Part 1
Transcription Notes
French accents and obvious punctuation errors repaired. We also believe that:
on page 135, "garcon" in "\Quel garcon?\ ·Celui· \qu'il cherchait.\" should read "garçon".
Conventions:
\char\ indicate italic text ·char· indicate bold text ---- indicate the repetition of a word ~ indicate the repetition of part of a word [_u] indicate the liaison [oe] indicate the oe ligature
For clarity purpose in the lessons, the oe ligature of "Joli-C[oe]ur" is omitted (it reads "Joli-Coeur").
LE PREMIER LIVRE
BY ALBERT A. MÉRAS, PH.D. \Assistant Professor of French, Teachers College Columbia University\
AND B. MÉRAS, A.M. \Director of Stern's School of Languages, New York\
ILLUSTRATIONS BY KERR EBY
AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO
COPYRIGHT, 1915, BY ALBERT A. MÉRAS AND B. MÉRAS
MÉRAS. LE PREMIER LIVRE W. P. 16
INTRODUCTORY WORD
This book is an elementary book intended to cover all the work of the first half year. It is a grammar and a reader combined.
The aim of the authors is to put in the hands of the beginner, from the very first lesson, natural, practical, and interesting French. The story about which this book is built is Hector Malot's \Sans Famille\. On this story the grammar, conversation, and composition are based.
Each lesson, with the exception of the Reading and Review Lessons, contains:
I. A study of words. II. Reading (a chapter of the story). III. Conversation. IV. Grammar. V. Composition (based on the Reading).
The book is divided into sixty lessons. Under ordinary conditions one lesson may be given as a daily assignment. Since there are, however, an average of ninety recitations in the half-year term, this will allow a division of the more difficult lessons into two parts.
The "Étude de mots" at the beginning of each lesson is not intended to cover all the new words in the lesson. This little vocabulary only emphasizes important words and should be used for drills in sentence-building.
Each chapter of the story may easily be made the subject of extended conversation; the five questions are only suggestions. The division of the story into short chapters offers excellent opportunities for oral reproduction. It is expected that at the beginning the student will find constructions that he will not thoroughly understand. This must necessarily be so where the aim is to present, from the very start, a connected text. These difficulties will gradually disappear as the work progresses.
The "Grammaire" covers the most essential points in elementary French. These points are developed entirely in the French language, by means of model sentences, brief statements of grammatical principles, or helpful comments on noun or verb paradigms. Drills are offered in the Compositions and Review Lessons.
The "Leçon Supplémentaire" on the construction of interrogative sentences does not include a text, and may therefore be introduced sooner if the teacher deems it advisable.
The authors wish to express their thanks to Miss Suzanne Roth for her valuable help in the reading of manuscript and proofs.
