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?
Bonjour. Merci pour cette histoire incroyable!
J'ai une question sur l'histoire. Quel âge a le garçon? Est-il vraiment jeune?
Why is the infinitive used in this sentence after 'tout'? What does this sentence mean exactly in English?
I knew that in inverted questions you use the subjunctive after verbs like 'Pensez-vous...' If you start the question however with 'Est-ce que vous pensez...?' does that rule about the subjunctive not apply? I ask because I had put 'Est-ce que vous pensez que ce soit un problème structurel' and this was marked with a correction to '.......c'est' instead of 'ce soit'
Est-ce que je peux utilizer “cuire” comme “Je cuis une jolie dinde”?
Ils s'aimaient jusqu'à la fin. Il se sont aimés jusqu'à la fin. Il me semble que le passé composé n'est pas correct dans cette situation.
Why did you use vieux here even it is proceeded by a vowel word ,"aujourd'hui.it must be vieil accordingly.
Why is l'imparfait used here instead of le passé composé?
« Si le problème se révélait être plus grave... »
Also, is it correct to say "des tiges métalliques" here?
« ...avec des barres métalliques. »
why does "en bon etat" not agree with the feminine house?
Est- ce qu'on dit " Je voudrais te raconter une expérience que j'ai vécue" ou "Je voulais te raconter une expérience que j'ai vécue
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?
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