Register now to access 7 million high quality study materials (What's Course Hero?) Course Hero is the premier provider of high quality online educational resources. With millions of study documents, online tutors, digital flashcards and free courseware, Course Hero is helping students learn more efficiently and effectively. Whether you're interested in exploring new subjects or mastering key topics for your next exam, Course Hero has the tools you need to achieve your goals.
3 Pages
rebus_frog_fr
Course: FRENCH 103, Spring 2009School: Washington
Rating:
Word Count: 213
Document Preview
Date__________________ Freddie Nom_______________________________ la grenouille Une histoire rbus Lis l'histoire. Je m'appelle Freddie la Je suis une grande un Je peux Je suis une . J'tais un petit maintenant. J'habite dans dans l' . . avec mes amis. J'aime , J'aime manger les heureuse . Key: l'tang (m) la grenouille le ttard nager Partie A: 1. 2. 3. 4. 5. les bestioles (f) sauter Lis les phrases et...
Unformatted Document Excerpt
Coursehero >> Washington >> Washington >> FRENCH 103Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Date__________________
Freddie Nom_______________________________ la grenouille
Une histoire rbus
Lis l'histoire.
Je m'appelle Freddie la Je suis une grande un Je peux Je suis une
. J'tais un petit maintenant. J'habite dans dans l' .
.
avec mes amis. J'aime , J'aime manger les heureuse .
Key: l'tang (m) la grenouille le ttard
nager Partie A: 1. 2. 3. 4. 5.
les bestioles (f)
sauter
Lis les phrases et entoure "oui" ou "non". . . maintenant. . heureuse.
1
Freddie est une Freddie habite dans un Freddie est un Freddie aime manger les Freddie est une
oui oui oui oui oui
non non non non non
2004abcteach.com
Nom_______________________________ Date__________________ Partie B: Trace une ligne entre l'image et le mot qui lui correspond. 1. 2. 3. 4. 5. 6. Part C: ttard 1. 2. 3. 4. 5. 6. l'tang nager grenouille la sauter le ttard les bestioles Complte les phrases avec un mot de la bote. nager grenouille sauter bestioles tang
Freddie tait un petit_________________________________. Freddie habite dans un_________________________________. Freddie aime manger les_______________________________. Freddie peut ____________________________. Freddie est une grande______________________maintenant. Freddie aime ____________________________ dans l'tang.
2
2004abcteach.com
Nom_______________________________ Date__________________ Rponses Freddie la Grenouille Une histoire rbus Page 1: Partie A: 1. 2. 3. 4. 5. oui oui non oui oui
Page 2:
Partie B:
1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6.
le ttard les bestioles la grenouille l'tang sauter nager ttard tang bestioles sauter grenouille nager
Partie C:
3
2004abcteach.com
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
Below is a small sample set of documents:
Below is a small sample set of documents:
Washington - FRENCH - 103
Nom_ Date_Jouons dans la neige!Histoire rbusLis l'histoire. C'est l' et il dehors! Allons jouer dans la .Mets ta, tes, et tes. Regarde les beaux. Peux-tulesdans ta bouche?Descendons la colline en. Peux-tu faire un?Faisons un. C'est drle de
Washington - FRENCH - 103
Nom_ Date_J'aime l'cole!Histoire rbus Lis l'histoire.J'aime aller l' l'cole. Ma. Je prends le m'aide l'pour aller . Je m'assieds mon lise des . l'cole. J'aime bien que ma . J'aime l' . J'ai des l'. ?C'est amusant de. Aimes-tu aller l'Cl:histoi
Washington - FRENCH - 103
Nom _ Date _Ecris le verbe qui correspond l'image.1_2_3_4 _5_6_7 _8_9_10_s'asseoir* se rencontrers'accroupir se retrouvers'agenouiller (se mettre genoux) se tourners'allonger se reposers'tirerse pencherVocabulaire2006 abcteach.comNom _
Washington - FRENCH - 103
Nom _ Date_Soins de toiletteAssocie les mots1. se dshabiller 2. se maquiller 3. se peigner 4. se baigner 5. se prparer 6. se raser 7. se laver 8. se dmaquiller 9. se doucher 10. se coiffer 11. s' habiller 12. se dbarbouillerto comb one's hair to wash
Washington - FRENCH - 103
