Preview Chapter 2 inside! Publishing January 2009

Dimension: px
Commencer à balayer dès la page:

Download "Preview Chapter 2 inside! Publishing January 2009"

Transcription

1 Preview Chapter 2 inside! Publishing January ISBN-13: ISBN-10: Hardcover 586 pp

2 2 Voici mes amis Who are the people shown here and what are they doing? Does this remind you of experiences you ve had with people you know? Leçon 1 Leçon 2 Leçon 3 Mes amis et moi Nos loisirs Où est-ce qu on va ce week-end? Venez chez nous! Vive le sport! After completing this chapter, you should be able to: Describe people s appearance and personality Talk about sports and leisure activities Ask for information Give commands and make suggestions Talk about French and American notions of friendship Talk about major sporting events across the Francophone world

3 Leçon 1 Mes amis et moi Preparation: Provide an overview of the lesson by showing the Ch. 2 video segment Les amis. Have students listen and watch, then describe the activities friends are sharing. This video clip may also be shown in conjunction with the Vie et culture section. Presentation: Only feminine forms of variable adjectives are presented here, since in most cases the masculine spoken form can be easily derived from the feminine. This derivation rule will be taught in the Formes et fonctions section of this lesson. To present the vocabulary, use the girls photo and the dialogue, as well as the boxed list of adjectives. Read or play the recorded dialogue, pointing out each person as she is described. Test comprehension by asking Qui est blonde?, etc., or by creating statements that students must identify as true or false. Next, use either/or questions to elicit repetitions: Clara est blonde ou rousse? Finally, have students provide opposites for adjectives: Elle est grande? Non, elle est petite. As follow-up, have students describe magazine photos of interesting-looking women. POINTS DE DÉPART Elles sont comment? Denise et Marie regardent un album de photos. TEXT AUDIO TRACK 00 DENISE : C est toi sur la photo là, avec le chapeau? MARIE : Bien sûr. DENISE : Tu es jolie. Qui sont les autres filles? MARIE : Ce sont mes amies du collège. DENISE : Comment s appelle l autre fille avec un chapeau? MARIE : Ça c est Diane ; elle est maintenant à la fac avec moi. C est ma colocataire. Elle est très intelligente et ambitieuse. Mais elle est amusante aussi ; elle adore les histoires drôles. DENISE : Et la grande fille mince et rousse? MARIE : C est Clara. Elle est très élégante. Elle travaille avec les personnes âgées ; c est une fille gentille et généreuse. DENISE : Et la blonde? MARIE : C est Anne-Laure. Elle est super sportive et sociable ; pas du tout paresseuse, elle. DENISE : Pas comme toi, donc! MARIE : Arrête! LEÇON 1 MES AMIS ET MOI soixante-neuf 69

4 Pour décrire les femmes Note: Adjectives like châtain, derived from nouns, are invariable and never add an e or an s. jeune d un certain âge âgée belle jolie moche grande de taille moyenne petite maigre mince forte grosse blonde rousse châtain brune élégante gentille méchante généreuse égoïste intelligente bête ambitieuse énergique paresseuse sportive pantouflarde sérieuse drôle amusante À vous la parole Implementation: 2-1 This allows students to practice nuancing descriptions by using the negative and the qualifying adverbs taught in Ch. 1, L. 1. Additional Activity: Ask students to describe one of the women in your class so that classmates can guess who it is. For example, É1 Elle est d un certain âge. Elle est blonde, grande et assez mince. É2 C est le professeur? É1 Oui. Be aware that some students are sensitive about physical descriptions. As an alternative, you might bring in magazine photos and have students work in pairs to create a description; post all the photos, then have the class guess which one is being described. 2-1 En d autres termes. Describe each young woman, using other words. Clara n est pas égoïste. Clara est généreuse. 1. Clara n est ni (neither) brune, ni blonde, ni châtain. 2. Clara n est pas petite. 3. Clara n est pas méchante. 4. Diane n est pas très mince. 5. Diane n est pas petite. 6. Diane n est ni blonde, ni rousse, ni châtain. 7. Diane n est pas bête. 8. Anne-Laure n est pas paresseuse. 9. Anne-Laure n est pas grande, mais elle n est pas petite non plus. 10. Anne-Laure n est pas pantouflarde. Implementation: 2-2 Offer a few examples, then have students work in pairs or small groups to prepare a description. Each group gives out its information bit by bit; they receive one point for each statement they make before class members guess correctly. Expansion: 2-3 To follow up, display all pictures in the classroom. As individual students share their description with the class, their classmates will listen to determine which person is being described. 2-2 Une personne connue. Describe a well-known girl or woman, real or imaginary, and have your classmates guess who it is. É1 Elle est très jeune ; elle a environ (about) douze ans. Elle est petite, mince et rousse. Elle n a pas de parents, mais elle a un chien, Sandy. É2 C est Annie, la petite orpheline. 2-3 Voici une amie/mes amies. Bring in a photo of a female friend or friends to describe to a partner. Voici la photo d une de mes amies. Elle s appelle Julie. Elle est grande et blonde. Elle est intelligente et très énergique. Elle aime le tennis. 70 soixante-dix CHAPITRE 2 VOICI MES AMIS

5 Vie et culture Presentation: If you have not yet shown it, use the Ch. 2 video segment Les amis to lead into this section or to follow up on discussion. Note: For more information, see Raymonde Carroll s chapter on friendship in her book Évidences invisibles : Américains et Français au quotidien (Éditions du Seuil, 1987); translated by Carol Volk as Cultural Misunderstandings: The French- American Experience (The University of Chicago Press, 1990). The quote featured here can be found on page 77. Les amis Concepts of friendship vary from culture to culture. In France, friendships are usually formed slowly, over many years. Once established, they tend to last a lifetime. American visitors and exchange students in France sometimes find it difficult to form friendships with French peers because of the brevity of their stays. French exchange students and visitors to the United States, on the other hand, often report that Americans make friends very quickly and seem to refer to many people as my friend. This contrasts sharply with French usage where the word ami is reserved for those people with whom a strong bond of friendship has been established. In Cultural Misunderstandings: The French-American Experience, Raymonde Carroll, a French anthropologist living in the United States, explains the use of the word friend in American English: For an American,... this is merely a verbal shortcut which saves the trouble of explaining the differences between friend and all the other terms available (acquaintance, vague acquaintance, buddy, pal, chum, roommate, housemate, classmate, schoolmate, teammate, playmate, companion, co-worker, colleague, childhood friend, new friend, old friend, very old friend, family friend, close friend, very close friend, best friend, girlfriend, boyfriend, etc.). However, Americans casual use of the word friend leads French observers to conclude that their own concept of friendship is more durable and considerably more nuanced. ET VOUS? 1. What behaviors or features of American society might promote the perception among the French that friendships are formed quickly? 2. Think about the contexts in which you would refer to someone as my friend. Do you agree with Carroll s observation that Americans tend to use the word friend rather loosely? What advantages and disadvantages are there to using friend to refer to a wide range of relationships? 3. Do you agree with the judgment that American friendships are less durable and less nuanced than French friendships? Explain your response. Key: Et vous? Point out the tendency for Americans to use first names immediately on meeting someone, to invite people into their homes very soon after they have met, and even to hug or kiss business associates. Suggest to students that because Americans tend to change jobs and move frequently, often far from family and childhood friends, there is perhaps more of a necessity to form new friendships quickly. Voici quelques amis qui discutent au café. LEÇON 1 MES AMIS ET MOI soixante-et-onze 71

6 Sons et lettres La détente des consonnes finales TEXT AUDIO TRACK 00 As a general rule, final consonant letters are not pronounced in French: Presentation: Present this topic in conjunction with Les adjectifs variables. l enfant elle est nous sommes très jeunes beaucoup However, there are four final consonant letters that are generally pronounced: -c, -r, -f, and -l. To remember them, think of the English word careful. la fac pour neuf Daniel An exception is the letter -r in the infinitive ending -er and in words ending in -er and -ier: écouter danser le dîner le premier janvier The letter n is seldom pronounced at the end of a word. Together with the preceding vowel letters it represents a nasal vowel sound: mon copain le chien l enfant Initial practice: Reinforce with a discrimination drill to ensure that students hear pronounced final consonants: un homme ou une femme? Michel est amusant. Michèle est intelligente. Dominique est sérieuse. Dominique est généreux. Daniel est élégant. Danielle est petite. Renée est ambitieuse. René est paresseux. Andrée est sportive, etc. Additional names that work well in this type of exercise include Pascal/e and Claude. At the end of a word, one or more consonant letters followed by -e always stand for a pronounced consonant. These consonants must be clearly articulated, for they mark important grammatical distinctions such as feminine versus masculine forms of adjectives. The final -e doesn t represent any sound. Danielle est sérieuse intelligente amusante vs. Daniel est sérieux intelligent amusant À vous la parole Implementation: 2-4 First have students go through and underline pronounced final consonants, and draw a line through silent final consonants. 2-4 Prononcer ou ne pas prononcer? In which words should you pronounce the final consonant? avec Robert il aime danser s il vous plaît pour ma sœur neuf cahiers le jour de Noël le Québec le singulier 2-5 Contrastes. Read each pair of sentences aloud and note the contrasts. C est Denise. / C est Denis. Voilà Françoise. / Voilà François. Pascale est amusante. / Pascal est amusant. Michèle est blonde. / Michel est blond. 72 soixante-douze CHAPITRE 2 VOICI MES AMIS

