Hcmc pilot program selling safe food in markets in the 2016-2020 period-Dr. Jason Kassel
The HCMC Department of Industry and Trade created a pilot program called "Selling Safe Food in Markets 2016-2020" to improve food safety and traceability. The program establishes closed supply chains for pork from farms to markets tracked using a mobile app called Te-Food. This allows consumers to scan QR codes to view information about where pigs were raised and slaughtered. It will launch on January 1, 2017 at farms, slaughterhouses, wholesale markets, retailers, and involves an electronic pig tagging system and food safety inspections. However, fully implementing the program faces challenges in tracing pork sourced from other provinces.
This document provides an overview of French verbs that end in "-ir" and their conjugations. It introduces the regular verb "choisir" which means "to choose" and demonstrates its conjugated forms. Additional regular "-ir" verbs are listed like "finir" meaning "to finish", along with their infinitive forms to allow the reader to practice conjugating them. Common regular "-ir" verbs ending verbs and their English translations are also provided for further practice.
LA REPUBLIQUE DE COTE D'IVOIRE By Oludele Mafolasire and Ganiat SodekeFrenchy Associates
EThe 5th Episode of LE MONDE FRANCOPHONE series - LA REPUBLIQUE DE COTE D'IVOIRE By Oludele Mafolasire and Ganiat Sodeke of FRENCHY ASSOCIATES, NIGERIA.
This document discusses reflexive verbs in French. It explains that reflexive verbs show that the subject is performing the action on itself. It provides examples of common reflexive verbs like se baigner, which means "to bathe." It then discusses how to conjugate reflexive verbs, including changing the reflexive pronoun to agree with the subject and conjugating the infinitive verb form. It also covers placing the reflexive pronoun and exceptions, negative forms of reflexive verbs, and notes that many reflexive verbs can also be used non-reflexively with a change in meaning.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It discusses that TPRS uses highly interactive stories to provide comprehensible input and create immersion in the classroom. The key aspects of TPRS are comprehension, repetition, and interest. It emphasizes asking many questions of students, adding details to stories one at a time, and having students retell stories.
Lectura1 -El Cuento del Gato- TPRS BRASILtprsbrasil
This story is about a boy named Bart who wanted a cat. He was sad because he did not have a cat. Bart traveled to Boston to see his friend Roberto, hoping Roberto had an extra cat, but Roberto did not. Bart then went to Wyoming where his friend Shakira lived. Shakira had an extra cat named Dirk that she gave to Bart, making him very happy.
Hcmc pilot program selling safe food in markets in the 2016-2020 period-Dr. Jason Kassel
The HCMC Department of Industry and Trade created a pilot program called "Selling Safe Food in Markets 2016-2020" to improve food safety and traceability. The program establishes closed supply chains for pork from farms to markets tracked using a mobile app called Te-Food. This allows consumers to scan QR codes to view information about where pigs were raised and slaughtered. It will launch on January 1, 2017 at farms, slaughterhouses, wholesale markets, retailers, and involves an electronic pig tagging system and food safety inspections. However, fully implementing the program faces challenges in tracing pork sourced from other provinces.
This document provides an overview of French verbs that end in "-ir" and their conjugations. It introduces the regular verb "choisir" which means "to choose" and demonstrates its conjugated forms. Additional regular "-ir" verbs are listed like "finir" meaning "to finish", along with their infinitive forms to allow the reader to practice conjugating them. Common regular "-ir" verbs ending verbs and their English translations are also provided for further practice.
LA REPUBLIQUE DE COTE D'IVOIRE By Oludele Mafolasire and Ganiat SodekeFrenchy Associates
EThe 5th Episode of LE MONDE FRANCOPHONE series - LA REPUBLIQUE DE COTE D'IVOIRE By Oludele Mafolasire and Ganiat Sodeke of FRENCHY ASSOCIATES, NIGERIA.
This document discusses reflexive verbs in French. It explains that reflexive verbs show that the subject is performing the action on itself. It provides examples of common reflexive verbs like se baigner, which means "to bathe." It then discusses how to conjugate reflexive verbs, including changing the reflexive pronoun to agree with the subject and conjugating the infinitive verb form. It also covers placing the reflexive pronoun and exceptions, negative forms of reflexive verbs, and notes that many reflexive verbs can also be used non-reflexively with a change in meaning.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It discusses that TPRS uses highly interactive stories to provide comprehensible input and create immersion in the classroom. The key aspects of TPRS are comprehension, repetition, and interest. It emphasizes asking many questions of students, adding details to stories one at a time, and having students retell stories.