Nom_Date_Partenaire APose ces questions ton partenaire. Ecris les rponses.Rponds aux questions de ton partenaire.1- Qu'est-ce que Caroline fait huit heures et demie? _ 2- Quelle heure est-il quand Jean-Pierre s'habille? _ 3- A quelle est-ce que tu t'e
Washington - FRENCH - 103
Nom_ Date: _La Tour EiffelLa Tour Eiffel a t construite l'occasion de l'Exposition Universelle Paris en 1889 pour clbrer le centenaire de la Rvolution franaise. Plus de 700 projets ont t soumis pour le concours de sa construction. Les plans de Gustave E
Washington State - FREN - 102
Quel temps fait-il?What's the weather?Il fait chaud.It's hot.adjectifIl fait +beau bon chaud frais froid doux mauvais humide lourd nuageux orageuxnomIl fait du soleil.It's sunny.Il fait de + Il y a de +le soleil le vent l'orage le brouillardIl
Washington State - FREN - 102
Quel temps fait-il?Hier (le 5 mars) il a fait frais. il a neig il a pluAujourd'hui(le 6 mars) il fait froid il neige il pleut (le 7 mars) il va faire beau Il va neiger Il va pleuvoirDemainGrammaire 2006 abcteach.comIl fait +adjectif beau mauvais bo
Washington State - GERMAN - 101
Name _ Datum _Die Farben The colours.rot = red gelb = yellow schwarz = black1grn = green weiss = white rosa = pinkbraun = brown blau = blue grau - greyFinde sechs Farben. Find six colours.2Here are four European flags, colour them in using the cor
Washington State - GERMAN - 101
German Addition and Subtraction Zwei plus acht ist. Eg. 2 = 10 (zehn) Sieben plus drei ist. + 8 Elf minus acht ist.Zwolf minus zwei ist.Sechs plus vier istZehn minus sieben istNeun plus eins ist.Acht minus sechs ist.Fnf plus drei istNeun minus drei
Washington State - GERMAN - 101
Washington State - GERMAN - 101
German Animal WordsearchCan you find all 6 animals?a l w l d h m z b f i k e c n t s d h a m s t e r l g y i a p i e a n c g m z x l p a p a g e i a h j d h z v o k l d y b c k t s w f h e a r a t h j f f c l i m q n t l d h w a u h o s p l i w s f f k
Washington State - GERMAN - 101
Hallo! (Hello) (Guten) Morgen (Good Morning) (Gute) Nacht (Goodnight) (Guten) Tag! (Good Day) (Guten) Abend Good EveningIch bin. (I am.) Ich bin.Jahre alt I am . years old Ich wohne in. I live in. Wie alt bist du? How old are you?Wo wohnst du? Where do
Washington State - GERMAN - 101
Coloursblau rot gelb orange grau schwarz grn wei rosa braun = = = = = = = = = = blue red yellow orange grey black green white pink brown
Washington State - GERMAN - 101
Die Lebensmittel - FoodCan you match the German noun to the English?das Fleisch die Wrstchen der Aufschnitt der Fisch die Eier die Milch der Kse das Joghurt der Saft das Eis der Kuchen meat cooked meats sausages cheese eggs yoghurt fish milk cake ice-cr
Washington State - GERMAN - 101
German Greetings Match the German greeting to the English translationGuten Tag Auf Wiedersehen Tschu Guten Morgen Hallo Gute Nacht Guten AbendGood Evening Hello Goodbye Good Afternoon See you later Good Morning Good DayFill in the speech bubbles with a
Washington State - GERMAN - 101
German (Lesson 1) Numbers - 45 minsLearning outcomes: Recognise numbers 0-12 Begin to say numbers in German Understand different German soundsTeaching and learning activities:15 mins: Introduce the subject-outline work to be carried out throughout th
Washington State - GERMAN - 101
German (Lesson 1) Numbers - 1 hour (Yr 4/5)Learning outcomes: Recognise numbers 0-12 Begin to say numbers in German Understand different German soundsTeaching and learning activities:15 mins: Introduce the subject-outline work to be carried out throu
Washington State - GERMAN - 101
German (Lesson 2) Numbers - 45 minsLearning outcomes: Become more confident with numbers 0-12 Develop ability to say all numbers to 12Teaching and learning activities:15 mins: Review numbers to 12 using flashcards as in previous week. Use individual
Washington State - GERMAN - 101
German (Lesson 2) Numbers - 1 hour (Yr 4/5)Learning outcomes: Become more confident with numbers 0-12 Develop ability to say all numbers to 12Teaching and learning activities:15 mins: Review numbers to 12 using flashcards as in previous week. Use ind
