Easy French 2 Books in 1 French Language Plus Short Stories For Beginners PDF 3pv DR Notes

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EASY FRENCH
2 BOOKS IN 1
French Language + Short Stories
for Beginners
A complete step-by-step guide to
learn and speak French quick and
easy starting from zero.
Louis Pascal and Anne

McKenzie
Published by dr-notes.com
Table of Contents
French Language for Beginners
Introduction
Chapter 1: Overview of The French Language
Interesting Things to Note
Why Should You Learn the French Language?
Employment
Travel
Arts and Culture
Anytime Is the Right Time
Teach Your Children
An Overview of The French Language
Chapter 2: French Tonic Accent
Rhythm and Emphasis
Accent Affectif
Accent Tonique
Chapter 3: Alphabet and Pronunciation
French Accents
The Cédille Ç
The Accent Aigu
The Accent Circonflexe
The Accent Grave
The Accent Tréma
Teaching Your Mouth to Move in French
Chapter 4: Numbers and Pronunciation
Numbers
One to Ten
Eleven to Nineteen
Twenty to Sixty
Seventy to Ninety-Nine
One Hundred
One Thousand And Beyond
One Million
Years
Chapter 5: French Grammar Basics
Articles
L’Article Defini
Singular
Plural
L’Article Indefini
Singular
Plural
L’Article Partitif
Singular
Plural
Masculine and Feminine Nouns and Their Articles
Feminine Nouns and Their Articles
Masculine Nouns and Their Articles
Plural Nouns
Nouns
Places
People
Professions
People In Your Family
Things
Animals
Colors
Months Of The Year
Singular Nouns
Practice Exercises
Pronouns
Personal Pronouns
Impersonal Pronouns
Verbs
Present Tense: Avoir Et Être
Conjugating Verbs In Past-Tense
The Past Participle
ER Verbs
IR Verbs
RE Verbs
The Irregular Past Participles
Auxiliaries in Passé Composé
Avoir As The Auxiliary
Être As the Auxiliary
Adjectives
Agreement in Passé Composé
Future Tense Conjugation
-ER and -IR Verbs
-RE Verbs
Irregular Verbs
Irregular Stems:
Changing Stems
Endings Added in Future Tense
Chapter 6: French Grammar Basics Part 2
Adverbs
Frequency Modifications
Modifications Of The Manner In Which Something Is Done
Location Modifications
Modifications of Amount
Modifications of Amount Of Time
Questioning Modifications
Negative Modifications
Comparison Modifications
Superlatif Modifications
Prepositions
Conjunctions
Coordinating
Subordinating
Determiners
Adverb Placement in A Sentence
Chapter 7: Essential Words and Phrases
Conversational Words
Age
Money
Time
Days Of The Week
Addresses
Dating
Friends
Sports and Games
Emotions And Feelings
Chapter 8: Dictionary of Simple Phrases
Basic Phrases For Everyday Conversations
Travel Phrases
Restaurant Phrases
Les Textos
Phone Conversation Phrases
Conclusion.
French Short Stories for Beginners
Introduction
Chapter 1 : Sylvie Et Le Livreur De Lait
Introduction and Story Directions
Sylvie Et Le Livreur De Lait
Summary of Sylvie Et Le Livreur De Lait
Words and Phrases from Sylvie Et Le Livreur De Lait
Comprehension Questions for Sylvie Et Le Livreur De Lait
Chapter 2: L’Histoire De Mélanie
L’Histoire De Mélanie
Summary of L’histoire De Mélanie
Words and Phrases from L’histoire De Mélanie
Comprehension Questions for L’Histoire De Melanie
Chapter 3: Le Bûcheron
Le Bûcheron
Summary of Le Bûcheron
Words and Phrases From Le Bûcheron
Comprehension Questions from Le Bûcheron :
Chapter 4: Le Petit Chat (Qui N’est Pas Très Petit Du
Tout)
Le Petit Chat (Qui N’est Pas Très Petit Du Tout)
Summary of Le Petit Chat (Qui N’est Pas Très Petit Du Tout)
Words and Phrases from Le Petit Chat (Qui N’est Pas Très
Petit Du Tout):
Comprehension Questions from Le Petit Chat (Qui N’est
Pas Très Petit Du Tout):
Chapter 5: Le Dragon Au Sommet
Le Dragon Au Sommet
Summary of Le Dragon Au Sommet
Words and Phrases from Le Dragon Au Sommet:
Comprehension Questions from Le Dragon Au Sommet:
Chapter 6: Les Nouveaux Voisins
Les Nouveaux Voisins
Summary of Les Nouveaux Voisins
Words and Phrases From Les Nouveaux Voisins
Comprehension Questions from Les Nouvelles Voisins:
Chapter 7: Le Monde Au-Dessus
Le Monde Au-Dessus
Summary of Le Monde Au-Dessus
Words and Phrases from Le Monde Au-Dessus:
Comprehension Questions from Le Monde Au-Dessus:
Chapter 8: La Souris et Le Lapin
La Souris et Le Lapin
Summary of La Souris et Le Lapin
Words and Phrases From La Souris et Le Lapin:
Comprehension Questions from La Souris et Le Lapin:
Chapter 9: La Fontaine De Jeunesse
La Fontaine De Jeunesse
Summary of La Fontaine De Jeunesse
Words and Phrases from La Fontaine De Jeunesse :
Comprehension Questions from La Fontaine De Jeunesse
Chapter 10: Arabesque La Fée
Arabesque, La Fée
Summary of Arabesque La Fee
Words and Phrases from Arabesque La Fée:
Comprehension Questions from Arabesque La Fée:
Chapter 11: L’Arbre
L’Arbre
Summary of Labra:
Words and Phrases from Labra:
Comprehension Questions from L’Arbre:
Chapter 12: Les Enfants Maléfiques
Les Enfants Maléfiques
Summary of Les Enfants Maléfiques:
Words and Phrases from Les Enfants Maléfiques:
Questions From Les Enfants Maléfiques:
Closing Notes
Answers to Multiple Choice Quizzes
Conclusion
French Language for
Beginners
A step-by-step guide for learning

the French language from
scratch with practical exercises
and lessons to improve your
comprehension skills and your
vocabulary
Louis Pascal and Anne

McKenzie
Introduction
This book will be your all-encompassing guide to learning

the French language. In this book, you will find everything
you need to know starting from the basics. This book will
guide you through the first steps of learning a new language
like an overview of the language and why it is beneficial to
learn, the French accent and how to achieve it, the
alphabet, numbers, grammar, and we will finish with a
wealth of words and phrases that will help to get your
started in your French conversational skills.
There will be exercises to test your knowledge and solidify it

in your memory all along the way so that you will more
easily remember what you have learned as we will add more
concepts in each chapter.
Reading this book will give you the knowledge you need to
understand pronunciation and sentence structure so that
you can begin to read and understand sentences that you
see in new books or in your search for French materials to
read and understand. This will also help you to create your
own sentences in both writing and speaking so that you can
practice your French accent and all that you have learned.
We will go in-depth into French grammar and how it differs

from English, by examining how a sentence is properly
formed and by delving into the parts of a sentence including
nouns, adjectives, verbs and adverbs. Then we will look
deeper by delving into conjunctions, which are very
important in the French language, tenses and how this
changes a sentence and prepositions. At the end of each
chapter, you can expect repetition exercises and practice for
your pronunciation so that you can solidify what you learned
in each chapter before moving on to the next.
This book is the first step in your journey of learning the

French language, so congratulations on taking that step! It
will be a lifelong journey and it begins right now. Enter this
journey with an open mind and an eagerness to learn.
Learning a new language requires patience with oneself and
takes time, don’t pressure yourself if you feel like it is taking
time to learn. Continue on in this process and keep up with
the practice required to get the most out of it.
For best results, this book should be read aloud. Reading out
loud will allow you to hear the way your voice is
pronouncing each word and will allow you to teach your
mouth and tongue to shape the words as they are
pronounced in the French language. Being able to speak
aloud is a great way to solidify the words and phrases you
learn in your brain so that you can remember them when
you need them most.
This book is a resource you can come back to again and

again and one that you can carry with you as you travel and
explore. Having this on hand so that you can flip back to the
exact section you need when you need it will be invaluable
in helping you with those last-minute forgetful moments and
will allow you to push through them with ease. This can be
done during a conversation or while reading.
I wish you luck in your journey and hope that you take as
much as you can from these carefully planned pages
organized to best help you succeed.
Chapter 1: Overview of The French
Language
Interesting Things to Note
The French language is one of the most widespread
languages in terms of its presence around the world. It is
the only language that can be found to be used commonly
in every single continent. You may or may not be aware of
the fact that French is derived from Latin, along with many
other languages that it is similar to such as Spanish and
Italian. If you already have some knowledge of Spanish or
Italian, then learning French could be quite a breeze for you.
Many languages change over time as different dialects and

forms come into practice simply because of time passing
and people changing. The interesting thing about the French
language though is that there is a governing body whose
main mission is to keep and protect the French language as
close to its origin as possible in terms of word additions and
changes to things like grammar or sentence structure. There
are many changes proposed and rejected by this governing
body in an effort to maintain its integrity to the past. This is
different from the English language as many new words are
being added to the dictionary all the time as societies grow,
change and develop.
The French language and its prominence are growing rapidly

as many of the countries where French is a primary
language are developing countries and thus they are
growing and changing. What this means for the French
language is that it is also growing and becoming more
widespread as these countries develop.
Why Should You Learn the French Language?

Employment
Learning any additional language is beneficial when it
comes to employment. You can earn more money for being
able to speak multiple languages, as it will be beneficial for
companies to have employees that are able to speak
multiple languages. If you are able to help customers or
clients or even other coworkers by using your second
language skills, this makes you a huge asset for employers!
The French language is also quite a prominent language

when it comes to business relations around the world. As
you may be aware, English is the number one language for
international business, mandarin is the second and third is
French! What this means is that whether or not you are a
business worker, you will be very likely to come across the
French language in your workplace at one time or another
and knowing the language will be very beneficial for you in
your career and for your status within your company.
If you own your own business, knowing other languages is

extremely beneficial when it comes to sales and marketing.
You want to reach as large an audience as possible and if
you have the skills to speak in more than one language this
will be much easier. With the advent of technology and the
wealth of online sales marketplaces, being able to write
product descriptions, emails or have telephone
conversations in French will benefit you immensely.
People all over the world are beginning to see the value in
learning the French language and its education is being
added to many curriculums all over the world. Getting
ahead of this now and making yourself a valuable asset
internationally will allow you to make your mark in society.
You will be able to combine travel with work in order to have
a greater wealth of job options and with that, a greater
wealth of options for places to live. This brings me to our
next topic which is travel.
Knowing another language will make you able to make more

money in the workplace since you will be a valuable asset to
whatever company you work for. You will be able to make
yourself worth more in terms of income in addition to being
wanted by more companies and for more job positions than
ever before.
Travel
Because, as I mentioned previously, French is the only
language that is used in every continent, it is such a
beneficial language to learn. When you are travelling the
chances that you will come across French speaking people
who may be working, travelling or needing assistance of
some sort are very high.
If you are specifically interested in French speaking places

such as France, Canada, Switzerland or any others then
coming across French people will be a daily occurrence.
Being able to communicate with people in their native
language, especially when you are a guest of their country
will make them feel happy and in turn, they will be much
more likely to welcome you with open arms. Not to mention
that ordering food, understanding a menu, asking for
directions, checking into hotels, trying to take transit and
many more things will be made easier if you have
knowledge of the native language of the country you are
visiting. It will make for much less headache and will erase
the need for a clunky translation app on your phone that
may have spotty service.
Travelling Confidence is another key benefit. Knowing

another language, no matter where you are travelling to will
give you added confidence while you are on the road. Even
if you are not travelling to a country where the primary or
secondary language is French, you will likely come across
French speakers just because of the widespread nature of
the language. Also because of the widespread nature of the
language, it is likely that other travelers you will come
across will be French speakers and getting to know them or
finding travel friends will be much easier and much more
likely if you can speak their language. You won't have to rely
on other people’s ability to speak your language if you have
an entire second language in your arsenal.
You will have a much broader choice of travel destinations

as you will not have to stick to the main cities where there is
more chance of finding English speakers. You will have the
freedom to travel to less tourist-filled destinations and even
to stay in places with no English at all.
Arts and Culture
When it comes to arts and culture, French is quite prominent
in terms of literature, film and visual arts. Many visual
artists hail from French speaking countries in Europe. If you
are interested in the arts, you may be very interested in
French artists specifically. These artists will create their art
in their native language and if you are not a French speaker,
you will have to turn to the translated works. Just like when
books become movies, the original is usually quite a bit
better than the adaptation. The relevance here is that by
knowing how to understand and read in French, you will be
able to watch the original French films and read the original
French books. You will be able to experience these things
exactly as they were created and intended to be consumed.
This will give you the most authentic experience of these
artists’ work possible, and as an arts and culture
connoisseur or even just a fan, that will be quite an amazing
experience.
When you are just beginning, you can watch the films with
English subtitles or read the book with the translated
version on hand as well, but when you become more and
more comfortable with your knowledge and comprehension
of the language, you will be able to leave those English aids
aside and really truly experience these art forms fully in
French.
The French language will be very beneficial for anyone
looking to add another language to their list of skills and
talents. French will improve your life in many more ways
than just employment, culture and money it will also expand
your world in general. Opening you up to new experiences,
new challenges and new views of the world. Languages help
you to see the world from new points of view and knowing
an additional language will only bring positives to your life.
Anytime Is the Right Time
While you may think that it is too late to learn a new
language, or that you may be too old to pick up an entire
new vocabulary, this is far from the truth! Anytime is the
right time to learn a new language, the important thing is
taking the first steps. You have already taken the first steps
by beginning to read this book!
While many people learn a second languages as children,

our brains are still able to pick up new languages as we age.
When we are children, we do not fully realize the
importance of the second or even third languages that we
are learning, we may find it tedious and boring- but as
adults we fully realize the benefits of learning a new
language and the expansion that it will bring to our mind
and our life. Because of this, as adults we tend to be more
dedicated, more eager to learn and more likely to put in the
practice it takes to become good at a new language. There
is no such thing as too old to learn, ans because you have
brought yourself here, you are already clearly motivated to
learn!
Teach Your Children
If you can learn a new language, you will be able to teach
your children this new language too. The brains of children
are like little sponges, ready to learn and take in new
information every day. If you develop the French language
skills for yourself, you will be able to read to your children in
French, speak to them in French, sing to them in French and
while you are doing this, their brains won’t be able to help
but pick up some of the language. This will put them at an
advantage when they go to school and may enter a French
class, as they will already have developed that foundation in
the language.
When you travel with your children, if they know the

language, you will have a much more enjoyable trip just by
watching them read the menu to you or take in the new
accents and words in awe. You will feel rewarded because
you will have exposed them to the language early in life and
you will then be able to see it pay off before your eyes.
Children who speak multiple languages tend to do better in

school, they have better memory and attention and they
have more opportunities and a bright future ahead of them.
If your child already knows two languages, adding a third
will be very easy for them as they already have the skills to
be able to switch between languages in their brain and the
skills to develop new accents.
Teaching your child a new language will not only open up a

world of possibilities for them as they grow, but it will be a
bonding experience for the two of you as you take on the
journey of language together. That is an experience that not
everyone gets to have with their child, and it is an
extremely rewarding one.
An Overview of The French Language
I previously explained why learning the French language
would be beneficial to anyone who wants to give
themselves an edge in their life in terms of work, travel and
interests. With this in mind, we will now look a little bit
deeper into the French language and what you can expect
from it through the rest of this book and beyond as you
enter the world of a new language.
The French language is full of many small changes that

make big differences to the words they are put with. We will
examine in depth these small differences between the
different forms of the same word that you will begin to see
as you enter the world of French speaking, reading and
writing. There are prefixes and suffixes that are added or
changed in order to change a word from present to past to
future tense. There are prefixes that you add in order to put
two vowels side-by-side without having it all jumbled up in
your mouth as you try to speak the words. There are small
changes you can make to a sentence to take it from a
friendly and casual way of speaking to a formal and
respectful one. The way these small changes have big
impacts on the words and sentences is what makes the
French language so interesting to learn and to use. It can
also be what makes it difficult, but as soon as you learn the
rules-like with anything else, you will be well-equipped to
take on anything French.
When comparing the French language to the English

language, a large difference to note is that while the
meaning of a sentence in the English language can be
gleaned primarily by examining the order of the words, in
French understanding the meaning of a sentence is reliant
on punctuation, prefixes and suffixes. This is especially true
when trying to determine whether a sentence is a question
or a statement. In English, you can tell this by the order in
which the words are written, while in French, forgetting a
question mark will turn a sentence from a question to a
regular statement. We will revisit this type of French-English
comparison later in the book, but it is useful to keep in mind
and quite an interesting fact to note.
Another comparison that can be made is that French and

English are quite similar languages in terms of the amount
of similar words that can be found. These words are mostly
technical in nature such as science and mathematics terms
as well as terms relating to politics. This makes the learning
process simpler than it would be for some other languages
for the native English speaker. This is in large part because
you will not have to spend a large amount of time
memorizing too many terms that can come into play as you
get further into your knowledge of the language. Many
terms may be quite similar if not the same between both
languages.
There is a specific etiquette that is used when writing formal

letters or when speaking on the phone in the French
language. This can become confusing for native English
speakers as there are not as many nuances in the English
language. The benefit though, as mentioned above is that
there will be many terms that you will already understand
which will make learning the etiquette that much easier.
You may not know this but there are places in the United
States where French is spoken and is actually a first
language of some people. Though, you may not be able to
recognize it as French because it sounds quite different-
there are different dialects of French spoken all over the
world. This is like English where people from Australia,
England and the southern states in the United States all
have very different accents and many different words that
are used between them. Even as a native English speaker,
going from one part of the world to another you may hear
things that you do not recognize. This is the same way in
the united states where French is spoken. In Louisiana,
North Dakota, Vermont Maine, Missouri, Massachusetts and
Michigan there are regions where French is spoken. This
may come as a surprise to you, but it is true! Even all over
France you can find different accents and dialects, so from
region to region you will notice differences.
If you travel the world as you are learning French or after

you learn French, you may have trouble understanding
accents and expressions in some places. Try to approach
this with an open mind and get ready to learn more than
you ever thought possible about the French language. Even
as you travel, you may be in some parts of the world where
you would never have expected to encounter the French
language, but you may actually hear it used. As you travel,
keep your ears open and your eyes open for the French
language. You may just surprise some people who thought
they would not find French speaking tourists!
Chapter 2: French Tonic Accent
Rhythm and Emphasis
As mentioned briefly in the previous chapter, French is

different from English in terms of the way that the meaning
of a sentence is conveyed in English is through the stress of
certain words. We will change our emphasis from the first
word to the last word in a sentence in order to convey
different meanings. In French however, this is not the case.
There are only very subtle changes in terms of stressing
certain words over others when speaking French. The
difference thus lies in the order of the words that you are
saying. By switching up the order of the words in your
sentence, you will convey a completely different meaning.
The French language is said to be one of the romance

languages. This is likely because of the way it flows out of
one’s mouth musically and with beautiful rhythm. In French
we do not emphasize specific syllables or parts of words by
changing the volume or intensity of our voice like we do in
English. Instead, we use a certain rhythm when speaking to
help convey the message we want to convey. What this
rhythm sounds like in practice is a change in the tone of
voice at certain parts within the rhythm to convey certain
things. An example of this is to convey the difference
between a question and a statement. I will give a visual
example below of how this looks. We will begin with a
simple and easy example to allow you to see what this
means.
Tu t’appelles Jean in English means: You are named Jean I

will now show you what I mean by a rhythm of a sentence.
Tu t'appelles Jean can take one of two forms. It can either be
asked as a question or it can be said as a statement. In
English we would change the emphasis from the beginning
of the sentence to the end in order to make this distinction.
The bolded word indicates the emphasized word. Try reading
it aloud to really hear the difference between the two.
You are named Jean.

You are named Jean?
Now, I will show you what this would look like in French. The
two sentences below would be said in the exact same way,
up until the very last word. In the first example, the
statement, the final word is said with a lower pitched voice.
In the second example, the question, the final word is said
with a higher pitched voice. Say these aloud to hear the
difference. Below is the pronunciation direction for the
French sentence.
[too][tap-L] [j-on]
{Tu} {t’appelles} {Jean.}

{Tu} {t’appelles} {Jean?}
Notice how the difference between these sentences only

comes in at the very last syllable. In English however, the
difference could be in the beginning, at the end or even in
some cases in the middle. Try saying the sentences below
aloud. Each one emphasizes a different word in the
sentence and because of this, each one has a different
meaning.
I went home last night.

As we get deeper into our lessons on the French language,
this distinction will become even clearer. The longer the
sentences are, the more this concept can be seen and
heard. The important thing to remember is that all the
syllables in the sentence except the last one, are said with
the same intonation as each other, which ends up creating a
rhythm.
Accent Affectif As I mentioned at the beginning

of this chapter, there are only very subtle
differences in the change of the tone when it
comes to words and syllables in French. This is
not the most relied on, or most commonly-used
way to convey meaning. We will now look at
the other ways that this can be done.
In French, there are two ways that we can better adjust a
sentence to make the distinction between a question and a
statement clearer. Because in French it is important to
maintain the rhythm of this romantic language, it is not
preferred that we use a change of emphasis within a
sentence. This would take away from the sing-song nature
of this beautiful language.
The first method is like the emphasis that is done in English

except that it is done in a much less obvious way. This
change in emphasis is not about the strength with which the
word is said or the volume at which is said. This type of
accentuation is again related to syllables and the position in
which you place a pause. If you want to emphasize that you
feel passionate about something, you can pause at or
before certain syllables in order to convey this. There are
two examples of this below. In these examples, instead of
putting emphasis and interfering with the sound of the
sentence, we use pauses placed in specific places to show
just how excited we are. In this example, the three dots
represent the pauses in the sentence.
C’est magnifique . In English, this means It’s magnificent!
[say][mag-nee-fee-k]
C’est...Magnifique !
C’est Ma...gni...fique!
Keep in mind that the French are passionate individuals. As

you test these examples out by saying them aloud, try
closing your eyes and feeling that French passion each time,
you reach a pause. This will help you to understand the
effectiveness of the pause and how it still allows for the
romance and free-flowing, roll off the tongue nature of the
language to be heard.
The second way that we can show feelings or meaning in a

sentence without using emphasis and ruining the flow of the
language, is by drawing out certain consonants in the
words. Below I will use the same word again to show you
another way to demonstrate passion and excitement.
C’est mmmagnifique!
C’est magnifique!
By either drawing out the m or the f in this word, we are

able to show just how magnificent we think something is
without the person we are speaking to being blown away by
a strong emphasis and an increase in volume.
Accent Tonique As I briefly touched on in the

beginning of this chapter and in the last
chapter, a large difference that you will notice
between the English language and French is
the following. In French, the most common way
to let a person know what we mean by the
words we are saying is by changing the order in
which we say them. This method uses grammar
instead of pronunciation like the last method
that we examined. This ensures that the
language flows out of your mouth smoothly and
without changing your volume too much, while
still explaining clearly what you are wanting to
say. This makes it so that there will be no
confusion if you don’t change your emphasis,
because the order of your sentence and the
words you have chosen will clearly
communicate what you are trying to say,
without ambiguity.
There are two ways that we can employ this method. The
first, is by mentioning exactly what we are talking about. I
will give an example of this method below.
Je ne connais pas Jean in English means I don’t know Jean To

make it more obvious who exactly we are talking about and
what exactly we are saying, we would rather say; C’est Jean
que je ne connais pas which in English means It’s Jean that
I don’t know .
Saying it in this way helps to better explain exactly what we

are saying and who exactly we are talking about. There is no
confusion here as to who we are talking about because we
literally begin by saying “it’s Jean”.
The second way to change the structure of the sentence in

order to explain what we mean without using vocal
emphasis, is by doing two things. Number one, we change it
so that the important word in the sentence is either at the
very beginning or at the very end of the sentence. Number
two, we refer to it by using the appropriate pronoun (like
him or her).
We will use the same sentence as an example again so that

you can compare this type of variation with the last one.
Je ne connais pas Jean or I don't know Jean

Becomes Jean, je ne le connais pas or it can become Je ne le
connais pas, Jean.
In English this directly translates to mean “Jean, I don’t

know him” or I” don’t know him, Jean”. While we would
never actually say either of these in English, having them
translated for you helps you to see exactly how phrasing
your sentence in this way helps to emphasize the subject
and what you are saying about this subject.
In a sentence where you feel it is important to emphasize

the subject and what you want to say about them, you can
combine both of the above to really emphasize what you are
meaning to say.
Jean, c’est lui que je ne connais pas I will now show another
example of this.
In English, we would say “He didn’t tell me anything” In

French, this translates to “Il ne m’a rien dit .” In order to
avoid confusion of any sort about who we are talking about,
we could say these one of two ways to emphasize the
subject in our sentence; Lui, il ne m’a rien dit , he, he didn’t
tell me anything Il ne m’a rien dit, Lui, he didn’t tell me
anything, him While this doesn’t make a whole lot of sense
in an English translation, you can still see that the subject of
the sentence is emphasized by being placed at the
beginning or the end of the sentence.
Using both two reordering techniques will help you to get
your point across strongly.
We will now try some practice examples of this.
Un sac est tombé [uhn][s-ah-k][eh][toh-m-b-ay], a bag fell
By using the first method, we would change this to; C’est

__________ qui ____________.
By using the second method, we would change this to;
_________, il est tombé.
Or
Il est tombé, ___________.
We would use either of these three ways to make it so that

it is clear to the listener exactly what we are talking about
and exactly what we are saying about this subject.
Chapter 3: Alphabet and
Pronunciation
The French alphabet is the same as the alphabet used in the
English language. This alphabet comes from the Latin
alphabet. There are 26 letters in total with an uppercase
and lowercase. If you are a native English speaker, it is quite
a bit easier to learn the French language than it would be to
learn say, Russian or mandarin Chinese. You will be able to
recognize the letters and will not have to learn an entirely
new alphabet. You are already beginning part way through!
Though the alphabet used in French is the same, the

pronunciations of the letters are quite different. There are a
few letters whose pronunciations remain the same, like the
following letters: f,l,m,n,o and s. All the other letters
however, will have new pronunciations. Study them and
learn their new pronunciations before moving on to the next
chapter. The pronunciation of each letter is as follows;
A (ah), B (bay), C (say), D (day), E (euh), F (ef), G (jh-ay), H

(ash), I (ee), J (jh-ee), K
(kah), L (el), M (em), N (en), O (oh), P (pay), Q (koo), R

(err(roll the r)), S (ess), T (tay),
U (ooh), V (vay), W (doo-bl-uh-vey), X (ee-ks), Y (ee-

greck(roll the r)), Z (zed).
Try reading these letters with their appropriate

pronunciations aloud a few times over so that you can get
used to these new ways of saying them.
Now, say the following letters with their pronunciations
aloud as you spell out these words.
L-I-V-R-E [el][ee][vay][err][euh]
C-H-A-I-S-E [say][ash][ah][ee][ess][euh]
C-H-A-T [say][ash][ah][tay]
S-O-F-A [ess][oh][ef][ah]
A-M-I [ah][em][ee]
Now, do the same but spell your name this time. Try this
aloud a few times
___ ___ ___ ___ ___ __ __ ___ ___ ___
As you know from speaking English, the pronunciation of the

letters will change when they are placed together with other
letters. It is still important however, to know the names of
the letters and how to say them on their own first. Practice
those and get comfortable with them, as we will now move
onto letter combinations and their sounds. There are a few
cases that we will look at now where the sounds of letters
will change when they are placed beside other letters. The
following examples are ones that you will see very
commonly in French words. Practice pronouncing these
sounds now. Some different letter combinations may
produce the same sounds, such as oh and om , but you will
see both just as often as each other.
Ai [eh]
Au [oh]
Eau [oh]
Eu [uh]
Ei [eh]
In [eh]
Ien [yeh]
O [oh]
Ou [oo]
On [aw]
Om [aw]
Oi [wah]
Un [eh]
Some of these letter combinations and the sounds they

produce are different from and may not even exist in the
English language.
Chaud ( hot ) may seem like it would be pronounced like [sh-

ah-ooh-day]. But when the letters a and u are placed
together in French, it is actually pronounced as [o].
Therefore, the word chaud is pronounced chaud [sh-o-d].
Voiture ( car) may seem like it would be pronounced as [v-

oh-ee-t-uh-r], but in this case, with the u in the middle of the
word, it is pronounced as a [y] sound. Further, the oi in this
word is pronounced as a [w] sound. Therefore, voiture is
pronounced [v-wah-t-y-oo-r]
In French, the sound that an s makes will often change when

it is placed beside a vowel. The example below
demonstrates this.
Nous Avons
Separately, these two words would be [new] and [ah-voh]

but when they are together, the combination of the s at the
end of nous with the a at the beginning of avows, makes
them come together to form the z sound. So now, we would
actually say it like this, [new-z-ah-voh]. Keep this in mind
whenever you see an s next to a vowel. It is less important
when you are speaking slowly and saying only a few words
at a time, but it is helpful to know when you are listening to
someone else speak French, especially if it is a fluent and
native French speaker. Another case where this is the same
is in the following sets of words;
Vous Avez
Vous Etes
There are two different statements that mean different

things, and if we did not change our pronunciation of the
one with an s and a vowel beside each other, like explained
above, then we would be confusing people. They would not
know which form we were saying and therefore they would
not know which meaning you were trying to get at. You can
see this below;
Ils Ont [eel-z-oh]

Elles Ont [el-z-oh]
Vs.
Ils Sont [eel][s-oh]
Elles Sont [el][s-oh]
The first example, ils or elles ont means “they have” while
the second example, ils or elles sont means “they are”.
Without making this difference in sound that is caused by
the s and the o , you could confuse the person you are
speaking to.
French Accents
The letter e is the most common letter in the entire French
language. You will come across the letter e more than any
other letter in the entire language. When it comes to the
letter e, it can be pronounced a multitude of different ways.
When you see an e with no accent you sometimes wonder
how it is pronounced, and you can look to the letters before
and after it to get some clues. There is one way to find out
exactly how to pronounce the letter e. If you see an accent
over top of it, this will tell you exactly how to pronounce it
and there will be no more wondering.
You will also find accents under or over top of the letters c,
a,i,u, and o. These accents will change the sound of the
letter in specific ways.
The Cédille Ç
The cédille is an accent that you see below the letter c . This
changes the sound of the letter to make it sound more like
an s. You will only find the cedille with the letter c but not
with any other letter. This will only be seen before a vowel,
as this will make the s sound right before a vowel like, sa,
so, su. For example,
Garçon [g-ah-r-son]
The Accent Aigu

The accent aigu is seen on top of the letter e . This accent
changes the sound of the letter e to make it sound more
nasally. To say this sound, you hold your tongue at the
bototm of your mouth and do not move it while pronouncing
the e sound nasally and there you have it.
The accent aigu looks like this;
é
For example, the word écrire [ay-k-ree-r] which is a verb
that means to write.
The Accent Circonflexe

This accent is like a hat on top of a letter and can be found
on all vowels (except y). It looks like the following;
â
Ê
î
ô
û
This accent doesn’t quite change the sound of the letter, but
it changes the speed at which it is said. It makes it so that
the letter is pronounced quicker and with more force. For
example,
Poîntu [p-wa-n-too], which means pointy
Août [oo-t], which means August
The Accent Grave

This accent can be found on top of an a, an e or a u. It is
similar to the accent aigu but it is in the reverse direction.
You can see this below;
À
È
Ù
This accent changes the meaning of two words which are

spelled the exact same way. For example,
Ou vs Où
[oo] vs [oo]
The former means or and the latter means where.
La vs Là
[lah] vs [lah]
The former means the and the latter means there.
A vs À
[ah] vs [ah]
The former means have and the latter means at or to.
The Accent Tréma

This accent is two small dots above the letter e, i,or u. This
accent is used to show that the letter it is on top of and the
letter immediately after it in a word are to be pronounced
separately. Think of the word Noël [noh-el] which means
Christmas. This separates the o sound from the e sound.
Below you can see the accent on the three letters it can be
found with;
Ë
Ï
Ü
The name Chloë is an example of this

As well as the word Jamaïque [jah-mah-ee-k] which is the
French way of saying Jamaica.
Teaching Your Mouth to Move in French

