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L’homme qui te ressemble�René Philombé

Y7 French

Term 3.2 - Week 7 - Lesson 71

Rachel Hawkes / Kirsten Somerville / Stephen Owen

Date updated: 20/09/20

Using word reference resources�SSC [SFC] [re-visited]

Please note: teachers will need to insert lines from the poem into slides 26, 29, 36, 37, 39 (lesson 1) and slides 41-44 (lesson 2) before teaching.

Learning outcomes (lesson 1)

Identifying the type of text, understanding the text, learning vocabulary

Using word reference resources

Revisiting SSC [SFC]

�Word frequency (1 is the most frequent word in French):

3.2.7 (introduce): frapper (à) [745], ressembler à [1398], cœur [568], temps [65], blanc¹ [708], blanche [708], noir [572], pour² [10], si [34]

3.2.4 (revisit): avion [1409], allemand^{1, 2}[844], lettre [480], différent [350], prochain [380], bientôt [1208], demain [871], Allemagne [n/a]

3.1.3 (revisit): langue1 [712], maths [3438], matière¹ [562], musique [1139], nom¹ [171], science [1114], quel [146], quelle [146], que² [9], combien [800], pourquoi [193], parce que [n/a]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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… except for

c r f l

Be c a r e f u l with these!

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C’est un SFC ?

écrire

heart

En français, c’est … ?

cœur

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C’est un SFC ?

écrire

maths

En français, c’est … ?

maths

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C’est un SFC ?

écrire

time

En français, c’est … ?

temps

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C’est un SFC ?

écrire

German

En français, c’est … ?

allemand

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C’est un SFC ?

écrire

different

En français, c’est … ?

différent

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C’est un SFC ?

écrire

black

En français, c’est … ?

noir

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C’est un SFC ?

écrire

which (m)

En français, c’est … ?

quel

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C’est un SFC ?

écrire

soon

En français, c’est … ?

bientôt

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C’est un SFC ?

écrire

for, in order to

En français, c’est … ?

pour

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C’est un SFC ?

écrire

white (m.)

En français, c’est … ?

blanc

This is an exception!

In most French words, a final c is not silent (eg. avec).

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C’est un SFC ?

écrire

white (f.)

En français, c’est … ?

blanche

This is an irregular femine form.

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Challenge 1

Could you guess the meanings of these French words? (if you had not met them):

science

ressembler

pour

demain

langue

science

language

to look like

for /

in order to

tomorrow

this is a cognate – it means the same in both languages�(though it sounds very different!)

not quite a cognate, but its spelling gives you a clue!

similar to ‘resemble’, but ‘look like’ is more common

not ‘pour’, as you may have thought!

you need to know it – you cannot really hope to guess!

So, guessing the meaning would only be a reliable strategy for one of the above five words!

This is known as a�false friend (faux ami), because it actually misleads you!

Timing: 1 minute approx.

This resource aims to raise students’ awareness of the importance of using dictionaries or translation sites to research the meaning of unknown words when translating from the target language, and to find the correct target language word for the desired meaning when translating from the English.

It also attempts to help students to deal with the common pitfalls encountered by newcomers to dictionary use, by giving practice opportunities in the basic thought and decision-making processes required.

This slide aims to raise students’ awareness of the importance of looking up words rather than guessing their meaning, even though sometimes meanings can be worked out (e.g. for cognates and near-cognates). It also points out the problem of ‘false friends’ (faux amis) in French.��The words used are drawn from this week’s vocabulary sets.

Teachers should ask for each category which other words students can think of in each category, from this week’s words:�E.g.�Elicit - cognates - maths�Elicit - near cognates - lettre, différent, musique

Elicit - false friends - blanc, matière (although ‘blank’ and ‘matter’ are other possible translations which have not yet been taught!)�Plus words you need to know that cannot be guessed - the majority of this week’s vocabulary!�

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Challenge 2

A paper dictionary (i.e. a real book!) has two sections:

for a French dictionary, these are French to English and English to French.

