French Grammar Guide

Senior Missionary Language Training

Instructions to Language Tutors and Missionaries
The objective of the language tutoring program for senior missionaries is to enable them, and others,
to begin communicating meaningfully as early as possible in their mission language. In order to help
accomplish this objective, this grammar guide provides a focus on only the most basic grammatical
structures of the language for those who are studying the language for the first time. By limiting the
focus of the missionaries to the basic concepts outlined in this guide, seniors will be able to
concentrate their energy and attention on doing a few things very well, rather than trying to cover
everything. The content of this guide has been prepared to enable seniors to communicate the
following in their mission language:
o
o
o
o
o
o
o

Asking about and Expressing a State of Being

Asking about and Expressing Possession
Asking about and Describing Objects and People
Asking about and Expressing Desire, Need, Preference, Ability, and Intention
Asking about and Describing Simple Actions and Events
Asking and Answering Questions of Time, Place and Purpose
Narrating Simple Experiences and Stories

The lessons are designed to insure that the missionaries can communicate each of the above concepts
under the following three conditions:
1) using both questions and answers
2) in the simplest forms of the present, past, and future
3) in both the affirmative and the negative

Lesson sequence to be followed: It is recommended that the grammar lessons be studied in the
sequence that they appear in this guide. Missionaries may refer to the designated language text
for further explanations on any of the points of grammar as they move through this guide..

Teach and practice from the visual displays: Use the visual displays in this document for
practice during tutoring sessions. They are designed to provide a visual connection between
tutor and learner, especially when on the telephone. The visual nature of the displays is intended
to eliminate much of the need for grammar rules, by showing rather than explaining.

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

Pace for moving through this grammar guide: There is no need to move too quickly through
the lessons. Time should be spent on building confidence in using the structures in each lesson
before moving on. Spend the necessary time increasing vocabulary and reviewing previous

14 June 2007 French

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

Use a variety of activities: It is not necessary to cover a new lesson in each tutoring session.
Missionaries will gain more confidence when they are given the opportunity to participate in a
variety of activities on the same principle. This will more likely insure that they are not only
mastering concepts and structures as they go, but that they have ample opportunity to review and
maintain their confidence in all past lesson material. Tutors should plan and conduct many
communicative language-type activities as part of their tutoring, including the performance of
tasks, which are studied separately.

Speak the language: Speak the language at every opportunity. An explanation here and there
may be necessary in English, but missionaries need ample opportunity to see themselves
communicating in the language. This will build their confidence more than anything else.
Tutors should limit their own use of the language to the structures and vocabulary that the
missionaries have learned up to that point, so as to increase the likelihood of their success in
listening and responding in the language during tutoring sessions.

Organize note-taking: When missionaries have questions on particular grammatical structures,

they should write any notes in the margins of the text or on the visual display sheets of this
document where that particular principle is located. By doing so, their notes will be
automatically organized for future reference, because they will be written on the pages which
deal with that principle.

Use a pocket notebook for vocabulary: Vocabulary items should be written in an organized
way in a small, pocket-sized notebook, which can be carried with them for easy reference while
speaking the language. Keep two separate lists for easy access; one of verbs, and the other for
general vocabulary items. For example, keep a list of verbs in the front of the notebook, and a
list of all other vocabulary items in the back. Write in the language on the left side of the page,
with the English equivalent on the right side. This makes for easy review by covering either one
or the other side of the list.

Use vocabulary notebook for review: Not having easy access to ones notes is one of the most
frustrating hindrances of note taking, and thus of systematic review. By using the vocabulary
notebooks, missionaries can be much more successful in their review because they can always be
working from a current, up-to-date list. Be selective at first. Dont try to remember or write
everything down. Select those vocabulary items / verbs that you will use most frequently and
build from there.

14 June 2007 French

Table of Contents___________________________________________

__

1. Overview of the Language

2. Alphabet and Basic Pronunciation
3. Asking About / Expressing a State of Being (tre)
4. Asking About / Expressing Possession Part 1 (avoir)
5. Asking About / Expressing Possession Part 2 (possessive adjectives)
6. Asking About / Describing Objects and People (demonstrative adjectives)
7. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 1 (vouloir)
8. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 2 (aimer)
9. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 3 (pouvoir)
10. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 4 (savoir)
11. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 5 (devoir)
12. Asking / Expressing Desire, Need, Preference, Ability, Intention Part 6 (aller)
13. Asking / Describing Actions and Events Part 1 (compound past with avoir)
14. Asking / Describing Actions and Events Part 2 (compound past with tre)
15. Asking / Answering Questions of Time, Place, Purpose Part 1 (interrogative adj)
16. Asking / Answering Questions of Time, Place, Purpose Part 2 (telling time)
17. Asking / Answering Questions of Time, Place, Purpose Part 3 (the date)
18. Asking About / Describing Actions and Events Part 3 (regular verbs ending in er)
19. Asking About / Describing Actions and Events Part 4 (regular verbs ending in ir)
20. Asking About / Describing Actions and Events Part 5 (regular verbs ending in re)
21. Narrating Simple Experiences / Stories in the Past Part 1 - (conceptual practice)
22. Narrating Simple Experiences / Stories in the Past Part 2 - (the imperfect past tense)

