PIMSLEUR
®SIMON & SCHUSTER’S
P IM S L E U R ® SIMON & SCHUSTER’S
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Speak & Read the Pimsleur
®Way
R E A D IN G P R O G R A M
© Simon & Schuster, Inc. All Rights Reserved. Pimsleur® is an imprint of Simon & Schuster Audio, a division of Simon & Schuster, Inc.
PIMSLEUR® is a registered trademark of Beverly Pimsleur, used by Simon & Schuster under exclusive license.
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PIMSLEUR
®™
™
The Pimsleur® Method teaches speaking
and understanding right from the start
The Reading Program
Pimsleur Language Programs use the same revolutionary learning Method to teach you to read, as well as to speak. You will start by sounding out French, learning to associate the new sound system to the English alphabet you know. Gradually you will learn to look at the words and see them with “French eyes.” And you will learn to read French without an English accent.
PIMSLEUR
®SIMON & SCHUSTER’S
Hear it, Learn it, Speak it, Read it
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Speak & Read the Pimsleur
®Way
Graphic Design: Maia Kennedy
© 2002-2009 Simon & Schuster, Inc. All Rights Reserved. Pimsleur® is an imprint of Simon & Schuster Audio,
a division of Simon & Schuster, Inc.
PIMSLEUR® is a registered trademark of Beverly Pimsleur,
used by Simon & Schuster under exclusive license.
Graduated Interval Recall™ and Principle of Anticipation™ are trademarks of S&S.
For more information, call 1-800-831-5497 or visit us
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Voices
English-Speaking Instructor ... Ray Brown French-Speaking Instructor (I & II) ... Jean Lansac French-Speaking Instructor (III) ... Dominique Clément
Female French Speaker ... Marie-P. Grandin-Gillette Male French Speaker ... Daniel Apffel
Writers
Marie-Pierre Grandin-Gillette • Dr. Ulrike S. Rettig
editor & executiVe Producer
Beverly D. Heinle
Producer & director
Sarah H. McInnis
recording engineers
Peter S. Turpin • Kelly Saux
Simon & Schuster Studios, Concord, MA
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tAbLe oF contentS
Pimsleur User’s Guide . . . 1
Introduction to the Reading Program . . . 14
Part One . . . 17
Part Two . . . 63
Pimsleur User’s guide
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You have just purchased the most effective language program ever developed. As you probably know, learning a new language can be frustrating. Your first experience with a foreign language may have been in school. If the classes seemed difficult, or if your grades were poor, you probably believed you had no aptitude for languages. Even if you did well, you may have been surprised later to discover that what you learned was of little or no use when you tried to converse with native speakers.
Perhaps you waited until later in life and tried adult education classes, language schools, or home training programs. There too you may have found the information hard to retain, the lessons tedious, and your progress slow. Many language students give up early in these programs, convinced they lack the natural ability to understand and use what they read and hear.
The truth is that anyone can acquire a foreign language — with the right teaching system. With the
Pimsleur® Method, you will benefit from the years of
research and development that have helped create the world’s most effective method for teaching foreign
languages. The Pimsleur® Language Programs,
developed by Dr. Paul Pimsleur, fill an urgent need for self-instructional materials in many languages.
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How to Use the Program
To get the full benefit of each lesson, choose a quiet place where you can practice without interruption and a time of day when your mind is most alert and your body least fatigued.
The length of each lesson, just under 30 minutes, is that recommended by teaching specialists for a concentrated learning task. Once you’ve started the program, simply follow the tutor’s instructions. The most important instruction is to respond aloud when the tutor tells you to do so. There will be a pause after this instruction, giving you time to reply. It is essential to your progress that you speak out in a normal conversational voice when asked to respond. Your active participation in thinking and speaking is required for your success in mastering this course.
The simple test for mastery is whether you are able to respond quickly and accurately when your tutor asks a question. If you are responding correctly about eighty percent of the time, then you’re ready to proceed to the next lesson. It is important to keep moving forward, and also not to set unreasonable standards of perfection that will keep you from progressing, which is why we recommend using the eighty percent figure as a guide.
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How to Use the Program (continued)
You will notice that each lesson contains both new and familiar material, and just when you may be worrying about forgetting something, you will conveniently be reminded of it. Another helpful
feature of the Pimsleur® Language Program is its rate
of “saturation.” You will be responding many times in the half-hour. This saturation enables you to make substantial progress within a short period of time.
guidelines for Success
Complete the lesson units in strict consecutive order (don’t skip around), doing no more than one lesson per day, although the lesson unit for the day may be repeated more than once. Daily contact with the language is critical to successful learning.
Listen carefully to each lesson unit. Always follow the directions of the tutor.
Speak out loud when directed by the tutor and answer questions within the pauses provided. It is not enough to just silently “think” of the answer to the question asked. You need to speak the answer out loud to set up a “circuit” of the language you are learning to speak so that it is heard and identified through your ears, to help to establish the “sounds”
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guidelines for Success (continued)
of the target language. Do this prior to hearing the confirmation, which is provided as reinforcement, as well as additional speech training.
Do all required activities according to the instructions, without reference to any outside persons, textbooks, or courses.
Do not have a paper and pen nearby during the lessons, and do not refer to dictionaries or other
text-books while doing the spoken lessons. The Pimsleur®
Method works with the language-learning portion of your brain, requiring language to be processed in its spoken form. Not only will you interrupt the learning process if you attempt to write the words that you hear before learning to read in the new language, but you will also begin to speak the target language with an American accent. This is because the sounds represented by the American letters are frequently different from the sounds of the same-looking letters in the foreign language.
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dr. Paul Pimsleur
Dr. Paul Pimsleur devoted his life to language teaching and testing and was one of the world’s leading experts in applied linguistics. He was fluent in French, good in German, and had a working knowledge of Italian, Russian, Modern Greek, and Mandarin Chinese. After obtaining his Ph.D. in French and a Masters in Psychology from Columbia University, he taught French Phonetics and Linguistics at UCLA. He later became Professor of Romance Languages and Language Education, and Director of The Listening Center (a state-wide language lab) at Ohio State University; Professor of Education and Romance Languages at the State University of New York at Albany; and a Fulbright lecturer at the University of Heidelberg.
