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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
8/11/2019 A French Grammar for Schools and Colleges v1 1000041952
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FRASER
AND
SQU
AIR'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-ive
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.
8/11/2019 A French Grammar for Schools and Colleges v1 1000041952
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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-ion
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-ng
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
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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
followingimportant
new
features
of
Part
I:
1.
In
the
Lesson
vocabularies
and
in
the
text
of the
Exer-ises
great
emphasis
is
laid
on
Verb
Forms,
particularly
n
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
he 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
f
a
Working
Vocabu-ary:
(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
LiteraryDigest.
The first
thirty-nine
essons of Part I contain
enough grammatical
material for four
semesters
with
younger
pupilsbeginning
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-ions
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-ation
exercises,
s
well
as
by
special
exercises in
pronunciation
and
dictation.
In
regard
to
the Exercises in Pronunciation
in which
phonetic
transcription
s
employed,
teachers
must
use
their
discretion.
They
may
be omitted
by
those who
regard
them
as
unnecessary.
There is littledoubt that it is sound
pedagogy
to
spend enough
time
on
the essentials
of
French
grammar
contained
in
these
Les-
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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,
ith abundant
illustra-ive
exercises,
that
beginners
can
acquire
that
trained
sense
for
the
correct
fowl
of
expression
and
the
proper
grammatical con-truction
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
teachingby
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
rammatical
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-epted
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
tudents
they
may
be
regarded
as
practically
on-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-etical
treatment
and
so
varied and
abundant in the
exercises
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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-ity
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
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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-oun.
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-ective
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-erbs.
Present Indicative of
aller 72
XVII.
Agreement
of
Past
Participle.
Relatives
76
vii
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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-erfect
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
ronouns
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
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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
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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-ions
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-ion
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-ary
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
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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),
n
which each sound
is
represented
by
its
own
symbol,
and
each
symbol
has
but
one
sound.
3. Table of
Symbols.
In
the
followingtable,
the
ex-mples
are
in
ordinary orthography,
the
heavy
type
indi-ates
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]
0
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,
e: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]
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4-6
PHONETIC
INTRODUCTION
3
4.
The
Alphabet.
The letters
of the
alphabet,
with
their
French
names,
are as
follows:
Note.
These
names are
often
all
treated
as
masculines
(un
a,
un
h.
etc.),
but
some
treat
f, h, 1,
m, n,
r,
s,
as
feniinines
(une
h,
une
r,
etc.).
5. Other
Orthographic Signs.
In
addition
to
the
letters
of
the
alphabet,
the folio
whig signs
are
used:
1.
The
acute accent
'
Fr.
accent
aigu
[aksategy],
e.g.,
fete,
1'Ecosse.
Note.
The
word
'
accent
'
does
not
denote
stress;
see
7.
2.
The
grave
accent
Fr.
accent
grave
[aksagra:v],
e.g.,
voila,
pere,
oft.
3.
The
circumflex accent
*
Fr.
accent circonfiexe
[aksasirkofleks],
e.g.,
ane,
tete,
ile,hote,
flute.
4.
The
cedilla
3
Fr.
cedille
[sedi:j],
used
under
c
to
give
it the
sound
of
[s],
before
a, o,
u
(
17, 13),
e.g.,
facade,
lecon,
commencait.
5.
The
diaeresis
Fr.
trema
[trema],
shows that the
vowel
bearing
it is divided in
pronunciation
from the
preceding
vowel,
e.g.,
Xoel,
naif.
6. The
apostrophe
'
Fr.
apostrophe
[apostrof],
shows
omission
of
final
vowel before initial vowel
sound,
e.g.,
l'amie
(=
la
amie),
l'ami
(=
le
ami),
l'homme
(=
le
homme),
s'il
(=
si
il),
19.
7. The
hyphen
-
Fr.
trait
d'union
[tredynjo],
sed
as
in
English.
6.
Syllabication.
1.
A
single
consonant
sound
between
vowel
sounds,
including
the
four
nasalized
vowels,
always belongs
to
the
following
syllable.
Ex.:
Ma-tie,
in-di-vi-si-bi-li-t ,
on-te,
con-scien-cieu-s(e)-ment.
2.
When
the
socond
of
two
consonant
sounds
is
1
or
r,
both
usually
belong
to
the
following
syllable,
xcept
lr,
rl
and
a
few
more.
Ex.:
ta-bleau,
e-cri-vain,
ap-pli-quer.
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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,
ep-tem-bre.
N.B.
Great
care
should be
taken
to
avoid
the
consonantal
end-ng
of
syllables,
o
frequent
in
English. Compare
French
ci-te,
ta-bleau,
with
English
'cit-y,'
taWeau.'