14 June 2007 French

1. Overview of the Language

o French has the same basic word order as English, except in French adjectives & adverbs
usually follow the words they modify.
o Unlike English, French has gender (feminine & masculine), which affects other parts of the
speech. We will point these out as we learn the language.
o Define and describe briefly nouns, pronouns and adjectives; verbs and adverbs; direct and
indirect objects; prepositions; definite and indefinite articles:
1. What is a noun?
-Person, place, or thing.
-In French, nouns are either masculine or feminine.
2. What is a verb?
-Words that show action. (Examples: to eat, to dance, to speak etc).
3. What is an infinitive verb?
-The dictionary form of the verb; un-conjugated. (Ex: to speak, to eat, to live)
-In French, infinitive verbs always end in -er, -ir, -re or oir.
Examples of infinitives: parler (to speak), dormir (to sleep), dire (to say).
-Each verb ending follows a pattern which agrees with the subject of the verb.
-To conjugate the verb, remove the -er, -ir, re or oir ending from the infinitive and add the
appropriate endings that corresponds with the desired subject (will be showed in following
lessons).
- When 2 verbs follow each other, the 2nd one is always in the infinitive (except with helping
verbs like to have & to be.)
4. What is an adjective?
-Describes a noun. (Example: the cat has a beautiful tail. The word beautiful describes the
tail, so it is an adjective).
-Because nouns are either masculine or feminine, the adjective must agree with the noun in
both gender (masc.or fem.) and number (singular or plural).
5. What is a subject?
-The subject of a sentence is the person or thing that performs the action of the sentence.
(Examples: I eat, she studies, the president interviews, the missionaries teach, etc)

2. Alphabet and Basic Pronunciation

o Learn the alphabet and basic elements of pronunciation so that you can begin to read in the
language.
o Establish and maintain regular daily reading exercises from Gospel Principles Manual,
Scriptures, The Liahona, and/or the Hymns, for pronunciation and comprehension purposes.
o Make sure reading activities are put on the training schedule on a regular basis.

14 June 2007 French

LETTER

SOUND

PRONUNCIATION

Always as a short English a, as in cat, fat, hat unless followed by i,u

(see other vowels below).

appel
mari

Always as English b.

bien
bonne

As English k, except when followed by vowels e, i or y, in which case it avocat,docteur fianc,

sounds as English s. French c can also look like , the little sign
facile, cycle
underneath is called a cdille, it makes the k sound turn into the s
garon, franais
sound.

Always as English d.

This sound does not exist in English, its kind of like ou in tough but
with the mouth a little more closed.

Always as English f in fame, knife, flute, but never like of.

As the hard English g in gravel, goblet, except:

when followed by vowels e and i, it sounds as the English s in
measure;
when followed by n, forming cluster gn as in companion.

Always soundless no matter where it is placed in a word.

Sounds as English ee in fleet, seem.

Demander, dormir

Se lever, venir

facile, femme affaire

grave, gnalogie,
agir
compagnon

habiter, adhrer

ami, Bible

Always sounds like the soft g sound in measure.

Always like English k.

Always as English l.

Always as English m.

Mre, aimer

Always as English n.

Bnir, nager

Always as English o, as in blow, soul, row unless followed by a i,u,n

(see other vowels below).

Juger, jouer

kaki

Lessive, aller, la loi

Gros, vlo

14 June 2007 French

Always as English p (unless followed by an h, then it becomes an f like

Pouvoir, appeler,
in English.)
pharaon

Always as English k. Most of the time, it is followed by a U. The

combination of letters QU makes the sound K as well.

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

English or Spanish r.

As English s, if at the beginning of a word like strip or if double (ss) as

in fuss or sounds like a z as in easy, if it is between 2 vowels.

Always as English t.

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

Always as English v.

Is pronounced like a v.

It sounds like kse as in explain or gz sound as in example.

exemple, taxi

Like the English ee sound as in greet.

martyr, tyran

Like the English z in zebra.

Quatre, quelquun
partir, parabole,
arriver
savoir, assister,
dposer

terre, trouver, attraper

voiture, tudier

voir, arriver

wagon

zoo, zbre, tzigane

Accents: There are 4 kinds of accents in French, placed on vowels:

1. as in bay, tray. The accent aigu (acute accent) is only found on the letter e.
2. is the accent grave pronounced as but with the mouth even more opened.
3. (circonflexe) changes the e sound to an sound most of the time. Sometimes, this
accent shows that once, in old French, it used to be followed by an s.
4. as in Mose (pronounce Mo-ee-ze). This is the trma accent (2 dots on a vowel)
which means that the letter is pronounced separately.
The circonflexe and trma can be found on most vowels.
The grave accent can also be found on u and a. The sound does not change though!