Dr. Pimsleur was a founding member of the American Council on the Teaching of Foreign Languages (ACTFL). His many books and articles revolutionized theories of language learning and teaching. After years of experience and research, Dr.
Pimsleur developed a new method (The Pimsleur®
Method) that is based on two key principles: the
Principle of Anticipation™ and a scientific principle
of memory training that he called Graduated Interval
Recall™. This Method has been applied to the many
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graduated Interval Recall™
Graduated Interval Recall™ is a complex name
for a very simple theory about memory. No aspect of learning a foreign language is more important than memory, yet before Dr. Pimsleur, no one had explored more effective ways for building language memory.
In his research, Dr. Pimsleur discovered how long students remembered new information and at what intervals they needed to be reminded of it. If reminded too soon or too late, they failed to retain the information. This discovery enabled him to create a schedule of exactly when and how the information should be reintroduced.
Suppose you have learned a new word. You tell yourself to remember it. However, after five minutes you’re unable to recall it. If you’d been reminded of it after five seconds, you probably would have remembered it for maybe a minute, at which time you would have needed another reminder. Each time you are reminded, you remember the word longer than you did the time before. The intervals between reminders become longer and longer, until you eventually remember the word without being reminded at all.
This program is carefully designed to remind you of new information at the exact intervals where maximum retention takes place. Each time your memory begins to fade, you will be asked to recall the word.
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Principle of Anticipation™
The Principle of Anticipation™ requires you to
anticipate a correct answer. Practically, what this means is that you must retrieve the answer from what you have learned earlier in the course. It works by posing a question, asking you to provide a new sentence, using information you’ve learned previously and putting it into a new combination. This provides novelty and excitement which accelerates learning.
A possible scenario:
Speaker’s cue: “Are you going to the movies today?” PAUSE
---Drawing on information given previously, you respond
(in the target language): “No, I’m going tomorrow.” The instructor will then confirm your answer:
“No, I’m going tomorrow.” The Narrator then may cue:
“Is your sister going to Europe this year?” PAUSE
---Response: “No, she went last year.”
Before Dr. Pimsleur created his teaching method, language courses were based on the principle of “mindless-repetition.” Teachers monotonously drummed words into the students’ minds, as if there were grooves in the mind that could be worn deeper with repetition.
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Principle of Anticipation™ (continued)
Neurophysiologists tell us however, that on the contrary, simple and unchallenging repetition has a hypnotic, even dulling effect on the learning process. Eventually, the words being repeated will lose their meaning. Dr. Pimsleur discovered that learning accelerates when there is an “input/output” system of interaction, in which students receive information and then are asked to retrieve and use it.
core Vocabulary
While Graduated Interval Recall™ and the
Principle of Anticipation™ are the foundation of
the Pimsleur® Method, there are other aspects that
contribute to its uniqueness and effectiveness. One involves vocabulary. We have all been intimidated, when approaching a new language, by the sheer immensity of the number of new words we must learn. But extensive research has shown that we actually need a comparatively limited number of words to be able to communicate effectively in any language.
Language can be divided into two distinct categories: grammatical structures (function words) and concrete vocabulary (content words). By focusing on the former category and enabling the student to comprehend and employ the structure of the new
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core Vocabulary (continued)
language, Dr. Pimsleur found that language learners were able to more readily put new knowledge to use. There are few content words that must be known and used every day. The essential “core” of a language involves function words, which tend to relate to human activities.
This course is designed to teach you to understand and to speak the essential elements of your new language in a relatively short time. During each half-hour lesson, you will actually converse with two native speakers, using the level of language spoken by educated citizens in their everyday business and social life. The program’s unique method of presenting dialogue in-situation relieves you of the most common learning problem, the problem of meaning.
organic Learning
The Pimsleur® Method centers on teaching
functional mastery in understanding and speaking a language, in the most effective and efficient way possible. You will be working on your vocabulary, grammar, and pronunciation in an integrated manner, as you are learning specific phrases that have practical use in everyday activities.
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organic Learning (continued)
There are several thousand languages in the world. Because fewer than five hundred of these languages have developed formal systems of writing, linguistic specialists accept that language is primarily speech. For this reason, it is also accepted that the human brain acquires language as speech. Therefore, when Dr. Pimsleur created his language programs, he began teaching with recorded materials, which enabled the learners to acquire the sounds, the rhythm, and the intonation of the target language. The learners did this more rapidly, more accurately, and with great enthusiasm because they found themselves capable of almost instant beginning communication skills.
Dr. Pimsleur called this “organic learning” because it involves learning on several fronts at the same time. His system enables the learner to acquire grammatical usage, vocabulary, and the sounds of the language in an integrated, exciting way. In short, the learner gains the language as a living, expressive form of human culture.
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“Reading” in a Pimsleur Program
A phonetic alphabet, such as the Latin alphabet and the Greek alphabet, is a list of symbols (letters) that are used to represent the sounds of the language in writing. And given that language is primarily speech, the spoken sounds of the language necessarily precede learning how to decode the written form, i.e., learning how to “read” – just as a child first learns to speak and then eventually to read. This is the natural progression Dr. Pimsleur followed in his courses.
After an initial introduction to the spoken language, reading is then integrated into the program and the new alphabet is systematically introduced, associating each letter with the sounds of the new language. Initially, you are sounding out words, mastering the different sounds associated with the new alphabet. You are not, at first, reading for meaning, but rather for sound/symbol correlation. Eventually, when the sound system is mastered, you will be able to look at known vocabulary and “read for meaning.” By the end of the Comprehensive Level I course, you will be reading at the same level as you are speaking.
course content
When you have mastered a Pimsleur® Language
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course content (continued)
vocabulary at your command. These basic words, phrases, and sentences have been carefully selected to be the most useful in everyday situations when you visit a foreign country. You will be able to handle social encounters graciously, converse with native speakers in travel situations, and use transportation systems with confidence. You’ll be able to ask directions and to navigate your own way around the cities and countryside.
