French for ReadingFrench for Reading Karl C. Sandberg UNIVERSITY OF ARIZONA Eddison C. Tatham PRESCOTT COLLEGE ©1997 by PRENTICE-HALL, INC. Upper Saddle River, New Jersey 07458All rights reserved. No part of this book may be reproduced in any form or by any means, without permission in writing from the publisher, Printed in the United States of America ISBN: 0-13-331603-3 40 41 42 43 44 45 Prentice-Hall International (UK) Limited, London Prentice-Hall of Australia Pty. Limited, Sydney Prentice-Hall Canada Inc.. Toronto Prentice-Hall Hispanoamericana, S-A., Mexico Prentice-Hall of India Private Limited, New Delhi Prentice-Hall of Japan, Inc., Tokyo Editora Prentice-Hall do Brasil, Ltda, Rio de Janeiro'To the Student Purpose A few years ago in one of the major universities in the United States a graduate student of botany was preparing to defend his doctoral disserta- tion, He had “passed” his French reading knowledge examination, but he was not sure of the meaning of a certain article in French in the general area of his dissertation. When he had someone from the French Depart- ment translate it for him, he found that all of his research had been only the duplication of experiments performed by a French botanist two years before. His experience and that of a multitude of other scholars demonstrates that the ability to read a foreign language with accuracy and at least mod- erate ease is always a valuable research tool and indeed is sometimes indis- pensable to the serious researcher. This text will not teach you to speak or write French, but it will prepare you, in a relatively short time, to read readily and accurately in your major field. If you follow the instructions given, after having finished the course you will be able to recognize the meanings of all of the grammar forms in Le Francais jondamental (the French government list prepared for overseas French schools). You will have a recognition vocabulary of about 1,500 basic French words, plus several thousand cognates, and will have developed a number of techniques of reading in a foreign language. With some addi- tional outside reading in the professional literature of your field, to acquaint you with its particular vocabulary, you should be able to demonstrate the proficiency in reading French which most graduate schools require, and should be able to use French practically in research. Format Each lesson is built around a general reading passage or passages drawn from the journals or texts of the various disciplines. In order to prepare you to read the passages, the lessons include: (1) explanations of grammar points, (2) self-correcting exercises which test recognition of the grammar, introduce new vocabulary, and review grammar and vocabulary introduced in previous lessons, (3) a vocabulary development section which shows you how to proliferate your recognition skills, and (4) a testing exercise which permits you to verify your mastery of the material introduced in the chapter. The time necessary to complete the entire course has varied from 70 to 120 hours of actual study time.To THE STUDENT Procedure Because a graduate student’s time is usually at a premium, this text has been designed to enable you to work at your own speed. To use it with maximum effectiveness, you should proceed in the following way: 1. Read the grammar explanation and study each of the examples several times to fix the point in your mind. If you have forgotten grammatical ter- minology, consult the Glossary of Grammatical Terms in the Appendix. 2. Proceed to the exercises which follow the grammar section. On the right side of the page you will find a reading column in French and on the left side a verification column in English. Cover the English with a card or a slip of paper. As you read through the exercises, respond to the ques- tions which are asked about the sentences, or else simply determine the meaning of the sentences. Occasionally, you will have alternatives presented to you for your choice (e.g. Que=what/who). Choose the one which expresses the meaning in the context of the sentence given. When you have determined upon a meaning, move your card down and verify your attempt. Do not look at the English-until you have genuinely tried to read the French, and do not write any English in the French column. The speed and permanency with which you learn French will depend to a great extent on how closely you follow this instruction. 3. Circle the words in each exercise which you do not immediately recog- nize. When you finish the exercise reread the circled words or phrases until they are perfectly familiar to you. This kind of review is indispensable to the most effective use of this text. In order for you to advance as rapidly as possible toward the goal of reading authentic, unedited French, this text has been programmed in fairly large steps. Tests have shown that steps of this size can be accommodated by most graduate students. In order to avoid being inundated in the later chapters, however, you must master the material presented in each lesson as you go along, You should therefore develop the habit of making a periodic review of the difficult items which you will have circled the first time through. 4, When you finish the exercises of a given chapter, do the grammar testing exercise. It will tell you if more review is in order before continuing. 5. Read the passages at the end of the chapter, and anSwer the questions on them. Develop the habit of looking for the meaning of whole phrases, sentences, and paragraphs rather than of individual words. Again, circle new or unrecognized words for future review. 6. Set aside a regular time each day for French. Reading is a skill which must be built. It is not a body of information which can be “crammed.” Intensive but sporadic concentration on a foreign language is less effective than a smaller amount of time spent at regular intervals. If you have six hours a week to devote to French, for example, you would do better to divide them into twelve periods of one half hour each than into two periods of three hours each. Moreover, since most of the sections in this text can usually be completed in fifteen to thirty minutes, they lend themselves toTO THE STUDENT vii being sandwiched into short periods of time which might otherwise be lost. 7. Keep in mind that there is seldom any linguistic success without moti- vation. Get acquainted, therefore, with the French journals and literature in your field. They will make the learning of French more meaningful and practical for you. The role of translation ‘Translation from French to English has been de-emphasized in this course in favor of comprehension. Translation is time-consuming and laborious, and from a technical or literary point of view it is probably the most de- manding of linguistic tasks. It involves the full and complete expression in one language of thoughts already expressed in another and can adequately be undertaken only by someone possessing an expert stylistic command of both languages. The ability to understand French, moreover, does not de- pend necessarily on the ability to make a polished translation. But if we think of translation as the use of the native language to establish and verify the meaning contained in phrases of a foreign language, transla- tion has a legitimate role in the teaching of reading. Some of the exercises in this text will therefore test your comprehension of the French sentences by asking you to express their meanings in English. When you make your translation, you may find that your version differs from the one in the verification column. If the meaning you express is substantially the same, it does not matter (for these purposes) if your wording differs from that given by the text. There are usually several adequate translations for the same phrase. Furthermore, in order to clarify the meaning of the French structure, the translations in the verification column sometimes follow the French more closely than would be desirable from a strictly literary point of view. Do not hesitate, therefore, to use any translation which expresses the meaning of the sentence.'To the Teacher This text presents the basic elements of French syntax, grammar, and vocabulary in a programmed format: material is introduced in regular steps, it is reviewed often, and the accuracy of the student's response is verified immediately. The use of programming does not replace the teacher in the classroom, but on the contrary, permits him to speed up and reinforce the learning process and, consequently, to use the classroom time more effectively. With some approaches, the student usually writes out a translation of a passage or an exercise outside of class and spends most of the class time verifying his comprehension and correcting his mistakes. Moreover, hav- ing no immediate confirmation or correction of his attempts, the student must wait until the next class meeting to have his errors pointed out to him. If new vocabulary is presented in the reading or exercises, as much as one- third to two-thirds of the student’s study time is spent in the mechanical process of thumbing through the vocabulary section or through the dic- tionary. ‘The use of a programmed approach, however, eliminates or greatly dimin- ishes these obstacles. New vocabulary is explained as it is encountered and is usually reviewed several times in succeeding exercises. The vocabulary encountered in the reading passages at the end of each chapter has there- fore been presented and drilled in the Reading Preparation exercises or has been made known by marginal notes. Moreover, since the student is asked to circle, review, and learn new or unfamiliar vocabulary items before going to the reading passage, he will more likely recognize the words of the pas- sage immediately or else will be able to deduce their meaning from the context. At the end of the reading passage is a set of questions with an answer key provided. The student can independently verify the degree of his comprehension. Since most of the fundamental work of presentation, verification, and correction can be handled ‘by the student on his own, the teacher is able to devote the class time to more productive activities. Probably some time still will have to be spent on verification of meaning, but much more may be spent on active practice and reinforcement, without which the student cannot realistically hope for much fluency or permanent gain. ‘The foll«.wing procedure has worked well in the classroom: 1. Assuming that the exercises, grammar, testing, and reading have pre- viously been assigned for outside preparation, the teacher first discusses the student’s answers to the testing questions and examines the student to find out how he arrived at the answer: “How do you know that this verb is in ixTO THE TEACHER the present tense and not in the imperfect?”’; “What tells you that the sub- ject is plural and not singular?”; “What tells you that le in this sentence means the and not him?” With the multiple choice questions, the teacher could ask: “Why can’t the answer be # 3 instead of #4?” The same procedure can be used on parts of the text not covered by the written questions. With such questions the student is able to reinforce his previously acquired knowl- edge by repeating it, and to enlarge his understanding of the grammar sig- nals by the careful textual analysis which this questioning entails. 2. Depending on the degree of student preparation, the teacher may then use any combination of the following techniques: (a) A review of exercises in text. The students cover the English with their cards, and the teacher indicates various exercises and calls on stu- dents in irregular order. If the student hesitates the first time, the teacher calls on him a second and third time for the same sentence at an interval of two or three questions. Variations of the text exercises also can be used here by putting key words on the blackboard. If the student shows a lack of preparation on any given grammar point, the teacher assigns a section for review. (b) A recognition drill. The teacher puts a pattern sentence on the board with a number of possible substitute items in the manner of an oral sub- stitution drill. If the subject is the interrogative adverbs and pronouns, the following pattern might be used: Quand est-il parti? Pourquoi? Comment? Avec qui? The teacher then points variously to the alternatives and calls on students in rapid succession and in irregular order to supply the meaning. The students in response give the meaning in a complete sentence. (c) A deduction of the meaning of words from context. In the reading passage of Ch. XVI, for example, one finds “Le jeune garcon regut ainsi sa premiére formation au sein de la communauté juive.” Assuming that the student does not readily understand the phrase au sein de, the teacher might ask such questions as the following: “What information does the context give you?”; “Does association of this phrase with a community probably indicate a location or a time?”; “Do the previous sentences probably mean a location within or without?” This type of exercise is very helpful in connection with the textual analysis that is described in (1). (d) A review of grammar and vocabulary. The Reading Passages offer many opportunities to review and illustrate grammatical points which have already been covered or which are being studied at the time. In addition, these passages pave the way for the gradual introduction of new points that will be studied in detail in-subsequent chapters. This preliminary introduction often greatly facilitates subsequent understanding. It goes without saying that one of the primary functions of the instruc- tor is to satisfy the questions the students ask. To accomplish this, it has been found effective to elicit questions that will enable the student, as much as possible, to answer his own question. The student might ask, forTO THE TEACHER xi example, “What does the sentence mean?” The teacher would then answer, “What does que do in this sentence? Does it ask a question or does it join two clauses?” He would pursue this line of questioning until the student could see the answer for himself. The great diversity of subject matter presented in this text makes this Socratic method especially appli- cable. Furthermore, this approach will enable the slower student to under- stand both the answer and other pertinent questions that he may not have thought of or may have been reluctant to ask. The reading and testing passages, both in the first part of the text and in the last section (devoted solely to reading), are especially valuable to the stu- dent in that they permit him, practically from the beginning, to realize that he is already able to understand material in a variety of fields. This achieve- ment tends to give him a feeling of confidence that the teacher should attempt to develop by urging him to do additional outside reading in the field of his interest. In the reading tests sometimes there will be two choices which seem pos- sible. One, however, wiil be more correct in the context indicated. It would be well to point out to the students that this is the type of question which they might expect to find on a reading proficiency test such as the Educational ‘Testing Service examination (the Princeton Exam) . If this text is used in a two-semester course, the class usually comes to the Reading Passages, at the end of the book, about mid-way through the second semester. These passages lend themselves to all the drills and activities de- scribed above. Students who are still unfamiliar with the basic grammar structures should be assigned review drills in the appropriate chapters.Contents Chapter One Chapter Two 10. 1. 12. 13. 14. 15. Chapter Three 16. 47. — 18. 19. 20. 21. 22. 23. Cognates—Definition, 1 Nouns—Gender and Cognate Pat- terns, 1 Adjectives—Agreement and Cognate Patterns, 4 Adjective Word Order, 6 Cognate Adverbs, 8 Cognate Verbs, 9 Assorted Cognates, 11 Cognates—Partially Similar Meanings, 13 False Cognates, 15 Reading Passage, 16 Subject Pronouns and Present Tense of -er Verbs, 17 Le, la, les, I’ as Definite Articles, 20 Le, la, les, I as Pronouns, 22 Preposition—de (du, des). 23 Preposition—A (au, aux), 25 Prepositions—dans, sur, par, parmi, entre, pendant, avec, 27 Reading Passage, 31 Etre (to be) and Impersonal Pro- nouns, 33 Avoir (to hawe), 37 Avoir idioms, 39 Negation—ne . . . pas, 42 Expressions of Quantity, 44 Meanings of peu, 46 Du, de la, des as Expressions of Quantity, 47 Possessive Adjectives, 49Chapter Four 25. 26. 27. 28. 29. 30. Chapter Five B1. B2. 33. 34. 35. 36. 37. Chapter Six Irregular Plurals for Nouns and Ad- Jectives, 51 Reading Passages, 54 Present Tense of ~ir verbs, 57 Present Tense of —re verbs, 59 Past Participles—Formation, 62 Past Indefinite Tense—avoir Verbs, 63 Past Participles Used as Adjectives, 66 Past Participles in Dependent State- ments, 68 Reading Passages, 71 Past Indefinite of ere Verbs, 74 Irregular Verbs pouvoir (to be able) and vouloir (to want, desire), 78 Que as a Conjunction, 80 Que as @ Relative Pronoun, 82 Qui as @ Relative Pronoun, 84 Inversion of Subject and Verb Follow- ing que, 85 Verbs Followed by avoir (etre) + Past Participle or by an Infinitive, 87 Reading Passages, 90 Trregular verb faire (to do, to make), 92 Impersonal Expression il fait, 95 Numbers (Cardinal and Ordinal), 97 Determiners—ce, cette, cet, ces, 101 Demonstrative Pronouns—celui, celle, ceux, celles, 102 Comparatives, 103 Gelui-ci, celui-la,107 Reading Passage, 110Chapter Seven 45. 46. 47. 48. 49. 50. sl. 52. Chapter Eight 53. Chapter Nine 59. 60. 61. 62. 63. Chapter Ten 64. 65. CONTENTS Passive Constructions—Present Tense, 113 Passive Constructions—Past Indefinite Tense, 116 Translation of on, Von, 118 Impersonal Expressions (il svagit de, ete.) , 120 Impersonal Expressions Indicating Existence, 123 Irregular Verb savoir (to know), 124 Uses of aussi, 126 Uses of méme, 127 Reading Pessage, 130 Reflexive Verbs—Present Tense, 133 Reflexive Verbs—Past Indefinite, 137 Impersonal Expression—falloir (to be necessary), 138 Prepositions of Place, 141 Disjunctive Pronouns, 144 Irregular Verb—venir (¢0 come), 148 Reading Passage, 152 Negation— ne . . . pas, point, jamais, guére, plus, 154 Negation—rien, personne, aucun, nul, ni... ni, 158 Ne . . - que, 161 Ne. . - que with Other Negative Con- structions, 163 Irregular Verb suivre (to follow), 167 Reading Passage, 170 Tout, 172 Past Definite Tense (passé simple)— Regular Conjugations, 174 xvCONTENTS Present and Past Definite Tense -oir verbs, 178 Past Definite Tense —enir verbs, avoir, étre, faire, 180 Historical Present, 184 Present Participles, 185 Pregent Participles with en and tout, 187 Irregular verb—voir (co see), 189 Reading Passage, 192 Chapter Eleven 72. 73. Th. 75. 76. 77. The Imperfect Tense, 195 The Past Perfect Tense, 202 Past Anterior Tense, 203 Infinitives After Prepositions, 204 Review of faire, 206 Faire Followed by an Infinitive, 209 Reading Passage, 213 Chapter Twelve 78. 79. 80. al. 82. 33. 84. The Subjunctive Mood—Present, 218 Present Subjunctive of avoir and étre and Past Indefinite Tense, 222 Conjunctions Occurring with the Sub- junctive, 225 Pleonastic ne, 228 Present Subjunctive of Irregular Verbs —pouvoir, savoir, faire, aller, venir, 231 Irregular Verb mettre and Compounds, 233 Idioms with mettre, 236 Reading Passage, 240 Chapter Thirteen 85. 86. 87. 88. 89. 90. 91. Pronouns—Direct and Indirect Ob- jects, 243 Agreement of Past Participle with Preceding Direct Object, 250 Personal Pronouns with Impersonal Expressions, 252 Imperatives—nous, vous, tu Forms, 253 Third Person Imperatives, 256 En-—Indirect Qbject and Preposition, 259 Indirect Object—y, 26292. CONTENTS xvii Irregular Verb—aller (to go) , 264 Reading Passages, 269 Chapter Fourteen 93. 94. 95. 96. 97. Relative Pronoun dont, 273+ Relative Pronoun lequel, 276 Relative Pronouns, ce qui, ce que, 279 Idioms—soit . . - soit, 281 Idioms with venir, 281 Reading Passages, 286, 287 Chapter Fifteen 98. 99. 100. 101. 102. 103. 104, Interrogative Forms—Inversion and est-ce que, 290 Interrogative adverbs —quand, com- bien, etc., 292 Interrogative Pronouns—qui and que, 294 Questions with Prepositions, 296 Interrogative Forms—aquel, lequel, etc., 297 Review of Inverted Word Order, 299 Use of n’est-ce pas, 301 Reading Passages, 308, 309 Chapter Sixteen 105. 106. 107. 108. 109. 110. 411. 112. The Future Tense, 312 The Historical Future, 316 The Conditional, 317 Future and Conditional of Irregular Verbs, 320 Use of Future After quand, lorsque, aussitét que, and dés que, 323 Additional Conditional Patterns, 324 Review Section, 325 Irregular Verb—devoir (to be obliged 10), 328 Reading Passages, 333, 335 Chapter Seventeen 113. 114. 11s. Future Perfect and Conditional Per- fect, 338 Past Indefinite of the Subjunctive, 342 Imperfect of the Subjunctive, 343xviii CONTENTS 116. 117. Imperfect and Past Perfect Subjunc- tive—Conditional Meanings, 346 Review of Ald Verb Forms, 348 Reading Passage, 360 Chapter Eighteen 118. 119. 120. 121. Prendre—Compounds and Idioms, 364 Idioms with tenir, 366 Possessive Pronouns, 369 Conjunctions Which Take the Indica- tive, 372 Reading Passage, 380 Chapter Nineteen 122. 123. 124. 125. 126. 127. Expressions of Time—il y a, voici, voila, 384 Expression of Time with depuis, 387 Adjectives which Change Meaning with Position, 390 Idioms—servir, sentir, 391 Indefinite Pronouns and Adjectives, 393 Indefinite Expressions Followed by Subjunctive, 397 Reading Passages, 403, 405 Chapter Twenty 128. 129. 130. Use of chez, 409 Prepositional Modifiers, 411 Review Section, 414 Reading Passages, 420, 423 Chapter Twenty-One 131. Review of que, 425 Reading Passages, 433 Reading Passages, 437Chapter One 1. Cognates—definition 2. Nouns—gender and cognate patterns 3B. Adjectives—agreement and cognate pat- terns 4. Adjective word order 5. Cognate adverbs 6. Cognate verbs 7. Assorted cognates 8. Cognates—partially similar meanings 9. False cognates Cognates—Definition 1. The task of learning French vocabulary is both simplified and hindered for the American student by a large number of cognate words (words with similar spellings) which exist in the two languages. 