Correlation between Development of Lexical Adverbs and Verbal. Morphology for Chinese FLE Learners

Size: px
Start display at page:

Download "Correlation between Development of Lexical Adverbs and Verbal. Morphology for Chinese FLE Learners"

Transcription

1 Acquisition des langues : perspectives comparatives Colloque en hommage à Clive Perdue Laboratoire Structures Formelles du Langage CNRS & Université de Paris Décembre 2008 Correlation between Development of Lexical Adverbs and Verbal Morphology for Chinese FLE Learners Jili Sun (Northwestern University) jilisun@hotmail.com j-sun@northwestern.edu 1. Introduction In the project of ESF (Klein, Perdue, 1997), we observed different language learners going through similar stages of acquisition of temporal expression: from lexical-pragmatic expression to morphological expression. Starren (2001) claimed that when the functional verbal morphology is not acquired, learners studied in the ESF project first used abundant temporal adverbs to specify the time, and then when the temporal adverb usage could no longer express some complex temporal relations, learners gradually developed verbal morphology. In the following paper, we propose to verify this acquisition process in the development of temporal adverbs and verbal morphology for Chinese FLE learners. The typological differences between these two languages in

2 temporal marking provide a productive field of study in which to verify the degree to which a commonly shared feature in second language acquisition could apply to a specific group of learners. 2. Research Question The finding of project ESF implies that, first of all, in a whole narration, the temporal information must be provided either by temporal adverbs or verbal morphology; secondly, after the pre-basic stage, learners consider that there is a balance of dichotomy between lexical temporal expression and verbal morphology. So the limited potential of temporal adverbs to express temporality incites the development of verbal morphology. In this theme of research, Chinese language provides an interesting study sample because Chinese language does not require systematic verbal morphological marking for temporality in narration. Temporal information is often provided implicitly in the context (Li & Thompson 1981, Chao 1968, Hendriks 1999), while French requires systematic morphological marking in the verbal part, and has very clear tense marking in the verbal morphology for the past, present and future. How do Chinese learners perceive the necessity to explicitly mark temporality in their second language of French? How do they balance the adverb marking and verbal morphological marking of temporality in French? The current study will try to answer these questions by observing the

3 correlation between temporal adverbs and the development of verbal morphology for Chinese learners of French. 3. Methodology and Results We use the same stimulus in the ESF project (Silent film: modern times), and collect data from two groups: one group of Chinese FLE learners in P.R. China, and the other group in France. Their living environment and learning methods are different. This helps us to reduce the influence of exterior factors in the process of acquisition. In Sun (2008), we observed the development of verbal morphology of these two groups and how it follows the same pattern: présent - passé composé - futur simple and plus-que-parfait, even in different learning conditions. We will present in this communication the finding for the distribution of temporal adverbs for these two groups. We will also present the distribution of the verbal morphology in the beginner's group in Xi an as a sample of analysis. For additional information in the development of verbal morphology, we can refer to Sun (2008)

4 Table 1 : groupe de Xi an (P.R. China) Name Age Level Learning Time Liying 18 Beginner 4,5 months Jingli 18 Beginner 4,5 months Guoming 18 Beginner 4,5 months Fangfei 19 Intermediate I 16,5 months Jun 20 Intermediate I 16,5 months Lingxi 19 Intermediate I 16,5 months Boyi 20 Intermediate II 28,5 months Mei 20 Intermediate II 28,5 months Mi 20 Intermediate II 28,5 months Tongyi 21 Advanced 40,5 months Hui 21 Advanced 40,5 months Bo 21 Advanced 40,5 months Table 2: group of Paris (France) Name Age Level Learning Time Yangshenfu 35 Intermediate 16,5 months Xiaoyin 25 Intermediate 15 months Xiaodan 24 Intermediate 17 months Fengyong 25 Intermediate 17 months Awei 23 Intermediate 16,5 months Chenshenxin 27 Intermediate 17 months Leijie 25 Advanced 4 months Lina 25 Advanced 4 months Xiaoma 28 Advanced 4,5 months

5 Table 3 : distribution of verbal morphology for the beginners group (Xi an) Name Présent PC IM FP FS PP IN AF Without Verb Total Utterance Liying Jingli Guoming Total %(V/U) 78,87% 1,41% 0,00% 2,82% 0,00% 0.00% 5,63% 9,86% 0,00% 83.10% PC : passé composé ; IM : imparfait ; FP : futur proche ; PP : plus-que-parfait ; IN : infinitif ; AF :ambigous form ; V/U : verbal morphology /total utterances Table 4. distribution of temporal adverbs for the beginners group (Xi an) Name Temporal adverbs Utterance (total) %(T/U) Liying ,1% Jingli ,8% Guoming ,5% From table 3, we can see that the verbal morphology begins to develop in the beginners group. We also observed an important individual variance in the use of temporal adverbs in table 4. We will illustrate it by the data of Jinli and Liying: Example 1 Liying (4.5 months) a. en ce moment-là, la fille /fε/ un travail dans une usine b. et son père /nε/ c. ses soeurs et elle /sõ/ très tristes d. ensuite, elle /git/ la famille e. dans la rue, elle /rœgard/ beaucoup de pain f. elle en /prã/ g. parce qu elle /a/ très faim h. mais elle /na/ pas de chance i. elle /lavy/ j. à ce moment-là, le garçon et la fille /sœ rakõt/ k. le garçon /di/ aux gens que /sε/ lui qui /prã/ le pain pour aider le la /f fa/ famille l. quelques minutes après, ils /võ ãtre/ dans la prison m. mais ils ne /pøv/ pas y aller

