Le francais, est un passe-partout! FRENCH COMPOSITE COURSE STANDARD TEN Maharashtra State Board of Secondary and Higher Secondary Educaaon, Pune 411 004 Scanned with CamScannerFirst Edition ; 2013 © Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004, Reprint; 2020-24 ; OR © Publisher All rights reserved No parts of this book may be reproduced or transmitted in any form or by any means, C.D. ROM/ Audio - Video Cassettes or electronic, mechanical device including photocopying, recording or by any information storage and retrieval system, without permission. in writing from the Secretary of the Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004. As laid down by the MaharashtraState Board of Secondary and Higher Secondary Education Pune, the Board of Studies and the committee of authors prepared this book under the guidance of the Board of Studies. Members of The Board of Studies : Ms. Sanjivani Kuvaleker : Ms. Anjali Lokur Ms. Meenakshi Sengupta Ms. Vasundhara Patibandala Rao Mr. Vinay Sathe Ms. Rohini Joshi Mr. Chandrashekhar Rathod Ms. Neelima Duberkar ‘Committee of Authors : Ms. Komala Devarajan Ms. Rita Kalbag Ms. Vibha Kamat Ms. Viral Thakker Ms. Anjali Lokur Ms. Sanjivani Kuvalekar Ms. Nargis Jamadar Shri. Krishnakumar Patil, Secretary Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004. Shri. Govardhan Sonawane, Research officer Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004. ! Production Shri. Vivek Gosavi, Controller Shri. Sachchitanad Aphale, Chief Production Officer Shri. Sunil Kasbekar, Production Officer Shri. Nitin Wani, Production Assistant Production and Distribution Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune - 411 004. Paper , : 70GSM Cream Wove Printer M/S. CREATIVE PRINT MEDIA, NAVI MUMBAI Print Order N/PB/2020-21/ 6.000 Scanned with CamScannerOH) 2S RY>o) at ey Fe) i SY =) By / “A FMS OO ahs Preamble WE, THE PEOPLE OF INDIA, having [7 aN. solemnly resolved to constitute India into a Ns FR SOVEREIGN SOCIALIST SECULAR QS DEMOCRATIC REPUBLIC and to secure to all its citizens : : : JUSTICE, social, economic and political ; LIBERTY of thought, expression, belief, faith and worship; : 4 EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; ofle IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY } ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. Wu WGP ; DVS & i =S M OO 3; Ae Ne) 5 7; oO NB vf S O pp TBS og LAr { ‘4 EN XG} SS Wz YX) VY Ue SWINE se cS co) Scanned with CamScannertt | Acca NATIONAL ANTHEM Jana-gana-mana-adhinayaka jaya hé Bharata-bhagya-vidhata, Panjaba-Sindhu-Gujarata-Maratha Dravida-Utkala-Banga Vindhya-Himachala-Yamuna-Ganga uchchala-jaladhi-taranga Tava subha namé jagé, tava subha asisa magé, gahé tava jaya-gatha, Jana-gana-mangala-dayaka jaya he Bharata-bhagya-vidhata, Jaya hé, Jaya hé, Jaya he, Jaya jaya jaya, jaya he. Scanned with CamScannerPLEDGE India is my country. All Indians rigor ee Peters are my brothers and sisters. I love my country, and I am proud Zl of its rich and varied heritage. I shall always strive to be worthy of it. I shall give my parents, teachers and all elders respect, and treat | everyone with courtesy. ROY a Bots To my country and my people, 4M I pledge my devotion. In their well-being and prosperity alone lies my happiness. e EE in! Scanned with CamScannerNee In accordance with the decision of Government of Maharashtra, the new curriculum for secondary education ; ‘| is being introduced with effect from June 2012 for class IX and from June 2013 for class X.The new curriculum |} ‘of French has been prepared keeping in view the National Curriculum Framework 2005 and State Curriculum Framework 2010. French has an important place in the School Curriculum and the student has the choice to study French as a foreign language from Std. Vill. In today's global scenario, learning French is an added advantage which opens up new vistas in various fields for the students. The title «Le Frangais, c'est un passe-partout!» empha- | sises learning of French as a master key («passe-partout») opening up new vistas of the world at large. This course book is prepared based upon the syllabus as approved for the Composite Course in French for Standard X. «Le Francais, c'est un passe-partout!» adopts a learner- centred approach whereby the learner | becomes a good and effective user of the language. AAT SDN A IEC Seaeeenneeewsey Every lesson in the book is planned based on the basic level of