The language skills you learn will enable you to participate in casual conversations, express facts, give instructions, and describe current, past, and future activities. You will be able to deal with everyday survival topics and courtesy requirements. You will be intelligible to native speakers of the language — even to those who are not used to dealing with foreigners. What is equally important, you will know how to ask the kinds of questions that will further expand your knowledge of and facility with the language, because
you will have been trained by the Pimsleur®
open-ended questioning technique.
The Pimsleur® Method becomes a springboard for
further learning and growth to take place — the ultimate purpose of any real educational system. This desire to learn will be apparent to the people with whom you speak. It will indicate sincere interest in and respect for their culture.
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A note on Regional Language differences
In any large country, and even in many smaller countries, regional differences in language are common. In the United States, for example, a person from Maine can sound very different than someone from Texas. Pronunciations (“accents”) vary, and there are also minor differences in vocabulary. For example, what is called a “drinking fountain” in New York or Arizona is known as a “bubbler” in Wisconsin, and a “soft drink” in one part of America will be called a “soda” elsewhere. The differences in English are even more distinct between North Americans and Britons, or between Britons and Australians. But all are native speakers of English; all can communicate with spoken English, read the same newspapers, and watch the same television programs, essentially without difficulty.
Native speakers of a language can often tell where someone is from by listening to him or her speak. In addition to regional differences, there are social
differences. Pimsleur® Language Programs use a
standard “educated” speech, which will generally carry you throughout the country without difficulty.
Introduction
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Pimsleur Reading Program
With Pimsleur’s French Reading Program, you will learn to read French with the ease and flexibility of a native speaker. You will learn to sound out the French alphabet, starting with individual words, then word combinations and short phrases, increasingly building in length until you will be reading complete sentences in context. With practice, you will learn to read French fluidly for meaning, and you will be able to read it aloud with near-native pronunciation.
For maximum effectiveness, we recommend that you do the spoken lessons first, before starting the Reading Lessons, hearing the spoken sounds first, before seeing their written representation.
There are three parts to this Reading Program. Part
One, the twenty-two Reading Lessons from Pimsleur’s
French I Comprehensive course, will introduce you to the French sound system. Since English and French are both represented phonetically with the Latin alphabet, you need to learn a new, French sound system. You will learn to look at the alphabet with French eyes. Think, for example, of the English word “danger” and the pronunciation of its French equivalent, “dahn-zhay.”
Although translations are provided, the meaning of the items at this point is secondary and we recommend you look at them only after first
Introduction
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Pimsleur Reading Program (continued)
French pronunciation. The items have been selected especially to give you practice in the French sounds and sound combinations. Your vocabulary acquisi-tion will begin after you’ve learned the new, different sound system. You should read aloud, as directed. The process of saying the words out loud will reinforce acquisition and will help lodge the sounds in your memory. At this point you will be learning to read without an American accent.
Part Two contains the Reading Lessons from
Pimsleur’s French II, 3rd Ed. This section has twenty Reading Lessons which will provide practice reading letters and notes, memos, short monologues, and selected French idioms. Translations are provided, but again, it’s best not to look at them until after you’ve read the French, using your best pronunciation. Remember to always speak aloud. Since you are working with a new sound system, you may wish to repeat some of the lessons. Repeat as you feel necessary. If you’ve completed Pimsleur’s French II, most of the items will be familiar to you, and you’ll be reading for meaning. If you haven’t, then you will be learning new vocabulary, seeing and hearing it in context.
Liaison, or the linking of sounds between words, is a characteristic of spoken French. Generally, before a vowel, the words tend to combine and run together, often changing the pronunciation of the individual words. In the Readings in Part One, the liaison is
Introduction
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Pimsleur Reading Program (continued)
introduced and the speaker uses it consistently. It is always correct to use the liaison in spoken French and it is used when reading aloud from a book or when reciting poetry.
However, in contemporary casual conversation, the liaison is increasingly being dropped in certain expressions and the use of the liaison in these cases is perceived as more formal and less colloquial, sometimes even stilted. In Readings Two, the liaison will be dropped in the instances where it is optional, for example, sommes allés (som allay vs. somz allay). Even in casual speech, however, there are instances where the liaison is still required. With practice, you will know when and when not to use the liaison.
Part Three contains twenty more Reading Lessons, the Readings from Pimsleur’s French III, Second Ed. These lessons are intended to build your vocabulary and provide reading practice. Again, all are accompanied by translations. We still recommend, however, that you do the Reading Lessons first, sounding them out carefully before you refer to the translations. Topics covered include the airport, traffic signs, the drugstore, directions, parts of the body, restaurants, banking, the weather, and French proverbs, among others.
All instructions for doing the Readings are contained on the audio.