6 n. ils /desãd/ de la voiture o. ensuite, /il snterεs/ p. dix jours après, le garçon /va s/ chez elle Example 2 Jingli (4.5 months) a. le fille /prã m prãd m ffro/ fromage b. et /ãtre/ dans hum dans le prison c. /sεt nom/ aussi /ãtre/ dans dans le prison d. /nunu rãkõtrõ/ hum dans dans la /oto/ dans le dans la /oto/ e. mais ils ne /puve/ pas hum entrer dans dans le prison f. /ilzõ/ une petite maison j. hum elle /nεpa/ elle /nεpa/ meublée h. dans la maison hum /ilija/une table hum des fleurs, deux chaises, et un lit i. la maison hum la maison /εsœtruve/ la maison /εsœtruve/ après de la rivière j. matin /sεm/ cette cette fille/m pre pre m prepare/ le petit déjeuner pour cette /jœ/ cette /nom/ k. ils /mãz/ ensemble l. enfin, /il ilεm/ bien elle m. /sε/ tout From the qualitative analysis above, we observed the learner who is the most advanced in the development of morphology. Liying used the largest quantity of temporal adverbs. It seemed that the development of morphology is parallel with the development of temporal adverbs. On the other hand, the learner who developed less verbal morphology, Jinli, used a lesser percentage of temporal adverbs (table 4) in the whole narration. We did not observe the relation of balance of dichotomy between verbal morphology and temporal adverbs in the findings of ESF project. In the following tables, we will present the distribution of temporal adverbs for the other groups.

7 Table 5. Distribution of temporal adverbs for the intermediate I group (Xi an) Name Temporal Adverbs Utterance (total) Percentage(T/U) Fanfei ,0% Jun ,0% Lingxi ,1% Tableau 6 : distribution of temporal adverbs for the intermediate II group (Xi an) Name Temporal Adverbs Utterance (total) Percentage(T/U) Boyi ,9% Mei ,4% Mi ,5% Table 7. distribution of temporal adverbs for the advanced group (Xi an) Name Temporal Adverbs Utterance (total) Percentage(T/U) Tongyi ,4% Hui ,2% Bo ,3% Table 8. Distribution of temporal adverbs for the intermediate group (Paris) Name Temporal Adverbs Utterance(total) Percentage(T/U) Yang Shenfu ,9% Xiaoying ,5% Xiaodan ,1% Fengyong ,2% Awei ,7% Chen Shenxing ,3% Table 9. distribution of temporal adverbs for the advanced group (Paris) Name Temporal adverbs Utterance(total) Percentage(T/U) Lina ,8% Leijie ,1% Xiaoma ,2%

8 From the comparison of table 9 and table 8, in the same learning environment in Paris, the advanced group used more temporal adverbs than the intermediate group. From the tables 5 through 7, we did not observe regularity in the quantity of temporal adverbs for the learners in P. R. China. But at the same time, in all these groups, we observed regular development of verbal morphology (Sun 2008). 4. Discussion From table 3, we can observe the verbal morphology development from the beginning of learning. We did expect the absence of systematic grammatical marking of temporality in Chinese would create difficulties in the acquisition of the verbal morphology, but the data did not confirm our presumption. In the project INTERFRA (Bartning 1997) and Granget (2004) also observed the early acquisition of verbal morphology in the analysis of guided Swedish and German learners of French. Guided learners early exposure to verbal morphology can explain part of the reason. Especially for the group in Xi an, the educative system in China puts a lot of emphasis on the acquisition of grammar; as a result, after 4.5 months of learning, learners begin to use the verbal morphology of the present tense. Nevertheless, we did not observe a correlation between the temporal

9 adverbs and the development of verbal morphology. The development of verbal morphology does not lead to a decrease of temporal adverbs. The qualitative analysis of the beginning group of Xi an proves also that the learner who develops a richer verbal morphology uses a larger quantity of temporal adverbs than those who are less advanced in the use of morphology. Individual factors are sometimes important in the use of temporal adverbs. We propose the following explanation: since Chinese language does not require systematic verbal morphological marking and the temporal information is very dependant on context, the learners will have a relative attitude towards the obligation to mark systematically and explicitly the temporal information in their narration of their second language. This perception will change the motivation of development of verbal morphology. It develops independently from the necessity of temporal marking, and it is disconnected from the development of temporal adverbs. This observation changes the balance of dichotomy between lexical marking and morphological marking in languages studied in the ESF project. We propose that a commonly shared feature in unguided language acquisition of temporality has certain limits and does not apply

10 to some special languages with a completely different linguistic system in the expression of temporality. Selective References: Bartning, I. (1997). L apprenant dit avancé et son acquisition d une langue étrangère : Tour d horizon et esquisse d une caractérisation de la variété avancée. Aile, 9, pp Granget, C. (2004). L acquisition par des apprenants germanophones de la reference au pasé en français : Un cas d école. [Thèse de doctorat de Université de Paris III Sorbonne Nouvelle.] Hendriks, H. (1999). The acquisition of temporal reference in first and second language acquisition: What children already know and adults still have to learn and vice versa. Psychology of Language and communication, vol.3 (1) pp Klein, W., Perdue, C. (1997). The basic variety. Studies Second Language Research, 13, pp Starren, M. (2001). The second time, the acquisition of temporality in Dutch and French as a second language. Utrecht : LOT. Sun, J (2008) Conceptualisation étendue du temps topique dans les narrations des apprenants sinophones en français langue étrangère AILE (Acquisition et Interaction Langue Etrangère N 26

AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES

AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES Interpersonal Writing: E-mail Reply 5: STRONG performance in Interpersonal Writing Maintains the exchange with a response that is clearly appropriate

More information

FRENCH AS A SECOND LANGUAGE TRAINING

FRENCH AS A SECOND LANGUAGE TRAINING FRENCH AS A SECOND LANGUAGE TRAINING Beginner 1 This course is intended for people who have never studied French or people who have taken French in the past but have either forgotten most of it or have

More information

Level 2 French, 2014

Level 2 French, 2014 91121 911210 2SUPERVISOR S Level 2 French, 2014 91121 Demonstrate understanding of a variety of written and / or visual French text(s) on familiar matters 9.30 am Wednesday 26 November 2014 Credits: Five

More information

To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for French 1A.

To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for French 1A. FREN 1A French, Level I, First Semester #6504 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for French 1A. WHAT

More information

AP FRENCH LANGUAGE 2008 SCORING GUIDELINES

AP FRENCH LANGUAGE 2008 SCORING GUIDELINES AP FRENCH LANGUAGE 2008 SCORING GUIDELINES Part A (Essay): Question 31 9 Demonstrates STRONG CONTROL Excellence Ease of expression marked by a good sense of idiomatic French. Clarity of organization. Accuracy

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Wednesday, June 22, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated

More information

June 2016 Language and cultural workshops In-between session workshops à la carte June 13-25 2 weeks All levels

June 2016 Language and cultural workshops In-between session workshops à la carte June 13-25 2 weeks All levels June 2016 Language and cultural workshops In-between session workshops à la carte June 13-25 2 weeks All levels We have designed especially for you a new set of language and cultural workshops to focus

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION F COMPREHENSIVE EXAMINATION IN FRENCH Friday, June 16, 2006 1:15 to 4:15 p.m., only SCORING KEY Updated information

More information

L enseignement de la langue anglaise en Algérie; Evaluation de certains aspects de la réforme scolaire de 2003

L enseignement de la langue anglaise en Algérie; Evaluation de certains aspects de la réforme scolaire de 2003 REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE MINISTERE DE L EDUCATION NATIONALE Institut National de Recherche en Education L Institut National de la Recherche en Education Journée d étude sur L enseignement

More information

Aspectual Properties of Deverbal Nouns

Aspectual Properties of Deverbal Nouns Aspectual Properties of Deverbal Nouns PAULINE HAAS*, RICHARD HUYGHE** and RAFAEL MARÍN* *Université Lille 3 CNRS UMR 8163 («STL»), **Université Paris 7 1 Introduction Hypothesis: deverbal nouns inherit

More information

FRANÇAIS 31A-IB A. COURSE OBJECTIVES. The goals of the French 31A course, identified by Alberta Education, are to develop in students:

FRANÇAIS 31A-IB A. COURSE OBJECTIVES. The goals of the French 31A course, identified by Alberta Education, are to develop in students: FRANÇAIS 31A-IB MYP Language B standard 2011-2012 Madame Dallaire Cindy.Dallaire@ecsd.net dallaireci@gmail.com 780-451-1470 https://francaisamac.wikispaces.com/ A. COURSE OBJECTIVES The goals of the French

More information

Elizabethtown Area School District French III

Elizabethtown Area School District French III Elizabethtown Area School District French III Course Number: 610 Length of Course: 18 weeks Grade Level: 10-12 Elective Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods

More information

French 2A. Course Overview

French 2A. Course Overview French 2 Course Overview Students in French 2 continue their voyage of discovery as they further explore the language and the culture of the peoples who speak this modern world language. Students continue

More information

Gaynes School French Scheme YEAR 8: weeks 8-13

Gaynes School French Scheme YEAR 8: weeks 8-13 Studio 2 Rouge Module 2 Paris, je t adore! Unité 1 pp. 28 29 Une semaine à Paris Programme of Study GV1 Tenses (perfect: regular verbs) references LC1 Listening and responding LC4 Expressing ideas (writing)

More information

How To Become A Foreign Language Teacher

How To Become A Foreign Language Teacher Université d Artois U.F.R. de Langues Etrangères MASTER A DISTANCE Master Arts, Lettres et Langues Spécialité «CLE/ CLS en milieu scolaire» Voie Professionnelle ou Voie Recherche University of Artois Faculty

More information

City University of Hong Kong. Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/14

City University of Hong Kong. Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/14 City University of Hong Kong Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/14 Part I Course Title: Intensive French 1 and 2 Course Code:

More information

ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS 2015-16

ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS 2015-16 ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS 2015-16 TEACHER: SUBJECT: French CLASS: Grade 9 UNIT TITLE DURATION UNIT SUMMARY ASSESSMENT Our world September Pupils develop speaking and writing at greater

More information

Hours: The hours for the class are divided between practicum and in-class activities. The dates and hours are as follows:

