Translate to French: "The best time of year to sunbathe is summer"

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Please have more clarification so people can answer.

Answer:

I have to write a love poem with spun metaphors, how do I do it?

Explanation:

This question is absurd.. please provide context

Bonjour,

5. COMBIEN

6. QUELS

7. DE QUI parlez-vous ? or DE QUOI parlez-vous ?

Answer:

1) J'aimerais fair un tour en voiture.

2) Ils voudraient parler au mecanicien.

3) Pourrions-nous essayer le nouvel embrayage?

4) Serait-il possible de mettre les phares?

5) Est-ce que tu me conduirais en ville?

6) Il faudrait nous montrer le moteur.

Hope this helps! :D

Hope this helps

cartable=satchel or schoolbag depending on context

caillou= small stone/ pebble

According to the information, it can be inferred that the meaning of these words is: Cartable = bag, and caillou = stone.

To find the meaning of these words we must help ourselves with some tool to find the meaning of the words in English. Once we have access to a resource that can help us, we can look for the different meanings that a word has and how it acquires another meaning when it is in a different language. According to the above, we can infer that the meaning of these words is:

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Answer:

1) me lève

2) se lave

3) te couches

4) se dépêche

5) se sont réveillés

6) vous êtes tués

7) nous promenons

8) s'amuse

9) s'est ennuyé

10) dessine

Explanation:

im french

English:

"Passeur" is a French novel written by Lois Lowry. The book tells the story of Jonas, a twelve-year-old boy who lives in a dystopian society where people have no emotions and are assigned jobs based on their skills. Jonas is selected to become the next Receiver of Memory, a role that requires him to receive memories from the past, which have been erased from the collective consciousness of society.

As Jonas receives memories from the previous Receiver, he begins to realize the truth about his society and the sacrifices that have been made to maintain the order. Jonas decides to take action and escape from his community, taking a baby with him, who he has grown to love.

Throughout the novel, Jonas faces many challenges as he tries to navigate the unfamiliar world outside of his community. He must learn to adapt to new customs and deal with the dangers of the outside world. Eventually, Jonas discovers a place where he can start a new life with the baby, and the novel ends on a hopeful note as they look towards the future.

Overall, "Passeur" is a compelling novel that explores themes of individuality, freedom, and the importance of memory. It is a thought-provoking read that has captured the imaginations of readers around the world.

French:

Veuillez trouver ci-dessous un résumé du livre intitulé "Passeur":

"Passeur" est un roman français écrit par Lois Lowry. Le livre raconte l'histoire de Jonas, un garçon de douze ans qui vit dans une société dystopique où les gens n'ont pas d'émotions et sont assignés à des emplois en fonction de leurs compétences. Jonas est choisi pour devenir le prochain Dépositaire de la mémoire, un rôle qui nécessite de recevoir des souvenirs du passé, qui ont été effacés de la conscience collective de la société.

En recevant les souvenirs du précédent Dépositaire, Jonas commence à réaliser la vérité sur sa société et les sacrifices qui ont été faits pour maintenir l'ordre. Jonas décide de prendre des mesures et de s'échapper de sa communauté, emportant avec lui un bébé qu'il a appris à aimer.

Tout au long du roman, Jonas est confronté à de nombreux défis alors qu'il essaie de naviguer dans le monde inconnu à l'extérieur de sa communauté. Il doit apprendre à s'adapter à de nouvelles coutumes et faire face aux dangers du monde extérieur. Finalement, Jonas découvre un endroit où il peut commencer une nouvelle vie avec le bébé, et le roman se termine sur une note pleine d'espoir alors qu'ils regardent vers l'avenir.

Dans l'ensemble, "Passeur" est un roman captivant qui explore les thèmes de l'individualité, de la liberté et de l'importance de la mémoire. C'est une lecture qui invite à la réflexion et qui a captivé l'imagination des lecteurs du monde entier.

Answer: Je suis, Tu es, Il/Elle est, Nous sommes, Vous êtes, Ils/Elles sont

Explanation:

English version:

(Opening shot of a happy family in the kitchen)

Narrator: "Are you looking for a fun and easy snack that the whole family can enjoy? Look no further than Rice Krispies!"

(Mom pulls out a box of Rice Krispies from the pantry)

Narrator: "With just a few simple ingredients, you can make a delicious treat that's perfect for any occasion!"

(Kids cheer as they help pour Rice Krispies into a mixing bowl)

Narrator: "Just mix in some marshmallows and butter, and you've got a batch of gooey, crispy Rice Krispies treats in no time!"

(Kids take turns stirring the mixture as Mom helps melt the marshmallows on the stove)

Narrator: "It's the perfect snack for movie nights, playdates, or just a sweet treat after dinner."

(Close-up of the finished treats as the family takes a bite)

Narrator: "So next time you're in the mood for a fun and easy snack, reach for Rice Krispies. Snap, crackle, pop, delicious!"

(Family smiles and thumbs up)

Narrator: "Rice Krispies - the simple, satisfying snack."

French translation:

(Opening shot of a happy family in the kitchen, with French voiceover)

Narrateur: "Cherchez-vous une collation amusante et facile que toute la famille peut apprécier? Ne cherchez pas plus loin que Rice Krispies!"

(Mom pulls out a box of Rice Krispies from the pantry)

Narrateur: "Avec quelques ingrédients simples, vous pouvez préparer une délicieuse friandise qui convient parfaitement à toutes les occasions!"