When learning a new language, it takes time to teach your
mouth to move in a way that will make your words come out
as French sounding as possible. This requires a lot of
pronunciation practice in order to teach the muscles of your
face, the muscles of your mouth and your tongue the right
way to speak the language. If you grew up only speaking in
English, your mouth and tongue will be so used to the way
in which we pronounce words in English that it will likely
have some trouble changing the way it speaks at first. Don’t
worry though, with all of the pronunciation guides in this
book you will have plenty of practice by the time you reach
the end. You can try to do some mouth warm-ups before you
begin practicing your French to get your mouth nice and
loose and ready to move in ways it’s not quite used to.
Chapter 4: Numbers and
Pronunciation
Much like how the alphabet in French is the same one that is
used in the English language, the numbers used in French
are the same as those used in English as well. Unlike the
alphabet, which has some letters that are pronounced the
same way in both French and English, the pronunciation of
the numbers is very different between these two languages.
In this chapter we will look at the numbers from one to one
hundred and how to pronounce them, as well as other
places where you will find numbers such as when speaking
about years, money, time, age and addresses. Each section
will include repetition exercises for you complete in order to
practice speaking with the correct pronunciation and to get
used to the way in which pronunciation can change based
on what you are speaking about.
Numbers In this first section, we will look at

the numbers themselves and how to properly
pronounce them. Because the numbers look the
same, we don’t have to go over their meaning
and can place all of our focus on how to say
what you see and exactly how to pronounce it
too. We will begin with the numbers one to ten.
Breaking it up into sections will help you to
remember each one more clearly. For each set
of numbers, practice saying them aloud a few
times over before continuing to the next set of
numbers.
One to Ten 1 [uhhn], 2 [duuh], 3 [t-r-wah]
(rolled r), 4 [cat-ruh]( rolled r), 5 [sank], 6 [see-
s], 7 [set], 8 [wee-t], 9 [nuuf], 10 [dee-s]
We will now look at the way each of these numbers is
spelled in French. If you are reading, you may come across
numbers written instead of just the number itself. The
pronunciation is the same, but they are not written
phonetically as they are above.
Un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix One,
two, three, four, five, six, seven, eight, nine, ten Now you
can compare the way that each of these numbers is written
in French, to the way that each of them is pronounced. You
can now also combine this knowledge with your knowledge
of the letters of the alphabet from the previous chapter.
Notice how the number six is written the exact same way in
both French and English, but the pronunciation is very
different between the two languages. You can also look for
patterns in the way that certain groups of letters placed
together changes pronunciation. For example, notice how
deux and dix both have the letter d at the beginning and the
letter x at the end, but their pronunciation is completely
different. We will now look at the numbers from eleven to
nineteen.
Eleven to Nineteen 11 [oh-n-z], 12 [doo-z],

13[t-r-ez](rolled r), 14[cat-or-z], 15[k-an-z],
16[s-ez], 17[dee-set], 18 [dee-sweet], 19 [dee-
s-nuf]
These numbers are pronounced quite differently than they
are in English, but they do have indications in their
pronunciation about which number they are referring to.
Compare the numbers one to ten with the numbers eleven
to nineteen and you can see that you will usually find the
word for the smaller number somewhere in the word. Below
I have written out the French words for each of these
numbers where you can see this concept more clearly.
11, 12, 13, 14, 15, 16, 17, 18, 19

Onze, douze, treize, quatorze, quinze, seize, dix-sept, dix-
huit, dix-neuf Onze and douze don’t follow much of a
pattern except that they begin with the same letters as one
and two. Those two you will have to memorize. Quinze Is
like these two as well in that it must be memorized since it
doesn’t follow a pattern either. Notice that treize begins with
the letters t and r which are also the beginning letters of the
number 3 which is called trois in French. Quatorze and seize
are similar to this as well, beginning with the same letters
and sounds as quatre, and six respectively. Knowing this
little trick will give you a clue as to what number is being
said if you hear it or see it written, as long as you are
familiar with numbers one to ten. The numbers dix-sept, dix-
huit and dix-neuf are similar to each other in that they all
have the number dix or ten in them. These are the easiest
to figure out as they are literally ten-seven, ten-eight and
ten-nine respectively. When hearing someone say or reading
any of these numbers from eleven to nineteen, you can try
to break the word down into smaller parts in order to
determine which number it is. Look for the smaller number
(one to ten) inside of the larger number (eleven to nineteen)
to help you in your analysis of the number.
Now that you are familiar with the numbers from one to
nineteen, we will get into the larger numbers from twenty to
one hundred. These numbers will follow a pattern of sorts
and once you learn that, you will be well on your way to
saying any number of things you want to say in French! (pun
intended).
Twenty to Sixty 20 (Twenty), in French is called

vingt [v-ain-t].
30 (Thirty), in French is called trente [t-ron-t] (with a rolled r)
40 (Forty), in French is called quarante [ka-ron-t] (with a
rolled r) 50 (Fifty), in French is called cinquante [s-ain-k-ont]
60 (Sixty), in French is called soixante [s-wah-s-ont]
Get familiar with each of these words on their own and we

will then look at what each set of numbers in between them
is called. Say them aloud multiple times until you are
comfortable with each one.
Between twenty and sixty-nine, each number in between

(such as twenty-one or forty-three) follows the same
pattern. We will look at the numbers twenty-one to twenty-
nine as an example.
21, vingt et un . For any number that is between twenty and

sixty-one that has a one at the end, you will say the multiple
of ten that it starts with (vingt, trente, quarante, cinquante
or soixante ) and then you will say et un which in English
means and one. This is a pretty straight-forward and self-
explanatory rule. As long as you know the words and
pronunciation for the multiples of ten between twenty and
sixty, you can simply add et un and you are ready! The
examples of this are below; 21, 31, 41, 51, 61.
Twenty-one, thirty-one, forty-one, fifty-one, sixty-one.
Vingt et un, trente et un, quarante et un, cinquante et un,

soixante et un [v-ain-t][eyy][uhhn], [t-ron-t](with a rolled r)
[eyy][uhhn], [ka-ron-t] (with a rolled r)[eyy][uhhn], [s-ain-k-
ont][eyy][uhhn], [s-wah-s-ont][eyy][uhhn].
Now that you are comfortable with the above, we will

examine the patterns and rules for all of the numbers
between twenty and sixty-nine that end with anything other
than a zero or a one. These numbers are all quite straight-
forward. Begin with the multiple of ten (vingt, trente,
quarante, cinquante or soixante ). Then, separated by a
hyphen will be the number which comes next. You can see
an example of this below using the numbers twenty-two to
twenty-nine.
22, vingt-deux, 23 vingt-trois, 24 vingt-quatre, 25 vingt-cinq,

26 vingt-six, 27 vingt-sept, 28 vingt-huit, 29 vingt-neuf.
If you know the numbers from one to ten and you know the
multiples of ten from twenty to sixty, you can form any
number in between using this rule. Just substitute either the
first or second number or both with the corresponding word
and there you have it. These numbers are quite simple to
understand if you hear them spoken or see them written
because nothing about the second numbers themselves
change, you are simply putting the two numbers together
separated by a hyphen. Below are some exercises you can
do to test your knowledge of what we have covered so far.
While doing these, say the numbers aloud for best results.
Write the corresponding number beside the words below;

Trente-cinq _____ Soixante-huit _____ Treize
_____
Quarante-deux _____ Quarante et un _____ Seize
_____
Soixante-six _____ Vingt-trois _____ Onze _____
Vingt-neuf _____ Trente-neuf _____ Dix-neuf
_____
Cinquante et un _____ Quarante-quatre _____ Douze
_____
Seventy to Ninety-Nine We will now look at the

numbers from seventy to ninety-nine. These
ones follow an irregular pattern, so make sure
you are comfortable with the above numbers
before moving onto this section, especially the
numbers between eleven and nineteen. As
always, say these numbers aloud as you read
them and go over them at least a few times
before moving on.
70, Seventy, Soixante-Dix, [s-wah-s-ont] [dee-s]
80, Eighty, Quatre-Vingts, [cat-ruh]( rolled r)[v-ain-t]
90, Ninety, Quatre-Vingt-Dix, [cat-ruh]( rolled r)[v-ain-t][dee-
s]
When we look at these three numbers, their names may

seem to be quite confusing. If we break it down however, we
can see that they make quite a bit of sense and they will
actually tell us exactly which number they are referring to.
Seventy, which in French is called Soixante-Dix , is the first

example we will look at. This number is comprised of two
different words: Soixante and Dix. We know now that
Soixante means Sixty and that Dix means Ten. When we put
these together we can see that it means Sixty plus Ten
which equals to Seventy. This rule also applies to the other
two numbers, which I will explain for you now.
Quatre-Vingt is comprised of the words Quatre, which

means Four and Vingt which means Twenty. What this
means then is that Quatre-Vingt directly translates to mean
Four-Twenty which is exactly what eighty is- four twenties.
Because 4x20=80, this makes sense.
Quatre-Vingt-Dix then, is a combination of the last two

methods used to determine the meaning. This number
includes both a Dix, which means Ten and a Quatre-Vingt
which means Four Twenties. So, we can combine these to
mean Four Twenties plus Ten. 4x20+10=90. This brings us
to ninety. The benefit of these last three numbers and even
the ones before them is that we can figure out exactly which
number we are looking at by breaking the names up into
sections and examining them each individually before then
bringing them together as a whole.
We will now look at all the numbers in between Seventy and

Seventy-nine. These numbers all follow a similar pattern to
each other which I will now explain. Instead of using the
numbers one through nine to describe the last number in a
pair such as 78 or 72, we use the numbers eleven through
nineteen. This is different from the numbers between
twenty-one and sixty-nine which we previously looked at.
Those ones use the numbers one through nine to describe
the second number in a pair like 43 or 67. I will show you
examples of this below.
70, Soixante-Dix, [s-wah-s-ont] [dee-s]
Seventy, we have already examined as sixty plus ten. Below

are the numbers between seventy-one and seventy-nine.
71, Soixante-et-onze [s-wah-s-ont][ayy][oh-n-z]
Seventy-one follows a similar pattern to that of the previous

numbers we looked at that finish with the number one
where you add the word and(et) in between the first and the
second number. The difference here, however, is that
instead of saying seventy and one like we would with the
numbers 21, 31, 41, 51 and 61, here we say Sixty and
Eleven. The reason for this is that the number seventy is
said as Sixty-Ten , so it would not sound great to say sixty-
ten and one or Soixante-Dix et Un. That’s simply too long
and too much of a mouthful. So instead we say Soixante-et-
onze or Sixty-and-eleven. I know this can get confusing, but
if you remember that they all make sense if you break them
up into smaller parts and that we try to avoid describing a
number with too many extra syllables, you will be
understanding them in no time!
72, Soixante-douze [s-wah-s-ont][doo-z]
73, Soixante-treize [s-wah-s-ont][t-r-ez](rolled r) 74,
Soixante-quatorze [s-wah-s-ont][cat-or-z]
75, Soixante-quinze [s-wah-s-ont][k-an-z]
76, Soixante-seize [s-wah-s-ont][s-ez]
77, Soixante-dix-sept [s-wah-s-ont][dee-set]
78, Soixante dix-huit [s-wah-s-ont][dee-sweet]
79, Soixante-dix-neuf [s-wah-s-ont][dee-s-nuf]
Similar to the number Seventy-One or Soixante-et-onze, The

numbers here also take out the Dix or the Ten from the word
Soixante-Dix (70) and replace it with the numbers after ten
(eleven, twelve, thirteen etc.) This is to avoid a mouthful
similarly to above. If you break them up and think about
them as Sixty and twelve (72) for example, it makes sense
why we name it in this way. The same goes for the numbers
between Ninety and Ninety-nine, which we will look at now
while this concept is still fresh in your mind.
90, Quatre-Vingt-Dix, [cat-ruh]( rolled r)[v-ain-t][dee-s]
We saw this number, 90, previously. Remember the reason

why we say it this way as you read on below.
91, Quatre-Vingt Onze [cat-ruh]( rolled r)[v-ain-t][oh-n-z]
With this number, 91, we don’t say the et(and) because it

would just be too many syllables, and by this point we know
what the pattern is and what this number means.
92 Quatre-Vingt Douze [cat-ruh]( rolled r)[v-ain-t][doo-z]

93 Quatre-Vingt Treize [cat-ruh]( rolled r)[v-ain-t][t-r-ez]
(rolled r) 94 Quatre-Vingt Quatorze [cat-ruh]( rolled r)[v-ain-
t][cat-or-z]
95 Quatre-Vingt Quinze [cat-ruh]( rolled r)[v-ain-t][k-an-z]
96 Quatre-Vingt Seize [cat-ruh]( rolled r)[v-ain-t][s-ez]
97 Quatre-Vingt Dix-Sept [cat-ruh]( rolled r)[v-ain-t][dee-set]
98 Quatre-Vingt Dix-Huit [cat-ruh]( rolled r)[v-ain-t][dee-
sweet]
99 Quatre-Vingt Dix-Neuf [cat-ruh]( rolled r)[v-ain-t][dee-s-
nuf]
As with the numbers seventy-one to seventy-nine, we use

the number eleven to nineteen to describe the second
number in the pair when speaking about the numbers
ninety-one to ninety-nine. The meaning can be found in the
words for these numbers too. I will use Ninety-Three as an
example here. Quatre-Vingt-Treize or 93 means Four-
Twenties and Thirteen. Four twenties is equal to 80, and
adding 13 to that gives us 93. While it may seem
complicated now, you will be thankful that you can
determine all this just by looking at the number in the future
when you are trying to remember all of the French words
you have been learning! This applies to all the numbers
between ninety-one and ninety-nine. Practice their
pronunciation before moving on. Before we look at the
Eighties, we will do a few practice questions about what we
have just learned.
Write the corresponding words to describe each number

below; 71 _______________ 73 _________________
92 _______________ 91 _________________
76 _______________ 70 _________________
99 _______________ 90 _________________
Now, our final set of numbers before we reach one hundred

is the set of numbers between eighty-one and eighty-nine.
This group will be quite straight-forward for you at this
point. We have seen the number eighty before along with its
pronunciation, but it is written below again to jog your
memory. Say it out loud a few times over.
80, Quatre-Vingts, [cat-ruh]( rolled r)[v-ain-t]
Since the word for eighty literally translates to Four
Twenties, if we used the terms between eleven and nineteen
to describe these numbers, we would end up in the 90’s,
(and I don’t mean the era). This type of nomenclature is also
already occupied by all of the numbers between ninety-one
and ninety-nine. So, we will keep it simple. For these
numbers below, we call them Four Twenties and one, two,
three, four, and so on, corresponding to whatever number is
second in the pair. For example, eighty-one is called Quatre-
Vingt Un, which means Four twenties plus one, equaling
eighty-one. Like I said, this one is quite simple when
compared to the seventies and the nineties. All of the
examples are laid out for you below along with their
pronunciation for you to practice.
81 Quatre-Vingt [cat-ruh]( rolled r)[v-ain-t][uhhn]

82 Quatre-Vingt Deux, [cat-ruh]( rolled r)[v-ain-t][duuh]
83 Quatre-Vingt Trois, [cat-ruh]( rolled r)[v-ain-t][t-r-wah]
(rolled r) 84 Quatre-Vingt Quatre [cat-ruh]( rolled r)[v-ain-t]
[cat-ruh]( rolled r) 85 Quatre-Vingt Cinq [cat-ruh]( rolled r)[v-
ain-t][sank], 86 Quatre-Vingt Six [cat-ruh]( rolled r)[v-ain-t]
[see-s]
87 Quatre-Vingt Sept [cat-ruh]( rolled r)[v-ain-t][set]
88 Quatre-Vingt Huit [cat-ruh]( rolled r)[v-ain-t] [wee-t]
89 Quatre-Vingt Neuf [cat-ruh]( rolled r)[v-ain-t][nuuf]
Below, is an exercise for you to complete which includes

everything we have learned about numbers so far. Try to
complete as many as you can and wait until the end to
check your answers or to look for guidance in this chapter!
Below, write either the name for the number or the number
that corresponds to the written name.
33 ________________ 74 _____________ Trente-Trois

_____
Soixante-Deux _______ Onze ___________ 96
____________
Cinquante et Un ______ Quarante-Cinq _____ Dix-
Neuf ________
44 ________________ 86 ______________ 15
_____________
93 ________________ 76 ______________ Soixante-
Quinze ____
Quatre-Vingt-Treize ____ 96 ______________ 29
_____________
One Hundred Now we will look at the number

one hundred and all of the numbers in between
one hundred and one thousand. This will follow
essentially the same rules as the numbers
between one and one hundred, but with a few
small differences.
100, One Hundred, Cent [s-on-t]
For the numbers between one hundred and one hundred

ninety-nine, you will follow all of the same rules as you just
learned for the numbers between one and one hundred,
except they will all have the word Cent at the beginning.
Some examples are below.
Cent un = 101 Cent Quatre-Vingt = 180

Cent Vingt Cinq = 125 Cent Quatre-Vingt Un = 181
Cent Trente Six =136 Cent Quatre-Vingt Dix-Neuf =
199
Cent Soixante et Un =161 Cent Quatre-Vingt Treize
= 193
Cent Soixante-Dix = 170 Cent Soixante Quatorze
= 174
This is the same for the numbers between two hundred and
one and two hundred ninety-nine, and so on until nine
hundred ninety-nine. Below are the words for the multiples
of one hundred. For all of the numbers in between, follow
the same rules laid out earlier in this chapter.
200, Deux Cent 300, Trois Cent 400, Quatre Cent 500, Cinq
Cent 600, Six Cent 700, Sept Cent 800, Huit Cent 900, Neuf
Cent Below are some exercises for you to do in order to test
your knowledge of the numbers between one and nine
hundred ninety-nine.
Huit _______________ 72 _____________________

Douze ______________ Soixante Treize
________________
Vingt-Cinq ___________ Quatre-Vingt ____________
Cinquante-Trois _______ 86 ____________
Soixante-Neuf _________ Quatre-Vingt Quinze
____________
61 __________________ 90 ____________
11 __________________ 97 ____________
15 __________________ 100 ____________
220 _________________ Trois Cent Soixante Cinq
_________
Cinq Cent Quatre-Vingt Quatorze_______ 892 ____________
One Thousand And Beyond Before we move on

to looking at practical uses for these numbers,
we will now look at the Numbers beyond one
hundred.
1000, One Thousand, Un Mille [uhn][m-eel]
The number one thousand, or Un Mille can be said at the

beginning of a group of numbers with at least 4 digits to
make it one million-something. Examples of this are below.
1001 Mille et Un 1350 Mille Trois Cent Cinquante 1270 Mille
Deux Cent Soixante-Dix 1593 Mille Cinq Cent Quatre-Vingt
Treize 1120 Mille Cent Vingt As you can see above, the rules
for every number after the One in one thousand, remain the
same. These rules for all the multiples of ten and the words
we use to describe the multiples of one hundred remain the
same. As long as you know these, the only thing left to learn
are the names for the multiples of one thousand.
One thousand, Mille Two thousand, Deux Mille Three

thousand, Trois Mille Four thousand, Quatre Mille Five
thousand, Cinq Mille Six thousand, Six Mille Seven thousand,
Sept Mille Eight thousand, Huit Mille Nine thousand, Neuf
Mille Ten thousand, Dix Mille As you can see above, the only
difference when talking in the thousands is adding the word
Mille after the number of thousands about which you are
talking. After ten thousand, you keep going up in the regular
sequence of numbers that we have already learned until
you reach 999 999, or nine hundred ninety-nine thousand
nine hundred and ninety-nine. This number is called Neuf
Cent Quatre Vingt Dix-Neuf Mille ( nine hundred ninety-nine
thousand) Neuf Cent (nine hundred) Quatre-Vingt Dix-Neuf
(ninety-nine). From this example you can tell that the only
thing different here is that there are two groups of hundreds
placed together, and where you would say thousand in
English, you say mille instead. Below are some examples
that you can practice your knowledge with.
Trois Mille Cinq _______________ 4001

_____________________
Deux Mille Trois Cent Vingt Deux ____ 6235
_____________________
Cinq Mille Six Cent Soixante Douze ___ 17 000
____________________
Onze Mille ___________ 70 000 ____________________
Trente Mille __________ 200 000 ___________________
One Million One million is the next number we
come to, and similarly to one thousand, once
you know the words for all the millions from
one to nine hundred ninety-nine, you can figure
out how to say any number in between as they
all follow the same pattern as those between
one and one hundred.
One Million, Un Million [uhn][mee-lee-yon]
To figure out how to say any of the other millions, just

substitute the number, such as thirty in for the un (one) like
so,
30 000 000, Thirty million, Trente Million.
We will now do some more practice examples; 50 000 000

_____________ Douze Million _________________
200 000 000 ____________ Sept Cent Million
________________
300 400 700 _____________ Trois Million, Deux Cent Mille,
Cinq Cent ________
1 255 321 ____________________________
Un Million, Cent Vingt Trois, Deux Cent Trente Quatre
_______________
After millions comes billions and trillions. These next two

you will likely never use, but I have included them just for
interest's sake. They are a little bit confusing but give their
pronunciation a try and then move onto the next section.
One Billion, Un Milliard, [uhn][meel-yard]

One Trillion, Un Billion, [uhn][beel-yon]
Now that you know how to say every number under the sun,
we are going to look at some practical examples of when
and how to use them. It is rare for people to use numbers in
conversation without having some sort of context. Below,
we will explore their most common uses.
Years In conversation, we often refer to the

year in which something had happened, the
year in which we will be doing something or the
year in which we were born. The most common
years we will use will be in the 18 or 1900’s as
well as the 2000’s. These will be said just as
you can expect.
1990 Mille neuf cent quatre-vingt dix 1887 Mille huit cent
quatre vingt sept 2000 Deux mille 2019 Deux mille dix neuf
2030 Deux mille trente There are two words we use to say
year. Which word you use will depend on the number which
the year ends with. For all years that end with the number
zero (0), you will use the word l’an [l-o-n]. This means the
year. For years ending in any number other than zero, you
will use the term l’année [l-ah-nay], which also means the
year. If you forget and mix up which of these to use with
which years, don’t fret, nobody will curse you for using the
wrong form of the words the year. It is however, good to
know both forms so that if you hear them you know what
the person is saying.
There are two more things that we sometimes use when

speaking about years. Those are the years A.D. And the
years B.C. In French we say ap. JC and av. JC respectively.
These shorthands refer to the eras “before Jesus Christ” and
“after Jesus Christ”. In French we say apres Jesus-Christ and
avant Jesus-Christ. The pronunciation for these is below;
Apres, [ah-pray]
Avant [ah-vont]
Jesus-Christ, [j-ay-z-oo][k-r-ee](rolled r) In practice, it would
look like this; 200BC, 200 av. JC, l’an Deux Cent avant Jesus-
Christ We will examine more sentences that will be helpful
for you to know at the end of this book when you have a bit
more knowledge of the language.
We will delve into the basics of French grammar in this
chapter and the following chapter in order to get you well on
your way to speaking French. Included throughout this
chapter will be exercises for practice and repetition for you
to begin speaking the language as well as for you to grasp
the basics and the rules of French grammar.
Articles
Articles are words that are attached to nouns. In English, we
use the words the, an or a in front of nouns. In French, the
articles we use have to conform to the gender of the noun
about which we are speaking. What this means is that each
“person, place or thing” that exists has a gender attached
to it. As you learn more French nouns, you will need to learn
its gender along with it. The best way to do this is to learn
the noun along with the article that accompanies it, because
this article will tell you the gender of the noun. In this
section, we will look at all of the different articles you will
come across and some examples of nouns you will see them
with. In the section that follows, we will go deeper into our
study of nouns because then you will understand the
articles that you will see them with. We will examine French
articles and their associations below;
L’Article Defini
In English, we do not have feminine and masculine nouns,
so when we are talking about something specific, we use
the word the to describe it. This is called the definite article
or l’article defini, [l-ar-tee-k-le][day-fee-nee]. We will first
look at the singular form before moving onto the plural
form.
Singular
Masculine, le, [l-uh]
Feminine, la, [l-ah]
Vowel or h, l’, [l]
If you need to place an article in front of a verb that begins

with a vowel or with the letter h (which in French is silent),
you will use the letter L, followed by an apostrophe. Some
examples of when these articles would be used are below;
The game, le jeu, [l-uh][j-uh]

The casino, le casino, [l-uh][k-as-ee-no]
The table, la table, [l-ah][tah-b-l]
The cup, la tasse, [l-ah][tah-ss]
The bee, l’abeille, [l-ah-bay]
The hexagon, l’hexagone, [l-ex-a-gone]
Notice how the l’ before a noun becomes blended into the

noun itself when you are saying it aloud. Practice this a few
times.
Plural
In English when we are speaking about a group of nouns in
a general way, we would still use the word the. In French,
there is a different definitive article (l’article defini) than
those explained above that is used for plural nouns.
Plural masculine or feminine, Les, [l-ay]
The books, les livres, [l-ay][lee-v-re]

The oranges, les oranges, [l-ay][oh-ron-j]
L’Article Indefini
We will now move on to the Indefinite Article, or l’article
indefini. This is used when we are speaking about
something unspecific, where in English we would say the
word a or an. We would use these to describe a noun in
general instead of one specific item.
Singular
Masculine, un, [uhn]
Feminine, une, [oo-n]
A book, un livre, [uhn][l-ee-v-r]

An apple, une pomme, [oo-n][p-uh-m]
Plural
When it comes to the plural form of unspecific or indefinite
articles, there is not an exact equivalent of an article in
English, but the closest thing would be when we use the
word multiple or many. This is not an article by definition in
English but for our purposes it will be.
Some, des, [d-ay]
Multiple books, des livres, [d-ay][l-ee-v-rs]

Many apples, des pommes, [d-ay][p-uh-m]
Notice how one of the above examples is feminine and one

of them is masculine (as we saw above with un et une ) but
when it comes to the plural form, they both are attached to
the article des.
L’Article Partitif
The Partitive Article is used when we are talking about only
a part of something, rather than the whole of it. This is often
used when we are speaking about food. This is used when
the noun is something we cannot count, which is why it is
usually used with food.
Singular
In English, we would use the word some in this place. You
will find examples of this below.
Masculine, du, [doo]

Feminine, de la, [d-uh][lah]
Vowel or h, de l’, [d-uh][l]
Notice again how if the noun begins with either a vowel or

the letter h (which would be silent) de is used, followed by
the letter l and an apostrophe.
Some cheese, du fromage, [doo][fr-oh-mah-j]

Some pie, de la tarte, [d-uh][lah][tar-t]
Some money, de l’argent, [d-uh][l-ar-j-ont]
Plural
Plural Partitive Articles are used when we are talking about a
portion of food that contains multiple items. Examples are
below in order for you to better grasp this concept. Notice
that this article is the same one used when speaking about
indefinite items in multiples (as above).
Des, [d-ay]
Some Spinach, des épinards, [d-ay-s][eh-pee-n-ar-d]

Some Pasta, des pâtes , [d-ay][pah-t-s]
Masculine and Feminine Nouns and Their

Articles
As you know by now, there are some nouns that are
feminine and some that are masculine, while others are
plural. The articles that are placed with nouns are different
based on whether the noun is masculine, feminine or plural.
Now that you are familiar with articles and the different
forms and uses for them, we will look at some examples of
nouns that use each of these articles. To help you remember
which nouns are feminine and which are masculine more
easily, we will now look at some categories of nouns that
are feminine and others that are masculine, so that you can
group them in your brain and remember them later. Keep in
mind, in the French language there will always be
exceptions, but those will be learned later. We now learn
these categories in order to give you an idea of what you
can expect as you come across French words in the future.
Feminine Nouns and Their Articles

We will begin by looking at the categories of nouns that are
feminine nouns. As you read through this section, read the
nouns and their articles aloud to practice pronunciation.
School subjects are feminine, such as;

Chemistry, la chimie, [l-ah][shee-mee]
Gym, la gymnastique [l-ah][j-eem-nas-tee-k]
Language, la langue [l-ah][l-on-g]
Cars and car names are feminine. For example;

In French there are two different words that mean car. They
are both feminine nouns.
A car, une auto [oo-n][oh-toe]
A car, une voiture [oo-n][v-wah-too-r]
A Mazda 3, la Mazda Trois, [l-ah]Mazda][tr-wah](rolled r)
Most foods that end with the letter e are feminine nouns. For
example;
A banana, la banane, [l-ah][bah-na-n]
A tomato, la tomate, [l-ah][t-oh-mat]
An apple, la pomme, [l-ah][po-m]
Continents are feminine nouns. For example;

Australia, l’Australie, [l-os-t-ra-lee]
Europe, L’Europe [l-you-rup]
Asia, L’Asie, [l-ah-see]
Mostly all countries that end in the letter e are feminine
nouns. The countries below may not seem like they end with
the letter e but their French names do.For example;
France, la France, [l-ah][f-ron-s] (rolled r)
China, la Chine, [l-ah][sh-een]
Patagonia, La Patagonie, [l-ah][pat-a-go-nee]
Masculine Nouns and Their Articles

We will now look at some examples of noun categories that
are masculine.
The calendar itself is a masculine noun as well as the days
of the week, the months and the seasons.
Calendar, le calendrier, [l-uh][k-al-on-dree-ay]
December, le décembre, [l-uh][day-s-om-br-uh]
Summer, l’ete, [l-ay-tay]
Tuesday, le Mardi, [l-uh][mar-dee]
When speaking about a specific date, this is masculine.

June 6th, le six juin, [l-uh][s-ee-s][j-w-an]
October 12th, le douze octobre, [l-uh][doo-z][o-k-toh-b-ruh]
Colors are masculine nouns as well.

Red, le rouge, [l-uh][roo-j]
Orange, l’orange, [l-oh-ron-j]
Pink, le rose, [l-uh][r-oh-z](rolled r)
Drinks are most often masculine.

Coffee, le cafe, [l-uh][k-af-ay]
Juice, le jus, [l-uh][j-oo-s]
Tea, le the, [l-uh][t-ay]
Foods that don’t end with the letter e are masculine nouns.
Corn, le mais, [l-uh][mah-yee-s]
Sandwich, le sandwich, [l-uh][s-and-wee-ch]
Countries that end in any letter other than e are masculine
nouns.
Canada, le Canada, [l-uh][k-ana-da]
Japan, le Japon, [l-uh][j-ap-on]
Directions on a compass are masculine nouns.