7 FORMES ET FONCTIONS 1. Les adjectifs variables You have learned that adjectives agree in gender and number with the noun they modify. Invariable adjectives have only one spoken form. The feminine ending -e and the plural ending -s show up only in the written forms. Ma sœur est stressée. Mon frère est discipliné. Mon père est calme. Mes amies sont stressées. Mes amis sont disciplinés. Mes parents sont calmes. Variable adjectives have masculine and feminine forms that differ in pronunciation. Their feminine form ends in a pronounced consonant. To pronounce the masculine, drop the final consonant sound. The written letter -s or -x at the end of plural adjectives is not generally pronounced. SINGULIER f. Anne est amusante et généreuse. m. Cédric est amusant et généreux. PLURIEL f. Mes amies sont amusantes et généreuses. m. Mes copains sont amusants et généreux. The feminine form of variable adjectives always ends in -e. The final -e is dropped in the masculine form; therefore, the final consonant sound, heard in the feminine form, is also dropped. Although some variable adjectives have spelling irregularities, this pronunciation rule still applies. For example, in the feminine form généreuse [ʒenerøz], the final consonant is pronounced, but it is dropped in the masculine form généreux [ʒenerø]. In the written form, the final -e is dropped in the masculine and the final -s is changed to -x. Other regular variable adjectives that show spelling changes include: Note: Point out that the irregularities involve changes rousse S roux grosse S gros gentille S gentil in the final written consonant: -ss x; -ll l, etc. Adjectives whose masculine singular form ends in -x do not change in the masculine plural form. Laurent est roux. Laurent et Matthieu sont roux. Noun phrases in French typically include multiple written indications of number and gender: compare, for example, une amie intelligente with un copain amusant and des profs sympathiques. Because the written indications are not always heard in the spoken forms, it is a good idea to get into the habit of double-checking the number and gender of any nouns and adjectives that you write. Presentation: What we call invariable adjectives have a single spoken form, but some have distinct written masculine and feminine forms as well as distinct plural written forms. This presentation focuses on spoken forms and is reinforced by the Sons et lettres treatment. Exercises in the Student Activities Manual focus on the written forms of invariable and variable adjectives. To present variable adjectives, prepare a series of parallel examples describing le couple idéal, where the two members of the couple have identical personality and physical traits. Arrange the examples in two columns with Elle est... on the top of the first column and Il est... on the top of the second column. Then fill in the columns with examples such as: élégante, élégant ; grande, grand ; ambitieuse, ambitieux ; brune, brun ; intelligente, intelligent ; amusante, amusant ; gentille, gentil ; généreuse, généreux. As you read and display the forms, have students explain the written forms, then see whether they can give the rule for deriving the masculine spoken form from the feminine. Finish by asking students, Est-ce que ce couple est vraiment un couple idéal? Pourquoi? As you have learned, with a mixed group of feminine and masculine nouns, the plural form of the adjective is always the masculine form. Jessica et Laure sont brunes. Kevin et Alexis sont blonds. Max et Sylvie sont roux. Jessica and Laure are brunettes. Kevin and Alexis are blonds. Max and Sylvie are redheads. Note: You may wish to point out that some frequently used adjectives precede the noun. These include belle, grande, jeune, jolie, and petite, all of which were presented in the Points de départ. Prenominal adjectives will be treated in Ch. 3, L. 1 and L. 2. LEÇON 1 MES AMIS ET MOI soixante-treize 73

8 Note: Point out that belle and brune involve vowel changes (i.e., from [ε] to [o] for bellebeau and from [y] to [ε ] for brune-brun) as well as the loss of the final consonant; sportive shows a final consonant change from [v] to [f]. Initial practice: Begin with a discrimination drill, as in the Sons et lettres, so that students hear masculine and feminine forms of adjectives: Michel est amusant. Michèle est intelligente. Pascal est sportif. Pascale est ambitieuse. Claude est blonde. Claude est petit. René est gros. Renée est élégante, etc. Continue with a simple substitution exercise, such as the following: Des jumeaux. Julien and Juliette are twins. Tell how they are alike: Juliette est grande. Et son frère, Julien, est grand aussi. Elle est rousse ; elle est un peu forte ; elle est assez amusante ; elle est très intelligente ; elle est vraiment gentille ; elle est généreuse. Next reverse the direction of derivation by providing the masculine form and having students respond with the feminine. Stress the importance of over-articulating the final consonant, since it contains the signal for the gender: Julien est très élégant. Sa sœur, Juliette, est très élégante aussi. Il est sportif ; il est assez ambitieux ; il est très sérieux ; il est beau. Note the following irregular forms: FÉMININ belle brune sportive À vous la parole MASCULIN beau brun sportif 2-6 Pas mes amis! Your friends are quite different from what your mother thinks; tell how. Tes amies sont paresseuses! Ah non, elles sont énergiques. 1. Tes amis sont méchants! 2. Tes amis sont trop idéalistes! 3. Tes amies sont têtues! 4. Tes amis sont trop conformistes! 5. Tes amis sont trop bêtes! 6. Tes amis sont égoïstes! 7. Tes amies sont trop sérieuses! 8. Tes amis sont tous (all) pessimistes! Expansion: 2-7 You may also bring large photos, such as those found in fine art reproductions, catalogs, or magazines into class. Put students into pairs to work out their description, then bring all the photos to the front of the class. As each pair describes their person, the other students try to guess to which photo the description corresponds. You may wish to introduce expressions such as avoir les cheveux courts/longs/bouclés/ blonds, as appropriate. 2-7 Les amis. Describe the appearance and personality of this group of friends to your partner. Il y a trois femmes qui sont assez jeunes, une femme d un certain âge et un homme soixante-quatorze CHAPITRE 2 VOICI MES AMIS

9 2-8 Le monde idéal. Ideally, what are the following people and pets like? Describe them to your partner. le chien idéal É1 Pour moi, le chien idéal est petit, gentil et intelligent. É2 Pour moi aussi, le chien idéal est gentil et intelligent, mais il est grand. 1. le père idéal 2. la mère idéale 3. l enfant idéal 4. le/la colocataire idéal/e 5. le professeur idéal 6. l étudiant idéal 7. l ami/e idéal/e 8. le chat idéal Expansion: 2-8 To follow up, have each pair report back to the class and see how many people in the class have similar descriptions. 2. Les adverbes interrogatifs To ask a question requesting specific information, it is necessary to use an interrogative word or expression. Usually, the interrogative word or expression appears at the beginning of the question and is followed by est-ce que/qu : Où est-ce que tes amis travaillent? Quand est-ce qu elle arrive? Pourquoi est-ce que tu aimes tes amis? Parce qu ils sont très amusants. Pourquoi est-ce que tu téléphones? Pour inviter mes amis à dîner. Where do your friends work? When does she arrive? Some of the words or expressions frequently used to ask questions are: comment how Comment est-ce que tu t appelles? où where Où est-ce qu il travaille? quand when Quand est-ce que tu arrives? pourquoi why Pourquoi est-ce que tu ne travailles pas? combien de how many Combien d étudiants est-ce qu il y a? The question pourquoi? can be answered in two ways: Why do you like your friends? Because they re lots of fun. Why are you calling? To invite my friends to dinner. Presentation: Review formation of yes/no questions and the use of si, taught in Ch. 1, L. 3, before teaching this material; use exercises from those earlier sections. Present the new expressions using multiple-choice questions: Quand est-ce que nous avons notre cours de français? le matin? l après-midi? le soir? Où est-ce que nous avons notre cours de français? au café? à la maison? à la fac? Combien d étudiants est-ce qu il y a dans notre classe? quinze? vingt? vingt-deux? Comment est-ce que le prof de français s appelle? M. X? Mme Y? Mlle Z? Note: Remind students that they have learned to form some information questions using simply a question word without rising intonation: Comment tu t appelles? Il a quel âge?, but that these are very informal ways of asking a question. Presentation: To show the two possible answers for pourquoi, display a humorous exchange such as: Pourquoi est-ce que vous parlez anglais? Parce que nous sommes américains ; Pour frustrer le prof. Note: Questions using quel will be treated in Ch. 8, L. 1; qui, que, and quoi will be treated in Ch. 8, L. 2. When used to ask how many, combien is linked to the noun by de/d : Combien de frères est-ce que tu as? Combien d enfants est-ce qu ils ont? How many brothers do you have? How many children do they have? LEÇON 1 MES AMIS ET MOI soixante-quinze 75

10 Note: At this level, questions with inversion are presented largely for receptive control. Students should be able to recognize these questions and to be able to produce them in limited fixed expressions such as Quel âge avez-vous? Comment allez-vous? Students should be encouraged to form their questions with intonation or est-ce que and instructors should also make an effort to produce these types of questions in their spoken and written interactions with students. Note: The verb aller is presented in L. 3 of this chapter. Another question construction, called inversion, is used in writing, in formal conversation, and in a few fixed expressions. In questions with a pronoun subject using inversion, the subject follows the verb and is connected to it with a hyphen. Notice that when the verb form ends in a vowel, the letter -t- is inserted before the pronoun and linked to it with a hyphen. Comment vas-tu? Comment allez-vous? Quel âge a-t-il? How are you? How are you? How old is he? Inversion is also more generally used with the verbs aller and être when the subject is a noun: Comment vont tes parents? Où est ta sœur? How are your parents? Where s your sister? À vous la parole Implementation: 2-9 To make the exercise more realistic, read each of the instructor s statements out loud, replacing the underlined material with static-like noise. For further practice, repeat this exercise and have students provide the complete questions. 2-9 Pardon? You can t quite hear all that your instructor says, so use a question word or expression to ask for the missing information. J ai cinq cahiers. Combien? 1. Nous travaillons dans la salle de classe. 2. Il y a un examen mardi. 3. Il y a trois étudiants français. 4. Yannick est absent parce qu il est malade. 5. Elle s appelle Chloé. 6. Elle a deux sœurs. 7. Nous ouvrons le livre pour réviser un exercice. Implementation: 2-10 Demonstrate an exaggerated pronunciation of Ah bon?, and make sure students understand what it means. Challenge them to be expressive as they complete the exercise À propos de Thomas. Your friend is telling you about her new boyfriend Thomas, and you want more details. Thomas a deux colocataires. Ah bon? Comment est-ce qu ils s appellent? OU Ah bon? Est-ce qu ils sont aussi étudiants? 1. Il est assez jeune. 2. Il n habite pas dans la résidence (dorm). 3. Il est d une famille nombreuse. 4. Il travaille le week-end. 5. Il arrive bientôt. 6. Il n est pas en forme. 7. Il n aime pas le sport. 8. Il a des chiens. 76 soixante-seize CHAPITRE 2 VOICI MES AMIS

