Ebooks libres et gratuits BENOIT, PIERRE :Les Compagnons d'Ulysse - Romans Attention: téléchargement non autorisé dans certains pays. Lire la note sur le droit d’auteur. Auteur décédé en 1962.Le général Manrique Ruiz est furieux. On ne lui avait pas menti : les chefs de la garnison de Las Palmas, ses compagnons d'armes, ont déserté leur poste pour vivre à Tra Los Montes, mi-hôtel mi-casino dirigé par Doïia Angelica, et cela au moment où les incidents qui se multiplient à la frontière, laissent prévoir une reprise des hostilités entre la petite république d'Arequipa et ses puissants voisins. La colère de Ruiz est à la mesure de sa déception.
French Prepositions for countries, cities, regions Why do you say "Je vais en France" but "Je vais au Japon"? Like any inanimate object, continents, countries, and regions also have genders in French. The ending will usually tell you which is feminine or masculine and help you choose the correct French preposition of place. A – General Rule About French Prepositions of Places When the name of a region ends in an E, it’s usually feminine.La France, l’Angleterre, la Suisse, la Chine, l’Inde, la Californie, l’Asie To say you’re going TO it, use EN Je vais… en France, en Italie, en Afrique, en Floride…To say you’re there, use EN Je suis… en France, en Italie, en Afrique, en Floride…To say you’re coming from it, use DE Je viens de France, d’Italie, d’Afrique, de Floride… (There are many exceptions though, such as Le Mexique, Le Maine, Le Zimbabwe…) When the name of a region ends in any other vowel but E, or a consonant, it’s usually masculine.Le Canada, le Japon, le Portugal, le Burundi, le Luxembourg, le Texas
Manfred Overmann - portail-du-fle.info Cours de conversation du jeudi 27 juin Demystifying the French: Tip #2 | Writing from the Heart, Reading for the Road April 27, 2012 at 5:41 pm Here’s tip #2 for getting along better in France: use Polly Platt’s “ten magic words.” In her very helpful book, French or Foe? Polly Platt urges her readers to learn what she calls the “Ten Magic Words” that will open the doors of the French heart and soul, and turn potentially sour encounters into sweet ones. Here are the first five words: Excusez-moi de vous déranger. .. (No, it does not mean “Excuse me for deranging you.” Starting an encounter with a stranger like this (for example, a person on the street who you want to ask for directions) lets them know two things. 1) You speak at least some French; and 2) You have good manners (that is, you are bien élevé) With these two important facts established, you’re off to a very good start. Polly Platt says that, counter to their reputation of being aloof, condescending and cold, if you add the next five words “…monsieur, mais j’ai un probleme” most French people will go far out of their way to try to help you solve it.
Gail's French Educational Links A teacher’s complete guide to using Google Voice to collect classwork and homework This entry will guide you through the process of setting up and using a Google Voice account for the purpose of collecting spoken homework, such as for a language class. After reading this guide, you will be ready to configure your Google Voice account and collect your first round of homework. The focus of this entry is not to give an exhaustive list of all the contexts and ways in which Google Voice can be used in education, however! Use your creativity and share your ideas in the comments. Google Voice is a completely free service which gives you a local telephone number with voicemail service. Students can call your Google Voice number from their own phones, be directly connected to voicemail, and record messages up to three minutes long. To create an account: Go to into a Google account. To set up your outgoing voicemail message: To share recordings with your students: Things to consider when implementing Google Voice in a language course: Further Reading:
Une idée qui se propage - Site de ecouterlirelemonde ! L’idée de transmettre l’amour de la lecture à nos élèves est présente en chacun de nous. Ce désir est une valeur essentielle en éducation; quel que soit l’âge, l’origine ou la langue maternelle de nos élèves, les moyens pour y parvenir, pour y motiver chacun et chacune sont multiples; vous en utilisez sûrement déjà quelques-uns qui permettent aux élèves de partager et d’enrichir leurs réflexions en collaboration avec leurs camarades de classe. Ça me trottait dans la tête depuis déjà un bon bout de temps. Comment relier les élèves de mon école et du monde à travers les livres ? Avec la puissance du web en mode 2.0 et sa capacité d’interaction globale, cette opportunité de partage devient sans frontières; nous pouvons aujourd’hui échanger nos idées, nos opinions et nos appréciations avec la planète entière en quelques clics. C’est au courant de l’année scolaire 2010-2011 que j’ai eu vent du Global Read Aloud Project, créé par Pernille Ripp, une enseignante du Wisconsin. François Bourdon