Lectura1 -El Cuento del Gato- TPRS BRASILtprsbrasil
This story is about a boy named Bart who wanted a cat. He was sad because he did not have a cat. Bart traveled to Boston to see his friend Roberto, hoping Roberto had an extra cat, but Roberto did not. Bart then went to Wyoming where his friend Shakira lived. Shakira had an extra cat named Dirk that she gave to Bart, making him very happy.
The document provides instructions for teaching a story using the TPRS (Teaching Proficiency through Reading and Storytelling) method. It discusses key aspects of TPRS including using comprehensible input, repetition, interest, and limiting vocabulary. It also outlines how to introduce characters, present a problem, have unsuccessful attempts to solve it, and finally resolve the problem. Teachers are instructed to add details, use student actors, and compare/contrast parallel characters.
This document provides instruction on conjugating regular -re verbs in French present tense. It begins by stating there are 5 main types of French verbs, including -re verbs which are the third most common. Examples of -re verbs like vendre, répondre, and perdre are given. The lesson explains that the infinitive form of an -re verb ends in -re, while the stem or radical is the verb without this ending. Different endings are then added to the verb stem based on subject to conjugate the verb. Lists of -re verbs and practice sentences to conjugate -re verbs in present tense are provided.
This document provides instruction on conjugating regular -ir verbs in French. It lists common -ir verbs like finir, choisir, and remplir. It explains that the infinitive form ends in -ir, while the stem is the verb without that ending. Different endings are added to the stem depending on subject to conjugate the verb. Examples are given to conjugate regular -ir verbs in the present tense. Students are then asked to practice conjugating -ir verbs in sentences.
This document provides an agenda and summary for a French 1 review session. It reviews important concepts from units 1-5 such as subject pronouns, regular -er, -ir and -re verbs, être and avoir verbs. It then reviews vocabulary and grammar from units 6-10, including locations, family, food, hobbies and school. Common errors are highlighted and exam policies are outlined. Students are encouraged to practice verbs and review cultural concepts independently.
The document provides instructions for conjugating regular -IR verbs in French. It uses the verb "finir" (to finish) as an example to demonstrate how to conjugate -IR verbs in the present tense. The conjugation follows a set pattern of taking the infinitive verb, removing the "-ir", and adding specific endings to the verb stem for each personal pronoun. This produces the full conjugated present tense form of the verb for each pronoun, such as "je finis" for "I finish". Several other -IR verbs are provided as examples to practice conjugating.
This document provides information for a Spanish class, including welcoming messages, vocabulary words for a "Ranchero Alegres" game, classroom rules and etiquette, job roles for students, guidelines for grading, strategies for improving skills, and first TPRS words. It introduces the class and provides essential details about expectations and activities and how students will be evaluated.
French regular verbs - second group (-ir) (present tense)Catherine Bowles
This document provides information about conjugating regular second group French verbs in the present tense. It gives the standard endings for the present tense as -is, -is, -it, -issons, -issez, -issent. It then lists some common second group verbs and provides examples of conjugating the verb "finir". Two exercises follow, asking the reader to conjugate second group verbs in sentences based on these endings. A third exercise asks the reader to conjugate second group verbs in new sentences.
This document provides information and guidance on the Teaching Proficiency through Reading and Storytelling (TPRS) foreign language teaching methodology. It discusses key principles of TPRS including providing comprehensible input, personalizing lessons, and teaching for mastery. The document offers tips for implementing TPRS such as personalizing instruction, using repetitive questions, and establishing the content and details of stories. It also provides examples of ways to assess student comprehension and additional resources for learning more about TPRS.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It explains that TPRS uses interactive stories to provide comprehensible input and immerse students in the target language. It outlines the stages of language acquisition and emphasizes the importance of listening comprehension before speaking. It also details strategies used in TPRS like circling, embedded readings, and personalized question-answer sessions. Finally, it lists classroom jobs students can have to help manage the class.
Les Verbes Pronominaux / Reflexive VerbsMmeStarman
This document discusses reflexive verbs in French. Reflexive verbs require adding a pronoun like "me", "te", or "se" before the verb to indicate that the subject is also the object of the action. For example, instead of just "I get up", in French you must say "Je me lève" where "me" means "myself". Common reflexive verbs relate to daily routines like waking up, getting dressed, washing oneself. Most reflexive verbs are -ER verbs so it's important to conjugate them correctly. Memorizing common reflexive verbs will help master this concept. To make a reflexive verb negative, use "ne...pas" around the full reflexive verb phrase.
Plato's Allegory of the Cave describes people living chained in an underground den seeing only shadows projected on a wall in front of them. The prisoners believe the shadows to be reality. If released, the prisoners' eyes would be pained by the sunlight outside the cave. Over time, they would understand their previous limited view.