11 2-11 Au service des rencontres. Ariane has called a dating service. As you listen in on her end of the phone conversation, imagine the questions she is being asked. Je m appelle Ariane Patoine. Comment vous appelez-vous, mademoiselle? 1. J habite à Ottawa. 2. Non, je n ai pas de colocataire. 3. Oui, j ai un chien et deux chats. 4. Oui, je travaille. 5. Je travaille dans un bureau. 6. Je travaille le week-end. 7. Parce que je suis étudiante. 8. J ai des cours (classes) le lundi, le mardi, le mercredi et le vendredi. Expansion: 2-11 This is good preparation for playing Jeopardy!, where students earn points by providing the question that elicits the information given. Key: ) Où est-ce que vous habitez? 2) Combien de colocataires est-ce que vous avez? Est-ce que vous avez des colocataires? 3) Est-ce que vous avez des animaux familiers? 4) Est-ce que vous travaillez? 5) Où est-ce que vous travaillez? 6) Quand est-ce que vous travaillez? 7) Pourquoi estce que vous travaillez le weekend? 8) Quand est-ce que vous avez des cours? 2-12 Questions indiscrètes? Interview one of your classmates, asking him/her questions about the following subjects. Report back to the class what you learned about your partner. Expansion: 2-12 You might offer to let students ask you any questions they wish, or bring in a visitor to be interviewed. la famille Est-ce que tu as des frères ou des sœurs? Où est-ce qu ils habitent?... la musique Est-ce que tu aimes la musique? Quand est-ce que tu aimes écouter de la musique?... (you report back) Voici Ian. Il a un frère. Il habite à Baltimore. Ian n aime pas la musique, mais la famille 2. les animaux 3. les amis 4. la musique 5. le sport Work with a partner to see how many questions you can ask this family. For example: Est-ce que vous êtes français? Où est-ce que vous habitez? Comment s appellent, etc. LEÇON 1 MES AMIS ET MOI soixante-dix-sept 77

12 Lisons Use illustrations to predict content. To anticipate and better understand an author s descriptions in a text, make preliminary assumptions by studying the illustrations. Preparation: 2-13 If your students are not familiar with Les Misérables, there are many online resources for both the show and the novel. To prepare for the reading (and the Après avoir lu), you could have students look for the synopsis and some details about the main characters on the Web. See the Chez nous Companion Website for links. You may also wish to show a short excerpt from one of the many films made of Les Misérables. In particular, before completing Avant de lire, you might show the scene where Valjean arrives at the Bishop s house; ask students to describe the characters they see Les Misérables A. Avant de lire. You are about to read an excerpt from the opening paragraphs of the novel Les Misérables by Victor Hugo, a well-known nineteenth-century French novelist, playwright, and poet. Les Misérables has been translated into many languages and has been a major musical for many years. Three characters are introduced in the beginning of the novel, the Bishop of Digne and the two women in his household. Look at the illustrations of these three characters made by Georges Jeanniot for the first edition of Les Misérables. Then make lists of adjectives you know in French that could be used to describe each person. Using the illustrations to make preliminary assumptions about these characters can help you follow the author s descriptions, even if you cannot understand every word. Implementation: Avant de lire Students can work alone or in pairs. When everyone has come up with adjectives, lists could be compared in groups or though a whole-class discussion. Check to see whether some students are familiar with the story and know how these characters fit into the plot. L évêque Mme Magloire, Mlle Baptistine, Jean Valjean et l évèque 78 soixante-dix-huit CHAPITRE 2 VOICI MES AMIS

13 B. En lisant. As you read the descriptions of the Bishop, Mlle Baptistine, and Mme Magloire, focus on getting a general sense of the passage. You will note that the author incorporates a number of adjectives into his description of the two women and gives an indication of each person s age. Then look for the answers to the following specific questions: 1. How old is the Bishop, M. Myriel? 2. Knowing that moins means less, indicate how old his sister is. 3. What is the name of the Bishop s sister? 4. What is the name of their household servant? 5. Give two adjectives in English to describe each woman. En 1815, M. Charles-Francois-Bienvenu Myriel était 1 évêque de Digne. C était un vieillard 2 d environ soixante-quinze ans M. Myriel était arrivé 3 à Digne accompagné d une vieille fille 4, Mlle Baptistine, qui était sa sœur et qui avait 5 dix ans de moins que lui. Ils avaient 6 pour tout domestique une servante appelée Mme Magloire. Mlle Baptistine était une personne longue, pâle, mince, douce 7. Elle n avait jamais 8 été jolie Mme Magloire était une petite vieille, blanche, grasse, replète 9, affairée, toujours haletante, à cause de son activité d abord, ensuite à cause d un asthme. 1 past tense of the verb être 2 une personne âgée 3 had arrived 4 une femme d un certain âge qui est célibataire 5 past tense of the verb avoir, sg. 6 past tense of the verb avoir, pl. 7 gentle 8 never 9 grosse C. En regardant de plus près. Take a closer look at the following features of the text. 1. There are two words in the text that are synonyms and mean household worker. What are they? 2. Mlle Baptistine is described with the adjective longue. Can you provide a synonym in French for this word? What point do you think the author is trying to make with the choice of this particular adjective? 3. Look at the adjective affairée. This is an adjective used to describe a very busy person. Do you know any other adjectives in French that could be used to indicate the same idea? 4. Mme Magloire is described as haletante. The rest of the sentence explains why she is described in this way. Given this context, and the illustration of Mme Magloire, what do you think the adjective haletante means? 5 10 Key: En lisant 1) 75 2) 65 3) Mlle Baptistine 4) Mme Magloire 5) Mlle Baptistine: tall, thin, pale, gentle; Mme Magloire: large, fat, busy, old, whitehaired. Key: En regardant de plus près 1) domestique, servante 2) grande, the author is probably stressing how tall and thin she is 3) occupé/e, maybe stressé/e 4) à cause de son activité d abord heavy people who are busy get out of breath easily; ensuite à cause d un asthme people with asthma sometimes have difficulty breathing. Expansion: Help students to see how the two female characters differ in looks and manner. You could have them make a list of adjectives for each in French and identify the opposites. Expansion: The central characters in Les Misérables, who are not introduced in these opening lines, include Jean Valjean, l Inspecteur Javert, Fantine, Marius, and Cosette. You might ask whether any students have read the novel or seen a movie version or the musical and have them tell about it. Alternatively, students can look for information on the Web. As a follow-up assignment, ask students to work with a partner to prepare a two- or threesentence description of one of the main characters mentioned above. Have them start by making a list of adjectives in French that fit the character. They should also indicate the person s age. Students may also describe the relationships between their character and other characters listed. After writing, groups may take turns sharing their description with the class; see if others can guess whom they have described. D. Après avoir lu. How successful are the author s brief descriptions in painting a portrait of each of the three characters? Look back at the lists of adjectives you drew up in preparation for reading. How closely do your predictions coincide with what you read? Is there anything you would change in the drawings, based on the descriptions in the text? LEÇON 1 MES AMIS ET MOI soixante-dix-neuf 79

14 Leçon 2 Nos loisirs POINTS DE DÉPART Nos activités TEXT AUDIO TRACK 00 Presentation: Students have already seen the verb faire in expressions such as Qu est-ce qu il fait? and Deux et deux, ça fait quatre. Limit use here to the singular forms, fais/fait, the complete paradigm for faire is treated in the Formes et fonctions for this lesson. Moi, je fais du sport ; je joue au foot avec des amis. On a un match tous les samedis. Mes copains font de la musique. Ils jouent dans un groupe. Ils donnent un concert samedi soir. Mamadou joue de la guitare et Valentin joue du piano. François et Léa organisent une fête. François fait les courses et Léa fait la cuisine. Ma copine Amélie ne fait pas grand-chose ; elle reste à la résidence et elle regarde un film. Ses amies Vanessa et Anne-Laure jouent aux échecs. Presentation: Present this vocabulary by showing and describing the leisure activities (IRCD/TR, Ch. 2). Test comprehension by showing the unlabeled images (IRCD/TR, Ch. 2) and having students point to or mime the activity named. Use either/or questions to elicit Nathalie est super sportive ; elle fait de la natation. Elle fait du vélo aussi. Benjamin fait du bricolage et son amie Élodie fait du jardinage. repetitions of key vocabulary: Il fait des courses ou il fait la cuisine? Have students repeat the new vocabulary, including the expressions in the boxed list. Then use visuals or miming (by the teacher or students) to get the class to recall the new vocabulary and identify activities. Use a quick substitution drill to review the forms of -er verbs like jouer : Je joue au foot ; nous. Nous jouons au foot, etc. 80 quatre-vingts CHAPITRE 2 VOICI MES AMIS