In which section of the dictionary would you look for the words below?

bientôt

the

for

si

je

frapper

heart

black

French to English

English to French

Timing: 1 minute approx.

This slide explains the fact that there are two ‘sides’ to a paper dictionary, something which often causes beginner dictionary users problems. Students are challenged to allocate the words in the centre – a mix of English and French words – to one side or the other. Though this should not be too difficult a task, it ‘trains’ the student in the correct first step to be taken upon consulting a paper dictionary (the ‘from’ and ‘to’ languages settings also being a consideration, of course, with online dictionaries and translation websites).

The answers are animated, and the words ‘fly’ to the correct side.��Further words are used from this week’s sets:�

3.2.7 - frapper [745], ressembler [1398], cœur [568], temps [65], noir [572], blanc [708], pour [10], pourquoi [193], si [34]

3.2.4 - avion [1409], lettre [480], allemand [844], différent [350], prochain [380], bientôt [1208], demain [871], Allemagne [n/a]

3.1.3 - langue [712], matière [562], musique [1139], maths [3438], science [1114], quel [146], quelle [146], que [9]

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Challenge 3

In a paper dictionary, words are listed in alphabetical order.

Put these English words into the order in which they would appear in the dictionary:

because

befriend

ball

bold

before

So we had to go as far as the fourth letter to sort words 3 and 4 into alphabetical order!

1

2

3

4

5

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Online dictionary

These days, you don’t have to use a paper dictionary: online dictionaries are available. A good one for French is WordReference

It looks like this:

You type the word you want to look up here (make sure it is in the right language!).

You swap between the

English to French and French to English sections here.

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Challenge 4

As well as finding the word, we also need to know what type of word it is, in the context in which we need to use it. �Match the words on the left below with their type (in orange)on the right.

verb

bientôt

noun

preposition

je

pour

si

le

conjunction

article (determiner)

pronoun

adverb

adjective

frapper

cœur

noir

Sometimes, the same word can be both a noun and a verb – �E.g., the English word ‘lead’ - something you use to walk the dog, and something you do when others follow you!

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Challenge 4 - answers

verb

bientôt

noun

preposition

je

pour

si

le

conjunction

article (determiner)

pronoun

adverb

adjective

frapper

cœur

noir

Types of word are called ‘parts of speech’.

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Challenge 5

Dictionaries give the type of word (part of speech) using abbreviations (often in italics and sometimes in a different colour) after the word itself.

Find the abbreviations used in WordReference for each part of speech.

verb

adv

noun

preposition

pron

prep

conj

def art or indef art

conjunction

article (determiner)

pronoun

adverb

adjective

vtr or vi

nm or nf

adj

Similar abbreviations are used in paper dictionaries too.

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Écoute !

[Verse 1 text here]

[Verse 2 text here]

écouter

Please note: teachers to insert the full text of verses 1 and 2 of the poem in the text box.

Timing: 2 minutes approx.

Suggested teaching steps:

1. Teacher reads each line slowly, perhaps with gestures to support meaning. Each line is animated separately so that the teacher can time his/her reading to coincide with the appearance of the text. This supports attention and reduces the risk of cognitive overload.�2. Leave the text visible and listen/watch the video version.

This slide links to a reading of the poem on YouTube. The video is not embedded – teachers will need to be online to access this version of the poem. �Play up to where the boy stops speaking – these are the first two verses. Stop video at 39 seconds.�

https://www.youtube.com/watch?v=PYTqsC2L2VI�Version with two children who do actions to support meaning – really nice reading.

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Comment est le garçon qui parle ?

Il est….

calme

content

amusant

intéressant

sympa

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Parle avec un(e) partenaire

1) Ce texte est ...

un article?
un poème?
une histoire?

2) Pourquoi ? Parce qu’il y a…

des répétitions
des rimes
des rythmes

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute approx.