2. It is simplified by true cognates, that is, words which look alike and which have similar or nearly similar meanings (e.g., géologie and geology; décembre and December). These cognates give you an immediate working vocabulary of many hundreds of words and account for thirty to fifty per cent of the words occurring on an average page of French scientific prose. 3. The task is hindered by partial cognates (words which look alike but which have some similar and some divergent meanings) and false cognates, that is, words with similar spellings but no related meanings. (See sections 8 and 9.) 4. Asa first step in learning to read French, you should learn how to take advantage of true cognates and to be alert to the presence of partial and false cognates. Nouns—-Gender and Cognate Patterns 1. French nouns have been arbitrarily designated as either masculine or feminine. They are almost always preceded by le, la, les, I’ (the) or un, une 1NOUNS—GENDER AND COGNATE PATTERNS §2 (a). Le and um precede singular masculine nouns, and la and une precede singular feminine nouns. Les precedes plural nouns of both genders, and I’ precedes singular nouns of both genders which begin with a vowel sound. 2. A number of French and English nouns ending in ~ion, —itude and ~age have identical or nearly identical spellings and meanings: nation, altitude, passage. Other groups of words have characteristic patterns which make them casily identifiable: FRENCH ENGLISH Final ~ie usually corresponds to ~ Vanthologie (.) the anthology une théoric a theory Final -é usually corresponds to ~y la légalité the legality la gaieté the gaiety Final —eur usually corresponds to -or le directeur the director un pasteur @ pastor Fina! —iste usually corresponds to ~ise un artiste an artise un radiologiste a radiologist Final —ment usually corresponds to ment the governments les gouvernements the accomplishment Daccomplissement (m.) Final —re sometimes corresponds to er une lettre @ letter Voffre (f.) the offer READING PREPARATION InstRUCTIONS: Cover the left-hand column (the verification column) with a card or @ sheet of paper. Examine the words in the right-hand column and give their meanings. Move your card down as you read if you feel you need to verify your answer. 1. the anthology | 2. Vangularité 1. Vanthologie |NOUNS—GENDER AND COGNATE PATTERNS 2. the angularity 3. Ia légalité 3. the legality 4. un gladiateur 4. a gladiator 5. um moniteur 5. a monitor 6. un dentiste 6. a dentist 7. Je métallurgiste 7. the metallurgist 8. le centre 8. the center 9. un métre 9. a meter 10. Ia densité 10. the density 11. Ja nativité 11. the nativity 12. le conducteur 12. the conductor 15. Jes législateurs 13. the legislators 14. un fataliste 14. a fatalist 15. Toculiste 15. the oculist 16. un monstre 16. a monster 17. Je théatre 17. the theater 18. Ja festiviré 18. the festivity 19. Ja maturi 19. the maturity 20. une odeur 20. an odor 21. Vintérieur 21. the interior 22. le juriste 22. the jurist 23. un baptiste 23. 4 Baptist 24. décembre 24. December 25. les offres 25. the offers 26. les gouvernements 26. the governments 27. les accomplissements 27. the accomplishments 28. les monuments28. the monuments 29. ADJECTIVES—AGREEMENT AND COGNATE PATTERNS les jugements §3 29. the judgments Could you recognize all of the above? Oui? Magnifique! Go on to the next section. 3. Adjectives—Agreement and Cognate Patterns plural. 2. The following adjective English: | Final —en (m.) —euse (f.) anxieux généreux Final —ique (m. and f.) cosmique mécanique Final —able (m. and £.) agréable gouvernable Fingl -eux (m.) —ellle (f.) annuel, annuelle réel, réelle Final —el (m) ive (f) abusif, abusive subjectif, subjective Final —if (m.) -enne (f.) endings usually usually usually usually usually usually often suggest correspond to corresponds to corresponds to correspond to correspond to correspond to 1. French adjectives take the gender and number of the noun which they describe. The most common means of agreement is by adding —e for the feminine singular, —s for the masculine plural, and —es for the feminine reliable cognates in anxious generous “ie or ~ical cosmic mechanical ~able agreeable governable al annual real abusive subjective83 ADJECTIVES—AGREEMENT AND COGNATE PATTERNS s indien, indienne Indian épicurien, épicurienne Epicurian Final —ant (m. -in Se usually correspond to s 1 charmant, charmante charming READING PREPARATION INSTRUCTIONS: Cover the left-hand column (the verification column) with your card. Examine the words in the right-hand column and give their meanings. Move your card down as you read if you feel you need to verify your answer. A. anxieux 1. anxious 2. luminenx 2. luminous 3. atlantique 3. Atlantic 4. électrique 4. electric, electrical 5. déclinable 5. declinable 6. formidable 6. formidable 7. intellectuel : 7. intellectual 8. sensuel 8. sensual cx 9. decisive 10. subjonctif 10. subjunctive 11. formel 11. formal 12. paternel, paternelle 12. paternal 13. irritable 13. irritable 14, affable 14. affable 15. physique - 15. physical 16. identique 16. identical 17. curieux 17. curious 18. dynamique6 ADJECTIVE WORD ORDER 84 18. dynamic 19. miraculeux 19. miraculous 20. instinctif ” 20. instinctive ~ 21. maternel, maternelle 21. maternal 22. naturel 22. natural - 23. coerchif - 23. coercive — “24 manuel 24. manual - 25. hérétique 25. heretical : - 26. hideux 26. hideous - - 27. subjectif - 27. subjective 28. coupable - 28. culpable | 20. fantastique - 29. fantastic —_ a 30. charmant - 30. charming 7 P31. - ” 31. Indian ~ 32. 32. Epicurian 33. 33. American 4, Adjective. Word Order 1. In English the adjective occasionally follows but usually precedes the noun which it modifies. In French the adjective may precede the noun, but usually follows it. In translating a noun-adjective combination, you would, of course, use the English word order: le résultat identique the identical result une abondante bibliographie an abundant bibliography READING PREPARATION INsTRUCTIONS: Read che following cognate phrases and express their meaning in English. Keep the English verification column covered until you have made a real attempt to read the French. Circle the phrases which you find difficult.§4 ADJECTIVE WORD ORDER 7 1. un volume important 1. an important volume 2. les volumes importants 2. the important volumes une méthode technique 3. a technical method | 4. les méthodes techniques - 4. the technical methods | 5. une technique méthodique 5. a methodical technique 6; tieanalyée tierique! 6. ‘athermic analysis 7 une analyse thermique différentielle 7. a differential thermic analysis 8. une abondante bibliographic 8. an abundant bibliography 9. les méthodes modernes - 9. the modern methods 10. une détermination structurale 10. a structural determination UL. un epécialiste capable - 11. acapable specialist 12. un jugement important 32. an important judgment 1. un phénombne-cutieux 13. a curious phenomenon 14. une tendance instinctive : 14. an instinctive tendency 15. une déclaration formelle 15. a formal declaration | 16. les sciences physiques 16. the physical sciences | 17. les jugements eubjectife 17. wa [Ser wanes ~ 18. an instructive letter 19. les lettres instructives 19. the instructive letters | 20. une lettre @lnriente - 20. acharming letter | 21. un sujet charmant 21. a charming subject | 22. une tendance épicurienne 22. an Epicurian tendency | 23. le gouvernement indien 23. the Indian government { es When you can recognize which you circled, go on section. the phrases to the next8 COGNATE ADVERBS 5. Cognate Adverbs gs 1. The ending —ment, attached to an adjective, tells you that the word is an adverb and is usually translated by an English word ending in —ly: rapidement anxieusement intellectuellement rapidly anxiously intellectually 2. Remember, however, that some nouns also have an —ment ending: un accomplissement un jugement READING PREPARATION instRUCTIONS: Read the following French phrases. an accomplishment @ judgment What ideas do they express? Cover the verification column on the left with your card and consult it only when necessary. Circle the phrases which give you difficulty. ii une réponse catégoriquement néga. tive 1. a categorically negative answer 2. un volume particuliérement impor- (response) tant 2. a particularly important volume 3. une phrase curieusement formulée 3. a curiously formulated phrase 4. une idée logiquement impossible 4. a logically impossible idea 5. un effort absolument admirable 5. an absolutely admirable effort ©. an essentially modern method 7. an essentially complete bibliography 8. a completely essential bibliography co 9. a substantially correct decision 10. 10. an essentially erroneous judgment une méthode essentiellement moderne une bibliographie _ essentiellement complete une bibliographic complétement es- sentielle une décision substantiellement cor- recte un jugement essentiellement erroné Review the phrases which you circled before you go on to the next section.§6 6. Cognate Verbs possible equivalents in English: FRENCH Final er sometimes indicates admirer continuer accepter présenter Final —er sometimes indicates germiner amputer Final —yser usually indicate Final -ier often indicates erier purifier Final —ir often indicates démolir nourrir Final rir sometimes indicates offrir Final —quer usually indicates abdiquer indiquer READING PREPARATION COGNATE VERBS 9 1. French verbs in their infinitive form end in —er, —ir, or re. These endings correspond to the English word to as the sign of the infinitive: continuer =o continue. Certain classes of French verbs likewise suggest ENGLISH ~e or is dropped entirely to admire to continue to accept to present to germinate to amputate ~yze or ~ize to analyze to maralize ¥ to cry out to purify ish to demolish to nourish 10 offer to cover —cate to abdicate to indicate instructions: Remember to use your card to cover the English word until you have made an effort to express the meaning of the French. Continue to circle difficult words.10 CocNATE VERBS $6 1. admirer 1. to admire ” 2. examiner 2. toexamine 3. accepter 3. to accept 4. présenter 4. to present 5. analyser 5. to analyze 6, terroriser 6. to terrorize _ 7. électrifier 7. to clectrify i B. raréfier ~ 8. to rarify - 9. indiquer 9, to indicate 10. célébrer 10. to celebrate : V1. émaner_ Al. to emanate — 12. accomplir 12. to accomplish 13. languir 13. to languish 14, suffoquer 14. to suffocate 15. équivoquer 15. to equivocate - 16. lamenter 16. to lament _ 17. charmer P 17. to charm : 18. condamner 18. to condemn 19. civiliser 19. to civilize 20. diversifier 20. to diversity 21. démolir 21. to demolish 22. chérir 22. to cherish 23. finir 23. to finish | [ 24. humilier 24. to humiliate 25. méditer 25. to meditate 26. fabriquer :$7 ASSORTED COGNATES ce 26. 10 fabricate 27. périe 27. to perish 28. stupéfier 28. to stupefy 29. punir 29. to punish : 30. immortaliser 30. to immortalize 31. familiaricer 31. to familiarize " 32. exister ~ 32. to exist 38. communiquer - _ 33, to communicate 34. abdiquer 34. to abdicate 35. nourrir : _ 35. to nourish 36. identifier 36. to identify 37. agiter 37. to agitate Review the words which you circled above until you can recognize them easily. 7. Assorted Cognates 1. Prefixes, initial letters, and accents may likewise suggest cognates: FRENCH Initial es~ or 6— espace étudier une étude Initial dé— or dés déshonorer dédaigner ENGLISH often becomes s space to study a study often becomes dis— to dishonor to disdain A circumflex accent (~) often suggests an s which has dropped out: une forét un mat coater rétir @ forest @ mast to cost to roast12 ASSORTED COGNATES READING PREPARATION INSTRUCTIONS: Give the English word which the use your card. 87 French cognate suggests. Remember to 1. un espace 1. a space 2. un estomac 2. a stomach 3. étrange 3. strange 4. unesturgeon 4. a sturgeon ‘S. une forét 5. a forest 6. une ile 6. amisle 7. désengager 7. to disengage 8. déguiser pear 8. to disguise 9. une étude 9. a study 10. déplacer 10. to displace Ll. étrangler : ll. tostrangle 12. un mat 12. a mast 13. désorganiser 13. to disorganize | 14. désassembler 14. to disassemble | 15. une éponge 15. a sponge 16. une étable 16. 4 stable 17. rotir 17. to roast 18. un hdpital 18. a hospital 19. un réti de pore 19. a pork roast 20. coater 20. to eae . ivstauctions: The following cognates have developed slightly differently in French than in English, but their meaning can be deduced with a little intelligent guessing.$8 COGNATES—PARTIALLY SIMILAR MEANINGS 13 I. un ancétre 1. an ancestor 2. une espéce 2. a species 3. (nombreux 3. numerous 4. vulgaire - 4. vulgar, common 5. un kangourou 5. a kangaroo 6. un wagon-restaurant (part of @ train) 6. a dining car 7. rigzaguer 7. to zigzag 8. un chapitre 8. a chapter - 9. un géant 9. a giant 10. un drame 10. a drama LL. un hétel 11. hotel 12. pittoresque 12. picturesque 13. irrégulier 13. irregular 14. linéaire 14. linear ~ 8. Cognates—FPartially Similar Meanings 1. If the meanings of all French words could be deduced by similarities which they bear to English, the learning of vocabulary would be very easy. But language is not so simple. Some cognates have meanings which are related but not equivalent. A French word may have some but not all of the meanings of an English cognate: but also marcher to march saluer to salute saisir to seize défendre to defend comprendre= to understand 2. from a dictionary. to walk or to function to greet, to acclaim to understand to prohibit to include The meanings of partial cognates must be derived from the context or4 COGNATES—PARTIALLY SIMILAR MEANINGS 88 READING PREPARATION instructions: Using your card, work through the following discussion. 1. umpire 1, Varbitre a disqualifié Véquipe de baseball The _~ disqualified the baseball team. The French arbitre suggests the En- glish arbitrator or arbiter, but in this sentence either word would be awkward and imprecise. In English the man who “arbitrates” between baseball teams is the . You would know that you should use the word umpire instead of arbiter be- cause of the context specified by the word _ ———— baseball Larbitre = arrété le match de boxe = The _____________. stopped the boxing match. The context specified by the reference to boxing tells you that arbitre here would not be translated by umpire, but by 3B. referee 4. context experiments The word referee is suggested by the Les expériences effectuées par le professeur Duchesne donnent des résultats inattendus= The __________ performed by Projessor Duchesne give unexpected results, Here the context suggests that expé- riences would be translated by Les expériences de Ia vie sont parfois désagréables= The ___ _____ of life are sometimes unpleasant. Here the context suggests that expé- riences would be translated by6. 9. experiences False Cognates FALSE COGNATES 15 1. Some words in French look like English words, but they have completely different meanings which may not always be sentence. Examples are: FRENCH actuel, actuelle actuellement Ja Jecture Ia conférence le bout Ja chair attirer rester avertir apparent from the context of the ENGLISH current, present currently, presently the reading the lecture the extremity, end the flesh to attract to remain zo warn In the appendices there is a table of many common false cognates of which you should be aware. TESTING EXERCISE INSTRUCTIONS: The following testing exercise will permit you to verify your mastery of the French-English cognates. Write the English in the space provided. The answers are at the end of the chapter. If you miss the answer, go back 20 the section indicated at the right of the blank space and review the point. If you get them all right, go to the reading passage. beauté continuer mécanique abusif démolir une forét une étable déplacer actuellement particuligrement une bibliographie complétement essentielle (2) (6) — (3) (3) (6) a SE 1 Se (2) (9) Le. SF (4 and 5)16 READING PASSAGE READING PASSAGE instructions: The following book review consists of extracts from the Bulletin de la Société chimique de France.* Only three words have been changed from the original. Write out @ translation of it in clear, natural English, using the English supplied as cues. Cet ouvrage présente une série d'études sur des* méthodes récentes de caractérisation This work _. of on of et de détermination structurale des composés macromoléculaires. Il est oeuvre collective and of of -—... It is the work de plusieurs spécialistes et constitue un volume particuliérement important. - . - of several and ~ L’auteur commence par une étude sur la microactivité et sur les méthodes de détermination —_ by a on and onthe — Deux importants chapitres traitent de la stéréorégularité A l'état solide et en solution . . a Two — treat of —— in and in — de la diffusion des rayons X aux petits angles et de la diffraction des Electrons. La résonance the of at short and the ________ of magnétique nucléaire fait objet d'un chapitre, avec son emploi pour la détermination is the ___ of one , with its utilization for the de la configuration et de Ja structure des chaines macromoléculaires. L’analyse thermique of the and of the of = 2 ve différentielle . . . est ensuite largement développée . .. Une abondante bibliographic is then at length. An ___ compléte chaque chapitre. Une table des matiéres termine Vouvrage, qui sera certainement each _____. A ______ contents ___ the work, which will accueilli avec beaucoup de faveur. be received with much x 3 From a review by G. Champetier of New Methods of Polymer Characterization in Bulletin de la Société chimique de France (septembre, 1965), p. 2666. ‘* Do nor translate. ANSWERS TO THE TESTING EXERCISE, PAGE 15: 1 beauty 5 to demolish 9 currently 2 to continue 6 2 forest 10 particularly 3 mechanical 7 a stable 11 a completely essential 4 abusive 8 to displace bibliographyChapter Two 10. 10. Subject pronouns and present tense of ~er verbs 11. Le, la, les as definite articles 12. Le, la, les as pronouns 18. Preposition—de (du, des) 14. Preposition—a (au, aux) 15. Prepositions—dans, sur, par. parmi, entre, pendant, avee Subject Pronouns and Present Tense of —er Verbs 1. The subject pronouns and the present tense of —er verbs are as follows: trouver 10 find je trouve I find, am finding, do find tu trouves you find, are finding, do find il (m.), elle (f.) trouve he, she, it finds, is finding, does find on trouve one finds, is finding, does find nous trouvons we find, are finding, do find vous trouvez you find, are finding, do find ils (m.), elles (f.) trouvent they find, are finding, do find 2. Tu and vous are both translated as you. Tu is always a singular form and indicates that the speaker is addressing someone with whom he is on close personal terms or to whom he feels superior. Vous is either singular or plural and is used in speaking to strangers, superiors. or acquaintances. Notice also that il, elle, ils, and elles may refer either to persons or things. 3. While there is only one form of the present in French, there are three in 1718 SUBJECT PRONOUNS AND PRESENT TENSE OF —ER VERBS g10 English. In translating the present tense into English, choose the form of the English present indicated by the context. possible.) Parfois la connaissance de la fone- tion résulte de Pexpérimentation directe. A la Jamaique, VPuniversité joue actuellement un réle primordial dans Ie développement de la nouvelle nation. Malgré les suppositions contraires Vuniversité joue un réle im- portant. READING PREPARATION INSTRUCTIONS: difficult words for future review. Match the verb ending with the appropriate pronoun. (Sometimes two or all three will be Sometimes the knowledge of the func- tion results from direct experimenta- tion. Jn Jamaica the University is presently playing a primordial role in the de- velopment of the new nation. In spite of contrary suppositions the University does play an important role (or is playing, or plays). Continue to circle 1. trouvez (1) vous (2) nous (3) ils (Q) vous trouvez 2. _______ trouvens (1) vous (2) nous (3) ils (2) nous trouvens 3. __ trouvent (1) il (2) tu (3) ils 3. (3) ils trouvent 4. trouves (1) je (2) tu (3) vous 4. (2) tutrouves 5. _______ trouve (1) je (2) vous (3) elles (A) je trouve 6. Vous étudiez actuellement le francais. (The presence of actuellement indi- cates that étudiez will be best trans- lated as—are studying/study.) 6. are studying 7. toujours =always You are presently studying French. Nous étudions toujours le francais. (Toujours suggests that étudions will best be translated by—are study: ing/study.)§10 SUBJECT PRONOUNS AND PRESENT TENSE OF —ER VERES 19 7. study 8. sembler=co scem ‘We always study French. La lecture semble facile. 8. Reading seems e: 9. Elle semble toujours facile. (Remember that la lecture is a false (To which word of #8 does elle cognate.) refer?) 9. Ia lecture 10. Marie trouve la lecture facile. It always seems easy. 10. Mary finds the reading easy. 11. Elle trouve Ia lecture facile. (To which word of #10 does elle refer?) 11. Marie 12. Je trouve l'article intéressant. She finds the reading easy. 12. I find the article interesting. 13. ce, cet, cette =rhis Je trouve ce sujet intéressant. 13. I find this subject interesting. 14, Ce sujet semble toujours intéressant. 14, This subject always seems interesting. | 15. Vous trouvez cette lecture facile. 15. You find this reading easy. 16. Au contraire, nous trouvons cette lec- ture difficile. (Being contrasted with facile, diffi- eile must mean ) 16. difficult 17. le pays=the country To the contrary, we find this reading L’auteur présente une étude concer- difficult. nant le pays de Ia Jamayque. 17. The author presents a study concern- parler de=to speak of ing the country of Jamaica. Il parle de V'effort pour moderniser le pay (With reference.to #17, does il refer to Pauteur or une étude?) 18. Pauteur—il, being masculine, cannot | 19. Cet effort semble particuliérement refer to une étude, which is feminine. énergique a la Jamatque. He speaks of the effort to modernize (Since the sentence speaks of a loca- the country. tion, & here probably means—in/to.) 20. L’auteur parle longuement de l’éduca- effort seems particularly energetic tion @ la Jamaique. in Jama’ 20. The author speaks at length of educa- | 21. L’auteur trouve cet effort admirable. tion in Jamaica.20 LE, LA, LES, L’ AS DEFINITE ARTICLES sll 21. The author finds this cffort admirable. | 22. avee=with Il parle de cet effort avec admiration. 