15 Des loisirs On fait... du sport de la natation, du vélo, du jogging On fait... de la musique On fait... des courses, la cuisine, du bricolage, du jardinage On joue... au football, au basket-ball, au tennis, au golf, au football américain, au rugby, au volley-ball, au hockey On joue... du piano, de la guitare, de l harmonica, du saxophone, de la batterie, de la musique classique, du jazz, du rock On joue... aux cartes, aux échecs, au Scrabble, au loto, aux jeux de société Some French verbs require a preposition. For example, the verb jouer is followed by the preposition à or the preposition de, plus the definite article. To remember that jouer is followed by à for sports and games, and by de for musical instruments, memorize a couple of sentences that are personally meaningful. For example, you might come up with: Je joue au foot and Mon frère joue de la guitare. À vous la parole 2-14 On joue? Based on the drawings, what is everyone doing this afternoon? On joue au tennis Note: The words basketball and volleyball are written without a hyphen, reflecting the orthographic reform of Students may also see these words spelled with a hyphen. The forms le football, le basketball, and le volleyball are often abbreviated to le foot, le basket, and le volley. This is frequent in spoken French, particularly among students. Note that in Canada, le football is referred to as le soccer, le football américain as le football, and le basketball as le ballonpanier. Implementation: 2-14 Show the visual cues for this exercise (IRCD/TR, Ch. 2) Chacun à son goût. Based on the descriptions, figure out with a partner what these friends probably do in their spare time. É1 Margaux est très réservée. É2 Elle ne fait pas grand-chose ; elle reste à la maison et regarde un film. 1. Charlotte est très sociable. 2. Loïc est super sportif. 3. Delphine est une bonne musicienne. 4. Florian adore le cinéma. 5. Laurent est fanatique de jazz. 6. Céline aime préparer le dîner. 7. Alex préfère les jeux de société. 8. Rachid est très actif. 9. Anaïs est bricoleuse. LEÇON 2 NOS LOISIRS quatre-vingt-un 81

16 Vie et culture Implementation: All information is adapted from the 2007 edition of Francoscopie by Gérard Mermet and the most recent statistical data provided by INSEE on its Web site. Point out that musculation is related to the English word muscles and refers to strength training, and note that gym = gymnastique in French may refer to gymnastics but also refers to any type of physical exercise or stretching. Les loisirs des Français The French devote more than one-third of their waking hours to leisure activities, about seven hours per day on average. They now enjoy the shortest workweek of any European country, 35 hours, and have five weeks of paid vacation each year. Typically, a little less than 20 percent of the total household budget is used for leisure activities. The chart below indicates the percentage of French people who participated in various leisure-time activities at least once in the course of a year. Examine it with a partner: How many activities can you identify? How do these activities compare with your own leisure activities and those of people you know? How do you think a chart drawn up for North Americans would differ from this one? 100% 90% 98% Une année de loisirs 80% 70% 70% % des Français 60% 50% 61% 52% 40% 38% 30% 20% 10% 0% Loisirs regarder la télé faire du bricolage lire un livre faire du jardinage 22% 13% 9% 9% 5% faire du vélo faire des promenades faire de la gym faire de la musculation jouer d'un instrument de musique faire de la danse chanter dans une chorale 3% 2-16 Et toi? With the person sitting beside you, take turns telling three things you typically do on the weekend. Use only words and expressions that you know. Then share with your classmates what you have learned about your partner. É1 Le week-end, je travaille un peu, je joue au basket et je fais la cuisine. Et toi? É2 Je ne fais pas grand-chose ; je reste à la maison et je prépare mes cours. 82 quatre-vingt-deux CHAPITRE 2 VOICI MES AMIS

17 2-17 Un sondage. Poll your classmates to find out what percentage participate in each of the activities included in the chart in the Vie et culture. Designate one student in your group to ask the questions, and another to keep track of responses on the board. Compare your percentages with those presented for the French. What are your conclusions? 1. Posez des questions. Qui fait du bricolage? (raise your hand if you do) Qui joue d un instrument de musique? (raise your hand if you do) 2. Comptez les réponses. 3. Annoncez les résultats. Trois étudiants font du bricolage ; c est 30 pour cent. (if your group has 10 members). Un étudiant joue du piano ; c est 10 pour cent. Implementation: 2-17 Divide students into groups to make the data collection easier and allow more students the opportunity to participate. You may wish to postpone this activity until you have presented the conjugated forms of the verb faire in Formes et fonctions 2 of this lesson to allow students to report back sentences such as Cinq étudiants font du vélo. Expansion: 2-17 Discuss whether class results resemble those of the French poll. Why might they differ? Are there any activities not included in the French poll that would probably figure prominently in a poll of American leisure activities? Sons et lettres L enchaînement et la liaison TEXT AUDIO TRACK 00 In French, consonants that occur within a rhythmic group tend to be linked to the following syllable. This is called enchaînement. Because of this feature of French pronunciation, most syllables end in a vowel sound: il a /i la/ sept amis /sε ta mi/ Élise arrive /e li za riv/ Presentation: As you present this topic, review the notion of rhythmic groups. Note: The word enchainement is spelled without a circumflex accent according to the Ortographic reform of 1990 As you have learned, some final consonants are almost always pronounced; these include final -c, -r, -f, -l, and all consonants followed by the written letter -e: Loïc ma sœur sportif Cyril arrête seize il aime Other final consonants are pronounced only when the following word begins with a vowel. These are called liaison consonants, and the process that links the liaison consonant to the beginning of the next syllable is called liaison. Liaison consonants are usually found in grammatical endings and words such as pronouns, articles, possessive adjectives, prepositions, and numbers. You have seen the following liaison consonants: -s, -x, -z (pronounced /z/): vous avez, les enfants, nos amis, aux échecs, très aimable, six ans, chez eux -t: c est un chapeau, elles sont énergiques -n: on a, un oncle, mon ami When you pronounce a liaison consonant, articulate it as part of the next word: deux oncles /dø zɔ ~ kl/ on a /ɔ ~ na/ not */døz ~ ɔ kl/ not */ɔ ~ n a/ il est ici /i le ti si/ not */il et i si/ Note: Point out that liaison is never made with the final -t of the word et. Note: The asterisk in the examples is a linguistic convention used to show that this form is not part of a native speaker s repertoire. LEÇON 2 NOS LOISIRS quatre-vingt-trois 83

18 À vous la parole 2-18 Contrastes : sans et avec enchaînement. Pronounce each pair of phrases. Be sure to link the final consonant of the first word to the following word when it begins with a vowel. une copine une amie pour Bertrand pour Albert Luc parle Luc écoute neuf livres neuf ordinateurs quel cousin quel oncle elle fait ça elle aime ça 2-19 Liaisons. Pronounce the liaison consonants in the following phrases. Be sure to link the consonant with the following word. nous allons on a ils arrivent elles sont au bureau son petit ami ton amie vous écoutez un an elles habitent en ville elles vont à la maison il a vingt ans son enfant Presentation: To present this topic inductively, use examples with jouer à, jouer de, and faire. For example: J aime le tennis. Je joue au tennis. Ma mère adore la natation. Elle fait de la natation le lundi et le mercredi. Mon père aime bien le golf. Il joue au golf le week-end. Ma sœur adore la musique, surtout la guitare. Elle joue de la guitare dans un groupe. Using sentences with the definite article in the presentation allows students to discover that à and de form contractions with the definite articles le, la, and les. After providing numerous examples, both orally and in written form, ask students whether they can explain the rules, and display a simple graphic with the contractions as illustrated here. Presentation: Point out that French and English differ with regard to the types of objects used with verbs: téléphoner à (+ indirect object) vs. écouter (+ direct object). You might also want to contrast parler à and parler de. FORMES ET FONCTIONS 1. Les prépositions à et de The preposition à generally indicates location or destination and has several English equivalents. Elle habite à Paris. Il est à la maison. Elle va à une fête. Nous jouons au tennis le lundi. Ils jouent aux cartes le samedi soir. She lives in Paris. He s at the house. She s going to a party. As you ve seen, the preposition à is also used in the expression jouer à, to play (sports or games). We play tennis on Mondays. They play cards on Saturday evenings. With other verbs, à introduces the indirect object, usually a person who receives the action. parler Cédric parle à la petite fille. Cédric s speaking to the little girl. téléphoner Nous téléphonons à nos We re phoning our friends. amis. donner Elle donne la photo à son ami. She gives her boyfriend the photo. 84 quatre-vingt-quatre CHAPITRE 2 VOICI MES AMIS

19 À combines with the definite articles le and les to form contractions. There is no contraction with la or l. à + le S au Il joue au golf. He plays golf. à + les S aux Ils jouent aux échecs avec They play chess with friends. des amis. à + la S à la Je reste à la maison vendredi soir. I m staying home on Friday evening. à + l S à l Je parle à l oncle de Simon. I m talking to Simon s uncle. The preposition de/d indicates where someone or something comes from. Mon copain Justin est de Montréal. Elle arrive de France demain. My boyfriend Justin is from Montreal. She arrives from France tomorrow. As you ve seen, de is also used in the expression jouer de, to play (music or a musical instrument). Son ami joue du piano dans un groupe. Lui, il joue de l harmonica. Her friend plays piano in a group. He plays the harmonica. De/d also is used to indicate possession or other close relationships. C est le frère du professeur. Voilà le livre de Kelly. It s the teacher s brother. There s Kelly s book. De combines with the definite articles le and les to form contractions. There is no contraction with la or l. de + le S du Mon amie fait du jogging. My girlfriend goes jogging. de + les S des On parle des projets pour le week-end. We re talking about plans for the weekend. de + la S de la Moi, je joue de la guitare. I play the guitar. de + l S de l Il joue de l accordéon. He plays the accordion. À vous la parole 2-20 Ça cause. Tell what today s subjects of conversation are for Camille and her friends. la copine de Bruno Elles parlent de la copine de Bruno. 1. le professeur de français 2. le match de basket le week-end dernier (last) 3. les problèmes du campus 4. la nouvelle (new) colocataire de Camille 5. l oncle d Antoine 6. les devoirs d anglais 7. le dernier film des frères Coen Initial practice: Begin practice with simple substitution drills: Il joue au foot ; loto. Il joue au loto ; échecs ; basket ; cartes ; tennis ; jeux de société, etc.; Je joue du piano ; guitare. Je joue de la guitare ; batterie ; harmonica ; saxophone ; musique classique ; jazz, etc. LEÇON 2 NOS LOISIRS quatre-vingt-cinq 85

