,

resembling

English 'madam.'

Ex.:

patte

[pat],

part

[pair];

also,

la.

[la],

femme [fam],

moi

[mwa],

boite

[bwa:t];

and, by

exception,

parlames

[parlam],

parlates

[parlat],

parlat [parla].

2.

a

Like

a

in

'

father

'

;

the mouth

well open,

the

tongue

lying

flat,

and

so

far

retracted that

it

no

longer

touches the

lower

teeth;

lips

absolutely

neutral, i.e.,

neither

rounded

nor

retracted;

avoid

especially

rounding,

as

of a in 'fall.'

Ex.:

pas [pa],

passe

[pais];

also, pate

[pa:t], roi

[rwa],

poele

[pwa:l].

3.

a

The

[a]

sound nasalized

(

1,

7).

(Written

an, am,

en, em.)

Ex.:

tant

[ta], tante

[ta:t];

also, lampe

[la:p],

enfant

[a:fa]

r

entre

[a:tr],

membre [ma:br].

14.

o,

5,

o

1.

o

Like

the

vowel

in

'low,'

but

.with

definite

bell-like

rounding

(

1,

4),

avoid

'off-glide'

to u

(

1,

6);

narrow

(

1, 3).

Ex.:

note

[not],

tort

[to:r]; also

Paul

[pol],

album

[albom].

2.

5

The

[o] sound nasalized

(1, 7),

but

slightly

more

close.

Ex.:

rond [r5],

ronde

[r5:d];

also

tomber

[t5be],

comte

[k5:t].

3.

o

Like

o in

'omen,' but

with

more

protrusion

and

much

tenser

rounding

of

the

lips

(1, 4);

avoid

'off-glide'

to

u

(

1,

6);

narrow

(1,

3).

Ex.: sot

[so], chose

[$o:z],

fosse

[fo:s];

also,

cot6

[kote],

cote

[ko:t],

faute

[fo:t],

beaute

[bo:te].

15.

u

1-

u

Like

oo in

'pool'

but with more

protrusion

and

much

tenser

rounding

of the

lips

(1,

4);

avoid

'off-glide'

to

w

(

1,

6);

narrow

(1,3).

Ex.: tout

[tu],

tour [tu:r];

also,

gout

[gu],

aout [u].


24/609

g

A

FRENCH

GRAMMAR

16-17

Consonants

16.

j,

q,

w

^ hen the

sounds

[i],

[y],

[u],

10

and

15,

come before

a

vowel

of

stronger

stress,

they

are

pronounced

with

the

tongue

slightly

closer

to

the

palate,

and

hence

assume

a

consonantal value,

indicated

by

[j],

[q],

[w],

respectively.

They are sometimes called

semi-

vowels.

1.

j

Like

very brief and

narrow

y

in

'yes.'

Ex.:

viande

[vja:d];

also,

yeux

[j0],

aieul

[ajcel], fille

[fi:j],

travailler

[travaje],

travail

[travaj],

the

last three being examples

of

/

mouillee.

2.

q

Has

no

counterpart

in

English,

but

is

similar

to

a

w

pro-

nounced

with

the

tongue pressed

close to

the lower

teeth;

may also

be

acquired by

at

first

substituting

[y]

for

it,

and

afterward increasing

the

speed

of

the

utterance and

the

elevation of

the tongue

until

it can

be

pronounced

in

the

same

syllable

with the

vowel which

always

follows.

Ex.:

lui

[lqi],

huit

[qit];

also,

nuage

[nqa:3],

ecuelle

[ekqel].

3. w

Like

very

brief

and

narrow

w

in

'we,'

'west.'

It is

best,

however,

to

proceed

from

the.

sound

of

[u]

in

the

manner

described

for

[q]

above.

Ex.:

oui

[wi];

also,

poids

[pwa],

tramway

[tramwe].

17.

The

remaining

consonantal

sounds can be

sufficiently

described

by

noting

the

differences

between

their mode

of

formation

and that

of the

nearest

English

sounds

(see

1).

1.

b

Like

b

in

'6ar&.'

Ex.:

beau

[bo],

robe

[rob],

abbe

[abe].

2.

d

Like d

in

'did,'

but

with

the

tongue so

far advanced

that

its

point,

or

upper

surface,

forms a

closure

with

the

inner

surface

of

the

upper

teeth and

gums;

or

the

point

of the

tongue may

be

thrust

against

the lower

teeth, the

upper

surface

forming

a

closure with

the

upper

teeth and

gums.

It

must

be

remembered

that in

forming

English

d

(also

1,

n,

r,

s,

t,

z)

the

tongue

touches

at

some

little

distance

above

the

teeth

(1,

5).

Ex.:

dame [dam],

fade

[fad],

addition

[adisp].

3.

f

Like

f

in

'/at.'

