This short document promotes creating presentations using Haiku Deck, an online presentation tool. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging presentations.
The Dust Bowl was a period of severe dust storms that greatly damaged the ecology and agriculture of the American and Canadian prairies during the 1930s. A severe drought in the early 1930s, coupled with traditional plowing practices, caused millions of acres of topsoil to become loose and blow away. One dust storm in 1934 picked up millions of tons of dust from the Great Plains and carried it hundreds of miles eastward to the Atlantic coast. The hardest hit regions were Kansas, Oklahoma, Texas, New Mexico, and Colorado, forcing many farmers to migrate west to California and other Pacific coast states to escape the Dust Bowl conditions.
The document discusses several studies and articles that have reignited the debate around the death penalty. New research has found that the death penalty may not deter crime more than life imprisonment and that innocent people have been sentenced to death. However, others argue that the death penalty is a just punishment for heinous crimes. The moral and practical implications of capital punishment continue to be controversial in the United States.
This short document promotes creating presentations using Haiku Deck, an online presentation tool. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging presentations.
The Dust Bowl was a period of severe dust storms that greatly damaged the ecology and agriculture of the American and Canadian prairies during the 1930s. A severe drought in the early 1930s, coupled with traditional plowing practices, caused millions of acres of topsoil to become loose and blow away. One dust storm in 1934 picked up millions of tons of dust from the Great Plains and carried it hundreds of miles eastward to the Atlantic coast. The hardest hit regions were Kansas, Oklahoma, Texas, New Mexico, and Colorado, forcing many farmers to migrate west to California and other Pacific coast states to escape the Dust Bowl conditions.
The document discusses several studies and articles that have reignited the debate around the death penalty. New research has found that the death penalty may not deter crime more than life imprisonment and that innocent people have been sentenced to death. However, others argue that the death penalty is a just punishment for heinous crimes. The moral and practical implications of capital punishment continue to be controversial in the United States.
The Dust Bowl was a period in the 1930s during the Great Depression when severe dust storms affected the Southern Plains region, forcing many farmers to abandon their homes. The dust storms were caused by years of drought after farmers plowed grasses that kept the soil stable to grow more crops during World War 1 and overgrazed the land with livestock afterwards. As a result of the Dust Bowl, crops were destroyed and many farmers moved to California in search of work, though most found conditions there were just as difficult due to the Great Depression, with few jobs available on corporate farms. The federal government eventually took action through FDR's New Deal which implemented techniques like crop rotation and shelter belts to stabilize the soil through the Soil Conservation Service,
The Dust Bowl occurred in the 1930s during the Great Depression and was caused by a severe drought combined with farming practices that removed native grasses. This led to massive dust storms that carried topsoil from the Great Plains across the central United States. Over 850 million tons of topsoil blew away, destroying farmland. The dust storms darkened skies as far away as New York City and caused health issues as people inhaled the dust. By the late 1930s, two-thirds of the Great Plains had been damaged by wind erosion in one of the worst environmental disasters in American history.
The document discusses capital punishment and debates both sides of the issue. It provides background on capital punishment and details some of the prominent cases that received the death penalty, such as Richard Ramirez, Ted Bundy, and Timothy McVeigh. Both the pros and cons of the death penalty are outlined, including that it deters crime but is very costly. The document also examines which states allow the death penalty and which crimes may be eligible for a death penalty sentence. It concludes by asking the reader to consider their stance on capital punishment.
Texas executed Marvin Wilson, a 54-year-old man, despite claims that he was mentally disabled. Executing mentally disabled individuals is controversial and prohibited by some interpretations of the US Constitution. Wilson's execution has reignited the debate around applying the death penalty to those with mental impairments.
The Great Depression began with the Wall Street crash in October 1929 and rapidly spread worldwide. It was a decade characterized by high unemployment, poverty, low profits, and lost economic opportunities. The main causes included the stock market crash, bank failures, reduced purchasing across the board, and breakdowns in international trade. Franklin Roosevelt introduced his New Deal programs in 1933 to help stimulate the economy through measures like Social Security, public works projects, and financial reforms. World War II ultimately helped end the Great Depression by inflating the money supply and increasing demand for war supplies and production.
The document discusses the history and current state of capital punishment in the United States. It notes that the death penalty has been used as a form of punishment since the Code of Hammurabi and was brought to the US by Britain during colonization. While the death penalty was suspended in 1972 after being deemed "cruel and unusual," states rewrote statutes to allow it to continue. The document lists some common methods of execution and argues that the death penalty acts as a deterrent for crime, allows for retribution for victims' families, and prevents recidivism among criminals. It urges people to vote for legislators who support keeping capital punishment.
