french grammar guide

7/25/2019 French Grammar Guide

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French Grammar GuideSenior Missionary Language Training

Instructions to Language Tutors and Missionaries

The objective of the language tutoring program for senior missionaries is to enable them, and others,to begin communicating meaningfully as early as possible in their mission language. In order to help

accomplish this objective, this grammar guide provides a focus on only the most basic grammatical

structures of the language for those who are studying the language for the first time. By limiting thefocus of the missionaries to the basic concepts outlined in this guide, seniors will be able to

concentrate their energy and attention on doing a few things very well, rather than trying to cover

everything. The content of this guide has been prepared to enable seniors to communicate the

following in their mission language:

o Asking about and Expressing a State of Being

o Asking about and Expressing Possession

o

Asking about and Describing Objects and Peopleo Asking about and Expressing Desire, Need, Preference, Ability, and Intention

o Asking about and Describing Simple Actions and Events

o Asking and Answering Questions of Time, Place and Purpose

o Narrating Simple Experiences and Stories

The lessons are designed to insure that the missionaries can communicate each of the above conceptsunder the following three conditions:

1) using both questions and answers2) in the simplest forms of the present, past, and future

3)

in both the affirmative and the negative

Lesson sequence to be followed: It is recommended that the grammar lessons be studied in thesequence that they appear in this guide. Missionaries may refer to the designated language text

for further explanations on any of the points of grammar as they move through this guide..

Teach and practice from the visual displays: Use the visual displays in this document forpractice during tutoring sessions. They are designed to provide a visual connection between

tutor and learner, especially when on the telephone. The visual nature of the displays is intended

to eliminate much of the need for grammar rules, by showing rather than explaining.

Refer when necessary to the language text: For each lesson in this document, missionariesand tutors may refer to the designated language text whenever necessary to answer questionsthey may have regarding the grammar, and should continue to refer to it once they are in thefield.

Pace for moving through this grammar guide: There is no need to move too quickly throughthe lessons. Time should be spent on building confidence in using the structures in each lesson

before moving on. Spend the necessary time increasing vocabulary and reviewing previous


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lessons before moving too quickly ahead. The lessons will build on each other as you move

through the sequence.

Use a variety of activities: It is not necessary to cover a new lesson in each tutoring session.Missionaries will gain more confidence when they are given the opportunity to participate in a

variety of activities on the same principle. This will more likely insure that they are not onlymastering concepts and structures as they go, but that they have ample opportunity to review and

maintain their confidence in all past lesson material. Tutors should plan and conduct many

communicative language-type activities as part of their tutoring, including the performance oftasks, which are studied separately.

Speak the language: Speak the language at every opportunity. An explanation here and theremay be necessary in English, but missionaries need ample opportunity to see themselvescommunicating in the language. This will build their confidence more than anything else.

Tutors should limit their own use of the language to the structures and vocabulary that the

missionaries have learned up to that point, so as to increase the likelihood of their success inlistening and responding in the language during tutoring sessions.

Organize note-taking: When missionaries have questions on particular grammatical structures,they should write any notes in the margins of the text or on the visual display sheets of thisdocument where that particular principle is located. By doing so, their notes will be

automatically organized for future reference, because they will be written on the pages which

deal with that principle.

Use a pocket notebook for vocabulary: Vocabulary items should be written in an organizedway in a small, pocket-sized notebook, which can be carried with them for easy reference while

speaking the language. Keep two separate lists for easy access; one of verbs, and the other forgeneral vocabulary items. For example, keep a list of verbs in the front of the notebook, and a

list of all other vocabulary items in the back. Write in the language on the left side of the page,

with the English equivalent on the right side. This makes for easy review by covering either one

or the other side of the list.

Use vocabulary notebook for review: Not having easy access to ones notes is one of the mostfrustrating hindrances of note taking, and thus of systematic review. By using the vocabularynotebooks, missionaries can be much more successful in their review because they can always be

working from a current, up-to-date list. Be selective at first. Dont try to remember or write

everything down. Select those vocabulary items / verbs that you will use most frequently andbuild from there.


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Table of Contents___________________________________________ __

1. Overview of the Language

2. Alphabet and Basic Pronunciation

3. Asking About / Expressing a State of Being (tre)

4. Asking About / Expressing Possession Part 1 (avoir)

5. Asking About / Expressing Possession Part 2 (possessive adjectives)

6. Asking About / Describing Objects and People (demonstrative adjectives)

7. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 1 (vouloir)

8. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 2 (aimer)

9. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 3 (pouvoir)

10.Asking / Expressing Desire, Need, Preference, Ability, Intention Part 4 (savoir)

11.Asking / Expressing Desire, Need, Preference, Ability, Intention Part 5 (devoir)

12.Asking / Expressing Desire, Need, Preference, Ability, Intention Part 6 (aller)

13.Asking / Describing Actions and Events Part 1 (compound past with avoir)

14.Asking / Describing Actions and Events Part 2 (compound past with tre)

