A French Course for West Africa 3. [antikvár]

PREFACE This book is on the same hnes as the previous two, except for the position of the explanations of grammar dealt with in each lesson. These are grouped together and placed immediately after the vocabulary, instead of being spaced out among the exercises. This means that all aspects of a given point are stated together instead of being given in easy stages. It is therefore even more important than before to teach the grammar orally, and with the aid of the blackboard, giving oral practice in one aspect of the grammar point being taught, before passing on to the next aspect, and finally to the written exercises. The printed grammar explanations are intended, as before, for reference only, in case of need, after the point has been taught orally. Similarly, where grammar points taught in previous books are being revised, oral revision should precede the writing of exercises, and the page references to the grammar section at the end of the book are given only for the benefit of those pupils who need to look up a point when they are in the middle of a written exercise. In the case of tenses these references are to the verb tables and hst of irregular verbs. The various grammar points treated or revised in each lesson are labelled A, B, C, , and the corresponding exercises are similarly labelled. The letter G indicates more general exercises. The new tenses covered are the conditional, past historic (or past definite), pluperfect, future perfect and past conditional. The pace is therefore quicker than in the earher books ; but the writer has found that more mistakes are made at sixth-form level in the present and perfect tenses, the agreement of adjectives and of the past participle, in the partitive article and in object pronouns, than in the grammar learnt later, and believes that a thorough grovmding in these is essential. A quick class should be able to take the grammar in this book in its stride. A slower class would probably do better to concentrate on the conditional, past historic and pluperfect, and the tenses ahready learnt, using the second half of the book for extending vocabulary and gaining a reading knowledge of the new tenses used therein; when it comes to writing essays, they should concentrate on ix