zilongwang/ReadingBank huggingface dataset:
Did you put this application together with support from another company or organisation? And if so, please provide details about this organisation. Section B – The School Please explain how your organisation’s knowledge and experience of the local area would be used to inform your plans to establish this particular school. Section C – Vision Please explain your vision and how it meets the requirements in the published specification.
TBC TBC Emotional Resilience Katie Hinds Principal Educational Psychologist and Service Manager, SEND, Liverpool City Council TBC TBC Personal Budgets Angela Quane Finance Manager, Liverpool City Council TBC TBC Challenging Behaviour TBC TBC TBC TBC Social Care TBC TBC
General Terms and Conditions You will not be able to apply or renew your commercial license if you do not have an NOC from DOT. Your application could be rejected for the following reasons: Incomplete Application: All fields are mandatory and must be completed Incorrect Contact Details: Please make sure contact details of Company Representative and Transport Manager are provided correctly. DOT will verify the contact details as well as their position within the company by contacting the number provided in the application form. Incorrect Documents: Failure to provide correct documents Supporting Documents: Failure to provide all supporting documents Incorrect Transport Manager Details: Providing details of PRO, Accountant, Clerk, Administration Officer, Sales Executive, Office Manager in Transport Manager Details Providing Typing Centre Details: Do not include Typing Centre contact details such as phone number and email address in the application form. You must provide the correct contact details of Company Representative and Transport Manager even if the application is completed by a typing centre. Completed applications can be submitted to DOT by the following methods: Deliver to Freight Division, 4th Floor, DOT HQ Office, Al Maqta, Abu Dhabi between 7:30 am to 3:30 pm, Sunday to Thursday; or Scan and email to – If the size of application form is more than 7MB please deliver it to DOT office Processing of NOCs will start on the first working day after the receipt of the completed NOC application. This NOC is only valid for one year and a new NOC must be obtained when you renew your commercial license.
Subject: Checklist for Scrutiny of claims under Transport Subsidy Scheme (TSS)/Freight Subsidy Scheme (FSS)- clarification regarding. Sir, I am directed to invite reference to this Department’s notification dated 22nd January, 2013 on FSS and to this Department’s letter No.10(3)/2011-DBA-II/NER dated October, 2011 , on the above mentioned subject and to say that a number of representations have been received from Government of Himachal Pradesh stating thereby the difficulties being faced in fulfilling criteria laid down in Check list – A and Check list B of TSS/FSS. The matter has since been examined and the following amendments to Checklists are being made: S No as listed in Form-A of CTSS of FSS, 2013 Brief description Amendment 7 Income Tax Registration certificate The unit may be allowed to submit copies of Income Tax Return which is a proof of payment of Income Tax. 8 PAN card in the name of the unit In case proprietorship firm , PAN issued in the name of the proprietor may be accepted. 17 Factory License No & Date In case of a unit where there are less than 10 employees and factory licence is not issue, requirement of production of such licence is waived off. 19 NOC from Mines and Minerals Department, if applicable Registration with Mines and Minerals Department as a dealer may be accepted. Further, verification of raw material obtained by the Mining Department may also be accepted. 8 VAT clearance Certificate Copies of Tax returns filed along with proof of payment of Sales Tax/VAT as per return may be accepted in lieu of VAT clearance certificate. 2. As regards, request of the State Government of H.P for accepting list of workers verified by GM, DIC in lieu of employment certificate from D/o of Labour , cannot be acceded to in view of the fact that in State like Meghalaya, Office of the Employment Officer, District Employment Exchange is issuing certificate indicating the number of local employees and non-local employees. Yours faithfully (Arun Kumar) Under Secretary to the Government of India
Freight Benefits from State Highway Improvements Investment Category Statewide Allocation of Resources (% of Total Highway Funding)* Type of Improvement Type of Freight Benefits Years 1-10 Years 11-20 Lower Operating Costs Greater Fuel Efficiency Less Damage to Goods Improved Safety More Efficient Movement/Route Reduced Driver Fatigue More Parking for Larger Trucks Reduced Travel Time Asset Management Pavement 34% 62% Better Pavement Condition 10-Ton Routes (Strengthening of Pavements) Bridges 17% 22% Bridge Replacements (No Posting on Structures) Roadside Infrastructure 9% 3% Improved Signage/Visibility Replacing Guardrails & Barriers Rest Area Improvements/Upgrades Critical Connections Interregional Corridor (IRC) Mobility 0% 0% Improved Capacity on Critical Connections (e.g., 2 – 4 lane conversions on IRCs, interchanges, etc.) Twin Cities Mobility 10% 0% MnPASS Lanes ** Metro Congestion Management Safety Program Bicycle 3% 0% Bicycle (Filling gaps, paved shoulders, wider bridges) Pedestrian 2% 2% Pedestrian (ADA infrastructure, sidewalk, etc.) Regional Community Improvement Program (RCIP) RCIP 10% 0% RCIPs – Turn lanes, interchanges, intersection upgrades, etc. Safety Safety 5% 3% Intersection upgrades, improved lighting, signing, etc. *Allocation adds to approximately 89-92%; project support requires the remaining 8-11%. **Improved flow in MnPASS lanes results in improved flow for mixed lanes.
