Je chante mieux que je ne danse
4. The pupil may now open his book and compare each written question with the corresponding printed one before him, underlining every mistake 1 as he proceeds; these mistakes he must correct, writing the now perfect sentences in c with the corrections underlined. If the pupil changes a word to agree with the one in the book without knowing the reason why, he must underline it in red and ask the teacher to explain his mistake. His corrected work now appears as in c.
Est-ce le tapis? Où est Philippe? C'est le dixième exercice. Je n'ai pas de papier. François nous donne-t-il ces fruits? Il nous les donne. Leur en prêtez-vous encore? Chantez-vous mieux que vous ne dansez ?
1 When the pupil finds that he has made too many mistakes, he should do the work over, and hand in every one of his papers in order to get credit for all his work.
These questions must be studied at home in order to prevent the necessity of English explanations in class. Each answer must be a complete sentence.
L. 1. 1. Of what are 'm./ 'f./ 'p.* and 'voc* abbreviations (p. 139) ? 3. Is P. F. P. the abbreviation of " Perfect French Possible" (See Préface) ? 5. Does the apostrophe take the place of 'e' in 'ce' (13) l and in 'ne' (17)? 7. Do the dots between 'ne' and 'pas' indicate the place of the verb (L. 1) ? 9. In just what way do you prepare your written exercise at home (pp. 128-129)? 11. What kind of work do you do in class in order to make your home work easy and interesting (p. 128, 1) ? 13. How can you answer questions 1, 13 and 19, so that you will know the exact form of the question without having to look at your book ? 2
L. 2. 1. Are 'madame,' 'mademoiselle/ etc. usually written in full (1, 3)? 3. Do they usually begin with a small letter? 5. Are they abbreviated before family names (5-9)? 7. Is the 'e' of 'ce* always elided before 'est' (3) ? 9. Is it ever elided when 'ce' follows the verb (7) ? 11. In spoken French must a final consonant be carried to the initial vowel of the next word (12, 14, 34) ? 13. In a liaison, does V change to 'z' (12)?
L. 4. 1. What takes the place of 'e* in 'que 1 here (5) ? 3. Is the question formed here (3) by the use of 'est-ce que'? 5. Make this sentence interrogative: 'Il a le livre.'
L. 5. 1. Is 'h' always silent in Parisian French (l)? 1 3. What does V represent here (1) and here (27) ? 5. What is the feminine form of 'petit' (5)? 7. How is the feminine of this adjective formed? 9. Are adjectives variable in English ? 11. Is the interrogative formed
1 Numbers in parentheses refer to preceding sentences in the same lesson.
* As the answer ' C'est le tapis ' is the identical reply to three questions: 'Est-ce le tapis? ' ' C'est le tapis, n'est-ce pas? ' and ' N'est-ce pas le tapis? ' the pupil may be helped in knowing which question to adapt to his written answer by prefixing 'oui' to all answers to simple questions; 'oui, oui/ to all questions ending with ' N'est-ce pas? ' and using ' si ' as the affirmative answer to all negative questions such as: ' N'est-ce pas le tapis? '
by transposing the pronoun subject and the verb and putting a hyphen between them (25, 27)? 13. Is 'ième' added to the cardinal numeral adjective to form the ordinal (17) ? 15. Is it only at the
beginning of the sentence that ( je' is written with a capital (28, 29)?
L. 6. 1. What is the feminine form of 'premier' (17)? 3. And of 'dernier' (21) ? 5. And of 'marqué' (27) ? 7. Explain the use of the grave accent in 'première' 1 (17) and 'dernière' (21). 9. Why do we use 'è' in the verb* here (21) instead of 'é' (17)? 11. Cross out the mute syllable in the verb here (21).
L. 8. 1. What is the feminine form of 'beau' (15)? 3. And of 'ce' (5)? 5. In forming the interrogative, must we insert '-t-' between the verb and the pronoun subject if the verb ends in a vowel (11) ? (p. 134, 2) 7. In English would it be correct to use the noun and the personal pronoun representing it, in the same sentence (11)? 9. In answering do you always use the words of the question ? 11. Do you make every answer a complete sentence? 13. In the "devoir" do you give an odd number to every question ? 15. And an even one to every answer? 17. After having finished your "devoir" do you write your corrected sentences on a separate page? 19. Do you underline each corrected word ?
