{"id":12461,"date":"2016-12-08T03:22:24","date_gmt":"2016-12-08T02:22:24","guid":{"rendered":"http:\/\/www.cheri3a.com\/edu\/?p=12461"},"modified":"2016-12-08T03:22:24","modified_gmt":"2016-12-08T02:22:24","slug":"%d8%aa%d9%85%d8%a7%d8%b1%d9%8a%d9%86-%d9%81%d9%8a-%d8%a7%d9%84%d9%84%d8%ba%d8%a9-%d8%a7%d9%84%d9%81%d8%b1%d9%86%d8%b3%d9%8a%d8%a9-%d9%84%d9%84%d8%b3%d9%86%d8%a9-%d8%a7%d9%84%d8%ae%d8%a7%d9%85%d8%b3","status":"publish","type":"post","link":"https:\/\/www.cheri3a.com\/edu\/%d8%aa%d9%85%d8%a7%d8%b1%d9%8a%d9%86-%d9%81%d9%8a-%d8%a7%d9%84%d9%84%d8%ba%d8%a9-%d8%a7%d9%84%d9%81%d8%b1%d9%86%d8%b3%d9%8a%d8%a9-%d9%84%d9%84%d8%b3%d9%86%d8%a9-%d8%a7%d9%84%d8%ae%d8%a7%d9%85%d8%b3\/","title":{"rendered":"\u062a\u0645\u0627\u0631\u064a\u0646 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0641\u0631\u0646\u0633\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 \u0627\u0644\u062e\u0627\u0645\u0633\u0629 \u0627\u0628\u062a\u062f\u0627\u0626\u064a"},"content":{"rendered":"

\u062a\u0645\u0627\u0631\u064a\u0646 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0641\u0631\u0646\u0633\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 \u0627\u0644\u062e\u0627\u0645\u0633\u0629 \u0627\u0628\u062a\u062f\u0627\u0626\u064a<\/em><\/h1>\n
1<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
Les verbes PRENDRE et METTRE<\/span><\/p>\n
Les verbes <\/span>prendre <\/b><\/span>et<\/span> mettre<\/b><\/span> sont souvent utilis\u00e9s. On peut les remplacer par des verbes synonymes (qui veulent dire la m\u00eame chose) plus pr\u00e9cis.<\/span><\/p>\n
exemple : <\/span>prendre<\/u><\/span> un comprim\u00e9 <\/span>\uf0ae<\/span><\/span> avaler<\/u><\/span> un comprim\u00e9<\/span><\/p>\n
mettre<\/u><\/span> un manteau <\/span>\uf0ae<\/span><\/span> enfiler<\/u><\/span> un manteau.<\/span><\/p>\n
Certaines expressions sont form\u00e9es avec les verbes <\/span>prendre <\/i><\/span>ou <\/span>mettre<\/i><\/span> :<\/span><\/p>\n
exemple : prendre froid (s’enrhumer) – mettre les voiles (partir)<\/span><\/p>\n
=================================================================================================<\/span><\/p>\n
EXERCICES<\/span><\/p>\n
1. Remplace le verbe <\/u><\/span>prendre<\/u><\/i><\/span> par un des synonymes suivants : <\/u><\/span><\/p>\n
boire – arr\u00eater – attraper – voler – avaler<\/span><\/p>\n
– Mon voisin a oubli\u00e9 de fermer sa porte, on vient de lui <\/span>prendre <\/i><\/span>ses \u00e9conomies.<\/span><\/p>\n
………………………<\/span><\/p>\n
– La police n’a pas tard\u00e9 \u00e0 <\/span>prendre<\/i><\/span> le voleur.<\/span><\/p>\n
……………………<\/span><\/p>\n
– Je dois <\/span>prendre <\/i><\/span>un comprim\u00e9 avant chaque repas.<\/span><\/p>\n
……………….<\/span><\/p>\n
– Aur\u00e9lien a failli <\/span>prendre <\/i><\/span>une \u00e9norme carpe.<\/span><\/p>\n
……………….<\/span><\/p>\n
– Elle refuse de <\/span>prendre<\/i><\/span> sa tisane.<\/span><\/p>\n
……………….<\/span><\/p>\n
2. Fais correspondre un verbe synonyme \u00e0 chaque expression :<\/u><\/span><\/p>\n
Prendre de la vitesse vieillir Mettre de l’ordre jeter<\/span><\/p>\n
Prendre de l’\u00e2ge s’enfuir Mettre \u00e0 la poubelle s’habiller<\/span><\/p>\n