a student passing the Standard IX examina- tion. It has a basic theme with new expressions, vocabulary, supplementary texts and appropriate pictures. A £ | lot of exercises on grammar, translation, comprehension and composition will enable the student to fix the ideas learnt. An effort has been made to make the lessons of the course book interactive as it helps develop communication skills. Language education cannot focus only on the development of language skills; it has to nurture basic values as well. The topics like Wild Life Protection and Conservation, Environmental Protection, other social aspects that are discussed in the lessons will help the students to be aware of their surrounding. PLONE REY In 2006, the Board took an important decision of introducing an Oral Test in all languages at the secondary level. ACD accompanying the book offers additional help to the teachers and the students in this direction. TEINS PONT PEN The Board is grateful to the Convenor and the members of the Board of Studies in French, the writers / editors and the artist of the course book, the invitee and the coordinator for their diligent work. CY VEE AACE AEN LY LA RIGA ES The Board had invited experts in the French language and school teachers of French from Mumbai, Pune and Nashik to go through the manuscript and offer their comments. The Board wishes to thank Dr Roma Kirpalani and Prof. (Mrs) Sudha Ramasubramaniam for their expert opinion and guidance. The Board is specially thankful to Ms.Nargis Jamadar for her original icons, illustrations and wonderful page layout which has breathed in life in this book.The Board is grateful to the schoo! teachers Mrs. Christina Mascarenhas, Mr.Minocher Bhathena and Ms.Barkha Dialani for their valuable inputs based upon their experience gained in the teaching of French at this level. It is only after a careful consideration of their reports that the manuscript has been finalised. Special thanks to Mr. Luc Didon, Director Alliance Frangaise, Pune for the help rendered with the maps. The Board would like to express its gratitude to Mr. Christian Rodier, Educational Officer, French Consulate, Mumbai for his invaluable inputs. CEG ESERIES Ory DTC IM The Board is also thankful to the Maharashtra State Bureau of Textbook Production and Curriculum Research for timely production of this book. DRA UEEND SPIN BEI I | | - Mr. Sarjerao Jadhav Chairman Maharashtra State Board of Secondary and Place : Pune : Higher Secondary Education Dat : 04-04- ate 04-04-2013 rea BBN SDA PEER INTP ENGL IRDA NI Scanned with CamScannerar INTRODUCTION Here is the new course book in French for Std. X, which, like its predecessor, is based on the new curriculum for French at the Secondary level. We would like to introduce our students, their teachers and parents, to what this book has to offer. With the primary aim of teaching French effectively and simply, this book opens a window on contemporary France, its culture and its people. It has been written to give the children a broader outlook on subjects like the environment, a sensitivity to cultures, a pride in their own tradition, always with India and France as a backdrop. The approach to grammar, language, literature, phonetics and civilisation reflect new and effective ideas that have shaped the field of education at large and the teaching of French in particular. With the culmination of their school life, students are ready to take flight into the outside world. This book gives them an awareness of both, academics and culture, that is bound to prepare them for higher education. “Le Frangais, c'est un passe-partout !” is meant for teens, taking into consideration their interests and their reach for the world at large. The title then, is apt, as it allows the child a welcome entry into the myriad areas of interest. Structure of "Le frangais, c'est un passe-partout!” This book has four lessons, each following a definite pattern . The first two lessons deal with two regions, one from the North, La Normandie, the other from the south, la Provence. They touch upon various aspects concerning these two regions. The third lesson talks about traditional and modern festivals and the culinary specialities of France. The fourth and the final lesson gives a glimpse of contemporary France, its prominent personalities, famous institutions and the lifestyle of youngsters. f Every lesson has a quick introduction to what the chapter will teach