Ex.:

fort

[fair],

neuf

[naef],

difficile

[difisil].


25/609

17 PHONETIC

INTRODUCTION

9

4.

g

Like

g

in

'go.'

Ex.:

gant

[ga],

doguc

[dog],

guerre

[ge:r];

also,

second

[sago].

5.

h

In

orthography

the letter

h

is

known

as

'h

mute'

(Fr.

h

muet or

h muettej,

or

'h aspirate'

(Fr.

h aspire

or

h aspireej,

according

as

it

does, or

does

not,

cause

elision

(

19).

The

learner

may

regard

it,

in

either case,

as

absolutely

silent.

Ex.:

h

mute

in l'homme

[lorn],

l'histoire

[listwa:r],

l'herome

[leroin];

h

aspirate

in le

heros

[lo

ero],

le

hctre

[loe:tr],

la

haine

[la

e:n], la hate

[la

a:t],

je

hais

[50

z].

In

hiatus, however,

a sound

resembling,

but

much

weaker

than

h

in

'haX,' is

permissible,

and

is

actually

used

by

many

Frenchmen.

Ex.: aha [aha],

le

heros

[lo hero],

fleau

[fleho].

6.

k

Like

k in

'take';

avoid

the

slight

aspiration

which

generally

follows

the

English

sound.

Ex.: car

[kar],

roc

[rok],

accorder

[akorde];

also,

Chretien

[kretjg],

cinq

[se:k],

bouquet

[buks],

acquerir

[akeri:r],

kilo

[kilo],

maxime

[maksim].

7.

1

Like

1

in

'Zaw,'

but

with

the

tongue

advanced

as for

[d]

above.

Ex.:

long

[lo],

seul

[seel],

aller

[ale],

mille

[mil],

village

[vila::,].

For

soft

I

see

16,

1.

8.

m

Like

m

in

'man,'

'dumb.'

Ex.:

mot

[mo],

dame

[dam],

homme

[am].

9.

n Like

n in

'/*ot,'

'man,'

but

with

the

tongue

advanced

as

for

[d]

above.

Ex.:

ni

[ni],

ane

[a:n],

donner

[done].

10.

n

Somewhat

like

ny

in

'ban-j/an,' except

that

Qi]

is a

single,

not

a

double,

sound,

and

is formed

by

pressing

the

middle

of

the

tongue

against

the

hard

palate,

the

tip

being

usually

thrust

against

the

lower

teeth.

Ex.:

agneau

[apo],

digne

[dip].

11.

p

Like

p

in

'pan,'

'top';

avoid the

slight aspiration

which

generally

follows

the

English

sound.

Ex.:

pas

[pa],

tape

[tap],

appliquer

[aplike].


26/609

10

A FRENCH

GRAMMAR

17

12. r

Has

no

English

counterpart. It is formed

by trilling the

tip

of

the tongue against

the

upper gums, or

even

against

the upper

teeth.

This

r is

called

in

French

r

linguale.

The tongue

must, of

course,

be

well advanced

towards

the

teeth,

and

not

retracted

and

turned

upward, as

in

our r sound

(1,

5).

The

sound may be

advan-

tageously

practised at

first in combination

with

d, e.g., 'dry,' 'drip,'

'drop,' 'drum'

(as

in

Scotch

or

Irish

dialect), and afterwards in

com-

binations

in which

it

is

less

easily

pronounced.

Ex.:

drap

[dra],

par

[par],

torrent

[tora],

rond

[r5].

Note.

Another r sound

(called

in French

r

uvulaire),

used especially

in

Paris and in the

large

cities and towns, is

formed

by

withdrawing

and

elevating

the root

of

the

tongue

so

as

to cause a

trilling

of

the

uvula.

This

r is usually

more difficult for English-speaking

people

to

acquire.

13.

s

Like s

in

'sea,' 'cease,'

but

with

the tongue

advanced as for

[d]

above.

Ex.:

si [si],

pense

[pfl:s], casser

[ka:se];

also

seine

[ss:n], place

[plas], facade

[fasad], lecon

[tas5],

recu

[rasy],

commencait

[komase],

commencons [komaso],

recumes

[resym],

portion

[porsja], soixante

[swascnt].

14.

$

Like

sh in

'shoe,'

but

with

the tongue

more advanced

(1,

5).

Ex.:

chou

[$u],

lache [la:], also,

schisme

[$ism].

15.

t

Like

t

in '/all,' but

with

the

tongue advanced

as

for

[d]

above;

avoid

the slight aspiration which

generally

follows

the

English

sound.

Ex.: tas

[to.],

patte [pat].

16.

v

Like

v

in

'yine,'

'cave.'

Ex.: vin

[ve],

cave [ka:v]; also, wagon

[vago],

neuf heures

[ncev

ce:r].