North, le nord, [l-uh][n-or]
South, le sud, [l-uh][soo-d]
East, l’est, [l-ess-t]
West, l’ouest, [l-oo-ess-t]
Languages are masculine nouns, although as we saw above

in the feminine noun categories, the actual school subject of
languages and the word language (la langue) [l-ah][l-on-g]
itself is feminine.
French, le francais, [l-uh][f-ron-say]

Greek, le grec, [l-uh][g-rek]
When we speak about letters of the alphabet on their own,

these are masculine nouns.
A, le a, [l-uh][ah]
D, le d, [l-uh][d-ay]
P, le p, [l-uh][pay]
Plural Nouns
In the French language, some nouns are always plural and
therefore are always associated with a plural article. While
most of the time in English, a noun can be either plural or
singular depending on what you are talking about, in French
there are nouns that can only be used in a plural sense and
therefore can only be used with a plural article. These plural
nouns will either be accompanied by the article les or des.
Examples of these can be seen below.
Business, les affaires, [l-ay][ah-f-air]
Asparagus, les asperges, [l-ay][ah-s-pair-j]
Luggage, les bagages, [l-ay][bah-g-ah-j]
Advice, les conseils, [l-ay][k-on-say]
We will look deeper into nouns in the following section.
Nouns
Welcome to our study of nouns. As we know from speaking
English, a noun is a place, a person or a thing. If you know a
few words from the French language already, many of these
are likely nouns. If you know how to say chair or cereal for
example, these would be nouns. In the previous section, all
the words we associated with articles were nouns. Hopefully
you had some practice with your pronunciations in the last
section. There will be more pronunciation practice in this
section. The one major takeaway that I want you to get from
this chapter is that in the French language, everything is
gendered. Everything has a gender associated with it, just
like you saw in the previous section.
When it comes to nouns, the gender of the noun will

determine how we write or say it when it is in a sentence.
There is no trick that will tell you if a noun is feminine or
masculine, you will have to remember this for the most part.
To make this easier for you, as you are learning nouns, they
will all be paired with their appropriate article.
Before we get there, we will learn the French word for noun;
Noun, nom, [n-om]
Places
The first type of noun we will look at are places.
Many countries in French have different names than in
English. We will look at a few of these to get you started.
United States, Les Etats-Unis [lay][eh-tat][oo-nee]
London, Londres [l-oh-n-d-ruh]
France, France [fron-s]
Mexico, Mexique [m-eks-eek]
Paris, Paris [pah-ree]
People
We will now look at people nouns. These people can mean a
wide range of things, but we are going to look at professions
and family members as you will use these most commonly.
Professions
Doctor, Docteur [dok-t-ur]
Dentist, Dentiste [don-tee-s-t]
Mailman, Postier [ poh-s-tee-ay]
Dog Walker, Promeneur de Chien [p-roh-men-ur][duh][sh-
yen]
Lawyer, Avocat [ah-vo-k-ah]
Teacher, Professeur [pro-f-ess-err]
People In Your Family
Father, Père [p-air]
Mother, Mère [m-air]
Sister, soeur [s-urr]
Brother, frère [f-r-air]
Female Cousin, Cousine [k-oo-zee-n]
Male cousin, Cousin [k-oo-z-in]
Aunt, Tante [t-on-t]
Uncle, Oncle [on-k-leh]
Grandmother, Grandmère [g-ron-d-m-air]
Grandfather, Grandpère [g-ron-d-p-air]
Things
Table, Table [t-ah-b-l-uh]
Chair, Chaise [sh-eh-z]
Glass, Verre [v-air]
Coffee, Cafe [k--ah-fay]
Tea, The [t-ay]
School, L’école [l-ay-k-ohl]
Animals
Dog, Chien [sh-yen]
Cat, Chat [sh-ah]
Mouse, Souris [s-oo-ree]
Hamster, Hamster [ahm-st-air]
Snake, Serpent [s-air-pon-t]
Horse, Cheval [sh-eh-va-l]
Tiger, Tigre [tee-g-ruh]
Colors
Red, Rouge [roo-j]
Orange, Orange [oh-ron-j]
Yellow, Jaune [j-oh-nuh]
Green, Vert [v-air]
Blue, Bleu [b-l-uh]
Purple, Violet [vee-oh-l-ett]
Pink, Rose [roh-z]
Black, Noir [n-wah-r]
White, Blanc [b-lon-k]
Months Of The Year

January le Janvier, [luh][j-on-vee-ay]
February le février, [luh][fay-v-ree-ay]
March le mars [luh][mah-r-se]
April l’avril, [l-ah-v-ree-l]
May le mai, [luh][may]
June le juin, [luh][j-wah-n]
July le juillet [luh][j-wee-ay]
August le août [luh][oot]
September le septembre, [luh][sep-tom-b-ruh]
October, l’octobre, [l-oct-oh-b-ruh]
November, le novembre, [luh][no-vom-b-ruh]
December, le décembre, [luh][day-som-b-ruh]
Singular Nouns
Some nouns are always singular, there is no plural form of
them. These will always be paired with a singular article.
Un escalier [uhn][ess-k-al-ee-yay], Stairs

Un feu d’artifice [uhn][fuh][d-ar-tee-fee-suh], Fireworks
Un Jean [uhn][j-een], jeans
Un pantalon [uhn][pa-n-tah-lo-n], Pants
Un pyjama [uhn][pee-ja-mah], Pyjamas
La Vaisselle [lah][vay-sell], The dishes
Avoine [ah-v-wah-nuh], Oats
L’actualité [l-ah-k-too-ah-lee-tay], The News
Practice Exercises
Red Chair ______________
February 3 ______________
Uncle Lou______________
Black Dog______________
Coffee Table ______________
Sister School ______________
Pronouns
Pronouns in French are called les pronoms, [l-ay][p-r-oh-no-
m](rolled r).Pronouns are used in English as well as in
French, but in French they have much more of an effect on
the rest of the sentence than they do in English. We will
learn this a little bit later. In English, pronouns are things
like: I , we, they, she and so on.
Personal Pronouns
Personal pronouns or, les pronoms personnels, [l-ay][p-r-oh-
no-m][pair-s-on-el] are pronouns which are used in place of
a grammatical person.
I, Je, [j-uh]
You, Tu, [too]
He, il, [ee-l]
She, elle [el]
We, on*, [oh-n](light n sound)
We, Nous, [new]
You (plural), Vous, [v-oo]
They (masculine or feminine), **ils/elles, [eel][el]
*on is an informal pronoun that can replace nous to mean

we, though the proper way to say we is by using nous.
** Notice that ‘they’ has two different forms, one for
masculine and one for feminine. Both French words for this
(ils and elles) are pronounced exactly the same way as the
singular form of he and she.
Impersonal Pronouns
Impersonal pronouns, or les pronoms impersonnels [eh-m-
pair-soh-n-el] are pronouns that replace something in a
sentence that is not a grammatical person. This could be a
noun, an amount of something, a place, or a quantity.
Examples are below.
This, Ce, [suh]

That, ça, [sah]
Multiple, plusieurs, [p-loo-see-uhr-s]
Who, qui, [k-ee]
What, que, [k-u-h]
Which One, lequel, [leh-k-el]
Verbs
Verbs or les verbes, [lay][v-air-b], are the action words in a
sentence. Just like in English, they describe an act of doing
or the act of being. Verbs are arguably the most involved
and most important part of speech. Verbs have to be
adjusted in every sentence according to who or what they
are in reference to and in what tense we are speaking. This
adjustment of a verb is called conjugation (this word is the
same in French and English). We will begin by looking at the
most common verbs and their translation as well as their
pronunciation and then we will begin our lesson on verb
conjugation.
To be, Être [et-ruh](rolled r)

To have, Avoir [ah-v-war]
To go, Aller [ah-lay]
To Do, Faire [f-air]
To say, Dire [dee-r]
To know, Savoir, [sa-v-war]
To live, Vivre [vee-v-ruh]
To want, Vouloir [voo-l-war]
To see, Voir [v-war]
To hold, Tenir [tuh-neer]
To be able to, Pouvoir [poo-v-war]
Practice these verbs and their pronunciations before

continuing onto the next section.
We will begin with the two most common verbs, être and
avoir. These verbs are the most commonly used in both
French and English.
Present Tense: Avoir Et Être

We will begin with the verb to have or être. Just like when
we change a verb in English according to who we are talking
about (I am, you are, she is etc.) we do the same in French.
Remember when we learned personal pronouns earlier in
this chapter, this is where we revisit them. The example of
this is below.
Verbe être : To be
Je suis Nous sommes

Tu es Vous êtes
Il est Ils sont
Elle est Elles sont
On est
Verbe Avoir : To have
J’ai* Nous avons

Tu as Vous avez
Il a Ils ont
Elle a Elles ont
On a
*Je ai becomes j’ai because there are two vowels side-by-

side.
For the examples below, write the French equivalent by

choosing the appropriate personal pronoun and conjugating
the verb être or avoir accordingly.
I am____________
Those men have____________
She is____________
He has____________
You guys are____________
My girlfriends have____________
My husband is____________
While these are the most common verbs, they are both what
we call irregular verbs. This means, they don’t follow any
sort of pattern and you have to just memorize the
conjugation of them. We will now look at the rules for the
conjugation of regular verbs.
For regular verbs, you will take the verb down to its root.
This means that you will take off its ending letters and this
will leave you with the root. Then, you add an ending that
corresponds with the personal pronoun (the person that you
are speaking about) and the tense in which you are
speaking and there you have a conjugated verb to add into
your sentence.
Verbs can be classified into three groups;
1. Those which end in -er

2. Those which end in -ir
3. Those which end in -tir
4. Those which end in -re
I will give you examples of each of these so that you will

know how to find the root of the verbs.
1. Those which end in -er
Jouer, to play [j-oo-ay]

Sauter, to jump [s-oh-tay]
Cacher, to hide [kah-sh-ay]
Je, -e
Tu, -e
il/elle/on, -e
Nous, -ons
Vous, -ez
ils/elles, -ent
For these verbs, you will take off the -er and you are left
with the root: Jou, saut, cach . Then you add the endings
and voila! Conjugate these below.
Jouer Sauter Cacher
Je je je
Tu tu tu
il/elle/on il/elle/on il/elle/on
Nous nous nous
Vous vous vous
ils/elles ils/elles ils/elles
2. Those which end in -ir
For verbs that end in -ir, remove the last two letters to get
to the root, then add the endings below, which differ based
on the verb. We will look at the most common ones. Practice
conjugating them and pronouncing them.
Finir, to finish [f-ee-near]
Je -is
Tu -is
il/elle/on -it
Nous -issons
Vous -issez
ils/elles -issent
Voir, to see [v-wah-r]

Je -is
Tu -is
il/elle/on -it
Nous -yons
Vous -yez
Ils/elles -ient
3. Those which end in -tir

Partir, to leave [par-tee-r]
Sentir, to feel [s-on-tee-r]
For verbs that end in -tir, take off all three of these letters to
get to the root
Je -s
Tu -s
il/elle/on -t
Nous -tons
Vous -tez
ils/elles -tent
Partir Sentir
je
tu
il/elle/on
nous
vous
ils/elles
4. Those which end in -re
Vendre, to sell [von-d-r] (rolled r)

Rendre, to return [ron-d-r] (rolled r)
For verbs that end in -re, remove these last two letters and
add on the endings below.
Je -s
Tu -s
il/elle/on -*
Nous -ons
Vous -ez
ils/elles -ent
*For verbs ending in -re, nothing is added to the end when

you are using the personal pronouns of il, elle or on.
There is a verb that ends in -re that you may use quite
often, though it is an irregular verb (like etre or avoir). This
verb is conjugated differently.
Prendre, to take [p-r-on-d-r] (rolled r’s)

When getting the root of this verb you will take off the last
three letters (-dre) to get the root word pren.
Je -ds
Tu -ds
il/elle/on -d
Nous -ons
Vous -ez
ils/elles -nent
While it is quite difficult to glean whether a verb is regular or

irregular, a good rule of thumb is to try it out the regular
way and if there is anything that sounds like too much of a
mouthful, or if it has too many vowels too close together- it
is likely conjugated in an irregular way. Like I mentioned
previously, in French we like to keep it flowing and sounding
beautiful when we speak without much chance of a tongue-
twister.
Below I will conjugate some more common verbs for you to

see.
Aller, To go Pouvoir, To be able to Savoir, to
know
[ah-lay] [poo-v-w-or] [sah-v-w-or]
Je vais Je peux Je sais
Tu vas Tu peux Tu sais
Il/elle/on va il/elle/on peut Il/elle/on sait
Nous allons Nous pouvons Nous savons
Vous allez Vous pouvez Vous savez
ils/elles vont ils/elles peuvent Ils/elles
savent
Conjugating Verbs In Past-Tense

When speaking in past-tense, you must still conjugate the
verbs you are using just like you do when speaking in
present tense, but you will conjugate them in a different
way.
The Past Participle

When we speak in the past-tense, we will change the verb
we are using in order to communicate the fact that we are
speaking about something that happened in the past. To do
this, we will change the ending of the verb, just like we did
when conjugating the present tense verbs, but we will
change them in a different way. After we change the ending
of the verb, this form is called the Past Participle.
ER Verbs
We conjugate verbs that end in an -er by removing this
ending and substituting it with an ‘é’. Some examples are
below;
Parler [par-lay], to speak, becomes Parl é [par-lay]

Aller [ah-lay], to go, becomes Allé [ah-lay]
Arriver [ah-ree-vay], to arrive, becomes Arrivé [ah-ree-vay]
Entrer [on-t-ray], to enter, becomes Entré [on-t-ray]
IR Verbs
We conjugate verbs that end in an -ir by removing this
ending and substituting it with an ‘i’. Some examples are
below;
Finir [fee-nee-r], to finish, becomes Fini [fee-nee]

Mentir [mon-tee-r], to lie, becomes Menti [mon-tee]
Choisir [sh-wah-see-r], to choose, becomes Choisi [sh-wah-
see]
RE Verbs
We conjugate verbs that end in an -re by removing this
ending and substituting it with a ‘u’. Some examples are
below;
Vendre [v-on-d-ruh], to sell, becomes Vendu [v-on-d-oo]

Rendre [ron-d-ruh], to return something, becomes [ron-d-oo]
Mordre [mor-d-ruh], to bite, becomes Mordu [mor-d-oo]
Below are some verbs for you to practice forming the past
participle or participe pass é.
Visiter [vee-zee-tay] ________________

Partir [par-tee-r] _________________
Défendre [day-fon-d-ruh] ______________
Donner [d-uh-nay] ________________
Entendre [on-ton-d-ruh] ______________
The Irregular Past Participles

Some verbs have an irregular past participle- that is to say
that they do not follow these rules of removing the last two
letters and adding the letter stated above. Some verbs have
a different letter added. Below, are the most common ones.
Faire, to do becomes Fait
Lire, to read becomes Lu
Pouvoir, to be able to becomes Pu
Prendre, to take becomes Pris
Savoir, to know becomes Su
Venir, to come becomes Venu
Voir, to see becomes Vu
Boire, to drink becomes Bu
Conduire, to drive becomes Conduit
Connaitre, to know becomes Connu
Croire, to believe becomes Cru
Dé couvrir, to discover becomes Dé couvert
Dire, to say becomes Dit
Écrire to write becomes é crit
Apprendre, to learn becomes Appris
Étre, to be becomes été
Avoir, to have becomes Eu
These verbs will be ones that you will have to associate with
their past participle in your memory and eventually, as you
become more familiar with the language, you will notice
when you have come across an irregular verb because when
you try to create the past participle in the regular way you
will feel like it “just doesn’t sound right”.
Auxiliaries in Passé Composé

We will now put what we have learned about verbs in the
past-tense together with the subject we are talking about to
form a sentence in the past-tense. When it comes to past-
tense speaking in French, you must insert a helping verb in
between the person you are speaking about (subject) and
the action they are doing (to go, to see, to run). Instead of
saying “I ran,” in French we say “I have run,” “She has run”.
We use the verb avoir (to have) to help us explain what
someone did. In this case, the verb avoir is called the
Auxiliary or L’auxiliaire. We use the verb avoir in its present-
tense form, and then the verb we are wanting to say. This
form of conjugation is called passé composé. In English, this
means composed past, which essentially is what we are
doing- composing a way to explain something that
happened in the past. To form the passé composé you need
the following: the subject + an auxiliary + the past
participle.
Below, you can see the present-tense conjugation of the

verb avoir , as you learned earlier in the chapter. Memorize
this and say it aloud as you will use it quite often when
speaking in past-tense.
Avoir As The Auxiliary

J’ai [j-ay]
Tu as [too][ah]
Il a [eel][ah]
Elle a [el][ah]
On a [ohn][ah]
Nous avons [new][ah-v-oh]
Vous avez [v-oo][ah-vay]
Ils ont [eel][oh-nt]
Elles ont [el][oh-nt]
I will now show you some examples of past-tense

conjugations of verbs with avoir as the helper verb.
Visiter [vee-zee-tay] becomes Visité [vee-zee-tay]

J’ai visité [j-ay][vee-zee-tay]
Tu as visité [too][ah][vee-zee-tay]
Il a visité [eel][ah][vee-zee-tay]
Elle a visité [el][ah][vee-zee-tay]
On a visité [ohn][ah][vee-zee-tay]
Nous avons visité [new][ah-v-oh][vee-zee-tay]
Vous avez visité [v-oo][ah-vay][vee-zee-tay]
Ils ont visité [eel][oh-nt][vee-zee-tay]
Elles ont visité [el][oh-nt][vee-zee-tay]
Entendre [on-ton-d-ruh] becomes Entendu [on-ton-doo]

J’ai entendu
Tu as entendu
Il a entendu
Elle a entendu
On a entendu
Nous avons entendu
Vous avez entendu
Ils ont entendu
Elles ont entendu
Practice these examples below to get comfortable

conjugating verbs into passé composé.
Défendre [day-fon-d-ruh] becomes __________

__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Donner [d-uh-nay] becomes _____________

__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Être As the Auxiliary

There are specific cases where we would use the verb Être
as the helper verb (auxiliary) instead of the verb avoir , like
we did above. There is no trick to knowing which verbs
these are, it is more a matter of memorization. The only
thing that could help you is that many of these are verbs
that end in -ir. These verbs use Être in its present tense
conjugated form as the auxiliary. The conjugation of Être in
present tense can be seen below. Memorize this verb
conjugation and its pronunciations as you will see this one
quite often as well.
Être conjugated in present tense;

Je suis [j-uh][s-wee]
Tu es [too][ay]
Il est [eel][ay]
Elle est[el][ay]
On est [ohn][ay]
Nous sommes [n-oo][sum]
Vous êtes [v-oos][ett-e]
Ils sont [eel][s-oh-nt]
Elles sont [el][s-oh-nt]
I will now give you examples of verbs that use Être as their
auxiliary, conjugated to passé composé , as well as some
examples for you to try.
Partir [par-tee-r] becomes Parti [par-tee]
Je suis parti [j-uh][s-wee][par-tee]

Tu es parti [too][ay][par-tee]
Il est parti [eel][ay][par-tee]
Elle est parti [el][ay][par-tee]
On est parti [ohn][ay][par-tee]
Nous sommes [n-oo][sum][par-tee]
Vous etes [v-oos][ett-e][par-tee]
Ils sont [eel][s-oh-nt][par-tee]
Elles sont [el][s-oh-nt][par-tee]
Entrer [on-t-ray] becomes Entré [on-t-ray]
Je suis entré [j-uh][s-wee][on-t-ray]

Tu es entré [too][ay][on-t-ray]
Il est entré [eel][ay][on-t-ray]
Elle est entré [el][ay][on-t-ray]
On est entré [ohn][ay][on-t-ray]
Nous sommes entré [n-oo][sum][on-t-ray]
Vous etes entré [v-oos][ett-e][on-t-ray]
Ils sont entré [eel][s-oh-nt][on-t-ray]
Elles sont entré [el][s-oh-nt][on-t-ray]
The list below indicates all of the irregular verbs in the

passé composé, which means they all use the present tense
form of Être as their auxiliary.
Devenir to become , becomes devenu

Revenir to come back becomes revenu
Monter to climb becomes monté
Rester to stay becomes resté
Sortir to exit becomes sorti
Passer to pass becomes passé
Venir to come becomes venu
Aller to go becomes allé
Naître to be born becomes né
Descendre to descend becomes descendu
Entrer to enter becomes entré
Rentrer to re-enter becomes rentré
Tomber to fall becomes tombé
Retourner to return becomes retourné
Arriver to arrive becomes arrivé
Mourir to die becomes mort
Partir to leave becomes parti
A fun and easy way to remember these is by remembering

the acronym DR. MRS P. VANDERTRAMP, with each letter
representing the first letter of one of these irregularly-
conjugated verbs.
Try to conjugate these verbs into passé composé on your

own now;
I left ____________________
She was born ____________________
The boys arrived ____________________
My mother came back ____________________
You (singular) exited ____________________
Adjectives
Adjectives or les adjectifs [l-ay][a-j-ek-teef] describe nouns.
Now that you are familiar with a multitude of French nouns
and their articles, we will look at the adjectives that
describe them. Adjectives give a sentence more life, more
description and a more life-like quality. These can be things
like the color of something, the shape, the size or if it is ugly
or pretty. In English, adjectives have only one form, but in
French they will have one of four forms.
Adjectives must agree with the gender of the noun and

whether it is plural or singular, so we adjust the adjective to
agree with this, just like we do with an article. The article of
a noun will give you the information on how to make the
adjective agree with the gender as well. The default form of
every adjective in French is the masculine form, and from
there we add letters to adjust the ending to make it
feminine or plural or both.
Masculine (nothing added)
Feminine -e
Masculine plural -s
Feminine plural -es
We will now look at some examples of adjectives before

adding them to nouns and adjusting their endings
accordingly. As you read through these examples, say them
aloud and practice the pronunciation.
Small, petit [p-uh-tee]

Big, grand [g-ron] (rolled r)
Ugly, laid [l-ed]
Sharp, pointu [pwa-n-too]
Hot, chaud [sh-oh]
Cold, froid [f-r-wa] (rolled r)
If the adjective ends with the letter -a, -e or -o, then both
the masculine and feminine forms are the same because we
don’t want to add another vowel (an e) on to the end of a
word already ending in a vowel. Examples of this are below.
Damp, humide , [hoo-mee-d]

Masculine, humide
Feminine, humide
Masculine plural, humides
Feminine plural, humides
Try adding the appropriate endings to the example below

using what you learned with the adjective humide.
Pretty, belle [b-el]

M ____________
F _____________
MP ____________
FP ____________
If the adjective ends with the letter -s or -x then the
masculine singular and masculine plural forms are the
same. These adjectives are somewhat irregular, especially
those ending in -x so pay close attention. An example of this
is below, and further is one for you to try.
Delicious, Delicieux [day-lee-s-yuh]

M: delicieux
F: delicieuse*
MP: delicieux
FP: delicieuses
*Notice how the -x has been removed and replaced by -se to

make the feminine form. This is because ‘delicieuxse’ would
not make much sense and would be a mouthful to try and
say. We make it an adverb ending in -s and then add the
appropriate feminine ending for both singular and plural
feminine forms.
Try changing the endings of this adjective to make it in

agreement with the gender. Be especially careful with the
feminine forms, look above for assistance if need be!
Happy, heureux, [euh-ruh]
M: __________
F: __________
MP: __________
FP: __________
Surprised, surpris, [s-oo-r-pree]

M: Surpris
F; Surprise
MP: surpris
FP: surprises
Notice in this example how the masculine singular and

plural forms are exactly the same.
We will now do a little practice on the things we have just
learned about adjectives by combining it with what we know
about articles and nouns. For each pair below, put them
together by adjusting the adjective to the gender of the
noun. The first one is done for you.
The fairy and small, La fée et petit, La fée petit e
The apple and juicy, La pomme et juteux,

______________________
February and cold, Le février et froid, ______________________
China and big/large, La Chine et grand,
______________________
The fairies and small, Les f ées et petit,
______________________
Agreement in Passé Composé

We will revisit Passé Composé once again now that we have
learned about gender agreement. In the same way that you
just learned with adjectives, when we are conjugating verbs
in Passé Composé we must make sure that the verb has an
ending that matches the subject we are talking about. If the
subject is female or if the subject is plural (like ils) then we
must make the verb plural or feminine as well. The
important thing to remember here though it that we only
do this for verbs who use être as their auxiliary , so
the DR.MRS P. VANDERTRAMP verbs only. Below are some
examples for you to practice this.
Conjugate the verb into its Passé Composé form using the
subject, the auxiliary and the verb to form a sentence. The
first one is an example for you to see how it is done.
Adele climbed .
Adele = Elle
Climbed = Monter which becomes Monté
The verb Monter is the first ‘M’ in the acronym DR.M RS P.

VANDERTRAMP, therefore it uses the present tense form of
être as its auxiliary AND it requires gender and
singular/plural agreement in the verb. Because of this, we
will use elle as the subject, est as the auxiliary and we will
add an ‘e’ to the end of the past participle of the verb
monter . Answer: Elle est montée
He left
Subject:
Auxiliary:
Past Participle of verb:
Ending added for gender or plural agreement:
They descended
Subject:
Auxiliary:
She was born

Subject:
Auxiliary:
The girls came

Subject:
Auxiliary:
Future Tense Conjugation

Now that you know how to express yourself in present-tense
and past-tense, we will look at how to express yourself in
future-tense. After you are comfortable with this, then you
will be all set to speak your mind. Watch out world!
When it comes to conjugating verbs into future-tense, it is

probably the easiest conjugation you will do in all of the
French language. There are endings that are added just like
other conjugations, but there are not nearly as many
irregular cases in this tense.
-ER and -IR Verbs

For verbs that end in an -er or an -ir, to find the stem is
quite easy. We use the form of the verb that you most often
see it in when you see a verb on its own. For example;
Aimer, to like becomes Aimer

Choisir, to choose becomes Choisir
Notice that with the regular verbs in this tense, there is no

change to the verb, we will simply add the ending onto this
form of the verb. This form of the verb is called The Infinitif
or l’infinitif [l-an-fee-nee-tee-f].
-RE Verbs
For verbs that end in an -re, we will remove the last e from
the infinitif form and then we are all set.
Rendre , to return becomes Rendr

Vendre , to sell becomes Vendr
Irregular Verbs
Fear not, there are some verbs here that are irregular but
not nearly as many as in the passé composé . In this case,
we must simply memorize the root that we will use to
conjugate the verb to future-tense. An example is below;
Irregular Stems:
Être, to be becomes Ser-
Avoir, to have becomes Aur-
Aller, to go becomes Ir-
Courir, to run becomes Courr-
Envoyer, to send becomes Enverr-
Faire, to do, becomes Fer-
Pouvoir, to be able to becomes Pourr-
Savoir, to know becomes Saur-
Venir, to come becomes Viendr- (this is the same for the
similar verbs devenir, to become, tenir, to hold and obtenir,
to obtain)
Voir, to se becomes Verr
Vouloir, to want becomes Voudr-
Changing Stems
Some verbs have changing stems, meaning that the words
stay mostly the same except for a change or two. See
examples of this below;
Appeler, to call becomes Appeller (notice that an extra l was

added)
Essayer, to try becomes Essaier
Jeter, To dispose of becomes Jetter (notice that an extra t
was added)
Lever, to lift, to stand becomes Lèver
Acheter, to buy becomes Achèter
Notice that in these last two examples, an accent was

added to the second-to-last e and everything else stays the
same.
In all of these irregular forms are like this because it makes
for proper or ease of pronunciation in the conjugated form.
Because we will add some vowels in the conjugated form, in
order to keep pronunciation easy and as least bulky as
possible, we add an accent, an extra letter or even change it
entirely in the case of avoir and être and a few others.
Notice also that the stem always ends with the letter r , in
all of these cases and all others in the future tense.
Therefore, we change the verbs that have endings other
than the letter r like être and avoir to become ser and aur. If
you are trying to conjugate a verb to future tense and you
have a stem that you think is correct, but it doesn’t end in
the letter r , try again to find the right stem or check in your
notes.
Endings Added in Future Tense

Je/ J’ -ai
Tu -as
Il -a
Elle -a
On -a
Nous -ons
Vous -ez
Ils -ont
Elles -ont
Notice that the endings we add in the future tense are

actually the entire verb avoir conjugated to future tense.
This is the same form that we use as an auxiliary in the
passé composé form of conjugation, but here we are not
using it as an auxiliary, we are using it as the ending that
we will put onto the stem. Examples are below. As always,
practice your pronunciation;
Etre
Je Serai
Tu Seras
Il/Elle/On Sera
Nous Serons
Vous Serez
Ils/Elles Seront
Avoir
J’Aurai
Tu Auras
Il/Elle/On Aura
Nous Aurons
Vous Aurez
Ils/Elles Auront
Now, looking at the stems above that we just learned,

complete the conjugations for the future tense of the verbs
below.
Aimer
J’ _______
Tu_______
Il/Elle/On_______
Nous_______
Vous_______
Ils/Elles_______
Jeter
Je _______
Tu_______
Il/Elle/On_______
Nous_______
Vous_______
Ils/Elles_______
Faire
Je _______
Tu_______
Il/Elle/On_______
Nous_______
Vous_______
Ils/Elles_______
The regular verb Jouer

Je _______
Tu_______
Il/Elle/On_______
Nous_______
Vous_______
Ils/Elles_______
Part 2
In this chapter we will continue our study of the French
language and the many facets of French grammar. We will
build upon what we have learned in the last several
chapters in order to continue to develop your language
skills. You can expect more pronunciation practice, more
lessons on the rules of grammar and more practice
exercises to help solidify the information in your memory.
Adverbs Adverbs are another type of

description word, much like adjectives. Adverbs
can modify a verb, an adjective and they can
even modify themselves. There are different
categories of adjectives, depending on the type
of modification that they make. We will look at
those different types now.
Frequency Modifications The first type of
adverb we will look at makes a modification in
frequency. Some examples are below.
Ever, jamais [j-ah-may]
Rarely, rarement [r-are-mon]
Often, souvent [soo-von-t]
Always, toujours [too-joo-r]
Sometimes, parfois [par-f-wah]
Modifications Of The Manner In Which

Something Is Done The next type of adverb we
will look at makes a modification in the way
something is done. Some examples are below.
Politely, poliment [poh-lee-mon]
Quickly, vite [vee-t]
Well, bien [bee-yeh]
Poorly, mal [mah-l]
Location Modifications The next type of adverb

we will look at makes a modification in the
place which something occurs. Some examples
are below.
Outside, dehors [day-or]
Here, ici [ee-see]
There, là [lah]
Somewhere, quelque part [kel-kuh][par]
Modifications of Amount The next type of

the amount of something. Some examples are
below.
Enough, Assez [ass-ay]
A lot, beaucoup [boh-koo]
little, peu [p-uhh]
Very, très [t-ray]
Too Much, trop [t-r-oh]
Modifications of Amount Of Time The next type

of adverb we will look at makes a modification
in the time something takes, will take or has
taken. Some examples are below.
Soon, bientot [b-yen-toh]
Already, deja [day-j-ah]
Now, maintenant [man-tuh-nah]
A Long Time, longtemps [lon-g-tom-p]
Yesterday, hier [y-air]
Today, aujourd’hui [oh-j-oor-d-we]
Questioning Modifications The next type of
terms of making something a question. Some
examples are below.
How much, combien [k-om-b-yen]
Why, pourquoi [poor-k-wah]
When, quand [k-on]
How, comment [k-om-on]
Like (as an adverb not a verb), comme [k-umm]
Negative Modifications The next type of adverb

we will look at is used to change something
into the negative sense, or without instead of
with. Some examples are below.
Never ne… jamais [nuh][j-am-ay]
Not ne...pas [nuh][pah]
Only seulement [s-uh-l-mon]
Not any more ne… plus [nuh][p-loo]
Comparison Modifications The next type of

adverb we will look at compares two things.
Some examples are below.
Less, moins [m-wah-n]
More, plus [p-loo]
As well/Also, aussi [oh-see]
Superlatif Modifications The next type of

adverb we will look at speaks to the extremes
of something. Some examples are below.
The most, le plus [luh][p-loo]
The least, le moins [luh][m-wah-n]
The best, le meilleur [luh][may-yur]
Now that you know how to say these adverbs and when
they can be used, we are ready to put them together with
what we learned in the last chapter to make small
sentences! The first few examples will get you ready for the
exercise, and after going through those you can try some
one your own. Remember to say the sentences aloud to
really hear yourself saying French sentences and to get the
pronunciation down pat!
She descended sometimes We know that we need to

find four things to make this sentence in passé
composé (since this English sentence is in past-
tense). These four things are: Subject + auxiliary +
verb + adverb Subject: Elle Verb: Descendre which
becomes Past participle: Descendu Now we will ask
ourselves if this verb is a part of DR. MRS. P.
VANDERTRAMP? It is, in fact. Descendre represents
one of the D’s. What this means is that we need to
use the present tense form of the verb être for the
auxiliary, and that the verb must show gender
agreement and plural agreement if applicable. So, we
continue; Auxiliary: est Ending Added: yes. ‘E’
Adverb: Parfois Now we can put this together to form our
very first sentence of the book!
Answer: Elle est descendue parfois.

[el][ay][day-s-on-doo][par-f-wah]
We will do another example before it is your turn.
The boys walked quickly.

Subject: Ils Verb: Marcher which becomes Past participle:
Marché Now we will ask ourselves if this verb is a part of DR.
MRS. P. VANDERTRAMP? In this case, it is not a part of this
acronym. The M’s are for Monter and Mourrir , not Marcher.
What this means is that we need to use the present tense
form of the verb avoir for the auxiliary, and that the verb
does not need to show gender agreement or plural
agreement. So, we continue; Auxiliary: ont Ending Added:
no.
Adverb: Vite Now we can put this together!
Answer: Ils ont marché vite.

Now, you can try this for yourself below.
She was born quickly.

Subject: __________
Verb: __________which becomes Past participle: __________
Now, ask yourself if this verb is a part of DR. MRS. P.

VANDERTRAMP? __________
Does this mean you have to use the present tense form of
the verb avoir or of the verb ê tre for the auxiliary?
__________
And do you need to show gender agreement or plural
agreement? __________
Auxiliary: __________
Ending Added: __________
Adverb: __________
Now put it all together!
Answer: __________.
Another example for you to try; You guys talked outside.

Subject: __________
Verb: __________which becomes Past participle: __________
Now, ask yourself if this verb is a part of DR. MRS. P.

VANDERTRAMP? __________
Does this mean you have to use the present tense form of
the verb avoir or of the verb ê tre for the auxiliary?
__________
And do you need to show gender agreement or plural
agreement? __________
Auxiliary: __________
Ending Added: __________
Adverb: __________
Now put it all together!
Answer: __________.
Prepositions We will now move onto

prepositions. These are another part of speech
that help you to accurately describe something.
These are positioned after a noun, a verb or an
adjective in a sentence, to describe the
relationship of two things. In English these are
words like to, of, beside, behind, and so on.
Prepositions can be tricky when relating them
to English because many times we must use
them in a sentence when speaking French,
whereas we would not use it in the same
sentence when translated to English. Keep at it
and with practice you will be an expert in no
time. Below are the most common prepositions
that you will use.
À [ah], to, at, in Apres [ah-pray], after Avec [ah-veh-k], with
Dans [d-ohn], in Avant [ah-von], before De [duh], from, of,
about Derriere [dare-y-air] behind Entre [on-t-ruh] between
Par [pah-r], by, through Pendant [pon-d-on], as, while,
during Pour [poo-r], for Sans [s-on], without Sous [s-oo]
under Sur [s-oo-ruh] on, on top of Vers [v-air] toward, near
Practice these common prepositions and their pronunciation
over and over aloud to get them solidified in your memory.
Look below. Remember this example from the previous

section of this chapter? We will now revisit it to incorporate
prepositions into what you already know.
The boys walked quickly.