The key stakeholders of freight transport within Kent The impacts of freight are wide and varied and therefore a number of authorities and organisations are responsible for mitigating its impacts within Kent. KCC recognises the need to continue to work closely with these bodies/organisations. Kent County Council KCC is the Highway Authority responsible for over 5,000 miles of roads in Kent. This does not include the motorway and trunk roads maintained by Highways England and roads within the Medway Council area. KCC’s roads range from county primary routes, such as the A229 and A28, to unclassified rural roads. The Council is responsible for maintaining the public highway and regulating any proposed developments that affect it. KCC is the Local Transport Authority and under the Traffic Management Act 2004, all Local Transport Authorities in England have a duty to keep all people and goods moving efficiently on the authority’s road network. KCC is responsible for producing a Local Transport Plan (LTP4) that outlines KCC’s strategic transport priorities and proposed investment in transport infrastructure across the county. Alongside this the Growth and Infrastructure Framework (GIF) was developed to give planners, developers and all levels of government the ‘big picture’ view of growth across Kent. The framework identifies the fundamental infrastructure and investment needed to support this growth and the likely funding gap. It prioritises investment to create new jobs, homes and infrastructure. Department for Transport (DfT) The DfT are the governing body for all transport matters nationally. It allocates funding and develops policy and legislation. With regards to freight the DfT works to make sure goods are moved safely and securely across the UK. It looks to encourage goods to be moved at a reasonable cost with minimum impact to the environment and communities. It also works with industry to reduce greenhouse gas emissions. It does this through: Providing policy, guidance and funding to Local Authorities Collecting revenue through the HGV Road User Levy Setting Drivers Hours regulations to be monitored by VOSA (Vehicle and Operator Services Agency) Implementing the Driver CPC (Certificate of Professional Competence) through the DVSA (Driver and Vehicle Standards Agency) Regulating the carriage of dangerous goods Trialling the use of longer semi-trailers
Bass Strait seasonal capacity issues should be examined in the context of forecast growth, user needs, alternative lower cost solutions and their relationship to broader port planning. Support and consider in the development of a Tasmanian Freight Strategy The Government supports further investigation of Bass Strait seasonal capacity issues. Outcomes of other FLCT recommendations will inform this work (e.g. future port planning (recommendation 5); future international container service (recommendation 16); and reducing the volume of empty containers (recommendation 18)). NA The Tasmanian Government, with customer support, should continue to market-test the commercial interest of international shipping providers to supplying direct bulk and container services to and from Asia and should continue to negotiate with shortlisted providers. Supported The Government has established a process for market-testing an international service. DIER has contacted major Tasmanian exporters and importers to understand their freight needs. This has informed meetings with international shipping lines to understand supply-side requirements. lines have been identified. All are seeking a commercially-based service. The Government will move to negotiate with a preferred line early in calendar year 2014. The Tasmanian Government should examine the potential for alternate transport infrastructure funding models, including - Targeted divestment of non-core assets for the recycling of equity with the government business portfolio; and Private sector investment in freight infrastructure and private sector contributions as part of specific freight-related developments. Support in the context of the development of a Tasmanian Freight Strategy – further discussion with the Department of Treasury and the Treasurer is required Flexible equity arrangements with the Government’s business portfolio and partnership with the private sector are not new models for Tasmania. The outcomes of the Australian Government’s Productivity Commission review ‘Public Infrastructure: Provision, Funding and Financing Costs’ will inform the Government’s consideration of new opportunities for infrastructure investment in the State.