14 June 2007 French

Other vowels:
Sometimes when certain vowels are found together, or follow each other, it changes the
sound of the letters to make a new sound:
ai or ei =
au or eau = o

eu,u = e
ou or o = boot

oi = wa
ie = i or ee

er or ez =

NASAL SOUNDS (Do not pronunce the M or the N!)

on, om = only
an, en, am, em = on

in,im,ain, aim,ein = and

un, um = humble, under

These sounds are similar to the sound, as in elevator, or elementary Faire, plaisir,
seigneur, enseigner

ai or ei school.
au or
eau

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

Pauvre, tableau

eu or
oeu

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

French.

Peuple, soeur,
amoureux

ou or
o

As in the English sound oo as in boot

Amour, bouger

oi

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

ie

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

on or
om

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

only.

an, en,
Those sounds do not exist in English. Close to the English on.
am, em
im, in,
ain, Those sounds do not really exist in English. Yet they can be identified
aim, somewhat in the following words: town, pound
ein,
un, um Same sound as above, but less nasal.
er, ez These sounds are like the sound, as in imitate.

Voir, victoire,
pourquoi
Vie, pluie

Mormon, comprendre
franais, moment,
ambition, remplacer

Fin, nain, faim, plein.

un, humble.
Aimer, voler,
cherchez, chez

14 June 2007 French

3.

Asking About / Expressing a State of Being

o State of being happy, grateful, sad, tired, rested, etc.
o Roles, nationality, profession, occupation, etc.
See tre in a French reference book.

tre = to be
1st

2nd

3rd

Singular
ne* pas*
je suis

Plural
ne
pas
nous sommes

we

am

are

n
pas
tu es

n
pas
vous tes

you

are

you

n
il

pas
est

ne
pas
ils(m) sont

he

is

they

elle

est

elles(f) sont

she

is

they

on

est

ce

one

is

they

c(ce) est
it

is

are

are

-amricain(e)(s)
-American
-franais(e)(es)
-French
-missionnaire(s)
-missionary
-content(e)(s)
-content / happy
-reconnaissant(e)(s) -grateful
-fatigu(e)(s)
-tired
-triste(s)
-sad
-mdecin(s)
-doctor
-frre
-brother
-sur
-sister
-reprsentant(e)(s) de lglise de Jsus Christ
des Saints des Derniers Jours
-representative(s) of the Church of Jesus Christ
of Latter-day Saints

are

sont
are

-----------------------Use un / une (a), or des (plural of a),

with cest and ce sont.
Ex: Cest un amricain; Ce sont des missionnaires.

Examples:

Q. Est-ce quil est missionnaire? A. Oui, il est missionnaire. A. Non, il nest pas missionnaire.
Is he

missionary?

Yes, he is (a) missionary.

No, he

is not (a) missionary.

Q. Est-ce quelles sont tristes ? A. Oui, elles sont tristes. A. Non, elles ne sont pas tristes.
Are

they

sad?

Yes, they are sad.

No, they

are not

sad.

*Negative

14 June 2007 French

4. Asking About / Expressing Possession - Part 1

o Do you have ___ ? Yes, I have ___. No, I dont have ___.
See the verb avoir in a French reference book.

avoir = to have
Singular

Plural

n* pas*
1st j(e) ai
I

have

n pas
2nd tu as
you have

3rd

n pas
il a
he

elle
she

n
pas
nous avons
we

have

n
pas
vous avez
you

have

ils

n
pas
ont

has

they

have

elles

ont

they

have

has

on

one

has

-le / un livre
-le / un stylo
-un pre
-un frre
-une mre
-une famille
-une sur
-des questions
-des amis
-soif
-faim
-froid
-chaud

- the / a book
- the / a pen
- a father
-a brother
-a mother
-a family
-a sister
-some questions
-some friends
-thirst (I am thirsty)
-hunger (I am hungry)
-cold (I am cold)
-hot (I am hot)

Examples:

Q. Est-ce quils ont une famille? A.Oui, ils ont une famille.
Do

they have a

family?

Yes, they have a family.

A. Non, ils nont pas de famille.

No, they dont have a family.

Q. Est-ce quelle a des questions ? A. Oui, elle a des questions. A Non, elle na pas de questions
Does she have some questions ?

Yes, she has some questions

No, she does not have questions

.

* Negative

14 June 2007 French

5. Asking About / Expressing Possession - Part 2

o Do you have ? Yes, I have (my ..., his, your ..., their ..., etc.)
Yes, we have / No, we dont have
See possessive adjectives in a French reference book.
-Verb-

Possessive Adjectives
(my)

Q. Est-ce que vous avez___?

Do you have ___?

A. Oui, jai ___.

Yes, I have___.

mon (m)
ma (f)
mes (pl)
(your)

A. Non, je nai pas ___ .

No, I dont have ___.

ton (m)
ta (f)
tes (pl)

(our)

notre (m/f)
nos (pl)

(your)

votre (m/f)
vos (pl)

Q. Est-ce quils ont ___ ?

Do they have ___?