The Great Depression was caused by a combination of factors in the late 1920s and early 1930s, including unchecked speculation on credit, poor government policies, and a weak global economy recovering from World War I. The stock market crash of 1929 greatly exacerbated the economic crisis. As banks collapsed and millions lost their jobs, poverty and homelessness spread rapidly across the US. In response, President Franklin D. Roosevelt introduced his New Deal programs in the 1930s, which focused on relief, recovery, and reform through massive public works projects, the establishment of social security and financial regulations, and other initiatives aimed at revitalizing the economy. However, the Great Depression was not fully reversed until American involvement in World War II boosted industrial production.
The document summarizes the onset of the Great Depression in the United States beginning with the stock market crash of 1929. It describes the struggling economy of the late 1920s due to falling farm prices and consumer spending. The stock market crash signaled the beginning of the Great Depression, causing widespread bank failures and plummeting GDP. Unemployment skyrocketed to 25% by 1933. President Hoover initially believed the economy would recover on its own but as conditions deteriorated he took more action, though it was too little too late to save the economy or his chances of re-election in 1932.
Capital punishment has existed since ancient times. It was brought to America in 1608. Support reached a low in 1966 amidst changes to capital punishment laws and procedures in the 20th century. Proponents argue it deters crime, saves lives, and provides closure for families. However, others argue it is more costly than life imprisonment, risks executing innocent people, and fails to allow for rehabilitation. Both sides present compelling arguments on this complex issue.
The document discusses arguments for and against the death penalty in the United States. It notes that the US is one of few countries that still uses capital punishment and executes more people than nations like China, Iran, and Saudi Arabia. Arguments against the death penalty include that it is applied arbitrarily and in a racially discriminatory manner, amounts to cruel and unusual punishment, and violates international human rights laws. The document also discusses the high financial costs of the death penalty compared to life imprisonment without parole.
The Dust Bowl occurred in the 1930s in the panhandles of Texas and Oklahoma, affecting over 100 million acres of land. Plowing practices depleted the soil, killing the natural grasses that held it in place. Without crop rotation, the exposed topsoil turned to sand and was blown away during massive dust storms. The storms were so severe that they reached the East Coast and caused many farmers to abandon their homes and migrate to California in search of work. President Roosevelt eventually intervened by establishing a tree barrier to control the storms and restore the damaged soil.
The Great Depression: Causes and Effectsjjarvis106
The Great Depression was caused by false prosperity, speculation, the stock market crash, banking crisis, unemployment, and trade collapse. The stock market crashed in October 1929, leading to widespread bank failures. Unemployment rose to 25-35% as factories closed. Farm income declined 60% and 1/3 of farmers lost their land. People were unable to withdraw savings from failed banks and unemployment benefits were not enough to live on, forcing many to sell possessions and live in makeshift shelters or "Hoovervilles". The Depression had devastating social effects like long unemployment lines and families living in cars or tents. President Hoover believed in private solutions while FDR emphasized helping those with little.
The document discusses several causes that contributed to the Great Depression in the United States in the late 1920s and 1930s. Key factors included an unequal distribution of wealth that left many unable to purchase goods, high tariffs and war debts that reduced international trade, and overproduction in agriculture and industry that led to surpluses. The stock market crash of 1929 further exacerbated the economic crisis and led to a financial panic as banks began to fail.
Objectifs fonctionnels: - arriver au restaurant. / - passer une commande. - Demander le menu / la carte.
Objectifs socioculturels: - menus et plats français.
Objectifs fonctionnels: - arriver au restaurant. / - passer une commande. - Demander le menu / la carte.
Objectifs socioculturels: - menus et plats français.
The Dust Bowl was a period in the 1930s during the Great Depression when severe dust storms affected the Southern Plains region, forcing many farmers to abandon their homes. The dust storms were caused by years of drought after farmers plowed grasses that kept the soil stable to grow more crops during World War 1 and overgrazed the land with livestock afterwards. As a result of the Dust Bowl, crops were destroyed and many farmers moved to California in search of work, though most found conditions there were just as difficult due to the Great Depression, with few jobs available on corporate farms. The federal government eventually took action through FDR's New Deal which implemented techniques like crop rotation and shelter belts to stabilize the soil through the Soil Conservation Service,
The Dust Bowl occurred in the 1930s during the Great Depression and was caused by a severe drought combined with farming practices that removed native grasses. This led to massive dust storms that carried topsoil from the Great Plains across the central United States. Over 850 million tons of topsoil blew away, destroying farmland. The dust storms darkened skies as far away as New York City and caused health issues as people inhaled the dust. By the late 1930s, two-thirds of the Great Plains had been damaged by wind erosion in one of the worst environmental disasters in American history.