20 Variation: 2-21 Have students suggest other famous athletes, chefs, and musicians. Key: 1) Il joue de la guitare/il chante. 2) Il fait du vélo. 3) Elle joue au foot. 4) Elle fait la cuisine. 5) Elle joue au tennis. 6) Elle joue du piano/elle chante. 7) Il joue du saxophone. 8) Il joue au golf Des célébrités. What do these famous people do? Kobe Bryant Il joue au basket-ball. 1. John Mayer 2. Lance Armstrong 3. Mia Hamm 4. Rachael Ray 5. Serena Williams 6. Alicia Keys 7. Kenny G. 8. Tiger Woods Implementation: 2-22 Use as a mixing activity; impose a time limit, then have students ask questions to get missing information: Qui joue de l harmonica? Ask follow-up questions: Tu joues dans un groupe?, etc Trouvez une personne qui... Circulate in the classroom to find someone who does each of the things listed. When your instructor calls time, compare notes to see who came closest to completing the list. joue de l harmonica É1 Tu joues de l harmonica? É2 Non. (You ask another person.) OU Oui. (You write down this person s name.) 1. fait du vélo 2. fait de la natation 3. reste à la maison le dimanche soir 4. joue au golf le week-end 5. joue du piano 6. téléphone à ses parents le week-end 7. parle au professeur en français 8. joue du saxophone 9. joue souvent (often) aux cartes 10. fait du jardinage Presentation: Present the verb inductively through a short narrative: Le week-end, je fais des courses et je fais du jardinage. Mon mari fait du bricolage ; les enfants font du sport, etc. Et vous, vous faites du sport? Ask students to summarize the forms, and display the verb chart, re-modeling pronunciation. Remind students of where they have seen this verb before: in arithmetic problems and the question Qu est-ce qu il fait?, as well as in the lexical items taught in the Points de départ. 2. Le verbe faire The verb faire (to make, to do) is used in a wide variety of expressions. Here are the forms of this irregular verb. SINGULIER FAIRE to make, to do PLURIEL je fais nous faisons tu fais vous faites il elle on M fait ils elles f font 86 quatre-vingt-six CHAPITRE 2 VOICI MES AMIS

Le passé composé. C'est le passé! Tout ça c'est du passé! That's the past! All that's in the past!

Le passé composé. C'est le passé! Tout ça c'est du passé! That's the past! All that's in the past! > Le passé composé le passé composé C'est le passé! Tout ça c'est du passé! That's the past! All that's in the past! «Je suis vieux maintenant, et ma femme est vieille aussi. Nous n'avons pas eu d'enfants.

Plus en détail

1.The pronouns me, te, nous, and vous are object pronouns.

1.The pronouns me, te, nous, and vous are object pronouns. 1.The pronouns me, te, nous, and vous are object pronouns.! Marie t invite au théâtre?!! Oui, elle m invite au théâtre.! Elle te parle au téléphone?!! Oui, elle me parle au téléphone.! Le prof vous regarde?!!!

Plus en détail

C est quoi, Facebook?

C est quoi, Facebook? C est quoi, Facebook? aujourd hui l un des sites Internet les plus visités au monde. Si tu as plus de 13 ans, tu fais peut-être partie des 750 millions de personnes dans le monde qui ont une page Facebook?

Plus en détail

Lesson Plan Physical Descriptions. belle vieille grande petite grosse laide mignonne jolie. beau vieux grand petit gros laid mignon

Lesson Plan Physical Descriptions. belle vieille grande petite grosse laide mignonne jolie. beau vieux grand petit gros laid mignon Lesson Plan Physical Descriptions Objective: Students will comprehend and describe the physical appearance of others. Vocabulary: Elle est Il est Elle/Il est Elle/Il a les cheveux belle vieille grande

Plus en détail

Cette Leçon va remplir ces attentes spécifiques du curriculum :

Cette Leçon va remplir ces attentes spécifiques du curriculum : Dev4Plan1 Le Plan De Leçon 1. Information : Course : Français Cadre Niveau : Septième Année Unité : Mes Relations Interpersonnelles Thème du Leçon : Les Adjectifs Descriptifs Date : Temps : 55 minutes

Plus en détail

If you understand the roles nouns (and their accompanying baggage) play in a sentence...

If you understand the roles nouns (and their accompanying baggage) play in a sentence... If you understand the roles nouns (and their accompanying baggage) play in a sentence...... you can use pronouns with ease (words like lui, leur, le/la/les, eux and elles)...... understand complicated

Plus en détail

THE JOHN LYON SCHOOL. MODERN LANGUAGES DEPARTMENT 13+ ENTRANCE EXAMINATION January 2011

THE JOHN LYON SCHOOL. MODERN LANGUAGES DEPARTMENT 13+ ENTRANCE EXAMINATION January 2011 THE JOHN LYON SCHOOL MODERN LANGUAGES DEPARTMENT 13+ ENTRANCE EXAMINATION January 2011 Section 1: Reading (20 mins) Section 2: Writing (25 mins) Important: Answer all the questions on the question paper

Plus en détail

Stress and Difficulties at School / College

Stress and Difficulties at School / College Stress and Difficulties at School / College This article will deal with the pressures and problems that students face at school and college. It will also discuss the opposite - the positive aspects of

Plus en détail

Tammy: Something exceptional happened today. I met somebody legendary. Tex: Qui as-tu rencontré? Tex: Who did you meet?

Tammy: Something exceptional happened today. I met somebody legendary. Tex: Qui as-tu rencontré? Tex: Who did you meet? page: pro10 1. quelqu'un, quelque chose 2. chacun vs. aucun 3. more indefinite pronouns A pronoun replaces a noun which has been mentioned or is obvious from context. An indefinite pronoun refers to people

Plus en détail

Kathryn M Bailey Brevard High School, Transylvania County Schools Une amie et un ami French I French I. Chapter 1

Kathryn M Bailey Brevard High School, Transylvania County Schools Une amie et un ami French I French I. Chapter 1 Chapter 1 Objectifs In this chapter you will learn to: ask or tell what someone is like ask or tell where someone is from ask or tell who someone is describe yourself or someone else Standards: NL.CLL.1.3

Plus en détail

Tex: The book of which I'm the author is an historical novel.

Tex: The book of which I'm the author is an historical novel. page: pror3 1. dont, où, lequel 2. ce dont, ce + preposition + quoi A relative pronoun introduces a clause that explains or describes a previously mentioned noun. In instances where the relative pronoun

Plus en détail

MODERN LANGUAGES DEPARTMENT

MODERN LANGUAGES DEPARTMENT MODERN LANGUAGES DEPARTMENT Common Assessment Task 3 YEAR 9 Je m appelle Ma classe Mark 20 10 19 22 16 13 Total Effort Instructions For this extended piece of homework, you are going to learn and write

Plus en détail

MAT 2377 Solutions to the Mi-term

MAT 2377 Solutions to the Mi-term MAT 2377 Solutions to the Mi-term Tuesday June 16 15 Time: 70 minutes Student Number: Name: Professor M. Alvo This is an open book exam. Standard calculators are permitted. Answer all questions. Place

Plus en détail

13+ SCHOLARSHIP EXAMINATION IN FRENCH READING AND WRITING

13+ SCHOLARSHIP EXAMINATION IN FRENCH READING AND WRITING ST GEORGE S COLLEGE LANGUAGES DEPARTMENT 13+ SCHOLARSHIP EXAMINATION IN FRENCH READING AND WRITING The examination is separated into two sections. You have this answer booklet with the questions for the

Plus en détail

Dans une agence de location immobilière...

Dans une agence de location immobilière... > Dans une agence de location immobilière... In a property rental agency... dans, pour et depuis vocabulaire: «une location» et «une situation» Si vous voulez séjourner à Lyon, vous pouvez louer un appartement.

Plus en détail

OBJECT PRONOUNS. French III

OBJECT PRONOUNS. French III OBJECT PRONOUNS French III Les pronoms objets roulent!!! Complément d'objet direct (COD) SubjectS do the action, objects receive the action Direct objects are the people or things in a sentence which receive

Plus en détail

La Routine Quotidienne. Le docteur se lave les mains

La Routine Quotidienne. Le docteur se lave les mains La Routine Quotidienne Le docteur se lave les mains 1 Doing daily activities la routine prendre un bain prendre une douche se réveiller se lever se laver se brosser se raser se maquiller se peigner s'habiller

Plus en détail

Module Title: French 4

Module Title: French 4 CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Semester 2 Examinations 2010 Module Title: French 4 Module Code: LANG 6020 School: Business Programme Title: Bachelor of Business Stage 2

Plus en détail

Application Form/ Formulaire de demande

Application Form/ Formulaire de demande Application Form/ Formulaire de demande Ecosystem Approaches to Health: Summer Workshop and Field school Approches écosystémiques de la santé: Atelier intensif et stage d été Please submit your application

Plus en détail

OVERALL EXPECTATIONS. read short, simple written materials and demonstrate understanding through oral and very brief written responses;

OVERALL EXPECTATIONS. read short, simple written materials and demonstrate understanding through oral and very brief written responses; En avant Séries 1-4 correlated to Grade 1 Ontario Ministry of Education learning outcomes in French Immersion: Oral Communication, Reading, and Writing OVERALL EXPECTATIONS listen and respond to short,

Plus en détail

ENGLISH WEDNESDAY SCHOOL ENTRY TEST ENROLMENT FORM 2015-2016

ENGLISH WEDNESDAY SCHOOL ENTRY TEST ENROLMENT FORM 2015-2016 CHECKLIST FOR APPLICATIONS Please read the following instructions carefully as we will not be able to deal with incomplete applications. Please check that you have included all items. You need to send

Plus en détail

Contents National 4 French Reading; Context: Employability

Contents National 4 French Reading; Context: Employability Contents National 4 French Reading; Context: Employability (questions extracted from General past papers) Question Topic Jobs (Philippe Fournet, lorry driver ) Page(s) Jobs (Alex, chef) 3 3 Work & Cvs