17.

z

Like

z

in

'zone,' or

s

in 'rose,' but with

the

tongue advanced

as

for

[d]

above.

Ex.: zone [zo:n], rose [ro:z]; also,

deux

heures

[d0zce:r],

exact

[egzakt].

IS.

3

Like

z in

'azure'

or

s

in

'pleasure,'

but

with

the tongue

more

advanced

(1,

5).

Ex.:

je

[sa],

rouge

[111:5];

also

mangeant [masfi],

Jean

[3a].


27/609

18-19

PHONETIC INTRODUCTION

11

19. A

doubled

consonant

has usually

the

same sound

as

a

single

consonant,

e.g.,

aller

[ale],

ville

[vil], tranquille

[tiakil],

donner

[done],

terre

[te:rj.

Exceptions

are, however:

(1)

The

liquid

1,

Fr.

I

mouillee

[niuje],

i.e.,

double

1

after

i

[j]

(16,

1),

e.g.,

fille [fi:j],

billet

[bije],

bataille

[bata:j],

veiller

[veje],

feuiile

[foc:j].

X.B.

Note also

that

liquid

1

may

be spelled

-ail, etc.,

e.g.,

travail

[trava:j],

soleil

[sjIs:]], etc.

(2)

The

verb forms

acquerrai

[akerre],

courrai

[kurre],

mourrai

[murre].

(3)

The

doubled

consonant

in

such

words

as

illegal,

intellectuel,

intelligence,

litterature,

connexe, immoral,

etc.,

is pronounced

double,

i.e., given

double its

usual length,

by

many people.

But

foreigners

be-

ginning

French

may

neglect

this

manner,

regarded

by

many

as an

affectation.

18.

Liaison.

Final

consonants

are

usually

silent,

but in

oral speech,

within

a

group

of

words

closely

connected

logically,

a

final

consonant

(whether

usually

sounded

or not)

is

regularly

sounded,

and

forms

a syllable

with

the initial

vowel sound of the

next word.

This

is called

in French

liaison

[ljezo]

=

Unking, joining.

Ex.:

C'estûn petit^liomnie

[se-tce-pd-ti-tom].

1.

A

few

of the

consonants change

their sound

in

liaison,

thus,

final s

or x

=

z,

d

=

t,

g

=

k, f

=

v,

e.g.,

nosâmis

[no-za-mi],

quandôn

parle

[ka-to-parl];

the

t

of

et

is

silent;

for

examples

sec

Exercise

in

Phonetic

Transcription.

2. The

n

of

a

nasal

is

carried

on,

and

the nasal

vowel

loses

its

nasal-

ity in

part,

or even wholly,

e.g.,

un bonârni

[ce-b5-na-mi, or

oe-bo-na-

mi].

19.

Elision.

The

letters a, e, i,

are entirely

silent

in cer-

tain

cases:

1.

The

a

and

e

are

silent

and

replaced

by

apostrophe

in le, la,

je

me,

te, se,

de,

ne,

que

(and some

of

its

compounds)

before initial

vow

I

or

h

mute (not,

however,

je,

ce,

le,

la

after

a

verb);

so

also

i

of

si

be-

fore

il(s).

Ex.:

L'arbre

(=

le

arbre),

l'encre

(=

laencre),

j'ai (=

jeai),

qu'a-t-il

(=

que a-t-il),

jusqu'a (=

jusque

a),

s'il (=

si il).


28/609

12

A

FRENCH GRAMMAR

20-21

2.

In

prose

the

letter e

is

silent

at

the

end

of

all

words

(except

when

e is

itself

the only

vowel

in the word),

silent in

the

verbal

endings

-es, -ent,

silent

within words

after

a

vowel sound, and

in

the

combina-

tion

ge

or

je [5].

In

verbs

which

have stem

g

[5],

g

becomes

ge

[3]

before

a

or

of

an

ending, to

preserve

the

[5]

sound.

Ex.:

rue

[ry],

donnee

[done],

rare [ra:r],

place [plas],

ai-je

[sis],

table

[tabl],

sabre

[sa:br],

prendre [pra:dr],

tu

paries

[ty

pari],

ils

parlent

[il

pari],

gaiete

[gete],

mangeons

[ma55],

Jean

[5a].

Note.

In

ordinary discourse,

this

sound

is

usually

slighted or wholly

omitted

in most

cases in

which consonantal

combinations

produced

by

its

weakening

or

elision

can

be

readily pronounced,

but

beginners

will do

well

to

sound

it fully,

except

in

the

cases

above

specified.

The

treatment

of

the

[a]

in

verse

is

beyond

the

scope

of this work.

20.

Punctuation.

The

same punctuation

marks

are used

in

French as

in English,

but not

with

identical values.

1.