Continuing offenders will meet with parent(s), teacher and administration about the problem. 5 STEP PLAN - CONSEQUENCES FOR CLASSROOM VIOLATIONS: Verbal warning. Call parent or guardian. Detention at lunch or after school - call parent or guardian. Detention served – conference with student, parent, teacher, and counselor. Referral to administration – parent conference required. Students, please put the rules in your folder. Detach the rest below and return to Mme Walker --------------------------------------------------------------------------------------------------- Name ___________________________________________ Block/class: _____________ I have read and understand the rules and procedures for French Class. By signing it, I accept the conditions set forth and I acknowledge that I will be held to these expectations. (Please turn in as your first homework assignment. ________________________ _______________ ________________________________________________ Student signature Parent/guardian signature Date
ECONOMICS OF THE FRENCH REVOLUTION BREAD AND THE WAGE EARNERS BUDGET* Occupation Effective Daily Wage in Sous** Expenditure on Bread as percentage of income with bread priced at: gs (Aug 1788) 14s (Feb-July 1789) Laborer in Reveillon wallpaper works 15 60 97 Builders Laborer 18 50 80 Journeyman mason 24 37 60 Journeyman, locksmith, carpenter, etc. 30 30 48 Sculptor, goldsmith 60 15 24 *The price of the 4 pound loaf consumed daily by workingman and his family as the main element in their diet **Effective wage represents the daily wage adjusted for 121 days of nonwork per calendar year for religious observation, etc. Average Price of a Hectoliter (100 liters) of wheat in France 1730 9.5 francs 1750 14.5 francs 1770 19.8 francs 1789 21.0 francs Price of 100 kilograms of Wheat in Paris, 1770-1790 1770 25 francs 1775 20 francs 1780 17 francs 1785 19 francs 1789 29 francs 1790 27 francs
The Directory is formed DATE:_____________________ Attack on the Bastille DATE:_____________________ Calling of the Estates- General DATE:________________ Napoleon Takes power DATE:________________
French Women force Lois XVI to leave Versailles DATE:__________________ Lois XVI is executed DATE:________________ Formation of the National Assembly DATE:_____________________ Reign of Terror DATE:_____________________
Napoleon Invades Russia DATE:_____________________ National Convention is Formed DATE:_____________________ Great Fear DATE:_____________________
French Course Outline: Year 10 A guide for parents and students. This outline is linked to the Course Assessment Schedule. Term Weeks Topic/Unit (Based on Textbook Tapis Volant 1 and 2) 1 1 Unit 11 C’est par ici? 2 3 4 5 6 Unit 12 Vous désirez? 7 8 9 10 Unit 13 Ils sont comment? 2 1 2 3 4 5 Unit 14 Qu’est-ce qu’on fait cet après-midi? 6 7 8 9 Unit 15 On va faire la fête! 10 3 1 2 3 Unit 16 Vacances, voyages 4 5 6 7 8 Unit 0 Unité de révision 9 10 4 1 Unit 1 À la maison 2 3 4 5 6 Unit 2 Se lever tôt, se lever tard… 7 8 9 10
II. Agreement with Etre in the Passe Compose!! When you use ETRE in the Passé Compose You MUST MAKE!!! AGREEMENT!!! Agreement · The past participles of these verbs agree with the 1- gender (feminine / masculine) and 2- number (singular / plural) of the Subject. Agreement Rules: A Feminine Noun = add e A Plural Noun = add s A Feminine and plural Noun = add es Subject Ils sont allés Elle est allée Elles sont allées
French Action Plan 2017-18 Objective Success Criteria Person(s) Responsible Timescale Funding Impact Review To implement a French policy Produce a French policy that reflects the school and National expectations J. Akpojotor Autumn 2 Time for lead release To review the quality of teaching of French throughout the school French will be taught weekly J Akpojotor Class teachers End of Autumn 1 N/A To ensure that children are having high quality French provision To provide expectations of French and its importance to staff and children To help with behaviour in French lessons Planning will be reviewed J Akpojotor Class teachers Fortnightly during Autumn 2 N/A To ensure the French curriculum is being covered fully To support staff with the planning and delivery of French lessons Learning walks completed Review written J Akpojotor Class teachers Spring 1 Time for lead release To ensure that high quality French lessons are being taught and the curriculum is being covered
To raise the profile of French French page created on the website. Supplement resources to support the teaching of French J Akpojotor Autumn 2 Summer term Cost of French books Display materials Pupils able to read simple French texts and reference materials. Language Celebration Day To support teachers in KS2 in teaching French Trip to France Link up with at least one school in a French speaking country H Appah J Akpojotor Autumn 1 Spring 2 TBC Teachers’ confidence in teaching French is increased. Children developing pen pals To include more opportunities to speak and read French Trialled Invitations for Language specialists to perform in assemblies J Akpojotor Summer 1 and 2 Cost of Language specialists To provide more children with the opportunity to Speak & read French. To develop the skill of Writing in French in years 3-6 All children will take part in an end of year French performance J Akpojotor End of Summer 2 Cost of Language specialist Children will be confident in performance Links with parents SMSC links To review and reflect on the teaching of French this year Staff will be asked to reflect on how teaching French has been this year Music will be timetabled differently for next year J Akpojotor End of Summer 2 Time for lead release Teachers will plan and teach French in the most time-appropriate and effective way Children will benefit from clear and sequential French teaching units
Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/ start and submission date Assessment task Written examination 20% 10% Examination week Task 6: Semester 1 written examination A representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. 10% Examination week Task 13: Semester 2 written examination A representative sample of the syllabus content from Semester 2 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. Total 100% 100%