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Speak & Read the Pimsleur
®Way
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Reading Program
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Part one
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tAbLe oF contentS Reading Lessons Leçon un . . . 19 Leçon deux . . . 21 Leçon trois. . . 23 Leçon quatre . . . 25 Leçon cinq . . . 27 Leçon six . . . 29 Leçon sept . . . 31 Leçon huit . . . 33 Leçon neuf. . . 35 Leçon dix. . . 37 Leçon onze . . . 39 Leçon douze . . . 41 Leçon treize . . . 43 Leçon quatorze . . . 45 Leçon quinze . . . 47 Leçon seize . . . 49 Leçon dix-sept . . . 51 Leçon dix-huit . . . 53 Leçon dix-neuf . . . 55 Leçon vingt . . . 57 Leçon vingt et un . . . 59 Leçon vingt-deux . . . 611. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Part one
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Leçon un non bon pont bonbon font long longs blonds pain vain vin saint faim peint bain feint lins ton ronds teint
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Lesson one no good bridge candy do (they) long (sing.) long (plur.) blonde bread fruitless wine saint hunger painted bath feigned linens your round dyed
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Leçon deux plomb vint sont plein vingt allons avons bon vin bons vins dindon bain peint bons pains ton plein Bonjour! lin son sain main mon mont
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Lesson two lead came are full twenty go (we) have (we) good wine good wines turkey painted bath good breads your fill Hello! linen his/her healthy hand my mount
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Leçon trois font fonte maint mainte peinte vingt le monde le singe je songe la faim le bon vin la feinte je feins je vends le vent la vente le linge la fange je tends dedans
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Lesson three do (they) cast iron many a (masc.) many a (fem.) painted twenty the world the monkey I think the hunger the good wine the trick I pretend I sell the wind the sale the laundry the dirt I hold out inside
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Leçon quatre Je la vends. la bande Je le peins. Je la pends. le bon vent le bon temps Blanche Blanche chante. l’enfant L’enfant danse. le don la dent la danse madame sans dents son daim le drame la sainte les saintes ses ponts
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Lesson Four
I sell it. the track I paint it. I hang it. the good wind the good times Blanche
Blanche is singing. the child
The child is dancing. the gift the tooth the dance Madam without teeth his/her suede the drama the saint the saints his/her bridges
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Leçon cinq des pentes mesdames mes chants méchant défense de France les dépenses Je comprends. vous parlez vous défendez vous répondez Vous ne parlez pas. des ponts
le bon vent élégant vous vous avez
Vous avez des gants. vous n’avez pas Je ne comprends pas.
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Lesson Five some slopes Ladies my songs mean defense of France the expenses I understand. you are speaking you are defending you are answering You are not speaking. some bridges
the good wind elegant
you
you have
You have some gloves you don’t have
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Leçon six
vous comprenez Vous me comprenez.
Vous ne comprenez pas les dames. Avez-vous parlé?
Non, monsieur.
Madame, je ne vous parle pas. Quelle bonté!
Je dis que non. vous allez Cela dépend.
Cela dépend de vous. Comment allez-vous? Bonjour, monsieur. vous savez
vous avez
Vous n’avez pas de vin. Vous ne comprenez pas. Est-ce que vous comprenez? Vous comprenez?
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Lesson Six
you understand You understand me.
You don’t understand ladies. Did you speak?
No, Sir.
Madam, I’m not speaking to you. What goodness!
I say (that) no. you are going That depends.
That depends on you. How are you?
Hello, Sir. you know you have
You have no wine. You don’t understand. Do you understand? You understand?
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Leçon sept
Saint Michel
Où est le boulevard?
Est-ce que le boulevard est ici? Où est Jacques?
Jacques n’est pas ici. Il est là-bas.
Non, il n’est pas là-bas. C’est sain. sans pain Je garde ce nom. Je le garde. Je garde la place. Je la garde. Je le veux. vous voulez
Est-ce que vous le voulez? Je ne veux pas manger! Je le veux un peu. peux / poux
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Lesson Seven
Saint Michael
Where is the boulevard? Is the boulevard here? Where is Jacques? Jacques is not here. He is over there.
No, he’s not over there. That’s healthy.
without bread I keep this name. I keep it.
I keep the space. I keep it.
I want it. you want
Do you want it? I don’t want to eat! I want it a little. can / lice
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Leçon huit
Tout est bleu. Jouez ce jeu!
C’est de l’abandon.
Est-ce que vous parlez anglais? Non, monsieur, je ne le parle pas. Je ne sais pas.
Ce pain est bon. Quand?
Où est-il? quand on dit Où êtes-vous? maintenant
Est-ce que vous êtes ici? Je te dis.
Je le veux, monsieur. Je ne le donne pas. Quand êtes-vous arrivé? en l’entendant
en l’attendant
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Lesson eight
Everything is blue. Play this game!
That’s a complete lack of restraint. Do you speak English?
No, Sir, I do not speak it. I don’t know.
This bread is good. When?
Where is he/it? when we say Where are you? now
Are you here? I tell you. I want it, Sir. I am not giving it. When did you arrive? while hearing him/her/it while waiting for him/her/it However, that is bothering me.
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Leçon neuf
Je suis enchanté, madame. quel avantage
Ne parle pas de cela. Je sais que c’est bon. Entrez dans ma chambre. Prenez ce que vous voulez. Vous êtes chez moi.
Comment? Chez toi? dans la boîte
Je ne le vois pas.
Mais, je vous vois maintenant. qu’est-ce que
Qu’est-ce que vous voulez? Quelque chose.
Je veux boire quelque chose! Quand? Maintenant?
Oui. S’il vous plaît. Répétez, s’il vous plaît.
En attendant Godot
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Lesson nine
I am delighted, Madam. what an advantage Don’t talk about that. I know that it’s good. Come into my bedroom. Take what you want. You are at my place. What? At your place? in the box
I don’t see him/it. But, I see you now. what
What do you want? Something.
I want to drink something! When? Now?
Yes, please. Repeat, please.
Waiting for Godot
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Leçon dix
Moi, je ne veux pas! Voilà le bon coin. Il est midi moins vingt. Bonsoir, mademoiselle. Au revoir, monsieur. Un point, c’est tout. le bout
le but
Regardez la lune. Allez, debout! Mais, c’est le début. Qui l’a vu?
C’est vous, mademoiselle? Pas moi, mon neveu.
Demain matin, madame. Elle est douce, tu sais. Non, pas du tout. Donnez-moi du vin. Non, pas de pain. Ce lait n’est pas bon.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Lesson ten
Me, I don’t want to! There’s the good corner. It’s twenty to twelve. Good evening, Miss. Goodbye, Sir.
Once and for all. the end
the goal
Look at the moon. Go on, get up!