Ils ont marché vite.
With a sentence like this that includes a subject, an

auxiliary, a conjugated verb and an adverb, we can add a
preposition onto it in order to relate it to a noun. We are
going to use the preposition pendant which in English
means during .
Ils ont marché vite pendant Up until this point our sentence
reads; The boys walked quickly during. We now need a noun
to attach to the end of this to make a full descriptive
sentence. We are going to use the noun la tempête [tom-
peh-te] which in English means the storm. So now we have;
Ils ont marché vite pendant la tempête .
Our sentence now reads, “the boys walked quickly during

the storm. We now have a subject, an auxiliary, a verb
conjugated to the past-tense, an adverb, a noun with its
article. We have put together everything we have learned
thus far to form this beautiful and descriptive sentence. Say
it aloud as many times as you can!
[eel][oh-nt][mah-r-sh-ay][v-ee-t][[pon-d-on][lah][tom-peh-te]
Try these examples on your own now, referencing the list of

prepositions above. All you need to know for this exercise is
the following; To run, Courir To walk, Marcher I ran toward
McDonald’s ____________________
He walked behind her ____________________
I ran after him ____________________
I walked through____________________
Conjunctions Conjunctions are our final stop on

our journey through the eight parts of speech.
A conjunction is a short word that is inserted
into a sentence to connect two words or two
phrases that are related grammatically. There
are two different types of conjunctions that we
use in French, and which one we use depends
on the relationship of the words or phrases
that we are connecting. The first, is a
conjunction used when the two words or
phrases are equivalent, meaning that they both
serve the same function in the sentence. This
type is called a coordinating conjunction. The
second, is if this is not true. This type is called
a subordinating conjunction. You will get a
better idea of what this looks like below.
Coordinating A coordinating conjunction is
used to relate two words or phrases in a
sentence that are grammatically equal. What
this means is that you could change their order
in the sentence, and it would not change the
meaning of the sentence. This is often used
when we are talking about options or choices.
Below are the most common coordinating
conjunctions that you will use.
Et [eh] ,and Ou [ooh] or Mais [may], but Donc [don-k], so
Car [ca-r](light r sound), for, because, since Puis [p-wee],
then She is young and pretty, Elle est jeune et belle. In this
sentence, the coordinating conjunction is et. It is used here
to connect the two grammatically equivalent words young
and pretty. These two words can be switched in order and it
does not change the meaning of the sentence because they
hold equivalent weight in the sentence.
Subordinating A subordinating conjunction is a

short word that connects two parts of a
sentence- one that is the focus, and another
part that depends on this main part. The main
part of the sentence has enough grammatical
weight that if it were alone without the other
part of the sentence, it would still make sense.
This is because this main part has a subject, a
verb and a noun. The second, dependent part
of the sentence starts with a conjunction and
so it would not make sense if it was on its own.
A full sentence cannot begin with a
conjunction, the same way that it cannot in
English. The dependent part needs the main
part in order for it to be a sentence and make
sense.
Lorsque [lor-s-k-uh], when Quand [k-on-d] when Pourquoi
[poo-r-k-wah], why Puisque [p-wee-s-k-uh], since, as Que [k-
uh] that Si [see] if A few examples below will help you to
understand this type of clause fully.
I hope you are feeling better J’espere que tu vas mieux

Below is the break-done for the above sentence; Main
phrase: J'espère, I hope Dependent phrase: que tu vas
mieux, that you are feeling better Conjunction: Que, that
Without the word j’espère in this sentence, the dependent
phrase wouldn’t make sense. Equally, j’espère could stand
up on its own and make enough sense to be a statement in
itself. This would be I hope. In English we could say this on
its own and it would make enough sense. But saying that
you are feeling better wouldn't make a lot of sense to say-
nobody would know what you meant.
Determiners Determiners are not one of the

eight parts of speech, but they are an
important part of French grammar nonetheless.
These are called déterminants in French. These
are used much more often in French than they
are in English, so this section is quite
important in your French language education
but might also take more practice than some of
the other sections that can easily be related to
English. In this category is included articles,
numbers and some adjectives.
Determiners introduce the nouns we use and modify them in
order to create a more descriptive sentence. They are
always before nouns in a sentence, that way they can set
the stage for the noun to come by adding more description
to it like a quantity or ownership. Like we learned earlier,
our determiners must agree with the gender and the
quantity (singular or plural) of the noun.
Articles are a type of determiner, as they can describe the

quantity and the level of specificity with which you are
speaking. For example; La chaise [lah][sh-eh-z], the chair.
This type tells you that the person is speaking about a
specific chair.
Une voiture [oo-n][v-wah-too-r], a car. This type tells you
that the person is speaking about a car in a general sense.
Du fromage [doo][f-roh-mah-j], some cheese. This type tells
us that the person is speaking about a part of something or
about a portion of food.
A number that describes quantity is also a type of
determinant. These numbers describe a noun by denoting
the number of units of that noun that we are talking about.
Six enfants [see-s][on-f-on-t-s], six children. This number

denotes the quantity and tells us that we are talking about
multiple, exactly six children.
Adjectives that are not descriptive ones are also

determinants.
Ce livre [suh][lee-v-ruh], this book. This lets us know that

the person is talking about one specific book.
Quel chat? [k-el][sh-ah], which cat? This tells us that the

person is asking which exact cat.
All of the above examples of determinants are in place to

give us a better description of the noun that follows it, so
that we know whether the person to whom we are talking is
referencing something specific, something general, one or
multiple and exactly how many of something.
Adverb Placement in A Sentence When adding

an adverb to form a sentence, the placement
varied depending on whether you are
modifying a verb or not. In all of our examples
above, we were modifying verbs. When doing
this, the adverb is placed after the verb just
like we did in those examples. When modifying
anything that is not a verb, they will be placed
directly before the part of speech that they
modify. An example of this is below.
Je suis fatigué [j-uh][s-wee][fah-tee-gey], in English means “
I am tired”.
If we want to add an adverb to make this sentence more
descriptive, like the word very or très in French, we would be
modifying the word tired or fatigu é. So we would add the
adverb right before the word fatigué.
Je suis très fatigué.
Try one for yourself now.
Je suis faim + tres (I am hungry) + (very)

____________________
Je suis triste + Un peu (I am sad) + (a little)
____________________
Je suis gros + complètement (I am fat) + (completely)
____________________
Notice the difference here compared to when we were

adding adverbs to the end of a sentence when we were
describing a verb. Here, we are describing a state of being
rather than a verb. This way, it is the same way as we would
say it in English, so it is a little easier to remember.
Chapter 7: Essential Words and
Phrases
Now that you are familiar with and have practiced both the
rules and pronunciation of French grammar, we are going to
look at some words and phrases to get you started in your
French speaking. These essential words and phrases will be
ones that you will come back to and use as well as hear
repeatedly because they are just that common.
Conversational Words
The following words and phrases are those that you can use
every day and in regular conversation. These will be a great
start for you.
Who, Qui [k-ee]

What, Quoi [k-wah]
Where, Où [oo]
When, Quand [k-ohn]
Why, Pourquoi [poo-r-k-wah]
How, Comment [k-om-ohn]
No, Non [noh]
Okay, D’accord [d-ah-k-or]
And, Et [eh]
Or, Ou [oo]
Notice the distinction between the two different forms of the

word Ou . there is Où and Ou . The first form, the one with
the accent means “where”. You can as it as a question by
saying Où ? Or you can make it a statement. The other
form, ou , without the accent means or . This is used when
you want to give options or choices or when you are asking
someone a question and you want to know which of a list of
things is the answer. For example; pomme ou banane ou
ananas ? [p-uh-m][oo][bah-nah-n][oo][ah-nah-nah]
This means apple or banana or pineapple
Yes, Oui [wee]

Yes, Si [see]
The two different forms of yes above are used in different
ways. The most common way to say yes is by saying “oui ”
[wee] but you can also say “si” [see]. This second form is
used more informally and more colloquially. Using this in
conversation is quite common and you may hear it used in
casual conversation. It is also used as a response to
someone saying “no”. For example, if you ask someone a
question and they say no as a response, then you could
reply with si if you wanted to counter their response.
Maybe, Peut-Etre [puh-t-eh-t-ruh]

Age
“I was born on October 3rd, 1985”
Je suis né le trois octobre, mille neuf cent quatre-vingt cinq
This is an example of what we learned in passé composé,

where we saw that the verb naitre, or to be born was part of
the group of verbs that uses être as its auxiliary. Thus, when
talking about when we were born or when someone was
born, we say Je suis né .
In French, the names of months are not capitalized like they

are in English, nor are the days of the week. So, when you
see a date written, it will all be in lower case. We will get to
that further in this chapter.
Try the exercise below where there are dates written in

English and you must translate them to French.
I was born on January 6th, 1994

__________________________________
I was born on March 21st, 1975
__________________________________
When talking about age, instead of saying “I am twelve

years old” In French we say “j’ai douze ans ” which directly
translates to mean “I have twelve years.” When you think
about it, it makes some sense since you could be saying
that you have twelve years under your belt. The word ans
[ah-n] means years. Try the examples below where you will
write the ages in French.
I am seventeen years old, J’ai dix-sept ans

My dad is fifty years old, Ma pere à Cinquante ans
They are sixteen years old, Ils ont seize ans
The baby is one week old, La bébé à une semaine
I am sixteen years old __________________________________

She is twenty-nine years old
__________________________________
He is seventy years old __________________________________
Money
Dollars [doll-air], Dollars
Sous [s-oo], Cents
Six Dollars et Quatre-Vingt Dix Sous, Six Dollars and Ninety

Cents
Time
Seconde [seh-k-on-d], second
Minute [mee-n-oo-t], minute
Heure [euh-ruh], hour
Jour[j-oo-r], day
Semaine [suh-m-en], week
Mois [m-wah], month
Anee [ah-nay], year
Dizaine d’années [dee-z-en][d-ah-nay], ten years/ tens of
years
Une vingtaine d'années [van-ten][d-ah-nay], twenty years
L’Heure [l-euh-ruh], The time
C’est quoi l’heure?, what’s the time?

Quelle heure a-t-il?, What time is it?
A Quelle heure est-ce-qu’on quitte?, What time are we
leaving at?
A Quelle heure êtes vous nés?, What time were you born at?
L'École commence a quelle heure?, What time does school
start at?
Days Of The Week

Lundi [l-uh-n-dee], Monday
Mardi [mah-r-dee](rolled r), Tuesday
Mercredi [meh-k-re-dee](rolled r), Wednesday
Jeudi [j-uh-dee], Thursday
Vendredi [von-d-ruh-dee] (rolled r), Friday
Samedi [sah-m-dee], Saturday
Dimanche [dee-mon-sh], Sunday
Addresses
Rue [roo], Street
Route [roo-t], Road
Chemin [sh-uh-m-an], Trail, Path
Allee [ah-lay], Driveway
Ruelle [roo-el], Alley
Terrain de stationnement [tuh-r-an](rolled r)[duh][st-ah-si-
on-mon-t], Parking lot
9 Rue Ste. Catherine, 9 St. Catherine Street
In French, when there is the word Saint, or St. It is written as

Ste. This is because in French the word is Sainte. So, when
talking about any word or street with the word Saint in it, it
will be written in this way.
When we write addresses, we write them in this order;

number + street type (road, crescent etc.) + street name. It
is a bit of a different order than in English as the word street
is moved in front of the street name instead of after it.
À Québec vs. Au Québec
When we are talking about being or having been someplace,

there are different ways to say this depending on what type
of place this is. For example, in Canada there are two
different places called Quebec. One is a province and the
other is a city in that province. When speaking, we can tell
which of these somebody is talking about based on the word
that precedes it. If we are talking about a city or town, we
would say À Québec, which would indicate to the person
we are speaking to that we are talking about the city and
not the province. If we are talking about the province, we
would say Au Québec. If the province, state or country we
are talking about begins with a vowel, then using au would
be quite a mouthful. IN this case we would say en. For
example, “Je suis allé en France ” which means I went to
France. If you were talking about going to Paris, which is a
city you would say “Je suis allé à Paris .”
Dating
Petit Ami [puh-tee][ah-mee], Boyfriend
Petite Amie [puh-tee-tuh][ah-mee], Girlfriend
With these two examples we can see that the words “Petit ”
and “Ami ” have been changed slightly when talking about a
girlfriend from a boyfriend. The default spelling of these
words is that which we see when talking about a boyfriend,
as they are masculine. But when we are talking about a girl,
they must adjust to show gender agreement, so we add an
e to the end of both words. They are pronounced slightly
differently because of this so you can tell which gender a
person is talking about.
Sortir Avec ____, Go on a date with someone

Marriage, le marriage
Se marier avec _______, To get married to, To marry someone
Enceinte [on-san-tuh], Pregnant
Friends
Ami [ah-mee], male friend
Amie [ah-mee], female friend
Groupe, Group
Club [k-loo-b], Club
Equipe [ay-keep], Team
Sports and Games

Jeu [j-uh], Game
Les Sports [lay][spo-r], Sports
Soccer, Le foot, Soccer
Football Americain, Football
Le basket, Basketball
Un Ballon, a ball
Frisbee, Frisbee
Courir (verb), To Run
Le gazon [luh][gah-z-on], Grass
Terrain de jeu [t-air-an][duh][j-uh], Field
Emotions And Feelings

Triste [t-ree-s-t] (rolled r), Sad
Heureux [her-uh] , Happy for a male
Heureuse [her-uh-suh], happy for a female
Fâchée [fah-sh-ay], angry
Excite [ex-see-tay], excited
Chapter 8: Dictionary of Simple
Phrases
You may have seen some of these words and phrases in
previous chapters, but in this chapter and the next we will
put them all together, so you have a quick reference guide.
You will notice that many of these phrases have multiple

forms depending on how formal you want to be. As a rule of
thumb, when addressing someone who you want to be more
formal with or who you want to show respect to, you should
use vous anything you are talking to them. Alternatively, if
you are speaking to a friend or a family member, you can
use tu when addressing them as this is more casual. In
English we do not have different ways to speak formally and
informally like this, so their translations to English are the
same. Note this difference in French though as it will help
you to avoid seeming rude if you call someone you just met
tu.
Basic Phrases For Everyday Conversations

Bonjour [bon-j-oor], Hello, hi There are two
different ways to say please in French. One of
them is more formal than the other. As you
learned previously in this book, there are two
ways to say you as well. The word vous means
you and is used in a much more formal way
than tu . Vous can also be used in a plural
sense to talk about people in terms of you as a
pair or a group of people. If you have just met
someone or if they are someone that you want
to show respect to and be more formal with,
then you will use the first example below. If
you are friends with them and you want to say
please in a more casual and less formal way,
then you can use the second one.
S’il vous plaît [seel][v-oo][play], please S’il te plaît [seel][t-
uh][play], please Je suis [j-uh][s-wee], I am.
This can be followed with just about anything that you
learned in the previous chapters. You can follow it with a
feeling, an adjective or it can simply be the beginning of a
sentence.
Tu es [too][ay], you are.

This is similar to the previous example that means i am, but
when you are speaking to someone in a less formal and
more casual way you would say you are… For a more formal
and respectful way of saying you are, you can use the word
vous instead of tu and adjust the verb etre accordingly,
making it Vous etes [voo-s][eh-tt-s].
Je m’appelle [j-uh][m-ah-p-el], My name is. This directly

translates to mean “I am called”.
Enchanté [on-sh-on-tay], Nice to meet you. You would say

this right after meeting someone new, just like how we say
nice to meet you or it was a pleasure to meet you in English.
Pardon ? [pa-r-doh-n] (rolled r), Pardon?, Sorry? Sorry. This

can be used in a variety of ways, either to ask someone
politely to repeat themselves or as a statement if you wish
to apologize to someone. You can use this when you are
squeezing by someone at the movie theatre when you go to
the bathroom during the film, if you want someone to repeat
what they said because you didn’t hear them or if you want
to apologize to someone.
Comment t'appelles-tu ? [coh-mon][t-app-el][t-oo], What is

your name? This is similar to the above examples where
vous can be switched out if you are speaking to a group of
people or if you want to be more formal. In this case you
would say comment vous appelez-vous? [coh-mon][v-oo-z]
[app-el-ay][v-oo-z], though the English translation of these
is the exact same.
Oui [wee], yes Non [noh], no Comment allez-vous ? [coh-

mon][ah-lay][v-oo-z], How are you? This is a nice way of
asking someone how they are doing, as it uses the word
vous.
Ça va? [sah][vah] is used when we want to ask someone
how they are, but this is more like saying, “hey, how are
ya?” or “what’s up?” This would be used with friends.
Excusez-moi [ex-k-you-z-ay][m-wah], excuse me. This can

be used to get someone’s attention in a polite way, and can
also be used to ask someone to move if you need to get by
them or if they are in your way. This is a polite way of saying
either of these things.
Je ne comprends pas [j-uh][nuh][k-om-p-ron-d][pah], I don’t

understand. I hope you won’t need to use this one too
much, but if you don’t understand someone’s French when
they are speaking too fast, or if you don’t understand a
concept in general aside from the language you can say this
to them.
If you need to ask someone how to say a certain thing in

French, you can ask them, Comment dit-on … en français ?
And then insert the thing that you are asking them about.
For example, you can ask them “comment dit-on banana en
français ? [coh-mon][dee-t][ohn]banana[oh-n][f-ron-say],
how do you say banana in French.
In French, if we want to say see you later, we would say à

toute à l’heure [ah][too-t][ah][l-err]. If you want to say see
you later, on a specific day we would say for example, “see
you tuesday”, à mardi! [ah][mah-r-dee].
If you want to ask someone for help for anything you can
say
“Est-ce que vous pouvez m'aider ?” [ess-kuh][voo][poo-vay]
[m-eh-day] which means “Can you help me?”
If someone asks you a question and you don’t know the

answer you can say “Je ne sais pas ” [j-uh][nuh][say][pah]
which means “I don’t know”.
If you want to ask someone about something, what

something is or if you need clarification about something
specific you can say “Qu'est-ce que c'est ?” [k-ess][kuh]say]
which means What is it? Or It can also mean what is _____.
You then will insert whatever you are wondering about such
as Qu’est-ce que c’est ca ? “Which means what is that?”
Qu’est-ce que c’est (insert word in French that you aren’t
sure of the meaning of), this could be something like Qu’est-
ce que c’est l’hiver? If you don’t know the word that they
just said. Then, they will tell you that l’hiver means winter.
Répétez, s’il vous plaît or Répète s’il vous plaît, Can you
repeat that please?
This is a way of asking someone to repeat themselves. If
you want to directly ask them to repeat themselves instead
of just saying “sorry?” you can ask them this. As we learned
earlier, using vous is a polite way and using tu is a less
formal way that you would use with friends.
Plus lentement [p-loo][lon-tuh-mon-t], slower. You can use

this phrase to ask someone to speak slower for you if you
are having trouble understanding them because of a
different accent than you are used to or if they are speaking
too fast for you to understand. Plus lentement directly
translates to “more slowly”. If you want to make it even
more polite you can say s’il vous plait at the end of this
phrase and form it as a question.
Encore Une fois [on-k-or][oo-n][f-wah], one more time. This
can be used similarly to the above phrase, but this one is
used to ask someone to repeat themselves in a different
way. This way doesn’t mean that you want them to speak
slower, it’s more for when you just simply did not hear
someone. If you want them to repeat themselves but in a
slower voice, be sure to use the previous phrase instead.
This one can be used if you are in a loud place and cannot
hear someone or if they mumbled their words. Someone
may say this phrase to you if they are having some trouble
understanding your accent but not to worry, just press on
and repeat yourself.
Travel Phrases This section will focus on

phrases you will need when you are travelling.
These are related to transportation and
directions so that you can get around with
ease.
If you need to ask someone where something is, you can
ask them in the following way;
Excusez-moi, où est ___? This means Excuse me, where is
_____? You will then insert something like La Tour Eiffel [lah]
[too-r][ee-fell], The Eiffel Tower. After asking this, you will
likely hear one of the following responses;
Gauche [g-oh-sh], Right
Droite [dr-wah-tuh] (rolled r), Left
C’est [s-eh], It is/ It’s
C’est à gauche, It’s to the left C’est à droite, It’s to the right
C’est à côté de [s-eh][ah][k-oh-tay][duh], It’s beside
(something) C’est près de [s-eh][pr-eh][duh], It’s close to
(something) C’est près d’ici [s-eh][pr-eh][d-ee-see]], It’s
close to here C’est loin de [s-eh][l-w-ah-n][duh], It’s far from
(something) C’est loin d’ici [s-eh][l-w-ah-n][d-ee-see], It’s far
from here
If you are trying to get on the metro, the train or a bus and
you need to buy a ticket, you can say the following;
Billet [bee-yay], Ticket
Un billet, s’il vous plaît [uhn][bee-yay][seel][v-oo][p-l-eh]
If you want to get more specific, you can say Un billet à
Paris s’il vous plaît [uhn][bee-yay][ah][pah-ree][seel][v-oo]
[p-l-eh].
Restaurant Phrases
If you go to a restaurant in a French speaking
place, chances are you will have to read French
on the menu, order in French and ask for
anything you may need in French. This section
will teach you all of that.
When you enter the restaurant, or if you are to seat
yourself, there will likely be a sign saying Asseyez-vous
mêmes [ah-say-yay][voo][m-eh-m] which means seat
yourselves. If you don’t see this, someone will likely seat
you. When they do, if you need a menu or if you are
checking out a restaurant to see if you’d like to eat there,
you can ask for a menu by saying La carte, s’il vous plaît
[lah][k-ar-t][seel][voo][p-l-ay], the menu please. La carte
means the menu. You can say it as a question or as a
statement. Once you are eating, you can ask for something
by saying any one of the following followed by s’il vous plaît
[seel][voo][p-l-ay], which means please.
Le sel [luh][s-el], The salt
Le poivre [luh][p-wah-v-ruh], The pepper
Des serviettes [day][s-air-vee-et-s], Napkins
De l’eau [duh][l-oh], Some water
Du cafe [doo][kah-fay], Some coffee
Du The [doo][tay], Some tea
Le ketchup [luh]ketchup, The Ketchup
Le sauce piquante [luh][soh-s][pee-k-ont], The hot sauce
When you finish eating and you are ready for your bill you
can say L’addition, s’il vous plaît [lah-dee-see-on][seel][voo]
[p-l-ay]. L’addition is the bill or the check.
After they bring you anything, or when you are leaving and
you want to thank them you will say,
Merci [meh-r-see], Thank you
Merci beaucoup [meh-r-see][b-oh-k-oo], Thanks a lot, thank
you so much
Merci bien [meh-r-see][bee-yen], Thank you very much
If you want to be more formal, you can say thank you sir or
thank you ma’am.
Merci Madame [meh-r-see][mah-dah-m], Thank you ma’am
Merci Monsieur [meh-r-see][moh-see-uh-r], Thank you Sir
You can combine any of the above ways of saying thank you
with sir or ma’am to be extra polite for example;
Merci Beaucoup Madame [meh-r-see][b-oh-k-oo][mah-dah-
m], Thank you so much ma’am.
Try an exercise now to practice this;

You walk into a restaurant and there is a sign saying
“Asseyez-vous même s ”. You walk into the dining room and
seat yourself. When you see a waiter walk by you want to
ask her for the menu so you say __________________. After
looking at the menu, you decide that you want to order a
coffee. When the waiter comes by again you say
________________. Then, you need some Sugar (du sucre
[soo-k-ruh]) so you say ________________. You finish your
coffee and you are ready for your bill. You ask her by saying
__________________. Then, you pay and you are ready to
leave so as you walk out the door you say
_____________________.
Les Textos
In French, when you are texting it is called “un
texto ” [t-ex-toh]. There are some short-forms
you can use when texting in French, and French
speaking people will know what you mean. If
you are texting a French speaking person, you
may see some of these short forms if they are
sending you text messages.
Bjr, Bonjour, hi, hello

Bsr, bonsoir, good evening, good night biz, bisous, kisses ça
va, ça va? Or ça va.
If it’s used as a question, it means are you good? Or how are
you?
If it is used as a statement, it means i’m good or it’s going
well.
b1, bien , good é twa, et toi, and you?, how are you?
dsl, je suis désolé, I’m sorry Both of the next two short forms
mean see you later or see you soon, but one is a little more
polite than the other. The second form would be used more
casually when texting friends.
a tt, à toute à l’heure, see you soon, see you later
a +, à plus, see you later
The next two examples are two ways of saying please, just
like we learned earlier. One of them, the one that uses vous
is a more formal way. Sometimes you may be texting
someone with whom you want to be a bit more respectful
and this is when you would use this one. The one that uses
tu is a less formal form and one that you would use with a
friend.
stp, s’il te plaît, please (informally) svp, s’il vous plaît,
please (formally) Phone Conversation Phrases If you are
going to be speaking on the phone with people in French,
say, if you are calling a hotel to ask a question about your
reservation or if you are calling a museum’s front desk to
ask them about an attraction that you’ve been wanting to
see, you will need to know some common phrases to use on
the phone. Below are all of the things you need.
This set of phrases is to do with phones and the actual

hardware that you use when you are on the phone. You will
need to know some of these terms if you are waiting on hold
and being asked to press certain keys, or if you are wanting
to mention something to someone about the phone itself.
Un téléphone fixe , landline

Un téléphone mobile, un portable , a cell phone
Une boîte vocale , voicemail, voice-mailbox
Allumer, Allumer le telephone , to turn on the telephone Or
Allumer ma telephone , to turn on MY phone
Brancher , verb meaning to plug in.

Je vais brancher ma telephone , I will plug in my phone
Recharger , to recharge
If you are on hold and you need to press a key that the
voiceover is asking you to press, you may hear one of these
terms; Une touche, a key
Appuyer , verb meaning to press
Appuyer la touche , press the key/ the button
La touche dièse , the hashtag key
Appuyer la touche dièse , press the hashtag key
Appeler quelqu’un , to call someone
For example, Je vais appeler Marie , I will call Marie
Téléphoner à quelqu’un , to telephone someone

For example, Je vais téléphoner à Jean Passer un coup de fil
, To make a phone call
Passer un coup de téléphone , to make a telephone call
Un appel téléphonique , A phone call
Un coup de fil is a less formal way of saying a phone call,

and if you want to be a bit more correct in terms of
vocabulary, you can say the word telephone instead. We
would say “Un appel téléphonique ” if we want to reference
a phone call in a formal way, for example if you are working
in an office and you want to say to your boss that you will
make a phone call, you would say “Je vais faire un appel
téléphonique .” Which means “I’m going to make a phone
call” But you would not want to say “Je vais faire un coup de
fil ” as that would come off too informal and almost rude.
Décrocher le téléphone , the verb decrocher which means to

pick up, but which is only used when speaking about the
telephone and not when talking about picking up anything
else.
Composer un numéro [k-om-poh-say][uhn][noo-meh-row], to
dial a number. This directly translates to mean “to compose
a number” which can help you to remember when you are
dialing a number on your phone, you are essentially
composing something.
ça sonne [sa][soh-nuh], it’s ringing

ça sonne occupé [sa][soh-nuh][ok-you-pay], it’s ringing the
busy tone. This one doesn’t translate as well into English as
we don’t have an exact way to say this, but it essentially
means that the phone is sounding the busy tone. The word
“occupé ” means occupied,, which means that the phone
line is occupied or busy.
Personne ne répond [p-air-soh-n][nuh][r-eh-poh-nd], nobody

is answering. This does not translate into English but it
means that nobody has picked up the phone.
Pierre répond , Pierre answers

Pierre a répondu , Pierre answered
Pierre décroche , Pierre picks up the phone
Pierre a décroché , Pierre picked up the phone
Allo [ah-loh]
This word is used only on the telephone, but it is a way of
saying hello, hi or of initiating conversation over the phone.
Both people can initiate a conversation using this word,
regardless of who called who.
C’est Madame _____, It’s Mrs. ______ speaking C’est Monsieur

_____, It’s Mr. ______ speaking C’est de la part de qui ?, Who
is calling?
Qui est à l’appareil ?, This directly means “Who is on the
phone?” It is another way of asking “Who is calling?
These are used only over the phone to ask who is calling or
when taking a message for someone else over the phone
and you are wondering whose name to write down.
Est-ce que je peux parler à…, may I speak to…
Bonjour, c’est Jean, un ami de Pierre. Pourrais-je lui parler

s’il vous plaît ?
Hi, this is Jean, a friend of Peter. May I speak to him please?
The above is a polite way of asking for someone on the
phone and stating your intentions at the same time. This is
a nice way to call a landline whether it is a friend or
something business related. If this is a work-type call, you
can remove “un ami de Pierre ” and simply say “bonjour,
c’est Jean. Pourrais-je parler avec Pierre s’il vous plaît ?”
This way you do not have to state your relationship to the
person you are calling, but you can still ask for them in a
polite way.
If the person is unavailable and you want to ask them if you

can leave a message for someone you can say, “Je peux lui
laisser un message ?” May I leave a message for him or her?
Je vous la passe , I’ll put her on

Je vous le passe , I’ll put him on
These two directly translate to mean “I pass you to her/him”

Which makes sense from a literal standpoint as you are in
the phone in a sense and you are being passed to the
person you want to speak with.
Ne quittez pas, don’t hang up

Un instant s’il vous plaît , One moment please
Est-ce qu’il peut me rappeler ?, Can he call me back?
Est-ce que vous pouvez lui demander de me rappeler ?, Can
you ask him to call me back?
Je rappellerai plus tard , I will call back later
The following are used when you have some type of

problem on the phone and you want to clarify or resolve the
issue: On a été coupés , we got cut off, we got disconnected
Vous avez le mauvais numéro, You have a wrong number
This is a polite way of telling someone that they have the
wrong number.
Il n’y a pas de réseau , there is no reception, there is no

service Je n’ai plus de batterie, I have no more battery, my
battery is dead Je t’entends mal , directly translates to mean
“I hear you bad” but this means that you cannot hear the
person, or that the reception is choppy and the person is
cutting out. To tell someone that they are cutting out you
can also say “La connexion est mauvaise ” which directly
translates to mean “the connection is bad”.
If you missed someone’s call you can say to them “Je n’ai
pas entendu la sonnerie ” Which means that you did not
hear your ringer. If you want to be a bit more formal and
apologetic, you can say “Je suis desolé, je n’ai pas entendu
la sonnerie ”. Remember, je suis desolé [j-uh][s-wee][d-eh-
soh-lay] means “I am sorry”. So this means “I’m sorry, I
didn’t hear the phone/ I did not hear the phone ring/ I did
not hear my ringer.” If you are on the other side of this, you
can ask the person if they heard their phone ring by saying
“Est-ce que tu as entendu la sonnerie ?” If you want to know
if they got your message you can ask them by saying “As-tu
re ç u mon message ?” Which means”did you receive my
message?”
Conclusion.
I hope that through reading this book you gained a wealth of
new knowledge on the French language and are already well
on your way to speaking French. You have now been
exposed to all facets of the French language that a beginner
and even an intermediate French speaker needs to know.
You can now speak in present tense, past tense and future
tense and you have an arsenal of nouns to fit your every
need. Now that you can form a full sentence with ease, the
only thing left to do is practice! Practice is everything,
especially with pronunciations. In order to keep teaching
your tongue and lips to pronounce these new sounds, you
must say them aloud each day. Read through the dictionary
of phrases in chapter eight or the words in chapter seven
each day and in no time you will be spitting them out with
ease.
It may seem like a lot to remember, but as you begin to

memorize certain sections like irregular verbs and DR MRS P
VANDERTRAMP, you will begin to notice what sounds right
and what sounds wrong, That is why reading aloud is so
beneficial. You can teach your brain to hear you speaking
and in time it will notice when you have made a mistake.
Keep this book close beside you and jump to whatever

section you need a refresher on, whenever you may need it.
If you forget something, don’t panic as you have all of the
information right at your fingertips. While you are practicing
or watching French films, keep this book close at hand so
that you can check something you may have forgotten.
Come back to these exercises and these practice questions,
to keep yourself sharp, or to spruce up your pronunciation
every once in a while, and you will never be lost in the
French language. If you ever take a break from French, this
book will be here to help you out when you come back!
Thank you for reading the entirety of this book, and I hope
you are excited to continue your language journey. Now that
you have learned everything you need to know as a
beginner, the next step is to begin reading short stories to
increase your vocabulary. As you practice, seeing new
stories will help you to test your comprehension and
pronunciation skills. Expose yourself as much as you can to
French daily so that it stays fresh in your mind and in your
memory. Enjoy your travels as a newly French speaking
person!
Share this book with friends and family of your choosing and
soon you will be able to have secret conversations in French
that nobody else will understand. Share this book with your
spouse and you will be able to have secret French
conversations at full volume in front of your kids, the
possibilities are endless!
If you liked this book, a review on amazon is always

appreciated so that many others like yourself can discover
and enjoy the wealth of knowledge hidden within these
pages.
French Short Stories for
Beginners
Have Fun with Easy French

Stories! a Shortcut to Learn
French step-by-step and to
Improve Your Vocabulary and
Skills in a Funny Way!
BOOK 1
Louis Pascal and Anne McKenzie
Introduction
Thank you for purchasing this book and we hope you enjoy!
Welcome to the beginning of your French language studies
and congratulations on taking the first step.
This book of short stories will provide you with a fun and
interesting way to learn French words, vocabulary, and
pronunciation.
This book is designed to be read out loud so that you can
practice the pronunciation of these new words while you
learn them. This is the best way for you to teach both your
brain and your mouth how to say these words at the same
time. Reading the stories aloud will help you to have better
comprehension as well as to be able to speak the language.
Often, when learning a language, people become good at
reading and writing in that language, but then they have
trouble with speaking it aloud. By speaking aloud these
stories while you read them, you will avoid this dilemma and
will be on your way to becoming a well-rounded linguist.
These stories will increase in difficulty chapter by chapter
and by the time you reach the last story, you will have a
large number of new words and phrases to take with you as
you continue in your studies. This book is an excellent
chance for you to begin your journey of learning the French
language.
Learning a new language by reading stories will make it
easier to remember the words and phrases you come across
because you will be able to associate these phrases or
words with the parts of the story they are related to. You will
remember the fun and interesting story you read where
your favorite character used that phrase or said that word,
and this will help your memory. Associating new words with
a concept you know is a great way to fix them in your
memory.
These stories can be shared with your children or your
friends who may also have an interest in learning the French
language. Sharing these stories with them and reading to
each other is a fun and interesting way to learn a language.
Read these stories as many times as you wish and return to
this book whenever you wish for a nice story and some
French education. Each chapter ends with a list of the key
phrases and words used in the story along with their
translation and pronunciation. These lists can be revisited
whenever you need a refresher! At the end of each chapter
you will also find a small quiz that will help you to determine
how well you understood the story and what parts you may
want to read again, allowing you to ensure you have full
comprehension of the story before you proceed to the next
one. We recommend trying these quizzes before you read
the English story summary, to test your knowledge to the
fullest.
Enjoy this book and the fantasy world in which it will
immerse you in. Proceed with an open mind and a sponge-
like brain!
Chapter 1 : Sylvie Et Le Livreur De
Lait
Introduction and Story Directions

Welcome to the first story of this book. Please read this
story aloud for the best comprehension. If you have trouble
with the pronunciation or meaning of any of the words or
phrases in this story or any others in this book, flip to the
end of each chapter where you will find a translation and
pronunciation resource page specific to each story. You can
also listen to the audiobook for help with pronunciation
where you will be able to hear a fluent French speaker read
the stories aloud for you. Reading each story multiple times
is encouraged and once you understand and are
comfortable with the words used and their meaning in each
of the stories, proceed to the next chapter. The stories will
become progressively difficult as you make your way
through the book, which will help you in progressing steadily
as you learn more about the language. Be patient with
yourself and understand that it takes time to learn a new
language. I hope you enjoy.
Each chapter will begin with a small introduction in English
to give you an idea of what the story you are about to read
will be about. This will help you to go into the story with
some themes in your mind so that you can better
understand the entirely French story. Knowing a little bit
about what the story is saying before you read it will help in
your comprehension. Try to read the story in French entirely
before you look at the full story summary in English. If you
need help, consult the list of translated words at the end of
the chapter. After you have read the story and consulted the
list of translated words and phrases, visit the quiz at the end
of the chapter and try it out. This will test your
understanding of the story plot. Then if you need help, look
at the story summary in English as your last step. Happy
reading!
This first story is about forbidden love and the lengths that
people will go to for love. It includes marriage and a
milkman. The story’s themes are love, family, marriage, and
royalty.
Sylvie Et Le Livreur De Lait
Dans une petite ville en France vit une princesse qui
s’appelle Sylvie. Elle a vécu dans le château depuis sa
naissance. Elle a été toujours très proche à ses parents,
pendant toute sa vie. Quand elle avait dix-huit ans, elle
savait qu’elle devait se marier dans une année.
Elle est maintenant dix-neuf ans, et ça veut dire qu’elle est
assez âgée pour se marier. Les parents de Sylvie veulent
qu’elle se marie avec Louis, le prince d’une autre petite ville
en France. Louis est surexcité par l’idée de se marier avec
Sylvie et ses parents ont le même sentiment. Les parents de
Sylvie disent qu’ils ne veulent pas qu’elle se marie avec
quelqu’un qui n’est pas de la royauté raison par laquelle ils
ont choisi Louis.
Le problème c’est que Sylvie est amoureuse du livreur de
lait qui vient à son château chaque matin. Personne ne sait
que Sylvie et le laitier Remy sont ont relation. Sylvie et
Remy s’embrassent dans le jardin la nuit quand toute le
monde est endormi. Ils s’embrassent dans le dos du camion
de Remy quand il apporte la livraison de lait. Les deux ne
peuvent pas s’arrêter de s’embrasser tous les deux.
Le jour du mariage arrive et Sylvie ne sait pas quoi faire.
Elle ne veut pas se marier avec Louis, elle veut se marier
avec Remy ! Elle sait que ses parents ne vont pas changer
leurs idées à propos de qui elle peut se marier avec. La
mère de Sylvie vient à sa chambre pour lui donner sa robe
de mariée, et Sylvie s’habille avec un sentiment de
tristesse. Elle finit à s’habiller, quand elle entend le bruit
familier du camion de lait de Remy. Elle court dehors pour
dire bonjour à Remy.
Car Remy sait que c’est le jour de mariage de Sylvie et
Louis, il marche avec un air triste aussi. Remy dit bonjour à
Sylvie et sa mère. Il donne les bouteilles de lait à la mère
pour avoir un moment seul avec Sylvie. C’est la dernière
fois que Remy et Sylvie peuvent être ensemble, car après la
cérémonie Sylvie doit accompagner Louis à son château
dans l’autre ville. Cette ville n’est pas dans la zone de
livraison de Remy. Le temps vient quand ils doivent dire au
revoir tous les deux. Remy sait qu’il ne peut pas la serrer
dans ses bras, alors il dit au-revoir avec une poignée de
main, puis il monte dans son camion. Ils sont tous les deux
en larmes mais ils essaient à les couvrir pour que personne
ne sait ce qui se passe.
Remy conduit vers la rue et il pense à tous les moments
qu’il a eus avec Sylvie. Il pense aussi à son amour pour elle.
Il est très triste et il pense qu’il ne trouvera jamais une autre
amour comme Sylvie. Un moment plus tard, Remy entend,
dans une voix très tranquille, “Remy ?” d’en arrière de son
siège. Il claque les freins et il tourne pour voir d’où vient ce
son. Il voit Sylvie, assis sur une boîte de bouteilles de lait à
l'arrière du camion. Remy sourit et saute en arrière pour
l’embrasser. Ils sont tous les deux très heureux d’être
ensemble. Après qu'ils s’embrassent passionnément pour
quelques minutes, Remy demande à Sylvie,
“Mais qu’est-ce que tu fais ici ?
- Je ne peux pas vivre sans toi ! Réponds Sylvie. J’ai montée
dans ton camion avant que tu aies quitté mon château et
j’ai attendu le bon moment pour faire une surprise à toi ! J’ai
attendu le moment où on est arrivée assez loin de mon
château pour que personne nous ne voit pas.
-Je suis très excité. Répond Remy. Mais tes parents vont
nous tuer !
-On va conduire, et on ne va pas arrêter jusqu’on arrive en
Espagne. C’est là où on va commencer notre nouvelle vie.”
Remy sourit un sourire très large et l’embrasse une autre
fois. Il tourne vers le volant et Sylvie s’assit dans le siège à
côté de Remy. Elle lui tient la main. Remy commence à
conduire vers l’Espagne, le camion rempli d’amour et du
lait.
Summary of Sylvie Et Le Livreur De Lait
There is a princess named Sylvie who is supposed to marry
a prince named Louis.
Sylvie’s parents have chosen Louis to be her husband
because he is a prince and is from a respected family.
The problem is that Sylvie loves Remy the milkman and
Remy loves her too. They have been having a secret love
affair. They kiss in the garden at night when everyone is
sleeping, and they kiss in the back of Remy’s truck when he
brings a delivery. They can’t stop kissing each other.
Her parents want her to marry a prince and will not allow
her to marry a milkman.
On the morning of Sylvie’s marriage, while Sylvie is getting
ready with her mother, Remy comes to bring a milk delivery
in his milk truck as per usual. Remy hands the milk delivery
to Sylvie’s mom so that he can have a minute alone with
Sylvie. Remy and Sylvie share a tear-filled goodbye as they
know that they will never see each other again- Sylvie has
to move with Louis to his castle far away after the wedding.
Remy knows that he cannot hug or kiss Sylvie because they
are in public, so he can only give her a handshake. He
climbs into his truck and waves goodbye.
Remy drives off, sad and defeated. As he is driving, he is
thinking about how much he loves Sylvie. Suddenly, he
hears a small voice calling his name from the back of his
truck. He turns around to see Sylvie hiding amongst the milk
bottles. Remy jumps in the back of the truck to get to Sylvie.
He kisses and embraces her and then he asks her how she
got there and what she is doing there. Sylvie tells him that
she cannot live without him.
Sylvie tells Remy she jumped in his truck before he drove
away. She hid there until they were far enough from her
castle so that nobody would see her, and then she decided
it was time to surprise Remy. Remy is unsure about this as
he knows her parents will kill them if they find out. Sylvie
assures him that they will not be found out, because they
are going to drive non-stop until they reach Spain. Remy
agrees with this plan, as he loves Sylvie so much. She
climbs into the front seat and they drive off together to start
a new life in Spain with nobody telling them they cannot get
married.
Words and Phrases from Sylvie Et Le Livreur De
Lait
Welcome to the first page of words and phrases for this
book. This list of words and phrases are ones that can be
found in the story Sylvie Et Le Livreur De Lait that you just
read. Feel free to follow along with this list of words as you
read the story so that you can quickly find any word you get
stuck on. These words will be in the order that they appear
in the story for the first time. The letters in brackets that
you will see beside each of the French words below is a
phonetic guide to how to say each word in French. Look at
the letters in brackets and pronounce them out loud to hear
how they sound. Doing this will get both your brain and your
tongue used to say these words and will help you to
remember them as they crop up in later stories as well.
Once you learn these words and their pronunciations well,
you will be well-equipped to read the rest of the stories in
this book.
Livreur de lait : [liv ʀ œ ʀ ] [d ə ] [l ɛ ] : Milkman
Princesse: [pransess]: Princess
Ville: [vil]: Town
Assez âgée pour se marier: [ase] [ah-j] [poor] [suh]

[mah-ree-eh]: Old enough to get married
Sylvie est amoureuse du Livreur de lait: [seel-vee]

[eh] [ah-moor-eu-z] [do] [lee-verer] [d] [lay]: Sylvie
is in love with the milkman
Surexcité: [soor-ex-ee-tay]: excited
Sentiment: [son-tee-mont]: feeling, sentiment,

emotion
Liaison : [lee-ay-zon] : love affair
Royauté: [roy-oh-tay]: Royalty
Ils ont choisi: [eel] [on] [sh-wa-see]: They chose

(past-tense)
Sylvie ne sait pas quoi faire: Sylvie [nuh] [say] [pah]

[kwah] [fair]: Sylvie doesn’t know what to do
Chambre : [sh-om-brr]: Bedroom
Robe de Mariée : [rub] [duh] [Ma-ree-eh]: Wedding

dress
S’habille: [ss-ah-bee]: To get dressed
Un sentiment de tristesse: [en] [ss-on-tee-moh]: A

feeling of sadness
Camion de lait: [ka-mee-on] [duh] [lay]: Milk truck
Elle court [L] [cou-r]: verb Courir [cou-reer]: She

runs: To run
Un air triste: [en] air [t-ree-sst]: An air of sadness
Bouteilles de lait : [boo-tay] [duh] [lay] : Milk bottles
Pour la dernière fois: [poo-r] [lah] [dare-nee-air] [f-

wah]: for the last time
Zone de livraison : [duh] [lee-v-ray-zon] : Delivery

area
serrer dans ses bras: [loo-ee] [s-air-ay] [dawn] [say]
[br-aa]: To hug (someone)
Poignée de main: [po-an-yay]-duh] [meh-n]:

Handshake
En larmes: [on] [l-ar-m]: In tears

Siège: [see-ye-dge]: Seat
Claquer les freins: [kla-kay] [lay] [fre-ns] To slam

the brakes
Embrasser: [ah-m-brass-ay]: To kiss
Je ne peux pas vivre sans toi: [juh] [nuh] [puh]

[pah] [vee-v-ruh] [s-on] [twah]: I can’t live without
you
Assez loin: [ass-ay] [l-w-eh-n] Far enough
Tuer: [too-eh]: To kill
Espagne: [ess-pa-n-yuh]: Spain
Vie: [vi] Life
Volant: [voh-l-ont] Steering wheel
Elle lui tient la main: [L] [l-wee] [t-ye] [lah] [meh-n]:

She holds his hand
Conduire: [kon-d-wee-rr]: To drive
Rempli: [rom-plee]: Full

Comprehension Questions for Sylvie Et Le
Livreur De Lait
Q1: Who was Sylvie supposed to marry?

a) Jean
a) Remy
b) Louis
c) Laitier
Q2: What was the profession of the person Sylvie loved?

a) A farmer
b) A knight
c) A milkman
d) A mailman
Q3: Who chose the person Sylvie was scheduled to marry?

a) Herself
b) Her parents
c) Her aunt
d) The prince
Q4: Where did Remy find Sylvie hiding?
a) In the back of his truck
b) In the bushes
c) On the road
d) In her bedroom
Q5: What did Remy say when he found Sylvie?

a) “I have to take you back”
b) “Is Louis coming?”
c) “Let’s fly to Bali”
d) “Your parents will kill us!”
Q6: Where did Remy and Sylvie begin their new life?
a) France
b) Spain
c) Russia
d) Greece
Chapter 2: L’Histoire De Mélanie
This story is about a stubborn girl who will not listen to her
doctor, and who gets a scary surprise on a visit to a store
one day. She must face her biggest fear to survive.
L’Histoire De Mélanie
À Londres vit une fille qui aime beaucoup le chocolat.
Chaque jour, elle marche au magasin avec sa mère pour
acheter du chocolat. Elle n’aime pas les végétales du tout !
Quand sa mère mange les végétales et du poulet pour le
dîner, Mélanie mange son chocolat. Le docteur dit qu’elle
doit commencer à manger les autres choses, mais Mélanie
dit qu’elle n’aime pas autre chose sauf le chocolat.
Un jour, la mère de Mélanie ne peut pas lui accompagner au
Magasin car elle est occupée. Donc, Mélanie doit marcher
au magasin toute seule. Elle va au magasin comme
d’habitude, mais quand elle arrive, elle ne peut pas trouver
le chocolat à l’endroit où il est toujours placé ! Elle
commence à paniquer. Elle demande à son ami Pierre qui
travaille au magasin,
“où sont les chocolats ?”
Il sait que Mélanie ne peut pas survivre sans chocolat, car
elle ne mange pas rien d’autre. Pierre vient pour voir à quoi
Mélanie parle. La place où sont normalement les chocolats
est maintenant occupée par des grappes d’épinards ! Pierre
et Mélanie commencent à pousser des cris. Ils tournent tous
les deux pour regarder les autres étagères dans le magasin
et ils voient que toutes les friandises et toutes les casse-
croûtes ont disparu ! Maintenant, ces étagères sont
remplies par des grappes d’épinards aussi. “C’est quoi ça ?
Mélanie crie vers Pierre.
-Je ne sais pas qu’est-ce qui se passe ! Répond Pierre.”
Une seconde plus tard, ils entendent un bruit qui vient du

congélateur de crème glacée. Lentement, ils marchent vers
le congélateur. Mélanie prend la poignée et commence à
ouvrir le couvercle. Avant qu’elle a la chance pour l’ouvrir,
Pierre commence à hurler ! Mélanie tourne pour voir
pourquoi. Elle voit Pierre qui est maintenant dans les bras
d’une grappe d’épinards énorme ! Mélanie est tellement
effrayée car elle n’aime pas les végétales du tout et ce
végétale est plus grand et effrayant que n’importe quoi
d’autre qu’elle a vu dans sa vie. Mélanie doit réagir à la
situation avec vitesse. Elle prend les grappes d’épinards d'à
côté d’elle puis les lance vers Pierre et l’épinard. Rien ne
change ! L’épinard géant tient Pierre dans ses branches et
Pierre ne peut pas échapper.
“On doit les manger pour sauver nos vies ! Crie Pierre
-J-j-je ne peux pas Pierre ! Tu le sais !
- On n’a pas de choix Mélanie !”
Mélanie prend une grappe d'épinards dans ses mains et le
regarde avec la peur dans ses yeux. Pierre commence à
manger la branche d’épinard qui est tournée autour de son
corps pour lui libérer. Une minute plus tard, il tombe au
plancher. Toutes les autres grappes dans le magasin
commencent à bouger.
“Mélanie j’ai besoin de ton aide ! Pierre dit.

-euh Dit Mélanie. “
Pierre commence à prendre des épinards et les manger.

Mélanie craint pour sa vie, et elle sait maintenant qu’elle a
seulement un choix. Elle amène les épinards vers sa bouche
et, avec les yeux fermés, prend une bouchée. Pierre regarde
son expression pour voir si elle est correcte. Mélanie avale
et elle ouvre ses yeux lentement.
“Tu es saine et sauve ! Crie Pierre.

-Je suis vivante ! Crie Mélanie en réponse.”
Les deux prennent plus d’épinards et ils commencent à
manger aussi vite qu’ils peuvent.
Dix minutes plus tard, ils ont mangé tous les épinards au
magasin. Ils sont maintenant rassasiés, mais le magasin est
vide et il n'y a plus de danger.
Mélanie est fière d’elle-même. Elle a surmonté sa pire
crainte et elle a survécu !
Mélanie et Pierre n’ont pas encore trouvé la cause de
l’infiltration du magasin par les épinards, et personne ne
croit pas l’histoire quand Mélanie et Pierre le raconte.
Summary of L’histoire De Mélanie There is a girl
named Melanie, who lives in London. She loves
chocolate more than anything.
Each day, she goes with her mother to the store to buy
chocolate. She eats only chocolate and nothing else. The
doctor has advised her to begin eating other things, but she
replies by saying she hates vegetables.
One day, her mother is busy and cannot go with her to the
store. Melanie goes to the store on her own.
When she gets there, she heads for the aisle with the
shelves of chocolate but when she gets there, she sees that
there is no chocolate, all the chocolate has been replaced by
bunches of spinach. She screams and calls over her friend
Pierre who works in the store. She asks him what is going
on. He has no idea what has happened.
They both turn around and notice that all the shelves’
contents have been replaced by bunches of spinach. They
hear a noise coming from the ice cream fridge and Melanie
walks over to it. She reaches out to open it but before she
can, she hears Pierre scream.
She turns around and sees that he is in the arms of a giant
spinach bunch! Melanie begins to throw bunches of spinach
at it. She is very afraid since she hates vegetables more
than anything else and there is a giant spinach bunch
standing right in front of her.
Throwing spinach does not work and she tries to think of
another solution.
Pierre tells Melanie that they have to eat it to get free.
Melanie is terrified. Pierre begins to eat the spinach that is
wrapped around him and gets himself free. He falls to the
ground and begins to eat all the spinach he can.
Melanie stares at the spinach bunch in her hands and tries
to gather the courage to eat it. Pierre yells for Melanie to
start eating quickly because their safety is threatened.
Melanie closes her eyes and takes a big bite. She opens her
eyes and looks around, shocked. Pierre cheers for her. “I’m
alive!” She cheers. She continues eating as much as she
can.
Ten minutes later, Pierre and Melanie lie on the floor full and
tired. The store is empty now and therefore the threat is
gone.
Pierre and Melanie never figured out what caused the
infiltration of the store by spinach, but Melanie learned that
she would survive if she eats vegetables and that she has a
lot more strength than she even knew.
Words and Phrases from L’histoire De Mélanie
This is the second list of words and phrases in this
book. This list is for the story L’histoire De Mélanie
that you just read. Here, you will find the written
phonetic pronunciations of the words that appear in
this story, just like you did in the last one. Read these
aloud as well just like you did for the last story and
watch it come to life for you. Try saying each word
aloud five times with proper pronunciation to really
process the word in your mind and in your mouth.
Chocolat: [shaw-co-lah]: Chocolate
Magasin: [mah-ga-zan]: Store
Acheter: [ah-sh-eh-tay]: verb. To Buy
Végétales: [v-eh-j-eh-tah-le]: Vegetables

Docteur: [dok-tur]: Doctor
Donc: [d-on-k]: So/Therefore
L’endroit: [l-on-d-rwah]: The location/The spot
Car: [ka-h]: Because/Since
Occupé par: [aw-k-you-pay] [pah-r]: Occupied by
Grappes d’épinards: [g-rap] [dep-een-R-d]: Bunches

of Spinach
Pousser des cris: [poo-s-eh] [day] [kree]: To shout

out/To scream out
Ils tournent tous les deux: [eel] [too-r-n] [too-s]

[lay] [duh]: They both turn
La friandise: [lah] [free-on-dee-z]: The candy
Les casse-croûtes: [lay] [k-ass-k-roo-t-s]: Snacks
Étagères: [ay-tah-j-air-s]: Shelves
Bruit: [brr-oo-eet]: Noise
Congélateur: [k-on-j-lah-tur]: Freezer
Crème Glacée: [k-rem] [g-lah-say]: Ice Cream
La poignée: [lah] [p-wah-n-yay]: The handle
Ouvrir le Couvercle: [ooh-v-reer] [luh] [koo-v-air-k-

le]: Open the Lid
Hurler: [her-lay]: To Yell
Énorme: [ay-no-rm]: Enormous/Big
Réagir avec vitesse: [ray-ah-j-eer] [ah-vek] [vee-

tess]: React quickly
Tu le sais: [too] [luh] [say]: You know that/You know
it
Choix: [sh-wah]: Choice
Avec la peur dans ses yeux: [Ah-ve-k] [lah] [purr]

[don] [say-s] [yuh]: With fear in his/her eyes
Le Plancher: [luh] [p-lon-shay]: The Floor
Échapper: [ay-sh-app-ay]: To escape
Craint pour sa vie: [k-ran-t] [poo-r] [sah] [vi]Fear for

her life
Amène vers sa bouche: [ah-men] [v-air] [s-ah] [boo-

sh]: Bring it to/towards her mouth
Une bouchée: [ooh-n] [boo-sh-ay]: A bite
Si elle est correcte: [see] [L] [ay] [k-or-eh-k]: If she

is okay/If she is alright
Avale [ah-v-ah-l] = verb Avaler [ah-v-ah-lay]: To

swallow
Ouvre ses yeux [oo-v-ruh] [say] [yuh]: Open her/his

eyes
Saine et sauve [s-eh-n-e] [ay] [s-oh-v] = sain [s-eh-

n] et sauf [s-oh-f]: safe and sound (expression) =
Alive and well
Vivante = Vivant: [vee-v-on-t]: Living/Alive
Aussi vite qu’ils peuvent: [oh-see] [veet] [k-eel] [p-

uh-v]: As fast as they could
Rassasié: [r-ass-ass-ee-ay]: Full/Satiated (of food)
Vide: [vid]: Empty
Il n’y a plus de danger: [eel] [n-ee-yah] [p-l-oo]

[duh] [don-jay]: There is no more danger
Surmonter sa pire crainte [s-oo-r-mon-tay] [sah]

[peer] [k-ran-tuh]: (To) overcome his/her biggest
fear
Elle a survécu [L] [ah] [s-oo-r-vay-k-you] = verb

survivre [s-oor-vee-v-r]: She survived = to survive
Infiltration: [in-fill-t-rah-s-yon]: Infiltration
Croit = verb croire [k-r-wah-r]: To believe

Comprehension Questions for L’Histoire De
Melanie
Q1: What did Melanie eat every day?
a) A balanced meal
b) Spinach
c) Candy
d) Chocolate
Q2: Who told Melanie she should eat differently?

a) Her mother
b) Her friend
c) Nobody
d) Her doctor
Q3: Why did Melanie go to the store alone that day?

a) Her mother was busy
b) Her mother was bored
c) Her mother didn’t want to
d) Her father wasn’t home
Q4: What was the name of Melanie’s friend who worked in
the store?
a) Etienne
b) Pierre
c) Jacques
d) Melanie
Q5: What was threatening Melanie’s friend’s life?

a) A giant bunch of spinach
b) The freezer
c) Melanie herself
d) Chocolate
Q6: What did Melanie have to eat in order to save herself

a) Chocolate
b) Candy
c) Snacks
d) Spinach
Chapter 3: Le Bûcheron
This story is about a lumberjack who has an unfortunate
event happen to him and an unexpected visitor who ends up
testing his sincerity.
Le Bûcheron
Un bûcheron qui vit à la forêt coupe les arbres chaque jour
avec le même axe. Cet axe est sa possession la plus
précieuse car il l’utilise chaque jour pour faire son travail.
Un jour, son axe tombe dans la rivière quand il est en train
de couper un arbre très proche de la rivière. La rivière est
très profonde et il ne peut pas voir son axe du tout ! Il ne
peut pas voir le fond de la rivière, alors il ne sait pas
comment le sauver et c’est pour ça qu’il ne peut pas
récupérer son axe. Il devient triste et il s'assit au bord de la
rivière et il commence à pleurer.
Tout à coup, un dieu apparaît. Le dieu dit qu’il est appelé le
dieu des rivières. Le dieu demande au bûcheron,
“pourquoi est-ce que vous pleurez ?
- J’ai perdu mon axe ! Dit le bûcheron. Il est tombé dans la
rivière et je ne peux pas le voir.
-attends mon gars.”
Le dieu des rivières saute dans l’eau et il va assez profond
que le bûcheron ne peut pas le voir sous l’eau. Il craint. Une
minute plus tard, le dieu fait surface. Dans sa main, il a un
axe fait complètement de l’or.
“Je vous remercie, mais ça ce n’est pas mon axe.”
Le dieu plonge encore dans l’eau, et quand il fait surface ce
fois, il a dans sa main un axe fait complètement de l’argent.
“Je suis désolé, mais ça ce n’est pas mon axe non plus.”
Encore une fois, le dieu plonge au fond de la rivière pour

récupérer l’axe du bûcheron. Quelques minutes plus tard, le
dieu fait surface et dans sa main il tient un axe fait de fer.
Ce fois, le bûcheron dit,
“C’est mon axe ! Vous avez trouvé mon axe !”
Le dieu est très fier du bûcheron car il n’a pas accepté les
axes avec beaucoup plus de valeur que l’axe fait de fer qui
appartient vraiment au bûcheron. Pour son honnêteté, le
dieu veut lui donner une récompense. Le dieu donne le
bûcheron l’axe fait d’or et l’axe fait d’argent comme cadeau.
Fin
La leçon dans cette histoire c’est que quand on est honnête,
nous sommes récompensés par l’univers dans des façons
énormes. Quand on est honnête à propos de quelque chose,
même si on peut recevoir quelque chose qu’on veut, on
peut recevoir des récompenses très grandes pour choisir le
bon choix. Quand nous décidons de ne pas mentir, les gens
peuvent voir que nous sommes authentiques et gentils et ils
veulent être nos amies comme résultat.
Summary of Le Bûcheron
There is a lumberjack who lives in the woods and is cutting
a tree near the river one day. While chopping down the tree,
he drops his axe into the river.
The river is so deep that he can’t see to the bottom and he
cannot see his axe at all. He doesn’t know how he will get
his axe back, so he sits on the edge of the river and begins
to cry.
Suddenly, a god appears. He says that he is called the god
of rivers. The god of rivers asks the lumberjack why he is
crying, and the lumberjack tells him that he has lost his axe
at the bottom of the river.
The god then dives into the river to get the axe. After a few
minutes, the lumberjack starts to get worried because the
god is still down there, and the river is so deep. Then, the
god surfaces. He has come back with an axe made of gold.
“Thank you, but that’s not mine.” Says the lumberjack

The god puts the axe down and dives into the river again.
After a few minutes he surfaces and when he comes up, he
has an axe made of silver in his hand.
“I’m sorry, but that’s not mine either.” Says the lumberjack
The god dives in again and this time he comes up to the
surface and out of the water with an axe made of iron in his
hand.
“My axe!” The lumberjack exclaims excitedly.
It turns out that the god of rivers is impressed with the
lumberjack’s honesty. He is happy and proud that the
lumberjack did not lie to take either of the axes that were of
much more value than his own- gold and silver are much
more valuable than iron. As a reward, the god of rivers gives
the lumberjack the axe made of gold and the axe made of
silver as well as his own axe. The lumberjack accepts the
reward graciously.
The moral of this story is that when we are honest, despite
being in a position where we could easily lie and earn
something we may really like to have, the universe rewards
us in big ways. Honesty is always the best choice and it
comes back to help you later in even better ways than if you
had lied in the first place. You gain a bigger reward from
being honest than from taking what you want with
dishonesty. When we are honest people can see that we are
genuine, and they want to be our friend as a result.
Words and Phrases From Le Bûcheron
Welcome to the third list of words and their pronunciations,
and the last list in this book that includes written phonetic
pronunciations. While reading through this list and saying
the words aloud as they are written to be pronounced, try to
notice patterns with letters and the way they are
pronounced depending on what letters come before or after
it. This will make you a master of the French language and
will help you in reading all of the stories that are to follow
because you will be able to determine the pronunciation all
on your own.
Bûcheron [boo-sh-er-on]: Lumberjack
Coupe[coop] = verb Couper[coop-ay]: To cut/to

chop
Arbres: [r-b-r]: Trees
Axe: Axe
Tombe = verb Tomber[t-om-bay]: To fall
Rivière: [ree-vee-air]: River
Quand il est en train de couper [k-on] [eel] [ay] [on]

[t-ran] [duh] [coo-pay]: When he is in the middle of
cutting = While he is cutting
Proche: [p-ro-sh]: Close
Profond: [pro-f-on]: Deep
Le Fond: [luh] [f-on]: The bottom
Récuperer: [ray-coop-r-ay]: Retrieve
Triste: [t-ree-st]: Sad
Il s’assoit [eel] [s-ass-wah] = verb s’assoir: He sits

= To sit
Pleurer: [p-luh-r-ay]: to cry
Tout a coup: [toot] [ah] [coop]: All of a sudden
Un dieu: [uh-n] [dee-yuh]: A god
Dieu des rivières: [dee-yuh] [day] [ree-vee-air-s]:

God of the rivers
Perdu[pair-doo] = verb Perdre[pair-d-ruh]: To lose
Voir: [v-wah-r]: To see
Sa main: [s-on] [m-eh-n]: His hand (body part)

De l’or: [duh] [l-oh-r]: Of gold
Plonge [p-lawn-j] = verb Plonger [p-lawn-jay]: To

dive
De l’argent [duh] [l-ar-j-on-t]: Of silver
ça ce n’est pas mon axe non plus [s-ah] [s-uh] [n-

ay] [p-ah] [m-on] [ah-k-s] [n-on] [pl-oo-s]: That’s
not my axe either
Tient [t-yah-n] = verb Tenir [t-uh-neer]: To hold
Fer: [f-air]: Iron (metal/Element)

Fier: [f-ee-air]: Proud
Valeur: [val-er]: Value
Honnêteté: [on-eh-tay]: Honesty
Récompense: [ray-k-om-pon-s]: Reward
Cadeau: [k-ad-oh]: Present/Gift
Des façons énormes : [day] [f-ass-on] [g-row]: In big

ways
L’ Univers [loon-ee-v-air] = L’ univers [luh] [oo-nee-

v-air]: The Universe
Comprehension Questions from Le Bûcheron :
Q1: Why was the lumberjack sad?
a) He lost his plaid shirt b) He lost his brown boots c) He
lost his Big beard d) He lost his axe
Q2: Who came to help the lumberjack

a) His lumberjack friend b) His diver friend c) The god of
rivers d) The god of water Q3: What axe did he pull out
of the water first?
a) A golden axe b) A silver axe c) An iron Axe d) A wooden
axe
Q4: What axe did he pull out of the water next?
a) A golden axe b) A silver axe c) An iron axe d) A wooden
axe Q5: Which axe turned out to be the lumberjack’s
axe?
a) The golden axe b) The silver axe c) The iron axe d) The
wooden axe Q6: What did the helper give to the
lumberjack as a reward?
a) The golden axe b) The silver axe c) Nothing d) A and B
Chapter 4: Le Petit Chat (Qui N’est
Pas Très Petit Du Tout)
This story is about a girl and her brother who find a cute
surprise in their backyard one afternoon, and it turns out to
be way more of a surprise than they could have ever
imagined.
Le Petit Chat (Qui N’est Pas Très Petit Du Tout)

Un jour, Chérie et son frère Mathieu jouent dans la forêt
derrière leur maison. Le frère de Chérie lance le ballon et il
passe par elle. C’est là quand ils voient un petit chat qui
commence à jouer avec le ballon. Lentement, Chérie et son
frère marchent vers le chat. Le chat commence à ronronner
et il les donne les coups de langues.
Chérie et Mathieu décident d’apporter le chat à la maison.
Ils entrent dans la chambre et ils placent le chat sur le lit de
Mathieu. La mère des enfants les appelle pour le dîner, alors
ils ferment la porte et ils descendent l’escalier. Ils mangent
leur dîner rapidement car ils sont excités pour jouer avec le
chat.
Ils courent vers leur chambre et quand ils ouvrent la porte,
ils voient que le chat est parti ! Ils cherchent partout. Ils
cherchent sous les lits, ils cherchent derrière les rideaux, ils
cherchent sous les couvertures. Le petit chat est disparu. Ils
entendent une rafale de vent et ils réalisent que la fenêtre a
été ouverte pendant qu’ils ont mangé le dîner. Chérie et
Mathieu courent à la fenêtre avec urgence. Tous les deux
regardent l'arrière-cour et ils voient le petit chat. Mais le
petit chat n’est pas sur le gazon. Le petit chat vol dans l’air !
Il a déployé des ailes et il est beaucoup plus grand qu’avant.
Mathieu et Chérie montent sur le toit et ils regardent le chat
qui fait des tours autour de la maison. Le chat vient proche
et il se pose sur le toit. Il fait signe à les enfants de monter
sur son dos. Les enfants montent et le chat commence à
voler. Il vole de plus en plus en haut et les enfants peuvent
voir toute la ville et le coucher du soleil. Après quelques
tours de la ville, le chat arrive encore sur le toit de leur
maison. Les enfants descendent et ils disent au revoir à leur
petit chat qui n’est pas très petit du tout !
Chaque nuit qui suit, après le dîner, le chat vient visiter les
enfants et il les prend pour une tour de ville dans l’air au
coucher du soleil. Leurs parents ne savent rien à propos de
cette routine quotidienne, car ils pensent que les enfants
dorment paisiblement.
Fin
La leçon dans cette histoire c’est que vous pouvez prendre
quelque chose pour vous-mêmes, mais vous ne pouvez pas
contrôler tous les aspects de la vie. Les enfants dans cette
histoire ont voulu prendre le petit chat pour eux-mêmes,
mais ils ne savaient pas que le chat a eu des vouloirs de lui-
même aussi. Ça nous montre que n’importe quoi qu'on
contrôle, il y a toujours des autres facteurs qui affectent les
résultats.
La leçon est aussi que vous ne pouvez pas juger un livre par
sa couverture. Il y a beaucoup de fois où on pense qu’on
peut voir quelque chose exactement comme il est, mais la
plupart du temps, il y a des choses qu’on ne sait pas. C’est
le même avec les autres êtres humains, les animaux, les
plantes, et mêmes les situations. Beaucoup de fois on doit
examiner la situation de plus proche pour comprendre tout
ce qui se passe.
Summary of Le Petit Chat (Qui N’est Pas Très
Petit Du Tout)
Cherie and her brother Mathieu are playing with a ball in the
forest behind their house when they find a cute small cat.
The cat plays with them, licks them and it begins to purr.
They play with the cat for hours and then take it home with
them because they want to keep it. They bring it inside and
hide it in their shared bedroom so that their mother doesn’t
see it and tell them to get rid of it.
Their mother calls them for dinner, so they put the cat on
Mathieu’s bed and go downstairs for dinner. They eat dinner
as quickly as they can so that they can go and play with the
cat again but when they come back, they can’t find the cat.
They look behind the curtains and under the beds and under
their covers. They can’t find it anywhere.
They hear a gust of wind and realize that the window was
open the entire time. They run to the window and look
outside. The cat is outside, but it is not in the backyard! It is
in the air! They look up and see that the cat is flying. It has
opened big wings from its sides, and it is not small
anymore!
Cherie and Mathieu climb out onto the roof and watch the
cat do circles around their house. The cat comes to the roof
and sits down. It motions for the kids to come over to it.
They approach it and they climb on its back. The cat then
takes off and takes them for a ride. They fly in circles around
their town and can see the beautiful sunset and a great
view of their town.
The flying cat then brings them back to their bedroom
before their parents notice anything and every night after
that it comes back to visit them after dinner and takes them
for a ride above their town at sunset. All the while, their
parents think they are in bed fast asleep.
The moral of this story is that there are many aspects of life
that we cannot control. The kids wanted to keep the cat for
themselves, but the cat had ideas for itself too. This shows
us that in life, there are many factors that we cannot
control, and we must be prepared for this.
The second moral of this story is that things are not always
as they seem. Cherie and Mathieu thought that they had
found a little kitten that needed to be saved when the kitten
ended up helping them out! In life, many things are not as
they seem, and we must look closely to fully understand
sometimes. This is the same in many situations. Situations
may seem to be one way from the outside, but when we
examine them closer, we find out they are different.
Words and Phrases from Le Petit Chat (Qui