Parallel
rules
hold in
script
and
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
re
uttered
with
almost
equal
force,
a
very
slight
stress
fallingn
the
last
syllable
of
a
word of two
or
more
syllables,
r,
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-bly,
but
a
full
treatment
of
the
subject
would exceed the
limits
of
an
ele-entary
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],
ie
[vi],
loue
[lu],parle [parle],
rideau
[rido],
mais
[me],
donner
[done],
enfant
[afcl],
arlerons
[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.
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PHONETIC
INTRODUCTION
Vowels
9.
Tongue
Position. The relative
position
of the
tongue
for
the
various
vowels
may
be
seen
from
the
following
dia-ram.
Rounded
vowels
are
enclosed
in
parentheses:
o
%
o
h
O
z
O
id
a
'
greatest *
least
i
(y)
e
(0)
(u)
(o)
(3)
e e
(oe)
(ce) (o) (5)
.
fcosf
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],
yre
[li:r].
2.
y
Has
no
counterpart
in
English.
The
tongue
position
is
practically
he
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].
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A
FRENCH
GRAMMAR
12-13
2.
0
Has
no
counterpart
in
English.
The
tongue
position
is
prac-ically
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,'
ut
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,'
ith 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-aining
e
mute
has
almost
always
this sound
(orthographically
enoted
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-ounts
for
the
apparent
irregularities
f
certain
verbs
and
adjectives.
2.
e
The
[s]
sound
nasalized
(
1,
7),
but
slightly
ore
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-ion,
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,'
nd
lowering
of
the
tongue,
though
with the
point
still
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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-ounced
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
ith
the
vowel which
always
follows.
Ex.:
lui
[lqi],
uit
[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],
euf
[naef],
difficile
[difisil].
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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],
'herome
[leroin];
h
aspirate
in
le
heros
[lo
ero],
le
hctre
[loe:tr],
a
haine
[la
e:n],
la
hate
[laa:t],je
hais
[50
z].
In
hiatus,
however,
a
sound
resembling,
but
much
weaker
than
h
in
'haX,'
s
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
slightaspiration
which
generally
follows the
English
sound.
Ex.:
car [kar],
roc
[rok],
accorder
[akorde];also,
Chretien
[kretjg],
cinq
[se:k],bouquet
[buks],
acquerir
[akeri:r],
ilo
[kilo],
maxime
[maksim].
7.
1
Like
1
in
'Zaw,'
but
with
the
tongue
advanced
as
for
[d]
above.
Ex.:
long
[lo],
seul
[seel],
ller
[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,'
xcept
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].
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10
A
FRENCH
GRAMMAR
17
12.
r
Has
no
English
counterpart.
It is
formed
by
trilling
he
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-ageously
practised
at
first
in
combination with
d,
e.g.,
'dry,''drip,'
'drop,'
'drum'
(as
in
Scotch
or
Irish
dialect),
and afterwards
in
com-inations
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,'
ut with the
tongue
advanced
as
for
[d]
above.
Ex.: si
[si],
pense
[pfl:s],
asser
[ka:se];
also
seine
[ss:n],
place
[plas],
facade
[fasad],
lecon
[tas5],
ecu
[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
[$u],
lache
[la: ],
lso,
schisme
[$ism].
15.
t
Like
t
in
'/all,'
ut with
the
tongue
advanced
as
for
[d]
above;
avoid
the
slightaspiration
which
generally
follows
the
English
sound.
Ex.:
tas
[to.],
atte
[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,'r s
in
'rose,'
ut 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,'
ut
with
the
tongue
more
advanced
( 1,
5).
Ex.:
je
[sa],
rouge
[111:5];
also
mangeant
[masfi],
Jean
[3a].
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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],
illet
[bije],
bataille
[bata:j],
eiller
[veje],
feuiile
[foc:j].
X.B.
Note also that
liquid
1
may
be
spelled
-ail,
etc.,
e.g.,
travail
[trava:j],
oleil
[sjIs:]],
tc.
(2)
The verb
forms
acquerrai [akerre],
courrai
[kurre],
mourrai
[murre].
(3)
The
doubled
consonant
in such
words
as
illegal,
intellectuel,
intelligence,
litterature,
onnexe,
immoral,
etc.,
is
pronounced
double,
i.e.,
given
double its usual
length,
by
many
people.
But
foreigners
be-inning
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,
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'est^un
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.,
nos^amis
[no-za-mi],
quand^on
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-ty
in
part,
or
even
wholly,
e.g.,
un
bon^arni [ce-b5-na-mi,
r
oe-bo-na-
mi].
19.