Washington State - GERMAN - 101
German (Lesson 3) Greetings and Goodbyes - 1 hour (Y4/5)Learning outcomes: To identify greetings and goodbyes orally and in a written context Begin to gain confidence initiating conversation with peers/teacher, using greetings and respond appropriately
Washington State - GERMAN - 101
German (Lesson 3) Numbers - 45 minsLearning outcomes: Become more confident with numbers 0-12 Develop ability to say all numbers to 12 Use numbers in a practical setting (addition and subtraction)Teaching and learning activities:5 mins: Review number
Washington State - GERMAN - 101
German (Lesson 4) Colours - 1 hour (Y4/5)Learning outcomes: Understand and recognise colours in German Respond appropriately when asked the colour of an object Begin to write colours from memoryTeaching and learning activities:5 mins: Review greeting
Washington State - GERMAN - 101
German (Lesson 5) Consolidation/Group work - 1 hour (Y4/5)Learning outcomes: Consolidate understanding of all 3 topics covered Gain confidence using words in spoken and written context Learn to improve co-operation skillsTeaching and learning activiti
Washington State - GERMAN - 101
German (Lesson 6) Weather - 1 hour (Y4/5)Learning outcomes: Recognise weather phrases from memory Be able to ask and answer the question `Wie ist das Wetter heute?'Teaching and learning activities:10 mins: Introduce 8 weather phrases using flashcards
Washington State - GERMAN - 101
German (Lesson 7) Weather - 1 hour (Y4/5)Learning outcomes: Consolidate weather topic-gain confidence in recognising and saying weather phrases Work in groups co-operativelyTeaching and learning activities:10 mins: Recap weather vocab from previous w
Washington State - GERMAN - 101
German (Lesson 8) Introducing oneself - 1 hour (Y4/5)Learning outcomes: Children become able to ask and answer the question `Wie heit du?' Become able to instigate and respond to dialogue, using vocabulary from this topic and previous topicsTeaching a
Washington State - GERMAN - 101
German (Lesson 9) German Culture - 2 hours 15 mins (Y4/5)Learning outcomes: Children become more aware of customs and traditions associated with Germany Develop a wider knowledge and understanding of Germany as a countryTeaching and learning activitie
Washington State - GERMAN - 101
eins fnf sechs acht zehn zwlfdrei sieben zwei neun elf vier
Washington State - GERMAN - 101
Instructions to teacher: Print off multiple copies. Rearrange the numbers so they are not in numerical order. Divide class into groups. Ask children to put them back into numerical order in their groups-lay them out on their table in the correct order. Fi
Washington State - GERMAN - 101
Name:Number Matching Activity One two three four five six seven eight nine ten eleven twelve drei fnf eins sieben zwei vier sechs zehn elf acht zwlf neun
Washington State - GERMAN - 101
German Pronunciation Guide = ss ie = e v=f w=v z = ts ei = i j=yGerman Pronunciation Guide = ss ie = e v=f w=v z = ts ei = i j=yGerman Pronunciation Guide = ss ie = e v=f w=v z = ts ei = i j=yGerman Pronunciation Guide = ss ie = e v=f w=v z = ts ei
Washington State - GERMAN - 101
Role PlayA: Hello B: Good afternoon A: What are you called? B: I am called. A: Goodbye B: Bye A: HelloRole PlayB: Good afternoon A: What are you called? B: I am called. A: Goodbye B: ByeRole PlayA: Hello B: Good afternoon A: What are you called? B: I
Washington State - GERMAN - 101
GERMAN Unit 1 Medium Term PlanningABOUT THE UNITIn this unit children learn to introduce themselves and greet others and develop vocabulary in other areas. They begin to develop an understanding of sounds and spellings and speak the language with some c
Washington State - GERMAN - 101
Topic: Introducing yourself German.Topic: Introducing yourself German.English.English.Topic: Introducing yourself German.Topic: Introducing yourself German.English.English.
Washington State - GERMAN - 101
Name:Wie ist das Wetter heute?Es ist windig. Es schneit .Es donnert und blitzt.Es ist warm.Es ist kalt.Es ist hei.Es regnet.Es ist sonnig.Wie ist das Wetter heute?Wie war das Wetter gestern?J.Webb
Washington State - GERMAN - 101
Unjumble the words and write them correctly in German and English. German EnglishUnjumble the words and write them correctly in German and English. German Englishugten atg nneu tuge achtn aohll eznh veir tssch fel_ _ _ _ _ _ _ __ _ _ _ _ _ _ _ugten a
Phoenix - PSYCHOLOGY - 355/360
Facial Feedback and Event-Appraisal-Emotion SequenceFacial Feedback HypothesisThe facial feedback hypothesis (FFH) proposes that action of our facial musculature is a causalagent in the subjective sensation of emotions (Deckers, 2005). Both Charles Dar
Phoenix - PSYCHOLOGY - 355/360
What are some possible consequences of incorrectly labeling our emotional feelings? Is thispossible? If so, how could it happen? If not, why not?Some possible consequences are that these incorrect labels may become a part of my normalthinking and cause
Phoenix - PSYCHOLOGY - 355/360
Detecting emotions in yourself and others is an important element of Emotional Intelligence. Youcan detect unconscious emotions by their impact on others, just as you can tell which way thewind is blowing by examining the movement of the trees and cloud
Phoenix - PSYCHOLOGY - 355/360
Stress results when life demands strain-coping resources either because the demand is too greator the resources are inadequate . Stress endangers a persons well-being and shows up asnegative feelings, physiological arousal, psychophysiological disorders
Phoenix - PSYCHOLOGY - 355/360
turn off anonymous markingPlease state reason for turning off Anonymous Marking for:Warning: Administrator has access to this information. This setting is permanent.submitcancelThis is a preview of the print version of your report. Please click "prin
Phoenix - PSYCHOLOGY - 355/360
Running head: MOTIVATION AND THE BRAIN1Motivation and The BrainMalisha MishoePSY 355January 9, 2011Dr. PetersMOTIVATION AND THE BRAIN2Motivation and The BrainMotivation and the BrainMotivation is at its core potential in nature, only finding a
Phoenix - PSYCHOLOGY - 355/360
Maslows hierarchy of needs hypothesizes that the needs of a person are prepared into a risingstructure, going from the lower physiological needs to the needs of security, belongingness,admiration, and self-actualization (Deckers, 2005). Maslow hypothesi
Phoenix - PSYCHOLOGY - 355/360
What are incentives? What are two examples of incentives? How do these incentives work assources of arousal?Incentives are positive enforcements that are offered to help in the decision making process.Incentives are offered to encourage a person to act
Phoenix - PSYCHOLOGY - 355/360
With so many Americans overweight or obese, public health experts are also asking thisquestion. Since it is so difficult to follow the simple advice to "eat a healthy diet" and "exercisemore," they realize that food might have addictive properties. Yet
Phoenix - PSYCHOLOGY - 355/360
What is motivation? Does perception affect motivation? Why or why not?Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors.Motivation is what causes us to act, whether it is getting a glass of water to reduce
Phoenix - PSYCHOLOGY - 355/360
Running head: LANGUAGE PAPER1Language PaperMalisha R. MishoePSY 360February 27, 2012Melissa JacksonLANGUAGE PAPER2Language PaperLanguage is a multifaceted cognitive procedure that comprises the construction of speechand its understanding. Its p
Phoenix - PSYCHOLOGY - 355/360
Week 4 DQsDQ 1What factors influence language acquisition? Which aspect do you believe has thebiggest influence on language acquisition? Explain why.We all are taught the same method rising up to repeat the language that we hear. Thelanguage that is
Phoenix - PSYCHOLOGY - 355/360
PSY 360 Cognitive PsychologyUniversity of Phoenix MaterialAttention WorksheetUsing the text, Cognition: The Thinking Animal, the University Library, the Internet, and/or otherresources, answer the following questions. Your response to each question sh
Phoenix - PSYCHOLOGY - 355/360
If our brains were like our cell phones, we would merely add a sim-card to it to improve ourmemory. The human brain, however, is more complex than even the most advanced machine, soimproving our memory isnt quite so easy. Just as it takes effort with an
Phoenix - PSYCHOLOGY - 355/360
Phineas Gage PaperPSY/360There is invariable scientific attention on how the motion of dissimilar regions of thebrain supports diverse sensory, cognitive, poignant and motor gathering. The brain is anextraordinary structure intended to multi-task on a
Phoenix - PSYCHOLOGY - 355/360
Is attention a limited resource? Why or why not?I do believe that attention is a limited resource, because we can only truly focus on a limited setof material at a time. Then for every new set of data or information we increase in our minds andare subj
Phoenix - PSYCHOLOGY - 355/360
What is visual perception?Visual perception is one of the senses, containing the capacity to sense light and deduce (see) itas the perception known as sight or naked eye vision. The foremost difficulty in visualperception is that what we see is not mer
Phoenix - PSYCHOLOGY - 355/360
Why is cognitive functioning crucial to everyday existence? How does cognitive functioningenhance diversity?When thinking about this question I was reminded of the growth and development of cognitivethinking in children which was proposed by Jean Piage
Phoenix - PSYCHOLOGY - 355/360
Which milestone in the development of cognitive psychology do you feel has had the mostimpact on the field? Why?The milestone in the development of cognitive psychology that I feel that has had the mostimpact on the field is: Foundational to cognitive
Colorado - ARTH - 1400
Day Ling LeeARTH1400 World Art 2Spring 2011Professor Deborah J. HaynesT.A NicoleDisplacementWhats art? We were asked to answer that from lecture earlier, and I answer, Art is theimage that reflect each person's inside world. Everyone has their secr
IUPUC - AAE - 514
AAE 514Intermediate AerodynamicsSpring 2011Instructor: A. Lyrintzis, 494-5142, ARMS 3321, O-H 3-4pm MWF, lyrintzi@purdue.eduTeaching Assistant: Matt Kube-McDowell, O-H tba, mkubemcd@purdue.eduIntroduction: This course is designed to give the student
Middle East Technical University - ECONOMICS - 202
LONG QUESTION:1) The Republic of Solowakia has the production function given by Y K 1/ 3 N 2/ 3and that both the saving rate, s, and the depreciation rate, are both equal to0.10.a) Verify that the above production function has the property of constant
Middle East Technical University - ECONOMICS - 202
ECON202IntroductionINTERMEDIATEMACROECONOMICSInstructor:Pnar Derin-GreClass Hours:Tuesdays 15:40-17:30 FZ17Thursdays 15:40-17:30 FZ09Office Hours: TUE-THU 10:40-12:00 pm and byappointmente-mail: pderin@bu.eduCourse Syllabus: Intermediatecours
Middle East Technical University - ECONOMICS - 202
Lecture2MACROECONOMIC VARIABLESRequired reading:Blanchard chapter 2MacroeconomicVariablesThe major macroeconomic variables are:1)Output2)Inflation3)Unemployment1)MeasurementofOutput Greatdepression there were no measure ofaggregate economi