15.Asking / Answering Questions of Time, Place, Purpose Part 1 (interrogative adj)

16.Asking / Answering Questions of Time, Place, Purpose Part 2 (telling time)

17.Asking / Answering Questions of Time, Place, Purpose Part 3 (the date)

18.Asking About / Describing Actions and Events Part 3 (regular verbs ending in er)

19.Asking About / Describing Actions and Events Part 4 (regular verbs ending in ir)

20.Asking About / Describing Actions and Events Part 5 (regular verbs ending in re)

21.Narrating Simple Experiences / Stories in the Past Part 1 - (conceptual practice)

22.Narrating Simple Experiences / Stories in the Past Part 2 - (the imperfect past tense)


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1. Overview of the Language

o French has the same basic word order as English, except in French adjectives & adverbs

usually follow the words they modify.

o Unlike English, French has gender (feminine & masculine), which affects other parts of the

speech. We will point these out as we learn the language.

o Define and describe briefly nouns, pronouns and adjectives; verbs and adverbs; direct and

indirect objects; prepositions; definite and indefinite articles:

1. What is a noun?

-Person, place, or thing.-In French, nouns are either masculine or feminine.

2. What is a verb?-Words that show action. (Examples: to eat, to dance, to speak etc).

3. What is an infinitive verb?

-The dictionary form of the verb; un-conjugated. (Ex: to speak, to eat, to live)-In French, infinitive verbs always end in -er, -ir, -re or oir.Examples of infinitives: parler (to speak), dormir (to sleep), dire (to say).

-Each verb ending follows a pattern which agrees with the subject of the verb.

-To conjugate the verb, remove the -er, -ir, reor oir ending from the infinitive and add theappropriate endings that corresponds with the desired subject (will be showed in following

lessons).- When 2 verbs follow each other, the 2ndone is always in the infinitive (except with helping

verbs like to have& to be.)

4. What is an adjective?

-Describes a noun. (Example: the cat has abeautifultail. The word beautiful describes the

tail, so it is an adjective).

-Because nouns are either masculine or feminine, the adjective must agree with the noun inboth gender (masc.or fem.) and number (singular or plural).

5. What is a subject?-The subject of a sentence is the person or thing that performs the action of the sentence.

(Examples:Ieat,shestudies, thepresidentinterviews, themissionariesteach, etc)

2. Alphabet and Basic Pronunciation

o Learn the alphabet and basic elements of pronunciation so that you can begin to read in the

language.

o Establish and maintain regular daily reading exercises from Gospel Principles Manual,

Scriptures, The Liahona, and/or the Hymns, for pronunciation and comprehension purposes.

o Make sure reading activities are put on the training schedule on a regular basis.


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LETTER SOUND PRONUNCIATION

AAlways as a short English a, as in cat, fat, hat unless followed by i,u(see other vowels below).

appelmari

B Always as English b.bien

bonne

C

As English k, except when followed by vowels e, i ory, in which case itsounds as English s. French ccan also look like , the little signunderneath is called a cdille, it makes theksound turn into the ssound.

avocat,docteur fianc,facile, cyclegaron, franais

D Always as English d. Demander, dormir

EThis sound does not exist in English, its kind of like ouin tough but

with the mouth a little more closed.Se lever, venir

F Always as Englishfin fame, knife, flute, but never like of. facile, femme affaire

G

As the hard English gin gravel, goblet, except:

when followed by vowels eandi, it sounds as the English sinmeasure;

when followed by n, forming cluster gnas in companion.

grave, gnalogie,agir

compagnon

H Always soundless no matter where it is placed in a word. habiter, adhrer

I Sounds as English eein fleet, seem. ami, Bible

J Always sounds like the soft gsound in measure. Juger, jouer

K Always like English k. kaki

L Always as English l. Lessive, aller, la loi

M Always as English m. Mre, aimer

N Always as English n. Bnir, nager

OAlways as English o, as in blow, soul, row unless followed by a i,u,n(see other vowels below).

Gros, vlo


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PAlways as English p(unless followed by an h, then it becomes anflikein English.)

Pouvoir, appeler,pharaon

QAlways as Englishk. Most of the time, it is followed by a U. Thecombination of letters QU makes the sound K as well.

Quatre, quelquun

RThe sound is throatal, as if you were gargling. it never sounds as an

English or Spanish r.

partir, parabole,

arriver

SAs English s, if at the beginning of a word like strip or if double (ss) asin fussor sounds like a zas in easy, if it is between 2 vowels.

savoir, assister,dposer

T Always as English t. terre, trouver, attraper

UThis sound does not exist in English, the tongue is placed as to say eebut place the lips as if you were about to whistle.

voiture, tudier

V Always as English v. voir, arriver

W Is pronounced like a v. wagon

X It sounds like kseas in explainorgz sound as inexample. exemple, taxi

Y Like the English eesound as in greet. martyr, tyran

Z Like the English zin zebra. zoo, zbre, tzigane

Accents: There are 4 kinds of accents in French, placed on vowels:1. as in bay,tray. The accent aigu (acute accent) is only found on the letter e.2. is the accent grave pronounced as but with the mouth even moreopened.3. (circonflexe) changes the esound to an sound mostof the time. Sometimes, this

accent shows that once, in old French, it used to be followed by an s.4. as in Mose (pronounce Mo-ee-ze). This is the trma accent (2 dots on a vowel)

which means that the letter is pronounced separately.Thecirconflexe andtrma can be found on most vowels.

