Je tu il elle on vous - Singular French Subject Pronouns

Je tu il elle on vous - Singular French Subject Pronouns To replace a noun, French uses a word called â€Å"a pronoun†. You choose this pronoun according to both the grammatical value of the word it replaces and the meaning of the word it replaces. Anne est au marcheÃŒ . Elle est avec Mary.Anne is at the market. She is with Mary   To replace â€Å"Anne† in the second sentence, I used â€Å"elle† (she). â€Å"Elle† is a subject pronoun: it replaces a noun subject of the verb, and its a third person singular to match Anne which is a person about whom I am speaking, feminine, one person, so she. What is a Subject? The subject is the person or thing that does the action of the verb.   How do you Find the Subject of a Sentence in French? There is an easy way to find the subject of a sentence, and its important in French you learn this grammatical question in order to be able to find the subject of a verb without any doubt. First, find the verb. Then ask: â€Å"who verb† or â€Å"what verb†.  The answer to that question will be your subject. A subject is a noun (Camille, flower, room...) or a pronoun (I, you, they...). It can be a person, a thing, a place, an idea...   Examples:  I paint.Who paints?Answer: I paint. â€Å"I† is the subject. Camille is teaching French.Who is teaching?Answer:  Camille is teaching.â€Å"Camille† is the subject.   What is happening to Camille?What’s happening?Answer:  What is happening.â€Å"What† is the subject (This one was trickier, wasn’t it?)   French Subject Pronouns Replacing One Person In French, the list of singular subject pronouns is: Je (or j’ vowel or h, its called an elision) I  Ã‚   Tu (never t’) you singular informal   Il it, he - long â€Å"ee† sound​ Elle it, she - short clip â€Å"L† sound On - this one is more difficult to understand. It used to mean â€Å" one â€Å", but nowadays is used in casual French to say â€Å" we , instead of the now more formal/written form â€Å" nous â€Å". So although its listed as a singular pronoun, nowadays its mostly used to replace several people, so for a plural. See my lesson on on. Vous you, one person, formal. Note that vous is also the pronoun we use for you plural, when you say you to talk to more than one person (yous guys :-) Traditionally, vous is listed as a plural subject pronoun, although it can and does often refer to only one person. Its confusing, I know, so I wrote a whole lesson on tu versus vous. ​French Subject Pronouns Replacing Several People In French, the list of plural subject pronouns (replacing several people) is: Nous we - S is silent, but becomes Z when followed by a vowel or an h. (Nowadays, â€Å" nous â€Å" is used in a formal context and in writing mostly. In conversation, we tend to use â€Å"onâ€Å"). Vous you plural, both formal and informal - S is silent, but becomes Z vowel or an h. Ils they masculine or they masculine and feminine - S is silent, but becomes Z vowel or an h. Elles they feminine ONLY - S is silent, but becomes Z vowel or an h. ​Important : In Pronunciation Il ils / elle elles â€Å"Il† and ils have the same pronunciation, sort of an English eel, and â€Å"Elle† has the same pronunciation as its plural form â€Å"Elles† sort of an English   L sound . Do not pronounce the S to remember the spelling; it would mess up your pronunciation! Oh, and since Im talking about pronunciation, you will soon see that most verbs will take an silent ent to match with ils and elles - Im not explaining the whole French conjugation concept here yet, just planting a seed: this ent matching ils and elles will always be silent. Its not pronounced an, its not pronounced at all. Never in a verb. Its a very bad, but very common mistake French student make. No it Subject Pronoun in French There is no â€Å"it† form in French. Everything: objects, concepts, animals etc. are either masculine or  feminine in French, and are therefore referred to as â€Å"il† or â€Å"elle†. So dont think of il and elle as being only he and she, they also mean it. It will be weird at first, but you will get used to it, I promise.   What Do First, Second, Third Person Singular and Plural Mean? This concept is often baffling to student of French, but its a standard for grammatical jargon. Subject pronouns are often referred to as persons and this is how most grammar books will present a French verb conjugation : a table, with 3 lines, and two columns. As an example, I will take the verb chanter, to sing, in the present indicative tense. Singular Plural Je chante Nous chantons Tu chantes Vous chantez Il, elle, on chante Ils, elles chantent Je is often referred to as the first person singular or 1ps, tu as second person singular or 2ps... can you guess nous? 1st person plural. Which makes ils and elles both third person plural. This presentation is super confusing if you ask me since vous for example could replace BOTH a singular or a plural... But its very common to talk about verbs this way in French, and most French teachers are so accustom to it that they wont even understand that its weird...   French Subject Pronouns in Detail So now that you get an overview of the singular French subject pronouns, lets look at them individually. There is a lot to be said on each. Singular French Subject Pronouns Je Tu Il Elle (what about moi, me, mon...?) Plural French Subject Pronouns Nous, Vous, Ils, Elles (please dont say the s)The Misunderstood French Subject Pronoun on. Finally, before you can go ahead and start conjugating your French verbs, I will encourage you to learn more about Tu versus Vous - A French Dilemma.   I post exclusive mini lessons, tips, pictures and more daily on my Facebook, Twitter and Pinterest  pages - so join me there! https://www.facebook.com/frenchtoday https://twitter.com/frenchtoday https://www.pinterest.com/frenchtoday/

