The document provides a checklist of grammar structures and phrases to use when writing coursework in French to improve quality of language. It includes opinions, adjectives, qualifiers, relative clauses, pronouns, comparatives, time and place phrases, verbs in different tenses, impersonals, the subjunctive, and linking words. Sample sentences are provided to demonstrate how to add these structures. The document concludes with tips on how to get higher marks, such as including opinions, conjunctions, adjectives, and varying verb tenses.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. 1
Grammar structures to make your coursework great !
Use as many of these structures as you can. Use this as a checklist and go back to
your work and “dress it up” to earn a higher score for quality of language.
• Opinions (c’était fantastique - it was fantastic, c’est nul - it’s rubbish, à mon avis -
in my opinion, je pense que - I think that .., je crois que – I think that….)
• Adjectives describing words ( + correct agreements for masc/fem/plural!!)
grand, petit, vieux/vieille, beau/belle,incroyable – big/small/old/beautiful)
• Qualifiers très, assez, beaucoup, peu, trop (very, quite, a lot, a bit, too)
ça coutait très cher it was very expensive
il faisait trop chaud – it was too hot
j’avais beaucoup d’argent – I had lots of money
c’était un peu bizarre – it was a bit strange
il y avait beaucoup de monde – there were lots of people
• Relative clauses qui, que - who, which
ma mère, qui s’appelle Ann - my Mum, who’s called Ann
la ville que j’ai visitée – note extra ‘e’ – the town which I visited
L’entreprise où j’ai travaillée, qui s’appelle Siemens, était assez grande - the company
where I worked, which was called Siemens, was quite big
• Pronouns
-Subject including ‘on’ (casual “we”)
je tu il elle nous vous ils elles- - I you, he she, we, they « one »use all if possible
-Object - le/la/les/ (j’ai acheté une pomme et je l’ai mangée)
I bought an apple and I ate it NB apple is feminine and so mangée has an extra ‘e’
“y/en” (j’y suis allé,I went there, j’en ai mangé I ate some of it)
-Possessives : mon/ma/mes/son/sa/ses/votre/vos/notre/nos/leur/leurs
my/ your/his/her/our/their
• Comparatives & superlatives
Ce que j’ai aimé le plus c’était aider les clients – what I enjoyed most was helping the
customers.
C’était plus petit que notre collège – it was smaller than our school
3. 2
• Time & place phrases
aujourd’hui, demain, hier, l’année dernière, ici, en France, à Paris, depuis, ce jour-là
today, tomorrow, yesterday, last year, here, in France (en + country), in Paris (à +
town), since, on that day
• Verbs – all tenses (check)
- present - ma mère, qui s’appelle Ann - my Mum, who’s called Ann
- perfect (with avoir & être), j’ai travaillé je suis allé(e)
- imperfect (c’était, il faisait, j’avais, je commençais, je finnissais)
- future - j’irai, je rentrerai, j’étudierai I will go/come back/study
- inc. immediate future eg.je vais continuer au collège I’m going to stay on at
school)
- conditional (je voudrais, j’aimerais) I would like, I would like
- pluperfect (j’avais mangé, j’étais allé(e) I had eaten, I had been
- reflexives, (je me lève, je me suis levé(e)) I get up, I got up
• impersonals
(il faut + infinitive, il faut aller à l’université – you have to go to uni)
• Subjunctive
- quoi que ce soit - whatever it may be
- il faut que tu ailles - you really should go
- il est possible que je fasse ce travail plus tard – it is possible that I’ll do this job
later
• Après avoir/après être expressions
- après avoir travaillé à l’ordinateur, j’ai rangé le bureau- after working on the
computer I tidied the office
- après être arrivé (+’e’ for girls !) j’ai préparé le café after arriving, I made the
coffee
• En + present participle
- Je me suis bien amusé(e) en faisant ce stage – I had a good time doing this
placement
4. Linking words
et
parce que
mais
aussi
en plus
donc
plus tard
car
où
tous les matins
tous les jours
tous les après-midis
quand
par contre
Qualifiers -Making your descriptions more detailed
assez quite
trop too
très very
vraiment really
C’était assez utile
C’était très fatigant
C’était trop facile
C’était vraiment fantastique
and
because
but
also
as well as that/also
so
later
since/because
where
every morning
every day
every afternoon
when
on the other hand
Making your descriptions more detailed
it was quite useful
it was very tiring
it was too easy
C’était vraiment fantastique it was really great
3
Making your descriptions more detailed
5. 4
Improve these sentences by adding linking words and
qualifiers to each one.
1. Je travaillais dans un garage. Je lavais les voitures. C’était fatigant. C’était
intéressant.
I worked in a garage. I washed the cars. It was tiring. It was interesting.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. J’ai trouvé le stage utile. J’ai beaucoup appris.
I found the placement useful. I learned a lot.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Je devais faire des photocopies. Je tapais des lettres. Je faisais du café.