Hours: The hours for the class are divided between practicum and in-class activities. The dates and hours are as follows: March 2014 Bienvenue à EDUC 1515 Français Langue Seconde Partie 1 The following information will allow you to plan in advance for the upcoming session of FSL Part 1 and make arrangements to complete the

More information

What about me and you? We can also be objects, and here it gets really easy,

What about me and you? We can also be objects, and here it gets really easy, YOU MEAN I HAVE TO KNOW THIS!? VOL 3 PRONOUNS Object pronouns Object pronouns If subjects do the verb, guess what the objects do? They get the verb done to them! Consider the following sentences: We eat

More information

Sun Management Center Change Manager 1.0.1 Release Notes

Sun Management Center Change Manager 1.0.1 Release Notes Sun Management Center Change Manager 1.0.1 Release Notes Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 817 0891 10 May 2003 Copyright 2003 Sun Microsystems, Inc. 4150

More information

Centre for English and Additional Languages (CEAL) FRE201/1201 French (Post-Beginner Level)

Centre for English and Additional Languages (CEAL) FRE201/1201 French (Post-Beginner Level) FRE201/1201 French (Post-Beginner Level) Course Title : French (Post-Beginner Level) Course Code : FRE201/FRE1201 Year of Study : 2, 3 & 4 in priority (open to Year 1) Number of Credits/ Term : Nil Mode

More information

AS: MFL BRIDGING WORK

AS: MFL BRIDGING WORK AS: MFL BRIDGING WORK The bridging work MUST be completed for your course by September. Your work will be checked over in September. You need to: o Complete all grammar activities. o Fill in the gaps on

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

GCSE French. Other Guidance Exemplar Student Marked Work: Controlled Assessment Writing Autumn 2011

GCSE French. Other Guidance Exemplar Student Marked Work: Controlled Assessment Writing Autumn 2011 GCSE French Other Guidance Exemplar Student Marked Work: Controlled Assessment Writing Autumn 2011 The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England

More information

1 - Chinese immigration

1 - Chinese immigration From China (Wenzhou) to France (Paris) : the social construction of the linguistic repertoire J. BOUTET We will start our paper with a short history and description of the Chinese immigration in Paris.

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

Student e-book. With a French Accent. Grammar. French Basics. Easy grammatical explanations and practical, everyday language

Student e-book. With a French Accent. Grammar. French Basics. Easy grammatical explanations and practical, everyday language Student e-book With a French Accent Grammar French Basics Easy grammatical explanations and practical, everyday language With more than 170 exercises www.learnfrenchathome.com A collection of e-books on

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME FRENCH ORDINARY LEVEL

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME FRENCH ORDINARY LEVEL Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME FRENCH ORDINARY LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME FRENCH ORDINARY LEVEL Leaving Certificate

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

General Certificate of Education Advanced Level Examination June 2012

General Certificate of Education Advanced Level Examination June 2012 General Certificate of Education Advanced Level Examination June 2012 French Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2012 (FRE4T) To

More information

FrenchPod101.com Learn French with FREE Podcasts

FrenchPod101.com Learn French with FREE Podcasts Newbie Lesson S1 Mastering the French Kiss...AGAIN? 3 Formal French 2 Formal English 2 Informal French 2 Informal English 2 Vocabulary 2 Grammar Points 4 Cultural Insight 5 Formal French Oh Robert! Encore

More information

Les Métiers (Jobs and Professions)

Les Métiers (Jobs and Professions) Purpose and requirements: The main themes of the lesson are jobs and professions. Here, students are encouraged to talk and interact verbally since most of the lesson does not require any writing. It introduces

More information

I will explain to you in English why everything from now on will be in French

I will explain to you in English why everything from now on will be in French I will explain to you in English why everything from now on will be in French Démarche et Outils REACHING OUT TO YOU I will explain to you in English why everything from now on will be in French All French

More information

2. Il faut + infinitive and its more nuanced alternative il faut que + subjunctive.

2. Il faut + infinitive and its more nuanced alternative il faut que + subjunctive. Teaching notes This resource is designed to enable students to broaden their range of expression on the issue of homelessness and poverty, specifically in terms of suggesting possible solutions. The aim

More information

Note concernant votre accord de souscription au service «Trusted Certificate Service» (TCS)

Note concernant votre accord de souscription au service «Trusted Certificate Service» (TCS) Note concernant votre accord de souscription au service «Trusted Certificate Service» (TCS) Veuillez vérifier les éléments suivants avant de nous soumettre votre accord : 1. Vous avez bien lu et paraphé

More information

Future Entreprise. Jean-Dominique Meunier NEM Executive Director www.nem-initiative.org. Nov. 23, 2009 FIA Stockholm

Future Entreprise. Jean-Dominique Meunier NEM Executive Director www.nem-initiative.org. Nov. 23, 2009 FIA Stockholm Future Entreprise Jean-Dominique Meunier NEM Executive Director www.nem-initiative.org Nov. 23, 2009 FIA Stockholm 1 Nov. 23, 2009 FIA Stockholm Source : @JDM 2 Nov. 23, 2009 FIA Stockholm Source : @JDM

More information

Français 3 le 6/7 novembre 2013

Français 3 le 6/7 novembre 2013 Français 3 le 6/7 novembre 2013 Classwork : French prepositions with Geographical names (cities, countries and states) 1. PowerPoint on French prepositions with Geographical names (cities, countries and

More information

DEPARTMENT OF PRE- UNIVERSITY EDUCATION, MALLESHWARAM, 18 th CROSS, BANGALORE 12

DEPARTMENT OF PRE- UNIVERSITY EDUCATION, MALLESHWARAM, 18 th CROSS, BANGALORE 12 DEPARTMENT OF PRE- UNIVERSITY EDUCATION, MALLESHWARAM, 18 th CROSS, BANGALORE 12 CLASS: II P.U.C 2014-2015 SUBJECT: FRENCH LESSONS (12) Sl. No. NAME OF THE UNIT/ CHAPTER SUB- UNIT 1. Au fil du temps NO.