Event application form Site map This is an application form only. Bookings are not confirmed until approval has been granted by City of Fremantle and payment of all fees has been received. I/We have read, understood and agree to abide by the conditions of hire included with this application form. I/We agree to indemnify the City of Fremantle against all actions, claims, demands and costs arising out of or in connection with the hire of this facility. Signature of applicant Date ______________ On behalf of __________________________________________________ Organisation Please ensure you have attached a copy of your public liability insurance certificate of currency cover and ensure your postal address is correct. In the event of any dispute or difference arising as to the interpretations of these conditions the decision of the city’s Chief Executive Officer is final and conclusive. Signing to acknowledge understanding and agreeing to comply with these conditions on the application form is further acknowledgement of indemnifying the City. Application form submission In person: Bookings officer Fremantle Oval 70 Parry St FREMANTLE WA 6160 By mail: Bookings officer City of Fremantle PO Box 807 FREMANTLE WA 6959 Via email: bookings@fremantle.wa.gov.au Contact: Phone: 9432 9712 Fax: 9430 4634 Conditions of Fremantle Town Hall hire Read these conditions carefully before completing the application form. These conditions of hire shall form part of your approval, shall approval be granted. General conditions All bookings are subject to the applicant being responsible for compliance with legislative requirements including City of Fremantle policies, local laws and regulations. No City managed public spaces or venues can be booked for public events more than 12 months in advance unless otherwise agreed to by contract with the city (a process that requires Council approval). City managed public spaces or venues may be tentatively booked for private functions up to 12 months in advance but confirmation of the booking will not be given until 4
Empowering Students FRENCH TERM 2 FORM 2 NOM…………………………….NU……………………………….SCH……………………… INSTRUCTIONS: 1. ANSWER ALL THE QUESTIONS IN THE SHEET PROVIDED 2. USE A PEN ONLY 3. FOLLOW INSTRUCTIONS CORRECTLY FOR EXAMINER USE ONLY QUESTION MAXIMUM SCORE CANDIDATE’S SCORE A – D 25MARKS PART 2 1-12 65MARKS PART 3 10MARKS TOTAL 100MARKS PASSAGE 1 Read the following text and answer the questions below. C’est la saison des pluies les fermiersont beaucoup d’áctivités,comme planter des cultures et meme soignerleursfermes.Enville II y a beaucoup de probleme.les routes deviennentimpassables,donc les voitures ne bougent pas bien.lesboue se trouvent partout et
Student’s Name (Last, First) Which language? French German Spanish PRINCIPAL’S OR HEADMASTER’S FORM Student’s name: Principal’s or headmaster’s name: School name: Principal’s or headmaster’s e-mail: Applicant’s actual or estimated rank in class: top 2% top 4% top 6% top 10% below top 10% Attach a legible transcript of the applicant’s high school record. IMPORTANT! Attach a copy of the Individualized Education Program (IEP) to verify any needed accommodations, if appropriate. List the names and positions of local school selection committee members, if there was one. If no local selection committee was formed, write “none.” Do you have any comments about this student’s strengths and weaknesses that you think would be helpful to the selection committee in evaluating his/her application? Certification Statement I hereby certify that is qualified and is genuinely interested in attending the Governor’s Foreign Language Immersion Academy. I thereby recommend this applicant for consideration as a participant in the Academy. ___________ ________________________________________________________________ Date Signature of Principal/Headmaster or Designee _________________________________ Printed Name and Title
Sample assessment outline French: Second Language – ATAR Year 11 Units 1 and 2 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Practical Oral communication 20% 5% Semester 1 Week 5 Task 1: My daily routine Participate in an 8–10 minute conversation in French. 5% Semester 2 Week 4 Task 7: My travel tales and plans Participate in an 8–10 minute interview in French. 10% Semester 2 Week 15 Task 11: Travel in a modern world Participate in a 10–12 minute conversation in French. Practical (oral) examination 10% 5% Examination week Task 5: Semester 1 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. 5% Examination week Task 12: Semester 2 examination A representative sample of the syllabus content from Semester 2 – 10–12 minutes. Written Response: Listening 15% 7.5% Semester 1 Week 9 Task 2: French sports and leisure Listen to French texts and respond in English to questions in English. 7.5% Semester 2 Week 5 Task 8: My travel tales and plans Listen to French texts and respond in English to questions in English. Response: Viewing and reading 15% 7.5% Semester 1 Week 14 Task 3: Leading a healthy lifestyle Read/view French texts and respond in English to questions in English. 7.5% Semester 2 Week 9 Task 9: Australia as a travel destination Read/view French texts and respond in English to questions in English. Written communication 20% 10% Semester 1 Week 15 Task 4: Leading a healthy lifestyle Write a blog posting in approximately 150 words in French. 10% Semester 2 Week 10 Task 10: Australia as a travel destination Write an article in approximately 150 words in French. Written examination 20% 10% Examination week Task 6: Semester 1 examination A representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. 10% Examination week Task 13: Semester 2 examination A representative sample of the syllabus content from Semester 2 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. Total 100% 100%
D’autres choses importantes ou amusantes Notes for teachers Students will participate in an interview with a speaker of French. This speaker may be the classroom teacher, another teacher of French or a French aide. The speaker of French will conduct an interview where he/she will ask a number of questions in French on the prescribed topic, My travel tales and plans. The teacher is to allocate approximately Interview 8–10 minutes per interview. Students may use the planning sheet to assist them in preparing for the interview. Teachers may adapt the questions on the planning sheet to suit. Below are some questions teachers may find helpful. Ou partez-vous en vacances ? Quelle sorte de vacances préférez-vous ? Pourquoi vous préférez ce pays aux autres ? Expliquez en deux ou trois phrases les raisons de votre choix. Quels sont les préparatifs qu’il faut faire avant de partir à l‘étranger ? Qu’est-ce que vous faites là-bas ? Décrivez les meilleures activités de la région. Quels conseils donneriez-vous à un/une jeune qui voudrait passer quelques semaines dans ce pays ? Quelles sont les activités que vous aimeriez faire ? (aller à la campagne, en ville, à la mer etc.) Quel(s) genre(s) d’activités pensez-vous faire pendant votre séjour ? Est-ce qu’il y a un endroit particulier que vous voudriez visiter ? Qu’est-ce qu’on peut voir/faire dans ce pays ?