But, that’s the beginning. Who saw him/it?
Is that you, Miss? Not me, my nephew.
Tomorrow morning, Madam. It/she is soft, you know. No, not at all.
Give me some wine. No, no bread.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Leçon onze
Je veux manger!
Qu’est-ce que vous allez acheter? Je vais acheter une flûte.
En France et en Italie. Vous et moi, ensemble. Et qui est Jacques? Je l’ai vu assez souvent. Cependant, il ne répond pas. Qu’est-ce qu’il peut donner? Elle est devenue blanche. Jacques est indépendant. Je n’en ai plus.
Est-ce que Paris est loin? Ecoutez! Je vais répéter. Comment? Vous avez tout vu? Non, mais j’ai tout entendu. Et l’ami de Charles?
Où? Au restaurant? Et aussi au garage. Il fait chaud.
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Lesson eleven
I want to eat!
What are you going to buy? I’m going to buy a flute. In France and in Italy. You and I, together. And who is Jacques? I saw him/it rather often. However, he is not answering. What can he give?
She/it turned white. Jacques is independent. I don’t have any more. Is Paris far?
Listen! I’m going to repeat.
How’s that? You saw everything? No, but I heard everything.
And Charles’s friend? Where? At the restaurant? And at the garage, too. It’s warm.
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Leçon douze
Claude aussi veut partir. Il tend son filet.
Regardez les toits. Je les ai vus.
Quelle heure est-il? Maintenant? Une heure.
Merci, madame, et merci, monsieur. Comment allez-vous?
Merci, pas ce soir.
Vous n’écoutez pas, madame. Dites cela au monsieur.
Il est quatre heures. J’ai mangé à trois heures. Venez demain, d’accord? Qu’est-ce que je vous dois? Dix euros.
Onze dollars? C’est trop. Il n’y en a plus.
aujourd’hui et aussi demain
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Lesson twelve
Claude, too, wants to leave. He casts his net.
Look at the roofs. I saw them.
What time is it? Now? One o’clock.
Thank you, Madam and thank you, Sir. How are you?
Thanks, not tonight.
You’re not listening, Madam. Say that to the gentleman. It’s four o’clock.
I ate at three o’clock. Come tomorrow, OK? What do I owe you? Ten euros.
Eleven dollars? That’s too much. There isn’t any more.
today
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Leçon treize
A six heures, s’il vous plaît. lui et moi
Louis / lui
depuis cinq heures
Quelle tuile, n’est-ce pas?
Voilà les douze dollars que je vous dois. Combien d’euros avez-vous?
Moi? J’ai quatorze euros. Je veux des dollars.
Vous en voulez combien? Quinze? Ce monsieur se répète.
Aujourd’hui, à huit heures. Tu ne m’écoutes pas. C’est un inconvénient. Puis, ce soir il sera là.
Avant sept heures. D’accord? Douze dollars, et je l’achète. n’est-ce pas
Je vous dois treize euros, n’est-ce pas? Et les voilà. Au revoir.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Lesson thirteen
At six o’clock, please. he and I
Louis / he-him
for five hours/since five o’clock What a setback, isn’t it?
Here are the twelve dollars I owe you. How many euros do you have? Me? I have fourteen euros. I want some dollars.
How many do you want? Fifteen? This gentleman is repeating himself. Today, at eight o’clock.
You’re not listening to me. That’s an inconvenience.
Then, this evening he will be there. Before seven o’clock. OK?
Twelve dollars and I(’ll) buy it. right / isn’t it
I owe you thirteen euros, right? And here they are. Goodbye.
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Leçon quatorze
Ecoutez l’élève.
Oui, nous l’entendons. Nous l’entendons bien. Il dit du mal du professeur. Puis, il se tait.
Avant huit heures, s’il vous plaît. Je vous dois combien?
A quel lien pensez-vous? Moi? Je ne dis rien. Quelle bonne idée! C’est bien lui.
Ce n’est pas une bête. Je crois que c’est une brute. Et cela n’est pas très bien. Attendez là-bas, à gauche.
C’est la même chose, n’est-ce pas? Non, c’est différent, quand même. Dans ce cas, il ne vous dérange plus. Je n’ai pas d’euros maintenant.
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.Listen to the pupil. Yes, we hear him/her. We hear him/her well.
He says bad things about the teacher. Then he keeps quiet.
Before eight o’clock, please. How much do I owe you?
Which link are you thinking about? Me? I’m not saying anything. What a good idea!
That’s really him. That’s not an animal. I think that it/he is a brute. And that is not very good. Wait over there, on the left. That’s the same thing, isn’t it? No, that’s different, still.
In that case, he/it is not bothering you any more.
I don’t have any euros now. Then, give me fifteen dollars.
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Leçon quinze
C’est combien?
Qu’est-ce qu’il peut faire? Qu’est-ce qu’elle peut acheter? Du pain? Je veux bien.
C’est beau, très beau.
Mais ce n’est pas beaucoup. Non, pas d’eau, monsieur. Jacques fait tout pour la gloire. Ce n’est vraiment pas beau. Non, mais c’est joli.
Allez à l’école.
Nous ne sortons pas aujourd’hui. Vendons tout ce qu’on voit.
Ce qu’elle apprend n’est pas bien.
D’accord. Mais, ce que vous dites non plus. Robert n’a pas tout à fait compris.
Encore le téléphone! Qui est là-bas?
Nouveau? Non, c’est vieux. Il y a beaucoup de monde.
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Lesson Fifteen
How much is that? What can he do? What can she buy?
Some bread? I’d like that. That’s beautiful, very beautiful. But that’s not a lot.
No, no water, Sir.
Jacques does everything for glory. That’s really not beautiful.
No, but it’s pretty. Go to school.
We are not going outside today. Let’s sell everything we see. What she is learning is not good. OK, but neither is what you’re saying. Robert hasn’t quite understood.
The telephone again! Who is over there? New? No, that’s old. There’s a lot of people.