Elision. The
letters
a,
e,
i,are
entirely
silent
in
cer-ain
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-ore
il(s).
Ex.:
L'arbre
(= le
arbre),
l'encre
(=
laencre),
j'ai
(=
jeai),
qu'a-t-il
(=
que
a-t-il),
usqu'a(=
jusque
a),
s'il
(=
si
il).
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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-ion
ge
or
je [5].
In
verbs
which
have
stem
g
[5],
g
becomes
ge
[3]
before
a or
0
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,
r
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
he 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-uscules,
capitales)
ay
be
seen
from the
followingexamples
:
Un
livre canadien
ecrit
en
francais
par
un
Canadien.
Toronto,
le
lundi 3
Janvier.
Je
lui
ai dit
ce
que
jepensais.
EXERCISE
IN
PHONETIC
TRANSCRIPTION
[The sign
(:)
in unstressed
syllables
ndicates
'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
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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,
n
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
Smg
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,
n
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-ion
populaire
de
VEvangile
e
Luc
en
transcription
yhonetique.
Note,
however,
that
in
pronouncing
ils
the
1
may
be
sounded.
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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)
ela?
[kav0di:r
(kasijiifi)
ala?]
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-ounce
.
. .
Write
.
. .
Comment
ecrivez-vous?
Com-ent
ecrit-on?
[komdte-
krivevu?
komatekrit5?]
How
do
you
(people)
rite
(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-and
times).
II
n'y
a
pas
de
quoi.
[ilnjapadkwa]
You
are
welcome.
Don't
men-ion
it.
It's
all
right.
Voulez-vous bien
. .
.?
[vulevubje
.
.?]
Will
you
.
.
.?
Quelle
lecon
avons-nous
aujour-
d'hui?
[kellasD
vonu
oju:rdqi?]
What lesson have
we
to-day?
A
quelle
page
(lecon)
en sommes-
nous?
[akelpais(teso)isomnu?]
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,sil
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?
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16
A
FRENCH
GRAMMAR
Y a-t-il
quelque
chose
a
corriger?
[jatil k ika$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-orrow.
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.
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Courtesy
of
V. S.
Army
Air
Service
L'Arc
de
Triomphe,
Paris
k
Vol
d'Oiseau
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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
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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]
ook
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-ez
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.
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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
F
argent
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-ary
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-erence
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],resident
[prezida],important
[eportfi],
ppartement
[apart.nna],
Clemenceau
[klemaso],
and
compare
the
syllable
stress
with the
corresponding
English
words.
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A
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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
u?
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]
indow
elle
a
[ela]
she
(it)
has
madame
[madam]
Madam
vous
avez
[vuzave]
you
have
mademoiselle
[inadniwazd] avez-vous?[avevu3haveyou?
Miss
il
ecrit
[ilekri]
e
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
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A
FRENCH
GRAMMAR
26
Exercise
in
Pronunciation
(1)
Pronounce:
un
livre,
une
table,
une
porte,
une
fenetre,
un
crayon,
une
plume,
un
pere,
une
mere,
unwoncle,
une
tante,
un^,enfant, un^homme.
(2)
Substitute
for
un,
une,
before each
noun
above,
the
proper
form
of
le,
la. How
many
cases
of
elision
(see
19)
are
there?
(3)
Why
do
we
write
phonetically
and
pronounce:
cepe:r,
but
denoikl,
cenom;
celiivr,
ut
cenafa;
loli;vresy:rlatabl,
ut
3Q
etcenafa?
What do
we
call this
carrying
over
of
a
sound
to
the
next
word
(see 18)
?
(4)
Note
in
A the
spelling
mots,
crayons,
plumes,
pronounced
[mo], [krejS],
[plym].
Does
the addition
of
the
-s
in
spelling
change
the
pronunciation?
(5)
Pronounce
the last
syllable
of:
fermez,
ouvrez,
ecrivez,
avez.
What
is
the
ending
of the
second
person
of French verbs
in
spelling?
Make the
phonetic
symbol
for
this
spelling.
(6)
Pronounce
[d0].
How must
the
lips
and
the
tip
of
the
tongue
be
placed
to
make
[0]
(see
11,
2)?
It
is
very
important
to
hold
the
tongue
and
lips
in
the
rightposition
for
this sound.
Pronounce
bleu
[bl0],
feu
[f0],
peu
[p0].
How does
position
for this
sound
differ
from
that
for words
like
le
[la],
de
[dgj
(see
11,
3),professeur
[profescesr]
see 12, 3)?
If
we
add
these
vowels
to
those
found
in
Lesson
I
(Exercise
in
Pro-unciatio
how
many
does
it
give
us
thus far?
(7)
What
new
way
of
spelling