This document discusses the fundamental parts of Spanish verbs, including verbs in the present tense. It covers the infinitive, ending, and stem of Spanish verbs. The infinitive is the basic unconjugated form ending in "r". The ending is the last two letters of the infinitive. The stem is what is left after removing the ending. It provides examples of regular -ar verbs and explains how to conjugate them by using the stem and applying emphasis to different vowels. It also discusses how the present tense can be used to express present, ongoing, and future actions in Spanish.
This document provides information about French definite and indefinite articles. It explains that the definite articles le, la, l', and les are used with nouns, with le and la used for singular masculine and feminine nouns respectively, and les used for plural nouns. L' is used with singular nouns starting with a vowel. The indefinite articles un, une, and des are also explained, with un and une used for singular nouns and des used for plural nouns. Examples are provided to demonstrate the use of these articles.
El documento habla sobre la puntuación, incluyendo el uso de la coma, punto, etcétera y puntos suspensivos. También discute el uso de signos de interrogación, admiración, comillas y paréntesis. Explica las reglas para puntuar correctamente oraciones, citas, abreviaturas y enumeraciones.
This document discusses French definite, indefinite, and partitive articles. It provides the following key points:
- Definite articles (le, la, l', les) are used with nouns to mean "the". The choice depends on the noun's gender (masculine or feminine) and number (singular or plural).
- Indefinite articles (un, une, des) are used with nonspecific nouns to mean "a/an" or "some". The choice depends on the noun's gender and number.
- Partitive articles (du, de la, de l', des) are used to refer to an unspecified part of a substance, meaning "some" or "any". Their
This document discusses the fundamental parts of Spanish verbs, including verbs in the present tense. It covers the infinitive, ending, and stem of Spanish verbs. The infinitive is the basic unconjugated form ending in "r". The ending is the last two letters of the infinitive. The stem is what is left after removing the ending. It provides examples of regular -ar verbs and explains how to conjugate them by using the stem and applying emphasis to different vowels. It also discusses how the present tense can be used to express present, ongoing, and future actions in Spanish.
This document provides information about French definite and indefinite articles. It explains that the definite articles le, la, l', and les are used with nouns, with le and la used for singular masculine and feminine nouns respectively, and les used for plural nouns. L' is used with singular nouns starting with a vowel. The indefinite articles un, une, and des are also explained, with un and une used for singular nouns and des used for plural nouns. Examples are provided to demonstrate the use of these articles.
El documento habla sobre la puntuación, incluyendo el uso de la coma, punto, etcétera y puntos suspensivos. También discute el uso de signos de interrogación, admiración, comillas y paréntesis. Explica las reglas para puntuar correctamente oraciones, citas, abreviaturas y enumeraciones.
This document discusses French definite, indefinite, and partitive articles. It provides the following key points:
- Definite articles (le, la, l', les) are used with nouns to mean "the". The choice depends on the noun's gender (masculine or feminine) and number (singular or plural).
- Indefinite articles (un, une, des) are used with nonspecific nouns to mean "a/an" or "some". The choice depends on the noun's gender and number.
- Partitive articles (du, de la, de l', des) are used to refer to an unspecified part of a substance, meaning "some" or "any". Their
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
Learn Spanish with Fresh Spanish: Estar + gerundioFresh Spanish
In this class we will learn how and when we use this for 'Estar + gerundio'. We will learn how to form the 'gerundio'. and we will learn two of its uses. We will do several activities to practice.
Faire and jouer can both be used to describe hobbies and sports. Faire de or faire du is used with activities that do not involve equipment like bats, sticks or balls. Jouer à is used with sports involving those items. Jouer de is usually followed by a musical activity. When a preposition like de or à precedes a definite article, the preposition changes form based on the number and gender of the noun.