Thegrave accentcan also be found on uanda. The sound does not change though!


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Other vowels:

Sometimes when certain vowels are found together, or follow each other, it changes the

sound of the letters to make a new sound:

aiorei= eu,u = e oi= wa

auoreau= o ou oro = boot ie= i or ee er or ez =

NASALSOUNDS (Do not pronunce the M or the N!)

on, om = only in,im,ain, aim,ein = andan, en, am, em = on un, um = humble, under

ai oreiThese sounds are similar to the sound, as in elevator, or elementaryschool.

Faire, plaisir,seigneur, enseigner

au oreau

These sounds are similar to the English O as in row, blow. Pauvre, tableau

eu oroeu

Does not exist in English. Close to the letter Eas it is pronounced inFrench.

Peuple, soeur,amoureux

ou oro

As in the English sound oo as in boot Amour, bouger

oi This sound is like the English sound wa as in wax, whatever.Voir, victoire,

pourquoi

ie This sound is like the ee sound in English as in flee, fee. Vie, pluie

on orom

This sound does not exist in English. Close to the English on as inonly.

Mormon, comprendre

an, en,am, em

Those sounds do not exist in English. Close to the English on.franais, moment,

ambition, remplacer

im, in,ain,aim,ein,

Those sounds do not really exist in English. Yet they can be identifiedsomewhat in the following words: town, pound

Fin, nain, faim, plein.

un, um Same sound as above, but less nasal. un, humble.

er, ez These sounds are like the sound, as in imitate.Aimer, voler,

cherchez, chez


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3. Asking About / Expressing a State of Being

oState of being happy, grateful, sad, tired, rested, etc.

oRoles, nationality, profession, occupation, etc.

See tre in a French reference book.

-amricain(e)(s) -American-franais(e)(es) -French-missionnaire(s) -missionary-content(e)(s) -content / happy-reconnaissant(e)(s) -grateful-fatigu(e)(s) -tired-triste(s) -sad-mdecin(s) -doctor-frre -brother -sur -sister -reprsentant(e)(s) de lglise de Jsus Christ

des Saints des Derniers Jours-representative(s) of the Church of Jesus Christ

of Latter-day Saints------------------------

Useun / une (a), or des (plural of a),with cest and ce sont.

Ex: Cest un amricain; Ce sont des missionnaires.

+

Examples:

Q. Est-ce quil est missionnaire? A. Oui, il est missionnaire. A. Non, il nest pas missionnaire.Is he a missionary? Yes, he is (a) missionary. No, he is not (a) missionary.

Q. Est-ce quelles sont tristes ? A. Oui, elles sont tristes. A. Non, elles ne sont pas tristes.Are they sad? Yes, they are sad. No, they are not sad.

tre = to be

*Negative

Singular Plural1st ne* pas*

je suis I am

ne pas

noussommes we are

2nd

n pas

tu es you are

n pas

vous tes you are

3rd n pas

il est he is

elle estshe is

on estone is

c(ce) estit is

ne pas

ils(m) sontthey are

elles(f) sontthey are

ce sontthey are


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. Asking About / Expressing Possession - Part 1

o Do you have ___ ? Yes, I have ___. No, I dont have ___.

See the verb avoir in a French reference book.

Singular Plural

n* pas* n pas

1st j(e)ai nousavons I have we have

n pas n pas

2nd tuas vousavezyou have you have

n pas n pas3rd il a ils ont

he has they have

elle a elles ontshe has they haveon aone has

+

-le / un livre - the / a book-le / un stylo - the / a pen-un pre - a father-un frre -a brother-une mre -a mother-une famille -a family-une sur -a sister-des questions -some questions

-des amis -some friends

-soif -thirst (I am thirsty)-faim -hunger (I am hungry)-froid -cold (I am cold)-chaud -hot (I am hot)

Examples:

Q. Est-ce quils ont une famille? A.Oui, ils ont une famille. A. Non, ils nont pas de famille.Do they have a family? Yes, they have a family. No, they dont have a family.

Q. Est-ce quelle a des questions ? A.Oui, elle a des questions. A Non, elle na pas de questionsDoes she have some questions ? Yes, she has some questions No, she does nothave questions

avoir = to have

* Negative


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5. Asking About / Expressing Possession - Part 2

o Do you have ? Yes, I have (my ..., his, your ..., their ..., etc.)

Yes, we have / No, we dont have

See possessive adjectives in a French reference book.

Q. Est-ce que vous avez___?Do you have ___?

A.Oui, jai ___.Yes, I have___.