22. He speaks of this effort with admira- | 23. Les observateurs objectifs parlent de tion. cette étude avec dédain. 23. The objective observers speak of this | 24. Ils parlent de cet article avec en- work with disdain. thousiasme. 24, They speak of this article with en- | 25. chaque thusiasm. L’auteur parle de chaque aspect de Véducation a la Jamaique. 25. The author speaks of each aspect of | 26. Il traite chaque aspect de ce sujet. education in Jamaica. (Your previous encounters with de suggest that here it would be trans- lated as—at/of.} 26. of 27. Une abondante bibliographie com- He treats each aspect of this subject. pléte chaque chapitre. 27. An abundant bibliography completes Before going on to the next section, di. each chapter. Le, la. les, l’ as Definite Articles L. and as definite articles. 2. meaning is sometimes expressed by the: Vuniversité (f.) nationale esprit (m.) de collaboration la religion anglicane le développement de la nouvelle nation les ressources Vile a principales de be sure that you are perfectly famil with the words you circled above. Le, la, les. I? serve two grammatical functions in French: as pronouns When they are used as definite articles, they precede a noun, and their the national university the spirie of collaboration the Anglican religion the development of the new nation the principal resources of the island§11 LE. La, les services (m.) gouvernementaux du pays Vhistoire (i.) de France LES, L’ AS DEFINITE ARTICLES 21 the governmental services of the country the history of France 3. On the other hand, they may signal a meaning which in English is expressed simply by a general noun or a plural: La France est en Europe. Le fer est dur. Les hommes sont mortels. La science et la technique posent un grand nombre de problémes. When the sounds awkward as a translation (e. omit the. Let your ear be your guide. READING PREPARATION France is in Europe. Iron is hard. Men are mortal. Science and Technology pose a great number of problems. “The France is in Europe’) INSTRUCTIONS: Cover the English with your card. Then try to work out the meaning of the French. Move your card down only to verify or correct your answer. 1. somt=are Les ressources principales de Tile sont: 1. The principal resources of the island | 2. la bauxite are: 2. bauxite 3. la canne @ sucre 3. sugar cane 4. le tourisme 4. tourism (or the tourist industry) 5. les bananes 5. bananas 6. lerhum 6. rum 7. le café + coffee B. est=is Le fer est un métal commun. 8. Iron is a common metal. 9. La France est en Europe.22 LE, LA, LES, L’ AS PRONOUNS g12 9. France is in Europe. 10. par=oy Cette étude traite des problémes posés par la science. 10. This study treats the problems posed | 11. Le sujet de article en question est la by science. Jamaique. 11. The subject of the article in question | 12. Les problémes posés par la technologie is Jamaica. sont toujours difficiles. 12. The problems posed by technology are | 13. diriger=to guide, to lead always difficult. Le président dirige la nation. 13. The president leads (guides) the na- tion. 12. Le, la, les, l’ as Pronouns 1. As a pronoun le is translated by him or it, la by her or it, and les by them, depending on the antecedent. When they precede verbs, they are pronouns and not articles: (Particle) Je le trouve intéressant. J find it interesting. (Pauteur) Je le trouve capable. I find him capable. (Marie) Je la trouve belle. I find her beautiful. (la lecture) Je la trouve intéres- I find it interesting. sante. les preblemes) Je les tromye aim I find them difficult. 2. L? is the clision of either Je or la with a word beginning with a vowel sound. READING PREPARATION anstRuCTIONS: Cover the English with your card. Then try to work out the meaning of the French. Move your card down only to verify or correct your answers. 1. L’étude est solide. Is la trouvent solide.g13 PREPOSITION—DE (DU, DES) 23 . The study is sound (solid). They find | 2. bom=good, correct it sound. La réponse est bonne. Je la trouve bonne. 2. The answer is correct. I find it correct. | 3. trés=very (You have probably guessed that Mme Curie est trés célébre. On la bonne is the feminine form of bon.) trouve trés célébre. (What cognate does célébre suggest in English? ) 3. celebrated, or famous 4. Les spécialistes sont nécessaires. On Mme Curie is very famous. One finds les trouve nécessaires. her very famous. 4. Specialists are necessary. 5. Les réponses sont bonnes. Nous les them necessary. trouvons bonnes. 5. The answers are correct. 6. L’auteur semble trés capable. Nous le them correct. trouvons trés capable. 6. The author seems very capable. We Les auteurs modernes semblent réa- find him very capable. listes. Nous les trouvons réalistes. 7. Modern authors seem realistic. We Are you continuing to circle and review the words which you find difficult? find them realistic. 13. Preposition—de (du, des) 1. The most common meanings of the preposition de are expressed in English by of and from: les ressources de Vile the resources of the island I arrive de France. He is arriving from France. 2. Many French verbs and nouns are followed by de~-an infinitive. Since the correspondence of meaning between French and English prepositions is sometimes slight, translate the expression as a whole, choosing the preposition which English usage requires. Often there will be no “one-for-one” transla- tion of de or other prepositions. Les dirigeants essaient de moder- The leaders are trying to modernize the niser le pays. country. la volonté de contribuer ala gran- the will to contribute to the greatness deur d'un pays. . - of acountry...PREPOSITION—DE (DU, DES) g13 Les dirigeants cherchent le moyen de moderniser le pays. The leaders are Looking for the means of modernizing the country. 3. Du is the contraction of de+le. Des is the contraction of de+les. They are translated as of the or of, from the or from, depending on the context la maturité des dirigeants the maturity of the leaders la grandeur du pays the greatness of the country la détermination structurale des the structural determination of macro- composés macromoléculaires READING PREPARATION molecular compounds INSTRUCTIONS: Give the meanings of the following phrases. 1. les impressions du visiteur 1. the impressions of the visitor 2. la volonté =the will la volonté des dirigeants 2. the will of the leaders 3. vif =quick, active, keen la volonté des forces vives (f. pl.) de la nation 3. the will of the active forces of the la maturité des dirigeants nation 4. the maturity of the leaders | 5. jower=co play | La volonté des dirigeants joue un rdle | important dans le gouvernement. 5. The will of the leaders plays an im- | 6. Le souvenir de l'esclavage reste vif. portant role in the government. (The context suggests that souvenir here means—souvenir/memory.) 6. memory 7. grand=great, large The memory of slavery remains keenly Le souvenir de lesclavage joue un alive. grand réle dans la formation d'un (Remember that rester is a false esprit nationaliste. cognate.) The memory of slavery plays a large | 8. Le souvenir de la grandeur du pays role in the formation of a nationalist spirit reste vif.gia 8. The memory of the greatness of the country remains keenly alive. (Notice that it is sometimes possible, or preferable, to use a paraphrase in- stead of a word-for-word translation.) 9. The intention of the author remains obscure. 10. The majority of scientific problems remain difficult. 11. The majority of scientific problems concern the structure of a function (math.) 14. Preposition—a (au, aux) PREPOSITION—A (AU, AUX) 25 9. Liintention de Tauteur reste obscure. 10. La majorité des problémes scienti- fiques restent diffciles. 11. La majorité des problémes scienti- fiques concernent la structure d’une fonction. 1. The most common meanings of & are expressed in English by at, to, or in. 2. Many French verbs are followed by #+ the infinitive. There are a good number of nouns which are followed by & im special constructions. In these phrases & does not have a “one-for-one” equivalent. Read the phrase as a whole and not as a series of unrelated words. Des spécialistes la vanne A sucre un thermométre & mercure 3. Au is the contraction of A+Ie. anglo-saxons aident 4 industrialiser le pays. Anglo-Saxon specialists are helping to industrialize the country. sugar cane @ mercury thermometer Aux is the contraction of A+Ies. They are usually translated as 20 the, at the, or in the, depending on the context. La ville est au centre de Vile. une référence a effort pour mo- derniser le pays . - - The city is in the center of the island. @ reference to the effort to modernize the country . . .26 PREPOSITION. A (AU, AUX) READING PREPARATION INSTRUCTIONS. Give the meanings of the following phrases and sentences. gia Cover the English with your card until you have attempted to read the French. 1. une contribution & la grandeur d’un pays 1. @ contribution to the greatness of a | 2. unc lettre adressée au président country 2. a letter addressed to the president 3. une référence & l'effort d’industriali tion 3. a reference to the effort of indus- | 4. ville=city trialization Luniversité est au centre de Ia ville. 4. The university is at (in) the center | 5. La ville est au centre de Vile. of the city. 5. The city is at (in) the center of the | 6. Ils contribuent au développement du island. Pays. 6. They contribute to the development of | 7. nouveau (m.) =new the country. nouvelle (f) =new Je parle aux dirigeants de Ja nouvelle nation. 7. I am speaking to the leaders of the Nous parlons des dirigeants du nou- new nation. veau pays. 8. We are speaking of the leaders of the Nous parlons & V'auteur d'une étude new country. importante. 9. We are speaking to the author of an | 10. diriger=to lead important study. | un dirigeant =a leader | étudier =to study | un étudiant= = i 10. @ student | 11. Cette étude contient une description de l'éducation & la Jamaique. (Which cognate verb does contient suggest?) 11. contains 12. Il parle aux étudiants de université This study contains a description of education in Jamaica. nationale @ Paris.$15 PREPOSITIONS—DANS, SUR, PAR, PARMI, ENTRE, PENDANT, AVEC z 12. He is speaking to the students of the | 13. Les étudiants de luniversité nationale national university at Paris. jouent un réle important dans le dé- yeloppement du systéme d’éducation & Ja Jamaique. 13. The students of the national university 15 If you circled any of the above phrases, are playing an important role in the make sure that you know them before development of the system of educa- continuing. tion in Jamaica. (Remember that English usage omits the article with countries.) . Prepositions—dans, sur, par, parmi, entre, pendant, avec 1. The meanings of these prepositions are usually indicated as follows: dans in, into sur on par by, through parmi among entre between pendant during, for avec with 2. When you are translating, remember that relatively few words im any one language have exact “equivalents” in another language, that is, words which have all the meanings and only the meanings of the words in the first language. This is especially true of prepositions. Be guided by the normal English usage. In translating the phrase “une étude sur la révolution,” a possible rendering might be, “a study on the revolution.” It would be a better transla- tion, however, to say “‘a study about the revolution.” But “un chapitre sur la découverte de l’or” could very well be translated as “a chapter on the discovery of gold.”28 PREPOSITIONS—DANS, SUR, PAR, PARMI, ENTRE, PENDANT, AVEC READING PREPARATION INSTRUCTIONS: Give the meanings of the following phrases and sentences. g15 Cover the English with your card until you have made a genuine effort to read the French. 1. dans le domaine de l'éducation 1. in the field of education 2. les ressources principales sont, dans Yordre .. . 2. the principal resources are, in | 3. dans un ouvrage médiocre order... 3. in a mediocre work 4. dans un chapitre brillant sur des découvertes récentes 4. in a brilliant chapter on recent dis- L’auteur présente une étude sur coveries Vimplantétion d’entreprises _indus- trielles nouvelles. 5. The author presents a study of the deux =two implantation of new industrial enter- Parmi les impressions du visiteur prises. anglo-saxon, deux dominent. 6. Among the impressions of the Anglo- Parmi les accomplissements du nou- Saxon visitor, two predominate. veau pays, deux sont exceptionnels. 7. Among the accomplishments of the Le chapitre commence par une étude new country, two are exceptional. sur la découverte de Vor. The chapter begins by (with) a study | 9. um an =one year of the discovery of gold. pendant un an pendant deux ans 9. during (for) one year 10. les savants=che scholars during (for) two years Nous citons la collaboration entre les savants européens et américains, 10. We cite (make special mention of) the | 11. sain=wholesome, healthy collaboration between European and On admire Fesprit de saine collabora- American scholars. tion entre les universités du pays. 11. One admires the spirit of wholesome [12. Parmi les études sur ce sujet, deux collaboration among the universities of dominent. the country. 12. Among the studies of (om) this sub- |13. On parle toujours favorablement du ject, two predominate. nouvel ouvrage.PREPOSITIONS——DANS, SUR, PAR, PARMI, ENTRE, PENDANT, AVEC 29 13. One always speaks of the new work | 14. travailler=to work with favor. Les spécialistes anglo-saxons travail- (Nouvel masculine singular is the lent avec les dirigeants de la nouvelle form of nouveau which is used before nation. a vowel sound.) 14, The Anglo-Saxon specialists work with | 15. oi= where the leaders of the new nation. La Jama¥que cst un pays od le souvenir de l'esclavage reste toujours vif. 15. Jamaica is a country where the mem- | 16. un endroit=a place ory of slavery still remains keenly Liuniversité est un endroit o&% on alive. étudie. 16. The university is a place where one | 17. Le laboratoire est un endroit of on studies travaille. 17. The laboratory is a place where one | 18. L’auteur admire l'esprit de saine col- works. laboration entre les diverses institu tions du nouveau pays. 18. The author admires the spirit of whole- | 19. Les dirigeants travaillent & la moder- some collaboration between the diverse nisation du pays. institutions of the new country. 19, The leaders are working to modernize | 20. Un candidat au doctorat travaille the country. toujours a une thése. 20. A doctoral candidate is always work. | 21. un livre =a book ing on a thesis. On trouve un grand nombre de livres 4 la bibliotheque. La bibliothéque est un endroit oi on étudie. (The association of place, books, and study indicates that the bibliothéque | 21. library 22. Notamment, le nouveau département One finds a great number of books at de pédagogie de Puniversité continue & the library.The library is a place travailler avec les institutions gou- where one studies. vernementales. (English usage suggests that péda- gogie should be translated as— edu- cation/ pedagogy.) 22. education 23. régner=to reien Notably, the new department of edu- cation of the university continues to work with the governmental institu- tions. Notamment, un esprit de saine col- Jaboration régne entre les services gouvernementaux.PREPOSITIONS—DANS, SUR, PAR, PARMI, ENTRE, PENDANT, AVEC gis 23. Notably, a spirit of healthy collabora- | 24. Un désir de contribuer a la grandeur tion reigns between the governmental du pays régne & Duniversité. services. 24. A desire to contribute to the greatness of the country reigns at the university. TESTING EXERCISE INSTRUCTIONS: Circle the word which makes the sentence grammatically correct or gives the best translation into English. If you miss any of them, go back and review the appro- priate section. The number in parentheses indicates the section that treats the material. Jf all your answers are correct, go on to the reading passage. Do the entire test before checking your answers. 1. Le travail commence bien. A.the B.it| ¢.they p. them 1. A 2. Je le trouve incapable. ql) Achim B.the Cher ».them Yesprit de progrés qui domine dans la nouvelle az) s.admirons c. admirer _p. admirent 3. 8B La majorité des problémes posés par la seience restent sans réponse. oy A.the science B. science ¢. some science _. the sciences 5. Je parle futurs professeurs. aa) Aau pales cale Dp. aux 5. D On parle du nouvel ouvrage beaucoup d’enthousiasme. aay A.pendant B.avec ¢.parmi b. sur 6.B 7. Ge livre est Poeuvre collective de plusieurs spécialistes. as) A. the works 8. the collective work ¢. collective work. a collective work 8. La canne a suere est un des produits du Cuba. A. the sugar cane 8. the cane of sugar. the can of sugar. sugar cane Vous travaillez probablement dans un laboratoire de physique. A.in s.among c.during vp. on 10. Elle V'Europe tous les étés. A.visiter B.visitons c. visitez _ p. visite 10.D ScoreREADING PASSAGE. 3L READING PASSAGE insTRUCTIONS: Read the following paragraphs. The words that are in darker print and have footnotes following them are translated at the bottorn of the page. Circle the words which you do not immediately recognize but do not look them up right away. Read for the overall content. When you have finished reading, verify your comprehension by answering the questions at the end. If two alternatives seem plausible, choose the one which more nearly expresses the meaning stated in the text. Then come back to the circled words and work out their meaning more precisely, if necessary. Description de Vile de la Jamatque From Gilbert L. de Landsheore, “Education et la formation du personnel enseignant dans un pays en plein développement.” International Review of Educa- tion, VIIT (1962), 42.43 Les ressources principales de ile sont,’ dans Vordre: la bauxite, la canne A sucre, le tourisme, les bananes, le rhum, et le café. Le pays fait un gros * effort d’industrialisation; implantation d’entreprises industrielles nouvelles et la construction d’hétels sont encouragées* par une exemption de tous les 5 impSts * pendant sept [7] ans . . Parmi les impressions qui assaillent © le visiteur, deux dominent: la volonté des forces vives de la nation de contribuer 4 la grandeur d'un pays ot le souvenir de Vesclavage reste vif, et la compétence et la maturité des dirigeants—qui° continuent @’ailleurs de s’entourer * anglo-saxons partout oi ils en sentent le besoin. . . .° La religion anglicane cst la plus répandue: ° on trouve ensuite des *? baptistes, des méthodistes, des presbytériens, des catholiques romains et des juifs de spécialistes 10 L'Université joue un rdle primordial dans le développement de la nouvelle 18 nation. Dans le domaine de l'éducation, notamment, on ne peut qu’ ‘admirer Vesprit de saine collaboration qui '? régne entre les services gouvernementaux, les anciennes ** institutions d’enseignement et le nouveau département de pédagogie de FUniversité. Xi The main idea of the first paragraph i that A. many tourists vi f the island, making tourism the principal industry 2. the island is doing much to develop its economy c. hotels pay a heavy tax p. the resources of the island remain unexploited ‘The main idea of the second paragraph is that A. the development of the island is progressing slowly Lae 6 who 10. Here des simply indicates 2 is making 2 great 7 moreover ro surround plurality. 3B encouraged themselves with 11 one cannot but 4 all taxes B they feel the need of it AZ which 5 which beset 9 the most widespread 13 former32 READING PASSAGE, n. slavery is still found in some parts of the island but is disappearing ¢. some leaders are mature but the country is still dominated by Anglo- Saxon specialists ». there is a powerful spirit of nationalism at work in the country 2.D 3. ‘The fourth paragraph states that the various governmental and university agencies work harmoniously with each other i the university is relatively unimportant education on a large scale is still not a reality there is a healthy competition between governmental agencies.16. 17. 18. 19. 20. 21. 22. 23. 24. 1. The verb @tre does not follow the regular pattern of conjugation. Chapter Three Etre and impersonal pronouns Avoir Avoir idioms Negation—ne .. . pas Expressions of quantity Meanings of peu Du, de la, des as expressions of quantity Possessive adjectives Irregular plurals of nouns and adjec- tives 16. Etre (to be) and Impersonal Pronouns Its, present tense forms, with three new impersonal pronouns, are as follows: je suis mes ilest elle est on est cest nous sommes vous étes ils sont elles sont ce sont 2. Lam you are (sing.) he is, it is she is, it is one is. people are, they are this, that is it is, she is, he is we are you are they are (m.) they are (f.) they are Notice that il, elle, and ce may refer either to persons or things. In order to be sure of the correct translation, you must read the word in its entire context: On rejette communément la théorie de Picard—elle est in- tenable. 33 People commonly reject the theory of Picard—it is untenable.34 ETRE (TO BE) AND IMPERSONAL PRONOUNS Sa conférence traite de Mme Curie —elle est trés célébre. Le travail joue un grand réle dans cette théorie—il explique la nature de la valeur. Il est professeur de chimie. Mest dix (10) heures. Crest facile. Le professeur Picard donne une conférence ce soir. C'est un savant distingué. étre en train de @tre au courant de étre d’accord avec Many idioms are constructed with étre. 816 His lecture deals with Mme Curie— she is very famous. Work plays a large role in this theory— it explains the nature of value. He is a professor of chemistry. It is ten o'clock. It is easy. Professor Picard is giving @ lecture tonight. He is a@_ distinguished scholar. Some common ones are: to be in the process of to be aware of, or conversant with to be in agreement with 4. Il and on have other uses and meanings, which are explained in Chapter VI. READING PREPARATION INSTRUCTIONS: do not immediately recognize. Express the meaning of the following phrases. tion with your card until you have worked out the entire meaning. Cover the English verifica- Circle the words you un fait=a fact Je suis sir des faits. (Since sir has an accent, it is not the preposition sur, on. Look for a cog- nate.) 1. Tam sure of the facts. 