(his/her/its)

A. Non, ils nont pas ___.

No, they dont have ___.

son (m)
sa (f)
ses (pl)

(their)

leur (m/f)
leurs (pl)

-Objects-livre (m) - book

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

Examples:

Q.

Est-ce que vous avez mon crayon?

Do

you have my

pencil?

A. Oui, nous avons votre crayon.

Yes,

we

have

your

pencil.

A. Non, nous navons pas votre crayon.

No,

we

dont have

your

pencil.

14 June 2007 French

6. Asking About / Describing Objects and People

o What is this / that? -This / that is , Those are
o Is this / that ?
-Are these / those ? -Yes, this / that is , No, that is not
o Who is this / that?
-This / that is
See demonstrative adjectives in a French reference book.

Demonstrative
Adjectives
Cest
It is/this is

Ce nest pas
It is/this is not

Ce sont
These are

Ce ne sont pas
These are not

-une/ma Bible a/my Bible

-mon frre /ma sur-my brother /my sister
-mon/ma collgue my colleague (my companion)
-nos enfants - our children
-une (des) fentre(s) - a window(s)
-la porte - the door
-mon pantalon - my pair of trousers
-sa chemise - his/her shirt
-ses robes - her dresses
-une (des) chaise(s) - a chair(s)
-un (des) crayon(s) - a pencil(s)
-une / votre cravate - a / your necktie
-mes / vos chaussettes - my / your socks
-une (des) sur(s) - a sister(s)
-un (des) Elder(s) - an Elder(s)
-un (des) missionnaire(s) - a missionary(ies)
-des chaussures - shoes
-mon Livre de Mormon - my B of M
-ton/votre stylo - your pen
-leurs livres - their books

Examples :

Q. Quest-ce que cest ?

What

is this?

Q. Ce sont des Franais?

Are those French people?

Q. Qui est-ce?
Who is this?

A. Cest une Bible.

This is a

Bible.

A. Oui, ce sont des Franais.

Yes, those are French people.

A. Cest ma collgue.
That is my companion (f).

A. Cest une cravate.

Its

necktie.

A. Non, ce sont des Italiens.

No,

these are

Italian.

A. Ce sont des amis.

These are

friends.

14 June 2007 French

7. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 1

See the verb vouloir in a French reference book.

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

Singular
1st

Plural

Ne* pas*
ne
pas
je veux nous voulons
I

want

we

want

ne
pas
ne
pas
2nd tu veux
vous voulez
you

want

you

ne
pas
il veut
3rd

want

ne
pas
ils veulent

he

wants

they

elle

veut

elles

she

wants

they

on

veut

one

wants

want

veulent
want

-une pomme -an apple

-ton/votre stylo -your pen
-son livre -her / his book
-mon crayon -my pencil
-sa Bible -his / her Bible
-ton / votre Livre de Mormon -your B of M
-partir -to leave
-aller -to go
-manger -to eat
-dormir -to sleep
-tudier -to study
-parler franais -to speak French
-converser -to talk / converse

Examples:

Q. Est-ce que vous voulez manger? A. Oui, je veux manger. A. Non, je ne veux pas manger.
Do

you

want

Q. Est-ce quil veut

Does

he

to eat?

partir ?

want to leave ?

Yes, I

want to eat.

No,

dont want

A. Oui, il veut partir. A. Non, il

Yes , he wants to leave

to eat.

ne veut pas

No, he does not want

partir.

to leave.

*Negative

14 June 2007 French

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

see the verb aimer in a French reference book.

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

Singular

Plural

n*
pas*
1st j(e) aime

n
pas
nous aimons

like

we

n
pas
2nd tu aimes
you

3rd

n
pas
vous aimez

like

you

n
pas
il aime
he

likes

they

elles

likes

on

aime

one

likes

like

n
pas
ils aiment

elle aime
she

like

they

like

aiment

-mon/ma collgue -my companion

-ta/votre cravate -your tie
-notre Pre Cleste -our H. Father
-notre Sauveur -our Savior
-la Bible -the Bible
-le Livre de Mormon -the B of M
-partir -to leave
-manger -to eat
-dormir -to sleep
-tudier -to study
-parler franais -to speak French
-converser -to talk / converse

like

Examples:

Q. Est-ce que vous aimez lire? A. Oui, jaime beaucoup lire. A. Non, je naime pas lire.
Do

you

like to read ?

Yes, I like very much to read.

No, I dont like

to read.

Q. Est-ce quils aiment tudier ? A. Oui, ils aiment tudier. A. Non, ils naiment pas tudier
Do

they

like

to study ?

Yes,

they like

to study.

No,

they

do not like

to study.

*Negative

14 June 2007 French

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

See the verb pouvoir in a French reference book.

pouvoir = to be able to...

