First Start French is the perfect introduction to French for students at grade levels 3 through 8. If you would like to add a modern language to your Latin studies, here’s the program for you. Modeled after the approachable Latina Christiana format, you will be able to teach your students the basics of grammar, help them develop a large vocabulary, and assist them in beginning to speak French. You will enjoy learning along with them as they practice conversation, reading and translation, and are introduced to French culture.

The student manual introduces vocabulary, grammar, and translation, with practice exercises for every lesson. The teacher manual includes hints and guidelines to keep you ahead of your student. Quizzes and answer keys make it easy to check progress. A pronunciation guide and CD recorded by a native French speaker will give your student the guidance needed to develop a good accent. Six fun, traditional French songs help with grammar and vocabulary. Start them off right with First Start French!

Planning Guide Teacher Sample Student Sample

Quizzes are available online at www.FirstStartFrench.com

• Is this a one-year course?
  Yes. First Start French: Book One is designed to be used over one year. It includes 36 weekly lessons and review lessons.
   
• Will this series include a second year?
  Yes. Mrs. Schultz is currently working on the second year and it will be available for publication in August, 2008.
   
• How does First Start French relate to high school credits?
  Books One and Two of First Start French will be equivalent to one year of high school French.
   
• Why did Memoria Press publish a modern language textbook?
  Memoria supports the value of a classical education and offers courses based on those principals.  While we can't overstate the value and importance of learning Latin, the addition of a modern language can provide enrichment for a student who loves language. First Start French uses an approach similar to Latina Christiana to introduce children to the basic grammar, vocabulary, comprehension, and speaking skills of a vital modern language. It is a rich and exciting addition to any curriculum, and we think it is the best approach for a modern language.

From the Introduction by Danielle Schultz:

First Start French is an introduction to French for those with no previous background. It is designed to be used by students in grades 3 through 8, or as a gentle introduction to the basics for older students. The program is geared especially toward parents who would like to give their children early exposure to a foreign language, homeschoolers, or teachers who want to teach the language without knowing it well themselves. Even parents or teachers who do not know Latin are often willing to tackle it because speaking Latin is not so critical. This book attempts to do the same—to provide the means for a non-French speaking parent or teacher to begin learning and teaching French.

While searching for a program for my daughter, I discovered several problems with the available array of French instructional programs. There were several good programs for young children, but most had teacher’s manuals which were written in French, not usable for the parent or teacher who is not fluent in the language. Also, most of these programs use a “whole to parts” approach, which left my daughter puzzled and begging for explanations (“But, Mom, how can that word change so much and still be the same word?”). These programs were cute, but they offered little explanation of grammar. Programs written for older beginners often moved too fast or contained scenarios which were too mature for someone her age. Finally, most of the programs were geared toward a classroom, and many of the suggested activities assumed a large group of children (dividing into teams, etc.) Then there were the computer programs and tapes, which gave good conversation and listening practice, but little grammatical or cultural information.

French is a modern spoken language, and most programs give lip service to making the student able to understand and speak the language. However, the keys to being able to function easily with spoken French are exposure and practice. For most Americans, this is difficult to achieve. We all admire the ability of Europeans to speak other languages; a key to their facility is not greater intelligence, but greater opportunity. Turn on the television anywhere in Europe and you can listen to programs in virtually any European language. How to acquire this practice is discussed in a chapter of the teacher’s manual, where I have suggested an array of supplementary materials, some easy to acquire and some which require a bit of searching. You can use these to supplement your study, depending on the time and motivation of the student. Europeans expect that their children will begin a foreign language early and learn it well, which is the purpose of this program.

Can you study French in the way people study Latin, without worrying about speaking or listening? I think such a study, while somewhat diminished, is still valuable. French is a language with a great body of literature, an active publishing industry, and a great influence on music and the arts. Acquiring an ability to read and comprehend will greatly enhance a student’s future studies. Reading a French newspaper presents a very different picture of the world than American press coverage. The difference of expression between French and English can greatly improve a student’s compositional abilities. The exposure to a culture that operates quite differently in even daily affairs can be very mind‑expanding for the student.

All these benefits are available even if the student has trouble comprehending spoken French. Even speakers with atrocious accents can generally make themselves understood to French speakers. For most situations in which the student needs spoken French, effort and politeness count as much as a perfect accent. Students with the courage to make the effort will find that their speaking ability will improve dramatically once they visit a French-speaking country.

Let me recount a personal experience. The first time I arrived in France (after 4 years of textbook and language lab high school French and the same repeated in college) I panicked—I couldn’t understand a word. But, thankfully, I could read the signs and use a dictionary. Paperback dictionary in hand, I spent three weeks backpacking my way around France. By the end of that first trip, I could book a train, complain about being shortchanged, and understand most of the French‑only tour guides through castles and (harder) art exhibits. This was ‘survival’ French, but definitely worth having. By my fifth trip, I was able to interview French speakers for several articles I was writing. My spoken grammar was still not perfect, but I was able to make myself understood, understand nearly everything said to me, watch television (getting the gist of the story, if not every word), and read a newspaper or magazine. A firm grounding in grammar and vocabulary, along with some knowledge of cultural expectations, will allow the student to successfully build speaking ability when the opportunity arises. Even if the student never has the opportunity to travel to a French speaking country, the pleasure of reading and the contact with another culture will be well worthwhile."

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