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Collins French with Paul Noble
HarperCollins Publishers
77-85 Fulham Palace Road
Hammersmith
London
W6 8JB
www.collinslanguage.com
First published 2010
Reprint 10 9 8 7 6 5 4 3 2 1 0
© Paul Noble 2010
ISBN 978-0-00-736395-7
All rights reserved.
Edited by Joe Laredo and Naomi Laredo for Small Print
Typeset by Marc Marazzi
Produced in China by Sony DADC
Other languages in the
Collins with Paul Noble
series:
Spanish and Italian
2
Contents
The Paul Noble Method
5
Find out more about Paul, his unique method and why it makes learning French
so very easy.
How to use this booklet
7
Find out how this booklet can help you as you progress through the course.
Creating French words
8
This is a light and fun way to begin your French review and expand your vocabulary
in French. It shows you how to change various English words into French ones so that,
by using this very simple tool, you can quickly develop a French vocabulary of several
thousand words – you will fi nd it requires very little effort or time!
Core course review
10
Here you can review all the key structures and tenses you learnt during the course
in a quick and easy way.
The past (using “have”)
11
The past (using “to be”)
19
The present
23
The future
32
Travelling in France
37
This is where you have a chance to use what you have learnt to deal with those
everyday situations you are likely to come across when travelling in a French-
speaking country.
At the hotel
38
Eating out
39
At the tourist offi ce / Asking directions
41
Taking a train
42
A brief encounter
44
Shopping at the market
46
Seeing a doctor
48
Finding a campsite
50
Taking a taxi
51
At a café
51
Taking a bus
52
Introducing yourself
52
At the bakery
53
At the pharmacy
53
At a glance
Here you will fi nd a snapshot of key verbs, numbers and the French alphabet,
to help round off your knowledge of French.
Essential verbs: a snapshot
54
Numbers
57
The alphabet
60
CD track listing
62
4
The Paul Noble Method
Over the years, I have taught many, many people. Curiously, they have each had much
the same story to tell regarding their previous experiences of language learning. As a
result, these days, when I fi rst start a teaching session, I ask my students to raise their
hands if they have had any of the following experiences.
Raise your hand, I say:
• If you studied a language for several years at school but came
out unable to really say anything.
• If you have ever bought a language course and given up around
page thirty, somewhere around chapter two.
• If you have ever felt more confused by a teacher’s explanation of
the language than by the language itself.
• If you have ever been amazed by just how closely grammar
books resemble furniture assembly instructions.
• If you have ever felt that you may in fact be more or less
incapable of learning a foreign language.
Invariably, all the students soon have at least one hand in the air – and they laugh.
They laugh because for some reason our language-learning experiences tend to be
very similar and, sadly, these similar experiences tend not to be very good ones.
My own initial experiences of language learning were also uncannily similar to those
described above. In fact, when I ask my students these questions, my own hand is the
fi rst to go up – and it stays up until we have gone through them all.
However, these less-than-positive experiences have had an upside both for myself and
for those individuals I have taught because they, along with a number of other factors,
have helped inform and shape the method that will be used during this course.
Using this method, you will learn how to communicate in French and how to formulate
your own ideas and thoughts using French.
5
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