Their

French names are:

i

.

point

-

trait

d'union

[

]

crochets

,

virgule

tiret,

or

tiret

de

j

. .

;

point et virgule

separation

{

:

deux

points

. .

.

points

suspensif

s

*

asterisque

?

point

d'interrogation

guillemets

t

croix

de renvoi

point

d'exclamation

( )

parenthese

2.

They are

not

used exactly as in

English,

especially

the

colon

and

the

dash,

the latter

being

very

useful

in

showing

a

change of speaker

in

dialogue.

Ex.:

Qui est la? dis-je.

Personne.

Quoi

personnel

Per-

sonne,

dit-il.

21.

Capitals. Some of the

differences between

French

and

English in

the use of capital

letters (Fr.

lettres

ma-

juscules,

capitales) may be

seen from

the following

examples

Un

livre

canadien

ecrit

en francais

par

un

Canadien.

Toronto,

le

lundi

3

Janvier.

Je

lui ai

dit

ce

que

je

pensais.

EXERCISE IN

PHONETIC

TRANSCRIPTION

[The

sign

(:)

in unstressed

syllables

indicates

'half

long.']

Tu

aimeras

le

Seigneur ton

Dieu de

tout

ton

cceur,

de

toute

ty

e:mra

1 scno?:r t5 dj0

d

tu

to

kce:r,

da

tut


29/609

PHONETIC

INTRODUCTION

13

ton

ame,

de

toutc

ta

force, et

de

toute ta

pensee;

et

ton

ton

a:m,

da

tut

ta

fors,

e

d

tut ta

pa:se;

e

t5

prochain

comme

toi-meme

. .

.

pro^e

kom

twa

ni:m

. .

.

l n

homme

descendait

de

Jerusalem

a

Jericho;

et

il

est

den

am

desaide d

seryzalem a

5eriko;

e il

e

tombe

parmi

des

brigands,

qui

l'ont

depouille,

ils

l'ont

charge

t5:be

parrni

de

briga,

ki 1 5

depuje,

i

1

5

Jarse

de

coups,

et

ils

sont

partis, en

le

laissant

a

moitie

mort. Et

d

ku,

b

i

s5

parti,

d

1

1e*sQ

a

mwatje

mo:r.

e

par

hasard

un

pretre

descendait

par ce

chemin-la,

et en

le

par

aza:r

ce

pr:tra

desa:ds

par

S9

S

mg

la,

e a

1

voyant,

il

a

passe

outre.

De meme

aussi

un

levite,

arrive

vwaja,

il

a

pa:se

utr.

da

me:m

o:si ce

levit, ari:ve

dans cet

endroit,

il

est

venu, et

en

le voyant,

il

a passe

outre,

da

st

a'drwa,

il

e

vny,

e

a

1

vwaja,

il

a

pa:se

utr.

Mais

un

Samaritain,

qui

voyageait,

est

venu

la, et

en

le

voyant,

me

ce

samarite,

ki vwajase,

vny

la, e a

1

vwaja,

il

a

ete

emu

de

pitie;

et

il

s'est

approche pour

bander

ses

il

a

ete emy

d

pitje;

e

il

s

et

apro$e

pur

ba:de

se

blessures, en

y

versant de

l'huile et du

vin;

puis il l'a

mis

sur

blesy:r,

an

i

versa

da

1

qil

e

dy

ve;

pul

i

1

a

mi

syr

sa

propre bete

pour

le conduire

a,

une

auberge, et

il

a

pris

soin

sa

propra be:t

pur

la k5:dqi:r

a

yn

ober3,

e

il

a

pri

swe

de

lui.

Et

le lendemain

il

a

tire

deux

deniers, et

il

les

a

d

lqi.

e

1 la:dm

il

a

ti:re

d0

danje,

e

il

lez

a

donnes a

l'aubergiste,

en

disant,

'

prends

soin

de lui,

et

ce que

done a

1 obersist, a

di:za,

pra

swe

de

lqi, e

s

ka

tu

d^penseras

de plus,

moi

je

te

le

rendrai a

mon

retour.'

ty

depasra

d

plys,

mwa 5

ta

1

ra:dre

a

mo

rtu:r.

Reprinted by kind

permission of M.

Paul

Passy,

from

his

Ver-

sion

populaire de

VEvangile de

Luc

en

transcription

yhonetique.

Note,

however,

that

in

pronouncing

ils

the 1

may

be sounded.


30/609

14

A

FRENCH GRAMMAR

USEFUL

CLASSROOM

EXPRESSIONS

Qu'est-ce

que

c'est

que

cela?

[ksskasekasla?]

What

is

that?

C'est

un

(une)

. .

.

[setce(yn)]

It

is a

.

.

.

Que

veut

dire

(Que

signifie)

cela?

[kav0di:r

(kasijiifi) sala?]