The document discusses capital punishment and debates both sides of the issue. It provides background on capital punishment and details some of the prominent cases that received the death penalty, such as Richard Ramirez, Ted Bundy, and Timothy McVeigh. Both the pros and cons of the death penalty are outlined, including that it deters crime but is very costly. The document also examines which states allow the death penalty and which crimes may be eligible for a death penalty sentence. It concludes by asking the reader to consider their stance on capital punishment.
Texas executed Marvin Wilson, a 54-year-old man, despite claims that he was mentally disabled. Executing mentally disabled individuals is controversial and prohibited by some interpretations of the US Constitution. Wilson's execution has reignited the debate around applying the death penalty to those with mental impairments.
The Great Depression began with the Wall Street crash in October 1929 and rapidly spread worldwide. It was a decade characterized by high unemployment, poverty, low profits, and lost economic opportunities. The main causes included the stock market crash, bank failures, reduced purchasing across the board, and breakdowns in international trade. Franklin Roosevelt introduced his New Deal programs in 1933 to help stimulate the economy through measures like Social Security, public works projects, and financial reforms. World War II ultimately helped end the Great Depression by inflating the money supply and increasing demand for war supplies and production.
The document discusses the history and current state of capital punishment in the United States. It notes that the death penalty has been used as a form of punishment since the Code of Hammurabi and was brought to the US by Britain during colonization. While the death penalty was suspended in 1972 after being deemed "cruel and unusual," states rewrote statutes to allow it to continue. The document lists some common methods of execution and argues that the death penalty acts as a deterrent for crime, allows for retribution for victims' families, and prevents recidivism among criminals. It urges people to vote for legislators who support keeping capital punishment.
The Great Depression was caused by a combination of factors in the late 1920s and early 1930s, including unchecked speculation on credit, poor government policies, and a weak global economy recovering from World War I. The stock market crash of 1929 greatly exacerbated the economic crisis. As banks collapsed and millions lost their jobs, poverty and homelessness spread rapidly across the US. In response, President Franklin D. Roosevelt introduced his New Deal programs in the 1930s, which focused on relief, recovery, and reform through massive public works projects, the establishment of social security and financial regulations, and other initiatives aimed at revitalizing the economy. However, the Great Depression was not fully reversed until American involvement in World War II boosted industrial production.
The document summarizes the onset of the Great Depression in the United States beginning with the stock market crash of 1929. It describes the struggling economy of the late 1920s due to falling farm prices and consumer spending. The stock market crash signaled the beginning of the Great Depression, causing widespread bank failures and plummeting GDP. Unemployment skyrocketed to 25% by 1933. President Hoover initially believed the economy would recover on its own but as conditions deteriorated he took more action, though it was too little too late to save the economy or his chances of re-election in 1932.
Capital punishment has existed since ancient times. It was brought to America in 1608. Support reached a low in 1966 amidst changes to capital punishment laws and procedures in the 20th century. Proponents argue it deters crime, saves lives, and provides closure for families. However, others argue it is more costly than life imprisonment, risks executing innocent people, and fails to allow for rehabilitation. Both sides present compelling arguments on this complex issue.
The document discusses arguments for and against the death penalty in the United States. It notes that the US is one of few countries that still uses capital punishment and executes more people than nations like China, Iran, and Saudi Arabia. Arguments against the death penalty include that it is applied arbitrarily and in a racially discriminatory manner, amounts to cruel and unusual punishment, and violates international human rights laws. The document also discusses the high financial costs of the death penalty compared to life imprisonment without parole.
The Dust Bowl occurred in the 1930s in the panhandles of Texas and Oklahoma, affecting over 100 million acres of land. Plowing practices depleted the soil, killing the natural grasses that held it in place. Without crop rotation, the exposed topsoil turned to sand and was blown away during massive dust storms. The storms were so severe that they reached the East Coast and caused many farmers to abandon their homes and migrate to California in search of work. President Roosevelt eventually intervened by establishing a tree barrier to control the storms and restore the damaged soil.