or revise. This is done through a mind-map first and then a small table. ' The lesson opens with a dialogue which reveals the subject of the lesson. This is followed by a supplementary text after which there are questions based on the dialogue and the supplementary text. The grammatical concept dealt with in the lesson follows immediately the supplementary text and is explained in detail in English ,with examples illustrating each rule. A slew of exercises which consolidate and strengthen the child's knowledge of grammar and vocabulary have been placed right after. This enables the student to apply instantly the concept he has learnt. A Glossary has been provided at the end of the book to encourage self-reading thus enabling students to be independent. Literature and civilisation have been brought in at this juncture to further the student's understanding of the French language. Coloured pictures have been used to illustrate an idea /a theme as well as to give instructions for exercises. These pictoral figures and representations are all original and have been created especially for this course book. Humour, of course, must form part of the French experience. The section “PAUSE-CAFE” in the book includes riddles and jokes for the young student, enlivening the process of learning while stimulating the mind. Proverbs and quotations included in the section “PAUSE-CAFE” lay the foundation for value education, encouraging the child to mull over the thoughts of great men and women. The students are bound to enjoy the journey that this “passe-partout" offers them ! Scanned with CamScannerNOTE TO TEACHERS, STUDENTS AND PARENTS Learning a language is not restricted to learning just words and phrases but also understanding the culture of the country where the language is spoken. The culture is visible in the life of a nation’s people, their customs, festivals, food habits, monuments and various other aspects. With this objective in mind, France, its regions, its gastronomy, its monuments and authors have all been presented in this course book. French. has a specific phonetic system. Care has been taken to explain some basic and important aspects of phonetics in this course book. The organization and structure of each lesson has been well thought out, keeping in mind the following realities: the large number of students in each classroom, the time allotted for each class and effective completion of course work. Efforts have been taken to include value education through topics like care for the environment and intercultural aspects. We are happy to present this course book as “Le frangais, c’est un passe - partout !” Four main skills have been stressed on: listening speaking writing comprehension Along with this the following domains have also been covered: * Grammar . Translation . Phonetics . Vocabulary Listening skill As French has a specific phonetic system, every written letter is not pronounced; groups of letters make different sounds. Keeping this in mind, the teacher must attempt the exercises presented on the CD in class. The basics of the French phonetic system such as intonation and pause are an integral part of the language and have been covered in the four lessons of the course book. Speaking skill The teachers must encourage the students to communicate in French at all times through small activities: role play, individual and group activities. Use of the CD must be done extensively. Every lesson is now on the CD. The teacher must make the students listen and then repeat every sentence. This helps to improve diction and pronunciation. Writing skill The students learn to write a paragraph, a letter, a post card and an agenda using guidelines. This enables the learner to write sentences using key words. Every lesson has one of these. The learner should be encouraged to write small poems, essays and even letters, post cards and agendas based on the themes of the lessons. This helps immensely in mastering the simple structures of the language as well as encouraging creativity. Comprehension skill Simple unseen passages are included in every lesson. These passages are based on the vocabulary covered in the course book. Grammar Since Std X is the final year before the board exams, all the grammar topics cover to be revised and consolidated. In this book, thus the main grammar topics covened MM} revised through various exercises. Scanned with CamScannerGrammar topics*for Std X