What

does that

mean?

Comment

dit-on

en

francais

(en

.anglais)?

[komaditS

afrass

(anagk)?]

How

do

you say

in

French

(in

English)?

'On dit

en

francais

[5di

ofrase]

You

(People)

say

in

French.

Commencez

. .

.

Prononcez

. .

.

Ecrivez .

. .

[komase

. . .

pron5se

.

.

.

ekrive

.

.

.]

Begin

.

. .

Pro-

nounce . .

.

Write

. .

Comment

ecrivez-vous?

Com-

ment

ecrit-on?

[komdte-

krivevu?

komatekrit5?]

How

do

you

(people)

write

(spell)

. . .

?

Comment?

Plait-il?

Vous

dites?

[koma?

pletil?

vudit?]

What

did

you

say?

Merci

bien.

Merci

mille

fois.

[msrsibje.

mersi

milfwa.]

Thank

you

very

much

(a

thou-

sand

times).

II n'y

a

pas

de

quoi.

[ilnjapadkwa]

You

are

welcome.

Don't

men-

tion

it.

It's

all

right.

Voulez-vous

bien

. .

.?

[vulevubje

.

.?]

Will you

. .

.?

Quelle

lecon

avons-nous

aujour-

d'hui?

[kellasD

avonu

oju:rdqi?]

What

lesson

have

we

to-day?

A

quelle

page

(lecon)

en

sommes-

nous?

[akelpais

(teso) fisomnu?]

What

page

(lesson)

are

we

on?

Au

haut,

au

milieu,

au

bas

de

la

page, [o o,

omilj0, obadlapaio]

At

the

top,

middle, bottom of

the page.

Commencez.

Continuez.

Celasuf-

fit.

[komase.

kotinqe. sala

syfi]

Begin.

Continue.

That

will do.

Le

suivant.

La

suivante.

[tesqivS.

la

sqivait]

Next

(boy,

girl).

Lisez

la

phrase

suivante,

s'il

vous

plait.[lizelafra:zsqiva:t,silvupk]

Read

the

next

sentence,

please.

Prononcez

distinctement

toutes

les

syllabes.

[pronose

distf

:kta-

ma

tutlesilab]

Pronounce all

the

syllables

distinctly.

Comprenez-vous?

[kopronevu?]

Do

you

understand?

Je

comprends.

Je

ne

comprends

pas.

[sakSpra.

oonloprapa]

I

understand,

I

do

not

understand.

Comprenez-vous

ce

que j'ai

dit?

ce

quevousavezlu?

[kopranevu

skosedi?

sksvuzavely?]

Do

you

understand

what

I

said?

what

you

read?


31/609

USEFUL CLASSROOM EXPRESSIONS

15

Traduisez

le

passage que

vous

avez

lu.

[tradqize

lapasa:5

kavuzavely]

Translate

the

pas-

sage

that

you have

read.

C'est

tres

bien

fait,

Robert.

Felicitations

[setrebjgf e,

robe:r.

felisitasjs ]

Well

done,

Robert.

Congratulations

Expliquez.

Repondez

en

francais,

en

anglais,

[eksplike.

repode

afrase,

anagk]

Explain.

An-

swer

in

French, in

English.

Faites

attention.

Je

vous

prie de

faire

attention.

[fstzatdsjo.

Ssvupridafenatasjs]

Pay atten-

tion. I beg you

to

pay

atten-

tion.

Allez

au

tableau.

Ecrivez

la

phrase

au

tableau,

[alezotablo.

ekrivelafra:zotablo]

Go to the

board.

Write the

sentence

on

the

board.

Quelle est

la

faute?

Quelles

sont

les

fautes? [kel

la fo:t?

kelsole

fo:t?] What

is

(are)

the

mis-

take

(s)?

Quel

changement

faut-il

faire?

[kel$a:3ma

fotilfer?]

What

change

must

be

made?

Maintenant

c'est

bien

(c'est

cal.

Ce n'est

pas

bien

de

dire

.

.

.

il

ne

faut

pas

dire

; on

ne

devrait

pas dire;

on

ne

dit

pas

. . .

[mftna

scbjc,

se

sa,

sancpa-

bjedadhr;

il

no

fo

pa

di:r; 5

na

davrepadiir;

5ndipa]

It

(that)

is

right

now,

(that's

it).

It

(that)

is

not

right

to

say

. . .

Vous

avez

raison.

Vous avez

tort.

[vuzaverea5.

vuzavetorr]

You

arc

right

(wrong).

Commencez

a la

page

.

Etudiez

jusqu'a

la

page

.

[komuse

alapa:3

.

etydjc

syskala

pa:

5

]

Begin

ou

page

Study as

far

as

page

Est-ce clair?