French
ER Verbes
IR Verbes
RE Verbes
Irregular Verbes
Avoir Verbe
etre verbe
Faire verbe
French for General
French for beginners
Assignments
implementation of verbes
exercises
real time examples
verbes using Gender example
An acronym is a combination of the initials or a part of a phrase. Some famous acronyms are - POTUS (President of The United States), IKR (I Know Right)
This document discusses the use of articles (le, la, les, un, une, des) in French and provides examples of when to use definite vs indefinite articles. It explains that in French, all nouns are either masculine or feminine and that the article must agree with the gender of the noun. It provides examples of sentences using articles and their English translations. It also notes some cases where English does not require an article even though French does. The document aims to help learners understand when to use different articles like "un/une" vs "le/la" in French sentences.
24 long form possessive adjectives and pronouns(no animation)Laura Riddle
This document discusses the long or stressed forms of possessive adjectives and pronouns in Spanish. It provides charts showing the long forms and notes that they always follow the noun and agree with it in gender and number. The long forms can also be used as pronouns when replacing the noun. The document provides examples of using the long forms and discusses how to clarify the third person "suyo/a" forms using "de" and the subject pronoun. It notes the long forms are used for emphasis in comparisons, similar to stress in English.
Segmental and suprasegmental analyses Celine Dion “Because you loved me” King Saud University
This document provides biographical information about Céline Dion, the song "Because You Loved Me", and the song's writers Diane Warren and David Foster. It discusses Dion's career beginnings and rise to fame as a Canadian singer. It describes the success of "Because You Loved Me", which won awards and was a number one hit. Brief biographies of songwriter Diane Warren and producer David Foster are also included, outlining their musical backgrounds and accomplishments.
1) A syllable is a unit of organization for a sequence of speech sounds, typically consisting of a nucleus (most often a vowel) with optional initial and final margins (typically consonants).
2) Syllables are considered the basic building blocks of words and can influence a language's rhythm, prosody, poetic meter, and stress patterns.
3) Syllabic writing began several hundred years before the first letters, with the earliest recorded syllables on Sumerian tablets from around 2800 BC, representing an important advance in the history of writing.
Este documento presenta información sobre varios tiempos verbales en español como el pretérito perfecto, pretérito indefinido, pretérito imperfecto y pretérito pluscuamperfecto. Explica la formación de cada tiempo verbal, los usos comunes y ejemplos para ilustrarlos. También incluye listas de verbos irregulares y marcadores temporales comúnmente usados con cada tiempo verbal.
This document discusses the morphological structure of English words. It defines key terms like morpheme, allomorph, free and bound morphemes. It explains that words can be decomposed into morphemes, which are the smallest units of meaning. Morphemes can be classified as inflectional or derivational. Inflectional morphemes change grammatical information while derivational morphemes create new lexical items or change part of speech.
This document discusses reflexive verbs in French. It defines reflexive verbs as verbs where the subject and object are the same. It provides examples of reflexive pronouns like myself, yourself, himself, etc. and explains how to conjugate reflexive verbs in the present tense. It also discusses how to form inverted questions and negatives with reflexive verbs. Finally, it lists common reflexive verbs like to shave oneself, to wake up, to brush one's teeth, and encourages practicing these verbs.
This document provides instructions for assembling an ER verb conjugation kit. It discusses the key components needed which are the infinitive, stem, subject, and ending. Examples are provided to demonstrate how to conjugate regular ER verbs like parler, jouer, and habiter for different subjects. Links are included to additional online exercises and resources to practice conjugating verbs. The goal is to build a strong foundation in conjugating ER verbs before moving on to more advanced projects.
The document discusses the marketing mix, which consists of 7Ps - Price, Product, Promotion, Place, People, Process, and Physical Environment. It was originally the 4Ps (Price, Product, Promotion, Place) but has been extended to encompass services. Each P is then defined in its own section, outlining factors like pricing strategy, product differentiation methods, promotional strategies beyond advertising, distribution channels, staff representation, consumer processes, and environmental presentation. Proper use of the marketing mix depends on objectives, product, market, and competitors.
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
Learn Spanish with Fresh Spanish: Estar + gerundioFresh Spanish
In this class we will learn how and when we use this for 'Estar + gerundio'. We will learn how to form the 'gerundio'. and we will learn two of its uses. We will do several activities to practice.
Faire and jouer can both be used to describe hobbies and sports. Faire de or faire du is used with activities that do not involve equipment like bats, sticks or balls. Jouer à is used with sports involving those items. Jouer de is usually followed by a musical activity. When a preposition like de or à precedes a definite article, the preposition changes form based on the number and gender of the noun.
French
ER Verbes
IR Verbes
RE Verbes
Irregular Verbes
Avoir Verbe
etre verbe
Faire verbe
French for General
French for beginners
Assignments
implementation of verbes
exercises
real time examples
verbes using Gender example
An acronym is a combination of the initials or a part of a phrase. Some famous acronyms are - POTUS (President of The United States), IKR (I Know Right)
This document discusses the use of articles (le, la, les, un, une, des) in French and provides examples of when to use definite vs indefinite articles. It explains that in French, all nouns are either masculine or feminine and that the article must agree with the gender of the noun. It provides examples of sentences using articles and their English translations. It also notes some cases where English does not require an article even though French does. The document aims to help learners understand when to use different articles like "un/une" vs "le/la" in French sentences.
24 long form possessive adjectives and pronouns(no animation)Laura Riddle
This document discusses the long or stressed forms of possessive adjectives and pronouns in Spanish. It provides charts showing the long forms and notes that they always follow the noun and agree with it in gender and number. The long forms can also be used as pronouns when replacing the noun. The document provides examples of using the long forms and discusses how to clarify the third person "suyo/a" forms using "de" and the subject pronoun. It notes the long forms are used for emphasis in comparisons, similar to stress in English.
Segmental and suprasegmental analyses Celine Dion “Because you loved me” King Saud University
This document provides biographical information about Céline Dion, the song "Because You Loved Me", and the song's writers Diane Warren and David Foster. It discusses Dion's career beginnings and rise to fame as a Canadian singer. It describes the success of "Because You Loved Me", which won awards and was a number one hit. Brief biographies of songwriter Diane Warren and producer David Foster are also included, outlining their musical backgrounds and accomplishments.
1) A syllable is a unit of organization for a sequence of speech sounds, typically consisting of a nucleus (most often a vowel) with optional initial and final margins (typically consonants).
2) Syllables are considered the basic building blocks of words and can influence a language's rhythm, prosody, poetic meter, and stress patterns.
3) Syllabic writing began several hundred years before the first letters, with the earliest recorded syllables on Sumerian tablets from around 2800 BC, representing an important advance in the history of writing.
Este documento presenta información sobre varios tiempos verbales en español como el pretérito perfecto, pretérito indefinido, pretérito imperfecto y pretérito pluscuamperfecto. Explica la formación de cada tiempo verbal, los usos comunes y ejemplos para ilustrarlos. También incluye listas de verbos irregulares y marcadores temporales comúnmente usados con cada tiempo verbal.
This document discusses the morphological structure of English words. It defines key terms like morpheme, allomorph, free and bound morphemes. It explains that words can be decomposed into morphemes, which are the smallest units of meaning. Morphemes can be classified as inflectional or derivational. Inflectional morphemes change grammatical information while derivational morphemes create new lexical items or change part of speech.
This document discusses reflexive verbs in French. It defines reflexive verbs as verbs where the subject and object are the same. It provides examples of reflexive pronouns like myself, yourself, himself, etc. and explains how to conjugate reflexive verbs in the present tense. It also discusses how to form inverted questions and negatives with reflexive verbs. Finally, it lists common reflexive verbs like to shave oneself, to wake up, to brush one's teeth, and encourages practicing these verbs.
This document provides instructions for assembling an ER verb conjugation kit. It discusses the key components needed which are the infinitive, stem, subject, and ending. Examples are provided to demonstrate how to conjugate regular ER verbs like parler, jouer, and habiter for different subjects. Links are included to additional online exercises and resources to practice conjugating verbs. The goal is to build a strong foundation in conjugating ER verbs before moving on to more advanced projects.