Singular

1st

ne*
pas*
ne
pas
je peux
nous pouvons
I

nd

Plural

can

we

ne
pas
tu peux
you

can

he

ne
pas
vous pouvez
you

ne
pas
3rd il peut
elle

can

can

can

ne
pas
ils peuvent
they

peut

elles

she

can

on

peut

one

can

can

peuvent

they

can

-aider les enfants

-chanter des cantiques
-faire un discours
-crire une lettre
-lire la Bible
-faire la cuisine
-partir bientt
-aller avec vous
-manger chez nous
-dormir dans la chambre
-tudier avec vous
-parler franais
-converser avec nous

-help the children

-sing hymns
-give a talk
-write a letter
-read the Bible
-cook the food
-leave soon
-go with you
-eat at our place
-sleep in the bedrm
-study with you
-speak French
-converse with us

Examples:

Q. Est-ce que tu peux aider les enfants? A.Oui, je peux les** aider. A.Non, je ne peux pas les** aider.
Can

you

help

the children?

Yes,

I can them

help.

No,

cant

them

Q. Est-ce quil peut faire un discours ? A. Oui, il peut faire un discours.

Can

he

give

talk ?

Yes, he can give

talk.

A. Non, il ne peut pas faire de discours.

No,

he cannot

give

talk.

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

14 June 2007 French

help.

10. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 4

See savoir in a French reference book

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

Singular

Plural

ne* pas*
ne
pas
1st je sais
nous savons
I

2nd

know

we

ne pas
tu sais
you

know

he

knows

elle sait
she

knows

on

sait

one

knows

ne
pas
vous savez
you

ne pas
3rd il sait

know

know

ne
pas
ils savent
they

know

elles

savent

they

know

-faire le travail
-chanter des cantiques
-faire un discours
-crire des lettres
-lire le tahitien
-faire la cuisine
-tudier les critures
-prier en anglais
-faire mon lit
-faire la lessive
-jouer du piano
-parler italien
-faire la vaisselle

-to do the work

-to sing hymns
-to give a talk
-to write letters
-to read Tahitian
-to cook
-to study scriptures
-to pray in English
-to make my bed
-to do the laundry
-to play the piano
-to speak Italian
-to do the dishes

Examples:

Q. Est-ce quils savent lire?

Do they

know how to read?

A.Oui, ils savent bien lire.

A.Non, ils ne savent pas lire.

No, they dont know how to read.

Yes, they know how to read well.

Q. Est-ce quelles savent chanter des cantiques ? A. Oui, elles savent chanter des cantiques.
Do

they

know

how to sing

hymns ?

Yes,

they know

how to sing

hymns.

A. Non, elles ne savent pas chanter des

No,

they

do not know

how to sing

cantiques.
Hymns.

*Negative

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

14 June 2007 French

11. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 5

See devoir in a French reference book

devoir = to need to/ must...

Singular

Plural

ne* pas*
1st je dois
I

nd

must

we

ne
pas
tu dois
you

3rd

ne
pas
nous devons
ne
pas
vous devez

must

you

ne
pas
il doit
he

must

ne
pas
ils doivent

must

they

must

elle doit

elles

doivent

they

must

she

must

on

doit

one

must

must

-finir mes tudes

-partir tout de suite
-faire mon travail
-crire une lettre
-lire le Livre de Mormon
-faire la cuisine
-partir avec vous
-aller vite
-manger chez nous
-dormir dans la chambre
-tudier les critures
-parler franais
-faire ma lessive

-finish my studies
-leave immediately
-do my work
-write a letter
-read the B of M
-cook
-leave with you
-go quickly
-eat at our place
-sleep in the bedrm
-study the scriptures
-speak French
-do my laundry

Examples:

Q. Est-ce que vous devez partir? A. Oui, je dois partir. A. Non, je ne dois pas partir.
Do

you

have

to leave?

Yes, I

have to leave.

No, I

dont have to

leave.

*Negative
The following structure is probably one of the simplest and most frequently used ways of
expressing a necessary action:
o

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

Falloir = to be necessary to
Il faut ....
It is necessary...

Infinitive of any verbs

+

partir - to leave
manger - to eat
rester - to stay
revenir - to come back
etc...

14 June 2007 French

12. Asking / Expressing Desire, Need, Preference, Ability, Intention - Part 6

See aller in a French reference book.

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

Singular

1st

Plural

ne* pas*
n
pas
je vais
nous allons
I am going

we

are going

ne
pas
n
pas
2nd tu vas
vous allez
you are going

ne pas
3rd il va
he

is going

elle va
she is going

on

you

are going

ne
pas
ils vont
they

are going

elles

vont

they

are going

va

-en ville
-dans ma chambre
-en France
-au temple
-aux Etas-Unis
-en Angleterre
-tudier les critures
-prier notre Pre Cleste
-faire mon lit
-faire la lessive
-jouer du piano
-chercher mes affaires
-faire la vaisselle

-to town
-to my room
-to France
-to the temple
-to the U.S.
-to England
-to study the scriptures
-to pray to our H.F.
-to make my bed
-to do the laundry
-to play the piano
-to get my things
-to do the dishes

one is going

Examples:

Q. Est-ce quils vont tudier? A. Oui, ils vont tudier.

Are

they going to study?

A. Non, ils ne vont pas tudier.

Yes, theyre going to study.