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

Introduction au BIM. ESEB 38170 Seyssinet-Pariset Economie de la construction email : contact@eseb.fr

Introduction au BIM. ESEB 38170 Seyssinet-Pariset Economie de la construction email : contact@eseb.fr Quel est l objectif? 1 La France n est pas le seul pays impliqué 2 Une démarche obligatoire 3 Une organisation plus efficace 4 Le contexte 5 Risque d erreur INTERVENANTS : - Architecte - Économiste - Contrôleur

More information

- Qu'est-ce que vous aimez faire? - J'adore les spectacles.

- Qu'est-ce que vous aimez faire? - J'adore les spectacles. > - Qu'est-ce que vous aimez faire? - J'adore les spectacles. What do you like to do? I adore shows. le son 'in' pronunciation practice faire to do, to make l'infinitif using verbs in the infinitive de

More information

Second Year French MFL1 Scheme of Work Studio 2 Module 1 T es branché? 4 lessons per 2 week cycle (aim to finish by mid-november)

Second Year French MFL1 Scheme of Work Studio 2 Module 1 T es branché? 4 lessons per 2 week cycle (aim to finish by mid-november) Second Year French MFL1 Scheme of Work Studio 2 Module 1 T es branché? (aim to finish by mid-november) Learning Objectives: Present tense and revision of hobbies and personal details Studio 2 vert: Module

More information

Le future proche, le futur simple, le futur antérieur

Le future proche, le futur simple, le futur antérieur Le future proche, le futur simple, le futur antérieur a. Le futur proche It expresses the idea that an event is going to happen in the near future. Ce soir je vais regarder le match avec Cédric. Nous allons

More information

Garden City Public Schools Garden City, New York

Garden City Public Schools Garden City, New York Garden City Public Schools Garden City, New York Course: French 3R/H Overview of Course This third level course will complete Checkpoint B of the state syllabus and culminates in a comprehensive Regents

More information

UNIVERSITY OF ALBERTA DEPARTMENT OF MODERN LANGUAGES AND CULTURAL STUDIES www.mlcs.ca. FREN 298: Advanced French II Winter 2015: January 5 April 10

UNIVERSITY OF ALBERTA DEPARTMENT OF MODERN LANGUAGES AND CULTURAL STUDIES www.mlcs.ca. FREN 298: Advanced French II Winter 2015: January 5 April 10 UNIVERSITY OF ALBERTA DEPARTMENT OF MODERN LANGUAGES AND CULTURAL STUDIES www.mlcs.ca FREN 298: Advanced French II Winter 2015: January 5 April 10 Section: B4 Time: MWF 11:00-11:50 Lab: T or R 11:00-11:50

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

Mark Scheme (Results) Summer 2010

Mark Scheme (Results) Summer 2010 Scheme (Results) Summer 2010 GCE GCE French (6FR04) Paper 1 Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH Edexcel is one of the leading

More information

7th Grade - Middle School Beginning French

7th Grade - Middle School Beginning French Quarter 1 Introduction p.2-11 1 1 1 2 Cultural Context: Why Speak French Geography of France and Francophonie French and Francophone Names Communicative Functions: Classroom rules and expectations Cultural

More information

Pre-/ During/ Post- Reading, Lesson Plan 3: Le Bon vieux temps, High School French II

Pre-/ During/ Post- Reading, Lesson Plan 3: Le Bon vieux temps, High School French II Kathryn Steele Prof. Jennifer McCloud EDCI 5744 April 18, 2011 Pre-/ During/ Post- Reading, Lesson Plan 3: Le Bon vieux temps, High School French II STAGE 1: IDENTIFY DESIRED RESULTS: What will learners

More information

Guidelines for marking of (Optional) School-based oral test in French at the Junior Certificate Examination

Guidelines for marking of (Optional) School-based oral test in French at the Junior Certificate Examination STATE EXAMINATIONS COMMISSION Guidelines for marking of (Optional) School-based oral test in French at the Junior Certificate Examination The following marking scheme is offered to teachers by way of suggestions

More information

Measuring Policing Complexity: A Research Based Agenda

Measuring Policing Complexity: A Research Based Agenda ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

Percentage Ladder French Unit 1: Qu est-ce que tu aimes regarder? Year 8 Reading and Speaking

Percentage Ladder French Unit 1: Qu est-ce que tu aimes regarder? Year 8 Reading and Speaking Percentage Ladder French Unit 1: Qu est-ce que tu aimes regarder? Year 8 and Percentage I can Prove it! 80% I can understand authentic spoken texts and material from a range of voices. I can paraphrase