A. A. M. B. M.
TABLE DES MATIÈRES
PRONONCIATION 9
PREMIÈRE LEÇON. \Être\--Indicatif Présent 17
DEUXIÈME LEÇON. Forme Négative 18
TROISIÈME LEÇON. \Avoir\--Indicatif Présent 20
QUATRIÈME LEÇON. Article Défini. Article Indéfini 21
CINQUIÈME LEÇON. Pluriel des Noms 23
SIXIÈME LEÇON. Pluriel des Adjectifs. Féminin des Adjectifs. Accord de l'Adjectif 24
SEPTIÈME LEÇON. \Parler\--Indicatif Présent 26
HUITIÈME LEÇON. Lecture 28
NEUVIÈME LEÇON. Pronoms: \il\, \elle\, \ils\, \elles\ 30
DIXIÈME LEÇON. Revue 31
ONZIÈME LEÇON. Articles Composés 32
DOUZIÈME LEÇON. \Être\, \Avoir\--Forme Interrogative 34
TREIZIÈME LEÇON. \Parler\--Forme Interrogative 36
LEÇON SUPPLÉMENTAIRE. Phrases Interrogatives 39
QUATORZIÈME LEÇON. Position des Adjectifs 40
QUINZIÈME LEÇON. Adjectifs Démonstratifs 41
SEIZIÈME LEÇON. \Parler\, \Être\, \Avoir\--Imparfait de l'Indicatif 44
DIX-SEPTIÈME LEÇON. Lecture 46
DIX-HUITIÈME LEÇON. \Parler\, \Être\, \Avoir\--Passé Indéfini; Participe Passé; Participe Présent 48
DIX-NEUVIÈME LEÇON. Adjectifs Possessifs 50
VINGTIÈME LEÇON. Revue 53
VINGT ET UNIÈME LEÇON. Possession 54
VINGT-DEUXIÈME LEÇON. Lecture 55
VINGT-TROISIÈME LEÇON. \Parler\, \Être\, \Avoir\--Passé Défini 58
VINGT-QUATRIÈME LEÇON. Pronoms Relatifs; \qui\, \que\ 61
VINGT-CINQUIÈME LEÇON. \Parler\, \Être\, \Avoir\--Futur 63
VINGT-SIXIÈME LEÇON. Article Partitif 66
VINGT-SEPTIÈME LEÇON. Lecture 68
VINGT-HUITIÈME LEÇON. De remplaçant \du\, \de la\, \de l'\, \des\ 70
VINGT-NEUVIÈME LEÇON. \Finir\, \Apercevoir\, \Rendre\--Indicatif Présent; Participe Présent 73
TRENTIÈME LEÇON. Revue 76
TRENTE ET UNIÈME LEÇON. Pluriel des Noms (suite) 77
TRENTE-DEUXIÈME LEÇON. Lecture 79
TRENTE-TROISIÈME LEÇON. Féminin des Adjectifs (suite) 82
TRENTE-QUATRIÈME LEÇON. Adjectifs Irréguliers 84
TRENTE-CINQUIÈME LEÇON. \Finir\, \Apercevoir\, \Rendre\--Imparfait 87
TRENTE-SIXIÈME LEÇON. Degrés de Comparaison 90
TRENTE-SEPTIÈME LEÇON. Lecture 93
TRENTE-HUITIÈME LEÇON. Degrés de Comparaison (\bon\, \mauvais\, \bien\, \mal\) 95
TRENTE-NEUVIÈME LEÇON. \Finir\, \Apercevoir\, \Rendre\--Passé Indéfini; Participe Passé 98
QUARANTIÈME LEÇON. Revue 101
QUARANTE ET UNIÈME LEÇON. \Finir\, \Apercevoir\, \Rendre\--Passé Défini 102
QUARANTE-DEUXIÈME LEÇON. Adverbes de Quantité 105
QUARANTE-TROISIÈME LEÇON. \Finir\, \Apercevoir\, \Rendre\--Futur 107
QUARANTE-QUATRIÈME LEÇON. Auxiliaires 110
QUARANTE-CINQUIÈME LEÇON. Impératif 113
QUARANTE-SIXIÈME LEÇON. Lecture 116
QUARANTE-SEPTIÈME LEÇON. Pronoms Possessifs 117
QUARANTE-HUITIÈME LEÇON. Pronoms Personnels (Complément direct) 120
QUARANTE-NEUVIÈME LEÇON. Pronoms Personnels (Complément indirect) 123
CINQUANTIÈME LEÇON. Revue 125
CINQUANTE ET UNIÈME LEÇON. Pronoms Personnels (Sujet et complément d'une préposition) 126
CINQUANTE-DEUXIÈME LEÇON. Pronoms Interrogatifs. Adjectif Interrogatif 130
CINQUANTE-TROISIÈME LEÇON. Pronoms Démonstratifs 133
CINQUANTE-QUATRIÈME LEÇON. \Y\ et \En\ 135
CINQUANTE-CINQUIÈME LEÇON. Lecture 138
CINQUANTE-SIXIÈME LEÇON. Conditionnel Présent 140
CINQUANTE-SEPTIÈME LEÇON. Phrase Conditionnelle 143
CINQUANTE-HUITIÈME LEÇON. \En\, \À\, \Dans\ 145
CINQUANTE-NEUVIÈME LEÇON. Emploi Particulier de l'Article 148
SOIXANTIÈME LEÇON. Revue 151
APPENDICE. Adjectifs Numéraux, Jours, Mois. Modèles de Conjugaison des Verbes 153
VOCABULAIRE. Français-Anglais 163
VOCABULAIRE. Anglais-Français 193
PRONUNCIATION
ALPHABET
\a\ à \b\ bé \c\ cé \d\ dé \e\ e, é \f\ èf \g\ gé \h\ ache \i\ i \j\ ji \k\ ka \l\ èl \m\ èm \n\ èn \o\ o \p\ pé \q\ ku \r\ èrr \s\ èss \t\ té \u\ u \v\ vé \w\ double vé \x\ iks \y\ i grec \z\ zède
The vowels are \a\, \e\, \i\, \o\, \u\, and \y\; the other letters are consonants.