have been presented in an inductive way, which encourages the learner to reflect, answer and learn more. Illustrations and tables make the topics easy to grasp. There are plenty of exercises graded from simple to complex. Translation Every lesson has translation exercises. They are to be translated from French to English. They include the tenses and vocabulary covered thus far. It leads to a better understanding of the two languages. Phonetics Pronouncing a foreign language correctly is a big asset. Since French has a typical phonetic system, emphasis needs to be laid on aspects like pronunciation, pause and intonation which are essential in communicating well. Every lesson includes an exercise on phonetics. Explanation of the topic is followed by listening exercises. These listening exercises have been included in the CD. Vocabulary Vocabulary and expressions based on different themes in every lesson enable the students to express their ideas and opinions related to everyday activities in basic French. TEACHERS. * Use the CD extensively in class so that the students gain confidence in speaking the language and hearing it, as the written word is not pronounced the same way as it is written. This will help in preparing them for the oral exam which is to be conducted at the end of the academic year. : Encourage students to speak the language. ° Encourage students to work on projects for varying topics related to the French people and to France: its regions, the capital city, the meals, the gastronomical delights of different regions etc. . Make optimal use of the learning material provided. : Use the situational expressions in class. Organize small role playing on these. PLEASE NOTE: THE SEGMENTS ENTITLED “POINT LITTERAIRE”, “POINT CULTUREL”, “POINT GASTRONOMIQUE”, “POINT INTERNATIONAL”, AND “CIVILISATION” ARE AIMED AT PROVIDING ADDITIONAL GENERAL INFORMATION ON FRANCE AND HELP TO GO BEYOND THE FRAME - WORK OF: THE BASIC LESSON. THE SECTION “PAUSE-CAFE” AT THE END OF ALL LESSONS ADDS FUN AND HUMOUR TO THE LEARNING OF THE LANGUAGE. THUS, ALL THESE ABOVE-MENTIONED SECTIONS SHOULD NOT BE USED FOR ANY FORMAL EVALUATION. STUDENTS This is a complete course book for the learner. All the material is organized to enable the student to know France better through its regions, food, monuments and people. The material is also presented in a way that allows the rudiments of the language to be learnt in an interesting and enjoyable way. The colored illustrations add to the charm of the course book. Aglossary and a list of verbs and their conjugations have been included at the end of the book for easy reference. = A few tips to make the learning an enjoyable one: ° Read all the parts of the book well. . Participate in all activities. . Make your own dictionary of new words learnt in French along with their meanings in English. : For grammar, make tables as they serve as a good memory tool for learning PARENTS . Go through the course book yourself. : . Encourage your child in every way in the discovery of a new foreign language. The learning of a new foreign language opens new avenues, thus the name: “Le frangais, c’est un passe — partout!” Scanned with CamScannerTitre | Grammaire | 1 Au camp de -Le Passé - Savoir Point littéraire: Intonation: - Guy de 1 vacances en Composé avec s'exclamer - “Déjeuner du - Les phrases Maupassant Normandie étre - Ecrire des matin” Jacques declaratives et - Le Mont St. Michel ~ Une destination | _1 9s verbes: cartes postales Pravert intérrogatives - Les produits popes Rire, Jeter régionaux Giverny Normandie PAUSE CAFE 22m) 2 Provence - une - Le pronom - Exprimer Point culturel: Intonation: - La Camargue 24 tichesse objet indirect accord - La Marseillaise - Surprise Culturelle - Les verbes: - Parler des fétes - Les herbes - Ordre - Les fétes + Commencer, de Provence - Exclamation de France Savoir, - Grasse Connaitre BRE PELE et PAUSECAFE © ©. ert 3 La France: Les fétes| - Les adverbes - Quelques Point La pause - Les fétes 46 et Les spécialités --Les adjectifs expressions. gastronomique: culinaires. interrogatifs usuelles - Une recette - Un mél, - Les verbes: - Ecrire un mél, une lettre Recevoir, Ouvrir une lettre = - Sel : PAUSECAFE 66 4 La France - La négation - Refuser poliment | Point Le groupe - Médecins Sans 68 contemporaine - Les verbes: - Parler des jeunes International: me thythmique Frontiéres ; - Les jeunes Devoir, S'appeler aujourd'hui - Des institutions