Falalalala - French Christmas Carol Lyrics

Falalalala - French Christmas Carol Lyrics Falalalala is the French version of Deck the Halls. They are sung to the same tune, but the lyrics are quite different. The translation given here is the literal translation of the French Christmas carol. Que lon chante quon sapprà ªteFa la la la la, la la la laSonnez pipeaux et trompettesFa la la la la, la la la laCar cest la joie quon apporteFa la la, la la la, la la laOuvrez donc grandes vos portesFa la la la la, la la la la.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Let us sing let us get readyFa la la la la, la la la laRing pipes and trumpetsFa la la la la, la la la laSince its joy that we bringFa la la, la la la, la la laOpen your doors wideFa la la la la, la la la la Dans les villes et les villagesFa la la la la, la la la laRà ©pandons notre messageFa la la la la, la la la laProclamons la joie profondeFa la la, la la la, la la laQue Dieu a donnà © au mondeFa la la la la, la la la la   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In cities and townsFa la la la la, la la la laLet us spread our messageFa la la la la, la la la laLet us proclaim the profound joyFa la la, la la la, la la laThat God has given the worldFa la la la la, la la la la Voici les cloches qui sonnentFa la la la la, la la la laQue le nouvel an nous donneFa la la la la, la la la laUn coeur rempli de tendresseFa la la, la la la, la la laCest la plus belle richesseFa la la la la, la la la la   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Here are the clocks chimingFa la la la la, la la la laMay the new year give usFa la la la la, la la la laA heart full of tendernessFa la la, la la la, la la laIts the most beautiful wealthFa la la la la, la la la la

Gun ownership Essay Example | Topics and Well Written Essays - 250 words

Gun ownership - Essay Example All these cases show how easy it is for people to own guns, irrespective of how their mental condition is. It essentially needs to be understood here that people who are often involved in such situations are victims of depression which further advocates the fact that prior allowing a person to own a gun, a proper medical and history check needs to be carried out of the concerned applicant. Such cases have led to mass scale antigovernment movements, in a bid to convince the government to take measures limit gun ownership. On the contrary, gun owners and gun ownership associations have defended their positions and lobbied in the parliament to make sure no such measures are taken which would restrict gun ownership (Legault 2008). The best solution to this problem would be to carry out through history and medical checks before issuing gun ownership permissions to applicants. Moreover, licenses should be issued for specific purpose rather than being all-purpose, thereby making sure inappropriate usage of guns is cut