Prendre feu acc\u00e9l\u00e9rer Mettre ses v\u00eatements montrer<\/span><\/p>\n
Prendre la fuite s’enflammer Mettre sous les yeux ranger<\/span><\/p>\n
3. Ecris une expression synonyme contenant le verbe <\/u><\/span>prendre.<\/u><\/i><\/span><\/p>\n
exemple : elle d\u00e9jeune <\/span>\uf0ae<\/span><\/span> elle <\/span>prend<\/i><\/span> son petit-d\u00e9jeuner.<\/span><\/p>\n
Elle se douche. <\/span>\uf0ae<\/span><\/span> Elle …………………………………………………………………………………..<\/span><\/p>\n
Elle ne se presse pas. <\/span>\uf0ae<\/span><\/span> Elle …………………………………………………………………………………..<\/span><\/p>\n
Ce b\u00e9b\u00e9 grossit. <\/span>\uf0ae<\/span><\/span> Ce b\u00e9b\u00e9 …………………………………………………………………………….<\/span><\/p>\n
4. Remplace le verbe <\/u><\/span>mettre <\/u><\/i><\/span>par un verbe plus pr\u00e9cis.<\/u><\/span><\/p>\n
Je <\/span>mets<\/u><\/i><\/span> mon livre sur la table. <\/span><\/p>\n
Maman <\/span>met<\/u><\/i><\/span> <\/i>du lait dans un bol. <\/span><\/p>\n
Mettez<\/u><\/i><\/span> vos crayons dans la trousse. <\/span><\/p>\n
En se levant, il<\/span> met<\/u><\/i><\/span> <\/u>toujours la radio. <\/span><\/p>\n
Il<\/span> met<\/u><\/i><\/span> <\/u>un vieux v\u00eatement \u00e0 la poubelle. <\/span><\/p>\n
2<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES RECETTES DE CUISINE<\/b><\/span><\/p>\n
Les ………………………………..<\/u><\/span> : ensembles des \u00e9l\u00e9ments qui rentrent dans la fabrication d’un plat, d’un g\u00e2teau.<\/span><\/p>\n
Le ………………………………….<\/u><\/span> : objet qui peut contenir un liquide, un m\u00e9lange.<\/span><\/p>\n
Je connais plusieurs types de ………………………… : ……………………………………………………………………..<\/span><\/p>\n
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….<\/span><\/p>\n
Noms qui d\u00e9signent une quantit\u00e9 :<\/u><\/span><\/p>\n
……………………………………..<\/u><\/span>: quantit\u00e9 que l’on peut prendre entre 2 doigts.<\/span><\/p>\n
…………………………………….<\/u><\/span> : quantit\u00e9 contenue dans une cuill\u00e8re.<\/span><\/p>\n
…………………………………….<\/u><\/span> : quantit\u00e9 contenue dans un bol.<\/span><\/p>\n
…………………………………….. <\/u><\/span>: quantit\u00e9 contenue dans une assiette.<\/span><\/p>\n
……………………………………..<\/u><\/span> : quantit\u00e9 de pain contenue dans un four.<\/span><\/p>\n
…………………………………… <\/u><\/span> : quantit\u00e9 d’aliments qui entre dans la bouche en une seule fois.<\/span><\/p>\n
Les actions en cuisine :<\/u><\/span><\/p>\n
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
Je connais la d\u00e9finition de certains de ces verbes.<\/span><\/p>\n
saupoudrer<\/u><\/span> : ……………………………………………………………………………………………………………………………..<\/span><\/p>\n
enfourner : <\/u><\/span>……………………………………………………………………………………………………………………………….<\/span><\/p>\n
fa\u00e7onner :<\/u><\/span> …………………………………………………………………………………………………………………………………<\/span><\/p>\n
tamiser : <\/u><\/span>…………………………………………………………………………………………………………………………………<\/span><\/p>\n
beurrer : <\/u><\/span>……………………………………………………………………………………………………………………………..<\/span><\/p>\n
=================================================================================================<\/span><\/p>\n
Exercice : <\/u><\/span><\/p>\n
Je remplace les verbes mettre et faire par des verbes plus pr\u00e9cis.<\/span><\/p>\n
Je <\/span>mets<\/u><\/span> le lait dans le saladier. Je …………………………………………………………………………………….<\/span><\/p>\n
Il <\/span>met<\/u><\/span> du sucre sur la tarte. Il …………………………………………………………………………………….<\/span><\/p>\n
Elle <\/span>met<\/u><\/span> le g\u00e2teau au four. Elle ………………………………………………………………………………….<\/span><\/p>\n
Nous<\/span> mettons<\/u><\/span> du beurre dans le plat. Nous ……………………………………………………………………………….<\/span><\/p>\n
Je <\/span>fais<\/u><\/span> des petites boules avec la p\u00e2te. Je …………………………………………………………………………………..<\/span><\/p>\n
3<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES FAMILLES DE MOTS<\/b><\/span><\/p>\n
Mots simples – mots d\u00e9riv\u00e9s<\/b><\/span><\/p>\n
Spectacle de patinage.<\/span><\/p>\n
Julien apprend \u00e0 patiner. Il glisse sur ses patins. Quelquefois, il perd l’\u00e9quilibre et s’\u00e9croule sur la patinoire. Il n’est pas tr\u00e8s bon patineur.<\/span><\/p>\n
Dans ce texte, souligne les mots qui se ressemblent et forment la m\u00eame famille.<\/i><\/span><\/p>\n
Quel est le mot simple autour duquel les autres mots sont construits ? …………………………………..<\/i><\/span><\/p>\n
Dans chaque mot entoure la partie mot simple.<\/i><\/span><\/p>\n
A partir du mot <\/span>patin<\/i><\/span>, on a form\u00e9 d’autres mots : <\/span>patiner, patineur, patinage, patinoire…<\/i><\/span><\/p>\n
Ce sont des mots <\/span>d\u00e9riv\u00e9s<\/b><\/span> : ils forment une<\/span> famille de mots.<\/b><\/span><\/p>\n
On forme les mots d\u00e9riv\u00e9s en <\/span>allongeant le mot simple <\/b><\/span>soit au <\/span>d\u00e9but<\/b><\/span> soit \u00e0 la <\/span>fin <\/b><\/span>:<\/span><\/p>\n
exemple : conte <\/span>\uf0ae<\/span><\/span> ra<\/b><\/span>conter <\/span>\uf0ae<\/span><\/span> cont<\/span>eur.<\/b><\/span><\/p>\n
==================================================================================================<\/span><\/p>\n
1. Tu peux trouver le mot simple \u00e0 partir du mot d\u00e9riv\u00e9.<\/u><\/span><\/p>\n
fleurir, fleuriste, refleurir : …………………….<\/span><\/p>\n
longueur, longuement, allonger : ……………………<\/span><\/p>\n
montagne, montagneux, montagnard : ……………………..<\/span><\/p>\n
parfumeur, parfumerie, parfumer : …………………………<\/span><\/p>\n
2. Tu peux former un mot d\u00e9riv\u00e9 en allongeant le mot simple : <\/u><\/span><\/p>\n
soit au d\u00e9but : <\/u><\/span> soit \u00e0 la fin :<\/u><\/span><\/p>\n
monter : ……………………………………………………………. chant :…………………………………………………..<\/span><\/p>\n
boucher : …………………………………………………………… plant : ………………………………………………….<\/span><\/p>\n
coller : ………………………………………………………………. danse : …………………………………………………<\/span><\/p>\n
plier : ……………………………………………………………….. nage : …………………………………………………..<\/span><\/p>\n
3. Dans chaque famille, souligne le mot simple.<\/u><\/span><\/p>\n
chanter dentiste exactement rondelle lourd<\/span><\/p>\n
chant dentition exactitude rondeur lourdeur<\/span><\/p>\n
chanteuse dentaire exact arrondir alourdir<\/span><\/p>\n
chantonner dent inexact rond lourdement<\/span><\/p>\n
4<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
CE2<\/span><\/p>\n