2. Je suis au courant de ce fait. 2. Tam aware of this fact. 3. Je suis naturellement d’accord avec ce fait. I am naturally in agreement with this | 4. Nous hésitons 4 accepter cette théorie. fact. 5. Nous sommes en train d’étudier cette 4. ‘We hesitate to accept this theory. théorie.ETRE (TO AND IMPERSONAL PRONOUNS 35 We are in the process of studying this | 6. ces=chese theory. (Notice that English usage Nous sommes naturellement d’accord requires studying and not to study in avec ces théories.. this case.) 6. We are naturally in agreement with | 7. Elle est sdre de la réponse. these theories. T- She is sure of the answer. 8. aussi=also L’étude est aussi riche en faits histo- riques. S. The study is also rich in historical | 9. la vérité=the truth facts. Nous sommes aussi incertains de la vérité de cette théorie. 9. We are also uncertain of the truth of | 10. Vous semblez incertain de la vérité de this theory. ces faits. WO. You seem uncertain of the truth of | 11. Ils semblent trouver ces théories in- these facts. certaines. Hl. They seem to find these theories un- | 12. Us les trouvent incertaines. certain. B2. They find them uncertain. 13. vrai=crue Cela est vrai—elles sont difficiles & établir. BS. That is true—they are difficult to es- | 14. Ceci est certain—la vraie raison reste tablish. obscure. 24. This is certain—the true reason re- | 15. mais—but mains obscure. Cette théorie est intéressante, mais elle est aussi fausse. (faux x vrai) 15. This theory is interesting, but it is also | 16. d’ailleurs= moreover false. Marie est belle. D’ailleurs elle est in- (fausse = feminine form) telligente. 16. Marie is beautiful. Moreover, she is | 17. Nous sommes ambitieux, mais nous intelligent. sommes aussi fatigués. We are ambitious, but we are also | 18. néammoins = nonetheless tired. Vous étes beau, mais vous étes néan- moins intelligent. 18. You are handsome, but you are none- | 19. La legon est facile, mais elle est néan- theless intelligent. moins importante.$16 36 ETRE (TO BE) AND IMPERSONAL PRONOUNS 19, The lesson is easy, but it is nonethe- | 20. La lecon est trés intéressante. Elle ést less important. Wailleurs dune grande importance. 20. The lesson is very interesting. It is | 21. if moreover of great importance. Si les observations de Walras sont simples, elles sont néanmoins impor- tamtes. 21. If the observations of Walras are | 22. Si les faits historiques sont difficiles & simple, they are nonetheless impor- établir, ils sont néanmoins nécessaires. tant. 22. If historical facts are difficult to es | 23. peut-étre=perhaps tablish, they are nonetheless necessary. découvrir=to discover une découverte=a ___ ss Vous étes peut-étre au courant de découvertes de Cook. 23. discovery 24. Vous étes peutétre d’accord avec You are perhaps aware of the dis- Vhypothése de Cook sur Vorigine des coveries of Cook. comeétes. 24. You are perhaps in agreement with | 25. Vous étes peut-étre en train de the hypothesis of Cook concerning the Vétudier. origin of comets. (To which word in #24 does I refer?) 25. Vhypothése 26. Je suis au courant des progrés en You are perhaps in the process of météorologie. studying it. 26. I am aware of the progress in meteo- |27. Il est d’accord avec Vhypothése de rology. Norgren. 27. He agrees with Norgren’s hypothesis. | 28. C'est trés facile. 28. It is very easy. 29. Crest difficile. 29. It is difficult. 30. Le professeur Raton est em train de formuler une belle théorie économique. 30. Professor Raton is in the process of | 31. C’est un professeur célébre. formulating a splendid economic theory. 31. He is a famous professor. 32. Crest une théorie trés ingénieuse. 32. It is a very ingenious theory. 33. un appareil=an apparatus L’appareil de Véfour enregistre les phénoménes atmosphériques. (Does the combination of apparatusAVOIR (TO HAVE) 37 and atmospheric phenomena suggest a cognate for enregistre? ) registers, records 35. ‘The apparatus of Véfour records atmo- phenomena, C'est un appareil trés ingénieux. 35. It isa very ingenious apparatus. 36. Le professeur Wéfour est l'inventeur de cet appareil—c’est un véritable génie. 36. Professor Véfour is the inventor of this | Now reread the sentences of this section apparatus—he is a veritable (true) | which you marked on your way through the genius. first time. When you can recognize all of the phrases, go on to the next section. 17. Avoir (to have) 1. The verb avoir is also irregular in its conjugation pattern. Its present tense forms are as follows: Pai Lhave tu as you have (sing.) ila he has elle a she has ona one has, they have, people have nous avons we have vous avez you have ils ont they have (m.) elles ont they have (£.) Do not mistake & (prep.) for a (verb). Do not mistake ils ont (they have) for ils somt (they are). 2. ly a is an avoir idiom indicating existence and is translated by there is... or there are... ILy a des choses qui ont une valeur = There are things which have a natural naturelle. velue. ly # une valeur naturelle dans le There is @ natural value in cultivable sol cultivable. soil.38 AVOIR (TO HAVE) READING PREPARATION INSTRUCTIONS: g17 Cover the English verification with your card. Verify your answer only after a genuine attempt to express the meaning of the French. Continue to circle un- recognized words. 1. Le sujet de cette discussion est Vorigine de la valeur. 1. The subject of this discussion is the | 2. selon=according to origin of value. Selon certains économistes, le travail est Vorigine de Ia valeur. 2. According to certain economists, labor | 3. um arbre=a tree (work) is the origin of value. Mais selon Walras, les arbres, par exemple, ont une valeur naturelle. (Par exemple =for off 3. example 4, Les animaux sauvages, par exemple, But according to Walras, trees, for ont une valeur naturelle. example, have a natural value. (Les animaux sauvages must be— domesticated /wild.) 4. wild 5. Les plantes, par exemple, ont une Wild animals, for example, have a valeur naturelle. natural value. 5. Plants, for example, have a natural | 6. Ia terre=the earth value. Selon cette théorie, la terre et le sol cultivable ont une valeur naturelle. (Because of its association with eul- tivable, sol probably means _-) soil 7. une chose =a thing According to this theory, the earth and La terre et le sol cultivable sont des the cultivable soil have a natural choses, mais elles ont néanmoins une value. valeur naturelle. 7. The earth and the cultivable soil are | 8. quiswhich things, but they nonetheless have a Selon Walras, il y a des choses qui natural value. ont une valeur naturelle. (Notice that here des simply indicates plurality.) 8. According to Walras, there are things | 9. I] a une hypothése intéressante sur which have a natural value. Vorigine de la valeur. 9. He has an interesting hypothesis about |10. Tl y a une théorie amusante sur the origin of value. Vorigine de la valeur.g18 AVOIR IDIOMS 30 10. There is an amusing theory of the | 11. Vous avez probablement des doutes origin of value. sur la vérité de cette hypothése. (The sentence means that you prob- ably—do/do not accept the hypothesis.) 11. do not 12. Il a un appareil qui enregistre les You probably have some doubts about phénoménes de l’'atmosphére. the truth of this hypothesis. 12. He has an apparatus which records the | 13. Il y a un appareil qui enregistre auto- phenomena of the atmosphere. matiquement les phénoménes atmos- phériques. 13. There is an apparatus which auto- | 14, Nous avons des doutes sur la valeur matically records atmospheric phe- de cet appareil nomena. 14. We have doubts about the value of this apparatus. 18. Avoir idioms 1. A number of very common to be and not by to have. avoir faim avoir soif avoir chaud avoir froid avoir sommeil avoir peur de avoir besoin de avoir raison avoir tort READING PREPARATION INSTRUCTIONS: Review the circled words before going on to the next section. idioms are expressed in English by t0 be hungry to be thirsty to be warm to be cold to be sleepy 10 be afraid of 10 be in need of, or to need to be right to be wrong The following exercise gives you practice in recognizing verb forms and in using the context to establish meaning. When there are blanks, match the correct pronouns with the verb. Cover the left hand column and consult it only for verification. a. Vaprés-midi=the afternoon Ordinairement, A cinq (5) heures de Vaprés-midi, nous avons faim.40 AVOIR 1DrOMS gis 1. Ordinarily at five o'clock in the after- | 2. Tl est cing heures de I'aprés-midi. noon, we are hungry. avez peut-étre faim. (2) Ms (2) Nous (3) Vous 2. (3) Vous 3. le soir=the evening Tt is 5:00 P.M. You are perhaps Ordinairement, 4 onze (11) heures du hungry. soir, on a sommeil. 3. Ordinarily at eleven o'clock at night. | 4. Il est onze heures du soir. one is sleepy. ‘ont peut-étre sommeil. (DH (@2)Mls (3) Nous 4. (2) Is 5. A cing heures du matin, j’ai toujours It is 11:00 P.M. They are perhaps sommeil. sleepy- (IE matin is not che afternoon or the night, it must be the —.) 5. morning 6. manger=to cat At five o'clock in the morning, { am Si on a faim, on a besoin de manger. always sleepy. 6. [fone is hungry, one needs to eat. 7. Quand=when Quand on a besoin de manger, on a faim. 7. When one needs to eat, one is hungry. | 8. parfois=sometimes Quand on « faim, on a parfois soif aussi. 8. When one is hungry, one is sometimes | 9. Quand vous avez soif, vous avez besoin thirsty also. de boire. (What meaning does the context sug- gest for boire? ) 9. to drink 10. le soleil =the sun When you are thirsty, you need to Ordinairement quand le soleil brille, drink. nous avons chaud. (Briller is obviously something the sun does. It must mean 2 10. to shine 11. Quand Ia température est —20° nous Ordinarily, when the sun shines, we avons toujours froi are warm. 11. When the temperature is —20°, we are | 12. D'habitude (ordinairement) quand always cold. nous avons chaud, avons soif aussi. QQ) Vous (2) Elle (3) Nousgis AVOIR IOMS 41 12. (3) Nous 43. Quand vous travaillez longtemps, vous Usually, when we are warm, we are avez @habitude chaud et soif. also thirsty. 23. When you work for a long time, you | 14, A onze heures du soir, le soleil ne are usually warm and thirsty. brille pas. (Ne brille pas must mean ) 24. does not shine 15. Parfois, quand le soleil ne brille pas, At 11:00 P.M., the sun does not shine. vez. froid. (1) je (2) tu (3) vous 23. (3) vous 16, A minuit, on a parfois somme: Sometimes, when the sun does not (Being associated with sommeil, shine, you are cold. minuit must mean—noon/midnight.) 16. midnight 17. Quand on a sommeil, on a besoin de At midnight, one is sometimes sleepy. dormir. (Dormir probably means +) a7. to sleep 18. Les enfants ont toujours peur des ‘When one is sleepy, one needs to sleep. dragons et des monstres. 18. Children are always afraid of dragons | 19. Les étudiants ont parfois peur des and monsters. examens. B9. Students are sometimes afraid of ex- |20. Sans doute=no doube (without aminations. doubt) La température est 95°. Vous avez chaud, sans doute. 20. The temperature is 95°. You are | 21. Oui, vous avez raison. J’ai chaud. warm, no doubt. 22. Yes, you are right. I am warm. 22. La température est —20°. Is ont froid, sans doute. 22. The temperature is —20°. They are |23. Oui, vous avez raison, Ds ont trés no doubt cold. froid. 23. Yes, you are right. They are very cold. |24. Tl est minuit. Elle a sommeil, sans doute. 24. It is midnight. She is no doubt sleepy. | 25. Si vous avez chaud, vous avez sans doute soif aussi 25. Uf you are warm, you are no doubt | 26. S'il a faim, il a peut-étre soif aussi. thirsty also.42 NEGATION-—NE . . . PAS g19 26. If he is hungry, he is perhaps thirsty | 27. Svills sont trés fatigués, ils ont peut— also. étre sommeil aussi. 27. If they are very tired, they are perhaps | 28. Si vous avez besoin d’étudier, vous sleepy also. avez aussi besoin de sommeil. 28. If you need to study, you are also in | 29, Selon certains économistes, Walras a need of sleep. raison. 29. According to some economists, Walras | 30. d’autres=orhers is right. Selon d'autres, il a tort. 30. According to others, he is wrong. 31. Il a peut-étre tort d’insister sur cette hypothése. 31. He is perhaps wrong in insisting on | 32, Il @ peut-étre raison de V’affirmer. this hypothesis. (To which word in the preceding sen- tence does I’ refer?) 32. cette hypothése 33. Il y a peut-étre @autres raisons de He is perhaps right in affirming it. Vaffirmer. 33. There are perhaps other reasons for | How many did you miss? Review the saying so (affirming it). checked phrases until you recognize the 19. Negation—ne .. . pas L. meaning of all of them. Then go on to the next section. Ne preceding the verb and pas following it indicates negation. This form may be translated variously according to English usage: Ces observations ne sont pas per- Qn ne trouve pas la cause de la valeur dans le travail. Les frais de production n’expli- quent pas la valeur. Cette explication n’a pas de valeur. READING PREPARATION INSTRUCTIONS: derive the meaning as much as possible unfamiliar words. These observations are not pertinent. One does not find the cause of value in labor. The costs of production do not explain value. This explanation has no doesn’t have any value). value (or Are you covering the verification column with your card? Remember to from the French context. Continue to circle319 NEGATION—NE . . . PAS 43 1. um produit=a product La terre et le sol cultivable ne sont a pas les produits du travail 1. The earth and the cultivable soil are | 2. Les fruits spontanés de la terre ne not the products of labor. coatent pas de travail. (The circumflex accent in co@tent suggests what cognate?) cost—the (~) often marks ans which | 3. Ces choses ont néanmoins une valeur has dropped out. naturelle. ‘The spontaneous fruits of the earth do not cost (require) any labor. These things haye nonetheless a nat- | 4. seulement=ondy, solely ural value. Il n'est pas possible d’attribuer la valeur seulement au travail. 4. It is not possible to attribute value | 5. dome=therefore solely to labor. Il n'est done pas possible de trouver Yorigine de la valeur seulement dans le travail. 5. It is therefore not possible to find the | 6. fonder=to create, to found origin of value solely in labor. Done le travail ne fonde pas la valeur. 6. Therefore, labor does not create value. | 7. Cette réponse n’explique toujours. pas (Value is not founded upon labor.) Yorigine de la valeur. 7. This answer still doesn’t explain the | 8. Cette idée n’est pas trés compliquée. origin of value. 8. This idea is not very complicated. 9. Elle n’est pas trés difficile 4 saisir. (Saisir would best be expressed by— to seize/to understand.) to understand 10. Cela n'est pas trés difficile. It is not very difficult to understand. 10. That is not very difficult. 11. Néanmoins, nous ne sommes pas @accord avec vette hypothése. 11. Nonetheless, we are not in agreement |12. Néanmoins, je ne suis pas trés au with this hypothesis. courant des développements récents dans ce domaine. 12. Nonetheless, I am not very aware of |13. Quand on n’a pas sommeil, on n’a pas (or up to date with) the recent de- besoin de dormir. velopments in this area. 13. When one is not sleepy, one does not |14. Quand il n'y a pas de soleil. on a froid. need to sleep.44 EXPRESSIONS OF QUANTITY $20 14. When there is no sun, one is cold 15. Quand on n’a pas faim, on n’a pas besoin de manger. 15. When one is not hungry, one does not | 16. Les décowertes de Pasteur ne sont need to eat. pas trés récentes. 16. Pasteur’s discoveries are not very re- | 17. Si une théorie n'est pas vraie, elle est cent. fausse. 17. If a theory is not true, it is false. 20. Expressions of Quantity 1. The following words indicate quantity or degree: QQ) tant de livres 50 many books tant de temps so much time (2) assez de clarté enough (or quite a bit of) clarity une idée assez claire @ quite (rather) clear idea (3) trop de difficultés t00 many difficulties trop d’espace t00 much space un livre trop difficile t00 difficult @ book (4) moins de théories fewer theories moins d’eau Tess water une étude moins théorique a less theoretical study (5) beaucoup d’astronomes many astronomers beaucoup d’énergie much energy un livre beaucoup trop diffi- much too difficult a book eile (6) bien des hommes intelligents many intelligent men un homme bien intelligent a very intelligent man (7) plusieurs savants several scientists (scholars) (8) quelques ingénieurs some (a few) engineers (9) Ia plupart du temps most of the time Ja plupart des hommes most of the men, most men 2. You have learned that de sometimes expresses the meanings of of or from, but before deciding upon its meaning, you should look at its context and the kind of phrase it is used with. When it is used with the above expressions of quantity, it is not translated at all. When des, du, or de la$20 are used with expressions of quantity translated as of the: Beaucoup de théories sont intena- bles. Beaucoup des théories de Pelle- tier sont intenable: READING PREPARATION EXPRESSIONS OF QUANTITY 45 (except bien des) they are usually Many theories are untenable. Many of the theories of Pelletier are untenable. INsTRUCTIONS: Sce how many of the following phrases you can read without consulting the Jejt-hand column. Continue to circle the unfamiliar words. 1. les frais (m.) =the costs la plupart des frais de production most of the costs of production 2. la plupart des produits du travail 2. most of the fruits of labor (work) 3. Plusieurs produits du travail con- tribuent a fonder la valeur. Several products of labor contribute 4. Quelques frais de production ne sont to the establishing of value. pas nécessaires. ‘A few (some) costs of production are | 5. comporter=to entail, to involve, to not necessary. include Bien des théories comportent assez de variantes. Many theories entail quite a few | 6. Bien des services productifs sont bien variants. nécessaires. 6. Many productive services are very | 7. Plusieurs de ces théories comportent necessary. quelques difficultés énormes. Several of these theories entail some | 8. Beaucoup de théories sont assez in- enormous difficulties. tenables. 8. Many theories are quite untenable. 9. Tant de théories sont fausses. 9. So many theories are false. 10. Moins de théories sont vraies. 10. Fewer theories are true. 11. La théorie de Pelletier comporte trop de dificultés. 11. Pelletier’s theory entails too many | 12. Trop de théories comportent des diffi- difficulties. cultés.16 MEANINGS OF PEU g21 12. Too many theories entail difficulties. 13. Plusieurs observations de Walras sont assez pertinentes. 18. Several observations of Walras are | 14, conmu=known quite pertinent. Les expériences de Pelletier ne sont 14, The experiments of Pelletier are not | 15. Moins des théories de Pelletier sont known well enough. trés connues. 15. Fewer of the theories of Pelletier are | 16. Assez des variantes sont connues. well known. 16, Enough (or quite a few) of the | 17, Assez de difficultés persistent. variants are known. 17. Quite a few difficulties remain (per- | 18. Trop de théories restent obscures. sist). 18. Too many theories remain obscure. 19. Les variantes de 'hypothése de Hoeft sont assez importantes. 19. The variants of Hoeft’s hypothesis are | Review the words you have circled before 21. quite important. Meanings of peu un homme un peu naif un peu de pain un peu de volonté Peu de peu de théoriciens peu d’hommes peu de volonté translated by its opposite: un mécanisme compliqué un mécanisme peu compliqué un appareil efficace un appareil peu efficace Un peu (de) has the meaning of a littl (without um) means Little or few going on. a slightly naive man alittle bread alittle will power few theoreticians few men little will power - When peu is used alone before an adjective, the adjective can often be @ complicated mechanism @ simple mechanism, or uncomplicated mechanism an effective apparatus an ineffective apparatus§22 DU, DE LA, DES AS EXPRESSIONS OF QUANTITY 47 READING PREPARATION INSTRUCTIONS: Give the meaning of the following sentences. Do not uncover the English sntil you have made a real attempt to understand the French. + Un peu du sol de cette région est assez cultivable.” 1, A little of the soil of this region is | 2. Peu de ce sol est trés cultivable. quite cultivable. 2. Not very much of this soil is very | 3. Le sol de cette région est peu cultiva- cultivable. ble. 3. The soil of this region is not very | 4. La théorie de Walras est peu connuc. cultivable. 4. The theory of Walras is little known. | 5. Elle est un peu difficile a établir. 5. It isa little difficult to establish. 6. Elle est peu difficile a établit 6. It is not very difficult to establish. 7. Elle comporte quelques difficultés. 7. It entails a few difficulties. 8. Elle comporte peu de difficultés. B. It involves few difficulties. 9. Plusieurs frais de production sont peu 9. Several costs of production are little |10. Peu des théories de Walras sont bien needed (or are unnecessary). connues. 10. Few of the theories of Walras are well |11. Ces théories restent un peu obscures. known. 11. These theories remain a little bit obscure. 22. Du, de la, des as Expressions of Quantity 1. Du, de la, de I’, or des, in addition to meaning of the or from the, may also indicate an unspecified quantity. This meaning is expressed in English by some, any or simply the plural, depending on the context. une étude sur des méthodes a study of recent methods, or a study récentes of some recent methods Jai du pain. Ihave some bread. Avez-vous du vin? Do you have any (some) wine?48 DU, DE LA. [2 READING PREPARATION INSTRUCTIONS: DES AS EXPRESSIONS OF QUANTITY Give the meaning of the following phrases. Notice that des is the plural form of un, une. Do not uncover the English until you have made a real attempt to understand the French. At the restaurant we often order wine. We rarely eat pork. ‘We often order beer. T often eat soup. obey Heavenly bodies obey natural laws. describes Comets describe very elliptical orbits. 