The names of the letters are masculine.
ORTHOGRAPHIC SIGNS
·The accents· (´, `, ^). There are three accents in French which generally indicate the pronunciation of the vowel:
(´) acute accent (\accent aigu\), (`) grave accent (\accent grave\), (^) circumflex accent (\accent circonflexe\).
·The apostrophe· ('), \l'apostrophe\, indicates that a vowel has been omitted: ·l'enfant·.
·The cedilla· (¸), \la cédille\, placed under a \c\, indicates that the sound of \c\ is soft: ·français·.
·The diaeresis· (¨), \le tréma\, placed over the second of two consecutive vowels, indicates that the first vowel is to be pronounced separately: ·naïveté·.
·The hyphen· (-), \le trait d'union\, is used to connect words: ·suis-je?·
SYLLABLES
1. A French syllable generally begins with a consonant; the first syllable, however, may begin with a vowel: ·fé-li-ci-ter·, ·a-me-ner·.
2. When there are two consonants, the first belongs to the preceding syllable, the second to the following syllable: ·en-fant·, ·bon-té·.
3. If the second consonant is ·l· or ·r·, the two consonants belong to the same syllable: ·ou-bli-er·, ·ou-vrit·. The combinations ·ch·, ·ph·, ·th·, ·gn· always belong to the same syllable.
STRESS
All French syllables, except those ending with a \mute\ ·e·, are pronounced with equal stress, but the voice rests on the last syllable giving it a slight emphasis. If the last syllable contains a \mute\ ·e·, the emphasis falls on the preceding syllable: im|par|·fait·, a|bon|·dant·, \a\|bon|·dan·|te, tu de|·man·|des, ils de|·man·|dent.
SIMPLE VOWEL SOUNDS
1. ·a·, short, somewhat like the first \o\ in \follow\: ·la·, ·table·, ·quatre·.
2. ·a·, long, like \a\ in \Arthur\: ·â·, ·~ation·, ·~as·, ·~ass~·.
(a) When ·a· has a circumflex accent: ·pâle·.
(b) When ·a· is followed by ·~tion·: ·conversation·.
(c) Generally when followed by ·s·: ·pas·, ·passer·.
3. ·e·, mute, like \e\ in \the\ pronounced rapidly with the following word, \the boy\: ·~e·, ·~es·, ·~ent·.
(a) Entirely mute at the end of a word, in the ending ·~es· of words of more than one syllable, and in ·~ent· of the third person plural of a verb: ·porte·, ·parles·, ·parlent·.
(b) Slightly pronounced at the end of a syllable in the body of a word: ·petit·, ·acheter·.
(c) Fully pronounced at the end of monosyllables: ·le·, ·je·, ·me·.