The document discusses the marketing mix, which consists of 7Ps - Price, Product, Promotion, Place, People, Process, and Physical Environment. It was originally the 4Ps (Price, Product, Promotion, Place) but has been extended to encompass services. Each P is then defined in its own section, outlining factors like pricing strategy, product differentiation methods, promotional strategies beyond advertising, distribution channels, staff representation, consumer processes, and environmental presentation. Proper use of the marketing mix depends on objectives, product, market, and competitors.
British soldiers may soon have electrically conductive yarn woven into their uniforms, allowing a single central power source to provide electricity throughout the uniform instead of multiple batteries. This would let soldiers recharge one battery instead of many and reduce wiring. The company plans to do field tests in May and have limited use by end of year, but full implementation is 1-2 years away. The "e-textiles" would power devices anywhere in the uniform through a "ring main" without cables. A fabric keyboard is also being developed. Connectors in current prototypes are not final. The fabric is being integrated into various parts of the uniform like the vest and helmet.
This document contains a meeting schedule for Megan Graybosch on Mondays, Wednesdays, and Fridays at 2:00 PM. It also briefly mentions increasing teacher expertise and licensure standards, and refers to an article by Marc Tucker about improving teacher quality in the U.S. It provides credit for several images but does not describe their content.
This document provides an overview and summary of Standard & Poor's methodology for determining Banking Industry Country Risk Assessments (BICRAs). The methodology evaluates the economic and industry risks facing banking systems in different countries. Economic risk is assessed based on factors like economic resilience, imbalances, and credit risk in the economy. Industry risk considers the regulatory framework, competitive dynamics, and funding stability. Scores are assigned on a scale of 1 to 6 for each risk factor, which are then combined to determine an overall BICRA group ranking from 1 to 10. The document outlines the key factors and sub-factors considered in the analysis.
The document discusses evidence for the efficacy of hipnosis in treating chronic pain. It reviews several clinical studies from the 1990s and 2000s that found hipnosis interventions reduced pain levels more effectively than other treatments like physiotherapy or medication alone. However, limitations in the experimental designs of these studies meant more research was still needed to determine the effectiveness of hipnosis for reducing chronic pain.
This document is an autobiographical account describing the narrator's early life and what led to his first voyage overseas. It details how he was born in York, England in 1632 to a German father and English mother. Despite his father's wishes that he pursue a career in law, the narrator was determined to go to sea. His father gave him serious counsel against this decision, worried he would face miseries abroad. Nonetheless, the narrator eventually left home without permission at age 18 and embarked on a ship bound for London, only to face a terrible storm that made him regret his choice.
This document summarizes a media product created by Jamel Thompson. [1] The product challenges conventions of real rap magazines through its masthead, features, images, buttons, price, and barcode on the front cover as well as its color scheme and layout on the contents page. [2] The target audience is described as 16-20 year old predominantly male audiences. [3] The product would likely be distributed by Jeremy Miller, the publisher of the long-running rap magazine "The Source," through newsagents, supermarkets, and social media platforms to effectively reach its target demographic.
The document discusses traditional and modern conventions for opening film sequences. Traditionally, openings had plain black backgrounds with text listing actors and credits, but modern openings now focus on the main character through close-ups and establishing shots, and use techniques like fast cutting, non-diegetic music, parallel action to set the tone.
This document discusses the time dimension of Standard & Poor's credit ratings. It explores how:
1) Creditworthiness and the risk of default are inherently connected to time. Different types of obligors tend to display differing paths of deterioration before defaulting.
2) Credit rating systems can treat time in various ways when defining creditworthiness. S&P's system incorporates aspects of multiple paradigms, including fixed default metrics and cycle-adjusted metrics.