The Great Depression: Causes and Effectsjjarvis106
The Great Depression was caused by false prosperity, speculation, the stock market crash, banking crisis, unemployment, and trade collapse. The stock market crashed in October 1929, leading to widespread bank failures. Unemployment rose to 25-35% as factories closed. Farm income declined 60% and 1/3 of farmers lost their land. People were unable to withdraw savings from failed banks and unemployment benefits were not enough to live on, forcing many to sell possessions and live in makeshift shelters or "Hoovervilles". The Depression had devastating social effects like long unemployment lines and families living in cars or tents. President Hoover believed in private solutions while FDR emphasized helping those with little.
The document discusses several causes that contributed to the Great Depression in the United States in the late 1920s and 1930s. Key factors included an unequal distribution of wealth that left many unable to purchase goods, high tariffs and war debts that reduced international trade, and overproduction in agriculture and industry that led to surpluses. The stock market crash of 1929 further exacerbated the economic crisis and led to a financial panic as banks began to fail.
Objectifs fonctionnels: - arriver au restaurant. / - passer une commande. - Demander le menu / la carte.
Objectifs socioculturels: - menus et plats français.
Objectifs fonctionnels: - arriver au restaurant. / - passer une commande. - Demander le menu / la carte.
Objectifs socioculturels: - menus et plats français.
. Au xvie siècle, Catherine de Médicis fait venir des cuisiniers florentins à sa cour pour accommoder les produits du terroir français. Cette révolution fait évoluer la qualité des produits régionaux1 et bénéficie à la cuisine lyonnaise, située au carrefour de traditions culinaires régionales, qui va tirer le meilleur parti des ressources des alentours : élevages de la Bresse et du Charolais, gibier de la Dombes, poissons des lacs savoyards, primeurs de la Drôme, de l'Ardèche et du Forez, vins de Bourgogne, du Beaujolais et de la vallée du Rhône.
Au xixe siècle, les cuisinières de la bourgeoisie, surnommées les « Mères lyonnaises », quittent leur maison pour se mettre à leur compte2 et donnent naissance à des traditions culinaires toujours vivaces. En 1935, le gastronome Curnonsky n'hésite pas à qualifier la ville de Lyon de « capitale mondiale de la gastronomie »3. Au xxie siècle, la cuisine lyonnaise qui défend une image de simplicité et de qualité, s'exporte en France comme à l'étranger. Avec plus de mille lieux, Lyon possède l'une des plus grandes concentrations de restaurants par habitant en France4 : les typiques « bouchons » voisinent avec les restaurants gastronomiques tenus par des chefs étoilés, parmi lesquels le renommé Paul Bocuse.
Public goods and common resources_ summaryAntonio Stark
Economics Public Goods and Common Resources, Chapter 11 of Mankiw's Economics summary to go along with the presentation at (http://www.slideshare.net/antoniostark94/public-goods-and-common-resources)
this is the report we attached to the Bretagne presentation of French class of 2013. the pptx file can be found at (http://www.slideshare.net/antoniostark94/bretagne-presentation)
The document contains data and graphs analyzing the relationship between frictional force, velocity, and time for different forces. It includes a table of time measurements for different velocities and forces. Several graphs compare linear, polynomial, power, and logarithmic models for predicting the relationship between frictional force and velocity based on the data. The power and logarithmic models provided the best fit.
This presentation discusses property rights and their regulation. It suggests that unstable property rights can lead to the regulation of private behavior and the creation of externalities, while defining clear property rights allows taxes on property to generate revenue.
This 3 sentence document summary provides an overview of a presentation about living a better life. The presentation was created by Antonio Fowl Stark, also known as KangSan Kim, and was issued under the Attribution-NonCommercial-ShareAlike 3.0 Unported license. It was produced by STARK Industry Production with some rights reserved.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Didier Drogba, a soccer player, announced that he is returning to his homeland of Ivory Coast to help his country, as his existence on the soccer field is not everything about him and he finds more purpose off the field. He pleaded for a week-long ceasefire in the war so people could enjoy the moment of peace.
Impact des Critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les...mrelmejri
J'ai réalisé ce projet pour obtenir mon diplôme en licence en sciences de gestion, spécialité management, à l'ISCAE Manouba. Au cours de mon stage chez Attijari Bank, j'ai été particulièrement intéressé par l'impact des critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les décisions d'investissement dans le secteur bancaire. Cette étude explore comment ces critères influencent les stratégies et les choix d'investissement des banques.