C'est

clair,

n'est-ce

pas? [eskleir?

sskleir

nespa?^

Is

that

clear?

That

is clear,

isn't

it?

Savez-vous?

Je

ne

sais

pas.

[savevu?

sansepcfj

Do

you

know?

I

do

not

know.

N'oubliez

pas.

Avez-vous

oublie?

[nublijepu.avevuzublije?]Don't

forget.

Have

you

forgotten?

Dites-moi.

Repetez.

[ditmwa.

repetej

Tell

me.

Repeat.

Qu'avez-vous?

Je

n'ai rien.

[kavevu?

sanerje]

What

is

the

matter

with

you? Nothing.

Qu'y

a-t-il de

nouveau?

[kjatilda-

nuvo?]

What

is

the

news?

J'en

suis bien content

(fache).

[3cisqibjek5ta

(fa^e)]

I

am very

glad (sorry)

about

it.

Je

pense

(crois)

que oui

(non).

[sa

pa:s

(krwa) kawi(no)]

I

think

so (not).

C'est dommage.

Tant

mieux.

Tant

pis.

[ssdomaio.

tcimjd.

tapil

It's

a

pity.

So

much

the

better.

So much

the

worse.

Ce

n'est

pas

la

peine de

.

.

. [sans-

polapendal

It

isn't

worth

while

to

. . .

Je

ne

suis pas

d'accord

avec

vous

[sansqi pcidakair

avrkvu]

I

do

not agree

with

you.

Ni

moi

(lui, elle^

non

plus,

[nimwa

(lqi.

el)

n5ply]

I

(he, she)

either.


32/609

16

A FRENCH GRAMMAR

Y

a-t-il quelque chose

a corriger?

[jatil

kika$o:z

a

korioe?]

Is

there

anything

to

correct?

II

faut

ajouter.

[ilfotasute]

You

must

add.

Asseyez-vous.

[asajevu]

Sit

down.

Ecoutez

bien.

Je

vais

vous in-

diquer

la

lecon

pour demain.

[ekutebje.

savevuzedike

lals5

puirdame]

Listen

attentively.

I am going

to

assign

the

lesson

for

to-morrow.

Preparez

pour demain.

[prepare

puudame]

Prepare

for

to-

morrow.

Bo'njour,

mesdames

(messieurs).

C'est fini.

A

demain.

[b5su:r

medam

(mesjrt).

se

fini. adm]

Good-by,

Ladies.

(Gentlemen).

Class

is over.

I

shall

see

you

to-morrow.


33/609


34/609

Courtesy

of

V. S.

Army

Air

Service

L'Arc

de

Triomphe,

Paris

k

Vol

d'Oiseau


35/609

PART I

LESSON

I

22.

Definite

Article.

1.

The

definite article

has

the

following

forms

in

the

singular:

le

[b],

before

a

masculine

noun

beginning with

a

consonant.

The

=

\

la

[la],

before' a

feminine

noun

beginning

with

a

consonant.

1'

M>

before

any

noun

beginning

with

a

vowel or

h

mute.

Le

pere,

la

mere.

The

father, the

mother.

L'enfant (m.

or/.),

Z'homme.

The child, the

man.

2.

The

definite

article

must be

repeated before

each noun

to

which

it

refers:

L'oncle

et la

tante.

The uncle

and

(the)

aunt.

23.

Gender.

1. All

French nouns are

either

masculine

or

feminine:

Le

papier

(m.

.

la

plume

(/.).

The paper,

the

pen.

2.

Names

of

male

beings

are masculine,

and names

of

female

beings

feminine,

as

in English.

24. Case.

French

nouns

have

no

case endings.

The

direct

object

(accusative) is expressed

by

verb

+

noun';

the

indirect object

(dative)

by

the proposition

a

+

noun;

the

possessive

(genitive)

by

de

+

noun,

and

these

prepositions

must be

repeated

before each

noun

to

which

they

refer:

La

mere

aime

Venfant.

The mother

loves

the

child.

J'ai

la

plume

de

Robert.

I have Robert's pen (the pen of

Robert)

Je

donne

l'argent

a

Marie

et a

I

give the

money to Man' and

(to)

Jean.

John.

17


36/609

18

A

FRENCH

GRAMMAR

25

25.

Agreements.

French has the following

agreements,

and they

are

usually

expressed by change of form:

(1)

Verb

and subject,

in

number and

person;

(2)

adjective and

noun,

in

gender and

number;

(3)

pronoun

and

antecedent,

in

gender

and

number.

EXERCISE I

bonjour

[b53u:r] good day

j'ai

[se]

I

have

l'argent

m.

[larsa]

money j'aime

[o:m]

I love,

like

l'enfant

m.,j.

[lata]

child;

Marie

aime

[marism]

Mary

likes,

boy,

girl

loves

l'homme [lorn]

man

je

donne

[sadan]

I give

le

livre

[li:vr] book

Jean

donne

[sfidan] John

gives

la mere

[meir]

mother

est

[s]

is

l'oncle

[l5:kl]

uncle

fermez

[ferine]

close

le

papier

[papje] paper

montrez-moi

[matremwaj

le

pere

[pe:r]

father

show me

la plume

[plym]

pen

ouvrez

[uvre]

open

la porte

[part]

door

voici [vwasi] here

is (are)

la table

[tabl] table

voila [vwala]

there is

(are)

la tante [ta:t]

aunt

Jean

[5a]

John

ou?

[u]

where?

Louise [lwi:z]

Louise

a

[a] to,

at,

in

Marie [mari]

Mary

de

[da] of,

from

Robert [rabeir]

Robert

sur [syr] on

et [e] and

A. 1. Bonjour Bonjour,

Robert

2.

Ou

est le

livre?

3. Le livre est

sur

la

table. 4.

Ouvrez le

livre,

Jean.

5. Fer-

mez le livre, Marie.

6.

Ouvrez la porte,

Robert.

7.

Fermez

la

porte,

Jean. 8. Montrez-moi

la

porte,

Marie.

9. Voila

la

porte. 10. Montrez-moi

le

papier, Marie. 11.

Voila

le

papier

sur

la

table. 12.

Ou

est

la plume

de

Robert

(

24.

example

2)

? 13. Voila la plume

de Robert

sur

la

table.

14.

Et

ou

est

le

papier

de

Marie?

15.

Voici

le

papier

de

Marie

sur

la

table. 16.

L'enfant

aime

l'oncle Jean.

17.

L'homme

aiuic

l'enfant. 18. L'oncle

Jean aime

l'enfant. 19. J'aime

l'oncle

Jean

et

tante

2

Marie.

20.

Je

donne

la plume

a

l'oncle

Robert.

1

Linking

will

be

indicated

by

w

in the

reading passages of Lessons

I-X

2

Note

the

idiomatic

omission of the article before

tante

in

19

and

21.


37/609

25

LESSON

I

19

21.

Je

donne

le

papier

a,

tante

Marie.

22.

L'homme

a la

porte est

le

pere

de

Marie.

23. La mere

de

Jean

est la

tante

de

Louise.

24. Le pere

de Jean donne

le

papier

a

Marie.

25.

La

mere

de

Marie

donne

le

papier

a

Robert.

26.

Ou

est

Fargent

de

Louise?

27. J'ai l'argent

de

Louise.

28.

Montrez-

moi

l'argent de Robert.

29.

Voila

l'argent

de

Robert

sur la

table.

30.

J'ai

le

livre de

Louise.

31.

Louise

aime

le

livre.

32. Je

donne

le livre

a Louise.

33.

Ou

est

le

livre,

Marie?

34.

Voila

le

livre, Louise.

Exercise

in

Pronunciation

(1)

Read

aloud

the

series:

[i],

[e],

[e],

[a],

[a],

[o],

[o],

[u]

(see

9-15).

Write

in

phonetic

characters

all

the

words

of

the

vocabulary

in

which

any of

these

sounds

occur.

(2)

Read

aloud: [a],

[yj,

[5],

[d] (see

11,

3;

10,

2;

14,

2;

13,

3).

Write

in

phonetic

characters

all

the

words

of

the

vocabulary

in

which

these sounds

occur.

(3)

List

the

ways

in

which

the following

sounds

in

the

vocabu-

lary

are

spelled

in

the

standard

orthography:

[i],

[e],

[el

[a],

[o],

[u],

[el

[y],

[5],

[a].

(4)

What kind

of

vowels

are

[5]

and

[a]?

Does

the

tongue

go

to

the

position for

the

letter

n

in

the

pronunciation

of

the

spellings

an, en,

on

(see

1,

7)?

Is this true

in

the

word donne?

(5)

In

Robert, papier,

Marie,

are

the

syllables

divided

as in

English?

What

is

the

difference

(see

6,

1,

3)?

Is

this

dif-

ference

important?

(6)

What

happens

to

the

article

when

we

write

l'homme,

l'enfant

(see

19)? Is the

article

pronounced

as

a separate

word

or

as

a

part

of

the following

word?

Write

in

phonetic

characters:

l'oncle,

l'argent.

(7)

In

le

papier,

l'enfant,

ouvrez, fermez, on

what

syllable

docs

the

stress

seem

to fall

(see

7 and note)?

How

does this

differ

from

the

English

paper,

infant,

open?

In

which

language

is

the

syllable

stress

the

stronger?

Pronounce

difficile

[difisil], president

[prezida],

important

[eportfi],

appartement

[apart.nna],

Clemenceau [klemaso],

and

compare

the

syllable

stress

with

the corresponding

English

words.