Text 2 Vivre en famille d’accueil Response Marks Question 7 /3 You get to know a new culture. You make progress/get better in the language. You make friends (for life). 1 1 1 Question 8 /1 True 1 Question 9 /2 They use comments/reactions/feedback from students who stayed with the family / them in the years before or prior 1 1 Question 10 /2 Keep your room clean and tidy. 1 1 Do the housework. Let them know if you are staying out overnight. Always talk to them in French. Ask for permission to use the telephone. Question 11 /3 1. Bring photos of your family and the town where you live. 2. Bring a CD with traditional (typical) music (from your country). 3. Bring a traditional recipe. 1 1 1 Question 12 /2 If you understand your culture better you learn to appreciate and participate in another culture (you learn to accept and respect differences) 1 1 Total /13
Creating Respond to a range of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences and make connections with personal experiences and other imaginative texts in own language and culture L, C, P, IU Create and present a range of simple texts that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience L, C, P, IU Translating Translate and/or interpret texts including those that use language with colloquial or cultural associations and consider why there might be differences in interpretation and how language reflects elements of culture L, C, P, IU Reflecting Participate in intercultural interactions with members of the French-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses L, C, P, IU Consider how their own biography influences their identity and communication and shapes their own intercultural experiences L, C, P, IU Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres L, ICT, C, P Language variation and change Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation L, C, P, IU Investigate the nature and extent of French language use in both Australian and global contexts L, C, P, IU Role of language and culture Reflect on different aspects of the cultural dimension of learning and using French and consider how this might be interpreted and responded to by members of the community L, C, P, IU Achievement Standard At standard, students initiate and maintain spoken and written interactions in French with others through collaborative tasks, activities and transactions to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such as Que faites-vous pour célébrer le réveillon du Jour de l’An ? Cette année, nous avons joué des jeux de cartes jusqu'à minuit avant de sortir sur le balcon pour regarder les feux d'artifice. Students engage in the planning of experiences and
Sample assessment outline French: Second Language – General Year 11 Units 1 and 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Oral communication 30% 10% Semester 1 Week 5 Task 2: My world, your world Participate in a 4–5 minute conversation in French. 10% Semester 2 Week 6 Task 8: My tales and travel plans Participate in a 4–5 minute conversation in French. 10% Semester 2 Week 11 Task 10: Australia as a travel destination Participate in a 5–8 minute conversation in French. Response: Listening 25% 7.5% Semester 1 Week 9 Task 3: Youth culture in a francophone country Listen to French texts and respond in English to questions in English. 7.5% Semester 1 Week 4 Task 1: My world, your world Listen to French texts and respond in English to questions in English. 10% Semester 2 Week 15 Task 11: Travel in a modern world Listen to French texts and respond in English to questions in English. Response: Viewing and reading 25% 7.5% Semester 1 Week 15 Task 5: Communicating in a modern world Read/view French texts and respond in English to questions in English. 7.5% Semester 2 Week 5 Task 7: My tales and travel plans Read/view French texts and respond in English to questions in English. 10% Semester 2 Week 16 Task 12: Travel in a modern world Read/view French texts and respond in English to questions in English. Written communication 20% 5% Semester 1 Week 10 Task 4: Youth culture in a francophone country Write an email in approximately 100 words in French. 5% Semester 1 Week 16 Task 6: Communicating in a modern world Write a review in approximately 100 words in French. 10% Semester 2 Week 10 Task 9: Australia as a travel destination Write an article in approximately 100 words in French. Total 100% 100%