LES MOTS ETIQUETTES<\/b><\/span><\/p>\n
La r\u00e9union des animaux<\/span><\/p>\n
Les hiboux, les grives, les coucous, les pies, les faisans, les moineaux, les alouettes, les rouges-gorges tombent du ciel dans un bruit de plumes. Les renards se faufilent entre les troncs et s’installent en silence. Les blaireaux, les belettes se glissent avec la famille des serpents… Le vieux sanglier-chef se redresse en disant : “Mes chers amis, nous sommes au complet. La s\u00e9ance est ouverte.”<\/span><\/p>\n
Anne-Marie Chapouton : <\/span>Janus le chat des bois.<\/i><\/span><\/p>\n
Les renards, les blaireaux, les belettes, les serpents, le sanglier peuvent se grouper derri\u00e8re l<\/span>‘\u00e9tiquette <\/b><\/span>“<\/span>Animaux sauvages”.<\/i><\/span><\/p>\n
Les hiboux, les grives, les coucous, les pies, les faisans, les moineaux, les alouettes, les rouges-gorges peuvent se grouper derri\u00e8re l<\/span>‘\u00e9tiquette <\/b><\/span>: <\/span>“Oiseaux”.<\/i><\/span><\/p>\n
“<\/span>Animaux sauvages”<\/i><\/span> et <\/span>“Oiseaux”<\/i><\/span> sont des <\/span>mots-\u00e9tiquettes.<\/b><\/span><\/p>\n
==================================================================================================<\/span><\/p>\n
1. Tu encadres le mot-\u00e9tiquette dans chaque liste.<\/u><\/span><\/p>\n
moustique – insecte – hanneton – fourmi – papillon – mouche – abeille<\/span><\/p>\n
chemise – veste – tricot – manteau – jupe – v\u00eatement – anorak<\/span><\/p>\n
basket – football – natation – sport – volley – tennis<\/span><\/p>\n
bleu – vert – couleur – rouge – orange – violet – jaune – marron<\/span><\/p>\n
barque – caravelle – paquebot – bateau – p\u00e9niche – cano\u00eb<\/span><\/p>\n
Espagne – Italie – France – Angleterre – Allemagne – Pays – Belgique<\/span><\/p>\n
2. Tu trouves le mot-\u00e9tiquette de ces listes.<\/u><\/span><\/p>\n
truite – saumon – carpe – anguille ……………………………………..<\/span><\/p>\n
pomme – poire – banane – fraise ……………………………………..<\/span><\/p>\n
poireau – carotte – haricot – laitue ……………………………………..<\/span><\/p>\n
camembert – roquefort – gruy\u00e8re ………………………………………<\/span><\/p>\n
rose – marguerite – coquelicot – bleuet …………………………………….<\/span><\/p>\n
4<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
CM1<\/span><\/p>\n
LES SYNONYMES<\/b><\/span><\/p>\n
Pour m’expliquer un mot, le dictionnaire me propose d’autres mots qui veulent dire la m\u00eame chose.<\/span><\/p>\n
exemple <\/u><\/span>:<\/span><\/p>\n
obtenir :<\/b><\/span> Eric vient d’obtenir le premier prix de piano. <\/span>\uf0ae<\/span><\/span> avoir, gagner, recevoir.<\/b><\/span><\/p>\n
A partir du raisin, on obtient du vin <\/span>\uf0ae<\/span><\/span> fabriquer<\/b><\/span><\/p>\n
Suivant le sens de la phrase, je peux remplacer <\/span>obtenir<\/b><\/span> par <\/span>avoir, gagner, recevoir <\/b><\/span>ou bien <\/span>fabriquer.<\/b><\/span><\/p>\n
Avoir, gagner, recevoir, fabriquer <\/b><\/span>sont des <\/span>synonymes <\/b><\/span> du verbe obtenir.<\/span><\/p>\n
Les mots ou expressions qui ont le <\/span>m\u00eame sens<\/b><\/span> ou qui sont de <\/span>sens voisin<\/b><\/span> sont des <\/span>synonymes.<\/b><\/span><\/p>\n