M2i Webinar - « Participation Financière Obligatoire » et CPF : une opportuni...M2i Formation
Suite à l'entrée en vigueur de la « Participation Financière Obligatoire » le 2 mai dernier, les règles du jeu ont changé !
Pour les entreprises, cette révolution du dispositif est l'occasion de revoir sa stratégie de formation pour co-construire avec ses salariés un plan de formation alliant performance de l'organisation et engagement des équipes.
Au cours de ce webinar de 20 minutes, co-animé avec la Caisse des Dépôts et Consignations, découvrez tous les détails actualisés sur les dotations et les exonérations, les meilleures pratiques, et comment maximiser les avantages pour les entreprises et leurs salariés.
Au programme :
- Principe et détails de la « Participation Financière Obligatoire » entrée en vigueur
- La dotation : une opportunité à saisir pour co-construire sa stratégie de formation
- Mise en pratique : comment doter ?
- Quelles incidences pour les titulaires ?
Webinar exclusif animé à distance en coanimation avec la CDC
Conseils pour Les Jeunes | Conseils de La Vie| Conseil de La JeunesseOscar Smith
Besoin des conseils pour les Jeunes ? Le document suivant est plein des conseils de la Vie ! C’est vraiment un document conseil de la jeunesse que tout jeune devrait consulter.
Voir version video:
➡https://youtu.be/7ED4uTW0x1I
Sur la chaine:👇
👉https://youtube.com/@kbgestiondeprojets
Aimeriez-vous donc…
-réussir quand on est jeune ?
-avoir de meilleurs conseils pour réussir jeune ?
- qu’on vous offre des conseils de la vie ?
Ce document est une ressource qui met en évidence deux obstacles qui empêchent les jeunes de mener une vie épanouie : l'inaction et le pessimisme.
1) Découvrez comment l'inaction, c'est-à-dire le fait de ne pas agir ou d'agir alors qu'on le devrait ou qu'on est censé le faire, est un obstacle à une vie épanouie ;
> Comment l'inaction affecte-t-elle l'avenir du jeune ? Que devraient plutôt faire les jeunes pour se racheter et récupérer ce qui leur appartient ? A découvrir dans le document ;
2) Le pessimisme, c'est douter de tout ! Les jeunes doutent que la génération plus âgée ne soit jamais orientée vers la bonne volonté. Les jeunes se sentent toujours mal à l'aise face à la ruse et la volonté politique de la génération plus âgée ! Cet état de doute extrême empêche les jeunes de découvrir les opportunités offertes par les politiques et les dispositifs en faveur de la jeunesse. Voulez-vous en savoir plus sur ces opportunités que la plupart des jeunes ne découvrent pas à cause de leur pessimisme ? Consultez cette ressource gratuite et profitez-en !
En rapport avec les " conseils pour les jeunes, " cette ressource peut aussi aider les internautes cherchant :
➡les conseils pratiques pour les jeunes
➡conseils pour réussir
➡jeune investisseur conseil
➡comment investir son argent quand on est jeune
➡conseils d'écriture jeunes auteurs
➡conseils pour les jeunes auteurs
➡comment aller vers les jeunes
➡conseil des jeunes citoyens
➡les conseils municipaux des jeunes
➡conseils municipaux des jeunes
➡conseil des jeunes en mairie
➡qui sont les jeunes
➡projet pour les jeunes
➡conseil des jeunes paris
➡infos pour les jeunes
➡conseils pour les jeunes
➡Quels sont les bienfaits de la jeunesse ?
➡Quels sont les 3 qualités de la jeunesse ?
➡Comment gérer les problèmes des adolescents ?
➡les conseils de jeunes
➡guide de conseils de jeunes
Evaluación docentes "Un cielo, dos países: El camino de los descubrimientos"
French leçon 7
1. 부분관사 du: some [de in a negative sentence! ex) Jimi ne boit pas de vin]
Du + male noun Je bois du vin
Je mange du gâteau
De la + female noun Je prends de la glace
Je prends de la viande
De l’ Je bois de l’eau
부분관사와 먹거리 les nourritures avec l’article partitif
Je prends
(I have)
du
poisson fish
fromage cheese
beurre butter
gâteau cake
un morceau de gâteau
(one piece of cake)
chocolat chocolate
pain bread
café coffee
une tasse de café
(one mug of coffee)
vin wine
vin blanc (white wine)
vin rouge (red wine)
jus d’orange orange juice
lait milk une tasse de café au lait
sucre sugar
sel salt
poivre pepper
Je prends de la
viande meat
crème cream crème fraîche : fresh cream
tomate tomato
glace ice, ice cream crème glacée
biere beer
Je prends de l’
eau water
un verre d’eau
(one glace of water)
un bouteille d’eau
(one bottle of water)
huile oil
Je prends des
fruits (m) fruits
légumes (m) vegetables
salades (f) salads
bonbons (m) candies
Leçon 7 phrases
Quel est le plat du jour?