More information

FRENCH DEPARTMENT YEAR PLAN DATE: JANUARY 2013 REVIEW DATE: JANUARY 2014

FRENCH DEPARTMENT YEAR PLAN DATE: JANUARY 2013 REVIEW DATE: JANUARY 2014 Ospreys 1-3 approx.: 4-6 approx.: 7-9 approx.: 10-12 approx.: 13-16 approx.: 17 approx. - end: Intro to France Personal details Numbers 1-10 Transport People / family House and garden Petit / grand Outdoors

More information

STUDENT APPLICATION FORM (Dossier d Inscription) ACADEMIC YEAR 2010-2011 (Année Scolaire 2010-2011)

STUDENT APPLICATION FORM (Dossier d Inscription) ACADEMIC YEAR 2010-2011 (Année Scolaire 2010-2011) Institut d Administration des Entreprises SOCRATES/ERASMUS APPLICATION DEADLINE : 20th November 2010 OTHER (Autre) STUDENT APPLICATION FORM (Dossier d Inscription) ACADEMIC YEAR 2010-2011 (Année Scolaire

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

Sun StorEdge A5000 Installation Guide

Sun StorEdge A5000 Installation Guide Sun StorEdge A5000 Installation Guide for Windows NT Server 4.0 Sun Microsystems, Inc. 901 San Antonio Road Palo Alto, CA 94303-4900 USA 650 960-1300 Fax 650 969-9131 Part No. 805-7273-11 October 1998,

More information

NOUNS. SINGULAR NOUNS The Definite Article = the

NOUNS. SINGULAR NOUNS The Definite Article = the NOUNS A noun is a word which refers to a living creature, a thing, a place, a feeling or an idea. When you look up a noun in your Chambers Harrap s French School Dictionary, you will see noun in blue next

More information

CURRICULUM GUIDE. French 2 and 2 Honors LAYF05 / LAYFO7

CURRICULUM GUIDE. French 2 and 2 Honors LAYF05 / LAYFO7 CURRICULUM GUIDE French 2 and 2 Honors LAYF05 / LAYFO7 Course Description The course treats all language learning skills: listening, speaking, reading and writing. Students learn to manipulate structural

More information

AP FRENCH CURRICULUM

AP FRENCH CURRICULUM AP FRENCH CURRICULUM Course Design Ben Davis High School considers French IV as their AP level and sometimes there is a French V. Each year our students are encouraged to apply to the Indiana University

More information

EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT

EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Grammar Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will passively recognize target grammatical structures alone and in

More information

Competitive Intelligence en quelques mots

Competitive Intelligence en quelques mots Competitive Intelligence en quelques mots Henri Dou douhenri@yahoo.fr http://www.ciworldwide.org Professeur des Universités Directeur d Atelis (Intelligence Workroom) Groupe ESCEM Consultant WIPO (World

More information

C. read for meaning from a variety of authentic and educational sources

C. read for meaning from a variety of authentic and educational sources Masconomet Regional High School Curriculum Guide Course Title: French IV CP Course Number: 4131 Department: Foreign Language Grade Level and Phase: 11 College Prep Length of Course: Year See also: French

More information

BonPatronPro to the rescue

BonPatronPro to the rescue OMLTA H2 General Gr. 7-12 Room: Aurora BonPatronPro to the rescue Online help for those perpetual written errors for students AND teachers Maria Gauthier mariagauthier@ucc.on.ca Saturday March 31, 2012

More information

AgroMarketDay. Research Application Summary pp: 371-375. Abstract

AgroMarketDay. Research Application Summary pp: 371-375. Abstract Fourth RUFORUM Biennial Regional Conference 21-25 July 2014, Maputo, Mozambique 371 Research Application Summary pp: 371-375 AgroMarketDay Katusiime, L. 1 & Omiat, I. 1 1 Kampala, Uganda Corresponding

More information

Reconstruction d un modèle géométrique à partir d un maillage 3D issu d un scanner surfacique

Reconstruction d un modèle géométrique à partir d un maillage 3D issu d un scanner surfacique Reconstruction d un modèle géométrique à partir d un maillage 3D issu d un scanner surfacique Silvère Gauthier R. Bénière, W. Puech, G. Pouessel, G. Subsol LIRMM, CNRS, Université Montpellier, France C4W,

More information

TREATIES AND OTHER INTERNATIONAL ACTS SERIES 12859. Agreement Between the UNITED STATES OF AMERICA and CONGO

TREATIES AND OTHER INTERNATIONAL ACTS SERIES 12859. Agreement Between the UNITED STATES OF AMERICA and CONGO 1 TREATIES AND OTHER INTERNATIONAL ACTS SERIES 12859 EMPLOYMENT Agreement Between the UNITED STATES OF AMERICA and CONGO Effected by Exchange of Notes Dated at Washington April 11 and May 23, 1997 2 NOTE

More information

Raconte-moi : Les deux petites souris

Raconte-moi : Les deux petites souris Raconte-moi : Les deux petites souris 1. Content of the story: Two little mice called Sophie and Lulu live in a big house in Paris. Every day, an animal knock at the door of their big house.if they like

More information

written by Talk in French Learn French as a habit French Beginner Grammar in 30 days

written by Talk in French Learn French as a habit French Beginner Grammar in 30 days written by Talk in French Learn French as a habit French Beginner Grammar in 30 days A FOREWORD (OF SOME SORT) French is the second most widely taught foreign language in the world. Weirdly, however, and