A. Non, je nai pas ___ .No, I dont have ___.

Q. Est-ce quils ont ___ ?Do they have ___?

A. Non, ils nont pas ___.No, they dont have ___.

+

-livre (m) - book-cahier(m) - notebook-critures(f) - scriptures-dictionnaire(m) - dictionary-crayon(m) -pencil-plaque (f)- name tag-chaise(f) - chair-chemise (f)- shirt-jupe (f) - skirt-sac main (m)-purse-manteau (m) - coat-stylo(m) -pen-cls (f) - keys-recommendation (f)- temple

recommend

+

(my) (our)mon (m) notre (m/f)ma (f) nos (pl)mes (pl)

(your) (your)ton (m) votre (m/f)ta (f) vos (pl)tes (pl)

(his/her/its) (their)son (m) leur (m/f)sa (f) leurs (pl)ses (pl)

-Verb- -Objects-

Examples:

Q. Est-ce que vous avez mon crayon? A. Oui, nous avons votre crayon.Do you have my pencil? Yes, we have your pencil.

A. Non, nous navons pas votre crayon.No, we dont have your pencil.

Possessive Adjectives


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6. Asking About / Describing Objects and People

o What is this / that? -This / that is , Those are

o Is this / that ? -Are these / those ? -Yes, this / that is , No, that is not

o Who is this / that? -This / that is

See demonstrative adjectives in a French reference book.

CestIt is/this is

Ce nestpasIt is/this is not

Ce sontThese are

Ce ne sontpasThese are not

-une/ma Bible a/my Bible-monfrre /ma sur-my brother /my sister-mon/ma collgue my colleague(my companion)-nos enfants - our children-une(des) fentre(s) - a window(s)-la porte - the door-mon pantalon - my pair of trousers-sa chemise - his/her shirt-ses robes - herdresses-une(des) chaise(s) - a chair(s)-un(des) crayon(s) - a pencil(s)

-une/ votre cravate - a / your necktie-mes/ vos chaussettes - my / your socks-une(des) sur(s) - a sister(s)-un(des) Elder(s) - an Elder(s)-un(des) missionnaire(s) - a missionary(ies)-des chaussures - shoes-mon Livre de Mormon - my B of M-ton/votre stylo -your pen-leurs livres - their books

+

Examples:

Q. Quest-ce quecest? A. Cest une Bible. A. Cest une cravate.What is this? This is a Bible. Its a necktie.

Q. Ce sontdes Franais? A. Oui, ce sont des Franais. A. Non, ce sontdes Italiens. Are those French people? Yes, those are French people. No, these are Italian.

Q. Quiest-ce? A. Cest ma collgue. A. Ce sont des amis.Who is this? That is my companion (f). These are friends.

DemonstrativeAdjectives


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7. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 1See the verb vouloir in a French reference book.

Singular Plural

Ne* pas* ne pas

1st jeveux nousvoulons I want we want

ne pas ne pas

2nd tuveux vousvoulez you want you want

ne pas ne pas

il

veut

ils

veulent

3rd he wants they wantelle veut elles veulent

she wants they wanton veutone wants

-une pomme-an apple-ton/votre stylo-your pen-son livre-her / his book-mon crayon-my pencil-sa Bible -his / her Bible-ton / votre Livre de Mormon -your B of M-partir-to leave-aller -to go-manger -to eat

-dormir -to sleep-tudier -to study-parler franais-to speak French-converser-to talk / converse

+

Examples:

Q. Est-ce que vous voulez manger? A. Oui, je veux manger. A. Non, je ne veux pas manger.Do you want to eat? Yes, I want to eat. No, I dont want to eat.

Q. Est-ce quil veut partir ? A. Oui, il veut partir. A. Non, il ne veut pas partirDoes he want to leave ? Yes , he wants to leave No, he does not want to leave.

vouloir= to want/ to desire (to)...

*Negative


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. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 2

see the verb aimer in a French reference book.

Singular Plural

n* pas* n pas

1st j(e)aime nousaimons I like we like

n pas n pas

2nd tuaimes vousaimez you like you like

n pas n pas3rd il aime ils aiment

he likes they like

elle aime elles aimentshe likes they like

on aimeone likes

-mon/ma collgue-my companion-ta/votre cravate-your tie-notre Pre Cleste -our H. Father-notre Sauveur-our Savior-la Bible-the Bible-le Livre de Mormon-the B of M-partir-to leave-manger-to eat

-dormir-to sleep-tudier-to study-parler franais-to speak French-converser-to talk / converse

+

Examples:

Q. Est-ce que vous aimez lire? A. Oui, jaime beaucoup lire. A. Non, je naime pas lire.Do you like to read ? Yes, I like very much to read. No, I dont like to read.

Q. Est-ce quils aiment tudier ? A. Oui, ils aiment tudier. A. Non, ils naiment pas tudierDo they like to study ? Yes, they like to study. No, they do not like to study.

aimer = to like/ to love (to)...

*Negative


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9. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 3

See the verb pouvoir in a French reference book.