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Leçon seize
Elle les estime beaux.
Au juste, la journée fut chaude. Achetez-moi un nouveau manteau. C’est mieux que rien.
Tout le monde veut venir. Il n’a pas cru ce qu’il a vu. Essayez encore une fois. l’hôtel
Ce n’est ni haut ni bas. Ce jeu m’ennuie.
La religion est une institution.
Est-ce qu’elle est bonne ou mauvaise? C’est ce que j’ai demandé.
Il en sait trop, lui.
Asseyez-vous un instant.
Jamais! Mais pas du tout, alors!
Voici tout ce que je peux dire: au revoir. On l’a nommé représentant.
Et on l’a envoyé à Rome. Il faut manger des pommes.
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Lesson Sixteen
She judges them (to be) beautiful. To be fair, the day was warm. Buy me a new coat.
That’s better than nothing. Everyone wants to come. He didn’t believe what he saw. Try one more time.
the hotel
That’s neither high nor low. This game bores me.
Religion is an institution. Is it/she good or bad? That’s what I asked.
He knows too much about it. Sit down for a moment. Never! But not at all, then!
Here is all that I can say: goodbye. He was named a representative. And he was sent to Rome.
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Leçon dix-sept 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.Vous portez une très belle robe. Quel journal lisez-vous d’habitude? En général, je ne lis pas, moi.
Il aime beaucoup cette montagne. Il aime aussi la vigne.
La vigne et la montagne vont souvent ensemble.
Elle attend le prochain train. Nous lisons en attendant.
Ce monsieur se conduit dignement. C’est sans doute un homme noble. Vous n’en avez pas assez?
Mais si, j’en ai même trop. Donnez-lui du lait.
La cuisine est déjà fermée. Vous conduisez trop vite.
Combien est-ce que je vous dois? Vous me devez cinquante euros. Voilà votre argent.
Vous n’êtes pas le premier. Ni la première, je pense.
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Lesson Seventeen 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.You are wearing a very nice dress. Which paper do you usually read? In general, I don’t read.
He likes this mountain a lot. He also likes the vineyard.
The vineyard and the mountain often go together.
She is waiting for the next train. We are reading while we wait.
This gentleman behaves with dignity. He is probably a noble man.
Don’t you have enough?
But yes, I have too much even. Give him/her some milk. The kitchen is already closed. You are driving too fast. How much do I owe you? You owe me fifty euros. There’s your money.
You are not the first (masc.) Or the first (fem.), I think.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Leçon dix-huit
On a commencé au mois de janvier. Et nous finissons maintenant.
Ce monsieur parle avec hargne. Mais la dame est enchantée. Impossible de supposer. De quel côté de la rue?
Vous allez visiter la Hollande. On n’a jamais vu une telle chose. Quel numéro voulez-vous?
C’est une rose? Non, c’est un roseau. De quelle couleur est l’automobile? Elle est toute noire.
Et aussi très grande. Montrez-moi la photo. Il n’aurait pas osé!
Est-ce que vous me recommandez cet hôtel? Il y fait chaud; c’est magnifique.
Quel rôle pouvez-vous y jouer? Il n’y a pas grand’chose à dire. Débrouillez-vous, alors.
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Lesson eighteen
We started in the month of January. And we are finishing now.
This gentleman speaks with anger. But the lady is delighted.
Impossible to suppose. On which side of the street? You’re going to visit Holland. One has never seen such a thing. Which number do you want? Is that a rose? No that’s a reed. What color is the automobile? It/she is all black.
And also very big.
Show me the photograph. He wouldn’t have dared!
Do you recommend this hotel to me? It is warm there; it’s magnificent. Which part can you play in it? There isn’t much to say.
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Leçon dix-neuf
Racontez ce que vous faites à la campagne. Oh, des choses pas drôles.
Nous y habitons tout l’été.
Que de belles promenades à faire! D’où venez-vous?
Habitez-vous en ville? Mon garçon vit tout seul. Il a parlé d’un autre apôtre. Ce garçon est sage.
Quelle leçon écoutez-vous? Vous avez combien d’enfants? Nous avons trois grands garçons. Avançons aussi vite que possible. Calculons ce qui reste à acheter. Qu’est-ce que c’est que ça? Cela? Pas grand’chose. Avançons, s’il vous plaît. Quelle température! C’est au dessous de zéro. Dessous ou dessus.
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Lesson nineteen
Explain what you do in the country. Oh, some non-funny things.
We live there all summer. All the pretty walks to take! Where do you come from? Do you live in town? My boy lives on his own. He spoke of another apostle. This boy is well-behaved.
Which lesson are you listening to? How many children do you have? We have three big boys.
Let’s move on as fast as possible.
Let’s calculate what remains to be bought. What is that?
That? Not much. Let’s move on, please. What a temperature! That’s below zero. Below or above.
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Leçon vingt
Tout ce qui vit est important. Il n’a pas voulu me croire. J’étais bien déçu.
Je vois la petite fille.
Vous la connaissez, n’est-ce pas? Je connais toute la famille.
Vous venez de quelle ville? De la ville de Lille, avec ma fille. Que voyez-vous dehors?
A ce que je vois, tout est tranquille. Parlez-vous de la ville ou des filles? Qu’est-ce que c’est que cette histoire? Il n’y a pas de toilettes chez vous. Qu’est-ce qu’on va devenir, alors? C’est tout ce que je peux vous dire. Elle est à la maison.
Et son mari, où est-il? Il y a trop de travail.
Du lait frais, avec une paille. Il m’en avait parlé la veille.
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Lesson twenty 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.All that’s alive is important. He didn’t want to believe me. I was really disappointed. I see the little girl.
You know her, right/don’t you? I know the whole family.
Which city do you come from?
From the city of Lille, with my daughter. What do you see outside?
From what I see, all is quiet.
Are you talking about the city or about the girls?
What’s that (story) about?