I had to photocopy. I typed letters. I made the coffee.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Useful phrases to make your text flow better
après avoir fait le café, je devais taper des lettres
after making the coffee, I had to type letters
après avoir travaillé à la réception, j’aidais les clients
after working on reception, I helped the customers
en arrivant le matin je rangais des dossiers
when I arrived in the morning, I did some filing
en travaillant à l’école je faisais des photocopies
when I was working at the school, I did photocopying
6. 5
Try to add some of these joining words to improve the flow
of your coursework
aussi – also mais – but
à cause de – because of
bientôt - soon
bref - in short néanmoins-never the less
car - because ou - or
cependant- however parce que - because
donc – therefore, so puis – then
puisque – because (since)
et - and pourtant – nevertheless, even so, all the
same
évidemment- obviously, of course pourvu que – provided that, so long as
quelquefois - sometimes
quand- when
finalement – finally régulièrement - regularly
généralement – generally souvent – often
hier – yesterday de temps en temps - from time to time
immédiatement – immediately toujours - always
jusqu’à – until
jamais - never uniquement - only
longtemps – for a longtime vraiment - really
par contre – on the other hand
c’est la raison pour laquelle je l’ai choisi – it’s the reason why I chose it
en raison de – because of e.g. - en raison du soleil/ en raison de la pluie
because of the sun/ the rain
Quantifiers
assez –quite il faisit assez chaud it was quite hot
très – very il faisait très chaud it was very hot
trop – too il faisit trop chaud it was too hot
un peu – a bit il pleuvait un peu it rained a bit
7. 6
Comparatives and superlatives
plus + adjective + que more …..than le français est plus intéressant que les
maths
French is more interesting than Maths
moins + adjective + que less ….than L’Angleterre est moins ensoleillé que
L’Espagne
England is less sunny than Spain
aussi + adjective + que just as …as l’acool est aussi nocif que le tabac
alcohol is just as harmful as tobacco
meilleur que better than l’anglais est meilleur que l’histoire
pire que worse than
le plus intéressant/la plus intéressante the most interesting
(note masculine/feminine)
le plus beau/ la plus belle the most beautiful
c’est la ville la plus belle que j’ai jamais visitée it’s the most eautiful city I’ve ever
visited
c’est les meilleures vacances que j’ai jamais passées it’s the best holiday I’ve ever had
Prepositions
8. 7
Opinions – full sentences
J’adore….
J’aime..
Je n’aime pas…
Je déteste..
Je préfère…
THIS can be followed by NOUN or VERB
1)
J’adore le football
J’aime jouer au football
2)
parce que because
car because
mais but
3)
c’est super/cool/intéressant/facile –
it’s super/cool/interesting/easy
c’est barbant/nul/difficile/inutile-
it’s boring/rubbish/difficult/useless
J’adore jouer au football parce que c’est super et intéressant, mais je déteste le
basket car c’est nul !
How to get more marks!!!
A dd in details (very, slowly, really)
V ariety (not the same phrases)
O pinions
C onjunctions, (and, because)
A djectives (descriptions)
T enses (past, present, future)
9. 8
A – très = very, beaucoup = really
J’aime beaucoup le cinéma
V – il y a = there is, il y aura =there will be
il y a une cantine = there is a canteen
O - je voudrais = I would like
C – et = and, mais = but, aussi = also
A – Je porterais un sweat bleu clair à rayures = I would wear a stripey light blue
jumper
T
Past J’ai fait I did il y avait there was
Present Je fais I do il y a there is / there are
Future Je ferai I will do il y aura there will be
Useful Little words
We all know what the examiners are after: longer sentences! Remember to include:-
Opinions (J’adore, Je n’aime pas)
Linking words (useful little words)
Development (ie make the sentences longer, qui s’appelle)
Range (variety)
Adjectives (describe – colours etc)
Timeframes (past, present, future)
Useful phrases
In order that you get variety, range, make sure you don’t just repeat, I do, I do etc.
Include some of the following. Also if you use ‘car’ next time use ‘parce que’
1. On peut – You can (on pouvait – you could, on pourra - you will be able)
2. Je n’aime pas (it’s a negative)
3. Nous avons joué – we played (Nous jouons – we play)
4. Car/parce que – because
5. Qui s’appelle - , who is called
10. Also we have a range of little
Aussi – also
Bientôt/bref - soon/in short
Car - because
Donc – therefore
Et - and
Finalement – finally
Géneralement – generally
AND – those little phrases
En été – in summer
En mai/en juin – in may/june
De temps en temps – from time to time
Le mardi – on Tuesday
Le soir/le matin – in the evening/in the morni
À 16 Heures – at 4 o’clock
Controlled assessment checklist
Have I included…?
Past
Present
Future
Time phrases
Connectives / Linking words
Opinions
Justifications
Have I included…?
Variety of the two future tenses
Variety of the two past tenses
I would… (conditional)
If… (si)
He/She/We
Descriptions
“Narrate” – explain an event in detail
Variety of vocabulary
Comparisons
Also we have a range of little words that …
Mais – but
soon/in short Neanmoins- neverthe
Ou - or
Puis - then
Quelquefois - sometimes
Régulièrement - regularly
Souvent – often
those little phrases telling us about time
in may/june
from time to time
in the evening/in the morning
at 4 o’clock
ontrolled assessment checklist
Connectives / Linking words
the two future tenses
Variety of the two past tenses
explain an event in detail
9
theless
sometimes
regularly
11. Golden Rules
What will impress the examiner?
1. Do not repeat vocabulary
2. Time expressions – then/next/later/finally
3. 3 or 4 examples of each tense
4. 1 or 2 exclamations –
5. Use because to justify opinions
6. Put an adjective with every noun
7. Include opinions of other people
8. Use the word “since/for”
9. Use a comparison
10. Use longer sequences
11. Use the conditional tense
12. Use a Pluperfect Tense
13. Use a superlative – th
14. Use negative expressions
What will impress the examiner?
Do not repeat vocabulary – try to use items once only
then/next/later/finally
examples of each tense
what a disaster! / What a nightmare!
to justify opinions
with every noun
of other people
“since/for” to say how long you have been doing something
Use longer sequences – which/while/that’s to say
Use the conditional tense
Use a Pluperfect Tense – say what had done
the most beautiful/the biggest/the best
expressions
10
to say how long you have been doing something
e most beautiful/the biggest/the best