L. 10. 1. Does the definite article always accompany nouns used in a general sense (1-19) ? 3. Does 'n'est-ce pas' change a question (19) into a strong affirmation? 5. How is the plural of nouns and adjectives formed in French (41, 43) ? 7. And the feminine of adjectives (37, 39) ? 9. Do adjectives agree in gender and number with the nouns they modify? 11. Why is 'chère' written with the grave accent (25) ? l 13. And 'achète' (23) ?
L. 11. 1. Underline the pronouns to be translated by 'it' (35, 39). 3. Why is the vowel of the article not elided here (21) ? 5. Is the second of two verbs always in the infinitive mode (1) ?
L. 14. 1. We say in English 'a fig' but 'an apple,' 'a brief hour' but 'an hour'; is this for euphony? 3. What is the special mascu-
1 In forming the feminine of adjectives and in conjugating some verbs a grave accent is used to prevent two mute syllables from coming together (§84, 3).
* In conjugating certain verbs, acute * e ' (é) is changed into grave * e ' (è) before a mute syllable (§ 84, 3).
line form of 'ce' before a vowel or a silent 'h' (3) ? (§ 28, 7) 5. And of 'beau' (7) ? 7. Are these changes for euphony? 9. Is a pronoun sometimes repeated to avoid changing the rhythm of a sentence (24) ? 11. Would it be contrary to the laws of French rhythm to emphasize 'je'? 13. Explain the use of 'ri'est-ce pas' here (39). (Questionnaire 10, 3) 15. Put every imperative sentence (15-33) into the present of the indicative (interrogative). Write: 'Mettez-vous la soupière là?' instead of 'Mettez la soupière là.' 17. Why is the title of this lesson "dîner" written without an accent over the 'i'? 19. May accents be omitted in writing capital letters ? 1
L. 16. 1. In what mode is the second of two verbs (3) ? (Questionnaire 11, 5) (§ 62, 1) 3. What is the first verb (3) ? 5. And the second ? 7. What is the infinitive of the first (L. 15) ?
L. 17. 1. What noun does V represent (3)? 3. And 'le' (7)? 5. And 'la' (15) ? 7. What is used to join the different parts of compound numbers under twenty (5) ? • 9. In answering imperative sentences do you use the verb 'aller' followed by an infinitive?
L. 19. 1. What is the model verb of the first conjugation (§ 43) ? (p. 138, 27) 3. And of the second ? 5. And of the third ? 7. Give the ending of the infinitive of each. 9. By what is 'ci' joined to the word which it modifies (27)? 11. And 'là' (29)? 13. What words are emphasized in the English translations ? 15. Would it be exceedingly impolite to use 'elle' here (2) instead of repeating 'madame'? 17. Is this because 'madame' is supposed to be present ? 19. What is the sound of 'd' in a liaison (43) ?
L. 20. 1. Give the contrary of the exclamations (29-39). 3. In forming the feminine of 'quel' what letter is doubled before adding 'e' (3) ? 5. What word translates 'how' (29) ? (§ 75, 2, rem.)
L. 21.» 1. Are substantives ending in 'e' usually feminine (§ 12) ? 3. Do names of things used in setting the table and names of things to eat usually follow this rule? Notice that they do here (81-109). 5. Why is 'elle est' used here (24)? 7. Is it because 'carte,' the object it represents, has been named? 9. Why is 'il est' used here
1 This is optional. * See p. 138, 28.
(46) ? 11. Why is 'c'est' used here (L. 18, 38) ? 13. Is it because no object has been named? 15. And here (L. 19, 42) ?
L. 22. 1. How many auxiliary verbs are there in French (§ 49) ? 3. Name them. 5. In a compound tense what is considered to be the verb (p. 15, footnote 1) ? 7. Where is the pronoun object placed (3) ? (p. 15, § 19) 9. Does the past participle agree with the direct object which follows the verb (1) ? 11. Is the past participle variable only when the direct object precedes the verb (3, 15) ? (§ 61, 1) 13. Is 'que* the direct object here (99-105) ? 15. Underline the antecedent of 'que.' 17. Give three translations of 'j'ai fini/ 19. And of 'j'ai ouvert.' 21. And of 'j'ai fait.' 23. And of 'j'ai mis.' 25. In the oral exercise repeat question 89 often enough to be able to use, at least once, in answering, each of the following adjectives: 'vert,' 'gris,' 'agité,' 'calme.'
L. 23. 1. In verbs conjugated with 'être' with what does the past participle agree (§ 61) ? 3. Underline the subject pronoun of the verb (1-99). 5. Give the list of subject pronouns (§ 17, 1, a). 7. In a question, where is the pronoun subject placed (3) ? 9. How is it joined to the verb? 11. What noun does the pronoun subject represent here (3)? 13. And here (ll)? 1 15. What is the feminine of 'sec' (99) ? (§28, 4) 17. Underline the contraction of 'à le' (9-55). (§ 3, 1) 19. Do the names of the days of the week begin with a capital or with a small letter (35) ? 21. And the names of the months (49) ? 23. Do names of stuffs follow the rule for gender (p. 11, 5)? Notice this in writing sentences (83-93). 25. Of what is 'renv.' the abbreviation (p. 139) ?
L. 26. 1. Give the four forms of the interrogative adjective (§ 38). 3. Underline the interrogative adjective 'quel' (/. sing.) (1-75).
L. 27. 1. Of what two French words is 'du' the contraction (3)? (§ 3, 1) 3. And 'au' (37) ? 5. What is the usé of the accent here
(47) ? (§84, 5) 7. Of what gender are nouns ending in 'e' (§ 12) ? 9. Are there a great many exceptions to this rule (a) ? 11. Do the names of precious stones offer any exceptions to this rule (95-103) ? (§ 13, 3)
1 A noun can never be the subject of an interrogative verb.
L. 28. 1. Is 'sœur' the real subject here (86)? 3. Is 'ce' the apparent subject? 5. Does the real subject follow 'c'est' (§ 22, 3)? 7. In all these answers (84-90) would it be a great mistake to say 'il est,' 'elle est,' instead of 'c'est' ? 9. Do names of articles of clothing offer any exceptions to the general rule of gender (p. 11, 6) ? 11. Underline the exceptions here (93-1 11). 13. Translate : It is one o'clock l (18). 15. As a supplementary written exercise repeat sentences (67- 82) substituting 'femme de ménage' for 'facteur.'
L. 29. 1. Give two translations of 'il peut' (5, 7). (§ 58, 3) 3. And one of 'il sait' (1). (ri. 4) 5. Do these verbs take a preposition before the infinitive (§ 62, 2) ? 7. What preposition does 'jouer' take before the name of a game (1) ? 9. And before the name of a musical instrument (51) ? 11. What is the contraction of 'à le' (41) ? 13. And of 'de le' (27)? 15. Of what gender are nouns ending in 'au' (§12, a, 2) ? 17. Underline once the three examples given here (73-103). 19. Underline twice the only exception. 21. Can there be a liaison with the word 'oui' (22) ?
1. In answering a question, the pupil must often be guided (in regard to subject matter and the use of the affirmative or negative, the masculine or the feminine, etc.) by the questions preceding and following it. The pupil must often give the same answer twice in succession (LL. 5, 5; 11, 33; 23, 3).
2. Each answer must be a complete sentence, and as far as possible, a repetition of the words of the question. The pupil learns many important things by this oral and written repetition (p. 130, Q. 1; Q. 8, 5; LL. 4, 3; 29, 41).
3. Every sentence (interrogative or not) bearing an uneven number requires an answer.
(a) In answering imperative sentences in lessons 19-79 the pupil must use the present of the indicative of the verb 'aller* followed
1 According to the new style, ' treize heures' (instead of ' une heure'), ' quatone heures/ etc. ; ' midi ' and ' minuit ' are still in use.
by the infinitive of the required verb (L. 19, 7-21); after lesson 79 he must use the future of the required verb (LL. 80, 56; 81, 2).
4. When an answer is suggested, the pupil must repeat it, as well as the corresponding question, aloud several times, and then write them both without looking at the book, and correct afterward in the usual way (p. 129, 4) (LL. 2, 10; 6, 24).
5. Additional model sentences or series of sentences without numbers are put in parentheses, the change of speaker being indicated by a dash. They are to be used for oral work only (LL. 5, 20; 66, 8; 70, 34).
6. In answering questions, the pupil must use pronouns instead of nouns, whenever possible (L. 10, 23).
7. In lessons 46 to 67, the pupil must write 'le participe présent/ 'le participe passé' and 'le présent et l'imparfait de l'indicatif' of the verbs indicated, forming 'l'imparfait' from 'le participe présent.' The infinitive should always be translated and added to the word list.
