How many detectives work on the case? 1 2 3 4

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:

Learn more about meaning in: https://brainly.com/question/521501

#SPJ1

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

Bonjour,

5. COMBIEN

6. QUELS

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

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

Explanation:

La meilleure période de l'année pour bronzer est l'été

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.

Read more about Pronoun  here:

https://brainly.com/question/26102308

#SPJ1

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

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).

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."

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.

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