d’aujourd’hui frangaises globales _' PAUSE CAFE — 2 ae Tableau de =| > Conjugaisons 6 Glossaire 97 Acknowledgements : Front Cover And Back Cover : Designed by Nargis Jamadar Voice artists for CD : www.emmaus47.fr, catwalkfashions.blogspot.in, www.fotopedia.com, commons.wikimedia.org, ‘mba.insead.edu, www. isit-paris.fr, www.lcbparis.com/Icb-paris/en, www.ifaparis.com, - capl.washjeff.edu, www.freefoto.com, www. fantasticfiction.co.uk, gallery.plogmann.net, www.freefoto.com, gallery.plogmann.ne 1) Amaud Dyevre’2) Christian Rodier 3) Jai Subramanian 4) Prashant Sonawala 5) Sumitra Badrinathan 6) Nishaad Natarajan (Guitarist) 7) Vibha Kamat 8) Viral Thakker In case of other copyright material not mentioned in this book, acknowledgement will be made in_ subsequent printing. ct Scanned with CamScannerAU CAMP. DE. VACANCES EN NORMANDIE ( NORMANDIE Le camembert | & Le cidre athe teweed Les plages Les champs de fleurs Scanned with CamScannerDans cette lecon on os =z ¢ Tae Reel iit : ENS site) Bayt de la régionau ‘le passé composé les prépositions nord-ouest de la France la phonétique (Intonation) Sete rates Rucha et Karan sont partis faire une randonnée dans un camp de jeunesse. La, ils ont rencontré d'autres jeunes. Le soir, autour d'un feu de camp, ils ont bavardé et rigolé avec leurs nouveaux amis. Scanned with CamScannerJhabite loin ) dici, 4 Caen Karan: Quel beau paysage! J'ai envie d’explorer d'autres régions aussi. Julien, tu viens d'ou? Julien: J'habite loin d'ici, a Caen. Oui, cette région offre tout - de Uhistoire... Rucha: Ah oui. Caen, c’est en Normandie, n’est-ce pas? Sarah: Oui cette région offre tout - de l'histoire, de la gastronomie, de la culture. C’est pourquoi la Normandie est la destination favorite des vacanciers. La culture? Comment ¢a?, Rucha: La culture? Comment ¢a? ; $ Julien: Le célébre peintre Claude Monet a passé une bonne partie de sa vie ici. Sa maison et son jardin magnifique a Giverny attirent beaucoup de touristes. if Sarah: L'été dernier je suis allée au Nord - en Normandie et en Bretagne. Des champs pleins de fleurs, des vaches - un paysage pittoresque! Karan: Que c'est cool! Es-tu allée seule? Sarah: Mais non! C’est plus amusant avec des amis. Nous avons voyagé en groupe, a vélo. Attention Julien! Lue: Attention Julien! Ne jette pas ton paquet f de chips la! Regarde ce panneau! , f 3 voi ee Scanned with CamScannerNe coupez pas les arbres! Ne polluez _ Gardez fa forét pas le lac! propre! >: Scanned with CamScannert @ : @ \ : = es | . faire une randonnée . Peintre (m/f) bavarder — autour de \ champ (m) _— attirer ” \ e@ avoir envie de paysage (m) _ jeter \ ’ plein de . panneau (m) . tigoler _ seul(e) * en groupe ; Aa | amusant(e) Comment ca ? pittoresque Mais non!” _ Attention! Entin, les vacances! C’est pas encore finil ly aun cours de math! Z Scanned with CamScanner& rn i Cher Lucien, eaainar me : Je suis ici a Giverny dans le | } magnifique Jardin de Monet, un peintre | célébre du 19¢ si&cle, Cest un prada | Naturel. On voit des fleurs multicolores de grands arbres, et bien sir, les : hymphéas. Tly ades visiteurs Partout. 1! fait beau et tout est Parfait. Que je suis contentel Ni ; jon Marléne Adi dresse es lymphéas » ; de Monet (the water lilies) | | { | Affectueusement . | Se. = Le 25 septembre 2012 -| Salut Ria, Je viens de manger une crépe délicieuse, _pleine de chocolat. Une crépe, c'est un peu comme notre « dosa ». On Ia vend partout....dans les restaurants, dans Ia rue. Cest bien amusant de voir quand on fait _ Sauter une crépe. 4 Tattends les vacances de Noél pour te revoir. A bientét Rucha Scanned with CamScannerQuels sont les mois de vacances d’été en Inde ? Et en France ? Répondez en une ou en deux PUI: baa La) Qu’est-ce que vous aimez faire pendant les vacances ? Nommez deux activités. Quelle ville indienne voulez-vous visiter ? Pourquoi ? Nommez le moyen de transport le moins polluant. OU se trouve Caen ? Qui est Monet 7 Ou se trouvent sa maison et son jardin célébre ? _ ©2000000 Nommez une région au nord de la France. Le Passé Compose ney The Passé Composé is used to express a completed action that has taken place in the past. = Iti is forined with the help of 2 auxiliaries avoir and . étre So, to form the past tense, you need one of the auxiliaries and the past participle of the verb. - Avoir | étre in the present tense + Past participle of the verb er=é 5 parler = parle J'ai parlé au professeur. = fini Il a fini ses