This unit focuses on Les médias (The media). Through the three topics: Technology and me, Film and music, and In the media, students extend and refine their communication skills in French and gain a broader and deeper understanding of the language and culture. Unit 4 This unit focuses on Le monde qui nous entoure (The world around us). Through the three topics: Planning my future, Migrant experiences, and Youth issues, students extend and refine their communication skills in French and gain a broader and deeper understanding of the language and culture. Each unit includes: a unit description – a short description of the focus of the unit unit content – the content to be taught and learned. Organisation of content The course content is organised into five content areas: Learning contexts and topics Text types and textual conventions Linguistic resources Intercultural understandings Language learning and communication strategies. These content areas should not be considered in isolation, but rather holistically as content areas that complement one another, and that are interrelated and interdependent. Learning contexts and topics Each unit is defined with a particular focus, three learning contexts and a set of topics. The learning contexts are: The individual The French-speaking communities The changing world. Each learning context has a set of topics that promote meaningful communication and enable students to extend their understanding of the French language and culture. The placement of topics under one or more of the three learning contexts is intended to provide a particular perspective, or perspectives, on each of the topics. Text types and textual conventions Text types are categories of print, spoken, visual, or audiovisual text, identified in terms of purpose, audience and features. In learning a language, it is necessary to engage with, and produce, a wide variety of text types. Text types and textual conventions vary across languages and cultures and provide information about the society and
Coach journey Movement of pupils during the journey in coach Seatbelts to be worn at all times during the journey. Pupils to remain seated. Supervision by staff None Coach journey Travel Sickness/ Injury Parents to provide clear details of any ailments and allergies, plus any medication taken. First Aid kit to be carried on coach and personally at activities. EHIC Cards and medical details to be kept available. Ensure that pupils bring necessary medication. Sick bags available Own medication is labelled On Ferry Getting lost Pupils told where to return to. Assembly point established. Staff presence. Name list provided to ferry company. Pupils to be in at least fours at all times during the trip – never on their own. Pupils told which stairs and deck to return to On Ferry Fire drill and Personal safety Pupils are informed of fire drill and meeting points. Pupils told to listen to safety announcement On Ferry Accident Pupils warned stairs are very steep and can be hazardous in rough sea conditions. Pupils warned of slamming doors on outside decks in windy conditions. Rest stops during journey Traffic Supervision/ Becoming lost Pupils to be warned of traffic and will be walked to eating area. Meeting time explained. Staff presence. Head count to confirm all present Traffic in town/village Danger from vehicles Pupils briefed on general and specific traffic procedures. Reminded that traffic on other side of road. Crossing to be used whenever available Extra care when getting off coach: door on wrong side of road. Coach to park on safer side of road when possible In France Becoming lost Agreed meeting points and times. Emergency numbers on laminated cards given to pupils. Pupils to always be in fours at least, never on their own. To be reinforced at all times by all staff. At Chateau du Tertre Inadequate diet Social interaction Dietary need list sent to centre a month before trip. Insist on sufficient liquid intake. Pupils encouraged to try variety of food available. All pupils to attend ALL meal times Dietary list to be used by staff on meal duty At Chateau du Tertre Falling Pupils told not to lean out of windows In Towns Getting lost Careful briefing on where and when to meet; groups of at least 4 to operate at all times; close staff presence. Staff: pupil ratio 1:10. Pupils to avoid becoming separated and staff emergency numbers given to pupils. Pupils also given emergency contact to put in their wallets. Staff to accompany pupils from coach to meeting point.
Year 7: Foundation language (French) Classroom language You must be able to recognise these words written and spoken. You must be able to write and say these words Create a resource to help you learn these. This could be a poster or a set of flashcards for example. Alphabet A ah N enn Spell these words: 1. la fille (girl) 2. le tableau blanc (whiteboard) What are these words?: 1. ell ah (espace) say ash ah ee ess euh 2. she euh (espace) pay euh oo ix 3. ell euh (espace) shay ah air say-cédille oh enn B bay O oh C say P pay D day Q cue E euh R air F eff S ess G shay T tay H ash U ooo I ee V vay J she W doubla-vay K kah X ix L ell Y ee-grek M emm Z zed Classroom language and verb endings comment dit-on…? how do you say…? e e.g. je parle er verb ending for je (I) e.g. I speak (parler = to speak) je peux…? can I…? s e.g. je vends re verb ending for je (I) e.g. I sell (vendre = to sell) c’est correct ? it’s correct? is e.g. je finis ir verb ending for je (I) e.g. I finish (finir = to finish) Countries and nationalities Including one country and nationality of your choice (conduct your own research) l’Angleterre (f) England anglais / anglaise English la France France français / française French je suis I am tu es you are j’habite I live où where You must also learn to recognise what these mean, though you do not need to learn to spell them. le Royaume-Uni United Kingdom britannique British la Grande-Bretagne Great Britain l’Écosse (f) Scotland écossais / écossaise Scottish