Bring up the first question and options. Give students just a few seconds to confer in pairs and share their consensus.�Then bring up question two. You may need to return to the text on slide 3. Students should conclude that there are repetitions and rhythms but no rhymes (they might suggest that Afrique and Amérique rhyme, but should certainly agree that whilst it’s a poem, it’s not a rhyming poem!).

The responses contain words which have not been learned previously, but are near-cognates which should be easy to work out from the context (frequency given below).

Word frequency rankings (1 is the most common word in French): �

article [604], répétition [2804], rhythme [>5000], rime [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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L’homme qui te ressemble

[Verse 1 text here]

[Verse 2 text here]

feu

repousser

ouvre

moi

Look up the orange words in a dictionary (or using WordReference) and list their English meaning and part of speech.

Challenge 6

feu nm fire

repousser vtr reject

ouvrir vtr open (up)

moi pron me

The dictionary has different possible meanings of a word, with examples. The third meaning listed for repousser in WordReference is the right one for the context of the poem!

Please note: teachers to insert the full text of verses 1 and 2 of the poem in the text box, highlighting the four words in orange in the text.

Timing: 2 minutes approx.

Many of the words in this text have been previously introduced and learnt (this was one factor in the choice of this text for this point in the scheme of work); others are introduced as part of the new vocabulary set for this week. However, a third group of words does not fall into either of the above categories. Four words are thus highlighted for students to look up, practising the skills introduced earlier in this sequence. It is pointed out that the dictionary user has to work his/her way down the examples of usage provided, in order to find the correct translation of a word for the context; in this case, the third meaning given in WordReference for repousser is the correct one.

N.B. The possessive forms mon and ton are not dealt with as a grammar point at this stage; we are only aiming for students to understand their meaning here. Possessive adjectives form part of the scheme of work grammar for Year 8 in the NCELP French scheme of work.

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Vocabulaire

lire

Coche les 2 mots qui sont aussi ce type de mot.

demander

ouvre

avoir

suis

Type of word:

adjective

conjunction

noun

verb

le cœur

blanc, blanche

frapper

noir

ressembler

si

le temps

pour

preposition

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Vocabulaire

lire

Type of word:

adjective

conjunction

noun

un frère

un lit

une porte

la couleur

un homme

le ciel

Coche les 2 mots qui sont aussi ce type de mot.

verb

preposition

le cœur

blanc, blanche

frapper

noir

ressembler

si

le temps

pour

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Vocabulaire

lire

jaune

rouge

bon

Type of word:

adjective

conjunction

noun

Coche les 2 mots qui sont aussi ce type de mot.

verb

le cœur

blanc, blanche

frapper

noir

ressembler

si

le temps

pour

preposition

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Vocabulaire

lire

mais

et

Type of word:

adjective

conjunction

noun

Coche le mot qui est aussi ce type de mot.

verb

le cœur

blanc, blanche

frapper

noir

ressembler

si

le temps

pour

preposition

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Vocabulaire

lire

de

à

Type of word:

adjective

conjunction

noun

Coche le mot qui est aussi ce type de mot.

verb

le cœur

blanc, blanche

frapper

noir

ressembler

si

le temps

pour

preposition

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Translating the preposition ‘à’

grammaire

The verbs frapper and ressembler are often followed by the preposition à + noun.

Je frappe à la porte

Le frère ressemble à la sœur

The English translation of à is different for each verb:

I’m knocking at the door

The brother looks like the sister

With ressembler, the preposition à is not translated into English.

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Vers 1

lire / parler

[Line 1]

[Line 2]

[Line 3]

[Line 4]

[Line 5]

[Line 6]

Please note: teachers to insert the text of verse 1, line by line. Each line is animated with the accompanying audio.

Timing: 5 minutes approx.

Attribution: Please emoji

Twitter [CC BY 4.0 (https://creativecommons.org/licenses/by/4.0)]�https://upload.wikimedia.org/wikipedia/commons/f/ff/Twemoji_1f64f.svg

Whole class opportunity to read verse 1 aloud with the teacher.�Elicit meanings and clarify any unknown vocabulary that has not yet been understood – dictionary work can be encouraged here.�Pay particular attention to the new vocabulary introduced this week – “frapper” and “cœur”.

