Please helpI notice that my answers in this lesson might as well be random.
This lesson opens with the statement:
“In French, there are two different structures to express "reminding", depending on whether we mean to be reminded of [something] or to prompt someone to remember [to do something].”
Let’s call to be reminded of something ‘A’ and to prompt someone to remember ‘B’
The structure of A is:
“rappeler + person one's reminded of + à + person being reminded”
unless an object pronoun appears in the sentence. If there is, the structure of A becomes:
”me/te/lui/nous/vous/leur + rappeler + person one is reminded of"
So there are two different sentence structures for A.
When we want to prompt someone to remember (B), the structure is:
"rappeler + à + person being reminded + de+ [infinitif]”
unless an object pronoun appears in the sentence. If there is, the structure of B becomes:
“me/te/lui/nous/vous/leur + rappeler + de + [infinitif]”
Note this involves two different sentence structures in the case of B.
Each of these sentence structures differ, one from the others, so in fact there are four structures involved in French to express reminding.
As the lesson is presented, a student must retain these four only slightly different structures and identify where to use them in order to progress with this lesson.
Were the lesson split in two - using the A and B situations described above, the student would need to retain and identify only two structures at a time, leading to a better chance of succeeding in A before progressing to B.
I imagine this would lead to this lesson attracting less confusion and improved learning. Or am I missing something? Is there a logic or pattern that evades me?
Si vous souhaitez envisager d'aller plus loin dans votre exploration de « l'univers artistique francophone » que ces personnalités populaires, peut-être souhaiteriez-vous fournir des informations sur les personnes suivantes: Aimé Césaire, Birago Diop, Léopold Sedar Senghor, Leon Gontran Damas, Mariama Bâ, Patrick Chamoiseau, Maryse Condé, Assia Djebar, Cheikh Hamidou Kane, Ahmadou Kourouma, Camara Laye, Henri Lopes, Jacques Roumain, Kateb Yacine, Franz Fanon. Marie NDiaye, de père sénégalais, de mère et de lieu de naissance française, pourrait être un autre sujet méritant et digne.
ceci ou cela Doesn't celui-ci ou celui-la mean the same thing, this or that ?
I notice that my answers in this lesson might as well be random.
This lesson opens with the statement:
“In French, there are two different structures to express "reminding", depending on whether we mean to be reminded of [something] or to prompt someone to remember [to do something].”
Let’s call to be reminded of something ‘A’ and to prompt someone to remember ‘B’
The structure of A is:
“rappeler + person one's reminded of + à + person being reminded”
unless an object pronoun appears in the sentence. If there is, the structure of A becomes:
”me/te/lui/nous/vous/leur + rappeler + person one is reminded of"
So there are two different sentence structures for A.
When we want to prompt someone to remember (B), the structure is:
"rappeler + à + person being reminded + de+ [infinitif]”
unless an object pronoun appears in the sentence. If there is, the structure of B becomes:
“me/te/lui/nous/vous/leur + rappeler + de + [infinitif]”
Note this involves two different sentence structures in the case of B.
Each of these sentence structures differ, one from the others, so in fact there are four structures involved in French to express reminding.
As the lesson is presented, a student must retain these four only slightly different structures and identify where to use them in order to progress with this lesson.
Were the lesson split in two - using the A and B situations described above, the student would need to retain and identify only two structures at a time, leading to a better chance of succeeding in A before progressing to B.
I imagine this would lead to this lesson attracting less confusion and improved learning. Or am I missing something? Is there a logic or pattern that evades me?
In the bottom half of the quick lesson it says:
"- the more elegant
Comment se fait-il que ... ?-> Note the use of inverted question form to emphasise the elegant structure."
Did you leave out 'cela' between 'Comment' and 'se fait-il'?
Not sure why de not des. The cited lesson suggests it should be des.
I tend to get tangled up with possessive "de" but wanted to query why the two capitalised nouns above take de l’ rather than d’? The dog is best friend of "Man" not "a man", and capitalising both nouns implies to me a generalisation or personification: despite that, they don’t seem to be treated as proper nouns in French.
Instead of "Il voulait que je vienne à Pâques" can one say "Il me voulait venir à Pâques"? What's the difference?
In the 'Fill-the-blanks' Kwiz 'Nos activites pendant les vacances', my answer: 'Les enfants essaieront la peche a pied avec un guide local' was marked wrong, with the correction provided of 'Les enfants essaierons ...' The correction Kwiziq shows is 1st person plural, but I thought that 'The kids will try shellfish gathering with a local guide' is 3rd person plural.
Au secours! Merci!
Why "ils ont pris le temps" (passe compose). It seems to me this should be "ils prenaient les temps" (imparfait). This part of the sentence describes the background. Also, this is an opinion. I note that the same sentence uses provenaient (imparfait)
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