Plato uses this allegory to represent ignorance (the cave) versus education and enlightenment (outside the cave). Even 2500 years later, the allegory remains relevant - people today may be like the prisoners, ignorant of reality beyond what they see on television. Modern politics can also manipulate the ill-informed masses like shadows on the cave wall.
The document contains a single word: "Mrs. Gillis". This likely refers to a person, as it is a common surname preceded by the honorific "Mrs.", which is usually used when referring to a married woman by her husband's surname. No other context is provided so the meaning and relevance of the name alone is unclear from the limited information given.
This document discusses stressed pronouns in French. It explains that pronouns like "je", "tu", "il", "elle", "nous" and "vous" become "moi", "toi", "lui", "elle", "nous" and "vous" respectively when used after prepositions like "sous", "sur", etc. or at the end of sentences mentioning another person. It provides examples of translations like "Luc est à côté d'elle" for "Luc is next to her". The document emphasizes practicing replacement of pronouns in different prepositional phrases and sentence structures.
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.
This document introduces another French poem called "Liberté" by Paul Eluard, providing its title and full text in French and English. It directs the reader to a website for learning more about French poems, as the previous unit introduced the poem "Les colchiques" by Guillaume Apollinaire. The document suggests this new poem may also be of interest to the reader.
The document contains photos and descriptions from a trip to France, including iconic landmarks like the Eiffel Tower, Louvre pyramid, and Opera House. It mentions Mme Gillis picnicking under the Eiffel Tower and living in France as a study abroad student. Various artworks are shown from museums like the Louvre and Orsay, along with recommendations to visit sites like Notre Dame, the Arc de Triomphe, and Champs-Elysees when traveling to France.
The document provides instructions for teaching a story using the TPRS (Teaching Proficiency through Reading and Storytelling) method. It discusses key aspects of TPRS including using comprehensible input, repetition, interest, and limiting vocabulary. It also outlines how to introduce characters, present a problem, have unsuccessful attempts to solve it, and finally resolve the problem. Teachers are instructed to add details, use student actors, and compare/contrast parallel characters.
This document provides instruction on conjugating regular -re verbs in French present tense. It begins by stating there are 5 main types of French verbs, including -re verbs which are the third most common. Examples of -re verbs like vendre, répondre, and perdre are given. The lesson explains that the infinitive form of an -re verb ends in -re, while the stem or radical is the verb without this ending. Different endings are then added to the verb stem based on subject to conjugate the verb. Lists of -re verbs and practice sentences to conjugate -re verbs in present tense are provided.
This document provides instruction on conjugating regular -ir verbs in French. It lists common -ir verbs like finir, choisir, and remplir. It explains that the infinitive form ends in -ir, while the stem is the verb without that ending. Different endings are added to the stem depending on subject to conjugate the verb. Examples are given to conjugate regular -ir verbs in the present tense. Students are then asked to practice conjugating -ir verbs in sentences.
This document provides an agenda and summary for a French 1 review session. It reviews important concepts from units 1-5 such as subject pronouns, regular -er, -ir and -re verbs, être and avoir verbs. It then reviews vocabulary and grammar from units 6-10, including locations, family, food, hobbies and school. Common errors are highlighted and exam policies are outlined. Students are encouraged to practice verbs and review cultural concepts independently.
The document provides instructions for conjugating regular -IR verbs in French. It uses the verb "finir" (to finish) as an example to demonstrate how to conjugate -IR verbs in the present tense. The conjugation follows a set pattern of taking the infinitive verb, removing the "-ir", and adding specific endings to the verb stem for each personal pronoun. This produces the full conjugated present tense form of the verb for each pronoun, such as "je finis" for "I finish". Several other -IR verbs are provided as examples to practice conjugating.
This document provides information for a Spanish class, including welcoming messages, vocabulary words for a "Ranchero Alegres" game, classroom rules and etiquette, job roles for students, guidelines for grading, strategies for improving skills, and first TPRS words. It introduces the class and provides essential details about expectations and activities and how students will be evaluated.
French regular verbs - second group (-ir) (present tense)Catherine Bowles
This document provides information about conjugating regular second group French verbs in the present tense. It gives the standard endings for the present tense as -is, -is, -it, -issons, -issez, -issent. It then lists some common second group verbs and provides examples of conjugating the verb "finir". Two exercises follow, asking the reader to conjugate second group verbs in sentences based on these endings. A third exercise asks the reader to conjugate second group verbs in new sentences.
