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?
I think this distinction is changing, even amongst ardent defenders of the purity of French
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?
Si on consulte le site web de l'Académie Française, on voit que aout est aussi correct --> https://www.dictionnaire-academie.fr/article/A9A2062
The question was “This is a number written in French: 78,005. How would it be expressed in English? The reply was: 78.005. Am I gapping or was the question supposed to be “ This is a number written in English: 78,005. How would it be expressed in French?
J'ai beaucoup apprécié ce texte parce que j'ai oublié beaucoup du film. Maintenant, je me souviens du personnage principal, je veux regarder le film à nouveau. Merci beaucoup !
In this sentence “ l’un des montants qui sont affichés sur l'écran”, could you use montrés instead of affichés.
Thanks
Je suppose qu'on peut dire "Elle est froid(e)" pour signifier "Elle n'est pas chaleureuse"? Ai-je raison? Si oui, est-ce que l'adjectif accord avec le sujet dans ce cas?
I thought nous comes before il in this case but the quiz says " Oui, il *nous l*'a refusé" is wrong.
In the exercise about the new green car with the brown leather seats, one alternate answer was ‘Ils sont fait en cuir.’ The best answer was ‘Il sont en cuir’. Present tense. Was the alternate answer in passe compose? If so, wouldn’t that be ‘ils ont fait en cuir?’
Not complaining, but I wonder if you could explain why sometimes the "your answer matched mine" differs from the version in the text on the final page? For example I had "nous apprenons de nouvelles choses chaque fois que nous le faisons !" marked correct but it becomes "à chaque fois" in the full text at the end. And several times my answer is red-pencilled but then is given as a possible alternative. Does this reflect later editing of an exercise or mean maybe that my answer was ok but not the best?
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