The perfect tense will not be learnt until year 8, so at this stage the focus should be on meaning rather than form.

Give students another opportunity to read aloud the first verse in pairs, a line each. Encourage them to read expressively, thinking about the meaning.

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Vers 2

lire / parler

[Line 1]

[Line 2]

[Line 3]

[Line 4]

[Line 5]

[Line 6]

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Biographie en questions

lire / écrire

1) René Philombé travaille __________ ?

le Cameroun (en Afrique)

2) Il travaille comme __________ ?

3) Il écrit des poèmes __________ ?

Il a un message: il est pour la diversité et le respect.

4) Il écrit ce poème __________ ?

1977

journaliste et poète

quoi

pourquoi

où

quand

comment

Lis les réponses et complète les questions.

Only 4 words are needed – there is one extra question word!

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L’homme qui te ressemble

lire / parler

[Verse 1 text here]

[Verse 2 text here]

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L’homme qui te ressemble�René Philombé

Y7 French

Term 3.2 - Week 7 – Lesson 72

Rachel Hawkes / Kirsten Somerville / Suzanne Graham

Date updated: 20/09/20

Learning outcomes (lesson 2)

Pronouncing the text confidently, deepening understanding of the message of the poem, being creative with the text

�Word frequency (1 is the most frequent word in French):

3.2.7 (introduce): frapper (à) [745], ressembler à [1398], cœur [568], temps [65], blanc¹ [708], blanche [708], noir [572], pour² [10], si [34]

3.2.4 (revisit): avion [1409], allemand^{1, 2}[844], lettre [480], différent [350], prochain [380], bientôt [1208], demain [871], Allemagne [n/a]

3.1.3 (revisit): langue1 [712], maths [3438], matière¹ [562], musique [1139], nom¹ [171], science [1114], quel [146], quelle [146], que² [9], combien [800], pourquoi [193], parce que [n/a]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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L’homme qui te ressemble

1	2	3	4	5

écouter

a	[Verse 4 text here]
b	[Verse 5 text here]

e	[Verse 2 text here]

c

e

d

a

b

Écoute. Écris l’ordre correct.

d	[Verse 3 text here]

c	[Verse 1 text here]

1

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Vers 3

lire / parler

[Line 1]

[Line 2]

[Line 3]

[Line 4]

[Line 5]

[Line 6]

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Vers 4

lire / parler

[Line 1]

[Line 2]

[Line 3]

[Line 4]

[Line 5]

[Line 6]

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Vers 5

lire / parler

[Line 1]

[Line 2]

[Line 3]

[Line 4]

[Line 5]

[Line 6]

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Écris la réponse correcte

lire

René Philombé est un poète jeune / un poète français / un poète moderne.
Le poète est d’Amérique / d’Afrique/ d’Asie.
Le poète est un parent / un homme / un blanc.
Il parle à « mon frère » - le frère est un homme / un enfant / chaque homme.

Lis les messages. Écris l’ordre correct:

Chaque homme ressemble à chaque homme.
L’apparence physique n’est pas importante.
La couleur n’est pas importante.
Repousser les personnes est méchant.
L’origine géographique n’est pas importante.

Vers	Message
1
2
3
4
5

d

e

b

c

a

Timing: 3 minutes approx.

This slide is animated to give students questions 1-4 to do independently, followed by whole class correction.�Question 5 appears separately. It is anticipated that students will need to return to read the text again for question 6.�Note: The lessons have been designed so that the only copying required will be one A4/5 copy of the poem text.

This activity mainly includes vocabulary that has been previously taught or encountered in this week’s activities, and some additional near-cognates (for which the frequency is given below).

Word frequency rankings (1 is the most common word in French):

apparence [2714], message [792], ordre [197], origine [709], géographique [3389], physique [1146]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Quelle version aimes-tu ?