Exoticism in French Literature. Amsterdam: Rodopi, 1986. Guth, Paul. Histoire de la littérature française, Tome 2: De la Révolution à la Belle Époque. Paris: Flammarion, 1981.* Henry, Freeman G., ed. On the Margins. (French Literature Series). Amsterdam: Rodopi, 1993. Historical Figures in French Literature. Amsterdam: Rodopi, 1981. Hollier, Denis, ed. De la littérature française. Paris, 1993. Ireson, J. C., ed. Currents of Thought in French Literature: Essays in Memory of G. T. Clapton. New York, 1966. Manifestoes and Movements. (French Literature Series). Amsterdam: Rodopi, 1980. Mindert, Robert. Cultura y literatura en Alemania y Francia. 1962. Nabokov, Vladimir. Lectures on Literature. Ed. Fredson Bowers. Introd. John Updike. New York: Harcourt, 1980. _____. Littératures, 1. (English and French). Paris: Le Livre de Poche. Revue d'Histoire littéraire de la France. Paris: Armand Colin. Sanz Cabrerizo, Amelia. "La literatura comparada en el ámbito francés." In Liceus.com: E-Excellence 2005-05-05 Anthologies Lagarde, A. L. Michard and H. Lemaître. La Littérature Française. Paris: Bordas. Leggewie, Robert, ed. Anthologie de la littérature française. 2 vols. New York: Oxford UP, 1990. 1997. Bibliographies Cordie, Carlo. Avviamento allo studio della lingua e della letteratura francese. Milan: Marzorati, 1955. Giraud, Jeanne. Manuel de bibliographie littéraire pour les XVIe, XVIIe et XVIIIe siècles français. Paris: J. Vrin, 1939-1970.
The Right Choice Choose the words that best fits what the person in the picture is struggling with: a, b, or c. (DOK 1) NH.PS.2 – I can tell about a familiar experience or event using phrases and simple sentences. ____ 9. a. j’ai chaud b. j’ai froid c. j’ai faim d. j’ai soif ____ 10. a. je tousse b. je me sens fantastique c. j’ai une fièvre d. je me sens fatigué ____ 11. a. j’ai mal au dos b. j’ai de la fièvre c. j’ail mal aux jambs d. j’ai le nez bouché ____ 12. a. j’ai mal à la tête b. je me sens bien c. j’ai un rhume d. j’ai la mal de mer ____ 13. a. je me sens frustré b. j’ai un coup de chaleur c. j’ai fracturé mon bras d. je me sens bien ____ 14. a. j’ai une rhume b. j’ai le cancer de paumon c. je me sens courbaturé d. j’ai fracturé mon poignet ____ 15. a. j’ai la diarrhea b. j’ai coupé la main c. j’ai eu une crise cardiaque d. j’ai des allergies
C. Ubisoft ____ 37. What is the name of a Belgian inspired theme park in France, with five different worlds, includin the village Gaul, a ride on a viking long ship, and many intense roller coasters ? A. Disneyland Paris B. Parc Astérix C. Marineland ____ 38. What is the name of a complex of futuristic attractions, including a 4D theater, based on multimedia, cinema, and technology ? A. Le Parc de la Villettte B. Le Vulcania C. Le Parc du Futuroscope ____ 39. What is the name of a multi-stage bicycle race through all of France, and often other neighboring countries. The race started in 1903, and is considered the most prestigious cycling race in the world. A. Le Tour de France B. Giro d’Italia C. Vuelta a España ____ 40. Which French wrestler and actor, played a lead role of Fezzik in the hit American movie « The Princess Bride », a? A. André the Giant B. Hulk Hogan C. The Rock French Films How would you say the following French movie titles in English. (DOK 2) N.CP.2 – I can identify some characteristics of national identity. ____ 41. A. Snowing in Kilimandjaro B. The cold of Kilimandjaro C. The snows of Kilimandjaro ____ 42. A. My life B. Another life C. One more life ____ 43. A. The song B. The singers C. The choristers ____ 44. A. You are beautiful B. How beautiful you are there C. How do you become beautiful What do you think ? Using your understanding of French, how would you agree or disagree with the following statements.You must go with what is listed in parentheses. (DOK 2) N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with
Answer Sheet NH.IL.3 D B C A C A A C C B NH.PS.3 C D B C B B A D NH.PS.4 B A C B C C A B C A B NH.IR.4 D B D A C B N.CPP.2 A B C A A N.CP.2 C B C B N.CIA.2 C B B B WRITING: NH.PW.5 Answers may vary for the form, A=1, B=2, C=3, D=4 Listening: Peter : Bonjour Sally. Sally : Bonjour. Qu’est-ce que tu as fait vendredi dernier ? Peter : J’ai regardé un film. Sally : Qu’est-ce que tu as vu ? Peter : J’ai vu le film « Incroyables ». C’était fantastique. Philippe : Salut Jean. Tu as aimé les vacances ? Jean : Oui, j’ai fait des randonnées dans les Alpes. Philippe : Ça semble intéressant. Tu aimes les montagnes ? Jean : Absolument. J’adore passer du temps en plein air. Martin : Bon, eh tu es allé à Park City hier ? Samantha : Oui, j’ai fait du ski à Park City. Il faisait parfait. Martin : Tu as de la chance. Moi, je suis resté chez moi. Samantha : Tu peux aller avec moi demain. Es-tu libre ? Martin : Ouais, je peux venir. Thomas : Qu’est-ce que tu as fait hier soir ? Jacques : J’ai joué aux jeux-vidéos avec mon frère. Thomas : Pas vrai, as-tu fini le jeu ? Jacques : Non, j’étais trop fatigué pour le finir. ALICE : Qu’est-ce que tu as fait hier après-midi ? JEROME : J’ai fait du skateboard.
