This article discusses innovations in the teaching of French to German-speaking Swiss students at the primary level, based on a structural approach. Phonemics and morphology are explained, as well as the stress placed on the primary of aural comprehension and oral exercises. Word-by-word construction of sentences is eschewed and is replaced by substitution drills. Word-frequency counts are presented as an important tool in choosing vocabulary, and the advantages of several modern methods are discussed, including: the use of two-track tape recorders in the language laboratory; programed instruction; and audio-visual techniques. Two approaches to written work--analytic and "whole sentence"--are compared, and reasons are given for the postponement of writing. After presenting a sample lesson made up of dialogues, oral exercises, a reading selection, picture description, and an anecdote, the author suggests solutions to potential problems in change of method, pacing for different grades, and correction techniques. A considerable selection of resource materials and organizations is offered for aid in planning instruction and student activities. References are included. (RS)