1 2. souvent=often Au restaurant nous commandons sou- vent du vin. Nous mangeons rarement du pore. Nous commandons souvent de la biére. Je mange souvent de la soupe. une loi=a law Les corps célestes obéissent 4 des lois naturelles. (The association with lois suggests that obéissent probably means _____-) Les cométes décrivent des orbites trés elliptiques. (A comet d. cribes an orbit.) La valeur du travail est imputable a des conditions naturelles. 7. The value of labor is attributable to | 8. permettre—to permit natural conditions. Des méthodes récentes permettent la | formation de théories moins obscures. 8. Recent methods permit the formation | 9. Les fruits spontanés de la terre ont of less obscure theories. souvent de la valeur. (Are you circling unrecognized words?) 9. The spontaneous fruits of the earth | 10. La théorie de Moore comporte des often have (some) value. difficultés énormes. 10. The theory of Moore entails (some) | 11. Ordinairement, les produits du travail enormous difficulties. ont de la valeur. 11. Ordinarily, the products of work have | 12. Bien des économistes diffrent sur la (some) value. cause de Ix valeur. 12. Many economists differ on the cause | 13. Les fruits spontanés de la terre sont (source) of value. des choses qui ont une valeur naturelle.$23 POSSESSIVE ADJECTIVES 49 13. The spontaneous fruits of the earth are | 14, Des appareils modernes permettent things which have a natural value. souvent des études avancées sur les cométes. B4. Modern apparatus (instruments) often permit (make possible) advanced studies of comets. 23. Possessive Adjectives 1. You will note that the form of possessive adjectives, like all adjectives in French, differs according to the gender and number with the noun they modify. They can therefore have three forms, masculine singular, feminine singular, and masculine and feminine plural. The possessive adjectives in French always precede the noun: MASCULINE = FEMININE MASCULINE AND FEMININE SINGULAR SINGULAR PLURAL mon ma my mes my ton ta your (sing.) tes your (sing.) son, sa his, her, its ses his, her, its notre notre our nos our yotre votre your vos your leur leur their leurs their 2. Note that sen, sa, ses can mean his, her, or its, because the adjective takes the gender of the thing possessed and not the possessor: sa mére can mean, his, her or its mother son pére can mean his, her or its father 3. Before feminine nouns beginning with a vowel or a mute h, the masculine form of the possessive adjective is used. une histoire, son histoire @ story, his story une auto, mon auto @car, my car BEADING PREPARATION eestacctions: In the following exercises, pay special attention to the various meanings of oom ond saPOSSESSIVE ADJECTIVES $23 un pére=a father Une lettre arrive de mon pére. A letter is arriving from my father. 2. Un chéque arrive de ton pére. 2. A check is arriving from your father. | 3. un ami=a friend Il y a une lettre de ton amie. (Is the friend a man or a woman?) A woman. The final e indicates the | 4. ly a une lettre de tes ami gender. ‘There is a letter from your girl friend. 4, There is a letter from your friends. Marie est contente--un chéque arrive de son pére. 5. Mary is happy—a check is arriving | 6. une mére=a mother from her father. Il y a une lettre de sa mére. 6. There is a letter from her mother. Pierre est content—un chéque arrive de son pére. . Pierre is happy—a check is arriving | 8. Il y a aussi une lettre de sa mére. from his father- 8. There is also a letter from Ais mother. | 9. L’oeuvre de Mme Curie est tres célébre. Som oeuvre est trés célébre. 9. The work of Mme Curie is very |10. floeuvre de Pierre Curie est bien famous. Her work is very famous. connue. Som oeuvre est bien connue. 10. The work of Pierre Curie is well | 12. On ne trouve pas Vorigine de la valeur known. His work is well known. dans le travail. On ne trouve pas son origine dans le travail. 11. One does not find the origin of value in | 12. Elle n’a pas sa cause dans le travail. work. One does not find its origin in work. 12. It does not have its cause in work. 13. Mme Curie est célébre dans Vhistoire de France~-ses contributions & le science moderne sont énormes. 13. Mme Curie is famous in French his- | 14. donner=to give tory—her contributions to modern sci- ence are enormous. Quelques économistes essaient de don- ner des explications de la valeur, mais leurs explications restent _parfois obscures.$24 IRREGULAR PLURALS FOR NOUNS AND ADJECTIVES 51 B4. A few economists try to give explana- | 15. L’ouvrage de Cook sur ce point est tions of value but their explanations bien intéressant, mais son étude ne sometimes remain obscure. donne pas d’explication de ce fait. ES. The work of Cook on this point is very | 16. Ses observations ne semblent pas con- interesting, but his study gives no ex- vaineantes. planation of this fact. BS. His observations do not seem con- | 17. L’oeuvre de Pierre et Marie Curie est vincing. dune grande importance dans le développement d’une théorie atomique. ET. The work of Pierre and Marie Curie is | 18. Leur oeuvre est d’une grande im. of a great importance in the develop- portance. ment of an atomic theory. BS. Their work is of great importance. Son importance est grande. ES. Its importance is great. 20. Leurs travaux en commun donnent la premiére description adéquate du radium. 20. Their work (efforts) in common gives | 21. Ma théorie personelle est essentielle- the first adequate description of ment différente. radium. 21. My personal theory is essentially dif- | 22. Nos conclusions sur ce point sont es- ferent. sentiellement vraies. 22. Our conclusions on this point are es- | 23. L'oeuvre de Cook est vraiment es- sentially true. sentielle. 23. Cook’s work is truly essential. 24. Vos conclusions sont nécessairement vraies. 24. Your conclusions are necessarily true. | 25. Votre collaboration est vraiment néces- 25. Your collaboration is truly necessary. 24. Master the new vocabulary in this section before continuing. Irregular Plurals for Nouns and Adjectives 1. Most French nouns form the plural by adding an s: le service, les services Laccomplissement, les accomplisse- ments the services the accomplishments52 IRREGULAR PLURALS FOR NOUNS AND ADJECTIVES $24 2. Nouns ending in -s, —x, or —z in the singular have the same form for the plural. In this case, you must consult the accompanying article to deter- mine the number: le pays (che country) le choix (the choice) le gaz (the gas) les pays (che countries) les choix (the choices) les gaz (the gases) 3. Some nouns have irregular plural endings. The ending —aux indicates the plural of nouns ending in ~au and —al: le niveau (the level) Vanimal (the animal) le journal (the newspaper) Jes niveaux (che levels) les animaux (the animals) les journaux (the newspapers) 4. —aux is also the masculine plural ending for adjectives ending in —au and —al: le nouveau pays les nouveaux pays élément principal les éléments principaux READING PREPARATION INSTRUCTIONS: the new country the new countries the principal element the principal elements As you read through these phrases, notice the cognate pattern between English and French. Continue t0 mark the words which you do not immediately recognize. 1. Cum) égal= (an) equat Dans une démocratie les hommes sont considérés comme égaux. 1. In a democracy, men are considered | 2. Les deux théories (f) sont d'une im- as equals. portance égale. 2. The two theories are of equal impor- | 3. Beaucoup de nos intéréts nationaux tance. sont commerciaux. 3. Many of our national interests are | 4. um rapport=a relation commercial. Les rapports généraux entre les deux pays sont amicaux. (Are the countries friends or ene- mies?) 4. friends 5. Les rapports généraux entre les deux ‘The general relations between the two countries are amicable. nations restent normaux.TESTING EXERCISE 53 ‘The general relations between the two | 6. un bureau=an office nations remain normal. Les fonctionnaires travaillent dans les bureaux gouvernementaux. (What is one called who works in a governmental office?) a civil servant (or bureaucrat) 7. Dans les cas spéciaux, nous avons be- Civil servants work in the governmen- soin de solutions spéciales. tal offices. In special cases we need special solu. | 8. le mal—evil, misfortune tions. ‘La faim et la pauvreté sont parmi les grands maux de la société. 8. Hunger and poverty are among the | 9. Ces maux semblent exister dans tou- great evils of society. tes les sociétés. 9. These evils seem to exist in all soci: |10. Ces maux influent souvent sur les rap- cties ports internationaux. (noun =Vinfluence; verb=influer sur) 10. These evils often influence (or have an influence upon) international rela- tions. TESTING EXERCISE ENSTRUCTION! Are you ready to go on? Do the following testing exercise, choosing the answer which makes the sentence grommatically correct or which best expresses the mean- ing of the underlined word. Circle any that you miss and review the indicated sections before continuing. 1. Beaucoup de théories A.ont Best’ €. sont intenables. D. étes ié In French “his mother” would be expressed as, “ 6) A.sommére 8.samére C.ma mére__. ton mére - B 3. Les cométes sont trés intéressantes—leurs orbites semblent capricieuses. (23) A.its p.their c. your. his 3B 4 suis reconnaissant de vos efforts. (23) aye 3. c.¥s », Vous 4.A 5. IL est totalement impossible de construire le barrage. Le projet comporte a6) _____ difficultés. A.tropde B.peude ¢.moinsde__. trés S.A 6. On abandonne sa théorie— elle est solide. (20) A-bien 8.peu C. tant. plusieurs,54 READING PASSAGE 6.B + On accepte généralement la théorie de Moore sur les frais de production— (21) il présente______évidence. A.un peud’ 8. assezd’ c. moins d’_—_. peu d?” 7.B 8. Les corps célestes obéissent A des lois naturelles. (20) A.ofthe 8.tothe ¢.atsome _. omitted in translation 9. Is parlent souvent de leur voyage en Espagne. (22) A.our B.your c.his _ . their 9. D 10. Le professeur Charat confirme les résultats de nos expériences. (23) Avour m.your G.their pv. my 10. A 11, On n’accepte pas la théorie ptolémaique—sa hase est peu solide. (23) A.seldom accepts 8. accepts c. does not accept _. advocates WL ag) READING PASSAGE insrRUCTIONS: Read through the following discussion of an economic theory of value. Then answer the questions at the end. Do the same for the subsequent passage also. Sur Vorigine de la valeur Résumé d'un sujet traité par Gaétan Pirou, Les Théories de Céquilibre économique; L. Walras et V. Pareto. Paris, 1938. (F. Loviton & Cie) Selon des théoriciens anglais, la valeur a sa cause dans la production. Cette théorie de la valeur comporte deux variantes: (1) le travail fonde la valeur; (2) ensemble * des frais de production, l'ensemble des services produc:ifs fondent la valeur. 5 Deux observations d’Auguste Walras sur la variante “travail” sont assez pertinentes. En premier lieu, il note qu’il y a des choses qui ont une valeur et qui ne coatent pas de travail. Par exemple, les fruits spontanés de la terre, tels que* les arbres, les plantes, les animaux sauvages, la terre ou le sol cultivable sont des choses qui 30 ont certainement une valeur. Néanmoins, elles ne sont pas les produits du travail. Tl est donc impossible de trouver Vorigine de la valeur seulement dans le travail ou dans les frais de production. Le travail n’est donc pas la source ni * la cause de la valeur, puisqu’ * il y a des choses qui ont une valeur et qui ne nécessitent pas de travail 1s En deuxiéme lieu, si on dit que“ la valeur a sa cause dans le travail, on 1 the entirety 3 suck as 5S since 2 in the first place 4 nor 6 if one says thatREADING PASSAGE 55 n’explique toujours pas pourquoi ® le travail a une valeur. Quelle * est Ia cause de la valeur du travail? Sur ce point, néanmoins, l'argumentation @’ Auguste Walras semble avoir un peu moins de force. 2. What are the two variants of the theory in question (paragraph #1) ? 2 What is the first observation made by Auguste Walras (paragraph #2)? 3. What examples does he give (paragraph #3) ? 4 What is the second observation he makes (paragraph #5)? 5. What reservation does the author have concerning the reasoning of Walras? Les Cométes Compte rendu d’un sujet traité par Rudaux et Vaucouleurs, Astronomie: Les Astres, CUnivers, Paris, 1948. (Larousse, Editeur) Les cométes offrent un spectacle singulier et étrange, mais leur origine et leur nature restent peu connues. Ces corps obéissent ' néanmoins A des lois naturelles. En vertu de® ces lois, les cométes décrivent des orbites trés elliptiques. Si leurs courses semblent capricieuses, c’est seulement en 5 conséquence d’orientations diverses et trés changeantes par rapport & nous.” L’action du soleil modifie notablement l’aspect des cométes au‘ cours de leur déplacement.® Leur changement * d’aspect est aussi imputable 4 des effets de perspective variable. How much is known about the origin and nature of comets? What governs their movements? Do their courses seem erratic or stable? Why? ‘What two factors influence the appearance of comets? Le Météorographe daprés Le Grand Dictionnaire Universel P. Larousse Un météorographe est un appareil qui enregistre automatiquement les phénoménes appréciables de“ l’atmosphére, et qui sont Vobjet de la météorologie. Les principaux appareils de ce genre* sont celui? de M. Salleron et celui du Pére Secchi, directeur de Pobservatoire du Collége 5 romain, & Rome. Le météorographe de M. Salleron, @ Ecole d’agriculture de Grignon, différe de Vappareil du Pére Secchi par le mécanisme et par absence de toute indication relative A la température. 7 why & what 1 obey B in relation to us 5S movement 2 by virtue of 4 inthe 6 change I this kind 2 the oneREADING PASSAGE What is a météorographe? Should romain be translated as Catholic or Roman? ‘What part of the context gives you the answer? What is the difference between the two instruments mentioned?Chapter Four 25. Present tense of ~ir verbs 26. Present tense of —re verbs 27. Past participles—formation 28. Past indefinite tense—avoir verbs 29. Past participles used as adjectives 30. Past participles in dependent statements ssview: Immediate recognition of new vocabulary comes only after numerous encounters. Ge back over the circled words in Chapters Two and Three before going on to the material i= Chapter Four. 25. Present Tense of —ir Verbs 1. The following endings are those of the present tense of regular —ir verbs: —is, —is, —it, —issons, —issez, —issent. finir to finish je finis tu finis il finie nous finissons vous finissez ils finissent I finish, am finishing, do finish you finish, are finishing, do finish he finishes, is finishing, does finish we finish, are finishing, do finish you finish, are finishing, do finish they finish, are finishing, do finish 2. Remember that the present tense in French has three possible meanings which are expressed in English by three different forms, as above. BEADING PREPARATION esstauctions: Many of the following phrases are drawn from previous reading passages <==d from the reading passage at the end of this chapter. Read the French and try to express Gs meaning. Refer to the English only to verify your first attempt. S7We always obey the Jaws of our coun- try. The experiments of Bruno establish the soundness of his theory. 58 PRESENT TENSE OF —IR VERBS $25 1 ablissez (1) nous (2) ils (3) vous (3) vous établissez 2. obéissent G) je (2) tw (3) vous (4) elles (4) elles obéissent 3. obéis @F @ a ©) ils Q) Pobéis 4. Les cométes obéissent & des lois naturelles. 4. Comets obey natural laws. 5. Le soleil obéit a des lois naturelles. (Are your circling unfamiliar words?) 5. The sun obeys natural laws. 6. Nous obéissons toujours aux lois de notre pays. Les expériences de Bruno établissent Ja solidité de sa théorie. Ja lumiére =light La lumiére joue parfois un assez grand réle dans les transformations chimi- ques. 8. Light sometimes plays quite a large | 9. agir—to act role in chemical transformations. Elle agit parfois comme agent chimi- que. 9. It sometimes acts as a chemical agent. | 10. la puissance = power La lumiére agit comme puissance chimique. 10. Light acts as a chemical power. 11. La lumiére agit parfois comme un puissant agent chimique. (Puissant is an adjective or a noun?) LL. adjective . 12. Elle fournit de Vénergie aux trans. Light sometimes acts as a powerful formations chintiques. chemical agent. 22. It (light) furnishes energy for chemi- | 13. Veau (f.) =water eal changes. La lumiére ct Teau agissent comme puissances chimiques. 13. Light and water act as chemical | 14. Elles fournissent des éléments néces- powers (agents). saires 4 la plante. 14. They furnish elements necessary tothe | 15. réussir a=so succeed in plant. Personnellement, je ne réussis pas &PRESENT TENSE OF -RE VERBS 59 définir le réle de la lumiére et de l'eau dans cette transformation. 15. Personally, I do not succeed in defin- | 16. Le professeur Mesnard réussit brillam- ing the role of light and water in this ment A définir le réle de la Iumiére. transformation. (If you said, “I am (is the result of his efforts doubtful or not successful,” your translation is still certain?) correct.) 16. certain 17. DVétablit brillamment. Professor Mesnard succeeds brilliantly (To which word in #16 does P in defining the role of light. refer?) 27. Ie réle 18. Vous ne réussissez pas A établir solide- He establishes it brilliantly. ment vos conclusions. ES. You do not succeed in establishing | 19. Par la solidité de vos expériences, vous your conclusions solidly. établissez fermement vos conclusions. (Are the conclusions doubtful or cer- tain?) 29. certain By the soundness of your experiments, you firmly establish your conclusions. Present Tense of —re Verbs 1. 8, —8, —, —ons, —ez, —ent. permettre je permets tu permets il permet nous permettons vous permettes ils permettent 2. partir je pars tu pars Reread the phrases which you circled. When you can recognize the meaning of each of them, go on to the next section. ‘The present tense of most —re verbs is indicated by the following endings: to permit I permit, am permitting, do permit you permit, etc. he permits, etc. we permit, etc. you permit, etc. they permit, etc. A number of —ir verbs also take this ending: to leave I leave, am leaving, do leave you Leave, etc.PRESENT TENSE OF —RE VERBS il part nous partons yous partes ils partent §26 he leaves, etc. we leave, ete. you Leave, etc. they leave, etc. Notice that the stem for the singular forms is irregular. READING PREPARATION INSTRUCTIONS: their meaning: Read the following phrases based upon the reading passage and express After you have finished the exercise, reread the ones you have circled until you can recognize their meanings without looking at the English. Je pars dans quelques moments. 1. [am leaving in a few moments. 2. Vous partez sans doute dans quelques heures. 2. You are no doubt leaving in a few | 3. Tu pars sans doute dans quelques hours. heures. (Is this sentence translated in the same way as the preceding one?) 3. Yes—tu and vous are both translated une fleur=a flower as you. Dans son étude Vauteur parle de la transformation des substances odorantes des fleurs. 4. In his study the author speaks of the | 5. La transformation et la destruction transformation of the scents (odorif- des substances odorantes des fleurs erous substances) of flowers. dépendent de l'action de la lumiére et de eau. 5. The transformation and destruction of L’auteur tend a attribuer 4 Ja Iumiére the scents of the flowers depend on the ct non pas & Voxygéne le réle principal action of light and water. dans cette transformation. 6. The author tends to attribute the prétendre—to maintain, to claim principal role in this transformation D’autres botanistes prétendent le con- to light and not to oxygen. traire. 7. Other botanists maintain the contrary. la pression=pressure Ce dégagement est imputable a la pression de Veau. 8. This emission is attributable to the | 9. L’auteur prétend prouver influence pressure of water. de la lumiére sur la pression de l'eau.$26 PRESENT TENSE OF —RE VERBS 6L 9. The author claims to prove the influ- | 10. le parfum=the scene ence of light on the water pressure. dégager—to give off, to emit La plupart des fieurs tendent & dégager leurs parfums. BO. Most flowers tend to give off (emit) | 11. Lintensité du parfum des fleurs their scents. dépend toujours de Vaction de la Jumiére et de Veau. BI. The intensity of the scents of flowers | 12. au dehors—to the outside, outward always depends on the action of light La pression de l'eau tend 4 refouler au and water. dehors les parfums de la plante. (Refouler must mean ____) B2_ expulse, push toward, or equivalent 13. L’action de la lumiére combat cette The pressure of the water tends to tendance. cause the emission of the scents of the plant. 23. The action of light opposes this tend- | 14. cependant=however eney. Cependant, la vérité de cette théorie dépend de la solidité de nos expé- riences. B4. However, the truth of this theory de- | 15. Cependant, les résultats de mes ex- pends on the soundness of our experi- périences tendent A établir la vérité ments. de cette hypothése. (Who performed the experiments?) BS. Idid (mes) 16. Les expériences de M. Mesnard However, the results of my experi- tendent, cependant, a contredire les ments tend to establish the truth of conclusions de ses prédécesseurs. this hypothesis. (Does he oppose or agree with his predecessors?) BG. He opposes their conclusions. 17. Bien des savants prétendent le con- The experiments of M. Mesnard tend traire, to contradict the conclusions of his predecessors. ET. Many scientists claim (maintain) the | 18. connaitre=to know contrary. Peu de botanistes connaissent cette théorie. 18. Few botanists know of this theory. 19. Nous ne connaissons toujours pas cette théorie. E9. We still don’t know this theory. 20. Quelques botanistes combattent cette théorie.62 PAST PARTICIPLES—-FORMATION $27 20. A few botanists oppose this theory. 21. reconnaitre=ro realize, to recognize Plusieurs des confréres de M. Mesnard reconnaissent la vérité de son hypothése. 21. Several of the colleagues of Mr. | 22. Je connais cette théorie en général, Mesnard recognize the truth of his mais elle este obscure dans les hypothesis. détails. 