Plus en détail

Deadline(s): Assignment: in week 8 of block C Exam: in week 7 (oral exam) and in the exam week (written exam) of block D

Deadline(s): Assignment: in week 8 of block C Exam: in week 7 (oral exam) and in the exam week (written exam) of block D ICM STUDENT MANUAL French 2 JIC-FRE2.2V-12 Module Change Management and Media Research Study Year 2 1. Course overview Books: Français.com, niveau intermédiaire, livre d élève+ dvd- rom, 2ième édition,

Plus en détail

that the child(ren) was/were in need of protection under Part III of the Child and Family Services Act, and the court made an order on

that the child(ren) was/were in need of protection under Part III of the Child and Family Services Act, and the court made an order on ONTARIO Court File Number at (Name of court) Court office address Applicant(s) (In most cases, the applicant will be a children s aid society.) Full legal name & address for service street & number, municipality,

Plus en détail

French Extension. Written Examination. Centre Number. Student Number. Total marks 40

French Extension. Written Examination. Centre Number. Student Number. Total marks 40 Centre Number 2014 HIGHER SCHOOL CERTIFICATE EXAMINATION Student Number French Extension Written Examination Total marks 40 General Instructions Reading time 10 minutes Working time 1 hour and 50 minutes

Plus en détail

The Family (La Famille)

The Family (La Famille) Purpose and requirements: The students will learn how to talk about their families and describe family members and their relationships. The lesson is ideal for pre-teen children or early beginners. It

Plus en détail

eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME

eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME Agenda What do we have today? What are our plans? What needs to be solved! What do we have today?

Plus en détail

How to Login to Career Page

How to Login to Career Page How to Login to Career Page BASF Canada July 2013 To view this instruction manual in French, please scroll down to page 16 1 Job Postings How to Login/Create your Profile/Sign Up for Job Posting Notifications

Plus en détail

Dis où ces gens vont d après les images / Tell where these people are going based on the pictures.

Dis où ces gens vont d après les images / Tell where these people are going based on the pictures. CHAPITRE 9 ALLONS EN VILLE! Prépare toi pour l examen Dis où ces gens vont d après les images / Tell where these people are going based on the pictures. 1. Phillipe et moi allons à la poste. 2. Tu vas

Plus en détail

THE SUBJUNCTIVE MOOD. Twenty-nineth lesson Vingt-neuvième leçon

THE SUBJUNCTIVE MOOD. Twenty-nineth lesson Vingt-neuvième leçon THE SUBJUNCTIVE MOOD Twenty-nineth lesson Vingt-neuvième leçon SOMMAIRE 1) Definition 2) Uses 2.1) Common expressions of doubt 2.2) Common expressions of necessity 2.3) Common expressions of desirability

Plus en détail

Revision time. 1. I m cooking. 4. You re babysitting. 2. She s swimming. 5. They re working. 3. We re practising.

Revision time. 1. I m cooking. 4. You re babysitting. 2. She s swimming. 5. They re working. 3. We re practising. 1Lesson Souligne les noms au singulier en bleu, et les noms au pluriel en vert. Surligne be : en bleu au singulier et en vert au pluriel. Est-ce que tu l as correctement accordé avec le nom? Revision time

Plus en détail

Present Tense (1) masc = masculine fem = feminine sing = singular pl = plural

Present Tense (1) masc = masculine fem = feminine sing = singular pl = plural Present Tense (1) Each of the questions asks you to make a sentence in the present tense. In each case, you need to pick an appropriate subject ("je", tu" etc), pick the correct verb from the list to the

Plus en détail

FRENCH AP Language and Culture SUMMER ASSIGNMENT

FRENCH AP Language and Culture SUMMER ASSIGNMENT FRENCH AP Language and Culture SUMMER ASSIGNMENT Je suis contente de savoir que vous avez choisi de continuer avec vos études du français l année qui vient!! Le but (goal) cet été est de ne pas perdre

Plus en détail

MILL HILL SCHOOL. Specimen Paper for 13+ Entrance Examination from January 2010 FRENCH PAPER 1 READING

MILL HILL SCHOOL. Specimen Paper for 13+ Entrance Examination from January 2010 FRENCH PAPER 1 READING MILL HILL SCHOOL Specimen Paper for 13+ Entrance Examination from January 2010 FRENCH PAPER 1 READING 1. Read the following telephone conversation then tick the correct box to complete the sentence: Juliette:

Plus en détail

Instructions Mozilla Thunderbird Page 1

Instructions Mozilla Thunderbird Page 1 Instructions Mozilla Thunderbird Page 1 Instructions Mozilla Thunderbird Ce manuel est écrit pour les utilisateurs qui font déjà configurer un compte de courrier électronique dans Mozilla Thunderbird et

Plus en détail

Utiliser une WebCam. Micro-ordinateurs, informations, idées, trucs et astuces

Utiliser une WebCam. Micro-ordinateurs, informations, idées, trucs et astuces Micro-ordinateurs, informations, idées, trucs et astuces Utiliser une WebCam Auteur : François CHAUSSON Date : 8 février 2008 Référence : utiliser une WebCam.doc Préambule Voici quelques informations utiles

Plus en détail

CHAPITRE 12 Nom: Date: 1

CHAPITRE 12 Nom: Date: 1 CHAPITRE 12 Nom: Date: 1 La routine quotidienne Vocabulaire Mots 1 1 Tous les jours Write a sentence telling what the person in each illustration is doing. 1 Marie se lave les cheveux. 2 Carole se brosse

Plus en détail

Name of the student : School :. TEST D ALPHABETISATION EN FRANÇAIS FRENCH LITERACY

Name of the student : School :. TEST D ALPHABETISATION EN FRANÇAIS FRENCH LITERACY TEST D ALPHABETISATION EN FRANÇAIS FRENCH LITERACY 1 LECTURE 1. L alphabet Lis les lettres de l alphabet dans l ordre puis dans le désordre : A B C D E F G H I J K L M N O P Q R S T U V W X Y Z P W H V

Plus en détail

APPENDIX 6 BONUS RING FORMAT

APPENDIX 6 BONUS RING FORMAT #4 EN FRANÇAIS CI-DESSOUS Preamble and Justification This motion is being presented to the membership as an alternative format for clubs to use to encourage increased entries, both in areas where the exhibitor

Plus en détail

Le verbe avoir (to have) infinitif = avoir. j ai nous avons tu as vous avez. Exemples: J ai une copine à Montréal.

Le verbe avoir (to have) infinitif = avoir. j ai nous avons tu as vous avez. Exemples: J ai une copine à Montréal. Leçon 7 - La Vie est belle La vie de Nafi, une jeune Française d origine sénégalaise parle de sa vie. Elle est étudiante en sociologie à l Université de Toulouse. Aujourd hui, elle parle de sa vie. -Est-ce

Plus en détail

Promotion of bio-methane and its market development through local and regional partnerships. A project under the Intelligent Energy Europe programme

Promotion of bio-methane and its market development through local and regional partnerships. A project under the Intelligent Energy Europe programme Promotion of bio-methane and its market development through local and regional partnerships A project under the Intelligent Energy Europe programme Contract Number: IEE/10/130 Deliverable Reference: W.P.2.1.3

Plus en détail

Exemple PLS avec SAS

Exemple PLS avec SAS Exemple PLS avec SAS This example, from Umetrics (1995), demonstrates different ways to examine a PLS model. The data come from the field of drug discovery. New drugs are developed from chemicals that

Plus en détail

Quel temps fait-il chez toi?

Quel temps fait-il chez toi? Quel temps fait-il chez toi? -------------------------------------------------------------------------------------------------------------------------------------- Teacher s note: We have prepared a teaching

Plus en détail

PRESENT SIMPLE PRESENT PROGRESSIF

PRESENT SIMPLE PRESENT PROGRESSIF PRESENT SIMPLE PRESENT PROGRESSIF 1 Exercice 1 : Conjuguez les verbes suivants au présent simple et au Verbe Pronom Présent simple Présent Progressif Exemple : To fall They fall They are falling To think

Plus en détail

Control your dog with your Smartphone. USER MANUAL www.pet-remote.com

Control your dog with your Smartphone. USER MANUAL www.pet-remote.com Control your dog with your Smartphone USER MANUAL www.pet-remote.com Pet-Remote Pet Training Pet-Remote offers a new and easy way to communicate with your dog! With the push of a single button on your

Plus en détail

New Technology at School

New Technology at School Séquence 7 Public cible 4 e / Écouter, Parler (EOC) : A2 New Technology at School Alors que l on assiste à l avènement des technologies modernes en termes de vie pratique et de distractions, le personnel

Plus en détail

Gestion des prestations Volontaire

Gestion des prestations Volontaire Gestion des prestations Volontaire Qu estce que l Income Management (Gestion des prestations)? La gestion des prestations est un moyen de vous aider à gérer votre argent pour couvrir vos nécessités et

Plus en détail

English version ***La version française suit***

English version ***La version française suit*** 1 of 5 4/26/2013 4:26 PM Subject: CRA/ARC- Reminder - Tuesday, April 30, 2013 is the deadline to file your 2012 income tax and benefit return and pay any / Rappel - Vous avez jusqu'au 30 avril 2013 pour

Plus en détail

AccessLearn Community Group: Introductory Survey. Groupe communautaire AccessLearn : étude introductive. Introduction.

