A French Grammar for Schools and Colleges v1 1000041952

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7/603

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


8/603

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.


9/603

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


10/603

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-


11/603

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


12/603

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


13/603

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


14/603

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


15/603

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


16/603


17/603

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


18/603

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]


19/603

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.


20/603

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,

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

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

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.


21/603

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-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].


22/603

6

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


23/603
http://www.forgottenbooks.com/in.php?btn=6&pibn=1000041952&from=pdf


24/603

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].


25/603

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],

'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].


26/603

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].


27/603

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'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-ty

in

part,

or

even

wholly,

e.g.,

un

bonârni [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).


28/603

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


29/603

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.


30/603

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?


31/603


32/603

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.


33/603


34/603

Courtesy

of

V. S.

Army

Air

Service

L'Arc

de

Triomphe,

Paris

k

Vol

d'Oiseau


35/603

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


36/603

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]

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.


37/603

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

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.


38/603

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

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


39/603


40/603

22

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

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A French Grammar for Schools and Colleges v1 1000041952

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