(Kids cheer as they help pour Rice Krispies into a mixing bowl)

Narrateur: "Il suffit de mélanger des guimauves et du beurre, et vous avez une fournée de délicieux Rice Krispies fondants et croquants en un rien de temps!"

(Kids take turns stirring the mixture as Mom helps melt the marshmallows on the stove)

Narrateur: "C'est la collation parfaite pour les soirées cinéma, les rendez-vous de jeu ou juste une petite douceur après le dîner."

(Close-up of the finished treats as the family takes a bite)

Narrateur: "Alors la prochaine fois que vous aurez envie d'une collation amusante et facile, choisissez Rice Krispies. Croustillant, craquant, délicieux!"

(Family smiles and thumbs up)

Narrateur: "Rice Krispies - la collation simple et satisfaisante."

c is the answer.

you should protect your skin from the sun by putting solar cream.

Answer:

Rewrite this text conjugating the proposed verbs at the indicated tense.

- You don't know what (happen, past tense)? All aircraft engines (break down, past tense) yesterday at the same time, just when the current was failing everywhere. All those who (begin, pluperfect) their descent to land on the terrace (fall, past tense) like hail. You (hear, past tense) nothing down there? [...] When the line 2 bus (fall, past tense), I (jump, past tense) to the ceiling like a pancake...​

Explanation:

Bonjour,

Answer:

75. Il nous"beaucoup" pose questions.

76. il habite ??

79. Tu es sale, va te "laver".

78. Elle voit le médecin une fois "par" mois.

82. comment se portent tes parents ? "Ils vont" bien merci. ?

83. Le garçon paresseux "dort" toujours en classe.

77. Nous allons "en" ville.

Aliments surgelés.

D'autres convives s'épuisent.

Autres viandes à dîner.

Les digests dévorer.

Explanation:

The use if the pronoun are:

(Note: in sentence 5, "de ses problèmes" cannot be replaced by a pronoun because it is a possessive phrase and not an object.)

In this exercise, the task is to choose the correct pronoun that can replace the underlined part in each sentence. The options provided are "en", "la", "lui", "le", "y", "leur", and "les".

Therefore, Some examples:

Elle a mangé trois pommes à la cantine.

Elle a mangé mes pommes à la cantine.

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See text below



Grammar Practice 4: The Pronoun en

Instructions Pour chaque phrase, choisis le pronom qui peut remplacer la partie soulignée.

Select One

en

la

lui

le

y

leur

les

1. Elle a mangés trois pommes à la cantine.

2. Elle a mangé mes pommes à la cantine.

3. Elle a mangé les pommes à la cantine.

4. Elle a parlé de ses problèmes à Sophie.

5. Elle a parlé de ses problèmes à Sophie.

6. Elle voulait donner un peu de dessert à Paul.

7. Elle voulait donner un peu de dessert à Paul.

8. Elle voulait donner un peu à Charles et Paul.

9. Il a besoin de trouver un costume.

10. Il a besoin de trouver le costume.

/10

Answer:

1) Tu manges moins de sucre.

2) Nous faisons du sport tous les jours.

3) On dort plus longtemps.

4) Vous devez m'ecouter.

Hope this helps! :D

Answer:

text omphale answers the question what are the successive ways in which omphale manifests itself to the narrator

Explanation:

Gender stereotypes regarding academic abilities, such as the common notion that females are innately bad at science and math, are largely influential in girls’ career decisions (Nosek et al., 2008). The internalization of these negative stereotypes later contributes to girls’ academic self-concept (i.e., evaluations of their academic abilities and performance; Ertl et al., 2017). Academic self-concept, in turn, influences career decisions through the expectancy-value theory of achievement motivation, which posits that people make decisions about which activities to pursue based on their beliefs about how well they will perform (Wigfield & Eccles, 2000). According to this theory, girls will be motivated to choose courses of study for career paths that they believe they will thrive in based on the stereotypes with which they are presented (Ertl et al., 2017; Wigfield et al., 2002). One specific way in which stereotypes negatively impact girls’ academic self-concept is through stereotype threat (i.e., the risk that members of traditionally marginalized groups might confirm a negative generalization about their group; Ertl et al., 2017; Steele & Aronson, 1995). Specifically, when girls are presented with and internalize stereotypes about their academic abilities, they tend to perform worse in science and math subjects compared to their male peers (Shapiro & Williams, 2012). It is precisely this combination of decreased performance and subsequent lower academic self-concept that disincentivizes girls to pursue STEM related studies and careers (Ertl et al., 2017; Rost et al., 2005; Shapiro & Williams, 2012; Steele & Aronson, 1995).Gender stereotypes also influence academic self-concept through social relationships and interactions (Ertl et al., 2017; Rost et al., 2005). Specifically, parents and teachers project their own gender stereotypes onto children through their assessment and appraisal of academic abilities that align with the stereotype (Ertl et al., 2017). For example, when girls receive encouragement for their success in traditionally femaledominated subjects (e.g., English or history), they further internalize these stereotypes into their academic self-concepts (Ertl et al., 2017). Sometimes, these stereotypes exert such a powerful influence on girls’ perceptions of the world that they are unaware of opportunities in traditionally male sectors, such as STEM fields (Eccles, 1994). This lack of awareness may translate to a complete dismissal of nontraditional career paths (e.g., in STEM), further contributing to the gender gap (Eccles, 1994). Clearly, gender stereotypes perpetuated through social relationships have exceptional influence over girls’ academic self-concept, in turn leading them to pursue careers that align with traditional gender stereotypes to which they are exposed (Eccles, 1994; Ertl et al., 2017).