(a) In lessons 72 to 113, the pupil must conjugate in full the verbs indicated, following the arrangement of modes and tenses of the verb 'avoir' (§44).
(&)" In lessons 114 to 128, the pupil must write 'les parties principales ' of the verbs indicated.
8. When the form of the verb is the same for the subjunctive and for the indicative, the form used should be indicated by (ind.) or (subj.) (L. 106, 5).
9. Model sentences or parts of sentences, printed in bold faced type, are to be repeated as often as is necessary (LL. 3, 14; 7, 40).
10. Additional model answers (sometimes synonymous, sometimes of contrasted meaning) are in parentheses and are left unnumbered (LL. 25, 46; 28, 2).
Rem.: When the pupil has learned to use such answers as "Avec plaisir," "Je veux bien," etc., he must not in his written exercise introduce them again in any place where their use might prevent the necessary repetition of new words and idioms (LL. 19, 8; 41, 76; 85, 56).
11. The pupil must introduce words suggested into new sentences, which he himself is to write according to the model given (L. 11, 3).
(a) He must make all necessary changes of number, person, gender etc. (LL. 21, 87; 23, 87).
(6) He must also indicate all changes of rhythm by his treatment of the mute e (L. 62, 85).
12. In some cases, where explanation would be superfluous, the pupil is expected to substitute the model word or words for a dash (-— ), or to change verb forms, adjectives, etc., indicated in parentheses (LL. 22, 19; 35, 3; 43, 3; 49, 59).
13. Two or more consecutive italicized words, forming a phrase or idiom, must not be separated in writing the word list (LL. 9, 1; 23, 7; 43, 31).
14. New words occurring in titles of paragraphs, model sentences, grammatical rules and the examples given under such rules, must be translated and added to the pupil's written word list (LL. 8, 24; 24).
15. All italicized words and the infinitive of each new verb must be translated and added to the word list (LL. 12, 1; 14, 23; 21, 35; 30, 7).
16. Idioms must be repeated in answering; for instance, say "Je sens le brûlé" (L. 55, 31), "Je n'ai pas chaud" (L. 41, 21).
17. Before answering sentences given as examples under grammatical rules the pupil must copy the number of the section, rule, etc. and underline all words that bring out the point in question. The questions and answers must be studied and written in the same way as those of the model devoir (p. 128) (L. 49, 123).
18. In "conjugating" a sentence, the pupil must begin with the first person. In interrogative sentences "est-ce que" is obligatory for the first person, but not for the others (L. 45, 47 et 79).
(a) Est-ce que | je le regarde ? Le regardons-nous ? Le regardes-tu ? Le regardez-vous ?
Le regarde-t-il ? Le regardent-ils ?
(b) Comment est-ce que je | m'appelle?
Rem. : In words of more than one syllable, final mute e's * need not be indicated.
19. Words to be changed in "conjugating" a sentence are indicated in parentheses (LL. 59, 4; 65, 10).
(a) il m'a remis | mon devoir (me) il nous a remis | notre devoir
il t'a remis | ton devoir il vous a remis | votre devoir
il lui a remis I son devoir il leur a remis I leur devoir
20. In "conjugating" sentences, the rhythm 2 must be marked by crossing out mute e's and by putting bars between stress groups (L 42, 64):
(a) Est-ce qu'il me faut de | la petite Nous faut-il | de la petite monnaie? monnaie?
Te faut-il | de la petite monnaie? Vous faut-il | de la petite monnaie?
Lui faut-il | de la petite monnaie? Leur faut-il | de la petite monnaie?
(6) Je suis près de | ma cheminée. Nous sommes près de | notre che-
minée.
Tu es près | de ta cheminée. Vous êtes près de | votre cheminée.
Il est près de | sa cheminée. Ils sont près de | leur cheminée.
Rem.: When pupils are advanced enough to be excused from the writing of "conjugated" sentences, they should still recite them aloud together in class as a study in rhythm (L. 101, 117).
21. In " conjugating " sentences with ' être/ the pupil must use both the masculine and the feminine forms of the third person, thus (LL. 50, 55; 61,91; 87, 106):
je me suis levé nous nous sommes levés
tu t'es levé vous vous êtes levés
il s'est levé ils se sont levés
elle s'est levée elles se sont levées