AccessLearn Community Group: Introductory Survey. Groupe communautaire AccessLearn : étude introductive. Introduction. AccessLearn Community Group: Introductory Survey Introduction The W3C Accessible Online Learning Community Group (aka AccessLearn) is a place to discuss issues relating to accessibility and online learning,

Plus en détail

AIDE FINANCIÈRE POUR ATHLÈTES FINANCIAL ASSISTANCE FOR ATHLETES

AIDE FINANCIÈRE POUR ATHLÈTES FINANCIAL ASSISTANCE FOR ATHLETES AIDE FINANCIÈRE POUR ATHLÈTES FINANCIAL ASSISTANCE FOR ATHLETES FORMULAIRE DE DEMANDE D AIDE / APPLICATION FORM Espace réservé pour l utilisation de la fondation This space reserved for foundation use

Plus en détail

Date: 15 th Feb to 19 th Feb 2015

Date: 15 th Feb to 19 th Feb 2015 Date: 15 th Feb to 19 th Feb 2015 Class: IV Subject: French IN SCHOOL TEACHING SUNDAY TO THURSDAY Décrivez votre montre: 1-Ma montre est belle= my watch is beautiful. 2-Elle est noire = It is black. 3-Il

Plus en détail

Please find attached a revised amendment letter, extending the contract until 31 st December 2011.

Please find attached a revised amendment letter, extending the contract until 31 st December 2011. Sent: 11 May 2011 10:53 Subject: Please find attached a revised amendment letter, extending the contract until 31 st December 2011. I look forward to receiving two signed copies of this letter. Sent: 10

Plus en détail

RFP 1000162739 and 1000163364 QUESTIONS AND ANSWERS

RFP 1000162739 and 1000163364 QUESTIONS AND ANSWERS RFP 1000162739 and 1000163364 QUESTIONS AND ANSWERS Question 10: The following mandatory and point rated criteria require evidence of work experience within the Canadian Public Sector: M3.1.1.C / M3.1.2.C

Plus en détail

Le Nouvel Houdini. Present Tense Version. Cover and Chapter Art by Robert Matsudaira. Written by Carol Gaab. French Adaptation by Lynnette Lang

Le Nouvel Houdini. Present Tense Version. Cover and Chapter Art by Robert Matsudaira. Written by Carol Gaab. French Adaptation by Lynnette Lang Le Nouvel Houdini Present Tense Version Cover and Chapter Art by Robert Matsudaira Written by Carol Gaab French Adaptation by Lynnette Lang Edited by Claire Séveignier & Carol Gaab Copyright 2010 by TPRS

Plus en détail

FÉDÉRATION INTERNATIONALE DE NATATION Diving

FÉDÉRATION INTERNATIONALE DE NATATION Diving QUALIFICATION SYSTEM - 2 ND SUMMER YOUTH OLYMPIC GAMES - NANJING 2014 FÉDÉRATION INTERNATIONALE DE NATATION Diving A. Events (5) MEN S EVENTS (2) WOMEN S EVENTS (2) MIXED EVENTS (2) 3m individual springboard

Plus en détail

MELTING POTES, LA SECTION INTERNATIONALE DU BELLASSO (Association étudiante de lʼensaparis-belleville) PRESENTE :

MELTING POTES, LA SECTION INTERNATIONALE DU BELLASSO (Association étudiante de lʼensaparis-belleville) PRESENTE : MELTING POTES, LA SECTION INTERNATIONALE DU BELLASSO (Association étudiante de lʼensaparis-belleville) PRESENTE : Housing system est un service gratuit, qui vous propose de vous mettre en relation avec

Plus en détail

French Continuers. Centre Number. Student Number. Total marks 80. Section I Pages 2 7

French Continuers. Centre Number. Student Number. Total marks 80. Section I Pages 2 7 Centre Number Student Number 2013 H I G H E R S C H O O L C E R T I F I C A T E E X A M I N A T I O N French Continuers Total marks 80 Section I Pages 2 7 General Instructions Reading time 10 minutes Working

Plus en détail

How to Deposit into Your PlayOLG Account

How to Deposit into Your PlayOLG Account How to Deposit into Your PlayOLG Account Option 1: Deposit with INTERAC Online Option 2: Deposit with a credit card Le texte français suit l'anglais. When you want to purchase lottery products or play

Plus en détail

Beat your dad! : GAME RULES FOR 1 AND 2 PLAYERS

Beat your dad! : GAME RULES FOR 1 AND 2 PLAYERS GB USA Beat your dad! : GAME RULES FOR 1 AND 2 PLAYERS CONTENTS: 10 Pentaminis, 6 Pentaminos, 1 game board, 2 separators to mark out the chosen playing area(s) for 1 or 2 players, 18 Penta cards (36 different

Plus en détail

Fiche d Inscription / Entry Form

Fiche d Inscription / Entry Form Fiche d Inscription / Entry Form (A renvoyer avant le 15 octobre 2014 Deadline octobrer 15th 2014) Film Institutionnel / Corporate Film Film Marketing Produit / Marketing Product film Film Communication

Plus en détail

THE FRENCH EXPERIENCE 1

THE FRENCH EXPERIENCE 1 Euro Worksheet 1 Euro quiz Here s a quiz to help you get used to euro prices in France. Choose a or b to complete each item. 1 Le prix d une baguette de pain est de: a 0,66 euros. b 6,60 euros. 2 Une chambre

Plus en détail

ONTARIO Court File Number. Form 17E: Trial Management Conference Brief. Date of trial management conference. Name of party filing this brief

ONTARIO Court File Number. Form 17E: Trial Management Conference Brief. Date of trial management conference. Name of party filing this brief ONTARIO Court File Number at (Name of court) Court office address Form 17E: Trial Management Conference Brief Name of party filing this brief Date of trial management conference Applicant(s) Full legal

Plus en détail

Société de Banque et d Expansion

Société de Banque et d Expansion Société de Banque et d Expansion INTERNET BANKING DEMO AND USER GUIDE FOR YOUR ACCOUNTS AT NETSBE.FR FINDING YOUR WAY AROUND WWW.NETSBE.FR www.netsbe.fr INTERNET BANKING DEMO AND USER GUIDE FOR YOUR ACCOUNTS

Plus en détail

Cork Institute of Technology. Bachelor of Business in Marketing Award. Bachelor of Business in Management - Award. Summer 2008 FRENCH.

Cork Institute of Technology. Bachelor of Business in Marketing Award. Bachelor of Business in Management - Award. Summer 2008 FRENCH. Cork Institute of Technology Bachelor of Business in Marketing Award Bachelor of Business in Management - Award (BMKTG_7_Y3)(BMNGT_7_Y3) Summer 2008 FRENCH (Time: 3 hours) Instructions: Answer all questions

Plus en détail

Le Présent: The Present Tense (Associated with Chapitre 1)

Le Présent: The Present Tense (Associated with Chapitre 1) Le Présent: The Present Tense (Associated with Chapitre 1) The present tense describes: current actions and situations, e.g. J écoute le prof: I listen/i am listening to the teacher. habitual actions,

Plus en détail

French 12 January 2003 Provincial Examination

French 12 January 2003 Provincial Examination French 12 January 2003 Provincial Examination ANSWER KEY / SCORING GUIDE Topics: 1. Linguistic Competency Component 2. Reading Component 3. Written Component Multiple Choice Q K C S T Q K C S T 1. B U

Plus en détail

Level 1 French, 2011

Level 1 French, 2011 1 90881 R Level 1 French, 2011 90881 Demonstrate understanding of a variety of French texts on areas of most immediate relevance 2.00 pm hursday hursday Thursday 1 1 1 1 November 2011 Credits: Five RESOURCE

Plus en détail

MAXI SPEED-ROLL Course à boules

MAXI SPEED-ROLL Course à boules Course à boules Notice de montage 1. Posez le jeu à plat sur une table. 2. A l aide de la clé de service, dévissez les vis qui maintiennent la plaque de plexiglas et déposez la. 3. Dévissez les 4 vis fixant

Plus en détail

SCHOLARSHIP EXEMPLAR

SCHOLARSHIP EXEMPLAR S SCHOLARSHIP EXEMPLAR New Zealand Scholarship French There are three questions. Time allowed: Three hours Total marks: 24 EXAMINATION BOOKLET Question ONE TWO THREE Mark Not Exemplified Not Exemplified

Plus en détail

TABLE OF CONTENT / TABLE DES MATIERES

TABLE OF CONTENT / TABLE DES MATIERES TRRAACE : La Lettre Electronique de TRRAACE TRRAACE Electronic Newsletter N HS 26/02/ 2005 TOUTES LES RESSOURCES POUR LES RADIOS AFRICAINES ASSOCIATIVES COMMUNAUTAIRES ET EDUCATIVES TRACKING RESOURCES

Plus en détail

A provincial general election is underway. I am writing you to ask for your help to ensure that Ontarians who are homeless are able to participate.