4. ·é·, closed, almost like \i\ in \fit\: ·é·, ·~er·, ·~ai·, ·~ez·, ·et·.
(a) When ·e· has the acute accent: ·été·, ·défini·.
(b) In the ending ·~er· of the infinitive and other words in which the ·r· is silent: ·parler·, ·marcher·, ·soulier·.
(c) In the ending ·~ai· of the verb: ·j'ai·, ·je parlai·.
(d) In the ending ·~ez·: ·chez·, ·nez·, ·parlez·.
(e) In the conjunction ·et·.
5. ·è·, open, like \e\ in \egg\: ·è·, ·ê·, ·ai·, ·ei·, ·~es·, ·~et·.
(a) When ·e· has the grave accent: ·mère·, ·père·.
(b) When ·e· has the circumflex accent: ·être·, ·même·.
(c) ·ai· when followed by a consonant and in the endings of the imperfect and present conditional: ·mais·, ·air·, ·parlais·, ·parlaient·.
(d) ·ei· in the body of a word: ·treize·, ·neige·.
(e) In monosyllables ending in ·~es·: ·mes·, ·tes·, ·tu es·, ·il est·.
(f) In the ending ·~et·: ·sujet·, ·complet·, ·il promet·.
(g) When ·e· is followed by a sounded consonant in the same syllable: ·bel·, ·avec·, ·quel·, ·elle·.
6. ·i·, ·y·, like \ee\ in \see\: ·si·, ·ici·, ·style·, ·syllabe·.
7. ·ô·, closed, like the \o\ in \no\: ·ô·, ·au·, ·eau·.
(a) When ·o· has the circumflex accent: ·rôle·, ·le nôtre·.
(b) Generally when ·o· is followed by ·s·: ·nos·, ·chose·, ·poser·.
(c) Also when followed by any other consonant at the end of a word: ·trop·, ·mot·, ·repos·.
(d) When ·o· is followed by ·~tion·: ·émotion·, ·notion·.
(e) ·au· in most cases: ·pauvre·, ·autres·, ·il faut·.
(f) ·eau· in all cases: ·beau·, ·bateau·, ·chapeau·.
8. ·o·, open, like \o\ in \or\: ·notre·, ·poche·, ·mort·.
9. ·u·, no English equivalent (German \ü\): ·u·, ·eu· (in verb ·avoir·).
In order to pronounce the French ·u·, try to pronounce \ee\ in \see\ with the lips rounded in position for whistling.
(a) ·u· in all cases: ·du·, ·rue·, ·plus·.
(b) ·eu· in verb ·avoir·: ·eu·, ·j'eus·, ·il eut·.
(c) ·u· preceded by ·g· or ·q· and followed by a vowel is usually silent: ·langue·, ·que·, ·quatre·, ·guider·.
10. ·ou·, like \oo\ in \too\: ·tout·, ·ou·, ·sous·, ·nous·.
11. ·eu·, ·[oe]u·, closed; no English equivalent.
With the lips rounded in position for whistling, try to pronounce the \e\ in \the\ when said rapidly with the following word, \the boy\.
(a) ·eu· at the end of a word or when followed by a silent consonant: ·feu·, ·peu·, ·deux·, ·mieux·.
(b) ·[oe]u· at the end of a word or when followed by a silent consonant: ·v[oe]u·, ·n[oe]ud·.
12. ·eu·, ·[oe]u·, open, like \u\ in \fur\. ·Eu· and ·[oe]u· have this sound when followed by ·r· and generally when followed by any other sounded consonant in the same syllable: ·leur·, ·seul·, ·peur·, ·c[oe]ur·, ·s[oe]ur·, ·b[oe]uf·, ·[oe]uf·.
NASAL SOUNDS
The nasal sound is the sound of a vowel followed by ·n· or ·m·. However, the ·n· or ·m· is not to be pronounced. The nasal sound has no exact equivalent in English.