Globalization and the maritime world in the twentieth century Essay

Globalization and the maritime world in the twentieth century - Essay Example Marc indicates that cargo ships were the major systems of transport and were used load and offload goods (166). The goods in this context had different destinations throughout the world. This concept simply explains that globalization was taking place as the goods were sent to different places. The world was soon becoming smaller thanks to the development in the maritime industry. Marc explains that the shipping lines ordered for larger ships that would be used transport the aluminum boxes that were the standard containers (202-21). Additionally, the development of the maritime industry saw the modernization of port cities to accommodate the larger ships (Marc 191-201). The author also argues that in the 1980s computers ventured in as well, that led to a containerized system (Marc 125). A closer analysis of this fact would be said to have shaped the global economy through innovations in the maritime industry. Miller backs the work of Marc by arguing that globalization is historical and can be rooted to the reality of shipping and trading. The maritime world, in his thought, was the major reason behind the global interconnectedness (Miller 11). In the twentieth century, for example, there were a lot of Eurocentric exchanges in the sea. There was the existence of a global maritime system where European ports were constructed, shipping lines as well as partial networks (Miller 12). This commercial maritime world played a huge role in shipping the present day world of business. The Europeans were the principal operators of the global trading and transport systems up to the 1960s. Just like Marc, Miller would argue that there is a great link between containerization, trade, de-colonization and economic growth thanks to the maritime industry and its developments. Through the works, the close correlation between the maritime world in the 20th century and globalization is evident. The process of globalization clearly went through progressions that saw the

Is capitalism sustainable Essay Example | Topics and Well Written Essays - 1500 words

Is capitalism sustainable - Essay Example Thus reduction in these capitals will lead to destruction of the human capital. Contributions of capitalism to the society depend on their profit and growth. Thus the existence of capitalism also leads to reduction in human and social capital. With the increasing cost of production and diminishing social values the sustainability of capitalism is reduced. (Heslam 2002). The growth model used by the capitalism seems to be uncertain due to its dependence on depleting natural resources. Rapid decline in natural capital will be a challenge to the economic capital. Climate crisis, income disparity, and scarcity of financial and social; resources in the global economy are affecting the sustainability of capitalism. Capitalism has helped the development of financial system in countries through increased income from investment and employment opportunity to the society. Thus the existence of capitalism is necessary for improvement in society. Sustainability of any system depends on the energy procured by it. Without energy, sustainability becomes impossible. Capitalism acquires its energy from the environment through extraction. But it does not provide consideration for restoring the energy extracted by it. This makes energy reduction in the environment. It is termed as physical entropy. Capitalism is based on the concept of profit. Without economic benefit, no restoration of energy takes place. Future generations' benefits are not the mission of capitalism. It insists on making profit with the resources in the environment. It undertakes only financially profitable activities. Reduction of wastes and pollution carried out by firms depends on the profitability from that process. Individual's self interest is only considered in capitalism. Energy renewal is carried out to support current consumption and restoring of energy for future generations is not considered. Thus, capitalism inescapably dislocates social energy throu gh weakening the personal relationships in society. In order to ensure maximum economic efficiency, impartial and impersonal relationship between people is necessary. For efficient functioning of market economies, competency instead of cooperation is required. In a more productive business environment social relationship gets less time and energy. In a price based marketing there is no place for trust and personal relationship. It reduces the personal relationship in the society. It is termed as disorganization of social energy through devaluation of personal relationships. In capitalism resources from the society are used for making profit. However, there is no consideration for restoring the social capital which is essential for maintaining effective personal relationships in the society. Investment in the society for the benefit of future generation does not provide any economic incentives for the business capital. Relationship in the capitalistic society depends on its financial benefit for them. Investment in social capital is tr eated as waste of resources in capitalism In an economy people exchange their resources with other people for mutual benefit. Transformation of physical energy in raw materials with the help of social energy in human resources is carried on in capitalism. It is exchange on the basis of profit. Economic capital takes out energy from natural and social capital. Social and