22. I know this theory in general, but it | 23. Je ne la connais pas dans Tes détails remains obscure in the details. 23. I do not know it in detail. 24. Si vous ne reconnaissez pas les verbes, vous ne les connaissez pas. 24. If you do not recognize the verbs, you do not know them. 27. Past Participles—Formation 1. endings attached to the stem: INFINITIVE er verbs donner to give trouver to find montrer to show exposer to disclose —ir verbs finir to finish agic to act accomplir to accomplish réussir to succeed. =re verbs descendre to descend dépendre to depend vendre to sell 2. this pattern. Examples are: The past participles of regular verbs are identified by the following PAST PARTICIPLE donné given trouvé found montré shown exposé disclosed fini finished agi acted accompli accomplished rénssi succeeded descendu — descended dépendu depended vendu sold In addition, there are many verbs whose past participles do not follow$238 PAST INDEFINITE TENSE—AVOIR VERBS 63 INFINITIVE PAST PARTICIPLE étre to be ete been avoir to have eu had découvrir to discover découvert discovered connaitre to know connu known produire 20 produce produit produced écrire to write écrit written Past participles will be given with each new irregular verb or set of verbs. It is very important to memorize them, because they frequently occur as adjectives, nouns and indicators of time. Past Indefinite Tense—avoir Verbs 1. The combination of the helping verbs avoir or étre with the past participle indicates past time. 2. This tense has two different meanings in French: (1) action which took place at a past moment which is neither specified nor implied—e.g., “I have finished my work,” or (2) action which took place at a specified or implied moment—e.g., “I finished my work (last night).” The meaning of this tense is therefore expressed in English by either of the above forms, according to the context: ils ont été they were, they have been elles ont ew they had, they have had Vai donné J gave, I have given elle a fini she finished, she has finished nous avons agi we acted, we have acted vous avez trouvé you found, you have found READING PREPARATION cNSTRUCTIONS: Cover the English with your card and give the possible renderings of the following phrases. Whenever you meet an unfamiliar word, put a circle around it. 1. They were, they have been . . - 2. 2. A. Is ont été... Is ont eu . They had, they have had 3. lade...examples of this phenomenon. (Notice that il y a eu is the past indefinite of il y a.) 64 PAST INDEFINITE TENSE—AVOIR VERBS $28 3. He was, he has been . . . | & tyeeu..- 4. There were (was), there have (has) | 5. J’aiconnu... been... 5. knew, [have known . . - 6. J'ai reconnu . . - 7 6. I recognized, I have recognized... | 7. Onatrouvé.. - 7. One found, one has found . . . 8. Elleareconnu... &. She recognized, she has recognized... | 9. Jairéussi .. 9. I succeeded, I have succeeded . . - 10. TMasemblé. . . 10. He (it) seemed, has seemed . . | 11. Nous avons obéi . . . 11. We obeyed, have obeyed - 12. Elleasemblé . . . 12. She (it) seemed, has seemed . - - Now read the following sentences for meaning in the context. | 13. ci-dessus=above | Nous avons parlé ci-dessus de quelques | phénoménes botaniques. 13. We have spoken above of a few bo- | 14. Nous n’avons pas fini de parler de ce tanical phenomena. | sujet, 14, We have not finished speaking of this |15. Dans les expériences ci-dessus Ia subject. lumiére a agi comme puissance chimi- (Notice that here the infinitive— que. parler—is translated by an English present participle.) 15. In the above experiments light acted |16. montrer=co show as a chemical agent. Par cette série d’expériences V’auteur @ montré V'influence de la lumiére sur a le dégagement des parfums. 16. By this series of experiments the |17. éclairer=to enlighten, to cast light author has shown the influence of light | Tl a bien réussi a éclairer la question. on the discharge of fragrances. | 17. He (has) succeeded very well in cast- | 18. Cependant, il n’y a pas eu beaucoup ing light on the question. d’exemples de ce phénoméne. 18. However, there have not been many |19. Ce fait n’a pas toujours été connu.$23 PAST INDEFINITE TENSE—AVOIR VERBS 65 BS. This fact has not always been known. | 20. Cependant, je n'ai pas été toujours au courant des développements dans ce domaine. BO. However, I have not always been up to | 21. Vous n’avez pas toujours été d’accord date with the developments in this avec cette hypothése, peut-étre. field. 22. You have not always been in agree- | 22. Ses raisons ont été bien convaincantes. ment with this hypothesis, perhaps. 22. His reasons were very convincing. 23. Il a donné des raisons peu convain- cantes. =3. He gave some unconvincing reasons. 24, On n’a pas toujours reconnu la vérité de la théorie. Bt One has not always recognized the | 25. exposer=to exhibit, to set forth truth of the theory. Le 20 septembre, M. Dupont a exposé ses découvertes & PAcadémie. On September 20, Mr. Dupont ex- son sujet. hibited his discoveries to the Academy. 26. He treated his subject well. 27. expliquer=to explain Il a trés bien expliqué son point de vue. 27. He explained his point of view very | 28. Il a exposé son point de vue. well. 2B. He set forth his point of view. 29. dernier =last Pendant sa derniére expédition, il a trouvé une lampe préhistorique dans une grotte. 29. During his last expedition he found a | 30. Tl a découvert cette grotte pendant sa prehistoric lamp in a cave (grotto). derniére expédition. BO. He discovered this cave during his last | 31. Ti a découvert plusieurs objets pré- expedition. historiques. BI. He discovered several prehistoric ob- | 32. laisser=to leave jects. La combustion d’une matiére d'origine animal a laissé quelques traces dans cette lampe. 32. The combustion of a material of ani- | 33. gras=/at, fatty mal origin (has) left a few traces in this lamp. ‘On a sans doute utilisé une substance grasse dans Ja lampe-66 PAST PARTICIPLES USED AS ADJECTIVES $29 33. They no doubt utilized a fatty sub- | 34. pour=for, in order to stance in the lamp. Tis ont peut-étre utilisé cette lampe pour éclairer Ia grotte. 34, They perhaps utilized this lamp to | 35. moir=dlack light the cave. La combustion a laissé une substance noire dans la lampe. 35. The combustion (has) left a black sub- | 36. J’ai reconnu la composition de cette stance in the lamp. matiére noire par une analyse chimi- que. 36. I recognized the composition of this | 37. Il a montré des objets préhistoriques. black material by (means of) a chemi- cal analysis. 37. He showed some prehistoric objects. | 38. Illes a montrés. 38. He showed them. 39. un confrére=a colleague Tl a eu Vaudace de contredire ses con- fréres. 39. He had the audacity to contradict his | 40. Ila eu l'audace de les contredire. colleagues. 40. He had the audacity to contradict | 41. accueillir=to receive them. Us ont accueilli son exposé avec peu denthousiasme. 41. They received his talk (account) with 29. little enthusiasm. Past Participles Used as Adjectives L Past participles supply many of the adjective forms in French. In such cases they agree in gender and number with the noun they are modifying by adding an —e for the feminine singular, —s for the masculine plural, and —es for the feminine plural: Ia parlé de quelques phénoménes isolé: Il a utilisé une substance enrichie. Ce sont des idées (f.) developpées par ses prédécesseurs. 2. the verb in English: He spoke of a few isolated phenomena. He used an enriched substance. They are ideas developed by his prede- When the past participle is part of an elliptical expression, it appears after$29 PAST PARTICIPLES USED AS ADJECTIVES C'est une expérience perfectionnée par le professeur Charrat. Crest un gaz isolé par Pradel. BEADING PREPARATION \@rsTRUCTIONS: 67 It is an experiment (which has been) perjected by Professor Charrat. It is a gas (which has been) isolated by Pradel. In the following phrases and sentences, past participles are used as adjec- wes. Cover the left hand column with your card and give the meanings of the phrases. 1. M1 a utilisé une méthode récente developpée par le professeur Bouvier. 1. He (has) used a recent method de- | 2. déerire=so describe veloped by Professor Bouvier. Il a décrit des expériences perfection- nées par M. Ribaudet. 2. He described some experiments per- | 3. C’est une lecon compliquée par fected by Mr. Ribaudet. Yabondance des matiéres. (Notice that the past participle of déerire does not end in —u but in it.) 3. It is a lesson complicated by the écrire=to write abundance of the material. Tl a écrit un ouvrage accueilli avec beaucoup de faveur. 4. He wrote (has written) a work re- | 5. Ila décrit des entreprises industrielles ceived with much favor. encouragées. par une exemption dimpots. 3. He (has) described industrial enter- Ml écrit sur la plupart des problémes prises encouraged by an exemption posés par la science. from taxes. 6. He writes about (on) the majority of Tl a montré une lampe préhistorique the problems posed by nee. He showed (has shown) a prehistoric lamp found in the cave of La Mouthe. He (has) described a black material trouyée dans la grote de La Mouthe. Il a décrit une matiére noire constituée par une substance charbonneuse- 8. IL a montré des matiéres laissées par made up of a carbonaceous substance. la combustion. 9. He showed (has shown) some sub- |10. Il a décrit une matiére grasse utilisée stances left by combustion. pour éclairer la grotte. 10. He (has) described a fatty substance |11. Il a analysé les résidus laissés par la utilized to light the cave. combustion.PAST PARTICIPLES IN DEPENDENT STATEMENTS $30 21. He (has) analyzed the residues left by |12. Il a écrit un exposé sur une lampe combustion. préhistorique découverte dans la grote 12. He wrote (has written) an account of |13. Son ouvrage traite de Vaction com- @ prehistoric lamp discovered in the binée de la lumiére et de Peau. 13. His work treats the combined action |14. Il écrit actuellement sur ’action of light and water. mécanique exereée par la lumiére. (Actuellement tells you that éerit is to be translated as—writes/is writ- ing.) 14, He is presently writing on the me- | 15. une cellule=a cell chanical action exerted by light. Les cellules contiennent de l’eau. 15. The cells contain water. 16. Il parle de Veau contenue dans les cellules. 16. He speaks of the water contained in | 17. [1 a décrit les parfums contenus dans the cells, Pépiderme de Ja plante. 17. He (has) described the scents con- |18. La pression de eau dans les cellules tained in the epidermus of the plant. tend a refouler au dehors les parfums contenus dans I’épiderme de la plante. 18. The pressure of water in the cells |19. Le dégagement du parfum des plantes tends to cause the emission of the dépend de Vaction combinée de la odors contained in the epidermis of lumiére et de "eau. the plant. 19. The release of odors from plants de- ‘When you can read all of the above pends upen the combined action of phrases readily, go on to the next light and water. section. 30. Past Participles in Dependent Statements 1. Past participles are often used to introduce dependent statements. In this case, you must look to the following clause to find the subject: Trouvée dans une grotte, la lampe offre un grand que. Eerit par un auteur célébre, livre est bien connu. intérét histori- le Having been found in a cave, the lamp offers a great historical interest. Having been written by a famous au- thor, the book is well known.PAST PARTICIPLES IN DEPENDENT STATEMENTS 2. Notice in the above examples that translated by the English past participle. as the situation requires. BEADING PREPARATION 69 the French past participle may be . or by having been+ past participle, westauctions: Read the French and try to express its meaning. Refer to the English only me verify your first attempt. 1. Trouvée dans une grotte, la lampe révéle beaucoup sur la vie préhistori- que. Having been found in a cave, the lamp | 2. Trouvés dans une grotte, ces objets reveals much about prehistoric life. sont révélateurs de la vie préhistori- que. Having been found in a cave, these | 3. Montrée aux membres de I’Académie, objects are revealing of prehistoric elle a été l'objet d'une grande curiosité. life. 3. Having been shown to the members of | 4. Laissées par a combustion, ces the Academy, it has been the object of matiéres noires révélent distinctement a great curiosity. leur origine. 4 Left by combustion, these black ma- | 5. Reconnue pour authentique, la lampe terials distinctly reveal their origin. est d’une grande valeur historique. S. Recognized as authentic, the lamp is of | 6. Utilisée pour I'éclairage de la grotte, great historical value. Ja lampe est recouverte d’une matiére noire. (Which makes more sense in the con- text?—covered with/recovered with) 6. Having been used for the lighting of | 7. Perfectionnée par le professeur Bou- the cave, the lamp is covered with a vier, cette méthode est trés utile. black substance. 0 utilize, to use) ) Having been perfected by Professor | 8. Ecrit par un savant célébre, le livre Bouvier, this method is very useful. Having been written by a famous scholar, the book is very useful. est trés utile. Ecrit par un auteur savant, le livre est bien utile. (Here savant is an adjective describ- ing auteur. Savant must mean70 PAST PARTICIPLES IN DEPENDENT 9. scholarly, or Learned Having been written by a learned au- thor, the book is very useful. STATEMENTS § 30 After you have mastered the material above, go on to the next section. VOCABULARY DEVELOPMENT INSTRUCTIONS: Since many past participles may be used as nouns, you may increase your vocabulary rapidly by learning to recognize them as such. Give the meaning of the following past participles. 1. donner =o give Les données du probléme sont claires. the givens (or data) durer=to last D’habitude, Ia durée de 1a séance n’est pas longue- 2. the duration entrer =o enter On a applaudi entrée du président. 3. the entry voir =o see Cette vue sur Vocéan est impression- nante. résumer=to summarize Le résumé de son discours a été trés intéressant. 5. the summary produire =to produce Les arbres ne sont pas des produits du travail. products contenir=to contain Le livre est beau, mais son contenu est médiocre. contents fumer=to smoke La fumée a couvert la ville. the smoke TESTING EXERCISES INSTRUCTIONS: Cover the left-hand column with your card, and in the right-hand column mark the answer which makes the sentence grammatically correct or which makes the bestREADING PASSAGES 1 sense in the context. Then verify your answers by consulting the left-hand side of the page. ff you miss any questions, review the section indicated before going on to the reading. 1. —____agissent comme puissances chimiques. 4D B.Nous c. Vous. Elles. 1.D 2. La pression de Peau _________ & dégager le parfum des plantes. (23) A.tend B.trouve c.connais p. vend M. Ricanier a_____ ses découvertes devant l’Académie. (26) Avexposer B. expose GC. eXDOSE _D. exPosez Jai enfin _______& trouver la réponse. A.réussissais .réussi c. réussir —_. réussis Tl a __________ Yandace de contredire son professeur. A.été B.eu CG. accueilli__ . fini C'est une thése ____________________m__ par nos prédécesseurs. 4. développer B. développeur _¢. déyeloppant _. développée Par une analyse chimique, on a mesuré Je ________ physique de Ia lampe. A.contient B.contenu C. contenant _. contenir Cependant, il n’a pas établi 1a valeur de ses expériences. A.Moreover 2. Therefore ¢. However __v.. Also leary De- welopment Section) 3.C ‘The past participle of dépendre is ___. General A.dépendi s.dépendu ¢. dépendé —_v. dépend vecabu- lary 9. B 10. The past participle of éerire is (26) A.éerit .écru ¢. éérié—. écri 10. A (26) READING PASSAGES sxstrucTioNs: The following passages are representative of the type of French found in iearned journals. Read the following passages and write out the answers to the questions. cle any unfamiliar words for future review.72 wn! READING PASSAGES Une lampe préhistorique ~ Résumé d'une note intitulée “Sur une lampe pré- historique, trouvée dans Ia grotte de La Mouthe” dans Comptes rendus de Académie des Sciences, vol. 133, page 666. Dans la séance du 20 septembre, M. Riviére a exposé 4 VY Académie quelques découvertes faites * dans la grotte de La Mouthe. Entre autres objets il a montré une lampe préhistorique ereusée dans un galet de grés rouge.? La face interne est recouverte d’une matiére noire. M. Berthelot, chimiste bien connu, a fait une analyse chimique de cette matiére. Laissée par la combustion, elle est constituée par une substance charbonneuse, et elle contient des composés fixes. Ces résidus charbonneux ressemblent aux matiéres laissées par la combustion d'une matiére grasse d'origine animale. C’est probablement une matiére de ce genre* qui a été utilisée pour 0 Péclairage de la grotte. What did Mr. Riviére show to the Academy other than the lamp? What did the lamp look like? What kind of material coated it? Where did this material come from? What was it used for? Influence de la lumiére et de eau Note de M. Eugéne Mesnard, “Sur Vaction combinée de la lumigre et de eau dans le dégagement du parfum des plantes", dans Compies. rendus de Académie des Sciences, tome 122, p. 493. En résumé, c’est la lumiére et non pas Voxygéne, comme on Va prétendu,’ qui est la principale cause de transformation et de destruction des substances odorantes; mais ces deux agents semblent, dans beaucoup de circonstances, combiner leurs efforts. L’action de la lumiére se fait sentir de * deux maniéres différentes: d'une part,’ elle agit comme puissance chimique capable de fournir de Vénergie A toutes* les transformations des produits odorants: d’autre part,’ elle exerce une action mécanique qui joue un réle important dans la biologie générale des plantes, et cette propriété explique, en somme.° le mode de dégagement périodique des parfums des fleurs. L’intensité du parfum @une fleur dépend, en effet,” de l'équilibre qui s’établit,* A toute heure de la journée, entre la pression de eau dans les cellules, qui tend 4 refouler au dehors les parfums contenus dans lépiderme, et Faction de la lumiére qui made 2 hollowed out in a piece of 3B this kind red sandstone all T in fact on the other hand B is established ‘as has been’ claimed makes itself felt in on the one hand omeREADING PASSAGES 73 combat cette turgescence. Toute la physiologie des plantes & parfums découle 15 de cette simple notion. On s’explique ainsi pourquoi,® dans les contrées de ’Orient, les fleurs sont moins odoriférantes que *® dans nos contrées . . - on s’explique aussi pourquoi la végétation générale dans l’Orient est épineuse et squelettique: il y a, dans ces contrées, trop de lumiére et pas * assez d’cau. 1. What is the chief agent in the transformation of fragrances in flowers? 2. What is the effect of light on a plant? 3. What is the effect of the water in the cells? 4. How do the flowers in European countries differ from those in Oriental countries? 5. What is the cause of these differences? 9 thus, why 10 than 11 notChapter Five review: Language learning is a cumulative process. previous sentence forms and vocabulary before going on to new material. 32. 32. 33. 34, 35. 36. 37. Past indefinite of etre verbs Irregular verbs pouvoir and vouloir Que as a conjunction Que as a relative pronoun Qui as @ relative pronoun Inversion of subject and verb following que Verbs followed by avoir (&tre) + past participle or by an infinitive Be sure that you have mastered Review the items you circled in Chapters Three and Four before going on to Chapter Five. 31. Past Indefinite of etre Verbs 1. The following verbs form the past indefinite tense with tre instead of avoir. Their meanings are expressed in English by have (has) +past participle or by the English simple past (but see naitre, below) : arriver je suis arrivé partir tu es parti aller il est allé venir je suis venu entrer elle est entrée sortir elles sont sorties monter nous sommes montés descendre nous sommes descendues tomber yous étes tombées mourir ils sont morts rester elles sont restées 74, J arrived, I have arrived you left, have left he went, has gone I came, I have come she came in, has come in they (f.) went out, have gone out we (m. pl.) went up, have gone up we (f. pl.) came down, have come down you (f. pl.) fell, have fallen they died, they have died they (f. pl.) remained, have remained$31 PAST INDEFINITE OF ETRE VERBS 15 retourner _je suis retourné I went back, have gone back naitre vous étes nés you (m. pl.) were born 2. When these verbs are conjugated with tre, you will notice that the ending of the past participle always changes to agree in gender and number with the subject. This ending helps you to identify the subject but it makes no difference to the meaning. 3. Compounds of the above verbs are also conjugated with étre: rentrer to re-enter, to go back, to return home revenir to come back devenir to become 4. Apparaitre (to appear) and disparaitre (to disappear) are conjugated with étre or avoir, according to whether one is emphasizing the state or the action READING PREPARATION mestRucTIONS: Practice recall of the meanings of these intransitive verbs. Look at the English only to verify your surmises. Give both possible meanings. 1. Je suis arrive, 1. arrived (have arrived) - 2. Elle est entrée. 2. She came in (has come in). 3. Elle eat sortie. 7 3. She went out (has gone out). ‘4. Hs sont entrés. 4. They came in (have come in). 5. Vous étes venu. S. You came (have come). 6. Je suis sorti. : ‘6. I went out (have gone out). 7. Elles sont venues. | 7. They came (have come). 8. aller en ville=so go to town. i Je suis allé en ville. | S_Twent (have gone) to town. 9. Tis sont allés en ville. b 3._They went (have gone) to town. 10. Is sont sans doute partis. [BB They no doubt left (have left). 11. Elles sont done restées. fi§R. They therefore remained (have re- | 12. Gependant, nous sommes partis. mained). ~~76 PAST INDEFINITE OF ETRE VERBS $31 12. However, we left (have left). 13. Il est néanmoins parti. 13. He nonetheless left (has left). 14. Elle est done venue. 14. She therefore came (has come). 15. D'ailleurs, elle est restée. 15. Moreover, she remained (has re- 16. Nous sommes tombés. mained). 