Un plat du jour, s’il vous plaît
Plat d’aujourd’hui
Sur la plateau.. c’est un petit dejeuner
À table!
Je vous donne de la salade?
Nous avons une réservation pour deux
On va prendre une galette avec du cidre
L’addition, s’il vous plaît!
Qu’est –ce que vous voulez comme boisson/dessert?
What is the dish of the day?
One dish of the day, please
Dish of today
On the plate… there’s one breakfast
At table! (come to the table)
I give you some salad?
We have one reservation for two
We will have one galette with some cider
Receipt, please
What you like as drink/dessert
2. 103p
Vous désirez autre chose?
Non, un café et l’addition, s’il vous plaît
Que désirez-vous?
Je voudrais une glace au chocolat
Vous avez du lait?
o A : Désole. Nous n’avons pas le
Passez-moi le sel, s’il vous plaît
Qu’est-ce que vous voulez comme plat(/boisson /dejeuner)?
Vous n’aimez pas la viande?
Non, je vais prendre du poisson avec du riz
o Si!
Vous êtes combien?
o On est *** / Nous sommes ***
You want other things?
No, one coffee and the receipt, please
What want-you?
I would like one ice-cream of chocolate
You have some milk?
o Sorry. We don`t have it
Pass me the salt, please
What you want as dish(/drink/lunch)?
You don’t like the meat?
No, I’ll have some fish with some rice
o Yes!
You are how (many)?
o We are ***
104p
M. et Mme Kim passent leurs vacances de Pâques en Alsace
M. Colin, un ami de M. Kim, les invite chez lui
(M.C) Vous prenez du vin blanc? C’est un vin de la région
(M.K) Volontiers
(MmC) C’est prêt! À table!
I’m ready : Je prêt! (♂) / Je prête! (♀)
(MmK) Ça sent très bon! Qu’est-ce que c’est?
Ça sent très mauvais
(MmC) C’est de la choucroute. Je vous donne de la salade?
= Je voudrais de la salade?
(MmK) Oui, j’en veux bien
(M.C) Je vous sers du vin?
(MmK) Avec plaisir
(MmeC) Bon appétit!
Mr. and Mrs. Kim spend their Easter holiday in Alsace
Mr. Colin, a friend of Mr Kim, invites them to-his-home
(M.C) (Will) you have some white wine? It’s one wine of the region
(M.K) Gladly
(MmC) It’s ready! To the table!
(MmK) It smells very good! What is it?
(MmC) It’s some choucroute. I give you some salad?
(MmK) Yes, I want it very much
en : de la salade
(M.C) I serve you some wine?
(MmK) With pleasure
(MmeC) Bon appétit!
What would you like to order?
Que désirez-vous? What want you?
Qu’est-ce que vous désirez? What you want?
Vous désirez? You want?
Qu’est-ce que vous voulez? What you want?
Que voulez-vous? What want you?
Answering
Je voudrais une glace, s’il vous plaît
I want one ice-cream, please
3. 직접목적보어
C.O.D
me (m’) nous Tu prends ce gâteau?
Oui, je le prends
J’aime le basket
Je l’aime
Tu veux manger ce gâteau
Tu veux le manger
te (t’) vous
le / la / l’ les
=
정관사 + noun
ce/cette + noun (this)
mon/ma/mes + noun (my)
간접목적보어
C.O.I
me nous
Tu téléphones à Sylvie?
Je lui téléphone
Je lui sers un gâteau
te vous
lui leur
= à + personne (to sbd)
verb
donner
téléphoner
servir
중성대명사
en Tu prends du gâteau?
Oui, j’en prends
Non, je n’en prends pas
Vous voulez du vin
J’en veux
Je n’en veux pas
=
that/those (불특정대명사)
un/une/des + noun
du/de la + noun (some)
de + noun (of)
number + noun
105p
g
[g] a, o, u baguette, galette, glace
[Ʒ] e, i manger, fromage, gentil
106p
Un cousin de Jimi passe à Paris. Ils vont manger des galettes
Garçon Bonsoir. Vous êtes combien?