N’est Pas Très Petit Du Tout):
This list is the first in this book that does not include the
written pronunciations for all the words in the list. By now,
you will have studied and read the previous three lists aloud
and will be somewhat familiar with the pronunciation of
French words. If you are not, go back and read the other
three lists as well as this one a few times over aloud before
you continue into the next story. This list will include the
written pronunciations of the words that are new to this
story- the words that you have not yet seen.
Chat [sh-a-t]: cat
Qui n’est pas très petit du tout: Who isn’t that small
at all
Jouent = verb Jouer [j-oo-ay]: To play
Lance=verb Lancer [l-on-ss]: To throw
Ballon: Ball
Lentement: Slowly
Ronronner: To purr
Donnent les Coups de langues[dun] [lay] [k-oo]

[duh] [long-s] = Donner les coups de langues: To
give licks
Maison: House
Lit: Bed
Appelle = verb Appeler: To call
Dîner: dinner
Ferment la porte = Fermer la porte: To close the

door
Descendent = verb Descender: To descend
Ouvrent [oo-v-ron] = verb Ouvrir: To open
Cherchent = verb Chercher: To search
Rideaux: Curtains
Couvertures: Comforter/Covers/Bedspread
Disparu = verb Disparaître: To disappear
Rafale de vent: [raf-a-l] [duh] [v-on-t]: Gust of wind
Fenêtre: Window
Urgence: Urgency
L’arrière-cour = Le arrière-cour: The backyard
Gazon: Grass
Vol = verb Voler: To Fly
Ailes [I-l-s]: Wings
Toit: Roof
Fait Signe: To signal (someone to do something)
Coucher du soleil: Sunset
Au Revoir: Goodbye
Qui suit: that follows
Routine quotidienne: Daily routine
Pensent = verb Penser: To think
Dorment = verb Dormir: To sleep
Paisiblement: [pay-see-ble-mon-t] Soundly,

Peacefully
Leçon de cette histoire: Lesson, moral of the story
Prendre: verb To take
Toi- même: Yourself
Contrôler: verb To control
Ne savaient pas [nuh] [sav-ay] [p-ah] = ne Savoir

(verb) Pas: To not know
N’importe quoi on veuille: No matter what we want
Juger un livre par sa couverture: verb To judge a

book by its cover
La plupart du temps: Most of the time
Êtres humains: Human beings
Plus proche: Closer
Tout ce qui ce passe: [too] [se] [key] [se] [pa-s]: All

that is happening, everything that is happening
Comprehension Questions from Le Petit Chat
(Qui N’est Pas Très Petit Du Tout):
Q1: What were Cherie and her brother playing with in the
forest?
a) A ball
b) A frisbee
c) A trampoline
d) Hockey sticks
Q2: What is the name of Cherie’s brother?

a) Chat
b) Mathieu
c) Petit
d) Ballon
Q3: What did Cherie and her brother come across in the
forest?
a) A trail of breadcrumbs
b) A little girl
c) A tree
d) A cat
Q4: What did Cherie and her brother do with their new
friend when it was time for dinner?
a) Took it up to their bedroom
b) Left it outside
c) Brought it to dinner
d) Put it in the bathtub
Q5: What happened when they returned from dinner?

a) The cat was sleeping
b) The cat was hiding
c) The cat was running
d) The cat wasn’t there
Q6: What was the cat doing when they found her?
a) Flying
b) Climbing
c) Nothing
d) There was no cat
Chapter 5: Le Dragon Au Sommet
This story is about a dragon who just wants to love and be
loved in return.
Le Dragon Au Sommet
Il était une fois un dragon qui vivait dans un château sur le
sommet d’une montagne. Le dragon a habité là pour des
centaines d’années, mais personne ne l’a jamais vu. Il avait
un petit village en bas de la montagne, et les résidents là-
bas parlaient beaucoup du château au sommet de la
montagne. Personne n’a jamais visité le château. Tout le
monde avait peur du dragon au sommet, et les parents ont
raconté des histoires à leurs enfants à propos du dragon qui
habitait au sommet de cette montagne.
Un jour, quand le dragon regardait le village en dessus, il a
vu une belle fille qui portait une couronne. Il n’avait jamais
vu une fille assez belle que cette fille. Il ne pouvait pas
arrêter de la regarder. Il est tombé amoureux de cette fille
immédiatement. Il a voulu se marier avec cette fille.
Mais il y a un problème, a pensé le dragon. Je ne peux pas
visiter le village, tout le monde a peur de moi et j’ai peur de
tout le monde aussi. Personne ne me visite ici sur la
montagne parce que je suis si gros.
Le dragon avait peur, mais après quelques jours en pensant,
il a descendu la montagne pour trouver la belle fille avec
laquelle il se voulait marier.
Quand il est descendu, il a vu un garçon. Le garçon jouait
dans la forêt tout seul, et il semblait gentil alors le dragon a
décidé de lui parler.
Le dragon a demandé au garçon s'il connaissait la belle fille.
« La fille à propos de qui vous parlez est la princesse, et elle
vit dans le château » Dit le garçon.
-Ou est-ce que c’est le château ? Demande le dragon.
-Pourquoi ?
-Parce-que, je vais demander si la fille veut se marier avec
moi.
-Elle ne va pas se marier avec toi ! Dit le garçon.
Le dragon ne va pas accepter cette négativité, alors il
marche vers le centre de la ville pour demander à quelqu’un
d’autre.
Car il est devenu tard, le village est vide de personnes. Le
dragon a marché de la ville et à la fin il voit un château. Il
décide de s’assoir sur une roche pour attendre le matin, car
la princesse s’est endormie, pense le dragon.
Le dragon tombe en rêves et il se réveille quand il entend
une petite voix de quelqu’un qui lui demande de bouger.
C'est la femme de ménage du château. Elle veut que le
dragon bouge car elle doit faire le jardinage. Le dragon
bouge et il regarde la femme de ménage qui remplace les
fleurs avec des nouvelles. Ils parlent pendant qu’elle fait
cela, et il apprend qu’elle s’appelle Marie. Marie travaille
pour la famille royale qui ne la respecte pas du tout. Marie
est triste quand elle raconte au dragon cette histoire. Ils
parlent pendant trois heures, et à la fin de la conversation,
le dragon ne veut pas que Marie retourne au travail.
N’importe pas qu’elle n’est pas belle ou riche, le dragon
aime Marie pour sa force et sa sensibilité. Le dragon veut
vivre avec Marie et lui donner une vie heureuse.
“Viens avec moi au sommet de la montagne et à vivre avec
moi ! Je veux te sauver. Dit le dragon
-Je ne peux pas quitter la famille royale, je suis emprisonnée
ici pour le reste de ma vie, je dois travailler pour cette
famille pour toute ma vie. Dit Marie avec tristesse.
-Je vais te protéger Marie, au sommet de la montagne
personne ne vient pas.”
Marie pense pendant quelques minutes. Le dragon attend
patiemment. Marie commence à sourire.
“D’accord. Elle dit.
-Oui ! Crie le dragon, et il tient Marie dans ses bras.”
Marie monte sur le dos du dragon et ils escaladent la
montagne ensemble.
A ce jour ci, personne ne sait où est Marie la femme de
ménage du château. Personne ne sait qu’elle vit au sommet
de la montagne avec le dragon. Marie et le dragon jouent de
la musique, racontent les blagues et font le bronzage
chaque jour. Marie est très reconnaissante et elle aime bien
le dragon et sa gentillesse.
Le dragon avait pensé avant qu’il eût besoin d’une belle fille
pour se marier. Après avoir rencontré Marie, il sait qu’il avait
besoin seulement d’une amie proche avec laquelle partager
sa vie et son château au sommet de la montagne.
Fin
La leçon de cette histoire c’est qu’on pense qu’on sait ce

qu’on veut dans la vie, ou quel résultat on veut voir de
certaines situations, mais ça peut changer. On doit vivre
avec nos yeux ouverts. Si on vit dans cette façon, on peut
voir des choses qu’on ne s’attende pas. Le dragon a pensé
qu’il avait besoin d’une belle fille, mais en réalité il avait
besoin d’une amie et de quelqu’un avec qui il pouvait
partager son château au sommet.
L’autre leçon c’est que, quelques fois, on pense qu’on sait
quelque chose quand on le voit d’une distance, mais quand
on vient proche on peut voir que c’est différent de ce que
nous avons pensé. Toute le monde avait peur du dragon
dans cette histoire, mais quand on l’a rencontré comme
Marie a fait aussi, on a pu voir qu’il était un dragon très
gentil et qu’il avait été simplement isolé.
Summary of Le Dragon Au Sommet
Once upon a time, there was a dragon that lived in a castle
at the summit of a mountain. Nobody ventured up the
mountain because they were afraid of the dragon.
The dragon was looking down into the village one day when
he saw a beautiful girl wearing a crown. He wanted to marry
this beautiful girl. He was scared to venture down into the
village. He thought about it for a few days and decided it
was worth it. He got up the courage and descended the
mountain.
When he got to the bottom, he saw a boy so he asked the
boy where he could find the beautiful girl that wears the
crown. The boy told him that she was the princess and
asked the dragon why he was looking for her. “I want to
marry her,” said the dragon. The boy replied by laughing
and saying that the princess would never marry the dragon.
The dragon ignored the negativity and walked towards the
town center. As it was now nighttime, there was nobody to
be found in the town, so he kept walking and eventually he
saw a castle. He decided to wait outside until the princess
would wake up in the morning.
He sat down on a rock and eventually drifted off to sleep. He
awoke the next morning to a woman’s voice asking him to
please move. He opened his eyes to see a small woman.
She said she needed to do some gardening and was asking
him to move so that she could do so. The dragon moved out
of her way and then sat down to talk with her for hours. He
learned that her name was Marie. She was the maid of the
royal family. She told the dragon about what it was like
working for the royal family and how they treated her with
such disrespect.
At the end of their conversation hours later, the dragon
didn’t want to see Marie go back into that castle. It didn’t
matter that she wasn’t pretty or rich, the dragon thought
because he loved her strength and her sensitivity.
“Come live with me at the top of the mountain” Said the
dragon. Marie said that she could not leave the family, that
she would have to work for them for the rest of her life. The
dragon told her that he wanted to save her and that nobody
ever came up the mountain where he lived so she would be
safe forever.
Marie thought for a second and then agreed to join him. She
got on the dragon’s back and they went up the mountain
together.
They lived at the top of the mountain where they played
music, told jokes, and tanned in the sun together. Until this
day nobody knows what happened to Marie the maid and
nobody knows that she lives at the mountain summit with
the dragon.
The dragon thought he wanted a beautiful girl to marry, but
he just needed a good friend who he could share his life at
the top of the mountain with.
The moral of this story is that we may think we know what
we want and what we are looking for in life, but sometimes
this can hold us back. We must live with an open mind to
see things that we may not have expected.
The second lesson in the story is that we may think that we
know what something is like when we see it at a distance,
but when we see it up close it could turn out to be much
different than we thought it was. In this town, everyone
feared the dragon. But when we really got to know him just
like Marie did, we could see that he was quite gentle and
just lonely.
Words and Phrases from Le Dragon Au
Sommet:
I hope that until now you have been reading and
understanding the lists of words and phrases so far. This list
will not include the written pronunciations as you will be
able to see patterns and themes among common letter
pairings and their pronunciations. If you need any
assistance, consult the previous lists and look for common
words between those lists and these and this will give you a
great indication of how to sound out a word that may be
new to you.
Il était une fois: Once upon a time
Chateau: Castle
Sommet: Summit
Montagne: Mountain
Habité = verb Habiter: To live
Centaines d’années: Hundreds of years
Jamais: Never
En bas du: At the bottom of
En dessus: Underneath
Belle: Pretty/Beautiful
Fille: Girl
Couronne: Crown
Tombée en amour = Tomber en amour: To fall in
love
Pensée à lui-même = Penser: (to think) thought to

himself
Peur: Scared
Se marier: To get married to (someone)
Garçon: Boy
Connu = verb Connaitre: To know
Centre de la ville: Downtown/town center
Roche: noun, A rock
Attendu = verb Attendre: To wait
Matin: Morning
Pense = verb Penser: To think
Rêves = verb Rêver: To dream
Voix: voice
Bouger = verb: To move
Femme de ménage: Cleaning lady/Housekeeper
Jardinage: Gardening
Appris = verb Apprendre: To learn
Elle s’appelle: She is named/She is called

Travaillé = verb Travailler: To work
La Famille Royale: The royal family
Triste: Sad
Histoire: Story
Trois heures: Three hours
Riche: Rich (monetary)
Force: Strength
Sensibilité: Sensitivity
Heureuse = Heureux: Happy
Sauver: to save (from something)
Quitter: verb To leave
Emprisonée: To be imprisoned
Protéger: verb To protect
Patiemment: Patiently
Sourire: To smile
D’accord: Yes or I agree or Ok
Dos: Back (body part)
Escalade = Escalader: To scale (a mountain)
Racontent les blagues = Raconter les blagues: To
tell jokes
Le bronzage: Tanning
Reconnaissante: Thankful
Gentillesse: Kindness
Rencontrer: To meet (a person)
Besoin: To need
Seulement: Only
Partager: verb To share
Proche: Close (to oneself or someone)

Comprehension Questions from Le Dragon Au
Sommet:
Q1: Where did the dragon live?
a) In the town
b) At the summit of the mountain
c) In a castle
d) B and C
Q2: Who did the dragon want to

marry
a) The princess
b) The prince
c) Nobody
d) The queen
Q3: Who did the dragon ask for help?

a) Marie
b) The boy
c) The princess
d) The townspeople
Q4: What was Marie’s job?
a) Baker
b) Gardener
c) Maid
d) Princess
Q5: Who did Marie work for?

a) The royal family
b) Her own family
c) The gardening company
d) Her own business
Q6: Who did the dragon take up the mountain?

a) The boy
b) Nobody but himself
c) Marie
d) The princess
Chapter 6: Les Nouveaux Voisins
This story is about new neighbors that move into the house
next door to Julie, and the shocking surprise she receives
when she goes to bring them a tray of her famous lasagna.
Les Nouveaux Voisins

Julie habite dans un voisinage pittoresque à Québec au
Canada. Elle connait tous ses voisins, et chaque année tous
les gens qui habitent là se rencontrent pour les fêtes de
noël, les fêtes de Pâque et les fêtes de l’action de grâce.
C'est pour ça que Julie a compris si facilement qu’une
nouvelle famille s’était installée tout près d’elle. Car elle ne
travaillait pas, elle avait été la première personne à
comprendre qu’elle a avait une nouvelle famille sur la rue.
Elle était contente qu’elle pouvait être la première voisine
qui pouvait la rencontrer.
Julie a une tradition. Chaque fois qu’une nouvelle famille
déménage au voisinage, elle cuit une lasagne et la présente
à la nouvelle famille. C’est un geste qu’elle aime faire pour
commencer à partir du bon pied.
Cette fois, Julie a cuit sa célèbre lasagne et elle l’a portée à
la maison des voisins. Elle est arrivée à la maison et avant
de frapper sur la porte, elle a regardé par la fenêtre pour
s’assurer que les voisins étaient chez eux. Elle a attendu
encore parce qu’elle vit quelque chose très surprenant.
Les nouveaux voisins défaisaient leurs bagages, mais ils ne
touchaient rien ! Ils avaient tous une baguette magique
avec laquelle ils faisaient les sortilèges qui bougeaient leurs
affaires des boîtes aux étages et dans les tiroirs. Julie était
sous le choc ! Elle tournait pour quitter vers sa propre
maison, quand la porte s’est ouverte.
“Salut ! Dit quelqu’un.
-Euh, salut. Dit Julie avec hésitation
-Entrée ma chérie !
-Euh, oui, merci.”
Julie est entrée dans la maison et une famille de quatre
personnes l'ont accueilli avec des grands sourires. Julie a dit
bonjour à la famille et ils l’ont invitée pour s'asseoir.
“On sait que vous avez vu ce qu’on faisait. Dit la mère
-J-je ne sais pas à propos de quoi vous parlez
-On sait, Julie.
-Vous savez mon nom ? Julie a été peur
-Oui, Julie. Et maintenant, on n’a pas de choix sauf jeter un
sort à toi pour effacer ta mémoire
-Non, s'il vous plaît je ne dirais rien à personne !”
Mais avant qu’elle a fini de parler, le petit fils a jeté un sort
à Julie avec sa baguette magique par dire “memo kadabra
!”
Le père et la mère ont pris Julie par les bras et l’ont
reconduite à l'extérieur par la porte.
La famille a souri et ils ont recommencé à défaire leurs
boîtes.
Julie est marchée lentement vers sa propre maison et elle
est montée l’escalier, elle a marché à travers le porche et
elle est entrée dans la maison. Elle s'est assise sur le sofa.
Elle a atteint dans sa poche et elle a pris sa propre baguette
magique. Elle l’a bougée et la télévision s’est allumé. Elle a
bougé la baguette encore et la télévision a changé quelques
fois puis elle a resté sur une chaîne qui jouait un programme
à propos des animaux. Elle a bougé la baguette encore une
fois et une tasse de limonade a sorti du réfrigérateur et elle
a flotté à travers la chambre et dans la main de Julie. Elle a
souri et elle a fait un petit gloussement.
“Les sorts des sorcières ne marchent pas sur les autres
sorcières” Dit Julie, et elle sirote sur sa limonade.
Fin
La leçon de cette histoire c’est qu’on peut penser qu’on
connaît bien quelqu’un, mais il peut être un bon menteur ou
une bonne actrice. On doit continuer à apprendre les choses
à propos des personnes avec qui on passe son temps parce
qu’ils peuvent être en train de garder des grands secrets. La
famille à côté de Julie a pensé qu’elle connaissait Julie et
qu’ils devaient jeter un sort sur elle, mais s’ils prenaient le
temps pour la connaître, ils pouvaient apprendre qu’elle
était aussi une sorcière.
Summary of Les Nouveaux Voisins
Julie lives in a picturesque neighborhood in Quebec, Canada.
A new family moves next door and Julie goes to bring them
a lasagna.
She walks over to their front door and looks inside the
window to see if they are home. When she looks in, she sees
that they are all unpacking boxes without touching
anything. They are using magic wands to move their objects
around. She turns around to leave but they notice her and
that she has seen their wands, so they open the door and
pull her inside their house.
She promises not to tell anyone what she has seen but they
do not believe her. They sit her down on the couch and to
make sure she doesn’t tell, they put a spell on her to erase
her memory.
After the spell is done, they walk her to the door and send
her out. She walks to her house slowly and with fear in her
eyes.
The witches next door are happy that they have gotten
away unnoticed and continue unpacking using their magic.
Julie walks across her porch and into her house. When she
gets inside, she sits down on her couch.
Julie reaches into her pocket and pulls out a magic wand.
She waves it and the television turns on. She waves it a few
more times and changes the channels until she settles on
one. She waves it in another way and the fridge opens. A
glass of lemonade floats across the kitchen and into Julie’s
hand on the sofa.
Julie smiles slyly and thinks to herself; witch spells don’t
work on other witches. She settles in to watch television.
The moral of this story is that we must continue to get to
know the people in our lives because we may not know
them as well as we think we do. The new neighbors that
moved in next door to Julie thought that they read her
accurately, but if they had taken the time to learn more
about her, they could have found out that she was a witch
as well and that their spell would not work on her.
Words and Phrases From Les Nouveaux Voisins
Nouveaux: New
Voisins: Neighbors
Voisinage: Neighborhood
Pittoresque: Picturesque/Pristine
Connait = verb Connaître: To know
Déménage = verb Déménager: To move out of the

house
Cuit = verb Cuir: To cook
Lasagne: Lasagna
Emménagé = verb Emménager: to move into

(somewhere, something)
Réputé: Reputable/Prized/Celebrated
La maison à côté: The house next door
Frappé = verb Frapper: To knock/to rap on the door
Fenêtre: Window
S’assurer: To rest assured/to be sure
Chez-soi: At home/At their own house
Surprenant: Surprising/Shocking/Alarming
Défaisaient = verb Défaire: To unpack/To undo

something
Baguette Magique: Magic wand
Sortilèges: Spells/Charms
Bougeaient = verb Bouger: to move
Boîtes: Boxes
Étages: Shelves
Tiroirs: Drawers
Sous le choc: To be shocked
La porte: the door
Salut: Informal greeting/Hi/Hello
Ma Cherie: My dear
L'accueilli = verb Accueillir: to welcome someone
A propos: About
Pas de choix sauf : no choice except/but…
Effacer: to erase
Memoire: Memory
Rien: Nothing
Parler: to speak/to talk
Fils: Son, male child
Jeter un sort: to cast a spell/to put a spell on

someone
Memo kadabra: A spell
Père: Father/dad
Bras: Arms (body part)
Reconduit: Redirect
L’extérieur: The outside/Outdoors
Lentement: Slowly
Sa propre maison: Her own house
L’escalier: The staircase/Les escaliers: The stairs
à travers: Across/by way of
Assise: Seated/to sit
Atteint: To grab ahold of
Poche: Pocket
A pris = Prendre: To take
Chaîne: Television channel
Tasse de limonade: Glass of lemonade
flotté=Flotter: To float
Gloussement: Chuckle/giggle/small laugh
Sorts: Spells
Sorcière: Witch
Sirote = Siroter: To sip (on a drink)

Comprehension Questions from Les Nouvelles
Voisins:
Q1: What did Julie make to take to her new neighbors?
a) A lasagna
b) A cake
c) A baguette
d) A baguette magique
Q2: What did Julie see her neighbors

doing
a) Baking a lasagna
b) Playing ping-pong
c) Unpacking their boxes using magic wands
d) Unpacking their boxes and putting things in odd places
Q3: What did she want to do when she saw this?

a) Go inside to get a closer look
b) Go tell her friend
c) Bring the lasagna the next day
d) Run away
Q4: What kind of spell did the neighbors put on Julie?
a) A memory-erasing spell
b) A Paralysis spell
c) A spell that would make her unable to speak
d) A spell to make her a better cook
Q5: What facial expression was Julie making when she

walked towards her house?
a) Conniving
b) Fear
c) Anger
d) Sadness
Q6: What did Julie take out of her pocket when she got
home?
a) A piece of lasagna
b) A recording device
c) A pocket knife
d) A magic wand
Chapter 7: Le Monde Au-Dessus
This story is about a group of teenage boys who are looking
for something fun to do one night and who end up climbing
a construction crane for fun. What they find at the top is
something they will not forget soon.
Le Monde Au-Dessus
Un soir, un groupe d’adolescents marchait dans la ville et ils
cherchaient quelque chose à faire. Ils ont arrêté à un
dépanneur, ils ont mangé les casse-croûtes et ils ont voulu
trouver quelque chose à faire pour le reste du soir. Comme
tous les adolescents, ils avaient besoin toujours de
l’excitation, et ils n’aimaient pas s’arrêter avant d’avoir
trouvé des choses dangereuses à faire.
En marchant, ils ont vu une grue de construction très
énorme avec une plate-forme petite au bout.
“Je veux grimper la grue ! Dit un des adolescents.
-Oui ! La vue d’en haut va être très belle ! Dit un des
autres.”
Ils ont décidé de grimper pour voir la vue du village au
sommet, alors ils ont commencé à grimper lentement.
Quand ils sont arrivés en haut, ils ont regardé leur petite
ville au-dessus et toutes les lumières qui brillaient là-bas. La
vue a été stupéfiante !
L’un des garçons a vu une porte très petite au bout de la
plate-forme et il a dit qu’il voulait l’explorer. Il a invité les
autres pour l’explorer avec lui, car il savait que ses amis
aimaient beaucoup les explorations.
Il a ouvert la porte lentement, et dedans il a vu quelque
chose très rare et très excitante. Partout il y avait beaucoup
de chaussures qui contenaient des pieds géants qui
marchaient toutes les directions. Les garçons ont regardé en
haut et ils ont vu des géants de toutes sortes ! Ils ont vu des
enfants géants, les femmes géantes, les hommes géants et
les bébés géants ! Les bébés géants étaient dans des
poussettes géants ! Les garçons rigolaient à cause de
qu’est-ce qu’ils étaient en train de voir.
Les adolescents ont passé par la porte pour entrer dedans
et à l'intérieur ils ont trouvé qu’ils sont arrivés dans une
galerie marchande. Cette galerie marchande n'était pas
d’un sort régulier. Cette galerie marchande était pour les
géants ! Le plafond était des milliers de pieds au-dessus des
adolescents, et tout le monde à l'intérieur était de taille très
haute ! Les adolescents ont dû éviter les chaussures
géantes qui claquaient à côté d’eux. C'était très dangereux,
mais les garçons ont aimé un défi. Tous les magasins là-bas
vendaient des choses énormes. Les chandails énormes et de
la nourriture énorme. Les garçons se demandaient les uns
avec les autres qu’est ce qui se passait et comment ils se
trouvaient là-bas.
“Cette galerie marchande est pour les géants ! Dit un des

garçons
-Qu’est-ce que vous faites ici ? Dit la voix d’une fille
Les Garçons ont tourné pour voir une autre personne de la
taille régulière comme eux.
-On ne sait pas où on est ! Qu’est-ce que c’est cette place ?
-Vous devez quitter avant que vous êtes écrasés par l’une
de ces chaussures géantes !
-Mais qu’est-ce que vous faites ici ? Demande un des
garçons, vous êtes petite comme nous !
-Ceci, c’est le monde des géants, j’habite ici parce que mon
père est un géant.
-Mais comment est-ce que tu as survécu si longtemps ? Ces
chaussures sont très énormes ! Et ils claquent si
bruyamment !
-C’est difficile quelques fois mais je suis habitué.
-wow. Disent les garçons à l’unisson.
-on y vas les gars, explorons-nous !
-Non ! Dit la fille, il y a trop de danger ici pour vous à cause
de vos tailles. Ne me faites pas appeler mon père pour vous
expulser !
-Je suis désolé, mais on ne quitte pas ! Disent les garçons
-hmm “
Les garçons ont couru ensemble pour explorer la galerie
marchande et pour voir assez de ce monde différent qu’ils
pouvaient. Les garçons ont dû éviter les chaussures chaque
seconde, mais ils rigolaient pendant toute l'expérience. Ils
n’ont pas vu la fille encore pendant une heure, alors ils ont
pensé qu’elle les avait laissés tranquilles pour avoir de
l’amusement là-bas. Les garçons étaient en train d'éviter
des goûts d’eau géants qui venaient de la fontaine d’eau
quand ils ont entendu la voix de la fille encore une fois. La
différence cette fois est qu’elle était sur la main géante d’un
homme vieux qui regardait les garçons avec une expression
très fâchée. Les garçons ont eu peur. Un géant les regardait
! La fille a commencé à parler aux garçons en disant,
“Ceci, c’est mon père, et j’ai lui dit qu’il avait des garçons
très petits qui avaient essayé à explorer ce monde
-on cherchait de quitter, on essayait de trouver la porte
avec laquelle on a entré. Dit l’un des garçons.
-Je vais vous montrer la porte.”
A dit le père de la fille. Sa voix a été d’un ton très bas et
d’un volume très haut. Les garçons ont pensé qu’ils allaient
devenir sourdes après avoir entendu cette phrase.
Avec cette menace, les garçons ont eu un peu peur. Même
s’ils le voulaient, ils ne restaient pas dans ce monde-là avec
la possibilité imminente d’avoir un géant vieux et fâché
avec eux.
Le père géant leur a montré la porte et la fille les a poussés
vers la porte. Elle a dit qu’ils devaient partir immédiatement
et qu’ils auraient été interdits de retourner pendant toute
leur vie. Les garçons ont quitté le monde des géants avec
hésitation et ils ont retournés à la plate-forme.
“Hé, les gars, on va retourner ici demain soir pour entrer
furtivement, et on peut faire plus d’exploration alors. Dit le
garçon qui avait voulu explorer la grue du début.
-Oui, on doit esquiver cette fille agaçante ! Dit un autre.
-Oui ! Ils ont tous dit.”
Le soir prochain, les garçons ont attendu la nuit, puis ils ont
grimpé la grue encore une fois. Quand ils sont arrivés en
haut, un des garçons a essayé la porte. Les garçons n’ont
pas pu l’ouvrir. Un autre garçon a essayé, mais il n’a pas pu
l’ouvrir non plus. Un garçon a commencé à se cogner contre
la porte mais la porte ne bouger du tout.
Tout à coup, de la lumière est venue de quelque-part. Les
garçons regardaient pour la source. Ils ont vu un garde de
sécurité qui grimpait la grue et qui tenait une lampe de
poche.
“Vous ne pouvez pas être ici ! Crie le garde de sécurité.
-Mais tu vois, on essaye d’entrer dans la galerie marchande
! Un des garçons crie en réponse.
- La quoi ? Il n’y a pas un galerie marchande ici ! Nous
sommes sur le sommet d’une grue
-Mais non, on l’a vue hier
Le garde de sécurité est arrivé en haut et il regarde la porte
dont ils parlaient.
-Ceci c’est un placard avec les fournitures de nettoyage.
Est-ce que vous avez bu de l’alcool ce soir ?
-Non-monsieur ! Nous l’avons vue !”
Le garde de sécurité a pris des clés de sa poche et il les a
insérés dans la serrure. Il a ouvert la porte et dedans n’était
rien sauf un balai et un seau. Les garçons ont haleté tous
ensemble. La porte qu’ils ont pris la journée avant pour
arriver au monde de géants avait été maintenant remplacée
par un placard de nettoyage ! Un des garçons a fermé la
porte, puis il l’a ouverte encore. Il était toujours un placard
de nettoyage. Le garde de sécurité a dit que les garçons
devaient descendre la grue, et ils ont engagé avec
beaucoup de confusion.
Dans les jours qui ont suivi, les garçons ont grimper la grue
encore chaque nuit mais la porte n’a jamais ouvert pour
montrer le monde de géants qu’ils ont vu la première nuit.
Quand ils ont raconté l’histoire à leurs autres amis et leurs
parents, personne n’a pas cru l’histoire. Quelques semaines
plus tard, la construction a fini et la grue a été démantelée.
La dernière chance que les garçons aient eu à retrouver le
monde des géants était maintenant perdu. Pour des années
suivantes, les garçons ont continué à parler de cette nuit-là
mais les seules personnes qui croyaient à l’histoire étaient
eux-mêmes.
Fin
La leçon de cette histoire c’est que même si on est curieux