No, theyre not going to study.

Q. Est-ce quelle va en France ? A. Oui, elle va en France. A. Non, elle ne va pas en France.
.Is she going to France ?

Yes, she is going to France.

No, she is not going to France.

*Negative

14 June 2007 French

13. Asking / Describing Actions and Events - Part 1

o I ate / have eaten the food etc...
o They studied / have studied the scriptures.
See pass compos in a French reference book.

Compound Past w/ "avoir"

Singular

-Past Participle-

Plural

n* pas*
n
pas
1st j(e) ai
nous avons
I

2nd

have

n pas
tu as
you

have

n pas
3rd il a
he

we

have

n pas
vous avez
you

have

n
pas
ils ont

has

they

elle

elles

ont

she

has

they

have

on
one

have

a
has

voulu (wanted)
aim (liked)
pu (was able)
su (knew how)
d (had to)
fait (done)
+
lu (read)
mang (eaten)
tudi (studied)
parl** (spoken)
pri (prayed)
crit (written)
dormi (slept)
chant (sung)
t (been)
eu (had)

faire le travail (to do the work).

le film (the movie).
finir mes tudes (finish my studies).
faire la leon (to give the lesson).
lire la Bible (to read the Bible).
ma lessive (my laundry).
le Livre de Mormon (The B of M).
le dner (diner).
les Ecritures (the scriptures).
anglais (English).
Notre Pre Cleste (Our Heavenly Father)
une lettre (a letter).
chez moi (at my place).
des cantiques (some hymns).
malade (ill).
des leons (some lessons).

Examples:

Q. Est-ce quil a lu la Bible?

Has he read the Bible?

A. Oui, il a lu la Bible.
Yes, he has read the Bible

A. Non, il na pas lu la Bible.

No, he has not read the Bible

Q. Est-ce quelles ont aim le A. Oui, elles ont aim le film A. Non, elles nont pas aim le
film?
film
Did they like the movie ?

Yes, they liked the movie.

No, they didnt like the movie.

*Negative
** We

say :
Parler notre Pre Cleste
Prier notre Pre Cleste

14 June 2007 French

14. Asking / Describing Actions and Events - Part 2

As shown in the examples on the previous page, almost all verbs in French require the use of the
helper verb avoir, plus the past participle, to form the compound past. There are a few key verbs,
however, whose actions can be visualized on or around the diagram shown below, which require
the use of tre, instead of avoir, as the helping verb. Call it the house of tre.
rester
remonter

to stay / remain

redescendre

to go back up

to go back down

monter

tomber

to climb / go up

descendre

to fall

to descend / go down

natre

mourir

to be born

to die

venir

sortir

to come

arriver

entrer

to arrive

to enter

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

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

to go / come
out of

revenir
partir

to come back

to leave

Compound Past w/ "tre"

See pass compos in a French reference book

Singular

1st

ne* pas*
je suis
I

nd

n pas
tu es
you

3rd

am

il

are

n pas
est

Plural

-Past Participle-

ne
pas
nous sommes
we

are

n pas
vous tes
you

are

ne
pas
ils sont

he

is

they

are

elle

est

elles

sont

she

is

they

are

on

est

one

is

n(e/s) (born)
entr(e/s) (entered)
arriv(e/s) (arrived)
rest(e/s) (stayed)
tomb(e/s) (fell)
mort(e/s) (died) +
sorti(e/s) (went out)
venu(e/s) (came)
mont(e/s) (climbed)
parti(e/s) (left)
remont(e/s)

en France (in France).

dans la maison (into the house).
midi (at noon).
chez nous (at our place).
dans la rue (in the street).
Salt Lake (in Salt Lake).
manger (to eat).
avec nous (with us).
dans la maison (to the house).
avec vous (with you).
dans la chambre

(went back up)

(into the bedroom).

revenu(e/s)

chez les membres

(came back)

(to the members place).

Agreement: Make sure you understand that when using tre as the helper verb, the past participle
must always agree in number and in gender with the subject, as shown in the examples
above. This is not true when using avoir as the helping verb.
14 June 2007 French

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

Interrogative Adjectives
o How

-Comment est-ce que vous pouvez rendre service vos frres et soeurs?
-How can you serve your brothers and sisters?

o Why

-Pourquoi est-ce que vous voulez apprendre le franais?

-Why do you want to learn French?

o Where -O est-ce que vous allez manger?

-Where are you going to eat?
o What

-Quest-ce que vous voulez faire?

-What do you want to do?

o When

-Quand est-ce que vous avez lu le Livre de Mormon?

-When did you read the Book of Mormon?

o Who

-Qui est-ce que vous avez rencontr dans le bus?

-Who did you meet on the bus?

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

14 June 2007 French

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

Telling Time
o Learn the numbers in preparation for learning how to tell time.
10 heures
10 oclock
11 heures
moins 8
8 to 11

10 heures et
quart
Quarter past 10

10 heures 22
10:22
11 heures moins
le quart
quarter to 11
10 heures et demi
Half past 10

Examples:
Q. Quelle heure est-il?
What time is it ?