Singular Plural

ne* pas* ne pas

1st je peux nouspouvons I can we can

ne pas ne pas

2nd

tupeux vouspouvez you can you can

ne pas ne pas3rd il peut ils peuvent

he can they can

elle peut elles peuventshe can they canon peutone can

-aider les enfants -help the children-chanter des cantiques -sing hymns-faire un discours -give a talk-crire une lettre -write a letter-lire la Bible -read the Bible-faire la cuisine -cook the food-partir bientt -leave soon-aller avec vous -go with you-manger chez nous -eat at our place-dormir dans la chambre -sleep in the bedrm-tudier avec vous -study with you-parler franais -speak French-converser avec nous -converse with us

+

*Negative

**les replaces les enfants in this case, it is a personal pronoun & the direct object.(it means them), in French it is placed in front of the verb contrary to English.

Examples:

Q. Est-ce que tu peux aider les enfants? A.Oui, je peux les** aider. A.Non, je ne peux pas les** aideCan you help the children? Yes, I can them help. No, I cant them help

Q. Est-ce quil peut faire un discours ? A. Oui, il peut faire un discours.Can he give a talk ? Yes, he can give a talk.

A. Non, il ne peut pas faire de discours.No, he cannot give a talk.

pouvoir = to be able to...


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See savoir in a French reference book

Singular Plural

ne* pas* ne pas

1stjesais noussavons I know we know

ne pas ne pas

2nd

tusais voussavez you know you know

ne pas ne pas

3rdil sait ils savent he knows they knowelle sait elles saventshe knows they know

on saitone knows

+

-faire le travail -to do the work-chanter des cantiques -to sing hymns-faire un discours -to give a talk-crire des lettres -to write letters-lire le tahitien -to read Tahitian-faire la cuisine -to cook-tudier les critures -to study scriptures-prier en anglais -to pray in English-faire mon lit -to make my bed

-faire la lessive -to do the laundry-jouer du piano -to play the piano-parler italien -to speak Italian-faire la vaisselle -to do the dishes

Examples:

Q. Est-ce quils savent lire? A.Oui, ils savent bien lire. A.Non, ils ne savent pas lire.Do they know how to read? Yes, they know how to read well. No, they dont know how to read.

Q.Est-ce quelles savent chanter des cantiques ? A. Oui, elles savent chanter des cantiques.Do they know how to sing hymns ? Yes, they know how to sing hymns.

A. Non, elles ne savent pas chanter desNo, they do not know how to sing

cantiques.Hymns.

In order to express the idea of being acquainted with someone or something, the verbconnatremust be used.

savoir = to know/ to know how to...

*Negative


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See devoir in a French reference book

Singular Pluralne* pas* ne pas

1st jedois nousdevons I must we must

ne pas ne pas

2nd

tudois vous devez you must you must

ne pas ne pas

3rd il doit ils doivent he must they must

elle doit elles doiventshe must they must

on doitone must

+

*Negative

The following structure is probably one of the simplest and most frequently used ways of

expressing a necessary action:

o To be necessary to ...(this verb is only conjugated at the third singular person!):

Falloir = to be necessary to Infinitive of any verbs

partir- to leave

Il faut.... + manger- to eatIt is necessary... rester- to stayrevenir- to come back

etc...

Examples:

Q. Est-ce que vous devez partir? A. Oui, je dois partir. A. Non, je ne dois pas partir.Do you have to leave? Yes, I have to leave. No, I dont have to leave.

-finir mes tudes -finish my studies-partir tout de suite -leave immediately-faire mon travail -do my work-crire une lettre -write a letter-lire le Livre de Mormon -read the B of M-faire la cuisine -cook-partir avec vous -leave with you-aller vite -go quickly-manger chez nous -eat at our place-dormir dans la chambre -sleep in the bedrm-tudier les critures -study the scriptures

-parler franais -speak French-faire ma lessive -do my laundry

devoir = to need to/ must...


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See aller in a French reference book.

Singular Plural

ne* pas* n pas

1st jevais nousallons I am going we are going

ne pas n pas

2nd tuvas vousallez you are going you are going

ne pas ne pas3rd il va ils vont

he is going they are going

elle va elles vontshe is going they are goingon va

one is going

-en ville -to town-dans ma chambre -to my room-en France -to France-au temple -to the temple-aux Etas-Unis -to the U.S.-en Angleterre -to England-tudier les critures -to study the scriptures-prier notre Pre Cleste -to pray to our H.F.

-faire mon lit -to make my bed-faire la lessive -to do the laundry-jouer du piano -to play the piano-chercher mes affaires -to get my things-faire la vaisselle -to do the dishes

*Negative

+

Examples:

Q. Est-ce quils vont tudier? A. Oui, ils vont tudier. A. Non, ils ne vont pas tudier.Are they going to study? Yes, theyre going to study. No, theyre not going to study.

Q. Est-ce quelle va en France ? A.Oui, elle va en France. A.Non, elle ne va pas en France..Is she going to France ? Yes, she is going to France. No, she is not going to France.

aller = to go (or) to do something in the future


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13. Asking / Describing Actions and Events - Part 1

o I ate / have eaten the food etc...

o They studied / have studied the scriptures.