à propos de quelque chose, parfois on n’a pas le droit de le
faire ou de l’explorer. Quelquefois, quand on veut voir
quelque chose comme un film plus âgé que nous, ou
quelque chose qui peut nous faire mal, c’est peu importé ce
qu’on veut, parce que des autres doivent décider que ce
n’est pas une bonne idée. On doit respecter les opinions de
ces personnes.
Summary of Le Monde Au-Dessus
A group of teenagers are running around outside one night,
looking for trouble as they are bored and looking for
interesting things to do in their town. They see a large
construction crane and decide to climb it for a better view of
the city
They climb all the way to the top and one of the boys sees a
small doorway at the top of the crane. He goes over to it to
explore and see what it could lead to. They open the door
and see people walking this way and that in what appears to
be a shopping mall. They see giant shoes clipping and
clopping right beside them and they have to try to avoid
being stepped on!
They step inside and realize it isn’t a regular shopping mall.
Everyone inside is a giant! All the store entrances are giant,
the things they sell are giant like the clothes and the food.
The friends try not to get stepped on as they walk through
the mall in awe. They set out to explore the mall.
They hear a voice say hi and turn to see another regular-
sized person. It is a small girl. They ask her where they are
and how she knows about it. She says her dad is a giant and
explains that she has lived there for her entire life. They ask
her how she has survived there that long without getting
stepped on or squished.
She tells them that they cannot go and explore, that they
must leave because it is too dangerous there. They tell her
that they came to explore and that they won't be leaving.
They run through the mall dodging the giant shoes and
giant water droplets from the fountain. They are having a
great time when they hear the voice of the girl again. This
time though, she is standing in the giant hand of an old man
who is clearly a giant. She tells them that this is her father
and that he is there to make them leave.
The boys become very scared and tell him that they were
just about to leave. The giant says that he will show them
the door and when he says this it is in such a loud and low
booming voice that the boys feel as though they might go
deaf.
He points them to the door and the girl shoves them out,
saying that they are not allowed to return. The boys oblige
since they are afraid to cross a giant and have him angered
with them.
The girl sends them back to the crane, telling them it’s not
safe for them to be there ever again and not to bring
anyone else. When they ask why, she looks at them in
annoyance and shoos them out the door, closing it behind
them.
The boys agree that they will revisit the crane again the
next night and that they will prepare this time in order to
not be seen by the girl or her father, and that way they will
be able to explore as much as they want to. They climb
down the crane.
The next night, they come back to the crane and when they
go to open the door, it is locked. They try to open it but it
will not budge. One of the boys even throws himself into it
but it will not open. They see a light flashing on them, and
they look down to see a security guard climbing up the
crane. He is yelling for them to get down from there.
The security guard reaches the top and says that they must
leave immediately. They begin to explain to him that they
are looking for the giant world and that the door is locked.
The security guard asks if they have been drinking and tells
them that the doorway only leads to a cleaning closet.
He takes the keys out of his pocket and opens the door for
them and inside there is nothing but a broom and a pail.
One of the boys closes the door and opens it again, and it is
still nothing but a broom closet. They do not believe their
eyes! The doorway does not lead to the giant mall anymore.
The security guard tells them they must leave, and he
escorts them down the crane. The boys return to the crane
in the next few nights that follow and every time the door is
leading to nothing but a cleaning closet. They do not know
what happened to the giant world they saw just a few nights
prior. Eventually, the construction crane is taken down and
the boys have no chance of reaching the giant world again.
To this day, nobody believes the boys when they tell the
story of that night. Nobody except the boys that were there
that night.
The moral of this story is that sometimes, no matter how
curious or interested in something we are, it is not always
there for us to explore as we wish. Sometimes there are
things that we may want to explore like a movie with a
restricted rating or another world where we could get hurt.
Sometimes other people must decide for us that something
is a bad idea and we have to trust their opinion. Who knows
what could have been in that world, just waiting for the boys
to come back and maybe what happened with the door was
the best thing for them, whether they liked it or not.
Words and Phrases from Le Monde Au-Dessus:
Monde: World
Au-Dessus: Above
Adolescents: Teenagers
Marchait = verb Marcher: to walk
Dépanneur: convenience store
Soir: Night
Grue: Crane (construction crane)
Plate-Forme: Platform
Au bout: At the top

Grimper: verb to climb
La vue d’en haut: The view from the top
Sommet: Summit
Commencés = verb commencer: To begin
Lumières: Lights
Brillait = verb Briller: to glow/to twinkle/to shine
Stupéfiante: Astonishing
Dedans: inside of (something)
Pieds: Feet
L’intérieur: Inside (as opposed to outdoors)
Galerie marchande: Shopping mall
Plafond: Roof
Taille: Height/size
Eviter: Avoid
Chaussures: Shoes
Claquaient = verb Claquer: Slam/To make a tapping

sound
Eux: Them (plural)
Magasins:Stores
Dû: had to (past-tense)
Chandails: sweaters
Nourriture: Food
écrasés = écrasé: Crushed
Difficile: Difficult/hard
Habitué: Habituated/used to it
Explorons-nous: Let’s explore/we’re going to

explore
Unission: Unison/in unison
expulsées = verb expulser: Kick out, expel

Menace: Threat, looming danger
Imminent: imminent
Poussent = Pousser: To push
Vers: Towards
Furtivement: Sneakily, stealthily
Esquiver: Avoid
Agaçante: Annoying, frustrating, maddening
Prochaine: Next
Se cogner contre la porte: Slam/throw himself into

the door
Bouger: to move
Quelque-part: Somewhere
Garde de Sécurité: Security guard
Lampe de poche: flashlight
Hier: Yesterday
Placard: Closet
Fournitures de nettoyage: Cleaning supplies
Bu de l’alcool: Drank any alcohol
Clés: Keys
Serrure: Lock (noun)
Balai: Broom
Seau: Bucket/pail
Haleter: To gasp
Nettoyage: Cleaning
Engagé: oblige, conform, go along with
Raconté = verb Raconter: to tell (a story or a series

of events)
Cru = verb croire: To believe
Demantelée = verb Demanteler: Taken down,

dismantled
Dernier: Last, final

Comprehension Questions from Le Monde Au-
Dessus:
Q1: What did the boys decide to climb to the top of?
a) A mountain
b) A hill
c) A roof
d) A construction crane
Q2: What was the reason they wanted to climb up?

a) The view
b) They were bored
c) The excitement
d) All of the above
Q3: What did they find at the top?

a) A door
b) A key
c) A person
d) A sunset
Q4: Where did they end up going unexpectedly?

a) Into a closet
b) Into the ocean
c) Into another world
d) Into bed
Q5: What was in the place they went
a) A broom
b) A mall for giants
c) A and B
d) None of the above
Q6: What happened when they went back the next day?
a) They went back into the other world again
b) They went up the crane and found nothing
c) They found a girl at the top
d) They didn't’ go up the crane again
Chapter 8: La Souris et Le Lapin
This story is about two detectives and the different ways
that they conduct themselves while working. Who will solve
the case first and come out with the prize?
La Souris et Le Lapin
Il était une fois, un oiseau qui habitait au bout d’un arbre
très gros et très beau. Cet oiseau a remarqué une journée
que sa perle avait été perdu ! Sa perle était sa possession la
plus précieuse. En voulant trouver la perle, et car il était
l’oiseau le plus riche dans toute la forêt, il a demandé l’aide
des détectives les plus célèbres dans tout le monde. Il les a
appelés pour trouver sa perle précieuse. Les détectives ont
venu très vite à l’oiseau. La première détective était la
souris qui s'appelait Geneviève. L’autre était le lapin qui
s'appelait Jacques. Geneviève et Jacques sont arrivés pour
voir s'ils pouvaient trouver la perle précieuse.
Ils ont tous les deux commencé à chercher la perle au
même temps, et car l’oiseau était si riche, il a initié un
concours pour voir qui pouvait trouver la perle en premier. Il
a lancé un grand concours avec beaucoup de spectateurs et
un grand prix pour le gagnant.
Geneviève, la détective était intelligente et elle utilisait son
cerveau pour suivre les indices. Elle suivait les indices avec
de l'assiduité et dans une façon de méthode. Les indices ont
mené Geneviève au monde de tunnels souterrains. Elle
avait été là dans le passé et elle savait que les tunnels
étaient très difficiles à naviguer tous seuls. Geneviève était
très timide, alors elle s’était habituée à travailler toute seule
avec l’aide de personne. Quand elle est entrée dans le
monde des tunnels souterrains, et elle a vu Madame la
Taupe qui marchait dans les tunnels. Geneviève a été très
silencieuse, elle n’a pas parlé à Madame la Taupe du tout.
Geneviève a continué à chercher la perle en silence et toute
seule parce que ça c'était la méthode qu'elle préférait. Elle
cherchait pendant si longtemps et elle a essayé à ne pas
devenir perdu là-bas.
Jacques était un détective qualifié aussi, mais avec moins
d’intelligence que Geneviève. Il cherchait la perle avec ses
propres méthodes qui lui amenait aussi au monde des
tunnels souterrains, mais ça prenait plus de temps pour lui
de suivre les indices et arriver là. Jacques n'était pas timide
du tout, et quand il a vu Madame la Taupe, il lui a demandé
immédiatement s'elle savait ou est-ce que c'était la perle.
Madame la Taupe a été très excitée que Jacques lui a
demandé de la perle, car cette perle avait été un obstacle
ennuyant pour Madame la Taupe et ses efforts de creuser
des tunnels pendant les mois passés.
Jacques a pris la perle et l’a portée chez l’oiseau devant
tous les spectateurs. Tout le monde hurlait pour lui et toutes
les filles ont tombé très amoureuses de lui. L’oiseau a été
très excité d’avoir retrouvé sa perle e et il a présenté
Jacques avec sa récompense. Jacques a accepté sa
récompense avec fierté. Il est devenu le détective le plus
célèbre dans le monde après cette événement et l’oiseau
lui-aussi est devenu célèbre et il a parlé de Jacques pendant
des années après.
Geneviève qui a regardé tout le dialogue entre Jacques et
Madame la Taupe est devenue triste car elle savait qu’elle
avait suivi les indices au monde des tunnels souterrains en
première ! Elle savait qu’elle pouvait être nommée la
détective la plus célèbre au monde si elle venait juste de
parler à Madame la Taupe. Elle savait qu’elle était très
intelligente, mais elle est devenue triste parce qu’elle a
compris qu’on ne gagne pas le succès avec l’intelligence
seulement. Après cette journée, Geneviève a appris que la
timidité avait effacé tout le travail qu’elle avait fait avec son
intelligence. Elle a appris que la timidité a été une
caractéristique qui ne l’a pas aidée du tout, et c’était une
caractéristique qui l’a empêché de réussir comme détective.
Après ce jour-là, elle a décidé que la timidité n’aurait pas pu
lui causer de perdre jamais un concours.
Fin
La leçon de cette histoire c’est que même si on est très

intelligent et très savant, si on n’a pas des compétences
sociales et si on ne peut pas parler aux gens, personne ne
va pas voir tous nos talents. Même si l’on est la plus
intelligente personne au monde, on doit être capable de
nous présenter pour que les gens le savent aussi. On doit
avoir d’autres habiletés en addition de l’intelligence pour
recevoir la reconnaissance qu’on mérite.
Summary of La Souris et Le Lapin
There was a bird who noticed one day that she lost her most
prized possession, her pearl. She began to panic because
she could not find it and she decided to call the best
detectives in the forest. The mouse named Genevieve and
the rabbit named Jacques.
The bird was having a competition to see which of them
could find the pearl for her the fastest, with a prize for the
winner. Genevieve and Jacques came quickly and got all the
clues they needed to solve the case. They both went off to
try to solve it.
Genevieve’s style was that of an intelligent detective, as
she was very smart. She followed all of the clues logically
and they ended up leading her to the world of underground
tunnels quite quickly. When she got there, she noticed that
Mr. Mole was walking around the tunnels. As she was very
shy, she didn't ask him any questions and continued on in
her search for the pearl. She searched and searched
through the confusing maze of underground tunnels.
Jacques had a different style of detection. He was less
intelligent than Genevieve, so it took him longer to follow
the clues but eventually they lead him to the world of
underground tunnels. When he got there, he saw Mr. Mole
and asked him for any information he had about the missing
pearl. Mr. mole was happy to be asked about the pearl
because, as it turned out, the pearl had been annoying him
all week because it was getting in the way of his hole
digging. He took Jacques straight to the pearl and was
happy to see it go.
Genevieve saw this entire exchange and watched as
Jacques took his prize with pride. Genevieve decided that
she would never let her shyness and timid personality get in
the way of her intelligence!
The moral of this story is that no matter how intelligent or
how smart we are, if we cannot speak up and showcase
ourselves and our skills, nobody will notice them. As
unfortunate as it may be, the silent and more intelligent
people go much more unnoticed than the less intelligent but
outgoing and social people. We must advocate for ourselves
and come out of our shell to be seen and appreciated for
our inner skills.
Words and Phrases From La Souris et Le Lapin:
La souris: the mouse
Oiseau: Bird
Remarquée: She noticed
Perle: Pearl
Perdu: lost
Trouvée = verb Trouver: To find
Célèbres: Celebrated, well-known
Lapin: Rabbit
Précieux: Precious
Cerveaux: Brain
Indices: Clues
Tunnels souterrains: Underground tunnels
Naviguer: verb To navigate
Timide: Shy
Madame la Taupe: Mr. Mole
Silencieuse: She is quiet, silent
Qualifié: Qualified
Ses propres méthodes: His own methods/ways
Suivre: To follow
Mois: Months
Ennuyant: Annoying, inconvenient
Creuser: to dig, to burrow
Avec de la fierté: Proudly
Appris = verb Apprendre: to learn
Effacer: To erase/Erased
Aidée = verb Aider: To help
Causer: to cause
Concours: A race, A competition
Jamais: Never/ever again/ever
Compétences Sociales: Social skills
Capable: Capable
Nous presenter: present yourself, showcase

yourself
Habiletés: Abilities, skills
Le reconnaissance qu’on mérite: The recognition

that we earned, the recognition that we deserve
Comprehension Questions from La Souris et Le
Lapin:
Q1: Who called the detectives to help them?
a) The bird
b) The fox
c) The rabbit
d) The mouse
Q2: What did they lose that they needed help finding?
a) A coin
b) A scarf
c) An earring
d) A pearl
Q3: What did the mouse use to help her in solving the case?
a) Her eyes
b) Her nose
c) Her brain
d) Her feet
Q4: What was the mouse’s downfall in the end when it came
to solving the case?
a) Her intelligence
b) Her Attitude
c) Her Shyness
d) Her Speed
Q5: What did the rabbit not have that the mouse did?
a) Intelligence
b) Speed
c) Outgoing personality
d) Small size
Q6: What allowed the rabbit to solve the case in the end?
a) His speed
b) His talent
c) His Karma
d) His willingness to talk to anyone
Chapter 9: La Fontaine De Jeunesse
This story is about the secret to a youthful facial
transformation that one friend shares with another, and the
skepticism that the friend has about going to such lengths
for beauty.
La Fontaine De Jeunesse
Georgette n’a pas vu son amie Claire depuis quelques mois
et aujourd'hui elles vont se réunir. Quand Georgette voit
Claire, elle semble très différente qu’avant. Claire a le
visage qu’elle a eu à l'âge de vingt ans, mais elle est
maintenant à cinquante ans ! Georgette devient très
confuse et elle demande à Claire pour son secret. Clair dit à
Georgette qu’elle peut lui montrer son secret, alors les
femmes marchent ensemble. Claire apporte Georgette par
quelques rues petites et autour de quelques immeubles.
Elles arrêtent dans un terrain de stationnement avec peu
d’autos et devant une fontaine très sale qui sent de
moisissure.
“Mis ta tête dans l’eau. Dit Claire à Georgette
-Quoi ? Non c’est très sale ! Dit Georgette
L’eau est de la couleur brune et il y a plusieurs oiseaux qui
prennent un bain et font caca dedans.
Ceci c’est mon secret. Dit Claire”
Georgette pense que Claire joue un truc et elle ne veut pas
tomber dans les blagues.
Elles marchent encore vers la rue principale pour prendre le
déjeuner ensemble. Georgette ne peut pas arrêter
d’examiner le visage de Claire parce que c’est très beau et
sans rides.
Georgette pense de la fontaine salée pendant les jours qui
suivent. Elle ne veut pas tomber pour ce truc, mais Claire
est vraiment belle et peut être que la fontaine est le vrai
secret, pense Georgette.
Le jour prochain, Georgette marche dans la rue et elle passe
par la ruelle qu’elle a prise avec Claire ce jour-là quand elle
a vu la fontaine. Elle décide de marcher par la ruelle pour
voir la fontaine encore une fois.
Quand elle arrive, elle examine les oiseaux. Elle voit que les
plumes des oiseaux sont très propres et très vifs. L’eau est
toujours brune et plein de saleté, mais les oiseaux semblent
en bonne santé. Georgette décide d’essayer pour voir si
c’est vraiment le secret de beauté. Elle met ses cheveux en
une queue de cheval et elle enlève ses lunettes. Elle retient
son souffle et elle met sa tête dans l’eau. Quinze secondes
plus tard, elle enlève sa tête. Elle remarque qu’elle ne sent
pas différente du tout. Elle remet ses lunettes et elle marche
vers la rue principale. Ses vêtements sont sales et ses
cheveux sont mouillés. Elle se sent imbécile parce qu’elle a
tombé dans les blagues de Claire et elle est maintenant sale
et mouillée et elle devient triste.
En marchant sur le trottoir, elle remarque que tout le monde
la regarde. Elle pense que c’est à cause de son état présent.
Elle voit son reflet dans la fenêtre d’un magasin et elle voit
que son visage a été renversée au visage qu’elle avait
quand elle avait vingt ans ! Le secret est vrai ! Elle pense
avec de l’excitèrent. Elle commence à marcher avec de la
vigueur, même si elle est couverte par la saleté. Elle rigole à
elle-même et elle continue vers chez-elle.
Fin
La leçon de cette histoire c’est que les gens font des choses
très extrêmes pour sembler plus jeunes, ou pour essayer de
devenir plus belle. Quelquefois, ces choses qu’ils font sont
très dangereuses. On doit être prudent avec nos choix,
spécialement si ces choix peuvent nous faire mal, ou faire
mal à notre visage. On a qu’un seul corps pour notre vie et
on doit le respecter. L’eau que Georgette a mis sa tête
dedans a été salée et plein de caca, et ça pouvait la rendre
malade. Mais elle a décidé d’attacher plus de valeur à être
belle qu’à être en bonne santé.
Summary of La Fontaine De Jeunesse
Georgette meets a friend named Claire who she has not
seen for a while and notices that she looks like she is 20
again, not 50 like her current age. Georgette asks Claire
what her secret is and if she can have some too. Claire
whispers to Georgette to follow her.
Claire takes her down a few small streets and alleys and
eventually they come into a parking lot that has a small
dirty and rusted fountain in one corner of it. The fountain is
full of pigeons splashing around and smells like mold and
mildew.
Claire tells georgette to stick her face in the water.
Georgette says no, as the water is brown, dirty, and full of
bird poop. Claire tells Georgette that this is her beauty
secret.
Georgette thinks she is having a prank played on her so she
says no that she won’t stick her face in the water. They
leave the parking lot and go have lunch.
Georgette thinks about the fountain and how great Claire
looked for the next few days. She cannot get it out of her
mind. She would love to look like she is 20 again. She
couldn’t believe how Claire’s face had no wrinkles anymore!
She is walking in the street the next day and she walks by
the alley where Claire took her to get to the parking lot. She
examines the alley and decides to go check out the
fountain.
When she gets there, she looks at the birds and notices that
their feathers do look quite healthy and bright. They are in
the dirty water splashing around, but they look like they are
in great shape and health.
She decides to do it.
She puts her hair in a ponytail, takes off her glasses, holds
her breath and sticks her head in the murky swamp water of
the fountain. It smells like mud, mold, and poop.
Fifteen seconds later, she pulls her head out of the water.
She stands up and notices that she feels no different at all.
She turns and walks across the parking lot and back down
the alley to head towards home.
As she is walking down the main street in town, she notices
that everyone she passes is staring at her. She thinks it
must be because she is wearing a shirt covered in brown
water and she must smell like mold.
She catches sight of her reflection in a store window and

stops to take a look. She notices that she doesn’t recognize
her reflection at all! She looks like she is 20 again! Not 50!
Everyone was looking at her because she looked so
beautiful!
She chuckles to herself and goes home to change out of her
now brown water-stained dress, and to wash the bird poop
from her hair.
The moral of this story is that we must be aware of our
choices and the possible consequences they may have. The
lengths that some people go to for beauty and anti-aging
techniques could be quite dangerous. Georgette decided
that she valued beauty techniques and the chance of
looking younger over her health, as she could have become
very sick from the water she stuck her head in. The fact that
she was willing to try this technique is a testament to the
lengths that some women go to for beauty.
Words and Phrases from La Fontaine De
Jeunesse :
Fontaine: Fountain
Jeunesse: Youth
Mois: Months
Réunir: To Reunite
Visage: Face (body part)
Vingt: Twenty
Cinquante: Fifty
Montrer: to show
Ensembles: together
Immeubles: Buildings
arrêtent = verb arrêter: to stop
Terrain de stationnement: Parking lot
Autos: cars
Sale/salée: Dirty
Sent: Smell/verb Sentir: To smell
Moisissure: Mold, mildew, must
tête: head (body part)

L’eau: the water
Brune: Brown
Bain: Bath, to bathe
Caca: poop
Joue un truc: to play a trick
Blague: Joke
Rue Principale: Main road
Dejeuner: Lunch
Rides: Wrinkles
Vraiment: Truly, really, Actually
Ruelle: Alleyway
Encore: Again
Plumes: Feathers
Vif: Lively
Plein de: Full of
En bonne santé: In good health
Cheveux: Hair
Queue de cheval: Ponytail
Enlève: Take off, remove
Lunettes: Glasses
Retient son souffle = Retenir (verb) son souffle:

Hold his/her breath
Quinze: Fifteen
Vêtements: Clothes
Mouillé: Wet, damp, moist
Gêné: Embarrassed
Trottoir: Sidewalk
Regarde = verb Regarder: To Look (at something or

someone)
Etat present: Current state (of looking, being,

etcetera)
Renversée: Reversed
Vigueur: Vigor, Energy
Rigole = verb Rigoler: To laugh
Sembler plus jeune: Look younger
Devenir plus belle: Become prettier, become more

beautiful
Dangereuse: Dangerous
Attacher plus de valeur: Deem more valuable, deem

more important
Comprehension Questions from La Fontaine De
Jeunesse
Q1: What did Georgette notice that was different about
Claire?
a) She looked twenty years older
b) She looked twenty pounds skinnier
c) She looked twenty years younger
d) She looked twenty pounds heavier
Q2: Where did Claire take Georgette to show her the secret
a) A parking lot
b) A school
c) A restaurant
d) A park
Q3: What did Claire say Georgette should do with the

fountain
a) Drink from it
b) Bathe in it
c) Put her hands in it
d) Stick her head in it
Q4: What did Georgette think Claire was doing to her?
a) Playing a trick on her b) Being mean to her c) Secretly
recording her d) Making fun of her Q5: What did
Georgette do to prepare for her fountain dunk?
a) Put her hair in a ponytail b) Take off her glasses c) Put
on a bathing suit d) A and B
Q6: What made Georgette notice that the fountain worked?

a) She smelled better b) She took a picture c) She felt
different d) Everyone was looking at her
Chapter 10: Arabesque La Fée
This story is about a small fairy who is next in line to
become queen, but who was born differently than all the
other fairies. It is about how true friends can make anything
happen.
Arabesque, La Fée
Il était une fois, une fée qui s'appelait Arabesque.
Arabesque était une fée très petite, plus petite que toutes
les autres fées. Personne ne savait pas pourquoi elle était si
petite, parce que sa mère était la reine des fées, et elle
avait des ailes très grandes et très belles. Car Arabesque
était très petite, ses ailes étaient très petites aussi. La
magique des fées vient de leurs ailes, alors Arabesque
n’avait pas beaucoup de pouvoirs magiques, beaucoup
moins que sa mère. Elle avait besoin de l’aide pour faire
beaucoup de choses car ses pouvoirs n’aient pas été si
forts. Les créatures qui vivaient à côté de la rivière ont aidé
Arabesque beaucoup pour toute sa vie et elles étaient ses
meilleures amies.
Quand elle est devenue assez âgée pour devenir la reine,
beaucoup de gens dans le village des fées a douté
qu’Arabesque pouvait être une reine assez bien. Les gens
du village ont décidé qu’Arabesque aurait dû compléter un
test pour prouver qu’elle serait une reine assez forte et
assez bien. Arabesque est devenue triste, car elle ne savait
pas si elle pouvait compléter le teste avec ses pouvoirs
faibles. Arabesque s’assoit à côté de la rivière en pensant à
quoi elle pouvait faire pour donner une surprise à toute la
ville pour qu’ils ne pouvaient pas lui douter non plus. Tout le
monde en ville parlait du teste qu’Arabesque devait faire.
Pendant qu’elle était assise à côté de la rivière, beaucoup
de créatures de la forêt venaient pour demander à
Arabesque comment ils pouvaient l’aider avec son teste.
“Merci beaucoup. A dit Arabesque. Mais je ne sais pas si

vous pouvez m’aider.
-Nous pouvons vous aider Arabesque. A dit le renard.
-Oui, dites-nous qu’est-ce que vous allez faire pour faire
surprise aux gens de la ville ? A demandé l’écureuil.
-Si je pouvais, je voudrais prendre le premier rayon de soleil
de la journée avant qu’il touche la terre, puis le mettre dans
un goût d’eau pour qu’il pouvait être utilisé comme une
lampe par notre village. Mais, je n’ai pas des ailes assez-
gros pour le faire. Dit Arabesque avec un ton de tristesse.
-J’ai une idée ! Crie la grenouille. On peut vous aider à faire
un arc en ciel assez beau que tout le monde peut le voir, la
nuit et la journée.
-C’est une idée magnifique. Dit Arabesque. Mais je ne sais
pas comment faire cela.”
Quand ils parlaient, une vague de magique est venue et
tous les animaux et Arabesque l’ont entendu. La tortue a
sauté dans l’air et un sillage vert l’a suivi dans le ciel. Des
secondes plus tard, Arabesque et toutes ses amies volaient
dans l’air et chacun avait un sillage d’une couleur différente.
Elles ont créé un arc en ciel magnifique avec toutes les
couleurs ! Pendant qu’ils volaient, ils prenaient les gouttes
d’eau qui étaient en ciel et remplissaient chacun avec un
rayon de soleil pour faire beaucoup de lampes pour tous les
gens de la ville. Pour toute la journée, le ciel a été rempli
par un arc en ciel très beau et des petites lampes formées
des goûts d’eau et des rayons de soleil. C'était un spectacle
comme rien d’autre et les gens du village ont annoncé
qu’Arabesque avait été nommée la reine du village des fées
!
Arabesque a été la première fée qui n’a pas eu sa magique
dans ses ailes, mais dans toutes ses meilleures amies.
Fin
La leçon de cette histoire c’est que tout le monde a quelque

chose qui le rend spéciale. Tout le monde a quelque chose
qui est différent que la plupart des gens, mais différent ce
n’est pas toujours une chose négative. Quelques fois, on
nous compare avec les autres gens et on sent moins cool ou
moins intelligent ou moins beau à cause de ça. Mais chacun
de nous a quelque chose qui est différent et c’est ça qui est
spécial.
L’autre leçon de cette histoire c’est que les amis sont très
précieux, et avec eux on peut faire n’importe quoi. Les
amies d’Arabesque ont été très spéciales et elles ont voulu
l’aider à n’importe quel coût.
Nous sommes plus forts en groupe et tout le monde peut
mettre son propre talent ensemble pour être très fort en
total.
Summary of Arabesque La Fee
Arabesque was a fairy who was very small. Because she was
very small, she didn’t have many magical powers and the
ones she did were very weak. This is because the magical
powers of fairies are contained in their wings but her wings
were very small and this was surprising to everyone, as her
mother was the queen of the fairies. Arabesque needed help
day by day, but her best friends, the animals of the forest,
always helped her.
When she became old enough to become queen of the
fairies, everyone in town doubted her ability to be a good
queen because of her small wings and her lack of magic.
Because of this, the town decided that she would have to
complete a test to prove that she would be a good queen
enough.
Arabesque was sad and worried about this test. She went to
sit at the edge of the river to think about what she would do
to surprise the village and prove herself. While there, her
friends came to ask her if they could help her with her
surprise. “Thanks, but I don’t think you’ll be able to help
me,” replied Arabesque. “Tell us what you are going to do as
your surprise asked the squirrel. “I would love to capture a
ray of sunlight before it touches the ground and put it in a
water droplet so that it can be used as a lamp for our
village. But I don’t have enough magic to do that” Said
Arabesque. “How about we help you to make a big rainbow
for everyone to see at night and during the day?” Asked the
frog. “That would be great, but I don’t know how.” Replied
Arabesque.
As they sat and conversed, a wave of magic came over
them all, and they could all feel it. The turtle jumped into
the air and a trail of green light followed behind him. All of
the other animals followed, and each had a different color
following behind them. This created a beautiful rainbow in
the sky. Arabesque and all her friends flew through the sky
and grabbed onto droplets of water and rays of sunlight and
put them together to make beautiful lanterns. This could be
seen all day and all night by the whole village.
The event was so beautiful and amazing that the village
announced that Arabesque would be the next queen of the
fairies.
Arabesque was found to be the first fairy whose magic
wasn’t within her wings, it was within all her best friends.
The moral of this story is that we all have something
different within us that makes us special. It can be easy to
compare ourselves to others and begin to feel sad about
what they have and we don’t . But the reality is that we are
all different and the things that we each have made us
special individuals.
The second moral of this story is that friends are extremely
important and precious. We must keep our friends close and
appreciate them, for they are willing to help us at any cost.
People like this are very necessary for life and they help us
to do things we may not be able to do on our own. We are
stronger in a group and we can all come together with our
own unique talents to create beautiful things.
Words and Phrases from Arabesque La Fée:
Fée: Fairy
Petite: Small
Reine des fees: Queen of the fairies
Ailes: Wings
Magique: Magic
Pouvoirs magiques: Magic powers
Besoin de l’aide: Needed help
Creatures: Creatures
Meilleures Amies: Best friends
Assez Âgée: Old enough
Gens: People
doutes = verb Douter: To doubt
Assez bien: Good enough
Teste: test, challenge
Faibles: weak
En pensant: While thinking/verb Penser: To think
A du faire = verb devoir: to have to/Had to do
Demander: verb to ask

Aider: verb to help
Merci beaucoup: Thank you very much
Renard: Fox
Voudrais = verb Vouloir: To want (to do something)
Premier: First
Rayon de soleil: Ray of the sun
Touche = verb Toucher: To touch
La terre: the earth
Mettre: verb To put
Goute d’eau: Drop of water
Utilise = verb Utiliser: To use
Un ton de tristesse: A tone of (voice) sadness
Grenouille: Frog
Ciel: The sky
Magnifique: Magnificent, wonderful, amazing
Cela: That (thing)
Vague: Wave
Animaux: Animals
Tortue: Turtle
Sauté = verb Sauter: To jump
Dans l’air: into the air
Un sillage: A trail (of light)
Vert: Green
Suivi = verb Suivre: To follow
Plus tard: Later (in time)
Chacun: each
créé = verb créer: To create
Arc en ciel: A Rainbow
Remplis = verb Remplir: to fill
annoncés = verb Annoncer: To announce
Nommée: Named (past tense)/verb Nomer: to name

Comprehension Questions from Arabesque La
Fée:
Q1: Why did Arabesque have less magic than most other
fairies?
a) She had small wings
b) She had no wings
c) She had no magic wand
d) None of the above
Q2: What did Arabesque have to complete to prove herself a

worthy queen of fairies?
a) A dance
b) A course
c) A test
d) A marriage
Q3: Where did Arabesque go to think about her future?

a) Into a tree
b) To a field of sunflowers
c) Into her bedroom
d) To the edge of the river
Q4: Who helped arabesque with her surprise?
a) The fox
b) The Squirrel
c) The Frog
d) The Turtle
e) All of the above
Q5: What did Arabesque create for her surprise for the
village?
a) A Dance
b) A Song
c) A rainbow
d) All of the above
Q6: Where was Arabesque’s magic hidden all along?