3) Ratings can be both forward-looking, incorporating forecasts, and timely, fully reflecting current views. Credit stability, time, and macroeconomic stress interact in complex ways.
This document summarizes the key points from a speech given by Erdem Başçı, the Governor of the Central Bank of the Republic of Turkey, at the World Bank-IMF Annual Meetings in April 2012. The summary discusses rebalancing of the domestic and external demand in Turkey, moderate economic growth expected in 2012, inflation peaking in April 2012 and falling for the rest of the year, and the Central Bank's focus on using policy tools to achieve its 5% inflation target by mid-2013.
Hand washing is most effective when made fun for young children. Teachers should set up a comfortable hand washing area with fun soaps, scrubbers, and decorations featuring favorite characters. Proper hand washing should be modeled and taught to occur after using the bathroom, before eating, and when hands are visibly dirty.
The document discusses how day and night occur on Earth due to its rotation. It explains that when one side of Earth faces the Sun it is daytime there, while the opposite side faces away from the Sun and experiences nighttime. Shadows form when light is blocked by an object, and as the position of the Sun changes during the day, one's shadow also changes in length and direction pointing away from the Sun. The Earth rotates on its axis and revolves around the Sun in an elliptical orbit, which causes the seasons over the course of a year.
The document discusses the author's background growing up in Middlesboro, KY and attending high school there. It then summarizes earning an associate's degree in 2011 and transferring to another university, where the author hopes to eventually become a physician. The author lists several potential career paths and educational goals.
This short document expresses support for Israel through repetition of the phrase "Israel forever" with no other context provided. It suggests Israel should continue indefinitely but does not provide any reasoning. The document contains unusual formatting with many blank lines and spaces.
For a French unit on clothing: how to get an opinion on your outfit, give a compliment, and make a critique.
Adjectives to describe clothing using direct object pronouns.
Introduction to the passé composé for beginning French students as well as commonly used - er verbs and expressions to talk about what you did last weekend
A presentation on Albert Camus' "L'étranger", the Absurd, and the passage concerning Marie and Meursault's marriage proposal. Geared toward advanced French students.
Here is a presentation on forms of negation in French. The first slide is a story written using different negating forms. The grammar explanation is based on Magritte paintings.
A revision of all French pronouns (direct, indirect, y and en) and their order both before the verb and after a command. Photographs taken by Cartier-Bresson, Doisneau, and Vivian Maier.
The document discusses the importance of artificial intelligence and how it will transform our lives for the better. AI has the potential to help diagnose diseases more accurately, drive vehicles safely, and translate between languages almost instantly. However, researchers must ensure AI systems are developed and applied carefully, with appropriate safeguards, to benefit humanity.
Formation M2i - Onboarding réussi - les clés pour intégrer efficacement vos n...M2i Formation
Améliorez l'intégration de vos nouveaux collaborateurs grâce à notre formation flash sur l'onboarding. Découvrez des stratégies éprouvées et des outils pratiques pour transformer l'intégration en une expérience fluide et efficace, et faire de chaque nouvelle recrue un atout pour vos équipes.
Les points abordés lors de la formation :
- Les fondamentaux d'un onboarding réussi
- Les outils et stratégies pour un onboarding efficace
- L'engagement et la culture d'entreprise
- L'onboarding continu et l'amélioration continue
Formation offerte animée à distance avec notre expert Eric Collin
Newsletter SPW Agriculture en province du Luxembourg du 12-06-24BenotGeorges3
Les informations et évènements agricoles en province du Luxembourg et en Wallonie susceptibles de vous intéresser et diffusés par le SPW Agriculture, Direction de la Recherche et du Développement, Service extérieur de Libramont.
Le fichier :
Les newsletters : https://agriculture.wallonie.be/home/recherche-developpement/acteurs-du-developpement-et-de-la-vulgarisation/les-services-exterieurs-de-la-direction-de-la-recherche-et-du-developpement/newsletters-des-services-exterieurs-de-la-vulgarisation/newsletters-du-se-de-libramont.html
Bonne lecture et bienvenue aux activités proposées.