écouter / écrire

Écoute les trois versions différentes. Écris des phrases.

Version 1, c’est…

Version 2, c’est…

Version 3, c’est…

un homme
une femme
un enfant

amusant
calme
content
rapide
intelligent
intéressant
sympa
moderne

J’aime Version…

1
2
3

Remember!

Some adjectives are spelt differently if the noun is masculine or feminine.

1

2

3

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Télépathie!

Pourquoi me demander

Si je suis

Ouvre-moi, mon frère.

Je ne suis pas

Ouvre-moi, mon frère !...

Je ne suis qu'un homme

L'homme de

L'homme qui te ressemble !...

lire / parler

J'ai frappé à

J'ai frappé à ton cœur

Pourquoi

Ouvre-moi,

ta porte
ton hôtel
ta chambre

m’ignorer ?
me repousser ?
me dire non ?

ma sœur !...
mon ami !...
mon frère !...

d’Afrique
d’Asie
d’Europe

un ennemi
un problème
un animal

tous les temps
toutes les villes
tous les jours

1

2

3

4

5

6

Timing: 10 minutes approx

In this slide, the students choose their own variation of the poem and practice reading it aloud with a partner.

Suggested classroom procedure:

1. Both students choose their optional versions and note them down (this is only for the purpose of avoiding any accusations of cheating, later) – Noting down the answers simply involves numbering 1 – 6 and next to each number putting one, two or three dots.�2. Partner A starts – s/he says “J’ai frappé a XXX”, choosing whichever noun s/he believes her partner has chosen. If s/he is correct, Partner B will nod to indicate s/he can continue to the next line. �3. As soon as Partner A gets an option wrong, Partner B gets a turn and in the same way, tries to predict his/her partner’s answers. �4. Every time a student goes wrong, you must go back to the beginning.�5. The task ends when the first student gets through the whole text correctly predicting all their partner’s answers in one turn.

This task has several purposes:�1. It practises reading aloud / pronunciation and decoding (there are some unknown near-cognates).�2. It works memory. To “win” students have to keep returning to the beginning every time they select a wrong option (i.e. an option that their partner has not secretly chosen). The aim is to be the first to read the whole text, correctly selecting your partner’s options. Whilst it is a game of chance to a degree, if you are not concentrating and remembering the options you have already correctly discovered, you give away the opportunity for your partner to have another go. Each time you go wrong, play passes to your partner.�3. It models some variations on the original poem, which prepares students for their own creation task, which is the next task, so acts as additional preparation for this.

This activity mainly includes vocabulary that has been previously taught or encountered in this week’s activities, and some additional near-cognates (for which the frequency is given below).

Word frequency rankings (1 is the most common word in French):

ignorer [639], ennemi [1715]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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À ton tour !

J'ai frappé à …

J'ai frappé à…

Pourquoi me… ?

Ouvre-moi, … !...��Pourquoi me demander�Si je suis… ?(x 2-4)��Je ne suis pas (x 2-4)�Je suis…��… de tous/toutes les…�… qui te ressemble !...

Écris un poème similaire :

ou

Présente le poème original. Fais une présentation :

mémorisée
dramatique/créative
avec un partenaire ou en groupe

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Vocabulaire






q

q
u
e
l

[which (m)]

écrire

Timing: 5 mins approx.

This closing activity practises the vocabulary from this week’s revisited sets using English word and picture clues. Completing the French words spells out the message « et bonnes vacances » on the final slide.

This can be done as a quick-fire writing activity using mini whiteboards, where students race to be the first to write each word in French. If time is short, students could simply call out the French word. The word is revealed on a click.