In 'Flipped' Classrooms, a Method for Mastery Fixes looks at solutions to social problems and why they work. In traditional schooling, time is a constant and understanding is a variable. A fifth-grade class will spend a set number of days on prime factorization and then move on to study greatest common factors — whether or not every student is ready. If student turns in shoddy work in a ‘flipped mastery’ class, she can’t move on to the next level. But there is another way to look at schooling — through the lens of a method called “mastery learning,” in which the student’s understanding of a subject is a constant and time is a variable; when each fifth grader masters prime factorization, for instance, he moves on to greatest common factors, each at his own pace. Mastery learning is not a new idea. One of the advantages of mastery learning is that the student, not the teacher, leads — and we know that people learn far better when they are actively involved. But some teachers are now reviving mastery learning.
Screencasting in the Classroom with TechSmith and Edmodo Guest post by 7th grade Social Studies teacher Tom Hopper Tom Hopper has been teaching 7th grade Social Studies in Okemos, Michigan for 13 years. He’s a big fan of Edmodo, the social learning platform that he found last year. It’s had a remarkable impact on his day-to-day teaching given the intuitive nature of the site. Tom’s also a screencasting pro, and he frequently puts video content on his YouTube channel or on Screencast.com. What do you like most about using Edmodo in your classroom? For starters, my students write so much more than they did prior to when we were strictly writing on paper. I love how it’s a “safe” environment. Another great thing is I can send individual students personalized, rich feedback through annotation. How do you make your videos? My tool of choice is Camtasia Studio. Snagit is a great way to get started if you are new to screencasting. have any video editing though so if you make a mistake, you’ll have to start over. Do you have 1:1 access?
Pros and Cons of The Flipped Classroom The flipped classroom has been gathering steam for a few years now. The premise: watch videos of instruction or lecture at home, and do the “homework” with the teacher in class. The Flipped Class: What it is and What it is Not In reality, there isn’t a whole lot of philosophical or theoretical information that I believe I can personally share that will be cutting edge, or not met with a new debate. The Flipped Class: What Does a Good One Look Like? So instead of telling you what a flipped classroom is and what a flipped classroom is not, I decided to go to the specialists, the teachers in my district, to find out how the flipped classroom is, or is not, working for them in their actual classroom. A simple note sent to the staff began a wave of information that I’m excited to share. Classroom management tips to get parents more involved in your classroom. Today we honor the unsung heroes of the teaching profession, the fleet of... Tips to help you discover how to motivate students. Positives:
Flipping the WL Classroom: My Experience The Flipped Classroom In the flipped classroom, students do the easy part at home - view the material - and use class time for the more difficult task of learning the material through small-group discussions and guided application. The teacher is present to facilitate success with new learning. This classroom is “flipped” from the traditional model, where students often do the lower-level learning in class and the more complex parts at home. How I used it: I employed it for teaching about culture or reinforcing grammatical concepts through videos. For each assignment, I created a page on my school website and a worksheet. Activity structure: Students would often have the choice of which videos to watch, selecting two of the three videos on my school webpage. What I liked: These activities were time savers; in class, we would discuss the ideas and concepts in the videos instead of wasting class time while watching them. Online “Viewing:” French Kissing How you will be graded: Videos used: