Avant le XXème siècle, la linguistique en tant que telle n’existait pas. Le langage a d’abord été étudié dans le cadre de la description de l’histoire de la littérature, puis suite à la découverte du sanskrit, le langage est devenu un objet d’observation chez les grammairiens comparatistes, qui faisaient des études comparatives entre le sanskrit et le latin ou le grec. À cette époque, le centre de préoccupation était le problème de l’origine du langage.

Ensuite, est apparue l’école des néogrammairiens, qualifiés parfois de précurseurs de la linguistique : ils s’intéressaient avant tout aux phénomènes phonétiques. Dans ce contexte, et avec les travaux de Saussure, l’étude du langage a acquis le statut de science. Saussure est le fondateur du structuralisme en linguistique, et il est considéré généralement comme le père de la linguistique. La linguistique est une discipline scientifique s’intéressant à l’étude du langage. Elle se distingue de la grammaire, dans la mesure où elle n'est pas prescriptive mais descriptive. La prescription correspond à la norme, c'est-à-dire ce qui est jugé correct linguistiquement par les grammairiens. À l'inverse, la linguistique descriptive des linguistes se contente de décrire la langue telle qu'elle est et non telle qu'elle devrait être.

Ce cours porte sur l’introduction à la linguistique générale. Nous allons d’abord présenter sommairement l’histoire de l’apparition de la linguistique avant d’aborder le phénomène langagier et les théories sur son apparition.  Le cours continuera par  l’étude de l’ensemble des notions élémentaires de la linguistique, introduites par Saussure, ainsi que les plus déterminantes contributions d’imminents linguistes tels que Bloomfield, Chomsky, et Sapir. Il se poursuivra par l’étude des différents niveaux d’organisation de la langue et des unités de chaque niveau, pour se terminer par la présentation de la procédure d’identification de ces unités par le schéma de commutation de Jacobson.

Ce cours s'adresse aux étudiants de premières année Anglais Langue Étrangère (English as a Foreign Language). La compétence visée par ce cours, dans son ensemble, est « de mener l’apprenant à une réflexion rigoureuse sur la nature du langage et le fonctionnement de la langue. » C’est une compétence complexe que vous allez construire progressivement en maîtrisant des savoirs, en mettant en œuvre les compétences pré-requises et nouvellement acquises, aussi en adoptant une attitude qui appuie l'autonomie des apprenants et qui développe son esprit scientifique et sa pensée critique.  

Bienvenue sur le cours Analyse de la situation financière de l'entreprise

L’entreprise a pour objectif d’assurer sa pérennité et une rentabilité aussi forte que possible des  capitaux  engagés  par  l’exploitant  ou  les  associées.  Le  recours  à  l’analyse  financière s’avère   indispensable  pour  la  prise  de  décisions  de  gestion  cohérentes  avec  la  stratégie définie par l’entreprise.

ce cours s'adresse aux étudiants de la deuxième année classes préparatoires.

Ce cours est composé  d’un ensemble d’unités d’apprentissage qui vous permettent d’acquérir des compétences en matière d’utilisation  des techniques de  l’analyse financière afin d’arriver à analyser la situation financière de l’entreprise

Teaching scientific English to students in the Master 2 Applied Biochemistry course is of great importance in preparing them for their end-of-study projects, since the majority of documents are written in English, i.e. scientific articles and books. Furthermore, the need for this language arises from the fact that all presentations are given in English at international seminars and conferences. Articles in renowned journals are also written in English. To achieve this objective, we start by translating a few biochemistry articles to practise reading the essential elements of an article and then teach the students how to extract the methods used for the experimental part and the results obtained. Finally, the student must give an oral presentation, in the form of an article.

Un ensemble de cours pratiques aidant les étudiants de la 2ème année Licence à mettre en pratiques les notions acquises dans le cours de bases de données.

L’apprentissage profond (Deep Learning) est un sous-domaine de l’intelligence artificielle qui utilise des réseaux de neurones profonds pour analyser et apprendre des structures complexes à partir de grandes quantités de données. Il est particulièrement efficace pour des tâches telles que la reconnaissance d’images, le traitement du langage naturel et l’aide au diagnostic médical.

Ce cours, spécialement conçu pour les étudiants de deuxième année de master en Informatique Biomédicale et Hospitalière, offre une formation approfondie sur les concepts et techniques fondamentaux du Deep Learning. Il couvre les bases théoriques, notamment la propagation et la rétropropagation, ainsi que les aspects pratiques, tels que la gestion des paramètres et hyperparamètres pour optimiser les modèles. Une attention particulière est accordée aux réseaux de neurones convolutifs, essentiels en vision par ordinateur, en explorant leurs couches et architectures avancées. Le cours aborde également le transfert d'apprentissage, qui permet d’améliorer l’efficacité des modèles en réutilisant des modèles pré-entraînés. Enfin, les étudiants apprendront des techniques avancées telles que l'augmentation des données, l'optimisation et la régularisation afin de renforcer la robustesse des modèles.

En somme, ce programme offre une formation complète, alliant théorie et pratique, pour permettre aux étudiants de concevoir et d'optimiser des modèles d'apprentissage profond performants, notamment pour des applications dans le domaine biomédical et hospitalier.

GENERAL COURSE OBJECTIVE*:

Introduction to and acquisition of basic concepts regarding the conceptual, methodological, and logistical tools required to establish diagnostics related to the topic.

LEARNING OBJECTIVES*:

This course focuses on the methods, techniques, and use of tools used to construct diagnostics and help develop decision-making options:

- Introduction to assessment and diagnostic methods;

- Introduction to simulation and modeling software.

Au cours de ce programme, l'étudiant va voir la définition (et des exemples réels) du Cloud Computing (du côté client d'abord, ensuite du côté fournisseur). Après, l'étudiant va pouvoir distinguer entre les différents modèles (publique, privé et hybride) et niveaux (IaaS, PaaS et SaaS) de déploiement du Cloud Computing.

Si les étudiants ne nécéssitent pas plus de séances, nous pourrons passer aux infrastructures de Cloud Computing, et aux problèmes liés à leurs architectures.

Si le temps va nous le  permettre, les étudiants pourront voir les concepts similaires au Cloud Computing, tels que le Cluster Computing, Grid Computing, et même l'Ubiquitous Computing et le Volunteer Computing.

Ce cours, spécialement conçu pour les étudiants de Master 2 en génie Biomédicale option EBM, vise à développer une expertise dans le domaine de l'instrumentation thérapeutique et des prothèses. En combinant théorie et pratique, il permet aux étudiants de maîtriser les principes fondamentaux de ces dispositifs médicaux, de leur conception à leur utilisation en milieu hospitalier.

Development in the field of EFL teaching during the last two decades, as well as the rapidly expanding market for courses of English for Specific Purposes (ESP) throughout the world, have focused attention on student 's communicative needs as the starting point for course design and have also shed a new light on the traditional concepts of approach,  method, and strategies in language teaching.

Bienvenue sur le cours Fiscalité des entreprises

Tous  les  événements  économiques  de  l'entreprise  ont  des  conséquences  juridiques  et 

comptables, mais également fiscales. La variable fiscale  impacte donc l'activité quotidienne 

de  tous  les  acteurs  de  l'entreprise.  Cette  étude  est  conçue  pour  acquérir  une  première 

connaissance  de  la  fiscalité  des  entreprises.  Elle  permet  de  mieux  prendre  en  compte 

l'incidence fiscale des différentes opérations de l'entreprise dans son activité et ainsi de mieux 

dialoguer avec les fiscalistes. Elle constitue également une formation de base en fiscalité en 

vue d'un perfectionnement ultérieur

Ce cours est destiné aux étudiants de la 3ème années classe supérieure

Ce cours est composé  d’un ensemble d’unités d’apprentissage qui vous permettent d’acquérir 

des  compétences  en  matière  d’utilisation  des  techniques  de  base  et  des  modalités  des  lois 

fiscaux afin de maîtriser les mécanismes de base de la fiscalité des entreprises.

Bonjour et bienvenue   

ce cours est une introduction à l'algorithmique

1. Acquérir les notions fondamentales de l’algorithmique. 
2. Les mettre en œuvre avec le langage de programmation C.
   Prérequis : Mathématiques du lycée.

1. L'examen final de 1h30  à une date à fixer ultérieurement, vers le début du mois de janvier 2015 
2. L'évaluation de TD : Contrôle Continu (CC)  à une date à fixer ultérieurement, vers le début du mois de novembre 2016 
3. L'évaluation de TP :  
• Test : sur 15 points.  3 séances de TP choisies au hasard par les assistants de TP seront notées sur 5 points chacune. Ce test peut porter sur un exercice de la fiche de TP, ou sur d'autres exo proposés l'assistant de TP et éventuellement des question orales.
• Absence : chaque absence implique -1 dans la note finale de TP.
• Le travail de l'étudiant en TP : noté sur 5 points (suivi hebdomadaire). 

Ce cours s'inscrit dans la continuité des matières dispensées aux étudiants du premier palier : L2 et L3 sur les matériaux de construction. Il s'agit de mettre en exergue l'innovation dans le secteur des matériaux utilisés par excellence au sein des chantiers de construction BTP.

En français

Séminaire de master 1 du deuxième semestre.

C'est un cours qui va servir aux étudiants de littérature et de civilisation dans leur approche de l'analyse des romans et  récits littéraires; des notions théoriques sont mises  en application pour leur permettre de s’imprégner des études narratologiques et analytiques, en premier lieu pour leur propre apprentissage et en second lieu, en prévision de leur travail de mémoire, ce qui leur permettra une réelle mise en pratique des outils d'analyse littéraire.

En español

Seminario de máster 1 segundo semestre

Son clases que van a servir a los estudiantes de literatura y civilización en su aproximación al análisis de novelas y relatos literarios; unas nociones teóricas están aplicadas para permitirles impregnarse de estudios narratológicos y analíticos,  primero para su propio aprendizaje y luego, en previsión del trabajo de fines de estudios, lo que les dará una real oportunidad de poner en práctica las herramientas de análisis literario.   

L'objectif du cours est de permettre a nos étudiants de connaître la méthodologie de recherche et de documentation, les connaissances acquises devront leur assurer d'entamer leurs mémoires de fin d'études avec plus d'efficacité et de rigueur ainsi que d'autres projets de recherche futur 

TENSES

( By Dr. HAKEM Hadia and Dr HEMCHE Hidaya Amina)

Present tenses:

Ex 1: Put the verbs into the correct form, present simple or present continuous.

1.      Please, don’t make so much noise. I ……………………………… (study).

2.      How many languages ……………………………………….. (Tom/speak)?

3.      Jean …………………...................... (not speak) any foreign language.

4.      I …………………………………. (not belong) to any political party.

5.      Hurry! the bus ……………………………. (come). I ……………………….. (not want) to miss it.

6.      The Nile River ……………………………… (flow) into the Mediterranean.

7.      The river …………………………….. (flow) very fast today. - much faster than usual.

8.      ………………………………….. (it/ever/snow) in India?

9.      We usually ………………………………. (grow) vegetables in our garden, but this year we ………………………………… (not grow) any.

10.  A: Can you drive? – No, but I …………………………………. (learn).

11.  You can borrow my umbrella. I ……………………….. (not need) it right now.

12. I …………………………….. (get) hungry. Let’s go get something to eat.

13.  George is a vegetarian. He …………………………….. (not eat) meat.

14.  George says he is 80 years old, but I ………………………… (not believe) him.

15. Ron is at San Francisco now. He ………………………………. (stay) at the Hilton Hotel. He ………………………………… (usually/stay) at the Hilton Hotel when he’s in San Francisco.

In these sentences, think about whether the situation is temporary or permanent.

16.  My parents ……………………… (live) in Winnipeg. They were born there and have never lived anywhere else. Where ………………………………… (your parents/live) ?

17. She ……………………………. (stay) with her sister until she finds somewhere else to live.

18. The train is never late. It ………………………… (always/ leave) on time.

19. Jim is very untidy. He ……………………………….. (always/ leave) his things all over the place.

20. I can’t understand why he …………………………………….. (be) very selfish. He is not usually like that.

Ex 2: Complete each paragraph with one set of verbs, using the present simple or continuous.

                        belong / stay / cycle / use / enjoy       -        go / organise / work (×2)      -   

                                    take / need / do / learn / get / be / provide/ organise                                                     

1.      Simon and Sylvia ……………………………….  in a cottage in the Yorkshire Dales this month. The cottage …………………………….. to a cousin of Sylvia but the cousin is away; she ……………………………….. around Norfolk for a few weeks. They really ……………………………. being in the middle of the countryside.

2.      Debbie ....................... as an administrator at the university. She .................................. all the timetables and teaching schedules. She ........................................ very long hours because it’s the start of the academic year but she ................................... for a long holiday at the end of the month.

3.      The International School for Languages ........................................ very well at the moment. About two hundred students .......................................... evening classes this term. Many of them .................................. to learn a new language to improve their job prospects but some of them ...................................... a new language purely for pleasure. The European languages .......................................... very popular but Japanese and Russian ................................. more popular too. The school ............................... good learning facilities and......................................... a range of study tours.

Ex 3:  Complete these conversations. Put each verb in its correct form. Use the present simple or the present continuous.

Eg: A: Is Janet in, please?

       B: Yes, but I think (think) she’s busy at the moment. She is washing (wash) her hair.

1.      A: ……………………………… (I/ think) of buying a new computer.

B: But  computers …………………………… (cost) so much money. What’s wrong with the one we have got?

A: It …………………………….. (it/get) out of date now.

2.      A: Your new trousers ……………………….. (look) nice.

B: Thank you. The trouble is …………………………….. (they/ not fit) properly. I ……………………………… (not know) why I bought them really.

3.      A: What …………………........ (you/do) ?

B: ……………………………… (I/weigh) this letter,  ……..………………… (I/need) to know how many stamps to put on it.

4.      A: ………………..………. (I/think) this road is road really dangerous. Look how fast that lorry.

B: …………………...…….. (I/agree). People shouldn’t go so fast.

5.      A: ……………..……………(I/like) musicals. And this is a great show, isn’t it?

…………………..…………… (you/enjoy) it?

     B: Yes, I am. ……..……………..…….. (I/love) every minute of it.

6.      A: ………………………………… (I/always/fall) asleep. I just can’t keep awake.

B: What time …………………..…………… (you/go) to bed?

A: About ten o’clock usually. But…………………….…………. (it/not/make) any difference.

7.      A: Could you post the goods to me. please?                    

B: Yes, certainly.

A: …………….…………… (I/live) at a guest house at the moment as ………………….…. (I/look) for a flat. So could you send it to my work address?

B: Yes, of course. And you’ll have the goods by the end of the week,  ………………………... (I/promise).

8.       A: Why ………………………………… (you/want) to change the whole plan?

B: I am just not happy with it.

A: And …………………………. (I/not/understand) why ……………………... (you/be) so difficult about it.

 Ex 4:  Put the verbs in bracket into the present perfect simple or the present perfect continuous.

1.      A: You look hot. What ¹have you been doing (you/do)?

B: I ²…………………………………………. (run).

A: Running? In this heat? How far ³………………………………… (you/run)?

B: About four miles.

2.      A: What’s the problem? You look a bit preoccupied.

B: Yes, I ⁴………………………………. (think) about Helen.

A: Why? Is there something wrong with her?

B: Well, she ⁵………………………………….. (act) so strangely lately.

A: In what way?

B: Well, some days when she arrives at work, I know that she ⁶……………………………….. (cry). And she ⁷……………………………… (make) private calls when we’re all out at lunch. I just think that something is going on.

A: ⁸…………………………………….. (you/talk) to her about it yet?

B: Yes, a few times, and each time she ⁹………………………………….. (say) that there is nothing wrong, but I’m not so sure.

3.      A: Where ¹⁰…………………………………….. (you/be) Simon?

B: I ¹¹…………………………………… (talk) to Mark on the phone. He says he ¹²………………………………………… (try) to phone us all day.

A: Well I ¹³…………………………….. (be) in most of the day but I ¹⁴………………………………….. (not hear) the phone.

B: That’s strange. But anyway, he ¹⁵………………………………. (have) a phone call from Jackie’s mother and Jackie ¹⁶………………………………… (be) in some kind of accident. It’s nothing very serious but she’s got to stay in hospital overnight.

A: Oh dear. ¹⁷…………………………………………. (she/break) any bones?

B: I’m not quite sure how badly she ¹⁸…………………………………… (be hurt) but I think we should go and see her tonight.

Past tenses:

Ex 5: Choose a verb to complete the sentence. Use the present perfect or the past simple.

                        oversleep    wear      go        have         spend       read

1.      I .............................. a lot this week, but I have to get the book completely finished by this weekend.

2.      A: Shall I make us some dinner? It’s already 8 o’clock.  B: No, thanks. I .............................. to the dentist this afternoon and my mouth hurts too much to eat anything.

3.      I ....................................... three lectures today and I still have two more later this afternoon.

4.      It was so hot today that I ...................................shorts and T-shirt at work.

5.      We ..................................... £200 on food this month and there’s another week to go before I get paid.

6.      A: Do you want to lift home?    B: No, I ................................ this morning because my alarm clock didn’t go off, so I need to work late.

Ex 6: Things that have happened today are on the radio and TV news. Give the news using the present perfect and the past simple.

1.      The Prime Minister / visit Luton University / speak to students there / earlier today

The Prime Minister has visited Luton University. He spoke to students there earlier today.

2.      The train drivers / go on strike / stop work /at twelve o’clock

......................................................................................................................................

3.      The Queen / arrive in Toronto / fly there / in an RAF aircraft

......................................................................................................................................

4.      Two men / escape from Parkhurst Prison / get away / during the night

.....................................................................................................................................

5.      The actor Howard Bates / die in car accident / his car / crash into a wall

.......................................................................................................................................

6.      Linda Jones / win the woman’s marathon / run it / in 2 hours 27 minutes

......................................................................................................................................

Ex 7:  Write the verbs into the past simple, present perfect simple or present perfect continuous.

Jake and Michael, two friends, are talking

J: Hello, I¹ ……………………………. (not see) you for ages.

M: No, it must be about two years since we last ²………………………....

    (meet). What³ ………………………………… (you/do) with yourself?

J: I ⁴…………………………………………… (do) all sorts of things. Life

   ⁵…………………………… (be) very busy lately. I ⁶….……………………. (start) 

   a new job at the sailing centre.  

M: Really! Doing what?

J: Well, I ⁷…………………………………… (teach) beginner’s courses to school 

   groups this term but when those ⁸…………………………………… (finish), I’ll be 

  teaching more advanced groups on holiday courses.

M: That sounds great. What about your old job at the tourist office then?

J: Well, I ⁹………………………………… (work) there for ten years and I quite 

   ¹⁰…………………………. (enjoy) the job but I ¹¹………………………………… 

   (want) to do something different. I ¹²………………………………… (always/enjoy)

   sailing in my spare time so I ¹³…………………………… (think) it would be nice to

   do it for a job.

M: So how long I ¹⁴….………………………….. (you/be) at the sailing centre?

J: For about two months now? I’m sure I ¹⁵………………………………… (do) the

  right thing. It’s a really enjoyable job. And what about you?

M: Well, I’m still at the Rembrandt Hotel. I ¹⁶………………………………………….

    (work) there for fifteen years now. But I ¹⁷………………………………. (have) a

    promotion so that’s good. They ¹⁸……………………………………. (give) me the

    job of head receptionist.

J: That’s good news.

M: Yes, it ¹⁹……………………………………… (make) me feel much better about

   work. I mean, I ²⁰………………………………….. (do) a lot of different jobs at the

   hotel but I ²¹…………………………………….. (never/ have) a job with this much

    responsibility before. I ²²…………………………………….. (work) at the reception

    desk for four years when I ²³…………………………………… (start) at the hotel.

J: I’m happy for you. You should learn more languages then.

Ex 8: Write the verbs in brackets into the past simple or the past continuous.

1.      Jane ………………………… (wait) for me when I ………………….. (arrive).

2.      ‘What ………………………… (you/do) this time yesterday?’ – ‘I was a sleep.’

3.      ‘ ……………………………….. (you/go) out last night?’ – ‘No, I was too tired.’

4.      ‘Was Carol at the party last night?’ – ‘Yes, she ……………………………. (wear) a really nice dress.’

5.      How fast ………………………………….. (you/drive) when the accident ……………………… (happen)?

6.      John …………………………………… (take) a photograph of me while I ………………………………… (not/look).

7.      We were in a very difficult position. We ……………………………. (not know) what to do.

8.      I haven’t seen Alan for ages. When I last …………………………… (see) him, he ……………………………………….. (try) to find a job in London.

9.      I ………………………………….. (walk) along the street when suddenly I ………………………… (hear) footsteps behind me. Somebody ………………………….. (follow) me. I was frightened and I ………………………….. (start) to run.

10.   When I was young, I ……………………………. (want) to be a policeman.

Ex 9: In the following sentences put the verbs in brackets in either the past simple or the past continuous tense. Put any other words in the brackets in the correct place. Look at the example provided.

1.      While the teacher was explaining (explain) the sum on the blackboard, the children were throwing (throw) paper aeroplanes around the classroom.

2.      Eve ........................................ (live) in Athens when she ........................... (meet) the man who was to become her husband.....................

3.      you....................... (not work) at Macllroy’s when they ............................... (have) that terrible fire?

4.      I .................................... (hear) a strange noise just as I ................................ (go) to sleep.

5.      When the fire alarm .................................. (go) off, we ..................................... (leave) the building as quickly as possible.

6.      At the place where we ....................................... (live) before, our neighbours (always/ have) violent arguments late at night.

7.      Fiona ................................... (live) in New York when her first novel ............................ (publish).

8.      On looking out of the window, Dick ................................. (see) it was another dry day. The wind .................................... (blow) hard and big clouds .............................. (gather) on the horizon.

9.      While the others ........................................ (lie) on the beach, poor old Gary ...................................... (work) in the office as usual.

10. When the phone ............................................. (ring), she ....................................  (pick) it up and .................................... (put) it down again!

11. Beverly ....................................... (work) in a fast-food restaurant for a few months before she .............................................. (go) to college.

12. When I ........................................ (be) a lad, we .......................................... (always/go)  to Heysham for summer holidays. I ......................................... (really/love) the place even though it .............................................. (often/rain).

Ex 10: Complete this text with these verbs.

was (×2)     explained       didn’t eat        have gone        had cooked        hadn’t eaten

were           went              didn’t lock       have heard       had reached      hadn’t locked                                                                                                                                                                                                                                                                                                                                                             j                                                                                                                                                                         e                                                                                                                                                                       ee      

One of the four-year-olds in the reading group suddenly said, ‘This is the silliest story I (1) ........................ever .......................!’ I (2) .......................................... in the middle of reading Goldilocks and the three Bears to the group. We (3) ......................just ............................ the part in the story where Goldilocks goes into the bears’ house and eat some of the food from bowls on the table.

‘Where (4) ................................... the bears?’ he asked.

‘Maybe outside or playing in the woods,’ I suggested.

‘And their house was wide open? They (5) ......................even .............................. the door before going out?’

‘Well, in the old days, people (6) ............................................... their doors.’

‘And their food was on table, but they (7) ....................................... it before they (8) ........................................outside?’

‘Maybe they (9) ............................................ it because it (10) ............ too hot.’

‘If you (11) ........................................... that meal, you wouldn’t (12) ........................................

Out and left it, would you?’

‘Probably not, but it’s just a story,’ I (13) ......................................... rather weakly.

Future tenses

Ex 11:

Put the verbs in brackets into the future simple or continuous. Complete any short answer with will or won’t.

Ex 12: Write the verbs below in the future perfect simple or continuous. If two answers are possible, write the answer which you think is best for the sentences.

1.      They’ll probably be hungry because they won’t have eaten. (not eat)

2.      I’ll be tired tonight because I’ll have been working all day. (work)

3.      I ……………………………… the entire committee by the time I leave England. (meet)

4.      I ……………………………….. for seven years when I get my degree. (study)

5.      We …………………………….. here for six months by the time they find us a new flat. (live)

6.      I …………………………….. for fifty-five years by 2016. (work)

7.      They …………………………….. in the cold for six hours by the time we pick them up. (stand)

8.      Another million people ………………………………… unemployed by this time next year. (become)

9.      She ………………………………….. Prime Minister for ten years by next year. (be)

10.  They ………………………………… for five hours by eight o’clock. (play)

11.  We ………………………………. for two days by the time we get there. (drive)

12.  They ………………………………. for twenty-four hours by twelve o’clock tomorrow. (not eat)

13.  When they’ve talked to me, the police ……………………………… everybody in the office. (question)

Ex 13: Put the verbs in brackets into the present simple, future simple, future perfect simple or future perfect continuous.

1.      I think she will have heard (hear) all about it by the time I see (see) her.

2.      I reckon I …………………………………… (finish) this book by the weekend and then I …………………………………… (give) it to you.

3.      The children ……………………….. (be) hungry when they ……………..………… (get in) because they …………………………….   ………………………… (run around) all afternoon.

4.      This government …………………………………… (be) in power for eight years soon but I don’t think they ……………………………………… (win) the next election.

5.      …………………………………. (you/eat) when you …………………………. (get) here? If not, I ………………………………… …. (make) you something.

6.      Don’t phone them now. They …………………………………………. (not get) home yet. They ……………………………………………. (probably get back) at about half past eight.

7.      I think they ………………………………………. (finish) building the house by the time the winter ……………………………… (come) and then we ……..………….. (move in) in the New Year.

8.      I expect they …………………………. (be) tired when you …………………………. (see) them because they ……………………………. …………… (work) all day.

9.      If I ……………… (come) and see the film with you on Saturday, I …………………… (see) it six times. But it is my favourite film of all time: I think you …………………..….. (love) it.

Ex 14: Do these sentences refer to habitual present or the future? Circle  P  or  F  for each sentence.

1.      I leave home at eight, walk to the station, and catch the 8.30 train. I always get to the office before nine. P / F

2.      The committee leaves Stockholm on Sunday morning, arrives in Australia on Monday and starts work on Tuesday. P / F

3.      Your plane leaves London at 8.30 and arrives in Cairo at 12.00. P / F

4.      I travel by the 8.30 train because it gets to London before ten o’clock. P / F

5.      I travel by the 8.30 train from Berlin which connects with the night ferry from the Hook of Holland. You arrive in London an hour before your appointment. P / F

6.      I always take the night train from Edinburgh which arrives in London at half-past six. P / F

7.      The hovercraft leaves Felixtowe at 12.00. It takes an hour, so you get there at 14.00 French time.  P / F

8.      The Prime Minister arrives in India on Tuesday, spends a couple of days in Delhi, then goes on to Malaysia.  P / F

Ex 15: Put the verbs into the more suitable form, present simple or continuous.

1.      I …………………………….. (go) to the cinema this evening.

2.      ………………………………………… (the film/begin) at 3.30 or 4.30?

3.      We …………………………………….. (have) a party next Saturday. Would you like to come?

4.      The art exhibition ……………………………………….. (finish) on 3 May.

5.      I ……………………………… (not go) out this evening. I  ……………….………… (stay) at home.

6.      ‘ ………………………..….. (you/do) anything tomorrow evening?’  ~ ‘No, I’m free. Why?’

7.      We ……………………………. (go) to a concert tonight. It ……………………… (start) at 7.30.

8.      I ………………………………… (leave) now. I’ve come to say goodbye.

9.      A: Have you seen Liz recently?

B: No, but we …………………………… (meet) for lunch next week.

10.  You are on the train to London and you ask another passenger:

Excuse me. What time ………….………………………… (this train/get) to London?

11.  You are talking to Helen:

Helen, I ………. ……………………. (go) to the supermarket. ……………… …….. ……………… (you/come) with me?

12.  You and a friend are watching television. You say :

I’m bored with this programme. What time ………………………….. (it/end) ?

13. I ……………………………. (not/use) the car this evening, so you can have it.

14. Sue ……………………………… (come) to see us tomorrow. She ……………. …………………… (travel) by train and her train ……………………. (arrive)  at 10.15.

Ex 16: Complete the text using the verbs given. Choose will (’ll) or (be) going to with each verb, depending on which is more appropriate.

1.      A: I can’t come over during the day.

B: I …………………………….. you tomorrow evening, then. (see)

2.      The method is quite simple, and I’m sure it ……………………………….. familiar to most of you already. (be)

3.      Have you seen Karen recently? She ……………………………. another baby. (have)

4.      A: Did you get the theatre tickets?

B: No, I forgot all about them. I ……………………………….. them tomorrow. (book)

5.      Wherever you go in Brazil, you …………………………………. the people very friendly. (find)

6.      John says he …………………………………….. a politician when he grows up – and he is only 5 years old! (be)

7.      Are these new skis yours? ……………………… …………………… skiing? (you/take up)

8.      It’s getting very humid. We …………………………….. a thunderstorm. (have)

9.      A: We’ve got small, medium and large. What size do you want?

B: I …………………………….  a large one, please. (have)

10. A: Shall I give Ian another ring?

B: Yes, I expect he ……………………………….. home by now. (be)

11. A: What are all those bricks for?

B: I …………………………………. a wall at the side of the garden. (build)

12. I hear you ………………………………….. your car. How much do you want for it? (sell)

13.  You can’t play football in the garden. I …………………………….. the grass. (cut)

14. A: What’s the matter with Paula?

B: She says she …………………………………  .

A: She ………………………………… better with some fresh air. (be sick - feel)

Ex 17: Complete this text with the most appropriate forms of the verbs, using will, be going to or the present simple.

            be           give         have         make                    not start                 not stop

I was standing at the bus stop reading my horoscope in the newspaper. It said, ‘You  ……………….………… good moments and bad moments today.’ I looked up and saw the bus coming. Then I realized it ²…………………………………… because it was already full. ‘Oh, no,’ I thought. ‘If I ³……………………………….. walking fast, I ⁴……..………………………. …… late for my first class !’ I had just started walking when a car pulled up beside me and one of my classmates leaned out. ‘Hey Jean, get in, we ⁵……………………………. you a lift.’ It’s amazing how the bad moments ⁶………………………….….. the good moments feel so much better.

Objectifs de l’enseignement
Les objectifs assignés par cette matière portent sur l’initiation des étudiants à mettre en pratique les connaissances théoriques acquise dans les cours des machines hydrauliques et stations de pompage.
Connaissances préalables recommandées
     Hydraulique générale, machines hydrauliques et pompes et stations de pompage.

Objectifs de l’enseignement
Les objectifs assignés par cette matière portent sur l’initiation des étudiants à mettre en pratique les connaissances théoriques acquise dans les cours de  traitement et épuration de l’eau. L’étudiant sera en mesure d’utiliser les appareils de mesures de paillasse ainsi que les pilotes destinés à réaliser des études sur le traitement et l’épuration des eaux.
Connaissances préalables recommandées
     Chimie des eaux, biologie des eaux, traitement des eaux, épuration des eaux.

Contenue de la matière : Statistique descriptive.

Ce cours s’adresse aux étudiants de la deuxième année de Licence des sciences
et techniques. Premier semestre (L2 - S1).

Objectifs de la matière : Le cours a pour but d'initier les étudiants aux principes de base de la statistique.

Le cours vise principalement à introduire et faire méditer les concepts fondamentaux et méthodes élémentaires de la statistique pour permettre un apprentissage autonome ultérieur de méthodes complémentaires.

On veut développer le sens critique nécessaire lors de la mise en œuvre et de l'interprétation d'un traitement statistique.

Pour cela, on introduira et utilisera un cadre mathématique rigoureux.

University: University of Abou-Bekr Belkaid Tlemcen

Faculty: Letters and Languages

Department: English

Module: Study Skills (STSK)

Level: 1^st Year Students (L1)

Semester: Semesters 1 and 2

Unit Type: UE Méthodologique

Coefficient: 02

Credit:04

Class Meeting Time:  Thursday 8:30 to 10.

Class Location: Room 32

Course Period: 1 hour 30 minutes

Instructor Name: Dr. Assia BENETTAYEB

Email Address: benettayebassia@gmail.com

Office Hours: Thursday 11:30.

Course Description:

‘Study Skills Assignments for 1^st Year University Students’ is a course that exposes students to the different tasks and assignments they may come across in study skills learning. It is a synthesis of possible activities they can exercise to ensure skills learning and practice. The course is divided into six main sequences (Understanding University Study Skills, Study Skills Identification, Study Routines, Habits and Styles, Reading, Writing and Vocabulary Skills, Paragraphing and Punctuation Skills in Writing, and More Assignments) each of which comprise a set of assignments (A, B and C) and the ‘More Assignment’ sequence comprising consolidation tasks about extensive reading practice, grammar construction, and correction, using English dictionaries, tips for examination preparation and sitting.

Course Objectives:

-          Knowing and understanding different skills

-          Identifying skills and differentiating them.

-          Practising skills in isolation and then in integration

-          Identifying study routines, habits, and learning styles

-          Building good studying habits

-          Fixing study setting (Time/place of study)

-          Learning more vocabulary (Words stem, guessing /fixing meanings)

-          Practice extensive reading and preparing a book report sheet.

-          Learning about correct grammar construction of a sentence

-          Learning some reading, writing, and vocabulary skills

-          Learning paragraphing and punctuation skills in correct writing

-          Improving reading and writing skills

-          Learning how to outline.

-          Learning how to use different types of dictionaries

-          Using and directing tips/advice about preparing and sitting for exams.

Prerequisites:

-          Skills’ learning

-          Skills’ identification

-          Skills in practice.

Course Programme (Outline):

STUDY SKILLS ASSIGNMENTS FOR 1^st YEAR

UNIVERSITY STUDENTS.

(Related Lectures are available at: https://faclettre.univ-tlemcen.dz/assets/uploads/DOCUMENTS/cours%20en%20ligne/livres/Study%20skills%20in%20practice_Benttayeb.pdf).

I-         Understanding University Study Skills.

ü  Assignments A

ü  Assignments B

ü  Assignments C

II-      Study Skills Identification.

ü  Assignments A

ü  Assignments B

ü  Assignments C

III-          Study Routines, Habits and Styles.

ü  Assignments A

ü  Assignments B

ü  Assignments C

IV-          Reading, Writing and Vocabulary Skills.

ü  Assignments A

ü  Assignments B

ü  Assignments C

V-       Paragraphing and Punctuation Skills in Writing.

ü  Assignments A

ü  Assignments B

ü  Assignments C

VI-          More Assignments.

Classroom Policies:

-          Exposition of the input

-          Clarification of the contents

-          Practice and illustrations

-          Intensive assignments

-          Extensive assignments

Evaluation Method: The evaluation of students goes as follow:

-          Written test+ classroom evaluation

-          Formal written exam.

Bibliography and Suggested Resources:

-          Allan, B. (2010). Study skills handbook. Hull University Business School.

-          Benettayeb, A. (2023). Study Skills Guide. Konouz Edition.

-          Benettayeb, A.(2021). Study Skills in Practice (A Course for University Students). Konouz Edition. (2^nd Edition).

-          Carroll ,R.T. (1990). Student Success Guide- Study Skills. Sacramento.

-          Yorkey, R.C. (1970). Study Skills for Students of English as a Second Language. MacGrow -Hill Book Company.

Les objectifs du cours sont:  D’approfondir les notions de la systémique appliquée à l’ingénierie.  De s’intéresser de très prés au design pour la faisabilité opérationnelle en mettant l’accent sur les caractéristiques du design qui influence directement le succès du système en phase opérationnelle et la satisfaction du client.  On s’intéresse alors à la maintenabilité , la fiabilité, l’ utilisabilité (facteurs humains), la supportabilité , la productibilité, la mise hors service (cession) et l’ abordabilité .

Dans le 2 ème partie, on s’intéresse à des outils et modèles mathématiques pour l’analyse et l’évaluation des systèmes, comme:

Ce cours concerne la topologie générale et celle des espaces métriques, un cours élémentaire pour les étudiants de la deuxième année mathématiques. L'objectif du cours est d'offrir à l'étudiant une passerelle entre ce qu'il connait déjà de la topologie des nombres réelles et les nouveaux concepts topologiques qu'il découvre pour la première fois.

Objectifs de l’enseignement :

A l'issue de ce cours, l’étudiant connaîtra les fonctions qui permettent de déterminer le meilleur chemin dans un réseau maillé vers une destination identifiée par une adresse de réseau IP. Dans cette matière, on retrouve la commutation dans les LAN, les réseaux locaux virtuels, le routage statique et le routage dynamique.

Connaissances préalables recommandées :

Théorie de l’information, les éléments d’un réseau, les réseaux informatiques locaux

Le cours Transport et stockage de l’énergie en Master 1 en énergétique traite des différentes méthodes et technologies permettant d’acheminer et de conserver l’énergie sous ses diverses formes (électrique, thermique, chimique et mécanique). Il couvre les principes fondamentaux, les infrastructures existantes, les défis technologiques et les innovations récentes dans ce domaine.