There are no toilets at your place. What’s going to become of us, then? That’s all I can tell you.
She is at home.
And her husband, where is he? There is too much work.
Some fresh milk, with a straw.
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Leçon vingt et un 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.Mon vieux, tu dérailles!
Le réveil sera brusque demain. Comment! Travailler le dimanche! Ne prenez pas à droite.
Il faut aller tout droit.
Attendez-moi là-bas, plus loin.
Je vous l’ai répété soixante-quinze fois. Tu n’as pas l’air très éveillé.
Où se trouve le boulevard Raspail, s’il vous plaît?
Prenez à gauche, et puis tout droit. Quelle est la meilleure route? Ce n’est pas ma fille qui a baîllé. Il y a du soleil, aujourd’hui. Racontez-moi tous les détails.
Quand est-ce qu’on a pris la Bastille? Vous n’avez pas reçu ce paquet? Il faut y veiller, ma chère. Cette femme est si vieille. Hier, il allait mieux.
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Lesson twenty-one 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.Old pal, you’re losing it!
Waking up will be brutal tomorrow. What! Work on Sunday!
Don’t take a right.
You must go straight ahead.
Wait for me over there, further on. I’ve told you that seventy-five times. You don’t look very awake.
Where is Boulevard Raspail located, please? Take a left, and then straight ahead.
Which is the best way?
It’s not my daughter who yawned. There is some sun, today.
Tell me all the details.
When did they take the Bastille? You haven’t received this package? You must make sure of it, my dear. This woman is so old.
Yesterday, he was doing better.
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Leçon vingt-deux
Pardon, monsieur.
Je veux acheter du lait, s’il vous plaît. C’est pour mettre dans la voiture. Comment?
Vous voulez mettre du lait dans une voiture? Vous n’allez pas bien, madame.
Vous devez mettre de l’essence. Mais non.
J’ai une voiture où on met du lait. Elle est drôle, votre voiture. Pas du tout.
C’est une voiture d’enfant. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
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Lesson twenty-two
Excuse me, Sir.
I want to buy some milk, please. It’s to put in the car.
How’s that?
You want to put milk in a car? You are not doing well, Ma’am. You must put in some gas. But no.
I have a car where you put in milk. Your car is strange.
Not at all.
It’s a child’s car. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
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Speak & Read the Pimsleur
®Way
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Reading Program
•
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Reading Lessons Leçon un . . . 67 Leçon deux . . . 69 Leçon trois. . . 71 Leçon quatre . . . 73 Leçon cinq. . . 75 Leçon six . . . 77 Leçon sept . . . 79 Leçon huit . . . 81 Leçon neuf. . . 83 Leçon dix. . . 85 Leçon onze . . . 87 Leçon douze . . . 89 Leçon treize. . . 91 Leçon quatorze . . . 93 Leçon quinze . . . 95 Leçon seize . . . 97 Leçon dix-sept. . . 99 Leçon dix-huit . . . 101 Leçon dix-neuf . . . 102 Leçon vingt . . . 105 tAbLe oF contentS1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Leçon un
Chère Brigitte,
Un ami américain --- vient me rendre visite. Il s’appelle Bill Jones. Je le connais --- depuis cinq ans.
Il habite à Washington --- et y travaille pour DEF. Bill arrive demain matin --- des Etats-Unis ---
et il va rester chez moi --- jusqu’à vendredi.
Nous voudrions aller --- boire un verre ---
demain soir --- à neuf heures --- au Café du Jardin.
Est-ce que vous voudriez venir --- avec nous?
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Lesson one
Dear Brigitte,
An American friend ---is coming to v---isit me. His name is Bill Jones. I’ve known him ---for five years.
He lives in Washington --- and works there for DEF.
Bill is arriving tomorrow morning --- from the United States
and he’s going to stay at my place ---until Friday.
We would like to go --- have a drink
tomorrow night at nine o’clock ---at the Garden Cafe.
Would you like to come ---with us?
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Leçon deux
Chers amis,
Comment allez-vous? Mon amie Marie et moi, --- nous sommes arrivés à Nice --- et nous aimons bien ---
cette ville.
Nous sommes ---
dans un hôtel magnifique --- pas loin du centre-ville. Hier nous sommes allés --- à un très bon concert --- et ce soir ---
nous allons au cinéma. Aujourd’hui ---
il faisait très beau. J’ai loué une voiture --- et demain, nous voulons --- partir à Monaco.
Alors, à bientôt. Amitiés, Martin
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Lesson two
Dear friends, How are you?
My friend Marie and I, we arrived in Nice ---and we like --- this city.
We are ---
in a magnificent hotel --- not far from the city center. Yesterday we went --- to a very good concert --- and this evening
---we are going to the movies. Today
---the wea---ther was very nice. I rented a car
and tomorrow, we want ---to go ---to Monaco.
So, see you soon.
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Leçon trois
Cher collègue, Je suis désolé. Je ne peux pas --- déjeuner avec vous --- à midi aujourd’hui. Malheureusement, --- j’ai beaucoup de travail --- en ce moment ---
et je n’ai pas le temps. J’ai une réunion --- à une heure ---
avec Monsieur Latour, --- et avant, je dois écrire --- encore douze courriels. Mais si vous voulez, ---
nous pouvons dîner ensemble --- ce soir après le travail.
Si on allait ---
au restaurant “Chez Pierre”? Cordialement, Pascal Lavigne
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Lesson three
Dear colleague, I’m sorry. I can’t
have lunch with you ---at noon today.
Unfortunately, I have a lot of work at the moment
---and I don’t have the time. I have a meeting at one o’clock with Mr Latour,
and beforehand, I must write ---twelve more emails.
But if you want, ---
we can have dinner together ---tonight after work.
How about we go
---to the restaurant “Chez Pierre”? Sincerely yours, Pascal Lavigne
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Leçon quatre
Voilà, Jacqueline --- une lettre pour vous. Elle vient du Canada. Je vais vous lire la lettre. C’est une lettre ---
de Madame Marcoux. Elle dit ---
qu’elle va venir en France --- en vacances ---
en février prochain.