Jimi Bonsoir. Nous avons une réservation pour deux au nom de Kim
<=Q : Vous avez une réservation?
Garçon Bien. Par ici. Je vous laisse choisir
Garçon Vous êtes prêts à commander?
Jimi Oui, j’ai faim. Qu’est-ce qu’il y a dans la galette du chef?
Garçon C’est une galette avec du jambon, du fromage et un œuf
Nous en avons aussi une sans œuf
des galettes (some)
Jimi Alors, on va en prendre une avec œuf et une aux légumes
=>with => mixed
Garçon Et comme boisson?
Jimi Pour moi, de l’eau et un verre de cidre pour lui. Merci
Garçon Vous désirez un dessert ou un café?
Jimi Non, merci. L’addition, s’il vous plaît
A cousin of Jimi passes at Paris. They will eat galettes
Garçon Hello. You are how many (How many are you)?
Jimi Hello. We have one reservation for two under the name
of Kim
Garçon Good. This way. I will let you choose
Garçon Are you ready to order?
Jimi Yes, I’m hungry. What is there in the galette of the chef?
Garçon There’s one galette with some ham, some cheese and
one egg. We also have one without egg
Jimi Then, we will have one with egg and one of vegetables
Garçon And as beaverage?
Jimi For me, some water and one glass of cider for him.Thanks.
Garçon You want a dessert or coffee?
Jimi No thanks. Receipt, please
107p
I want to have
Je veux
Je voudrais
‘en’ with numbers
Q : Vous avez un frère?
A : Oui, j’ai un/deux/trois frère
= j’en ai (un)/deux/trois
Non, je n’en ai pas
Content match
Ils ont une réservation pour 12 personnes
Dans la galette du chef, il n’y a pas de fromage
Ils commandent des galettes
Le cousin de Jimi boit de l’eau
Jimi va prendre un dessert
4. They have one reservation for 12 people (F)
o Pour deux personnes
In the galette of the chef, there are no cheese (F)
o Il y a du fromage
They order some galettes (T)
The cousin of Jimi drinks some water (F)
o Il boit un verre de cidre
Jimi will have a dessert (F)
o Jimi ne vas pas prendre
Vous avez une réservation?
Oui, j’ai une réservation pour 20h
C’est à quel nom, s’il vous plaît?
Durant, avec un T
Ah, je vois. C’est pour 6 personnes, n’est-ce pas?
You have a reservation?
Yes, I have one reservation for 20 (o’clock)
It’s at what name, please?
Durant, with a T
Ah, I see. It’s for 6 people, isn’t it?
Vous êtes combien?
J’arrive tout de suite
Je vous sers tout de suite
Vous voulez commander?
Que désirez-vous comme entrée / plat principal?
Vous prenez un dessert?
o Nous sommes deux
o La carte, SVP (s’il vous plaît)
o Pour moi, le plat du jour, s’il vous plaît!
o Qu’est-ce qu’il y a dedans?
o Non, c’est bon
o Vous prenez la carte bleue?
You are how (many)?
I arrive immediately
I serve you immediately
(Do) you want to order?
What you want as entrée / main dish?
(Will) you have a dessert?
o We are two
o The menu, please
o For me, a dish of the day, please
o What is in there?
o No, it’s good
(Do) you take the blue card (pre-paid card)?
Je peux payer
(I can pay)
par (by)
carte (card)
chèque (check)
en (in)
espèces (cash)
liquide (cash)
108p
Dans un saladier, mets(1)
la farine, les œufs et l’huile et mélange
bien. Ajoute un peu de lait et tourne encore. Mets le sel, le sucre
puis tout le lait(2)
et un peu d’eau si nécessaire. Quand la pâte est
légère, mets le cognac. Mélange encore et mets-la(3)
au frigo
pendant 30 minutes environ. Maintenant, fais cuire une crêpe. Une
ou deux minutes de chaque côté, c’est bien. Tu peux la manger
avec de la confiture. Bon appétit!
In a bowl, put the flour, the eggs and the oil and mix well. Add a bit
of milk and stir again. Put the salt, the sugar and then all the milk
and a bit of water if necessary. When the dough is light, put the
cognac. Mix again and put it at the fridge for about 30 minutes.
Now, cook one crêpe. One or two minutes on each side, it’s good.