This document provides information and guidance on the Teaching Proficiency through Reading and Storytelling (TPRS) foreign language teaching methodology. It discusses key principles of TPRS including providing comprehensible input, personalizing lessons, and teaching for mastery. The document offers tips for implementing TPRS such as personalizing instruction, using repetitive questions, and establishing the content and details of stories. It also provides examples of ways to assess student comprehension and additional resources for learning more about TPRS.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It explains that TPRS uses interactive stories to provide comprehensible input and immerse students in the target language. It outlines the stages of language acquisition and emphasizes the importance of listening comprehension before speaking. It also details strategies used in TPRS like circling, embedded readings, and personalized question-answer sessions. Finally, it lists classroom jobs students can have to help manage the class.
Les Verbes Pronominaux / Reflexive VerbsMmeStarman
This document discusses reflexive verbs in French. Reflexive verbs require adding a pronoun like "me", "te", or "se" before the verb to indicate that the subject is also the object of the action. For example, instead of just "I get up", in French you must say "Je me lève" where "me" means "myself". Common reflexive verbs relate to daily routines like waking up, getting dressed, washing oneself. Most reflexive verbs are -ER verbs so it's important to conjugate them correctly. Memorizing common reflexive verbs will help master this concept. To make a reflexive verb negative, use "ne...pas" around the full reflexive verb phrase.
Plato's Allegory of the Cave describes people living chained in an underground den seeing only shadows projected on a wall in front of them. The prisoners believe the shadows to be reality. If released, the prisoners' eyes would be pained by the sunlight outside the cave. Over time, they would understand their previous limited view.
Plato uses this allegory to represent ignorance (the cave) versus education and enlightenment (outside the cave). Even 2500 years later, the allegory remains relevant - people today may be like the prisoners, ignorant of reality beyond what they see on television. Modern politics can also manipulate the ill-informed masses like shadows on the cave wall.
The document contains a single word: "Mrs. Gillis". This likely refers to a person, as it is a common surname preceded by the honorific "Mrs.", which is usually used when referring to a married woman by her husband's surname. No other context is provided so the meaning and relevance of the name alone is unclear from the limited information given.
This document discusses stressed pronouns in French. It explains that pronouns like "je", "tu", "il", "elle", "nous" and "vous" become "moi", "toi", "lui", "elle", "nous" and "vous" respectively when used after prepositions like "sous", "sur", etc. or at the end of sentences mentioning another person. It provides examples of translations like "Luc est à côté d'elle" for "Luc is next to her". The document emphasizes practicing replacement of pronouns in different prepositional phrases and sentence structures.
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.
This document introduces another French poem called "Liberté" by Paul Eluard, providing its title and full text in French and English. It directs the reader to a website for learning more about French poems, as the previous unit introduced the poem "Les colchiques" by Guillaume Apollinaire. The document suggests this new poem may also be of interest to the reader.
The document contains photos and descriptions from a trip to France, including iconic landmarks like the Eiffel Tower, Louvre pyramid, and Opera House. It mentions Mme Gillis picnicking under the Eiffel Tower and living in France as a study abroad student. Various artworks are shown from museums like the Louvre and Orsay, along with recommendations to visit sites like Notre Dame, the Arc de Triomphe, and Champs-Elysees when traveling to France.
This document discusses reflexive verbs in French. Reflexive verbs are verbs where the subject and object are the same. They are used when the subject performs the action on itself. Reflexive pronouns like "myself" and "yourself" are used as the object of the verb. Examples of reflexive verbs given include "she hurt herself" and "we will enjoy ourselves." The document also provides conjugations of common reflexive verbs and examples of inverted questions and negatives using reflexive verbs.
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
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.
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
11. IL EST DEUX HEURES
12
1
5
4
9 3
6
10
11
2
7
8
MOINS LE QUART
12. IL EST CINQ HEURES
12
1
5
4
9 3
6
10
11
2
7
8
MOINS LE QUART
13. IL EST DEUX HEURES
12
1
5
4
9 3
6
10
11
2
7
8
CINQ
DIX
VINGT
VINGT-CINQTRENTE-CINQ
QUARANTE
CINQUANTE
CINQUANTE-CINQ
14. Quelle heure est-il?Quelle heure est-il?
Il est deux heures –
It is 2 o’clock
Il est deux heures et quart –
it is a quarter past two
Il est deux heures et demie –
it is half past two
Il est deux heures moins le quart –
it is a quarter to two
Il est deux heures cinq –
it is two-o-five
Il est deux heures vingt –
it is two twenty
Il est deux heures trente-cinq –
it’s two thirty five
Il est deux heures cinquante –
it’s two fifty