16. We fell (have fallen). 17. Heureusement= fortunately Heureusement, il n’est pas ombé. 17. Fortunately, he did not fall. 18. Je suis rentré pendant V'aprés-midi. 18. I came back during the afternoon. 19. Heureusement, je ne suis pas rentré le matin. 19. Fortunately, I did not come back in | 20. Tl est retourné pendant la nuit. the morning. 20. He went back (has gone back) during | 21. yers=toward the night. Vers la fin, son exposé est devenu obscur. (fin x commencement) 21. Toward the end his talk became ob- | 22. malheureusement x heureuse- scure, ment Malheureusement, il n’est pas retourné. 22. Unfortunately, he did not go back | 28. Malheureusement, il a essayé de (hasn’t gone back). diriger ses remarques vers la politique. 23. Unfortunately, he tried to steer his | 24, Il est arrivé difficilement & la matiére remarks toward politics. centrale de son exposé. (Notice that an English plural is needed to translate a French singu- Jar.) 24, He arrived with diticulty at the main | 25. Il a essayé d’arriver a la matiére cen- subject of his talk. trale de son exposé. 25. He tried to arrive at the main subject | 26. Malheureusement, ses auditeurs sont of his talk. restés sceptiques. 26. Unfortunately, his listeners remained | 2.7. Ses auditeurs sont partis vers Ia fin de skeptical. son exposé. 27. His listeners left toward the end of his | 28. Tl a tant parlé que ses auditeurs sont talk. partis vers la fin de son discours.physics gave (have given) birth to several military applications. $31 PAST INDEFINITE OF ETRE VERBS 77 28. He talked so much that his listeners 29. Elle est née riche. left toward the end of his apeech. 29. She was born rich. Elle est morte pauvre. 30. She died poor. 31. M. Berthelot est descendu dans la grotte de La Mouthe pour chercher des objets préhistoriques. 31. Mr. Berthelot descended into the cave 32. Il est devenu célébre par ses re- of La Mouthe in order to look for pre- cherches. historic objects. 32. He became famous by (because of) 33. Bien des savants sont allés dans les his research. contrées orientales pour étudier la végétation générale de ces régions. 33. Many scientists (scholars) have gone 34. la fusée=the rocket into the oriental lands (countries) to Quand la fusée est rentrée dans study the general vegetation of those Vatmosphére, des altérations sont regions. apparues dans sa trajectoire. 34. When the rocket re-entered the atmo- 35. lors de=at the time of, during sphere, some altcrations appeared in Les seules altérations sont apparues its trajectory. Jors de la rentrée dans l'atmosphére. 35. The only alterations appeared at the 36. La fusée a disparu lors de sen entrée time of the re-entry into the atmo- dans Pespace. sphere. 36. The rocket disappeared at the time of 37. La chimie moderne est née de la its entry into space. physique atomique. ST. Modern chemistry was born of atomic 38. La physique atomique a donné nais- physics. sance 4 un nombre considérable (Are you circling unrecognized d’applications techniques. words?) (maitre verb, naissance noun donner naissance & ) BB. to give birth co 39. Les découvertes dans le domaine de la Atomic physics gave (has given) birth physique atomique ont donné naissance to a considerable number of technical 4 plusieurs applications militaires. applications. (BB. The discoveries in the area of atomic 40. & partir de=starting with, from the timne of Les découvertes effectuées & partir de 1930 ont donné naissance A un grand nombre de technologies.78 IRREGULAR VERBS POUVOIR AND VOULOIR §32 40. The discoveries made starting in 1930 41. A partir de 1930, les applications de (or from 1930 on) have given birth la physique atomique sont devenues to a great number of technologies. ‘extrémement nombreuses. 41. Starting in 1930, the applications of Review! Reread the circled words atomic physics became extremely nu- until you know them readily. merous. 32. Irregular Verbs pouvoir (to be able) and vouloir (to want, to desire) 1. Present tense: Povyom vourom je peux (puis) — [can (am able to) je veux I want tu peux you can tu veux you want i peut he can il veut he wants nous pouvons we can nous voulons we want yous pouvez you can vous voulez, you want ils peuvent they can ils veulent they want 2. The past participles are pu and voulu: ila pu he was able to (could) ila youlu he wanted 3. You will often find pouveir and vouloir followed by an infinitive: Nous pouvens partir 4 six heures. We can leave at six o'clock. Nous voulons arriver a six heures. We want to arrive at six o'clock. READING PREPARATION INSTRUCTIONS: Express the meanings of the following phrases, paying special attention to the distinction of tenses. 1. dire=ce say On peut dire . . One can say... 2. Onapudire. ..IRREGULAR VERBS POUVOIR AND VOULOIR 79 2. One was able to (could) say . . - 3. Nous pouvons constater quelques erreurs historiques dans les documents officiels. 3. We can ascertain several historical | 4. au moins=at least errors in the official documents. Vous pouvez établir au moins la possibilité de cette théoric. | 4 You can establish at least the possi | 5. Js peuvent donner au moins deux | bility of this theory. explications de ce phénoméne. I S. They can give at least two explana- | 6. Je peux reconnaitre au moins la possi- } tions of this phenomenon. bilité de ce phénoméne. [pm wee recognize at least the possibility | 7. Le projet peut réussir si vous avez of this phenomenon. assez d’argent. 7. The project can succeed if you have | 8. Nous pouvons avoir raison, mais ce enough money. n’est pas probable. We can be right, but it is not probable. | 9. Vous pouvez produire de bons résultats . si vous avez assez de temps. You can produce good results if you | 10. Tu peux sans doute donner une ex- have enough time. plication de ton absence. BG You can no doubt give an explanation | 11. Nous n’avons pas pu partir & temps. } of your absence. BL. We were not able to leave on time. 12. Des doutes peuvent naitre de la possi- bilité de ce projet. BZ. Doubts can arise (be born) concern- | 13. Elle a au moins pu venir, mais elle ing the possibility of this project. n’a pas pu rester. ES. She was at least able to come, but she | 14. Nous pouvons partir A huit heures si was not able to stay. yous voulez. BS We can leave at cight o'clock if you | 15. Nous voulons partir & huit heures. want to. “2S. We want to leave at eight o'clock. 16. Tl ne veut pas reconnaitre la valeur de votre ouvrage. ES. He will not (does not want to) recog- | 17. Je ne veux pas rester trop longtemps— nize the value of your work. je veux partir A huit heures. 87. I do not want to stay too long—I want | 18. un chat=a car to leave at eight o'clock. griice a—thanks to, because of Grice & ce vol de fusée, on a pu constater les altérations dans la res- piration du chat.QUE AS A CONJUNCTION 833 18. Thanks to this rocket flight, they were | 19. Gr@ce aux besoins militaires, indus- able to notice (ascertain) the altera- tric nucléaire a pu connaitre un tions in the cat’s respiration. développement rapide. 19. Thanks to military needs the nuclear |20. Grace aux découvertes effectuées 4 industry was able to experience partir de 1930, nous avons pu réaliser (know) a rapid development. des progrés considérables. 20. Thanks to the discoveries made in 1930 and after, we were (have been) able to realize considerable progress. (Notice that progrés which is plural in French is translated by the singular in English.) 33. Que as a Conjunction 1. One of the uses of que is to join two independent clauses. As such it is translated as that. On dit que Vexpérience n’a pas réussi. Je proteste que cela nest pas vrai. They say that the experiment did not succeed. J protest that that is not true. READING PREPARATION anstRUETIONS: Continue to circle unfamiliar words and phrases as you read these exercises. 1. On dit qu'un laboratoire frangais a effectué une expérience intéressante en 1963. 1. They say that a French laboratory | 2. le comportement=the bchavior performed an interesting experiment On a youlu mesurer le comportement in 1963. de quelque animal dans l’espace. 2. They wanted to measure the behavior | 3. On a youlu mesurer le comportement of some animal in space. d'un chat dans Vespac 3. They wanted to measure the behavior | 4, Le laboratoire a rapporté que cette of a cat in space. expérience a parfaitement réussi. (rapporté in this context =brought back/reported)by French scientists, that periods of weightlessness do not present great difficulties to the traveler in space. QUE AS A CONJUNCTION 8 4 reported 5. Le laboratoire rapporte qu’on a placé ‘The laboratory reported that this ex- un chat sur une fusée. periment succeeded perfectly. (Was the cat in the rocket or on the rocket?) S. Probably in the rocket, even though | 6. On dit que la fusée a rapporté le chat. sur is usually translated on. (rapporté in this context=reported/ The laboratory reports that they Brought back) placed a cat in a rocket. S. brought back 7. supporter=to endure, to bear, to They say that the rocket brought back tolerate the cat. On a observé que le chat a bien sup- porté les effets de son voyage dan¢ Yespace. They observed that the cat tolerated | 8. voler=to fly the effects of its trip in space well. SB. a fight 9. onstaté que le chat a bien sup: son vol en fusée. ‘They ascertained that the cat endured | 10. au cours de=in the course of (tolerated) its rocket fight well. Au cours de ce vol, on a pu étudier le comportement de V'animal. BO. In the course of this Aight, they were |11. peser=to weigh able to study the behavior of the ani- la pesanteur _ mal. BR. weight 12. On a constaté que le chat a pu sup- porter les périodes de non—pesanteur. B2. They ascertained that the cat was able | 13. voir=co see to tolerate the periods of weightless- On voit que le chat a assez bien sup- ness. porté les périodes de non-pesanteur. BB. We see (one sees) that the cat toler. |14. Nous voyons par cette expérience, ated the periods of weightlessness effectuée par des savants frangais, que quite well. les périodes de non—pesanteur ne pre- (Remember that on may be trans- sentent pas de grandes difficultés pour lated by any of the persons.) le voyageur dans I'espace. E4. We see by this experiment, performed Review the above circled items until they are thoroughly familiar to you. ‘Then go on to the next section.82 QUE AS A RELATIVE PRONOUN $34 34. Que as a Relative Pronoun 1. Que may also join two statements as a relative pronoun. In this case, it becomes the direct object of one of the statements and may be translated as which or whom (or that), according to whether it refers to a person or a thing. Les savants sont partis. Nous The scholars whom (that) we know connaissons ces savants. have left. savants que nous connaissons sont parti TL a exposé ces objets. Hl a He displayed the objects which (that) découvert ces objets.=M a ex- he discovered. posé les objets qu'il a décou- verts. 2. Notice in the above examples that the past participles agree in gender and number with the preceding direct object. The agreement helps you to identify the preceding direct object, but it does not change the meaning. READING PREPARATION INSTRUCTIONS: Continue to read, mark, and review. 1. Lexpérience qu'on a réalisée a donné des résultats trés utiles. 1. The experiment which they performed | 2. um singe—a monkey gave some very useful results. Les savants que nous avons consultés veulent étudier le comportement d'un singe au cours d’un vol en fusée. 2. The scientists whom we have consulted - semblable = similar want to study the behavior of a monkey Les savants que nous avons mentionnés in the course of a rocket flight. projettent d'autres vols semblables. 3. The scientists whom we have men- | 4, Les périodes de non-pesanteur, que tioned are projecting (planning) other | Je chat a d’ailleurs assez bien sup- similar flights. ] portées, n’ont pas posé de grandes difficultés. 4. The periods of weightlessness, which - Sams= without moreover the cat tolerated rather well, Le chat qu’on a placé sur la fusée est did not pose any great difficulties. revenu sans difficulté. 5. The cat which they placed in the 6. La lampe et d’autres objets semblables,rocket came back without difficulty. QUE AS A RELATIVE PRONOUN 83 que nous avons trouvés dans la grotte, datent des temps préhistoriques. The lamp and other similar objects, | 7. Nos confréres, que nous avons con- which we found in the cave, date from sultés pour dater ces objets, ont été prehistoric times. trés aimables. (they helped us/they did not help us) they helped us—the related cognate | 8. Les découvertes qu’on a pu effectuer & | aimable suggests it. partir de 1930 ont contribué énormé- Our colleagues, whom we consulted in ment au développement d'une tech- I order to date these objects, were very nologie moderne. helpful. B The discoveries which they were able | 9. maintenant=now to make starting in 1930 have con- L’évidence que nous voyons maintenant tributed enormously to the develop- suggére une autre interprétation. ment of a modern technology. PS The evidence which we see now sug- | 10. Les faits que nous voyons maintenant gests another interpretation. imposent une autre interprétation. (Is another interpretation necessary or merely possible? ) BO. necessary 21. Maintenant que je connais ses écrits, The facts which we now see impose ses idées deviennent claires. another interpretation. (ses éerits=his sayings/his writings) BL. his writings 12. Les spécialistes que nous connaissons Now that I know his writings, his ideas maintenant contredisent complétement are becoming clear. leurs confréres. E2. The specialists whom we now know | 13. Maintenant que nous connaissons leurs contradict their colleagues completely. écrits, nous voyons qu’ils contredisent complétement leurs confréres. ES. Now that we know their writings, we | 14. jusqu’A=unsil, as far as, up to the see that they contradict their col- time of leagues completely. L'évidence que nous avons vue jusqu’a maintenant suggére une interprétation contraire. (vu—p.p. of voir) 24. The evidence which we have seen up | 15. Les économistes que nous avons con- to now suggests an opposite interpreta- sultés jusqu’A maintenant avancent tion. une théorie semblable. BS. The economists whom we have con- | 16. Vous pouvez comparer ces notions sulted up to now advance a similar theory. populaires avec les faits établis dans les documents officiels.84 QUI AS A RELATIVE PRONOUN $35 16. You may (can) compare these popu- | 17. L’industrie nucléaire a pu connaftre lar ideas with the facts established in un développement rapide. the official documents. 17. The nuclear industry was able to make | 18. A partir de 1930 ils ont pu effectuer (know) a rapid development. bien des découvertes nucléaires. 18. Starting in 1930 they were able to | 19. presque= almost make many nuclear discoveries. Ces progrés suggérent un avenir pres- que sans limites. 19. This progress suggests an almost limitless future. 35. Qui as a Relative Pronoun 1. Qui joins two statements but becomes the subject of one of them. Qui may also refer either to persons or things and is translated that, which, or who, depending on the context. Il y a des choses qui ont une valeur There are things which (that) have a naturelle. natural value. C'est M. Walras quia formulé cette It is Mr. Walras who formulated this théorie. theory. 2. Que contracts with a following vowel and becomes qu’. Qui never contracts. Therefore, qu’ is always que and never qui. READING PREPARATION INSTRUCTIONS: As you read the following sentences, notice that qui may refer either to persons or to things. Circle the phrases which you cannot read without hesitation. 1. Les savants qui ont réalisé cette ex- périence ont placé un chat sur une fusée. 1. The scientists who performed this ex- | 2. Cette expérience, qui a d’ailleurs bien periment placed a cat in a rocket. réussi, a donné des résultats extréme- ment utiles. This experiment, which moreover suc- | 3. fort=trés ceeded very well, gave some extremely Les savants q ont placé Je chat sur useful results. la fusée ont trouvé cette expérience fort instructive.M. Pradel, who discovered this lamp, showed it to his colleagues. 10. M. Pradel showed this lamp, which dates from prehistoric times. 36. $36 INVERSION OF SUBJECT AND VERB FOLLOWING QUE 85 3. The scientists who placed the cat in | 4. Les résultats de cette expérience, qui the rocket found this experiment very sont fort utiles, permettent au labora- instructive. toire de projeter une autre expérience semblable. 4. The results of this experiment, which | 5. entrainer=so entail are very useful, permit the laboratory La rentrée dans V'atmosphére, qui a to project another similar experiment. néanmoins entrainé quelques diffi- cultés, n’a pas posé de probléme vraiment grave. (Pentrée=the entry. the entrance Ia rentrée=______) - the re-entry, or re-entrance 6. L’expérience qu’ils ont effectuée a bien The re-entry into the atmosphere, réussi. which nonetheless entailed a few diffi- (Qu? is the contraction of —que/qui.) culties, did not pose any truly serious problem. . Que—qui is never contracted. 7. Les résultats indiquent que le chat, The experiment which they performed qui a fort bien supporté les périodes de succeeded very well. non-pesanteur, a mal supporté Ja décélération et la rentrée dans l'atmos- phére. 7. The results indicate that the cat, which | 8. Les savants qui effectuent cette série tolerated the periods of weightlessness dexpériences veulent étudier le com- yery well, tolerated poorly the de- portement d’un singe ou d’un autre celeration and the re-entry into the animal semblable au cours d’un vol en atmosphere. fusée. B. The scientists who are performing this | 9. M. Pradel, quia découvert cette lampe, series of experiments want to study Va montrée & ses confréres. the behavior of a monkey or another (D refers to which preceding word?) similar animal in the course of a rocket flight. 9°. lampe 10. M. Pradel a montré cette Tampe qui date des temps préhistoriques. Go on to the next section only after you are familiar with all the material above. Inversion of Subject and Verb Following que 1. Very often in clauses following que, the subject and the verb are inverted. Do not mistake que for qui. (This mistake is one of the most frequent madeINVERSION OF SUBJECT AND VERB FOLLOWING QUE $36 by American students in reading French.) Que as a relative pronoun is always an object and is followed by a subject and verb. Qui is itself the subject of the verb which follows it. La quantité de tanin que contient ce liquide est constante. La tendance que combat action de la lumiére est fort évidente. La tendance qui combat Vaction de la lumiére est fort évidente- Ce sont les objets qu’a trouvés M. Riviére. READING PREPARATION INSTRUCTIONS: Express the meaning of the following phrases and sentences. The quantity of tanin which this liquid contains is constant (not “which con- tains this liquid”) The tendency which the action of light opposes is very evident (not “which opposes the action of light”). The tendency which opposes the ac. tion of light is very evident. These are the objects which Mr. Riviére found (not “which found Mr. Riviere”). Verify your rendering only after you have made a genuine attempt to read the French. 1. La quantité de tanin que contient ce liquide n'est pas constante. J. The quantity of tanin which this liquid | 2. La plante qui contient ce liquide est contains is not constant. fort rare. 2. The plant which contains this liquid is | 3. Le livre qu'explique notre théorie est very rare. | bien connu. 3B. The book which our theory explains is | 4. Le livre qui explique notre théorie es: well known. bien connu. 4. The book which explains our theory is | 5. Il a exposé les objets préhistoriques well known. qu’ont trouvés ses confréres. 3. He displayed the prehistoric objects | 6. Il a parlé de ses confréres qui ont which his colleagues found. | trouvé ces objets préhistoriques. 6. He spoke of his colleagues who found | 7. Nous citons le réle primordial que joue these prehistoric objects. Yuniversité dans le développement du nouveau pays. 7. We cite the primordial role which the | 8. Un esprit de collaboration régne parmi university is playing in the develop- ment of the new nation. les dirigeants qui jouent un réle pri- mordial dans Vuniversité.VERBS FOLLOWED BY AVOIR + PAST PARTICIPLE OR BY AN INFINITIVE 87 8. A spirit of collaboration reigns among | 9. La Iampe est recouverte des résidus the leaders who play a primordial role que laisse la combustion d’une matiére in the university. grasse d'origine animale. 9. The lamp is covered with residues |10. On a sans doute utilisé une matiére which the combustion of a fatty, ani- qui laisse des résidus charbonneux. mal material leaves. 20. They no doubt used a material which |11. C’est de cette maniére que sont Jeaves carbonaceous residues. produits des résidus charbonneux. 11. It is in this way (manner) that car- |12. Les expériences qu’ont effectuées ces bonaceous residues are formed. savants n’ont pas fort bien réussi. 12. The experiments which these scientists Review the circled items, and then performed did not succeed very well. continue. 37. Verbs Followed by avoir Infinitive x (etre) + Past Participle or by an When certain verbs such as prétendre, croire, affirmer are followed by avoir (étre) +the past participle or by the infinitive, they are usually translated by two clauses in English: Il prétend avoir établi solidement ses conclusions. Je crois étre arrivé & la fin de mes difficultés. Je crois pouvoir établir solidement cette théorie. READING PREPARATION exstRuCTIONS: Express the meaning of the following phrases in English. the left hand column covered with your card. He claims he has established his con- clusions solidly I believe I have arrived at the end of my difficulties. I believe I can establish this theory solidly. Be sure to keep 1. croire=ro believe Nous croyons pouvoir établir la solidité de nos conclusions. 1. We believe we are able to establish the | 2. Je crois avoir établi que ma théorie soundness of our conclusions. n’est pas fausse.88 VERBS FOLLOWED BY AVOIR + PAST PARTICIPLE OR BY AN INFINITIVE 837 2. I believe I have established that my theory is not false. 