More information

Correlation of Ça marche! 1, Venez chez nous to Sask. Ed. FSL curriculum Correlation to Sask. Ed. FSL Curriculum

Correlation of Ça marche! 1, Venez chez nous to Sask. Ed. FSL curriculum Correlation to Sask. Ed. FSL Curriculum Correlation of Ça marche! 1, Venez chez nous to Sask. Ed. FSL curriculum Correlation to Sask. Ed. FSL Curriculum Venez chez nous! Unit 8.5c: Trips and Excursions Students will prepare a local travel directory,

More information

STAGE YOGA & RANDONNEES à MADERE

STAGE YOGA & RANDONNEES à MADERE STAGE YOGA & RANDONNEES à MADERE Du dimanche 10 au dimanche 17 juillet 2016 Animé par Naomi NAKASHIMA et Sylvain BRUNIER L île aux fleurs, paradis des randonneurs et amoureux de la nature Au cours de ce

More information

Survey on Conference Services provided by the United Nations Office at Geneva

Survey on Conference Services provided by the United Nations Office at Geneva Survey on Conference Services provided by the United Nations Office at Geneva Trade and Development Board, fifty-eighth session Geneva, 12-23 September 2011 Contents Survey contents Evaluation criteria

More information

1. Use the present tense of the verbs faire or aller and the words in the word bank to complete the sentences about activities.

1. Use the present tense of the verbs faire or aller and the words in the word bank to complete the sentences about activities. French 1B Final Examination Study Guide June 2016 Montgomery County Public Schools Name: Before you begin working on the study guide, organize your notes and vocabulary lists from semester B. Refer to

More information

EPREUVE D EXPRESSION ORALE. SAVOIR et SAVOIR-FAIRE

EPREUVE D EXPRESSION ORALE. SAVOIR et SAVOIR-FAIRE EPREUVE D EXPRESSION ORALE SAVOIR et SAVOIR-FAIRE Pour présenter la notion -The notion I m going to deal with is The idea of progress / Myths and heroes Places and exchanges / Seats and forms of powers

More information

GCE EXAMINERS' REPORTS

GCE EXAMINERS' REPORTS GCE EXAMINERS' REPORTS FRENCH AS/Advanced JANUARY 2014 Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en

More information

N1 Grid Service Provisioning System 5.0 User s Guide for the Linux Plug-In

N1 Grid Service Provisioning System 5.0 User s Guide for the Linux Plug-In N1 Grid Service Provisioning System 5.0 User s Guide for the Linux Plug-In Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 819 0735 December 2004 Copyright 2004 Sun Microsystems,

More information

Mrs. Thompson French 4 / UMSL French 1002 2013-2014 E-mail: thompsondella@rockwood.k12.mo.us Web page: https://staff.rockwood.k12.mo.

Mrs. Thompson French 4 / UMSL French 1002 2013-2014 E-mail: thompsondella@rockwood.k12.mo.us Web page: https://staff.rockwood.k12.mo. Mrs. Thompson French 4 / UMSL French 1002 2013-2014 E-mail: thompsondella@rockwood.k12.mo.us Web page: https://staff.rockwood.k12.mo.us/thompsondella COURSE OVERVIEW This course is an elective for students

More information

Technical Service Bulletin

Technical Service Bulletin Technical Service Bulletin FILE CONTROL CREATED DATE MODIFIED DATE FOLDER OpenDrive 02/05/2005 662-02-25008 Rev. : A Installation Licence SCO sur PC de remplacement English version follows. Lors du changement

More information

Solaris 10 Documentation README

Solaris 10 Documentation README Solaris 10 Documentation README Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 817 0550 10 January 2005 Copyright 2005 Sun Microsystems, Inc. 4150 Network Circle, Santa

More information

City University of Hong Kong. Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/2014

City University of Hong Kong. Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/2014 City University of Hong Kong Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/2014 Part I Course Title: French 2 Course Code: Course Duration:

More information

Kenya : safari retro en terre Masaï...

Kenya : safari retro en terre Masaï... Près de la réserve du Masaï Mara, la quatrième génération de la famille Cottar reçoit ses visiteurs dans un luxueux camp de toile, décoré dans le style des années 20. Ici, safari rime avec art de vivre.

More information

Une campagne de sensibilisation est lancée (1) pour lutter (1) contre les conséquences de l'alcool au volant. Il faut absolument réussir (2).

Une campagne de sensibilisation est lancée (1) pour lutter (1) contre les conséquences de l'alcool au volant. Il faut absolument réussir (2). > les verbes du groupe deux la forme passive beaucoup de, trop de: les adverbes de quantité L'affiche est posée (1) sur le bord des routes pour sensibiliser (1) les gens au problème de l'alcool au volant.