There are four nasal sounds:
1. ·a· nasal: ·an·, ·am·, ·en·, ·em·.
Somewhat like the \an\ in \want\ with the sound cut short: ·dans·, ·jambe·, ·enfant·, ·temps·.
2. ·i· nasal: ·in·, ·im·, ·ain·, ·aim·, ·ein·, ·eim·, ·yn·, ·ym·.
Somewhat like the \an\ in \rang\ without the sound of \g\ and with the sound cut short: ·fin·, ·simple·, ·main·, ·faim·, ·plein·, ·Reims·, ·syntaxe·, ·sympathie·.
3. ·o· nasal: ·on·, ·om·.
Somewhat like the \on\ in \long\ without the sound of \g\ and with the sound cut short: ·mon·, ·bon·, ·tomber·, ·nom·.
4. ·u· nasal: ·un·, ·um·.
Somewhat like the \un\ in \sung\ without the sound of \g\ and with the sound cut short: ·chacun·, ·parfum·.
COMPOUND VOWEL SOUNDS
1. ·oi·, like \wa\ in \was\: ·moi·, ·voix·, ·soir·.
In ·oi· there are two sounds, ·ou· and ·a·, with the first pronounced quickly.
2. ·oin·, like the English \w\ followed by the French nasal ·in·: ·loin·, ·moins·, ·soin·.
3. ·ui·, the French ·u· and ·i· with the first vowel pronounced quickly: ·suis·, ·lui·, ·nuit·.
4. ·ien·, like the English \y\ in \yell\ followed by the French nasal ·in·: ·bien·, ·rien·, ·italien·.
5. ·y·, preceded by a vowel, has the value of ·ii·, the first ·i· pronounced at the end of one syllable, the second ·i· at the beginning of the next syllable: ·pays· = ·pai + is·; ·ayant· = ·ai + iant·; ·joyeux· = ·joi + ieux·.
6. ·ill·, ·il· (preceded by a vowel) have the liquid sound of ·l·, pronounced like the \y\ in \yes\.
·ill· = French ·i· + ·y·: ·fille·.
·ail· and ·aill· = French ·a· + ·y·: ·détail·, ·travaille·.
·eil· and ·eill· = ·è· + ·y·: ·soleil·, ·vieille·.
·euil· and ·euill· = French ·eu· (open) + ·y·: ·fauteuil·, ·feuille·.
·ouill· = French ·ou· + ·y·: ·grenouille·.
The vowel sound is very long and the liquid ·l· very short.
In ·mille·, ·ville·, ·tranquille·, and words derived from them, the ·ll· is sounded like the English \l\.
CONSONANT SOUNDS
Final consonants are usually silent.
1. ·b·, pronounced as in English.
2. ·c· has the two English sounds:
(a) Like \k\, when followed by ·a·, ·o·, ·u·, or by a consonant: ·capable·, ·colline·, ·culotte·, ·clair·.
(b) Like \c\ in \cent\, when followed by ·e·, ·i·, ·y·, and also when it has a cedilla: ·ce·, ·ici·, ·garçon·.
(c) In the word ·second· the ·c· sounds like \g\ in \gone\.
(d) Final ·c· is usually pronounced: ·avec·, ·sec·.
3. ·ch·, like the English \sh\: ·chapeau·.
4. ·d·, pronounced as in English.
5. ·f·, pronounced as in English.
6. ·g·, like \g\ in \go\ and like \s\ in \measure\:
(a) Like \g\ in \go\, when followed by ·a·, ·o·, ·u·, or by a consonant: ·garçon·, ·argot·, ·ambigu·, ·grand·.
(b) Like \s\ in \measure\, when followed by ·e·, ·i·, ·y·: ·général·, ·gîte·, ·gymnase·.
7. ·gn·, like \ny\ in \canyon\: ·gagner·.
8. ·h· is not pronounced (see paragraph on \liaison\).
9. ·j·, like \s\ in \measure\: ·je·, ·jour·.