a) In her wings
b) In her best friends
c) In her mother
d) In her backpack
Chapter 11: L’Arbre This story is
about a little boy whose family has
always been too poor to afford toys
and treats for him and the reward he
can find if he could only figure out
the magic words.
L’Arbre Il y a une vingtaine d'années, un garçon
qui était très pauvre. Sa famille n’avait pas
assez d’argent pour lui acheter des jouets ou
des choses pour lui permettre de s’amuser.
Pendant la plupart de sa vie, il a dû s’amuser
tout seul. Il avait une sœur, mais elle aimait
jouer à la rivière et le garçon n’aimait pas
devenir mouillé alors il ne voulait jamais la
joindre. C’est pour ça qu’il passait la plupart de
son temps au parc qui était proche de son
appartement. Il jouait des jeux imaginaires
dans le gazon où il grimpait aux arbres pour
voir tout ce qui se passait au-dessus.
Un jour au milieu de l'été, quand il marchait dans le parc
comme d’habitude, il vit un arbre très grand qu’il n’avait
pas reconnu comme un arbre déjà vu. Il savait qu’il aurait
rappelé cet arbre car il avait essayé à grimper tous les
arbres très grands. Il ne savait pas aussi parce que sur le
devant de l’arbre il y avait un signe de papier sur qui était
écrit Je suis un arbre magique. Si vous dites le sort, vous
allez voir la magie .
Le garçon est devenu très excité, parce qu’il avait passé
chaque jour au parc et il n’avait jamais vu un arbre comme
ça. Cet arbre était beaucoup plus grand que tous les autres
arbres en ville et il n’avait jamais vu un arbre magique. Il
aimait beaucoup les arbres et un arbre magique était un
rêve pour lui.
Il pensait à tous les trucs magiques dont il avait déjà
entendu parler. Car il n’avait pas une télévision pour
regarder les programmes avec des sorcières, il ne savait pas
beaucoup de sorts magiques. Il a essayé à rappeler ce que
ses amis disaient quand ils jouaient les jeux avec les
sorcières ou les magiciens. Qu’est qu’ils disent quand ils
jettent les sorts ? Pensait le garçon.
Le garçon a essayé tous les sorts qu’il a pu penser. Il a dit
abracadabra, sésame, ouvre-toi et toutes les autres choses
qu’il avait entendues dans sa vie, mais rien ne se marchait.
Il a essayé pendant toute la journée ! Il est devenu très
fatigué. Il s’assoit sur le gazon sous l’arbre et il crie, “S’il te
plait ! Cher arbre !”
Tout à coup, une porte géante s’est ouverte dans le tronc de
l’arbre. Le garçon était très confus, mais heureux que l’arbre
s’était ouvert finalement. Le garçon est entré dans le tronc
de l’arbre et tout était noir dedans. La porte d'où il était
passé pour entrer dans le tronc de l’arbre était fermée
maintenant et le garçon commençait à avoir peur dans le
noir. Il cherchait une façon de quitter, mais il ne pouvait pas
rien voir.
Il ne pouvait rien voir mais en cherchant, il vient de voir
finalement un signe sur le papier blanc qui disait continuer
avec ta magie.
Le garçon a lu le signe et il s’est demandé quoi faire
maintenant. Il a essayé encore ses mots magiques comme
abracadabra, et sésame, ouvre-toi et toutes les autres qu’il
pouvait rappeler dans ce moment de peur. Car il ne savait
pas comment ouvrir la porte la dernière fois, il ne savait pas
exactement quoi dire et maintenant il ne savait pas quoi
d’autre il pouvait faire. Il s’assit sur le plancher et il pensait.
Il ne savait pas quoi faire, mais la seule chose qu’il savait
c’était qu’il était très content parce que l’arbre s’était ouvert
la première fois alors il a dit, “Merci ! Cher arbre ! Merci
d’ouvrir ta porte pour moi comme la première fois”
Tout à coup, l'intérieur du tronc s’est illuminé et le garçon a
pu voir de nouveau ! Il a souri. Il regarda partout pour voir
où il était et il vit un chemin rouge qui brillait devant lui. Le
garçon était surpris et très excité.
Le garçon a suivi le chemin et à la fin du chemin il y avait un
tas énorme formé de tous sorts de chocolats et de jouets !
Car le garçon n’avait jamais eu ses propres jouets dans
toute sa vie et il n’avait pas eu assez d’argent pour les
chocolats, il était très excité par cette récompense.
Au bout du tronc, en haut de tous les chocolats et les jouets
il y avait un dernier signe qui disait s’il vous plaît et merci
sont les mots magiques.
Le garçon était très heureux d’avoir trouvé les mots
magiques.
Les jours qui ont suivi, il a porté tous ses amis et sa sœur à
l’arbre et il les a instruits comment ouvrir l’arbre en disant
les mots s’il vous plaît et merci. Il voulait que tous les
enfants puissent jouer avec des jouets et manger du
chocolat alors il a partagé tout avec eux. Ils ont fait une
grosse fête pleine de chocolats et de jouets dans l’arbre.
Rappelle-toi, les mots magiques sont toujours s’il vous plaît
et merci .
Fin
La leçon dans cette histoire, c’est que les mots magiques

dans n’importe quelle situation sont s’il vous plaît et merci.
Comme en anglais, il y a des mots magiques en français
aussi.
L’autre leçon c’est que partager avec les amis est toujours
plus amusant que garder tout pour soi. Même si le garçon
n’avait pas beaucoup de choses, il a voulu partager avec
ses amis et sa sœur pour qu’ils pouvaient s’amuser aussi.
La dernière leçon c’est la persévérance. Le garçon a eu peur
quand il n'y avait pas de lumière et il a été très fatigué
après essayer tous les mots magiques qu’il savait, mais il a
persévéré pendant longtemps et les récompenses en
valaient le coup définitivement !
Summary of Labra: Twenties of years ago,
there was a boy who was extremely poor. His
family didn’t have enough money for toys or
candy or anything like that. He didn’t have
much to do at home, so he spent most of his
days in the park near his house.
One day while he was walking in the park, he saw a huge
tree with a sign on the front of it that read: say the magic
words and you will see the magic.
As he spent most of his time in the park, he would have
noticed this tree before if it had been here, he thought. He
decided to try to find out what the magic words were.
The boy tried all the magic words he could think of like
abracadabra and Open Sesame and all others he could think
of. He had been trying all day and nothing worked yet. By
this point, he had become very tired.
He sat on the ground at the base of the tree and yelled,
exasperated “Please! Dear tree!”
Suddenly a giant door opened in the trunk of the tree. The
boy entered the tree trunk and it was completely dark inside
except for another sign that read: Continue with your magic.
The boy wasn’t sure which magic word had worked in the
end, so he tried them all again. Nothing worked, but he was
feeling quite thankful that the tree had opened its trunk in
the first place, so he said “Thank you! Dear tree.”
Suddenly, the inside of the trunk illuminated, and a red
pathway was shining before him. The boy was extremely
excited!
The boy followed the pathway and at the end of it was a
huge pile of chocolate and toys. At the very end of the
trunk, there was one final sign that read Please and Thank
you are the magic words.
The boy was so excited that he had figured out the magic
words. He had never had toys or chocolate, so he was over
the moon! He went back to the tree the next day but this
time he brought his friends and his sister with him. He
taught them tall what the magic words were, and showed
them that saying them in the right order opened the tree
trunk. He and his friends had a big party in the tree trunk
and everyone had so much fun.
Remember, the magic words are always please and thank
you !
The moral of this story is that the magic words in any
situation are always please and thank you. These can be
said anytime, anywhere and you will get positive reactions.
These reactions may not be toys and chocolate but they will
be people’s happiness and kindness.
The second moral of this story is that everything is better
when shared with friends and family. The boy didn’t have
much, but he still wanted to share the gifts he received with
his friends and his sister. He wanted to share the reward
because he wanted everyone else to be able to enjoy it too,
and he thought it would be more fun to share this reward
with them. Generosity with friends makes the experience
that much better.
Words and Phrases from Labra:
Arber: Tree
In grains: Twenties of years ago (similar to tens)
Le park: The park
Signe: Sign
Daisies = verb Dire: To say
Si vows diets le sort, vous allez voir la magique: If

you say the spell/(magic words), you will see the
magic
essayé = verb Essayer: to try
Sorts: Spells, magic words, charms
pensé=verb Penser: To think
sésame, ouvre-toi : Open Sesame
Entendu = verb Entendre: To hear
Vie: Life
Longtemps: A long time
Devenu = verb Devenir: to become
Fatigué: Tired
Gazon: Grass
Sous: Under
Cri = verb Crier: To yell
S’il te plait: Please
Cher: dear, my dear
Tout à coup: All of a sudden
Porte géante: Giant door
Tronc: Trunk (tree)
Noir: Black
Disait = verb Dire: To say
Continuer avec ta magique: Continue with your

magic
Merci: Thank you
Illuminée: Illuminate
Chemin: Pathway, walkway
Rouge: red
Brillait = verb Briller: To glow, to twinkle, to light up
Suivi = verb Suivre: To follow
La fin: The end
Tas: Pile, mound

Jouets: Toys
Heureux: Happy
Trouvé = verb Trouver: to find
Mots: Words
porter = verb porter: to bring
Amis: Friends
Instruire: To instruct, to teach
Fête: Party, celebration
Rappelles-toi: Remember (you should remember)
Comprehension Questions from L’Arbre:
Q1: What did the sign on the tree say?
a) Tell me a secret
b) Open sesame
c) Say the magic words
d) Open me
Q2: What words did the boy try to say

a) Abracadabra
b) Open sesame
c) Open up now!
d) A and B
e) B and C
Q3: What word finally worked to open the tree trunk?

a) Please
b) Alakazam
c) Hello
d) Open
Q4: What did the sign inside the trunk read?
a) Try again
b) Continue with your magic
c) You’re still not there
d) Open sesame
Q5: What did the boy say once inside the trunk to brighten
up the place and lead him to the reward?
a) Open up again
b) Show me the way
c) Thank you
d) You’re the best
Q6: What was inside the trunk?

a) Chocolate
b) Candy
c) Tree bark
d) Friends
Chapter 12: Les Enfants Maléfiques
This story is about a boy named Hugo who was born with
the gift of evil, and the inner conflict he faces about what to
do and what not to do with this evil gift.
Les Enfants Maléfiques

Hugo est un garçon qui ne joue pas suivant les règles. Il
n'écoute pas ses parents, ni son enseignante, ni ses amis.
Ils lui réprimandent toujours, mais ça ne change pas ses
actions. Quand il devient très fâché, tout le monde a peur
car il a l'habileté de bouger les choses avec sa colère. Ses
parents décident que ça peut faire mal à quelqu’un, et q’ ils
en ont eu assez de la façon dont il se comporte. Après une
année de l'école très mauvaise, les parents d’Hugo le
portent à une école nouvelle. Hugo ne sait pas pourquoi, car
il ne voit pas de problème avec son comportement. Il doit
maintenant aller à une école où il doit rester toute la nuit
pendant toute la semaine. Hugo devient fâché.
Le premier jour à la nouvelle école, Hugo arrive et il
remarque que tous les enfants lui ressemblent dans leurs
personnalités et leurs comportements ! Il se demande
pourquoi. Est-ce que c’est une école pour les enfants
comme lui ? Les enfants maléfiques ?
Quand il visite sa nouvelle chambre pour mettre ses
bagages, il demande à son nouveau camarade de chambre
“C’est quoi cette école ici ? Pourquoi tout le monde est si
fâché et si mauvais ?
-Ceci, c’est une école pour les enfants maléfiques. Ils
essaient à nous changer en des enfants agréables et gentils.
Nous avons été nés avec un talent spécial. Nous sommes
des enfants avec le cadeau de malveillance.
-Huh ? Demande Hugo. Wow, je suis spécial. Il aime l'idée
d'être spécialement méchant. Et quoi ? Je ne veux pas
devenir un enfant gentil ! Je dois garder mon talent pour
moi !
-Moi non-plus, mais mes parents m’ont envoyé ici et je n’ai
pas quitté le campus pendant un an !”
Hugo pense des idées en tant qu’il marche autour du
campus, pour voir comment lui et les autres enfants
maléfiques peuvent échapper l'école et retourner dans le
monde et la société encore une fois pour savourer leurs
talents.
Le jour prochain, à la table du petit déjeuner, Hugo fait une
annonce,
“Mes amis, les adultes essaient à nous changer, d’effacer

nos talents et nos cadeaux de naissance. Qui veut me
joindre pour échapper d’ici et prendre le contrôle de notre
ville ? Nous avons des talents avec lesquels on peut
dominer tous les gens de la ville !
-Oui ! Crie tout le monde Hugo ! Hugo ! Hugo !”
A chaque repas, Hugo et les enfants forment leur plan pour
échapper et pour dominer. Ils vont échapper la fin de
semaine prochaine.
Pendant les rendez-vous, Hugo apprend que les enfants plus
âgés ont l'habileté de contrôler des choses avec leur colère.
Il apprend qu’ils peuvent faire des choses spécifiques s’ils
veulent. Ils peuvent contrôler des choses comme les
lumières et les objets. Hugo décide qu’il veut devenir un des
enfants comme ça quand il devient plus âgé. Pour faire ça,
son plan pour échapper doit fonctionner parfaitement,
autrement il va passer le reste de sa jeunesse ici et il va
perdre ses talents au lieu de les renforcer.
La nuit vient quand ils vont quitter l'école pour la dernière
fois. Les étudiants âgés utilisent leurs colères pour fermer
toutes les lumières de l'école. Pendant que les professeurs
cherchent une façon de les allumer encore, les enfants
quittent l'école par le sous-sol. Ils courent par la forêt et ils
marchent en groupe vers leur ville.
Ils arrivent à leur vieille école et ils entrent par l’utilisation
de leur colère pour désarmer les portes. L'école va être leur
repaire, ils décident. Tous les enfants âgés deviennent très
fâchés, et ensemble ils peuvent contrôler toute la colère
collective pour faire des grandes choses. Ils font cela à
l'extérieur et ils bloquent les portes de chaque maison en
ville.
Le matin prochain, Hugo va pour une promenade pour voir
s’ils ont pris contrôle de la ville. Quand il marche, il voit une
fille assise sur le gazon d’une maison, pleurer. Hugo
remarque que cette fille est très belle. Il se demande
pourquoi elle pleut et elle dit qu’un groupe d'étudiants qui
sont venus de l'école des enfants maléfiques ont fermés
toutes les maisons et elle ne peut pas trouver de l’abris.
Hugo ne veut pas qu’elle sait qu’il vient de ce groupe-là. Elle
lui demande pourquoi il n’a pas peur s'il est dehors sans
abris aussi. Il lui répond qu’il a dormi dans un cabanon dans
l'arrière-cour de sa maison.
Hugo veut maintenant aider cette fille parce qu’elle a très
peur et elle est très belle. Hugo laisse la fille et il lui dit qu’il
va retourner avec une solution. Hugo court à l’école pour
trouver un étudiant âgé pour lui aider. Il entre et il voit que
quelqu’un d’autre est en train de faire un rendez-vous. Ça
c’est mon travail, pense Hugo. Il essaie à prendre ma
position ! Pense Hugo. Hugo saute sur l’estrade et il crie
“Tout le monde ! Ecoutez-moi ! Les enfants regardent Hugo.
Ce plan peut faire mal à nos familles, nos amis, les enfants.
On doit arrêter ici ! Nous avons échappé, et maintenant on
doit s’arrêter.
-Quoi ! Crie tout le monde. Non ! On est en train de
commencer ! On n’a pas fait rien encore, on n’est pas fini ! “
Car personne ne l’écoute pas, Hugo devient très fâché. Il

descend de la rue et il marche dehors pour trouver sa
nouvelle amie. Quand il est en train de marcher vers sa
maison, il pense des événements des minutes passées. Il
devient de plus en plus fâché. Il devient assez fâché qu’il
commence à bouger des boîtes à ordures et les boîtes à
lettres qui sont à côté de la rue. Le plus fâché qu’il devient,
le plus loin qu’il lance les boîtes, avec sa colère seulement.
Quand il voit son amie nouvelle, il devient beaucoup plus
fâché parce qu’il veut l’aider mais tout le monde a dit non. Il
devient assez fâché maintenant qu’il brise toutes les
fenêtres devant qu’il marche. Les gens à l'intérieur de leurs
maisons regardent Hugo dans la rue avec des visages de la
peur. La fille regarde Hugo avec de la peur.
“Viens avec moi. Dit Hugo à la fille. Elle se lève lentement.
Je ne veux pas te faire mal. Dit Hugo.
-Euh, d'accord. Hugo marche par le gazon vers la maison de
la fille et il vient très proche à la fenêtre qui est maintenant
brisée.
-Allo ! Crie Hugo. Viens ici s’il-vous-plait, je vais vous aider.
La famille de la fille approche la fenêtre avec hésitation.
Hugo les aide à sortir de la maison par le fenêtre. Hugo lui
dit qu’ils doivent sortir de la ville assez vite que possible car
le groupe des étudiants vont essayer à contrôler tout le
monde. Hugo court dans la rue en criant à tout le monde de
sortir de leurs maisons et de sortir de la ville en voiture. Les
gens commencent à sortir par les fenêtres. La famille de la
fille est maintenant dans sa voiture et ils arrêtent à côté
d’Hugo.
“Au revoir, et merci beaucoup. Dit la fille.
-Non, merci à toi ma chérie. Répond Hugo
-à moi ? Pourquoi ? Hugo sourit et la voiture commence à
bouger.
-Au revoir. Crie Hugo. Merci pour m’avoir changé. Il dit
tranquillement. “
Les gens commencent à partir de la ville dans leurs voitures

et Hugo court vers sa maison. Il crie à tout le monde de
sortir pendant qu’il court à la maison. Quand il arrive, ses
parents ont une expression surprenante.
“Allo, dit Hugo. Vous-devez partir maintenant !
-Qu’est ce qui se passe Hugo ? Demande son père.
-Je vais vous expliquer tout mais plus tard, montez-vous
dans la voiture. Ses parents montent dans leur voiture et ils
arrêtent pour qu’Hugo monte aussi. “
“Je ne viens pas, mais je vais vous rejoindre plus tard.

-Non, Hugo tu viens avec nous. Dit sa mère. Hugo
commence à courir vers l'école.
-à plus-tard ! Partez-vous maintenant ! Crie Hugo. “
Hugo arrive à l'école et les étudiants sont dehors. Ils
commencent à se fâcher pour utiliser leurs colères encore
une fois.
“Arrêtez-vous ! Crie Hugo. Il faut que vous vous arrêtez !
Tout le monde tourne pour voir Hugo
-Non Hugo, tu es exactement comme les autres, tu dois
partir d’ici.”
Hugo devient de plus en plus fâché et il commence à lancer
les affaires des étudiants avec sa propre colère. Il est
beaucoup plus fort qu’il savait. Il est beaucoup plus fort que
personne ne savait. Il devient fâché d’une intensité plus
forte que jamais. Les étudiants ont peur maintenant.
“Arrêtez-vous, maintenant !”
Crie Hugo d’un ton très fâché. Les enfants âgés ignorent
Hugo. Tout à coup, il devient si fâché qu’il interdit la colère
des étudiants âgés et ils sont étourdis.
“Je vous avais dit. Dit Hugo d’un ton calme maintenant.”
Tout le monde commence à courir vers l'école et ils entrent
l'école pour trouver de la protection. Hugo utilise sa colère
maintenant pour fermer l'école pour que personne ne
quitte. Il peut entendre les gens à l'intérieur qui essaient à
ouvrir les portes et les fenêtres avec leur colère, mais la
force d’Hugo est trop puissante.
Hugo marche vers sa maison. Il prend quelques affaires et il
retourne dans la rue. Il commence à marcher dans la
direction où ses parents et tout le monde est allé.
Fin
La leçon de cette histoire c’est que les autres personnes

sont plus importantes que le pouvoir ou la reconnaissance.
Quelques fois, on pense que recevoir de la reconnaissance
soit plus importante que les sentiments des autres, mais
nos relations avec les autres et la façon dont nous nous
comportons avec eux sont plus importantes. Dans la vie, les
relations qu’on a avec les personnes qui nous aiment sont la
chose la plus importante.
L’autre leçon c’est que les gens fassent des choses très hors
de caractère quand ils tombent en amour. Les gens peuvent
penser qu’ils veulent une certaine sorte de vie, mais tout
peut changer quand ils tombent en amour. On dit que
l’amour nous fait fou. Dans cette histoire, Hugo a pensé qu’il
voulait une vie où il pouvait être si méchant et si maléfique
qu’il voulait, mais à la fin, ses sentiments pour la fille qu’il a
rencontrée ont été la chose qui l’a changé.
Summary of Les Enfants Maléfiques:
Hugo is a boy who becomes quite angry quite quickly and
when he does, he makes objects move and break. After he
is acting out at school for an entire school year, Hugo’s
parents become worried that he could hurt someone with
his anger. They decide to send him to a new school where
he will also live so that he can be watched over. When he
gets there, he notices that everyone there is a lot like him.
They are angry and mad all the time.
He asks his roommate what it is and his roommate explains
to him that all of the children at this school, including him,
were born with a special kind of evil within them and this
school will help him to become a normal and nice boy.
Hugo says that he doesn’t want to lose his natural born gift
of being evil. He asks the other students how they feel
about it and they all say their parents sent them there
against their will. None of them want to lose their talent, so
Hugo suggests to them that they should all rise and
combine their evil powers to take over the town that they all
came from.
They hold secret meetings and plan to escape later in the
week. During these meetings, Hugo learns that the older
students can make big things happen with their anger
because it is stronger.
When the night comes that they plan to make their escape,
they use their evil powers to make the entire school go dark
and sneak out while the teachers are trying to find a way to
turn the lights back on.
They enter the town and use their evil powers to break into
their old school and all of the older students combine their
powers in order to lock everyone’s doors in the whole town
so that everyone is locked inside their houses.
They create a lair at their old school and plan to control the
town from there.
When he goes outside for a walk to examine the town the
next day, Hugo sees a girl sitting outside, crying. He asks
her why she is crying, and she says that she has been
locked out of her house and separated from her parents
because of an evil group of students from the evil school.
She does not know Hugo is part of this group and he wants
to keep it this way. Hugo notices that she is incredibly
beautiful. She asks Hugo where he stayed all night since he
is locked out too and he tells her that he spent the night in a
shed behind his house.
He tells her he will help get her back inside and leaves her
in front of her house. He runs back to the lair at the school.
When he gets there, he sees that another student is leading
a meeting without him. They took my job! Thought Hugo.
Hugo jumps up on stage and yells for everyone to listen to
him. He tells them that they need to stop. He says that they
should be happy that they have escaped but that they
should call off the plan of taking over the town.
Everyone boos him and disagrees, telling him to leave.
He leaves the school and begins walking towards the girl’s
house once again. On his way there, he is thinking about
how someone took his job and he becomes quite angry. He
then thinks about how they all disagreed with him and
refused to call off the plan. He gets even angrier. As he gets
angrier, garbage bins and mailboxes at the side of the road
begin to lift off of the ground and go flying, landing far down
the street. He thinks about the beautiful girl and how much
he wants to help her and becomes even more angry at the
kids from school. Suddenly, his anger becomes so strong
that all the windows in the houses he is walking by begin
smashing.
He comes up to the girl and she is staring at him with fear.
All the families in their houses are staring out the broken
windows in fear as well.
“I’m not going to hurt you.” Says Hugo to the girl.
Hugo runs to the girl’s house and tells her family that they
need to get everyone out now.
He tells them to get in their car and drive as far as they can
out of town. The girl gets into her parents' car and they get
ready to leave. The girl thanks Hugo and he replies by
saying “no, thank you.” She wonders what for.
As her car drives off down the street Hugo quietly says to
himself “For changing me.”
He runs down the street yelling for everyone to escape as
he is heading toward his parents’ house.
All the townspeople run out of their houses and Hugo warns
them that the students are trying to take over the town.
They get into their cars and speed off.
He gets to his parents’ house and tells them they need to
get in the car. They oblige and before they leave, they are
waiting for him to get in. He says he is not coming and
begins running off down the street, saying that he will catch
up with them later.
Hugo runs back to the school and he is so angry that he
begins to throw all the students' belongings around with his
anger. He is much stronger than he knew. Much stronger
than anyone knew. As things begin flying all around, the
students become scared. They all begin running.
Hugo goes outside the school and using his extreme amount
of anger, he puts a lock on the school like that which was
put on all the houses of the neighborhood the night before.
He walks down the street away from the school, calmly now.
He walks to his house to grab a few things and then starts
off down the road in the direction that his parents and his
new love drove.
The moral of this story is that the relationships we have with
people are the most important things in life. We may think
that we want recognition or status in society, but these
things are not as important as the people we care about.
The people we love and care about are the most important
and in the end, all the really matters is them.
The second lesson is that love changes people. We may
think that we want certain things in life or that we have
ways of being or reacting to situations that will never
change, but as soon as we fall in love, this can all change.
People say that love makes you crazy, and to an extent this
is true. Or at least that it makes us do crazy things. In this
story, Hugo thought that he wanted a life full of menace and
to use his evil talents as much as he could, but as soon as
he saw that beautiful girl his evil ways went right out the
window and all he wanted to do was protect her and save
her from evil.
Words and Phrases from Les Enfants
Maléfiques:
Enfants: Kids
Maléfiques: Evil, maleficent
Joue=verb Jouer: To play
Il n'écoute pas=verb Ecouter + ne pas: He doesn’t

listen to
Son enseignant: His teacher
Réprimandent = verb Réprimander: to reprimand,

to scold
Toujours: Always, all the time
Devient = verb Devenir: To become
Fâché: Angry, mad
Bouger = to move (something)
Colère: anger (noun)
Faire mal: To hurt (someone)
école: school
Il se comporte: he carries himself, he conducts

himself, his demeanor
Prennent = verb Prendre: to take (somewhere,

something)
Rester: To stay
Nuit: Night
Pendant: During, throughout
Semaine: Week
Nouvelle: New
Pourquoi: Why, how come
Bagages: bags, suitcases
Camarade de chambre: Roommate
Mauvais: Bad, negative
Agréable: Agreeable, well-behaved
Gentil: Nice
Né: Born
Cadeau: gift
Malveillance: evil
Demande = verb Demander: To ask
Méchant: Mean
Devenir: To become
Envoyer: To send
Quitté: verb Quitter: To leave
Pendant: During, throughout, for an amount of time
Un an: One year
Idées: Ideas
Autour: Around
Échapper: To escape
Le monde: The world

Savourer: Enjoy
Petit dejeuner: Breakfast
Une annonce: An announcement
Effacer: to erase, to get rid of
Cadeaux de naissance: Birth gift, gift you were born

with
Joindre: To join
Repas: Meal
Dominer: to dominate
Fin de semaine: Weekend
Rendez-vous: Meeting
plus âgés: Older
L’habileté: the skill
Les Choses: things

Fonctionner: To function, to run, to work
Parfaitement: Perfectly
Autrement: Otherwise, alternatively
Jeunesse: Childhood, youth
Ici: here
Perdre: to lose
Au lieu de les renforcer: Instead of

reinforcing/improving them
Dernière: last, final

Fermer les lumières: turn off the lights
Etudiants: Students
Professeurs: Teachers, professors
Cherchent = verb chercher: To search, to look for

(something), to try to find
Comment: A way, a method
Sous-sol: Basement
Forêt: Forest
Vieille: Old, former, previous
Entrent = verb entrer: To enter
Désarmer: To disarm
Portes: doors
Repaire: Lair, basecamp
Collectif: collective
Grandes choses: big things
Bloquent = verb bloquer: To lock
Maison: House
Matin prochain: Next morning
Promenade: A walk, stroll
Pris contrôle = verb prendre: to take control of
Assis: seated, sitting
Belle: beautiful, pretty
Pleurer: To cry (tears)
Venu = verb venir: To come
Cabanon: Cabin, shed, hut
L’arriere-cour: Backyard
Aider: to help
Laisse = verb laisser: to leave
En train de: In the process of, in the middle of,

currently (doing something)
Position: job, position
Travail: Work, job
La rue: the street
Ecoutez-moi: Listen to me
Regardent = verb regarder: to look
Maintenant: now
Arrêter: to stop
Tout le monde: everyone, everybody
Commencer: to begin, to start, to commence
Rien: Nothing
Fini = verb finir: finished, to finish
Dehors: outside
Pense = verb Penser: to think
Boîtes à ordures : garbage bins, trash cans
boîtes à lettres: mailboxes
Loin: Far, far away
Lance = lancer: to throw
Seulement: Only
Dit = verb dire: to say
Brise = verb briser: to break
Des visages de peur: scared faces
Se lève: to stand up
Hesitation: hesitantly, with hesitancy
Tout le monde: the whole world, everyone
Sortir: to leave, to exit
Voiture: car, vehicle
Tranquillement: quietly
à plus-tard: See you later
Les affaires: belongings, possessions
Beaucoup plus fort qu’il savait: much stronger

(much more forceful) than he knew
Interdit: interrupt, prevent
Etourdis: stunned, shocked, dizzy
Quitte = verb quitter: to leave
Puissant: powerful
Questions From Les Enfants Maléfiques: Q1:
Why did Hugo have to move to another school?
a) He wasn’t smart enough b) He wasn’t behaving c) He
had no friends d) He wanted to switch Q2: What was
different about his new school?
a) It was harder academically b) It was for smarter
children c) It was for kids with an evil gift d) It was for
kids who were orphans Q3: Why did Hugo and his other
friends want to escape the school?
a) The teachers were trying to erase the students’ evil
gifts b) They wanted to get pizza c) They missed their
friends d) They just felt like it
Q4: What did the students do to keep the civilians inside
their houses?
a) They closed the windows b) They told them to stay c)
They locked all the doors with their powers d) They
asked everyone if they would mind staying inside Q5:
What did they use as their lair?
a) The community centre b) The church c) Hugo’s house
d) Their old school Q6: What made Hugo rethink his
decision to take over the town with his evil powers?
a) The girl he saw crying b) The garbage cans flying
around c) The school needs to be used for classes d) He
liked his town
Closing Notes
En français
Nous espérons qu’après avoir lu ces histoires, vous avez
compris beaucoup de choses. Nous espérons que vous avez
bien aimé ces histoires et qu’ils vous ont enseigné plusieurs
sujets et pas uniquement des mots et des phrases. Nous
espérons que vous avez appris des choses sur la vérité et
mensonge, sur la famille et l’amour.
In English
We hope that after reading these stories, you learned many
things. We hope that you thoroughly enjoyed the stories and
that they taught you many different things other than words
and sentences in French. We hope that you learned things
about truth and lying, about family and about love.
Answers to Multiple Choice Quizzes
Quiz 1: Sylvie Et Le Livreur De Lait
Q1: c
Q2: c
Q3: b
Q4: a
Q5: d
Q6: b
Quiz 2: L’Histoire De Mélanie
Q1: d
Q2: d
Q3: a
Q4: b
Q5: a
Q6: d
Quiz 3: Le Bûcheron
Q1: d
Q2: c
Q3: a
Q4: b
Q5: c
Q6: d
Quiz 4: Le Petit Chat (Qui N’est Pas Très Petit
Du Tout)
Q1: a
Q2: b
Q3: d
Q4: a
Q5: d
Q6: a
Quiz 5: Le Dragon au Sommet
Q1: d
Q2: a
Q3: b
Q4: c
Q5: a
Q6: c
Quiz 6: Les nouveaux voisins
Q1: a
Q2: c
Q3: d
Q4: a
Q5: b
Q6: d
Quiz 7: Le Monde Au-Dessus
Q1: d
Q2: d
Q3: a
Q4: c
Q5: b
Q6: b
Quiz 8: La Souris et Le Lapin:
Q1: a
Q2: d
Q3: c
Q4: c
Q5: a
Q6: d
Quiz 9: La Fontaine De Jeunesse
Q1: b
Q2: a
Q3: d
Q4: a
Q5: d
Q6: d
Quiz 10: Arabesque La Fée
Q1: a
Q2: b
Q3: d
Q4: e
Q5: c
Q6: b
Quiz 11: L’Arbre
Q1: c
Q2: d
Q3: a
Q4: b
Q5: c
Q6: a
Quiz 12: Les Enfants Maléfiques
Q1: b
Q2: c
Q3: a
Q4: c
Q5: d
Q6: a
Conclusion
Congratulations and thank you for reaching the end of
French Short Stories For Beginners. We hope that through
reading this book you gained a deeper knowledge of
common expressions in the French language as well as how
to use them. We hope also that you developed a greater
wealth of knowledge of French terms and vocabulary,
especially French verbs, and the different forms that they
are used in. We hope that you enjoyed reading this book
aloud and that you will continue to read it repeatedly as
many times as you can. Every time you do so, you will
discover and learn more about the French language. You will
also notice and discover new things about the stories
themselves each time you read through them. Don’t be
afraid to consult every resource you have in the beginning
while you enrich yourself and your mind in the French
language.
When learning a language, practice and repetition are key
and this book is a great tool to help you to study in this way.
You can read this book to your children or to your partner as
there are a variety of themes and subjects in the stories in
this book, some for children and some for adults. I hope you
can enjoy the playful nature and light-heartedness of these
fantasy stories and that you will continue to enjoy them as
you share this book.
We hope that you will continue your journey of learning the
French language. There are many more books that you can
turn to for your next steps as you become more comfortable
with the basics of the language. In no time, you will be
speaking French sentences!
There are many places you can go to learn languages
without ever going to school or entering a classroom. The
great thing about technology is that it allows us to access so
many different things quite easily. Listening to an audiobook
can really help you to understand the pronunciation and
intonation of the language, especially in French. If you have
read this book aloud to yourself multiple times, we
recommend listening to the audiobook version of this book
as well. This way, you will be able to hear a person who is
fluent in the language speak it with their perfected accent
and their fluent tongue. We recommend waiting to do this
until you have finished reading aloud to yourself at least
once, that way you will be familiar with the words and the
plot of the stories, and you will be able to focus on the
individual words that you have trouble pronouncing or
understanding.
Learning a language is an exciting journey and one that not
everybody chooses to take. Congratulations on taking your
first steps and completing this book!

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Louis Pascal and Anne

French Language for Beginners

A step-by-step guide for learning

Louis Pascal and Anne

This book will be your all-encompassing guide to learning

There will be exercises to test your knowledge and solidify it

We will go in-depth into French grammar and how it diﬀers

This book is the ﬁrst step in your journey of learning the

This book is a resource you can come back to again and

Many languages change over time as diﬀerent dialects and

The French language and its prominence are growing rapidly

Why Should You Learn the French Language?

The French language is also quite a prominent language

If you own your own business, knowing other languages is

Knowing another language will make you able to make more

If you are speciﬁcally interested in French speaking places

Travelling Conﬁdence is another key beneﬁt. Knowing

You will have a much broader choice of travel destinations

While many people learn a second languages as children,

When you travel with your children, if they know the

Children who speak multiple languages tend to do better in

Teaching your child a new language will not only open up a

An Overview of The French Language

The French language is full of many small changes that

When comparing the French language to the English

Another comparison that can be made is that French and

There is a speciﬁc etiquette that is used when writing formal

If you travel the world as you are learning French or after

As mentioned brieﬂy in the previous chapter, French is

The French language is said to be one of the romance

Tu t’appelles Jean in English means: You are named Jean I

You are named Jean.

{Tu} {t’appelles} {Jean.}

Notice how the diﬀerence between these sentences only

I went home last night.

Accent Aﬀectif As I mentioned at the beginning

The ﬁrst method is like the emphasis that is done in English

C’est magniﬁque . In English, this means It’s magniﬁcent!

Keep in mind that the French are passionate individuals. As

The second way that we can show feelings or meaning in a

By either drawing out the m or the f in this word, we are

Accent Tonique As I brieﬂy touched on in the

Je ne connais pas Jean in English means I don’t know Jean To

Saying it in this way helps to better explain exactly what we

The second way to change the structure of the sentence in

We will use the same sentence as an example again so that

Je ne connais pas Jean or I don't know Jean

In English this directly translates to mean “Jean, I don’t

In a sentence where you feel it is important to emphasize

In English, we would say “He didn’t tell me anything” In

We will now try some practice examples of this.

Un sac est tombé [uhn][s-ah-k][eh][toh-m-b-ay], a bag fell

By using the ﬁrst method, we would change this to; C’est

We would use either of these three ways to make it so that

Though the alphabet used in French is the same, the

A (ah), B (bay), C (say), D (day), E (euh), F (ef), G (jh-ay), H

(kah), L (el), M (em), N (en), O (oh), P (pay), Q (koo), R

U (ooh), V (vay), W (doo-bl-uh-vey), X (ee-ks), Y (ee-

33 ____ 74 _ Trente-Trois

Huit _ 72 _______