A provincial general election is underway. I am writing you to ask for your help to ensure that Ontarians who are homeless are able to participate. Dear Administrator, A provincial general election is underway. I am writing you to ask for your help to ensure that Ontarians who are homeless are able to participate. Meeting the identification requirements

Plus en détail

Direct objects CHAPITRE 2

Direct objects CHAPITRE 2 Direct objects CHAPITRE 2 In English A direct object is the person or thing in a sentence that directly receives the action of the verb. It answers the question whom? or what? I gave him the book. (the

Plus en détail

Food for thought paper by the Coordinator on Reporting 1 PrepCom 3rd Review Conference 6 décembre 2013

Food for thought paper by the Coordinator on Reporting 1 PrepCom 3rd Review Conference 6 décembre 2013 Food for thought paper by the Coordinator on Reporting 1 PrepCom 3rd Review Conference 6 décembre 2013 (slide 1) Mr President, Reporting and exchange of information have always been a cornerstone of the

Plus en détail

COUNCIL OF THE EUROPEAN UNION. Brussels, 18 September 2008 (19.09) (OR. fr) 13156/08 LIMITE PI 53

COUNCIL OF THE EUROPEAN UNION. Brussels, 18 September 2008 (19.09) (OR. fr) 13156/08 LIMITE PI 53 COUNCIL OF THE EUROPEAN UNION Brussels, 18 September 2008 (19.09) (OR. fr) 13156/08 LIMITE PI 53 WORKING DOCUMENT from : Presidency to : delegations No prev. doc.: 12621/08 PI 44 Subject : Revised draft

Plus en détail

Classe de 5 A Palier 1-Année 2 (A1+ / A2) DOCUMENTS UTILISES pour le Scénario pédagogique N 4

Classe de 5 A Palier 1-Année 2 (A1+ / A2) DOCUMENTS UTILISES pour le Scénario pédagogique N 4 MAKE YOUR BED AFTER GETTING UP LOOK AFTER YOUR BABY BROTHER or SISTER CLEAR THE TABLE SET THE TABLE DO THE WASHING UP TAKE THE DUSTIN OUT HOOVER THE LIVING ROOM TIDY YOUR ROOM [ai] CARRY THE SHOPPING BAGS

Plus en détail

Si clauses: si + present, future

Si clauses: si + present, future Si clauses Type 1: si + present, future Type 2: si + imperfect, conditional Type 3: si + pluperfect, past conditional Practice of all three Help: formation of the future tense formation of the imperfect

Plus en détail

Tu rencontres Julie. Tu découvres des sons inconnus. Tu comprends des petits dialogues sur cassette. Tu identifies et tu décris

Tu rencontres Julie. Tu découvres des sons inconnus. Tu comprends des petits dialogues sur cassette. Tu identifies et tu décris Tu rencontres Julie. Tu découvres des sons inconnus. Tu comprends des petits dialogues sur cassette. Tu identifies et tu décris Tu parles de toi, de tes goûts. Tu lis BD. Tu fabriques un poster pour te

Plus en détail

APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire

APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire This application form may be submitted by email at candidater.peass@egerabat.com or sent by mail to the

Plus en détail

Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE

Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE 1 Objectifs de l étude Comprendre l impact des réseaux sociaux externes ( Facebook, LinkedIn,

Plus en détail

Women s State of the Media Democracy 2012 L observatoire international des usages et interactions des médias

Women s State of the Media Democracy 2012 L observatoire international des usages et interactions des médias Women s State of the Media Democracy 2012 L observatoire international des usages et interactions des médias Women s Forum - Deauville - Octobre 2012 Présentation de l étude Women s State of the Media

Plus en détail

**Study your vocabulary lists, notes and review guide**

**Study your vocabulary lists, notes and review guide** Français II 1 er Semestre Examen Guide de Révision Information Générale L Examen a 3 parties : Scantron (Vocabulaire/Grammaire) Écrit (Grammaire) Oral Examen Oral 1/11-1/12 (en classe) Examen 2 e séance

Plus en détail

Me Mandessi Bell Evelyne. www.ohadalegis.com. Avocat - Consultante. 2013. Tous droits réservés

Me Mandessi Bell Evelyne. www.ohadalegis.com. Avocat - Consultante. 2013. Tous droits réservés Me Mandessi Bell Evelyne Avocat - Consultante www.ohadalegis.com 2013. Tous droits réservés Version française du Kit, à partir de la p. 3. Sommaire p. 6. Version anglaise du Kit, à partir de la p. 110.

Plus en détail

GAME CONTENTS CONTENU DU JEU OBJECT OF THE GAME BUT DU JEU

GAME CONTENTS CONTENU DU JEU OBJECT OF THE GAME BUT DU JEU GAME CONTENTS 3 wooden animals: an elephant, a Polar bear and an African lion 1 Playing Board with two tree stumps, one red and one blue 1 Command Board double sided for two game levels (Green for normal

Plus en détail

AMENDMENT TO BILL 32 AMENDEMENT AU PROJET DE LOI 32

AMENDMENT TO BILL 32 AMENDEMENT AU PROJET DE LOI 32 THAT the proposed clause 6(1), as set out in Clause 6(1) of the Bill, be replaced with the following: Trustee to respond promptly 6(1) A trustee shall respond to a request as promptly as required in the

Plus en détail

MANUEL MARKETING ET SURVIE PDF

MANUEL MARKETING ET SURVIE PDF MANUEL MARKETING ET SURVIE PDF ==> Download: MANUEL MARKETING ET SURVIE PDF MANUEL MARKETING ET SURVIE PDF - Are you searching for Manuel Marketing Et Survie Books? Now, you will be happy that at this

Plus en détail

Règles sur les dividendes déterminés

Règles sur les dividendes déterminés Comité mixte sur la fiscalité de l Association du Barreau canadien et de l Institut Canadien des Comptables Agréés L Institut Canadien des Comptables Agréés, 277, rue Wellington Ouest, Toronto (Ontario)

Plus en détail

CETTE FOIS CEST DIFFERENT PDF

CETTE FOIS CEST DIFFERENT PDF CETTE FOIS CEST DIFFERENT PDF ==> Download: CETTE FOIS CEST DIFFERENT PDF CETTE FOIS CEST DIFFERENT PDF - Are you searching for Cette Fois Cest Different Books? Now, you will be happy that at this time

Plus en détail

Net-université 2008-1-IS1-LEO05-00110. http://www.adam-europe.eu/adam/project/view.htm?prj=5095

Net-université 2008-1-IS1-LEO05-00110. http://www.adam-europe.eu/adam/project/view.htm?prj=5095 Net-université 2008-1-IS1-LEO05-00110 1 Information sur le projet Titre: Code Projet: Année: 2008 Type de Projet: Statut: Accroche marketing: Net-université 2008-1-IS1-LEO05-00110 Projets de transfert

Plus en détail

Dialogue. French Lesson 20. French Lesson 20 Page 1

Dialogue. French Lesson 20. French Lesson 20 Page 1 1 French Lesson 20 French Lesson 20 Dialogue Introduction Dans la rue (street) il y a une voiture rouge. C est une petite voiture. C est une voiture de sport. Dans la rue, il y a aussi un café. Au café,

Plus en détail

Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud

Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud Sommaire Construire son projet : Rédiger la partie impacts (2/4) Comment définir

Plus en détail

Confirmation du titulaire de la carte en cas de contestation de transaction(s) Cardholder s Certification of Disputed Transactions

Confirmation du titulaire de la carte en cas de contestation de transaction(s) Cardholder s Certification of Disputed Transactions Confirmation du titulaire de la carte en cas de contestation de transaction(s) Cardholder s Certification of Disputed Transactions Informations personnelles Nom/Prénom Name / Firstname Numéro de la carte

Plus en détail

Package Contents. System Requirements. Before You Begin

Package Contents. System Requirements. Before You Begin Package Contents DWA-125 Wireless 150 USB Adapter CD-ROM (contains software, drivers, and manual) Cradle If any of the above items are missing, please contact your reseller. System Requirements A computer

Plus en détail

Nouveautés printemps 2013

Nouveautés printemps 2013 » English Se désinscrire de la liste Nouveautés printemps 2013 19 mars 2013 Dans ce Flash Info, vous trouverez une description des nouveautés et mises à jour des produits La Capitale pour le printemps

Plus en détail

C H A P T E R 28 C H A P I T R E 28. (Assented to June 12, 2014) (Date de sanction : 12 juin 2014)

C H A P T E R 28 C H A P I T R E 28. (Assented to June 12, 2014) (Date de sanction : 12 juin 2014) C H A P T E R 28 C H A P I T R E 28 THE CONSUMER PROTECTION AMENDMENT ACT (CONTRACTS FOR DISTANCE COMMUNICATION SERVICES) LOI MODIFIANT LA LOI SUR LA PROTECTION DU CONSOMMATEUR (CONTRATS DE SERVICES DE

Plus en détail

1 Read the descriptions. Colour the eyes and hair, write the name

1 Read the descriptions. Colour the eyes and hair, write the name Unit Je suis title comme (pages xx xx) ça! (pages 8 9) Read the descriptions. Colour the eyes and hair, write the name below and the age in the box. 4 Hugo Je m appelle Hugo. J ai quatorze ans. J ai les

Plus en détail

Propos liés à la consommation

Propos liés à la consommation 3 Propos liés à la consommation FRE-1103-3 Evaluation Activities Booklet Student Identification Name: Address: Telephone: Sent date: E-mail: Permanent code: Tutor s signature: Date of correction: Mark:

Plus en détail

Accueil. Voir aussi sur ce thème la revue Textes et Documents pour la Classe n 1052, «Les États-Unis dans la mondialisation».

Accueil. Voir aussi sur ce thème la revue Textes et Documents pour la Classe n 1052, «Les États-Unis dans la mondialisation». 1 Accueil Les États-Unis dans la mondialisation Depuis la fin de la guerre froide, les États-Unis sont l unique «hyperpuissance», capable de projeter ses forces armées n importe où dans le monde. Puissance

Plus en détail

Support Orders and Support Provisions (Banks and Authorized Foreign Banks) Regulations

Support Orders and Support Provisions (Banks and Authorized Foreign Banks) Regulations CANADA CONSOLIDATION CODIFICATION Support Orders and Support Provisions (Banks and Authorized Foreign Banks) Regulations Règlement sur les ordonnances alimentaires et les dispositions alimentaires (banques

Plus en détail

Formation en conduite et gestion de projets. Renforcer les capacités des syndicats en Europe

Formation en conduite et gestion de projets. Renforcer les capacités des syndicats en Europe Formation en conduite et gestion de projets Renforcer les capacités des syndicats en Europe Pourquoi la gestion de projets? Le département Formation de l Institut syndical européen (ETUI, European Trade

Plus en détail

CEST POUR MIEUX PLACER MES PDF

CEST POUR MIEUX PLACER MES PDF CEST POUR MIEUX PLACER MES PDF ==> Download: CEST POUR MIEUX PLACER MES PDF CEST POUR MIEUX PLACER MES PDF - Are you searching for Cest Pour Mieux Placer Mes Books? Now, you will be happy that at this

Plus en détail