Je pense que – I think that… À mon avis – In my opinion… Personnellement – Personally… J’adore - I love… Je l’adore – I love him/her J’aime - I like… Je l’aime – I like him/her Je n’aime pas – I don’t like… Je ne l’aime pas – I don’t like him/her Je déteste – I hate… Je le/la déteste – I hate him/her parce qu’ - because car - because mais – but cependant - however il est – he is elle est – she is trop – too un peu – a bit assez - quite très - very vraiment - really sportif/ive - sporty drôle - funny gentil/ille - kind beau/belle – handsome/beautiful talentueux/euse - talented intelligent/e – intelligent fou/folle - crazy méchant/e - nasty égocentrique - egocentric il/elle m’énerve – he/she gets on my nerves
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessment Tasks’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers Engage in shared activities such as planning and managing events, exchanging resources and information Compare and reflect on the experience of learning and using French Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence Create imaginative texts involving moods and effects designed to engage different audiences Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another Create glossaries to interpret cultural aspects of contemporary and traditional French texts Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making Reflect on own cultural identity and how it shapes personal ways of communicating and thinking Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English Recognise that French language use varies according to context, situation and relationship Understand the dynamic nature of French and other languages Recognise that French is both a local and a global language Explore the relationship between language and culture Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
FR/LING4465 Morphologie générative 3 cr (3C) Initiation aux principes et aux règles de base régissant la formation des mots. Présentation et étude de tendances récentes en théorie morphologique. Préalable: FR 3404 . FR/LING4465 Generative Morphology 3 ch (3C) Introduction to basic principles and rules governing word formation. Presents and examines recent trends in contemporary morphological theory. Prerequisite: FR 3404 . FR3424 Phonetics and Phonology of French 3 ch (3C) The concepts and methods of phonetics and phonology. The basic French sound system and its various phonetic realizations depending on dialects and sociolects. Prerequisite: FR 3404 .
Arbre Familiale Rubric Project Due: 12-14-15 Nom: ___________________________________________ 4 Points 3 Points 2 Points 1 Point Note Grammar & Spelling No grammar or spelling errors 1-2 grammar and spelling errors. 3-5 grammar and spelling errors. 6 or more grammar and spelling errors. _______ x 5= Creativity Student put forth exemplary effort. Project is very colorful and creative. Clear evidence of effort put forth by the student. Project is colorful and creative. Some evidence of effort. Project is somewhat colorful and creative. No evidence of effort put forth by the student. Project is not colorful or creative. _______ x 5= Requirements All requirements are met. Missing 1-3 requirements. Missing 4-6 requirements. Missing more than 7 requirements. _______ x 5= Organization/ Overall Appearance Project is very organized, neat and easily understood. Project is organized, neat and understood. Project is moderately organized and somewhat understood. Project is unclear and not easily understood. _______ x 5= Note: % If you forget your rubric 3 points will be taken off of your total grade. For every day the project is late, you will lose 10 points from your total grade.
the Spanish “ň” or like the “ny” in the English word canyon and the “nio” in the English word onion. (This is not the case if the G and the N are in 2 different syllables or begin a word. Espagnol - Spanish Ignition - ignition Gnome - gnome c The letter “c” before “i” and “e” is pronounced like the English “s”. Before “a”, “o” and “u” is pronounced like the English letter “k”. Cinq - five Centimètre - centimeter Cahier – exercise book Calme – calm ç “C” with a cedilla accent is always pronounced like the English “s”. Français - French Garçon - boy Ça va ? – How are you? Comme ci comme ça – so so ille The letter combination “ille” and the letter combination “il” when it is at the end of a word changes the way the letter “l” is pronounced. It is pronounced a bit like the “ya” in the English word yacht. However, there are a few very common exceptions to this rule. Fille - girl Travailler – to work Bouteille - bottle Oeil - eye Common exceptions Mille - thousand Ville - town Belle - beautiful Tranquille - quiet Village – village qu “q” and “qu” are pronounced like the English letter “k” Question Cinq j Sounds like a soft “g”, as in je