10. ·k·, pronounced as in English.
11. ·l·, pronounced as in English (see sounds ·ill·, ·il·).
12. ·m·, pronounced as in English (see paragraph on nasal sounds).
13. ·n·, pronounced as in English (see paragraph on nasal sounds).
14. ·p·, pronounced as in English. Silent in a few words: ·sept·, ·corps·, ·compte·.
15. ·q·, like the English \k\.
16. ·r· has no exact equivalent in English. It is the English \r\ rolled more prominently.
Final ·r· is usually sounded: ·mer·, ·hiver·, ·cher·.
(a) It is silent in the ·~er· ending of a verb: ·parler·, ·passer·.
(b) It is silent in most words ending in ·~ier·: ·premier·, ·dernier·, ·soulier·; but it is sounded in ·hier· and ·fier·.
17. ·s·, like the \s\ in \rose\ and like the \s\ in \soft\:
(a) Like the \s\ in \rose\, when between two vowels: ·maison·, ·baiser·.
(b) Like the \s\ in \soft\ in all other cases: ·son·, ·passer·.
18. ·t·, ·th·, like the \t\ in \too\: ·tour·, ·théâtre·.
But ·ti· followed by ·a·, ·e·, ·o· has generally the sound of \s\ in \soft\: ·partial·, ·patience·, ·conversation·.
19. ·v·, pronounced as in English.
20. ·x· has four sounds:
(a) Like \x\ in \excellent\: ·excellent·, ·exciter·.
(b) Like \x\ in \examination\ when ·ex· is at the beginning of a word and followed by a vowel: ·exercice·, ·exemple·.
(c) Like \s\ in \soft\ in the words ·six·, ·dix·, ·soixante·.
(d) Like the English \z\ in ·dix-huit·, ·dix-neuf·, ·deuxième·, ·sixième·, ·dixième·.
21. ·z·, pronounced as in English.
ELISION
In the words ·le·, ·la·, ·je·, ·me·, ·te·, ·se·, ·ce·, ·ne·, ·de·, ·que· (and other conjunctions ending in ·que·), ·si· (before ·il·, ·ils·), the final vowel is dropped before a word beginning with a vowel or a silent ·h· and is replaced by an apostrophe: ·l'enfant·, ·l'homme·, ·j'ai·, ·c'est·, ·qu'il·, ·puisqu'ils·, ·s'il·. This is called \elision\.
LIAISON
The \liaison\ is the union of two words by pronouncing the last consonant of one with the initial vowel of the other: ·les[_u]enfants·, ·vous[_u]avez·.
The \liaison\ is made only between words which are closely connected in thought.
In making the \liaison\, the final ·d· is pronounced like \t\, the final ·f· like \v\, and the final ·s· and ·x· like \z\: ·grand[_u]homme·, ·neuf[_u]enfants·, ·les[_u]amis·, ·deux[_u]amis·.
PUNCTUATION MARKS
The punctuation marks are:
The comma (,) \la virgule\. The semicolon (;) \le point et virgule\. The colon (:) \les deux points\. The period (.) \le point\. The question mark (?) \le point d'interrogation\. The exclamation point (!) \le point d'exclamation\. Quotation marks ("") \les guillemets\. Parenthesis () \la parenthèse\.
LE PREMIER LIVRE
PREMIÈRE LEÇON
I. ÉTUDE DE MOTS
·l'an·, \m.\, the year. ·l'enfant·, \m.\, \f.\, the child. ·la femme·, \f.\, the woman, the wife. ·la maison·, \f.\, the house. ·le mari·, \m.\, the husband. ·la mère·, \f.\, the mother. ·le père·, \m.\, the father. ·bonne·, good. ·le·, ·la·, ·l'·, ·les·, the. ·un·, ·une·, a, an, one.