Q. A quelle heure tes-vous arriv ?

What did you you arrive?

Q. A quelle heure est-il parti?

What time did he leave?

A. Il est 10 heures.
It is 10 oclock.

A. Je suis arriv 10 heures et demi.

I arrived at half past 10.

A. Il est parti 2 heures et quart

He left at quarter past 2.

14 June 2007 French

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

The Date
o Learn the days of the week and the months of the year, in preparation for learning to express
the date.
o Next, create a simple display like the one shown below, which will help you keep the pattern
in mind:
Weekday
Day of Month
Month
Year
______________________________________________________________
lundi (monday)
mardi (tuesday)
mercredi (wed)
jeudi (thursday)
vendredi (fri)
samedi (sat)
dimanche (sun)

le 20 (the 20th)
le 24 (the 24th)
le 2 (the 2nd)
le 10 (the 10th)
le 31 (the 31st)
le 18 (the 18th)
le 1er (the 1st)*

janvier(january)
1820
fvrier (february)
1957
mars (march)
2001
avril (april)
2002
mai (may)
1995
juin (june)
1985
juillet (july)
1776
aot (august)
septembre (september)
octobre (october)
novembre (november)
dcembre (december)

*le premier, not le un

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

Examples:

Q. Quand / Quel jour est-ce que vous allez partir en mission?

When / On what date

are you going

to leave

on your mission?

A. Je vais partir le lundi 20 aot 2007.

I am going to leave on Monday the 20th of August 2007.

A. Je vais partir le 20 aot 2007. **

I am going to leave on the 20th of august, 2007.

** Notice the differing word order between both answers

14 June 2007 French

18. Asking / Describing Actions and Events 3

Verbs ending in "er"
o Learn to form regular er verbs in the present and in the compound past.
-Verb Stem-

-Endings for Present Tense-

(drop the er ending)

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

-e

-ons

-es

-ez

-e

-ent

o Activity 1: Practicing asking and answering questions in the present tense using the verb stems
from the list of verbs on the left above. As indicated, drop the er and add the endings given in the
center column to the stem. The examples below will be helpful:
Examples for the present tense:

Q. Est-ce que vous parlez franais? A. Oui, je parle franais. A. Non, je ne parle pas franais.
Do

you

speak

French?

Yes, I speak

French.

No,

dont speak

French.

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

Examples for the past tense:

Q. Est-ce que vous avez tudi vos Ecritures? A. Oui, jai tudi mes Ecritures.
Have

you studied (did you)your Scriptures?

Yes, I have studied (did study) my Scriptures.

A. Non, je nai pas tudi mes Ecritures.

Non, I have not studied (did not) my Scriptures.

14 June 2007 French

19. Asking / Describing Actions and Events - Part 4

Verbs ending in "ir"
o Learn to form regular ir verbs in the present and in the compound past
-Endings for Present Tense-

-Verb Stem(drop the ir ending)

fin-ir (to finish)

chois-ir (to choose)
accompl-ir (to accommplish)
ob-ir () (to obey)
bn-ir (to bless)
russ-ir () (to succeed)
rflch-ir () (to reflect)

-is

+ -is
-it

-issons
-issez
-issent

o Activity 1: Practicing asking and answering questions in the present tense using the verb
stems from the list of verbs on the left above. As indicated, drop the ir and add the endings
given in the center column to the stem. The examples below will be helpful:
Examples for the present tense:

Q. Est-ce que vous finissez le travail? A. Non, je ne finis pas le travail aujourdhui.
Are

you

finishing

the work?

Non, Im not finishing the work

today.

A. Oui, je finis le travail six heures.

Yes, I finish the work

at six oclock.

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

Examples of the past tense:

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

Yes, I have finished the work this morning.

A. Non, je nai pas encore fini le travail.

No,

I have not yet finished (did not) the work.

14 June 2007 French

20. Asking
18.
Asking /about
Describing
/ Describing
ActionsActions
and Events
and Events
- Part 5 Part 4 (Verbs ending in ir)
19. Asking about / Describing Actions and Events Part 5 (Verbs ending in re)
o Learn
to form
regularin
ir
verbs in the present tense. (See pg. 58 in the textbook)
Verbs
ending
"re"
o Learn how to form regular re verbs in the present tense. (See pg. 60 in the textbook)
o o Create
Learnato
simple
form display
regular like
re the
verbs
oneinshown
the present
below,and
andinpractice.
the compound past.
o Create a simple display like the one shown below, and practice.
-Endings for Present Tense-

-Verb Stems-

(drop the re ending)

-s
descend-re (to decend)
Endings
Verbs
Endingsattend-re (to wait
Verbs
for) (to finish)
finir
+
-s
rpondre
(to choose)
respond)
-is vend-re
-issons (to sell) choisir (to
-s
-ons
entendre
(to (to
hear)
entend-re
(to understand)
accomplir
accomplish)

attendre
(to
wait
/ wait for)
(to
respond
/
rpond-re
()
-is
-issez
obir (to obey)
answer)
-s
-ez
rendre
bnir (to bless)