3. Il prétend avoir prouvé la solidité de ses conclusions. 3. He claims to have proved the sound- ness of his conclusions. (Are you circling unfamiliar items?) 4. They believe they can date precisely these objects which they have found. Is croient pouvoir dater avec précision ces objets qu’ils ont trouvés. Il prétend avoir démontré la vérité de son hypothése. S. He claims he has demonstrated (or to have demonstrated) the truth of his hypothesis. Vous croyez sans doute pouvoir fonder votre hypothése sur des faits siirs. 6. You no doubt believe you are able to found (base) your hypothesis on sure facts. (Notice the difference between the adjective s@r and the preposition sur.) Vous croyez peut-étre avoir fondé votre hypothése sur des faits sdirs. 7. You perhaps believe you have founded your hypothesis on sure facts. 8. I croit d’ailleurs avoir fondé ses théories sur des faits établis empirique- ment. &. He moreover believes he has founded his theories on facts established empirically. Tl prétend pouvoir dégager des par- fums des fleurs seulement par l’action de la lumiére. 9. He claims he is able to rel: fragrances from flowers by nothing more than the action of light. 10. Il prétend avoir dégagé des parfums des fieurs seulement par laction de la lumiére. 10. He claims he has released perfumes from flowers by nothing more than the action of light. VOCABULARY DEVELOPMENT iNstRUCTIONS: Try to arrive ar the meaning root word. Review and then continue. of the new words from the meaning of the 1. des principes fondamentaux= fundamental principles Vous étes fomdamentalement en erreur. 1. You are fundamentally in error. On dit que le fondement de la valeur est le travail.$37 VERBS FOLLOWED BY AVOIR + PAST PARTICIPLE OR BY AN INFINITIVE 89 2. They say that the basis (foundation) 3. une fleur=a flower of value is labor. En mai les arbres fleurissent. 3. In May the trees blossom. 4, Dans une société civilisée les arts fleurissent. 4. In a civilized society the arts flourish. | 5. Les découyertes effectuées a partir de 1930 ont donné naissance & une floraison d’applications pratiques. 5. The discoveries made starting in 1930 | 6. investir=to invest gave birth to an efflorescence (a Grice aux investissements militaires, flourishing) of practical applications. les technologies ont fleuri. 6. Thanks to the military investments, the technologies have flourished. TESTING EXERCISES INSTRUCTIONS: Circle the answer which makes the sentence grammatically correct or which best expresses the meaning of the italicized word. Check your answers below. If you miss any, review the indicated section before going on to the reading. 1. Liindustrie nucléaire a pu connaitre un développement rapide. A.may B.might C.isableto p. was able to 1.D 2, ____ peuvent donner naissance a des conséquences facheuses. (32) On p.Nous cls v.01 2.C 3. Le conférencier a parlé des découvertes qu'il a faites. (32) A.who 8. whom ¢. which —_. what 3.C 4, Wy ades choses qui ont une valeur naturelle. G4) A.who s.what c.whom — . which 4.D 5. C'est M. Pollard qui a formulé cette théorie. (35) A.who s.whom ¢. which —. what 5. A 6. C’est M, Pollard que nous avons entendu. (35) A.who 8.whom ¢. which. what 6. B 7. Ona montré Vobjet qu’a trouvé M. Riviere. (34) A. which M. Riviére found c. who found M. Riviére B. which found M. Riviére p. whom M. Riviére found A Test tombé sur Ia glace. (36) A.falls s.isfalling ¢. fell . does fall90 READING PASSAGE 8G 9% Elle est née riche. (1) A.wasborn n.wasfound c.died _. lived 9. A 10. Nous sommes venus a dix heures. GD aA.left m.came ¢.wentaut D. went up 10. B 11. On dit que l'expérience a réussi. @1) A.that whom c.which — p. who 1A - (33) READING PASSAGE instructions: Read the following passages and write out the answers to the questions. Circle any unfamiliar words for future review. Un vol en fusee Résumé d'une note dans La Recherche spatiale (aoGt-septembre, 1965), pp. 44-45. En octobre 1963 le CERMA (Centre d’Enseignement et de Recherches de Médecine Aéronautique) a effectué des expériences pour mesurer le com- portement d’un chat sur une fusée VERONIQUE et a mesuré au cours du vol un certain nombre d’effets physiologiques et neurophysiologiques spontanés ou évoqués. Cette expérience, qui a parfaitement réussi, a donné des résultats in- téressants. Le chat qu’on a placé sur la fusée a bien supporté les périodes de propulsion et de non-pesanteur. En effet, les seules altérations qu’on a observées sont apparues lors de Ia rentrée dans V’atmosphére, quand la décélération a entrainé des troubles * marqués dans la sphére végétative. Enfin, le CERMA prépare, pour le début de 1966, une expérience destinée * 4 étudier le comportement d’un singe lors d’un vol en fusée. 1. What was the purpose of the experiment? 2. Did the cat have any difficulty during the flight? 3. What plans does CERMA have for the future? Les etapes de la physique atomique Compte rendu des remarques de M. Louis Leprince— Ringuet dans “A la découverte de Vinfiniment petit,” Revue des applications de Uélectricité, No. 209 (1965), p. 17. L’auteur trace le développement de la physique de la structure atomique. Connue dans ses principes fondamentaux dés avant? la premiére guerre,” 1 disturbances 2 intended bce he ceeas 3.B 3 all 4 the following stage 6 made a start READING PASSAGE 91 elle a donné naissance A une floraison considérable d’applications dans tous * les domaines de la technique avancée. En effet, nous pouvons dire que c’est grace aux notions de base sur la constitution des atomes que la connaissance des cristaux, la chimie moderne, et électronique ont connu un si grand développement. Ensuite il parle de Pétape suivante * dans la connaissance fondamentale, celle * de la physique nucléaire entre les deux guerres et un peu aprés la derniére guerre. Les découvertes de laboratoires effectuées essentiellement & partir de 1930 ont permis aux diverses technologies de se développer, et grace aux immenses investissements effectués aux Etats-Unis pendant la deuxiéme guerre, l'industrie nucléaire a pris un départ° excep- tionnellement rapide. Dés’ la fin de la guerre on disposait de * réacteurs atomiques de puissances considérables et aussi des premiers explosifs nucléaires. En effet, ces progrés suggérent un avenir presque sans limite. 1. Lines 2-4 state that A. the principles of atomic physics were used militarily in World War I, though in a rudimentary state 8. the application of atomic principles has been quite limited up to now ¢. much technology owes its development to the knowledge of atomic physics D. we are really still in the incipient stages of atomic progress. Lines 5-7 state that progress in electronics is due to A. concurrent progress in modern chemistry 3. developments in the knowledge of crystals ¢. fundamental concepts of atomic structure p. all of the above- 3. Lines 8-15 state that A. the war hindered the development of a civilian nuclear industry. . the basic atomic notions were not highly developed before 1930 ¢. nuclear explosives put an end to World War II D, the reactors of World War II were of small capacity compared to the ones now available. 5 thar 7 since B had at one’s disposalChapter Six 38. Irregular verb faire 39. Impersonal expression il fait 40. Numbers (cardinal and ordinal) 41. Determiners—ce, cette, cet, ces 42. Demonstrative pronouns—celui, celle, ceux, celles 43. Comparatives 44. Celui-ci, celui-la Review: Before going on to Chapter Six, be sure that you can recognize all of the new vocabulary and constructions introduced in Chapters Four and Five. 38. Irregular verb faire (to do, to make) 1. This is a very common and consequently a very important verb. You must be able to recognize it immediately in any of its forms. PRESENT TENSE je fais I do, am doing, do do tu fais you do il fait he does nous faisons we do vous faites you do ils font they do Past participle-fait (done, made) Past indefinite-j’ai fait I have done (made), did, made 2. Faire has many meanings, but the most basic ones are expressed in English by to do or to make: Je fais mes devoirs. Tam doing my homework. 92IRREGULAR VERB FAIRE (TO DO, TO MAKE) On fait des montres exquises en Suisse 93, They make exquisite watches in Switzer- land. 3. Many expressions using faire must be translated as a whole and not as individual words. faire attention & faire de son mieux faire son possible } faire peur & faire plaisir & READING PREPARATION ENSTRUCTIONS: Respond to the following exercises. Some common faire idioms are: to pay attention to to do one’s best to frighten to please, to give pleasure to 1, Which pronouns go with the following verb forms? ___ faites @ je (2) ta (3) vous 1. (3) vous 2. font G@) it (2) ils (3) nous. 2. (2) ils 3. faisons G) vous (2) elles (3) nous 3. (3) nous 4. fais () je (2) il (3) vous 4. (1) je 5. What are the infinitive forms of the following verbs? Ds sont (2) @tre (2) avoir (3) faire 5. (1) @tre 6. Hs ont (1) tre (2) faire (3) avoir 6. (3) avoir 7. Ws font (D) @tre (2) faire (3) avoir 7. (2) faire 8. On dit que vous faites des progres considérables en francais. (faites=are doing/are making) 8. are making 9. On dit que vous faites beaucoup de They say that you are making con- siderable progress in French. travail ces jours—ci. (faites =are doing/are making)94 IRRECULAR VERB FAIRE (TO DO, TO MAKE) § 38 9. are doing 10. Je crois que vous faites une étude trés They say that you are doing a lot of profonde des verbes francais. work these days. are doing/are making) 10. either one que vous faites trés peu I believe that you are doing (or mak- ing) a very extensive (deep) study of do/make) French verbs. T. Lsce that you make very few errors. 32. On dit que vous faites une étude en francais. (faites—are doing/are making) 12. either one 18. Vous voyez qu'il n'a pas réussi, mais They say that you are doing (or mak- ila fait de son mieux. ing) a study in French. (Do you have to consult the verifica- tion column to be sure of the mean- ing?) 13. If so, circle the phrase you were not | 14. Je crois qu'il ne parle pas trés bien le sure of. francais, mais il fait de son mieux. You see that he did not succeed but he did his best. 14. I believe that he does not speak | 15. Si vous ne faites pas attention aux French very well, but he does his best. verbes, vous ne faites certainement pas de progrés. 15. If you are not paying (or don't pay) | 16. Si tu ne fais pas attention aux verbes, attention to the verbs, you are certainly tu ne fais certainement pas de progrés. not making any progress. 16. Same as #15—usually the familiar tu | 17. Je crois quill essaie de faire attention form and the vous form are both a son professeur. translated the same way in English. 17. I believe that he tries to pay attention | 18. chanter—so sing _ to his professor. Nous ne chantons pas bien, mais nous (Did you remember the meaning of faisons de notre mieux. essayer? If not, circle the word.) 18. We do not sing well, but we do our | 19. Quand elle ne fait pas attention a Ia best. musique, elle ne chante pas bien. 19. When she does not pay attention tothe | 20, Ils ont peur des enfants. music, she does not sing well. (enfants =children/infants) _ 21. Ils sont peureux comme des enfants. of children. 21. They are timid like children. 22. Quand ils chantent, ils font peur aux enfants.IMPERSONAL EXPRESSION TL FAIT 95, 22. When they sing, they frighten the | 23. children. (Notice the ils form of the three preceding verbs.) Néanmoins, ils font de leur mieux. 23. Nonetheless, they are doing their best. | 24. Ils font leur possible pour faire plaisir a leurs auditeurs. 24. They are doing their best to please |25. Quand ils chantent, nous faisons notre their listeners. possible pour étre polis. 2S. When they sing, we do our best to be | 26. Quand il parle, je fais mon possible polite. pour faire attention. Quand ses discours ne sont pas trop longs, ils font presque toujours plaisir ses auditeurs. 26. When he speaks, I do my best to pay | 27. attention. 27. When his speeches are not too long, | 28. they almost always please his listeners. Les discours qu’ils font ne font pas plaisir. Review the words you have circled, and then go on to the next section. 28. The speeches they give do not please. 39. Impersonal Expression il fait 1. Ml fait+adjective or phrase is a common way to describe the weather: I fait beau (mauvais) temps. It is good (bad) weather. ll fait chaud (froid). It is hot (cold). Notice that il is used impersonally (it does not refer to any person or thing). BEADING PREPARATION exstRUCTIONS: The ability to read French requires more than the memorization of vocabu- levy. See how many of the following new words you can read without looking at the English no establish the meaning. | 1. Les noms des saisons sont le printemps, | Vété, Pautomne, et Vhiver. En hiver il fait froid, d"habitude. | (Vhiver: >$39 96 IMPERSONAL EXPRESSION IL FAIT 1. winter 2. En hiver, le sol est souvent couvert de Tn winter it is usually cold. neige. (neige, covering the ground, must be snow 3. Quand il y a de la neige, la terre est blanche. (blanche = > 3. white 4. Quand il y a de la neige, il fait froid. 4. When there is snow, it is cold. 5. Au printemps, les arbres fleurissent. Il fait beau temps. (le printemp: > spring 6. Au printemps, les feuilles reviennent The weather is good. sur les arbres. (feuilles= What comes back on the trees in the spring?) 6. leaves 7. La neige est blanche. Les feuilles des arbres sont vertes. (vertes= ss} 7. green 8. Au printemps, les oiseaux chantent dans les arbre: (les oiseaux: aera) B. the birds 9. Il fait un temps splendide. In the spring the birds sing in the trees. 9. The weather is splendid. 10. En été, il fait chaud. (en été= > 10. in the summer Ll. L'été dernier a été trés long. In the summer, it is hot. (Do not confuse Pété-summer—with ét6-p.p. of &tre.) 12, Last summer was very long. 12. parce que=because En 6té, les plantes poussent parce qu'il fait chaud. (pousser - What do plants do in summer?) 12. grow 13. Tl a travaillé six ans 4 son étude trés In summer the plants grow because it is warm, poussée. (étude est=profonde/peu profonde.)$40 NUMBERS (CARDINAL AND ORDINAL) 97 13. profonde=deep, or exhaustive 14, En été, la plupart des plantes sont vertes. 14. In summer most of the plants are | 15, En automne, Jes feuilles tombent des green. arbres. (If you do not remember tomber, the context of leaves and autumn should tell you that it means —) to fall 16. Ine fait pas souvent beau temps. In autumn the leaves fall from the trees. 16. The weather is not often good. 17. En automne, les feuilles sont souvent rouges, oranges ou jaunes. (If jaune describes autumn leaves and is not red or orange, it must be —_——) 17. yellow 18. om . . . ou=either ... or In autumn, the leaves are often red, En automne, la plupart des feuilles orange or yellow. sont ou rouges ou jaunes. 18. In autumn most of the leaves are | 19. Il fait souvent mauvais temps. either red or yellow. 19. The weather is often bad. 20. En automne, le ciel n'est pas souvent bleu. Tl est gris la plupart du temps. ciel gris—_ 20. sky 21. La plupart du temps, il fait mauvais gray temps. In autumn the sky is not often blue. It is gray most of the time. 21. Most of the time, the weather is bad. | 22. Le ciel est souvent ou bleu ou gris. 22. The sky is often either blue or gray. 40. Numbers (Cardinal and Ordinal) 1 0 2zéro 1 un, une 2 deux The cardinal numbers in French are as follows: 3 trois 6 six 4 quatre 7 sept 5 cing 8 huit98 NUMBERS (CARDINAL AND ORDINAL) 340 9 neuf 34 trente—quatre 88 quatre—vingt—huit 10 dix 40 quarante 90 quatre—vingt—dix 11 onze 41 quarante et un 91 quatre—vingt—onze 12 douze 47 quarante—sept 99 quatre—vingt—dix—neuf 13 treize 50 cinquante 100 cent 14 quatorze 51 cinquante et un 101 cent un 15 quinze 52 cinquante—deux 200 deux cents 16 seize 60 soixante 316 trois cent seize 17 dix-sept 61 soixante et un 500 cing cents 18 dix-huit 70 soixante—dix 580 cing cent quatre—vingts 19 dix-meuf 71 soixante et onze 1.000 mille 20 vingt 75 soixante—quinze 1.001 mille un 21 vingtetun 77 soixante—dix—sept 3.000 trois mille 23 yingt-treis 80 quatre—vingts 100.000 cent mille 30 trente 81 quatre—vingt—un 31 trente et un 2. Notice that in French numerals, periods are used where English uses commas: 4.000 (Fr.)—4,000 (Eng.) 3. The ending —iéme indicates an ordinal number: lst premier, premiére 11th onziéme ong jdeuxitme 16th seiziéme {suas ae ard 20th vingtiéme 4th quatrieme 2ist vingt et uniéme Sth einquiéme 34th trente—quatriéme 6th sixiéme 100th centiéme 7th septiéme &th huitigme oth neuvieme 10th dixiéme READING PREPARATION INSTRUCTIONS: Pouvez-vous faire de Uarithmétique en francais? 1. Deux et deux font quatre. 2+2=4 1. Two and two make four. 2. Deux fois trois font six. 2x3=6 2. Two times three make six. 3. Deux fois quatre font—huit/neuf. 3. Inuit (8) 4. Quatre et cing font—huit/neuf.NUMBERS (CARDINAL AND ORDINAL) 4 neuf (9) 5. Quatre fois cing font—dix/vingt. (Are you circling unfamiliar items?) 5. vingt (20) 6. Cing et cing font—vingt—cing/dix. 6. dix (10) 7. Cin fois cing font—vingt—cing/dix. 7. vimgt—cing (25) 8. Cing fois dix font—ecinquante/ quinze. 8. cimauante (50) 9. Cing et dix font—einquante/quinze. 9. quinze (15) 10. Quatre et dix font—quatorze/ quarante. 10. quatorze (14) 11. Dix et six font—seize/soixante. 11. seize (16) 12. Quatre fois dix font—quatorze/ quarante. 12. quarante (40) 13. Six fois dix font—seize/soixante. 13. seixante (60) 14, Trois fois dix font—treize/trente. 14. trente (30) 15. Trois et dix font—treize/trente. 15. treize (13) 16. Trois et trois font—neuf/six. 16. six (6) 17. Trois et quatre font—douze/sept. 17. sept (7) 18. Quatre fois trois font —douze/sept. 18. douze (12) 19. Quatre et quatre font—huit/seize 19. huit (8) 20. Sept et hnit font—quinze/dix—sept. 20. quinze (15) 21. Neuf et huit font—dix—neuf/dix— sept. 21. dix-sept (17) 22. Huir fois huit font—seize/soixante— quatre. 22. seixante—quatre (64) 23. Sept fois neuf font—seize/soixante— trois. 23. soixante—trois (63) 24. Sept fois dix font—dix—sept/soi- xante—dix. 24. soixante—dix (70) 25. Huit fois neuf font—soixante— douze/dix—sept.100 NUMBERS (CARDINAL AND ORDINAL) 840 25. soixante—douze (72) 26. Quatre fois vingt font —vingt— quatre/quatre—vingts. 26. quatre—vingts (80) 27. Quatre et vingt font—vingt—quatre/ quatre—vingts. 27. vingt—quatre (24) 28. Quatre-vingt-huit moins quatre font— quatre—vingt—quatorze / quatre— vingt—quatre. 28. quatre—vingt—quatre (84) 29. Quatre-vingt-huit et six font— quatre—vingt—seize/quatre—vingt— quatorze. 29. quatre—vingt—quatorze (94) 30. Quatre-vingt-deux et douze font— quatre—vingt—quatre/quatre— vingt—quatorze. 30. quatre—vingt—quatorze (94) 31. Quatre-vingts moins quatre font soi- xante—seize/soixante—six- 31. Soixante—seize (76) 32. Soixante-seize moins huit font soi- xante—huit. 32. Seventy-six minus eight makes sixty~ | 33. Vingt-quatre moins huit font seize. eight. 33. Twenty-four minus eight make sixteen. | 34. La premiére guerre mondiale a com- mencé en dix-neuf cent quatorze. (What is the date given?) 34. 1914 35. What must guerre mondiale mean? 35. world war 36. La deuxiéme guerre mondiale a com- mencé en dix-neuf cent trente~neuf. (What is the date given?) 36. 1939 37. s°élever &=to rise, to amount to Nos impéts s’élévent a un vingtiéme de notre revenu, parfois & un dixiéme. 37. Our taxes amount to 1/20 of our in- |38. Je répéte cette histoire pour la cen- come, sometimes to 1/10. titme fois. 38. I repeat this story for the hundredth time.$41 41. DETERMINERS—CE, CETTE, CET, CES 101 Determiners—ce, cette, cet, ces 1. You have already encountered these words in your readings. They serve to point out or specify. They are translated by this or that, these or those, according to the context: ce livre (masculine singular noun) this, (that) book cette méthode (feminine singular noun) this, (that) method cot hétel (masculine singular noun beginning this, (that) hotel cet arbre ‘with vowel or mute h) this, (that) tree ces livres (plural of either masculine or these, (those) books ces méthodes feminine nouns) these, (those) methods ces hétels these, (those) hotels ces arbres these, (those) trees 2. ci and —IA affixed to nouns designated by ce, cet, cette, ces intensify the specificity and indicate proximity, spatially or figuratively, in relation to the speaker. They are translated by this or that, these or those, respectively. ce livre—ci ce livrela cet arbre—ci cot arbre—la cette structure—ci cette structure—la ces méthodes—ci ces théories—lk READING PREPARATION INSTRUCTIONS: Give the meaning of the following phrases in English. this book that book this tree that tree this structure that structure these methods those theories Work with your card, as usual. 1. cet ouvrage 1. this (that) work 2. cette théorie 2. this (that) theory ~ : 3. ces arbres - 3. these (those) trees : 4. ces lois 4. these (those) laws a 5. ce pays102 DEMONSTRATIVE PRONOUNS—CELUI, CELLE, CEUX, CELLES $42 5. this (that) country 6. cet esprit de collaboration 6. this (that) spirit of collaboration 7. cette matiérela 7. that material ~ B. cette matiére—ci 8. this material 9. ces matiéresa 9. those materials 10. ces matiéres—ci 10. these materials - Li. cexésidula : 11. that residue 42. ces résidus-ci 12. these residues 13. cet agent-ci 13. this agent 14. ces deux agents—Ia - 14. those two agents 42. Demonstrative Pronouns—celui, celle, ceux, celles 1. Celui, celle, ceux, celles refer to previously mentioned persons or things, and their meanings are expressed in English as follows, according to context: celui (m. sing.) celle (f. sing.) ceux (m. pl.) celles (f. pl.) Les principaux textes de ce genre sont celui de M, Salleron et celui du Pare Secchi. Lrexpérience de M. Robineau différe de celle de M. Moulin. les textes de M. Salleron et ceux du Pére Secchi les expériences de M. Robineau et celles de M. Moulin READING PREPARATION that, the one that, the one those, the ones those, the ones The main texts of this kind are the one of Mr. Salleron and the one of Father Secchi. The experiment of Mr. Robineau differs from that of Mr. Moulin. the texts of Mr. Salleron and those of Father Secchi the experiments of Mr. Robineau and those of Mr. Moulin INSTRUCTIONS: Give the meanings of the following phrases. Work with your card, as usual.