#Agriculture #Wallonie #Newsletter #Recherche #Développement #Vulgarisation #Evènement #Information #Formation #Innovation #Législation #PAC #SPW #ServicepublicdeWallonie
Textes de famille concernant les guerres V2.pdfMichel Bruley
Différents textes relatifs à des épisodes de guerre, écrits par, ou concernant des membres de ma famille. Cette deuxième version est augmentée et passe de 88 à 128 pages. Les textes sont classés dans l'ordre chronologiques :
Guerres napoléoniennes,
Première guerre mondiale,
Deuxième guerre mondiale.
Bonne lecture,
Michel Bruley
2. What is conjugating?
It is when I make my verb match my subject
(je, tu, il, elle, etc.) by changing the endings.
Subject Verb
3. Parler (to speak)
1.) I take the verb and drop the –er to make a stem.
--->parler : stem: parl-
4. 2.) Now I add the petals to my stem…
If my subject is je, I add an +e.
If my subject is tu, I add an +es
If my subject is il/elle, I add an +e
5. Parler
1.) Stem: parl –
2.) Add endings:
Je parle (I speak)
Tu parles (You speak)
Il/Elle parle (He/She speaks)
6. Now you try: Conjugate chanter.
1.) What is my stem?
Chanter = chant
2.) Now, add the endings:
Je chante (I sing)
Tu chantes (You sing)
Il/Elle chante (He/She sings)
14. Dans tes notes:
• -ER verbs
• aimer : to like/to love)
• habiter (à): to live (in)
• regarder: to look (at)
• dessiner : to draw
• mesurer : to measure
• montrer : to show
• écouter: to listen
15. Maintenant, essayez. Conjuguez!
1. J’ (aimer) ____________ le bacon.
2. Tu (mesurer)__________________ 5 pieds.
3. Il (dessiner) _________________ son gros lapin.
4. Elle (écouter) ________________ sa professeur.
5. Tu (montrer) _______________ ta magazine.
6. M. Le Blanc (aimer) _______________ le nutella.
7. Je (dessiner) _______________ son portrait.
16. • 1. J’ (aimer) __________ le croissant.
• 2. Marc (inviter) __________ des amis.
• 3. Tu (aimer) __________ la danse.
• 4. Elle (dessiner) __________ un sandwich.
• 5. Mme. Albino (regarder) __________ la télé.
• 6. J’ (écouter) __________ le match de foot.
• 7. Elle (détester) __________ l'histoire.
• 8. Tu (voyager) __________ très souvent.
• 9. Il (parler) __________ à Marie.
• 10. Je (montrer) __________ l’album.
23. Can you make these sentences negative?
1.) Je parle anglais.
2.) Max mange le hamburger.
3.) Elle écoute sa maman.
4.) Tu montre ton chien.
5.) Il aime le céleri.
29. Now you try: Conjugate chanter
1.) What is my stem?
chanter = chant
2.) Now, add the endings:
Nous chantons (We sing)
Vous chantez (You sing)(plural, formal)
Ils/Elles chantent (They sing)
31. 1. Nous (aimer) ___________________ le bacon.
2. Vous (mesurer)__________________ 5 pieds.
3. Marie et Jeanne (dessiner) _________________ un
gros lapin.
4. Ils (écouter) ________________ la professeur.
5. Vous (montrer) _______________ votre magazine.
6. Elles (aimer) _______________ “One Direction”.
7. Nous (dessiner) _______________ les mains.
A votre tour:
32. Jouer ( to play)
Je joue (I play)
Tu joues (You play)
Il/Elle joue (He she plays)
Nous jouons (We play)
Vous jouez (You play – plural))
Ils/Elles jouent (They play)
33. To make it negative:
Je ne parle pas
Tu ne parles pas
Il/Elle ne parle pas
Nous ne parlons pas
Vous ne parlez pas
Ils/Elles ne parlent pas