II. REMI
Remi est un enfant de dix ans. Il demeure dans une petite maison avec une bonne femme. Le nom de la femme est mère Barberin. Mère Barberin est mariée. Le mari, Jérôme Barberin, est à Paris.
III. CONVERSATION
1. Qui est Remi? 2. Où demeure-t-il? 3. Avec qui demeure-t-il? 4. Qui est mère Barberin? 5. Où est Jérôme Barberin?
IV. GRAMMAIRE
INDICATIF PRÉSENT
·Être·, \to be\
+-\je\ ·suis· \Français\, I am French. | \tu\ ·es· \Français\, thou art French. Singulier + | \il\ ·est· \Français\, he is French. +-\elle\ ·est· \Française\, she is French.
+-\nous\ ·sommes· \Français\, we are French. | \vous\ ·êtes· \Français\, you are French. Pluriel + | \ils\ ·sont· \Français\, they are French (\m.\). +-\elles\ ·sont· \Françaises\, they are French (\f.\).
V. THÈME
Mother Barberin is a good woman. She lives in a little house with a child. The child is Remi. They are French. The father lives in Paris.
DEUXIÈME LEÇON
I. ÉTUDE DE MOTS
·la nourrice·, \f.\, the nurse. ·les parents·, \m. pl.\, the parents. ·méchant·, bad. ·après·, after. ·devant·, before. ·donc·, then. ·maintenant·, now. ·ne ... pas·, ·n' ... pas·, not. ·où·, where. ·qui·, who.
II. MÈRE BARBERIN
Mère Barberin n'est pas la mère de l'enfant; elle est sa nourrice. Jérôme Barberin, qui est maintenant à Paris, n'est pas le père de l'enfant. Où sont donc les parents de Remi? Mère Barberin est bonne pour Remi; Jérôme Barberin est méchant.
III. CONVERSATION
1. Mère Barberin est-elle la mère de Remi? 2. Qui est mère Barberin? 3. Jérôme est-il le père de Remi? 4. Remi est-il à Paris? 5. Qui est à Paris maintenant?
IV. GRAMMAIRE
FORME NÉGATIVE
+-\je\ ·ne· \suis\ ·pas· \en France\, I am not in France. | \tu\ ·n'·\es\ ·pas· \en France\, thou art not in France. Singulier + | \il\ ·n'·\est\ ·pas· \en France\, he is not in France. +-\elle\ ·n'·\est\ ·pas· \en France\, she is not in France.
+-\nous\ ·ne· \sommes\ ·pas· \en France\, we are not in France. | \vous\ ·n'·\êtes\ ·pas· \en France\, you are not in France. Pluriel + | \ils\ ·ne· \sont\ ·pas· \en France\, they are not in France. +-\elles\ ·ne· \sont\ ·pas· \en France\, they are not in France.
1. \Not\ est en français ·ne ... pas·.
2. Nous plaçons ·ne· devant le verbe et ·pas· après le verbe.
3. Si le verbe commence par une voyelle, nous plaçons ·n'· devant le verbe et ·pas· après le verbe.
V. THÈME
The parents are in France. They are not with Remi now. The child is not with Jerome in Paris; he is with his nurse. The name of the good woman, who lives with the child, is Mother Barberin. Remi is not bad.
TROISIÈME LEÇON
I. ÉTUDE DE MOTS
·la fenêtre·, \f.\, the window. ·le garçon·, \m.\, the boy. ·des légumes·, \m. pl.\, some vegetables. ·la porte·, \f.\, the door. ·a·, has. ·derrière·, behind. ·deux·, two. ·et·, and. ·mais·, but. ·seulement·, only.
II. LA MAISON
Mère Barberin est pauvre, mais elle a une maison dans un village du centre de la France. Le nom de ce village est Chavanon. La maison n'est pas grande; elle a seulement une porte et deux fenêtres. Le jardin, qui est derrière la maison, a des légumes en quantité suffisante pour nourrir la femme et le petit garçon.
III. CONVERSATION