Frequency rankings of vocabulary revisited this week (1 is the most common word in French):

3.2.4 - avion [1409], lettre [480], Italie [n/a], l'allemand [844], différent [350], prochain [380], bientôt [1208], demain [871]

3.1.3 - langue [712], maths [3438], matière [562], musique [1139], science [1114], quel [146], combien [800], que [9]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Vocabulaire






	m

m
a
t
i
è
r
e

q
u
e
l

écrire

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Vocabulaire








			b

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[soon]

écrire

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Vocabulaire

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l






				p

[next]

écrire

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Vocabulaire

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l


					a

écrire

[German]

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Vocabulaire






						l

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

écrire

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Vocabulaire






							q

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[what]

écrire

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Vocabulaire




								m

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

écrire

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Vocabulaire







										a

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

écrire

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Vocabulaire





											d

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[tomorrow]

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54 of 61

Vocabulaire








												c

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[how much

/

how many]

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55 of 61

Vocabulaire



													A

A
l
l
e
m
a
g
n
e

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

écrire

[Germany]

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Vocabulaire








														n
														o
														m

A
l
l
e
m
a
g
n
e

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[name]

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57 of 61

Vocabulaire

s
c
i
e
n
c
e

A
l
l
e
m
a
g
n
e

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

écrire







															s
														n
														o
														m

58 of 61

Vocabulaire







																l
														n
														o
														m

A
l
l
e
m
a
g
n
e

l
e
t
t
r
e

s
c
i
e
n
c
e

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

[letter]

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59 of 61

Vocabulaire






																	m

														n
														o
														m

A
l
l
e
m
a
g
n
e

m
u
s
i
q
u
e

l
e
t
t
r
e

s
c
i
e
n
c
e

c
o
m
b
i
e
n

d
e
m
a
i
n

a
v
i
o
n

m
a
t
h
s

q
u
e

l
a
n
g
u
e

a
l
l
e
m
a
n
d

p
r
o
c
h
a
i
n

b
i
e
n
t
ô
t

m
a
t
i
è
r
e

q
u
e
l

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60 of 61

Au revoir …


				a
				l							A
				l			m				l
				e			a		d		l
q	m		p	m	l	q	t		e		e				m
u	a		r	a	a	u	h	a	m		m		s	l	u
e	t	b	o	n	n	e	s	v	a	c	a	n	c	e	s
l	i	i	c	d	g			i	i	o	g	o	i	t	i
	è	e	h		u			o	n	m	n	m	e	t	q
	r	n	a		e			n		b	e		n	r	u
	e	t	i							i			c	e	e
		ô	n							e			e
		t								n

… à l’année prochaine !

61 of 61

Gaming Grammar

Relevant mini game(s):

Prepositions (to the): Gender (Prepositions)

Gaming Grammar


				a
				l							A
				l			m				l
				e			a		d		l
q	m		p	m	l	q	t		e		e				m
u	a		r	a	a	u	h	a	m		m		s	l	u
e	t	b	o	n	n	e	s	v	a	c	a	n	c	e	s
l	i	i	c	d	g			i	i	o	g	o	i	t	i
	è	e	h		u			o	n	m	n	m	e	t	q
	r	n	a		e			n		b	e		n	r	u
	e	t	i							i			c	e	e
		ô	n							e			e
		t								n


				a
				l							A
				l			m				l
				e			a		d		l
q	m		p	m	l	q	t		e		e				m
u	a		r	a	a	u	h	a	m		m		s	l	u
e	t	b	o	n	n	e	s	v	a	c	a	n	c	e	s
l	i	i	c	d	g			i	i	o	g	o	i	t	i
	è	e	h		u			o	n	m	n	m	e	t	q
	r	n	a		e			n		b	e		n	r	u
	e	t	i							i			c	e	e
		ô	n							e			e
		t								n


				a
				l							A
				l			m				l
				e			a		d		l
q	m		p	m	l	q	t		e		e				m
u	a		r	a	a	u	h	a	m		m		s	l	u
e	t	b	o	n	n	e	s	v	a	c	a	n	c	e	s
l	i	i	c	d	g			i	i	o	g	o	i	t	i
	è	e	h		u			o	n	m	n	m	e	t	q
	r	n	a		e			n		b	e		n	r	u
	e	t	i							i			c	e	e
		ô	n							e			e
		t								n