You can eat it with some jam. Bon appétit!
(1)
tu imperative
(2)
tout le lait: all of the left milk (in the bowl)
Tous le lait: all the milk (cartriges)
(3)
COD normally comes before the verb, but this is an imperative
5. 수량/단위를 나타내는 표현: ~de + [관사(X)] + noun
un peu de
beaucoup de
un kilo de
un verre de (+ le cidre)
une bouteille de
Arnaud commande une bouteille de vin
Le cousin de Jimi prend un verre de bière
tout(toute) / tous(toutes) = all / every
tout le jour : all day long
tous le jours : every day
vers / environ : about
vers : value of sth. Vers 6h : it is almost 6’o clock
environ: amount of sth. Environ 6h: it`s been almost 6 hours
laisser + inf: let
je vous laisse choisir
I let you choose
laissez-moi regarder la télé
Let me watch the TV
boire mettre sentir servir ouvrir
drink put sense serve open
Je bois mets sens sers ouvre
Tu bois mets sens sers ouvres
Il(Elle) boit met sent sert ouvre
Nous buvons mettons sentons servons ouvrons
Vous buvez mettez sentez servez ouvrez
Ils(Elles) boivent mettent sentent servent ovrent
Je mets du sucre dans le café
Je vous sers tout de suite
J’ouvre une bouteille de vin
Je bois du café
Le café, ça sent bon!
I mix some sugar in the coffee
I will serve immediately
I open a bottle of wine
I drink some coffee
The coffee, it smells good!
Comparatives
comparison of adjectives and adverbs
plus
adj./
adv.
que
Alice est plus gentile que Marie
aussi Alain est aussi grand que Marc
moins Alex court moins vite que Théo
comparison of verbs
verb
plus
que
Cholé travaille plus que Zoé
autant Il n’étudie pas autant que sa sœur
moins
comparison of nouns
plus de
noun que
À Marseille, il y a plus d’habitants
qu’à Avignonautant de
moins de Marc a autant de difficultés que T
Meilleur (s) / Meilleure(s) <= bon
Philippe est meilleur que Marc en maths
Philippe is better than Marc in math
Anaïs est aussi bonne qu’Emma
Annaïs is as good as Emma
Mieux <= bien
Elle s’habille mieux que son mari
She clothes better than her husband
M travaille moins bien ses collègues
M work less good (worse) than his colleagues
Beaucoup / bien
Il travaille beaucoup plus / Il est bien meilleur
It works much better / It is much better
Superlatives
Adjective: le/la/les + plus / moins + adj.
Ce billet d’avion est le moins cher
The plane ticket is the least expensive
Adverb: le + plus / moins + adv.
Paul court les plus vite des trois
Paul run fastest of the three
Verb: verb + le + plus / moins
Ce journal se vend le plus
The journal sold best
6. 111p
Le matin, je prends du café au lait avec du pain
À midi, je mange une crêpe avec de la salade
Le soir, je mange de la viande avec du riz
Je prends une glace ou du petit gâteau
The morning, I have some coffee with (of) milk with some bread
At noon, I eat one crêpe with some salad
The evening, I eat some meat with some rice
I have an ice cream or some petit gateau
M. Collin sert du vin à Mme Kim?
Qu’est-ce qu’on met dans la galette?
Le fromage, ça sent mauvais?
La boulangerie ouvre à 7 heures du matin
Nous buvons de l’eau
Mr. Collin serve some wine to Mrs. Kim?
What (do) we put in the galette?
The cheese, (doesn’t) it smells bad?
The bakery opens at 7’o clock in the morning
We drink some water
Vous prenez de la salade?
Oui, j’en prends
Vous buvez du vin?
Non, je n’en bois pas
Nous avons assez de légumes?
Oui, nous en avons assez
Les Coréens mangent beaucoup de viande?
Non, ils n’en mangent pas beaucoup
J’achète du lait
Je n’achète pas de lait
Vous voulez prendre du vin?
Vous ne voulez pas prendre de vin?
You take some salad?
Yes, I have some
(Do) you drink some wine?
No, I don’t drink some
(Do) we have enough of vegetables?
Yes, we have it enough
(Do) the Koreans eat a lot of meat?
No, they don’t eat it a lot
I buy some milk
I don’t buy milk
You want to take some wine?
You don’t want to take wine?
mélanger ajouter tourner mettre (faire) cuire
mix add turn put cook
râper couper sauter émincer (faire) bouillir
shred cut fry mince boil