Past-ons
Participle
Past
Participle
fini (finished)
-ez (chose)
rpondu
(responded / answered)
choisi
entendu
(heard)
accompli
(accomplished)
-ent
attendu
(waited
/ waited for)
obi (obeyed)
rendu
(gave back / bore)
bni (blessed)
(to
give
back
/
to
bear
testimony)
-it
-issent
russir (to succeed)
russi (succeeded)
-*
-ent
descendre
rflchir (to reflect/ponder)descendu
rflchi (reflected / pondered)
o Activity 1: Practicing asking (to
anddescend
answering
present tense
using
the verb stems
/ toquestions
go down)in the(descended
/ went
down)
from
the
list
of
verbs
on
the
left
above.
As
indicated,
drop
the
re
and
add
the
endings
given in
page
60 of list
prendre
take)
pris answering
(took)
Learn*See
the explanation
verbs fromonthe
(center)
above, (to
by practicing
asking and
questions in the
the
center
column toforms.
the stem.
Theasexamples
below
will be to
helpful:
French
for Missionaries
perdre
(to lose)
perdu
(lost)
affirmative
and
negative
Devote
much
time
as possible
the Practice
activity. Once you
are confident using these verbs in the present, have practice asking and answering questions in the
past tense,Examples
using theforpast
given in the list on the right.
the participles
present tense:
o Learn the verbs from the (center) list above, by practicing asking and answering questions in the
affirmative
andquil
negative
forms.
Devote
as much
asilpossible
Q. Est-ce
rpond
vos
questions?
A.time
Oui,
rpondto the
mesPractice
questions.activity.
Does

he respond to your questions?

Yes, he responds to my questions.

o Once you are confident using these verbs in theA.

present,
asking
answering
questions
Non, ilpractice
ne rpond
pasand
mes
questions.
in the past tense, using the past participles given inNo,
the list
on the respond
right. to my questions.
he doesnt
o Activity 2: Now, practice asking and answering questions in the past tense by using either
avoir or tre as helping verbs as taught in lessons 13 and 14 above, and then adding the past
participle from the list on the right above. The examples below will be helpful:

Examples for the past tense:

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

Yes, he decended (came down) yesterday with my brother.

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

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

14 June 2007 French

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

Conceptual Practice
Narrating events in the past in French usually involves the use of two different past tenses.
One you have already learned, and the other you will learn in this section.
1. The compound past, which you have already learned, in which the helper verbs avoir and
tre are used, along with the past participle. (ex: Il est parti / Nous avons mang
) This compound tense describes events which occurred in a sequence or order, one after
another. (ex: I got up, then I saw , then someone said, etc., etc.).
2. The Imperfect past, which you will learn in this section, describes the setting in which the
events occurred, and describes actions or events which occurred habitually in the past, and
is usually expressed in English by the words was, were, would or used to. (ex: It
was a cold, rainy day , everyone was cold , we were hoping , on days like
this we would or used to build a big fire to keep us all warm ).
Before learning how to form the imperfect tense in French, conduct a conceptual practice, by
telling the Joseph Smith story in English. Each time you come to an action or verb, indicate
whether that action is descriptive, requiring the imperfect tense, or if the action is
sequential, requiring the compound past. Include as many actions as possible. (ex:
Joseph was concerned about , he decided he would pray. It was a beautiful
morning. He got up early. He got dressed. He was very careful to not wake He
went out of the house, and went down the path. The birds were singing , etc. etc.)

14 June 2007 French

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

See imparfait in a French reference book.

The Imperfect Past Tense

o Learn how to form the imperfect past tense, which translates into English as was, were,
or used to, referring to habitual or re-occurring actions or events in the past. The
Imperfect tense is also used to describe the setting in which events occurred, as illustrated
in the Joseph Smith story in the previous lesson.
-Verb-

Verb - stem

aller (to go)

vouloir (to want)
tre (to be)
avoir (to have)
savoir (to know)
faire (to do/make)
donner (to give)

all voul t av sav fais donn -

-Imperfect Endings-

-ais

-ions

-ais

-iez

-ait

-aient

o Practice forming the imperfect past tense with all of the verbs you have learned to date, but
following the simple formula shown above. For further information please see the pages
indicated above in the text. The examples below may be helpful:
Examples:

Q. Est-ce que vous mangiez quand je suis arriv ce matin?

Were

you

eating

when

I (have) arrived this morning?

A. Non, je ne mangeais pas quand vous tes arriv ce matin.

No,

wasnt eating

when

you (have) arrived this morning.

A. Oui, je mangeais ce matin quand vous tes arriv.

Yes, I

was eating this morning when you (have) arrived.

o Activity: Once you are confident using these verbs in the imperfect tense, take sufficient
time to practice narrating several simple experiences or stories in the past, to your
companion / tutor, using both the imperfect and the compound past tenses. Refer to the list
of verbs you have learned up to this point to give you ideas of things you know how to say.

14 June 2007 French