Elle vient avec son mari, --- leurs trois filles, ---
et leurs deux fils. Elle dit aussi ---
qu’elle voudrait rester --- deux ou trois jours --- dans un hôtel ---
et puis une semaine --- chez vous.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
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Lesson Four
There, Jacqueline ---a letter for you.
It comes from Canada.
I’m going to read you the letter. It’s a letter ---
from Mrs. Marcoux. She says ---
that she’s going to come to France --- on vacation
---next February.
She’s coming with her husband, their three daughters,
---and their two sons. She also says
that she would like to stay ---two or three days ---
in a hotel
and then a week ---at your place.
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Leçon cinq
Je n’aime pas --- rester chez moi. Je préfère voyager --- seul ou avec ---
mon amie Hélène. Jeudi prochain,
---nous partons ensemble --- aux Etats-Unis.
Nous allons passer ---
deux semaines à New York --- et une semaine à Washington. Moi, j’aime beaucoup New York. C’est une ville ---
assez grande --- et intéressante.
Hélène aussi aime bien New York --- mais elle préfère Washington.
Il y a vraiment ---
beaucoup à voir à Washington. C’est une ville historique.
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Lesson Five I don’t like ---to stay at home. I prefer to travel alone or with ---my friend Hélène. Next Thursday,
---we are going together --- to the United States. We’re going to spend --- two weeks in New York ---and one week in Washington. Me, I like New York a lot. It’s a city ---
rather large ---and interesting.
Hélène also likes New York ---but she prefers Washington. There really is
---a lot to see in W---ashington. It’s a historic city.
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Leçon six
Chère Anne,
Est-ce que tu veux ---
aller au concert avec moi --- samedi soir?
Ça commence --- à huit heures ---
ou à huit heures et quart. Si tu as le temps, --- nous pouvons --- aller manger ---
quelque chose ensemble, --- avant ou après le concert.
Je connais un petit restaurant --- Boulevard St. Michel.
Il s’appelle “Chez Marius.” Si on y allait ---
à six heures --- ou un peu plus tard? Alors, à samedi? Amitiés, Jim
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Lesson Six
Dear Anne, Do you want
to go to the concert with me ---Saturday night?
It starts
at eight o’clock
---or at a quarter after eight. If you have the time, --- we can
go eat
---something together, --- before or after the concert. I know a small restaurant --- on Boulevard St. Michel. It’s called “Chez Marius.” How about we go there at six o’clock
---or a little later?
So, see you Saturday? Kindest regards, Jim
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French
Leçon sept
Mon collègue, --- Monsieur Dupont ---
n’est pas dans son bureau --- cette semaine.
Il est en vacances --- en Angleterre --- avec sa femme --- et leurs enfants.
Je connais très bien la famille. Je joue souvent
---au tennis avec lui. Nos fils ---
sont tous les deux --- étudiants à la Sorbonne. Et ma femme ---
travaille dans le bureau --- de sa femme.
Ils vont revenir --- de leurs vacances --- la semaine prochaine.
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Lesson Seven
My colleague, Mr Dupont
is not in his office ---this week.
He is on vacation in England
---with his wife --- and their children.
I know the family very well. I often play
---tennis with him. Our sons are both
---students at the Sorbonne. And my wife
works in the office ---of his wife.
They will return from their vacation ---next week.
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French
Leçon huit
Est-ce que vous connaissez Jacques Dulac? C’est un ami à moi.
Je l’aime bien ---
mais je ne le vois pas --- très souvent.
Il habite ---
cent rue Lafayette. Ce n’est pas très loin --- de chez moi.
Et il travaille --- pour XYZ, --- rue des Ecoles. Il y travaille déjà --- depuis dix ans.
De temps en temps, --- nous allons ---
au restaurant ensemble. Et dimanche après-midi --- je l’ai vu au concert.
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Lesson eight
Do you know Jacques Dulac? He’s a friend of mine.
I like him ---
but I don’t see him ---very often.
He lives
---at one hundred Lafayette Street. That’s not very far ---
from my place. And he works --- for XYZ, ---on School Street.
He has worked there already ---for ten years.
From time to time, we go
---to the restaurant ---together. And Sunday afternoon ---I saw him at the concert. That was a very good concert.
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Leçon neuf
Je ne peux pas --- partir en vacances --- en ce moment.
Pourquoi?
Parce que j’ai trop de travail, --- parce que ma voiture ---
ne marche pas, --- parce que je n’ai pas --- assez d’argent, ---
et parce que ma femme --- ne veut pas venir avec moi. Je voudrais partir ---
aux Etats-Unis.
J’ai des amis à Boston. Mais voyager en avion, --- c’est très cher.
Je voudrais aller en Italie. Mais je ne veux pas y aller --- sans voiture.
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Lesson nine
I cannot
go away on vacation ---at the moment.
Why?
Because I have too much work, --- because my car ---
isn’t working,
because I don’t have enough money, and because my wife
---doesn’t want to come with me. I would like to go
---to the United States.
I have some friends in Boston. But traveling by plane, ---that’s very expensive. I’d like to go to Italy.
But I don’t want to go there --- without a car.
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Leçon dix
Vous voulez savoir --- quand nous allons jouer --- au tennis cette semaine?
Voilà, lundi nous allons jouer --- de dix heures moins le quart --- à onze heures et quart.
Nous ne jouons pas mardi. Mercredi matin, nous jouons --- de sept heures à huit heures. Jeudi, nous jouons de midi --- à une heure et demie.
Vendredi, nous n’avons pas --- le temps de jouer.
Samedi, nous jouons avec des amis --- de midi et demi ---
à deux heures.
Et dimanche, nous jouons --- de trois à quatre heures, --- mais je ne sais pas encore --- où nous allons jouer.