Review of Frank McGuinesss adaptation Essay Example for Free

Review of Frank McGuinesss adaptation Essay On the 7th October, my Drama group and I went to see the Greek tragedy â€Å"Electra† at The Old Vic Theatre in London, adapted by Frank McGuiness. It was directed by Ian Rickson and starred Kirstin Scott Thomas who plays the lead role of Electra. This play follows Electra throughout all the different stages of grief she goes through following the murder of her father Agamemnon. Unwilling to forgive and consumed by a desire for revenge, her anger builds; on the return of her brother Orestes, Electra’s wrath then explodes without mercy, leading to a bloody and terrifying conclusion. Within this play there are strong elements of grief, addiction and an intense need for restitution. Electra is filled with loss from the pathological, addictive grieving over her father who was murdered many year before hand, by her mother and step-father, which traumatic aftershock has left Electra withered and motionless as well as in need of revenge as a sort of compensation for the loss of her father, to the fresh grief over her brother. The set of the play is extremely minimalistic, with small feature which make up the arena; a tap, a fire pit, a tree and two pillar with a door in between them are featured on the stage, and I believe these component are symbolic of the four element, fire, earth, water and air. The tree however is barren and the branches are cut off before their time. This is representative of Electra’s father, Agamemnon as he was murdered but also because his family line is no more, he can no longer have any more children to pass on his name. The door is old and decaying which represents Electra’s family as its slowly falling apart, however it also establishes a huge divide between the inside and outside, essentially creating two separate worlds. These two worlds represent places of oppression. The characters behave appropriately within the inside world as well as by the unspoken rule of the place. The outside is an area where the characters reveal their true colours, nevertheless at the end of the play the two worlds collide. The stage itself is in the round, meaning audience members are able to see each other’s reactions, this is effective as it adds a degree of intimacy to the play, but also because the audience is able to see the play but more importantly the characters from every angle creating a sense of vulnerability, as everything is exposed to the viewer’s eyes. Electra abandons the regal clothes bestowed to her by her mother and completely neglects herself. She is first presented in a ragged, grey dress, held together by a leather belts which eventually she takes off, representing the release of the pent up anger, which she has held on to for so long. She is constantly fiddling with her dress and putting it in between her legs, revealing a more immature nature but also that she’s ashamed of what makes her female. During the time that this play was set, women were constantly oppressed and were seen as unable figures, for example Electra wishes both her step father and mother dead. Electra lacks the capacity to do so, as she is restricted by her gender, which is shown at the end, as despite all of Electra’s defiant speeches, ultimately her brother Orestes is the one who kills both their mother and step father. She also appears shoeless which suggest that she has freed herself from the class system, as an individual without shoes is normally associated with the lower class, however she comes from nobility, which previously was one of the elements that oppressed her, also she is presented with wild hair illuminating a feral nature. Opposingly Electra’s mother Clytemnestra is presented in regal clothing, and is always composed, she tends to move in line rather than curves which Electra moves in. When Electra confronts hers mother, although she holds herself in a strong position, she can never look her mother, which suggest a strong hatred towards her mother. She cannot even follow the general etiquette that one gives another when conversing, controversially it could also mean that she is still bound by her daughter status, as although she’s disowned her mother, she cannot face her as an equal. The actress Kirstin Scott Thomas really emphasizes how the situation has trapped Electra in a terrible stilted adolescence. Her defined features shining with hungry, immature naivety, she moves about in her grey shift like the ghost of someone whose life was been allowed to waste away, permanently on hold. She tortures the audience in a manner of a teenager, through her defiant authoritarianism, serving the audience as a reminder of what is lost in middle-aged compromises, for example the naivety of youth. And yet, there is not an ounce of nostalgia in her performance. When she is finally reunited with her brother Orestes she gives way to an unbound joy, as if all her issues are now resolved. Far from their being any hints of incestuous affection in this encounter between these long-lost siblings, Scott Thomass Electra presses her nose to parts of his body and snuffles up his smell like a wild animal trying to get its bearings. This and her rapid U-turn into optimism brings a deliberate comical note to the gathering doom. In conclusion, the overall production was impressive, from Scott Thomas’s indulgently neurotic performance, which give us a first impression of an independent women who sets herself free from the previous ties and status which has oppressed her for so long from speaking up about her father’s death, however Scott Thomas slowly reveals to the audience that Electra has been maddened by grief for so long, it has trapped in an disillusioned adolescence, to the in the round stage which enables the audience to emphasis with Electra, as it adds a degree of vulnerability, as everyone is visible from every angle you look at them, from the play to the surrounding audience.

Meeting Individual Needs in Lessons for Children

Meeting Individual Needs in Lessons for Children Assessment 1 When planning lessons and activities for children we must ensure that all individual needs are met. To be able to do this firstly we need to look at factors which may affect their development or needs. Affecting factors may include stress, disability, illness, birth defects or home environment. It will be the role of the child’s key worker to evaluate individual children and assess their needs and help them overcome or resolve any issues which may be affecting their development or growth. These observations are best done during the child’s free time when they are more relaxed and not feeling pressured. We can learn a lot when a child is doing a task they enjoy or are playing. Once our observations have been made we can use our findings to plan future activities. Individual observations and assessments need to be made for each child as development varies in all children. Activities need to be based on what the child is able to achieve and must not be too hard for them to complete as they will feel pressured and it may affect their confidence. We must also make sure that the activities are not too easy as the child will not feel fully stimulated and may become bored. Using activities based around a child’s likes or interests is a great way to get them interested and engaged. Differentiation must also be used when trying to meet individual needs, including specialist equipment when needed, visual aids, adult interaction and learning aids when conducting a group activity will ensure that all of the children can be included. Using differentiation will also ensure that all children can meet the overall aim of the group task despite this being done in different ways. When planning for individual needs of children we must make sure we include the practice of equal opportunities. The United Nations Convention on the Rights of the Child state ‘All children have the right to have their views and opinions listened to.’ By ensuring we take this into account we can work with the child and plan activities based on things they enjoy and include their own culture or beliefs. The individual schools ‘Equal Opportunities Policy’ must also be read and followed to make sure all children and their families feel included, it will also help the children to refine their own identities. If we follow all of the above plans and ensure that each child is individually assessed then we can make sure that they are reaching all of their goals and aims and are fully happy and stimulated in the tasks that they are undertaking, this will also aid the development and growth of the child both individually and within a group. As well as making sure that all children’s individual needs are met we must also make sure that we are not discriminating against any of our children. Discrimination occurs when an individual or group of children are treated less favourably than others. This may be due to gender, disabilities, faith, race, culture, physical appearance or even social class. If a child does feel discriminated against then this could result in them becoming withdrawn and it may cause development delays. According to the Development Matters in the Early Years Foundation Stage (EYFS) ‘ children have a right, spelled out in the United Nations Convention on the Rights of a child, to provisions which enable them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disability or gender.’ (EYFS) There are several ways in which we can make sure that we are including all children in all of our activities and the first step in doing this would be to read through the Equality Act 2010. This act protects children from discrimination right through their school life up to the age of eighteen. The Act states ‘.it is unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably’ (Equality Act 2010). This Act replaced nine major Acts of Parliament and almost one hundred sets of regulations. The Act covers all schools in England and Wales and schools managed by Education Authorities in Scotland. Whilst reading through the Act we learn a lot more about how equality can be given in schools and a more defined description as to what counts as equality. As well as making ourselves knowledgeable in this Act there are also several things that we can introduce into the school and classroom setting. Welcome signs in a variety of languages and not just English would be a great idea as it shows before entering the school that all nationalities are welcome. The learning of spoken greetings for different nationalities would also make the school and staff come across as more friendly and approachable. Different cultures and faiths celebrate all different festivals and celebrations throughout the year and by doing entire class projects on these we would not only be benefiting the individual students from the religions but we would also be educating the whole class. The inclusion of toys and games from around the world is another good way to teach about different ways of life. We must also make sure when planning lessons and activities that we include topics which don’t just discuss our own beliefs and preferences as this too would be portrayed as being prejudice to those students whose beliefs were different. According to Albert Bandura ‘behaviour is learned from the environment through the process of observational learning.’ (Albert Bandura 1977). Therefore if we as key workers are seen to be showing and exploring new and different cultures and ways of playing then it will also encourage the children to explore these too. The inclusion of disabled children must also be considered when planning and we must make sure that the correct provisions are in place, such as ramps for wheelchair users and items such as large print cards and sheets for those visually impaired children, visual aids and picture cards must also be available for those children with non verbal communication. If we can follow the guidelines which our individual schools have as well as the Equality Act 2010, common sense too, then we should be knowledgeable in the planning of our lessons and activities to ensure all children are included at all times. All activity planning must be done to ensure all of the individual needs of the children are met. To be able to do this correctly we firstly need to look at the ages of the children we are working with. The ages will fall into the categories of, birth – 12 months, 12-24 months, 24-36 months and 36-60 months. Once we have identified the correct age bracket we can think about our activities, whilst we are doing this we must also ensure that we are giving choices to the children as this will help with their decision making and confidence. For the birth-12 month age where the child is not mobile, placing a selection of toys within their reach is the best solution. For 12-24 months when the children are starting to walk and talk we can place different games and tasks around the setting and communicate with them and give them a choice of what they want to do. Again this can be used for the following 2 age brackets but we can expand on it by asking them to choose, unpack and tidy away their own activities as this will stretch them and promote more independence. Whilst we do have these age brackets as a guideline we must remember that children will develop at their own pace and may not always fall into the set guidelines. Therefore we must assess each individual child and ensure that they are given suitable tasks with they will be able to complete either independently or with a little guidance and help. The child must never feel overwhelmed by the task or activity as this will affect their confidence. We could also again use differentiation for this. Communication will form a large part in ensuring individual needs are met as we can speak to the children and ask if they are enjoying what they are doing and also finding out what their likes and dislikes are will help when planning future activities. Using communication to aid our planning will also benefit any disabled children as we will be able to discuss with them ways which they feel we could make activities easier and more enjoyable for them so their individual needs are also met. It is of paramount importance that we fully meet the individual needs of the children so that they can gain further knowledge and skills which will help them grow and develop. Within early year’s settings we must make sure that we promote the children’s physical and emotional well being, there are several ways that this can be done. Firstly we need to look at safety, not just the part of keeping the child safe and away from danger but making them feel safe in their new environment and with being separated from their parents. The child’s key worker will be in charge of this. The key worker will have to build a good and trusting relationship with the child so they feel safe in their care. Working with parents on this would be very beneficial in making the transition and separation easier. Finding out likes and dislikes of a child will also help with getting to know them as individuals and help build up a good relationship. Safety must also cover keeping the child safe within the setting and away from harm. The key worker will need to ensure all age appropriate toys and games are used at all times to reduce problems such as choking hazards. When we look at the physical wellbeing of the early year’s children we must also look at the key worker to child ratio to make sure the child is getting the correct amount of care. Whilst the children are under 24 months we must make sure that the ratio is one key worker to three children, this is due to them having no sense of danger and requiring extra care and watching. As the children get older and more mobile the ratio reduces, at 24-36 months there is only one key worker required for four children, this is because the children are becoming more independent. At 36-60 months the children are much more independent and are aware of danger and hazards. Emotional wellbeing can be promoted in these early years in different ways. One of the biggest things we can do is to allow the child to make choices and decisions for themselves. Using a selection of games and letting them pick their own is a great way to do this, also allowing a choice when it comes to snack time is beneficial as it promotes independence and decision making skills which they will need in later life. We must also give the children the right to say ‘no’ to certain things as this will empower them and enable them to become more resilient individuals. Other ways we can promote the physical and emotional well being of all children include introducing safety lessons and talks. Lessons such as kitchen and bathroom safety are important. Teaching about road safety and ‘stranger danger’ and appropriate and inappropriate ways of touching and talking to each other will also be very beneficial. If we implement and promote all of the above to our early year’s children then they will have a good, strong and solid foundation which will help them greatly in later life. References:- Albert Bandura (1977) Early Years Foundation Stage (EYFS) (2012) Equality Act (2010) The Children’s Act (1989) The United Nations Convention on the Rights of the Children