See pass compos in a French reference book.

Singular Plural

n* pas* n pas

1st j(e)ai nousavons I have we have

n pas n pas

2nd

tuas vousavezyou have you have

n pas n pas

3rd il a ils ont he has they have

elle a elles ontshe has they have

on aone has

-Past Participle-

voulu(wanted) faire le travail(to do the work).aim(liked) le film(the movie).pu(was able) finir mes tudes(finish my studies).su (knew how) faire la leon(to give the lesson).d(had to) lire la Bible(to read the Bible).fait(done) ma lessive(my laundry).lu(read) le Livre de Mormon(The B of M).

mang(eaten) le dner(diner).tudi(studied) les Ecritures(the scriptures).parl**(spoken) anglais(English).pri(prayed) Notre Pre Cleste(Our Heavenly Fathcrit(written) une lettre(a letter).dormi(slept) chez moi(at my place).chant(sung) des cantiques(some hymns).t (been) malade(ill).eu (had) des leons(some lessons).

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*Negative

** We say :Parler notre Pre ClestePrier notre Pre Cleste

Examples:

Q. Est-ce quil a lu la Bible? A. Oui, il a lu la Bible. A. Non, il na pas lu la Bible.Has he read the Bible? Yes, he has read the Bible No, he has not read the Bible

Q. Est-ce quelles ont aim lefilm?

A. Oui, elles ont aim le film A. Non, elles nont pas aim lefilm

Did they like the movie ? Yes, they liked the movie. No, they didnt like the movie.

Compound Past w/ "avoir"


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14 June 2007 French


As shown in the examples on the previous page, almost all verbs in French require the use of the

helper verb avoir, plus the past participle, to form the compound past. There are a few key verbs,however, whose actions can be visualized on or around the diagram shown below, which require

the use of tre, instead of avoir, as the helping verb. Call it the house of tre.

resterremonter to stay / remain redescendre

to go back up to go back down

monter tomber descendreto climb / go up to fall to descend / go down

natre mourirto be born to die

venir sortir revenir

to come arriver entrer to go / come partir to come backto arrive to enter out of to leave

o We went / are gone to the temple etc...

o They arrived / are arrived at 7:00 etc...

See pass compos in a French reference book

Singular Plural

ne* pas* ne pas1st jesuis nous sommes

I am we are

n pas n pas

2nd tues voustes

you are you are

n pas ne pas

3rd il est ils sonthe is they are

elle est elles sontshe is they are

on estone is

-Past Participle-

n(e/s) (born) en France(in France).entr(e/s) (entered) dans la maison(into the hoarriv(e/s) (arrived) midi(at noon).rest(e/s) (stayed) chez nous(at our place).tomb(e/s) (fell) dans la rue(in the street).mort(e/s) (died) Salt Lake(in Salt Lake).sorti(e/s) (went out) manger(to eat).venu(e/s) (came) avec nous(with us).mont(e/s) (climbed) dans la maison (to the houparti(e/s) (left) avec vous(with you).remont(e/s) dans la chambre(went back up) (into the bedroom).revenu(e/s) chez les membres(came back) (to the members place).

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Agreement: Make sure you understand that when using tre as the helper verb, the past participlemust always agree in number and in gender with the subject, as shown in the examplesabove. This is not true when using avoir as the helping verb.

Compound Past w/ "tre"


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14 June 2007 French

15. Asking / Answering Questions of Time, Place, Purpose - Part 1

o How -Commentest-ce que vous pouvez rendre service vos frres et soeurs?

-How can you serve your brothers and sisters?

o Why -Pourquoiest-ce que vous voulez apprendre le franais?-Why do you want to learn French?

o Where -O est-ce que vous allez manger?-Where are you going to eat?

o What -Quest-ce quevous voulez faire?-What do you want to do?

o

When -Quandest-ce que vous avez lu le Livre de Mormon?-When did you read the Book of Mormon?

o Who -Quiest-ce que vous avez rencontr dans le bus?-Who did you meet on the bus?

Activity: Sampling verbs learned up to this point, ask questions in the present, past, and nearfuture, using the five interrogatives shown above, and respond.

Interrogative Adjectives


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16. Asking / Answering Questions of Tine, Place, Purpose-Part 2

Telling Time

o Learn the numbers in preparation for learning how to tell time.

10 heures10 oclock

10 heures 2210:22

11 heures moinsle quartquarter to 11

10 heures etquartQuarter past 10

10 heures et demiHalf past 10

11 heuresmoins 88 to 11

Examples:

Q. Quelle heure est-il? A. Il est 10 heures.What time is it ? It is 10 oclock.

Q. A quelle heure tes-vous arriv ? A. Je suis arriv 10 heures et demi.What did you you arrive? I arrived at half past 10.

Q. A quelle heure est-il parti? A. Il est parti 2 heures et quartWhat time did he leave? He left at quarter past 2.


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14 June 2007 French

17. Asking / Answering Questions of Time, Place, Purpose - Part 3

o

Learn the days of the week and the months of the year, in preparation for learning to expressthe date.

o Next, create a simple display like the one shown below, which will help you keep the pattern

in mind:

Weekday Day of Month Month Year______________________________________________________________

lundi(monday) le 20(the 20th) janvier(january) 1820mardi(tuesday) le 24(the 24th) fvrier(february) 1957

mercredi(wed) le 2(the 2nd

) mars(march) 2001jeudi(thursday) le 10(the 10th) avril(april) 2002vendredi(fri) le 31(the 31st) mai (may) 1995samedi(sat) le 18(the 18th) juin (june) 1985dimanche(sun) le 1er(the 1st)* juillet(july) 1776

aot (august)septembre (september)octobre (october)novembre (november)dcembre (december)

*le premier, not le un

o Once you are comfortable expressing the date, practice asking and answering questions likethe ones shown below, and tie it in with the principles taught in Parts 1 and 2 of this section.

** Notice the differing word order between both answers

Examples:

Q. Quand / Quel jourest-ce que vous allez partir en mission?When / On what date are you going to leave on your mission?

A. Je vais partir le lundi 20 aot 2007.I am going to leave on Monday the 20th of August 2007.

A. Je vais partir le 20 aot 2007. **I am going to leave on the 20th of august, 2007.

The Date


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18. Asking / Describing Actions and Events 3

o Learn to form regular er verbs in the present and in the compound past.

-Endings for Present Tense-

-e -ons

-es -ez

-e -ent

o Activity 1: Practicing asking and answering questions in the present tenseusing the verb stemsfrom the list of verbs on the left above. As indicated, drop the er and add the endings given in thcenter column to the stem. The examples below will be helpful:

o Activity 2: Now, practice asking and answering questions in the past tense by using either avoiror tre as helping verbs as taught in lessons 13 and 14 above, and then adding the past participlefrom the list on the right above. The examples below will be helpful:

Verbs ending in "er"

-Verb Stem-(drop the erending)Parl-er (to speak)Chant-er (to sing)cout-er (to listen to)Pri-er (to pray)tudi-er (to study)Donn-er (to give)Aid-er (to help)Mang-er (to eat)

Examples for the present tense:

Q. Est-ce que vous parlez franais? A. Oui, je parle franais. A. Non, je ne parle pas franais.Do you speak French? Yes, I speak French. No, I dont speak French.

Examples for the past tense:

Q. Est-ce que vous avez tudi vos Ecritures? A. Oui, jai tudi mes Ecritures.Have you studied (did you)your Scriptures? Yes, I have studied (did study) my Scriptures.

A. Non, je nai pas tudi mes Ecritures.Non, I have not studied (did not) my Scriptures.

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14 June 2007 French


o Learn to form regular ir verbs in the present and in the compound past


-is -issons

-is -issez

-it -issent

o Activity 1: Practicing asking and answering questions in the present tense using the verbstems from the list of verbs on the left above. As indicated, drop the ir and add the endings

given in the center column to the stem. The examples below will be helpful:

o Activity 2: Now, practice asking and answering questions in the past tense by using eitheravoir or tre as helping verbs as taught in lessons 13 and 14 above, and then adding the

past participle from the list on the right above. The examples below will be helpful:

-Verb Stem-

(drop the irending)fin-ir (to finish)chois-ir (to choose)accompl-ir (to accommplish)ob-ir () (to obey)bn-ir (to bless)russ-ir () (to succeed)rflch-ir() (to reflect)

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Q. Est-ce que vous finissez le travail? A. Non, je ne finis pas le travail aujourdhui.Are you finishing the work? Non, Im not finishing the work today.

A. Oui, je finis le travail six heures.Yes, I finish the work at six oclock.

Examples of the past tense:

Q. Est-ce que vous avez fini le travail? A. Oui, jai fini le travail ce matin.Have you finished (did you) the work? Yes, I have finished the work this morning.

A. Non, je nai pas encore fini le travail.No, I have not yet finished (did not) the work.

Verbs ending in "ir"


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18. Asking about / Describing Actions and Events Part 4 (Verbs ending in ir)

o Learn to form regular ir verbs in the present tense. (See pg. 58 in the textbook)

o Create a simple display like the one shown below, and practice.

Endings Verbs Past Participlefinir (to finish) fini (finished)

-is -issons choisir (to choose) choisi (chose)accomplir (to accomplish) accompli (accomplished)

-is -issez obir (to obey) obi (obeyed)bnir (to bless) bni (blessed)

-it -issent russir (to succeed) russi (succeeded)rflchir (to reflect/ponder) rflchi (reflected / pondered)

Learn the verbs from the (center) list above, by practicing asking and answering questions in theaffirmative and negative forms. Devote as much time as possible to the Practice activity. Once you

are confident using these verbs in the present, have practice asking and answering questions in the

past tense, using the past participles given in the list on the right.

19. Asking about / Describing Actions and Events Part 5 (Verbs ending in re)

o Learn how to form regular re verbs in the present tense. (See pg. 60 in the textbook)

o Create a simple display like the one shown below, and practice.

Endings Verbs Past Participlerpondre (to respond) rpondu (responded / answered)

-s -ons entendre (to hear) entendu (heard)attendre (to wait / wait for) attendu (waited / waited for)

-s -ez rendre rendu (gave back / bore)(to give back / to bear testimony)

-* -ent descendre descendu(to descend / to go down) (descended / went down)

*See explanation on page 60 of prendre (to take) pris (took)

French for Missionaries perdre (to lose) perdu (lost)

o Learn the verbs from the (center) list above, by practicing asking and answering questions in the

affirmative and negative forms. Devote as much time as possible to the Practice activity.

o Once you are confident using these verbs in the present, practice asking and answering questions

in the past tense, using the past participles given in the list on the right.


o Learn to form regular re verbs in the present and in the compound past.


-s -ons

-s -ez

-ent

o Activity 1: Practicing asking and answering questions in the present tenseusing the verb stemsfrom the list of verbs on the left above. As indicated, drop the re and add the endings given inthe center column to the stem. The examples below will be helpful:

o Activity 2: Now, practice asking and answering questions in the past tense by using either

avoir or tre as helping verbs as taught in lessons 13 and 14 above, and then adding the pastparticiple from the list on the right above. The examples below will be helpful:

-Verb Stems-(drop thereending)descend-re (to decend)attend-re (to wait for)vend-re (to sell)entend-re (to understand)rpond-re()(to respond /answer)


Q. Est-ce quil rpond vos questions? A. Oui, il rpond mes questions.Does he respond to your questions? Yes, he responds to my questions.

A. Non, il ne rpond pas mes questions.No, he doesnt respond to my questions.

Examples for the past tense:

Q. Est-ce quil est descendu hier? A. Oui, il est descendu hier avec mon frre.Did he decend (come down) yesterday? Yes, he decended (came down) yesterday with my brother.

A. Non, il nest pas descendu hier avec mon frre.

No, he did not decend (come down) yesterday with mybrother.

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Verbs ending in "re"


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14 June 2007 French

21. Narrating Simple Experiences / Stories in the Past - Part 1

Narrating events in the past in French usually involves the use of two different past tenses.

One you have already learned, and the other you will learn in this section.

1. The compound past, which you have already learned, in which the helper verbs avoir andtreare used, along with the past participle. (ex: Il est parti / Nous avons mang) This compound tense describes events which occurred in a sequence or order, one afteranother. (ex: I got up, then I saw , then someone said, etc., etc.).

2. The Imperfect past, which you will learn in this section, describes the settingin which theevents occurred, and describes actions or events which occurred habitually in the past, and

is usually expressed in English by the words was, were, wouldor used to. (ex: Itwas a cold, rainy day , everyone was cold , we were hoping , on days like

this we would or used to build a big fire to keep us all warm ).

Before learning how to form the imperfect tense in French, conduct a conceptual practice, by

telling the Joseph Smith story in English. Each time you come to an action or verb, indicate

whether that action is descriptive, requiring the imperfect tense, or if the action issequential, requiring the compound past. Include as many actions as possible. (ex:

Joseph was concerned about , he decided he would pray. It was a beautiful

morning. He got up early. He got dressed. He was very careful to not wake He

went out of the house, and went down the path. The birds were singing , etc. etc.)

Conceptual Practice


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22. Narrating Simple Experiences / Stories in the Past - Part 2

o Learn how to form the imperfect past tense, which translates into English as was, were,

or used to, referring to habitual or re-occurring actions or events in the past. TheImperfect tense is also used to describe the setting in which events occurred, as illustrated

in the Joseph Smith story in the previous lesson.

o Practice forming the imperfect past tense with all of the verbs you have learned to date, but

following the simple formula shown above. For further information please see the pagesindicated above in the text. The examples below may be helpful:

o Activity: Once you are confident using these verbs in the imperfect tense, take sufficienttime to practice narrating several simple experiences or stories in the past, to your

companion / tutor, using both the imperfect and the compound past tenses. Refer to the listof verbs you have learned up to this point to give you ideas of things you know how to say.

See imparfait in a French reference book.

Verb - stem

all -voul-t -av-sav-

fais-donn-

-Imperfect Endings-

-ais -ions

-ais -iez

-ait -aient

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Examples:

Q. Est-ce que vous mangiez quand je suis arriv ce matin?Were you eating when I (have)arrived this morning?

A. Non, je ne mangeais pas quand vous tes arriv ce matin.No, I wasnt eating when you (have)arrivedthis morning.

A. Oui, je mangeais ce matin quand vous tes arriv.Yes, I was eating this morning when you (have)arrived.

The Imperfect Past Tense

-Verb-

aller (to go)vouloir (to want)tre (to be)avoir (to have)savoir (to know)

faire (to do/make)donner (to give)

french grammar guide

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