38/609

20

A

FRENCH

GRAMMAR

26

(8)

What

two

pronunciations

does

the spelling

ai have in

this

vocabulary?

Mention

the

words.

(9)

What

ways

are there

of

spelling the sound

[a]?

(10)

What

is

the

pronunciation

of

the

spelling

oi?

of

the

spelling ou?

LESSON

II

26.

Indefinite

Article.

It

has

the

following

forms,

which

must be

repeated

before

each

noun to

which

they

refer:

un

[tie

(n)],

before any

masculine

noun.

A

or

an

=

i

r

-, ,

,

une

[ynj,

before

any

ieminine noun.

Un

livre

et

une

plume.

A

book and (a) pen.

Un

homme

[oenom], une

ecole. A

man, a

school.

EXERCISE

II

le

crayon

[krejo]

pencil

il

a [ila]

he

(it) has

la

fenetre

[lafne:tr]

window

elle

a

[ela] she

(it)

has

madame

[madam]

Madam

vous

avez [vuzave]

you have

mademoiselle

[inadniwazd]

avez-vous?[avevu3haveyou?

Miss

il

ecrit

[ilekri]

he

writes

monsieur

[masj0]

sir, Mr.

elle ecrit [2lekri] she writes

le

morceau

[morso]

piece vous

ecrivez [vuzekrive]

you

le mot

[mo]

word

write

le

professeur

[profescesr]

teacher,

ecrivez-vous [ekrive^i]

are

professor (used

for

both men

you writing?

do

you

write?

and

women)

ecrivez

[ekrive]

write

le

tableau

noir [tablonwair]

black-

r

__.

non

[no]

no

board

.

r

.-,

oui [wij

ye?

un [ce(n)]

a,

an;

one

avec

[av2k]

with

deux

[d0]

two

derriere [derjeir]

behind

trois

[trwa] three

devant

[dava] in

front of,

quatre

[katr]

four

before

A.

1.

Bonjour,

mes^enfants

[mezaffi]

(lit.,

my

children)]

2.

Bonjour,

monsieur

(madame,

mademoiselle)

3.

Ou

est

la

porte?

4. Voila,

la

porte.

5.

Voici une

fenetre.

6.

Voici

une

table.

7. Voila,

un

tableau

noir.

8. La

table est

devant

le professeur;

elle est

devant

le

professeur.

9.

Le

tableau


39/609

26

LESSON

II

21

noir est

derriere

le

professeur;

il

est derriere le

professeur.

10.

Lc

professeur ecrit sur

le

tableau

noir.

11.

II ecrit

un

mot,

deux mots,

trois mots,

quatre

mots

[katramo].

1

12.

Marie

ecrit

sur un morceau de

papier

avec

un

crayon.

13.

Robert

ecrit

avec

une plume. 14. II ecrit

sur

un

morceau de

papier.

15.

II

ecrit le

mot

derriere .

16.

Marie

ecrit

le

mot

devant

.

17.

Marie, ecrivez le mot

bonjour .

Oui,

monsieur

(niadame,

mademoiselle).

18. Ecrivez-vous,

Louise?

Xon.

monsieur.

19.

Ecrivez-vous

sur

le

tableau noir,

Jean?

Xon,

monsieur.

20. Ecrivez-vous avec un

crayon?

Oui,

monsieur.

21.

Sur

un

morceau de

papier?

Oui,

monsieur.

22.

Avez-vous

un

crayon,

Jean?

23.

Oui,

monsieur,

j'ai

un

crayon

et

une

plume.

24.

Voila

un

livre.

II

est sur la

table, devant le

professeur.

25.

Marie

a

un,

deux,

trois,

quatre crayons

[krejo]. 26.

Voila

une enfant.

27. Elle

a

deux, trois, quatre

plumes

[plym].

28.

Avec

la

plume elle

ecrit un, deux, trois,

quatre

mots.

B.

(1)

Write

the proper

forms

of:

le,

la,

un,

une,

before

tableau

noir,

professeur,

mot,

morceau,

papier,

fenetre,

crayon.

(2)

Make

all

reasonable combinations

of:

avec,

devant, der-

riere,

sur, with

la

plume,

le

crayon,

le

tableau

noir,

l'enfant,

l'oncle,

la fenetre, Louise, le

professeur.

(3)

Supply proper

for77is

of

'

have

':

1.

J

un crayon.

2.

Vous

un

morceau

de

papier.

3. Elle

deux

plumes.

4. Robert trois

tantes.

Supply

suitable

forms

of

'

write

':

5.

le

mot,

Marie.

6.

vous,

Jean?

7. Robert,

le

mot

avec une plume.

8.

II

trois

mots avec le

crayon.

9.

Elle

quatre

mots

avec

la

plume.

C.

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