devoirs. é Wie fe =u -_ perdre = perdu Nous avons perdu notre chat. Scanned with CamScanner~ We already know how the Passé Composé is formed with “avoir”. Auick revision: take the verb “regarder’”. Past participle: regardé ” AFFIRMATIVE } — J'ai regardé __~ Tu as regardé _ + ilaregardé Elle a regardé = Nous avons regardé Vous avez regardé Ils ont regardé = Elles ont regardé However, each irregular verb has a different past participle. NEGATIVE } Pl, pa ~+Je n'ai pas regardé -Tu n’as pas regardé = |Fn’a pas regardé Elle n'a pas regardé = Nats n’avons pas regardé Vous n’avez pas regardé lls n'ont pas regardé ~ Elles n'ont pas regardé You need to remember them. Here are a few of them. aller — allé partir > parti écrire — écrit faire — fait dire > dit tire — ri mettre — mis prendre — pris Now let's proceed to verbs conjugated with “étre” Certain verbs use “étre” instead of “avoir” in the formation of passé composé Take the verb “arriver”. Past participle: arrivé | AFFIRMATIVE + Je suis arrivé (e) _ Tues arrivé (e) = Il est arrivé ~ Elle est arrivée + Nous sommes arrivés (es) » Vous étes arrivé (s) (e) (es) = Ils sont arrivés _ * Elles sont arrivées NEGATIVE | oe +Je ne suis pas arrivé (e) “Tu nes pas arrivé (e) >I n'est pas arrivé Elle n’est pas arrivée ~ Nous ne sommes pas arrivés (es) ~ Vous n’étes pas arrivé (s) (e) (es) lls ne sont pas arrivés Elles ne sont pas arrivées 7 8 LNs INTERROGATIVE ~ Est-ce que j'ai regardé? ~ As-tu regardé? ~ A-t-il regardé ? ~ A-t-elle regardé ? ~ Avons-nous regardé ? ~ Avez-vous regardé ? = Ontils regardé ? ~ Ont-elles regardé ? boire — bu pouvoir — pu ~ = voir — vu ; vouloir + voulu savoir — su connaitre — connu INTERROGATIVE ; Est-ce que je suis artivé (e)? ~Es-tu arrivé (e)? ~Est-il arrive? ~Est-elle arrivée? ~~ Sommes-nous arrivés (es) ~Etes-vous arrivé (s) (e) (es) > Sont-ils arrivés? ~Sont-elles arrivées? Scanned with CamScannerDo you see a difference? Do you see what happens to the past participle when the verb is conjugated with “étre”? Note: The Past Participle agrees with the subject in number and in gender when the verb is conjugated with “étre”. Ex: Elles sont arrivées. Now here's the list of verbs conjugated with “étre”: Arriver (arrivé) Partir (parti) Descendre (descendu) Monter (monté) Venir (venu) : Aller (allé) Entrer (entré) Sortir (sorti) Naitre (né)- Mourir (mort) Tomber . (tombé) Rester (resté) ... Retourner. -(retourné) A small clue: if you spell the coloured letters you get the word “ADVENT’- an easy way to temember the verbs. ; Another small clue: the verbs in the column on the right are the opposites of the ones on the left! (pssst, except for the last 3 written horizontally!) The verbs along with their prefixes re- and de- are also conjugated with “étre” ; s revenir (revenu) rentrer (rentré) ~ devenir (devenu) ~ to come back > to return home = to become Ex: Jean est devenu médecin Marie est revenue 4 8 heures, * Je suis rentré (e) chez moi aprés mes cours." The verb « jeter » is conjugated like a regular Verb « rire » is an irregular verb. ER verb, but with a slight difference Jeter = to throw Rire = to laugh Je jette Nous jetons . » Je ris Nous rions Tu jettes Vous jetez : Tu ris Vous riez Ijette lls jettent U rit lls rient Elle jette ~ Elles jettent Elle rit Elles rient” Past Participle =jeté - Past Participle = ri ) Lia Scanned with CamScannerJe Grammiaire et exercices HR ae (rencontrer) mes professeurs hier soir bdo a aaeED (passer) leurs vacances en Normandie l'année derniére. 8 TWAS ion evnebanencees (voir) les maisons anciennes hier matin. 8 Valérie est oo... eee (partir) en Suisse. fs) Emmanuel a . e Elle est ... (boire) du cidre. (naitre) au Portugal. ss. (prendre) des photos. 8 Les étudiants sont ................. (entrer) en classe avant leur professeur. @ com z avec ‘avoi @ IG: gremcsupordecseat. préparé le dossier, ‘é .... voyagé en Espagne. 8 I... écrit des cartes postales. @ Elles. 8 Madame Janine ..............06 venue hier allées en France. @ SG: scsgstadeteettassetobbeewe Ph route tee (entrer) avec mes professeurs. Qe Elle ....ccceecsccecssessssssssssesteeeeeeeeee (SOFtir) de cole a 15 heures. 8 NS sosenaiccovedieuen oxsicngsnetecaetrn et (venir) de France. 9o WU ewccnggavasnnen sige sreisiscagiaseeeees (retourner) en Inde ? w+. (admirer) le paysage. (devenir) acteur a l’age de 7 ans. (rester) sur la plage. isin aa sadiae ek dieeucteFidedsdervneve (prendre) un bon petit déjeuner. Scanned with CamScanner