More information

National Quali cations SPECIMEN ONLY

National Quali cations SPECIMEN ONLY H National Quali cations SPECIMEN ONLY SQ7/H/03 Mark French Listening and Writing FOR OFFICIAL USE Date Not applicable Duration hour *SQ7H03* Fill in these boxes and read what is printed below. Full name

More information

Sun Enterprise Optional Power Sequencer Installation Guide

Sun Enterprise Optional Power Sequencer Installation Guide Sun Enterprise Optional Power Sequencer Installation Guide For the Sun Enterprise 6500/5500 System Cabinet and the Sun Enterprise 68-inch Expansion Cabinet Sun Microsystems, Inc. 901 San Antonio Road Palo

More information

Year 10 Scheme of Work Expo. Module Topic Units Objectives Language/Grammar

Year 10 Scheme of Work Expo. Module Topic Units Objectives Language/Grammar Personal identification/family & Friends/Sport & Leisure 1 - Moi Year 10 Scheme of Work Déjà vu 1: Moi...et quelques autres Déjà vu 2: Les choses que j aime faire talk about yourself talk about others

More information

Rio de Janeiro. Tout simplement, HISTORIQUE! RESULTATS SPORTIFS Christophe PINNA NICE ELITE SPORT 21, bd Carnot 06300 Nice Tél. : +33 (0)6 08 45 80 07 Fax : +33 (0)4 93 56 78 77 Email : c.pinna@wanadoo.fr

More information

Master of Arts (French Studies) M.A. (French Studies)

Master of Arts (French Studies) M.A. (French Studies) Master of Arts (French Studies) M.A. (French Studies) Objectives The program aims producing M.A. graduates who: - have a good knowledge of the French political system, economy, society and culture and

More information

Learning French and Chinese through Skype Some conversational variations and methodological considerations

Learning French and Chinese through Skype Some conversational variations and methodological considerations Learning French and Chinese through Skype Some conversational variations and methodological considerations Marco Cappellini marco.cappellini@univ-amu.fr Laboratoire Parole & Langage UMR 7309 CNRS Aix-Marseille

More information

Year 9-11 GCSE Scheme of Planned Work and Topics. Based on. Edexcel GCSE French (A*-C) 2014-2016

Year 9-11 GCSE Scheme of Planned Work and Topics. Based on. Edexcel GCSE French (A*-C) 2014-2016 Year 9-11 GCSE Scheme of Planned Work and Topics Based on Edexcel GCSE French (A*-C) 2014-2016 Y9-10 Y9 37 Y9 38 Y9 39 Y9 40 1 Module and unit coverage Grammar and skills coverage Controlled assessment

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

HOW TO SUBMIT YOUR FILM TO THE FESTIVAL

HOW TO SUBMIT YOUR FILM TO THE FESTIVAL ELIGIBILITY HOW TO SUBMIT YOUR FILM TO THE FESTIVAL To be eligible for the 41 st Deauville American Film Festival (September 4-13, 2015), films must fulfil the following conditions: - be a feature film

More information

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

More information

College/School: Humanities and Social Sciences Department: Modern and Classical Languages Submitted by: Gérard Beck Ext: 31225 Email: gbeck2@gmu.

College/School: Humanities and Social Sciences Department: Modern and Classical Languages Submitted by: Gérard Beck Ext: 31225 Email: gbeck2@gmu. Course Approval Form For approval of new courses and deletions or modifications to an existing course. registrar.gmu.edu/facultystaff/curriculum Action Requested: Course Level: X Create new course Delete

More information

Product / Produit Description Duration /Days Total / Total

Product / Produit Description Duration /Days Total / Total DELL Budget Proposal / Proposition Budgétaire Solutions Design Centre N o : 200903201602 Centre de Design de Solutions Date: 2009-03-23 Proposition valide pour 30 jours / Proposal valid for 30 days Customer

More information

Une dame et un petit garçon regardent tranquillement le paysage.

Une dame et un petit garçon regardent tranquillement le paysage. > Une dame et un petit garçon regardent tranquillement le paysage. Masculine and feminine nouns How adjectives behave Verbs from the first group Verbs and prepositions French is not so very far from English.

More information

INDIRECT OBJECT PRONOUN. Nineteenth lesson Dix-neuvième leçon

INDIRECT OBJECT PRONOUN. Nineteenth lesson Dix-neuvième leçon INDIRECT OBJECT PRONOUN Nineteenth lesson Dix-neuvième leçon CONTENTS Introduction 1. Forms 2. Position 1.1. When preceding a vowel 1.2. In the imperative 2.1. In the present tense 2.2 In the past tense

More information

Altiris Patch Management Solution for Windows 7.6 from Symantec Third-Party Legal Notices

Altiris Patch Management Solution for Windows 7.6 from Symantec Third-Party Legal Notices Appendix A Altiris Patch Management Solution for Windows 7.6 from Symantec Third-Party Legal Notices This appendix includes the following topics: Third-Party Legal Attributions CabDotNet MICROSOFT PLATFORM

More information

How I began my first year classes:

How I began my first year classes: How I began my first year classes: I began the year with classical TPR. Because I always did storytelling-like scenarios during this classical TPR phase, my students were acting out stories and answering

More information

Langages Orientés Objet Java

Langages Orientés Objet Java Langages Orientés Objet Java Exceptions Arnaud LANOIX Université Nancy 2 24 octobre 2006 Arnaud LANOIX (Université Nancy 2) Langages Orientés Objet Java 24 octobre 2006 1 / 32 Exemple public class Example

More information

Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff.

Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff. CURRICULUM PLAN MODERN FOREIGN LANGUAGES YEAR 7 FRENCH Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff. TERM ONE Introductory

More information

Service Level Definitions and Interactions

Service Level Definitions and Interactions Service Level Definitions and Interactions By Adrian Cockcroft - Enterprise Engineering Sun BluePrints OnLine - April 1999 http://www.sun.com/blueprints Sun Microsystems, Inc. 901 San Antonio Road Palo

More information