==================================================================================================<\/span><\/p>\n
1. Relie par une fl\u00e8che les synonymes.<\/u><\/span><\/p>\n
quitter fripouille<\/span><\/p>\n
amas costume<\/span><\/p>\n
immortel laisser<\/span><\/p>\n
canaille perfectionner<\/span><\/p>\n
v\u00eatement tas<\/span><\/p>\n
am\u00e9liorer \u00e9ternel<\/span><\/p>\n
2. Cherche les synonymes du mot habitation dans la chanson “<\/u><\/span>Le joueur de fl\u00fbteau” de Georges Brassens<\/u><\/i><\/span>.<\/u><\/span><\/p>\n
habitation : <\/u><\/span>ch\u00e2teau, ………………………….., ……………………………………………., …………………………………..,<\/span><\/p>\n
………………………………….., <\/span><\/p>\n
3. Dans les phrases suivantes, remplace le mot soulign\u00e9 par un synonyme choisi dans la liste suivante :<\/u><\/span><\/p>\n
peureux – dr\u00f4le – com\u00e9diens – cach\u00e9 – milieu – figure<\/span><\/p>\n
Nicolas s’est <\/span>dissimul\u00e9<\/u><\/span> sous la table pour jouer. On dit que le li\u00e8vre est un animal <\/span>craintif.<\/u><\/span><\/p>\n
………………………….. ………………………..<\/span><\/p>\n
Les <\/span>acteurs <\/u><\/span>vont jouer une pi\u00e8ce de Moli\u00e8re. Le ballon est au<\/span> centre<\/u><\/span> du terrain. Cela se voit comme le <\/span><\/p>\n
…………………………. …………………….<\/span><\/p>\n
nez au milieu du <\/span>visage. <\/u><\/span>A midi, j’ai entendu une histoire <\/span>amusante.<\/u><\/span><\/p>\n
………………….. …………………………<\/span><\/p>\n
5<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES CONTRAIRES<\/b><\/span><\/p>\n
beau laid buvable imbuvable<\/i><\/span><\/p>\n
gentil m\u00e9chant dire contredire<\/i><\/span><\/p>\n
rare abondant faire d\u00e9faire<\/i><\/span><\/p>\n
fleurir faner mobile immobile<\/i><\/span><\/p>\n
rapide lent ob\u00e9issant d\u00e9sob\u00e9issant<\/i><\/span><\/p>\n
Un <\/span>contraire<\/b><\/span> est un mot qui a un sens oppos\u00e9 \u00e0 celui d’un autre mot.<\/span><\/p>\n
rapide <\/span>\uf0b9<\/span><\/span> lent<\/span><\/p>\n
Certains <\/span>pr\u00e9fixes <\/b><\/span>comme <\/span>in-, im-, anti-, contre – d\u00e9 (des)-, mal –<\/b><\/span> servent \u00e0 construire des<\/span> contraires.<\/b><\/span><\/p>\n
mobile <\/span>\uf0b9<\/span><\/span> im<\/b><\/span>mobile – heureux <\/span>\uf0b9<\/span><\/span> mal<\/b><\/span>heureux – dire <\/span>\uf0b9<\/span><\/span> contre<\/b><\/span>dire – \u00e9gal <\/span>\uf0b9<\/span><\/span> in<\/b><\/span>\u00e9gal<\/span><\/p>\n
coudre <\/span>\uf0b9<\/span><\/span> d\u00e9<\/b><\/span>coudre – ob\u00e9issant <\/span>\uf0b9<\/span><\/span> d\u00e9s<\/b><\/span>ob\u00e9issant – poison <\/span>\uf0b9<\/span><\/span> anti<\/b><\/span>poison<\/span><\/p>\n
La n\u00e9gation <\/span>ne ….. pas <\/b><\/span>sert \u00e0 exprimer le contraire d’une action.<\/span><\/p>\n
Il pleure. <\/span>\uf0b9<\/span><\/span> Il<\/span> ne<\/b><\/span> pleure <\/span>pas.<\/b><\/span><\/p>\n
======================================================================================================<\/span><\/p>\n
1. Recopie sur une m\u00eame ligne les mots de sens contraire.<\/u><\/span><\/p>\n
peureux – intelligent – fort – courageux – fonc\u00e9 – faible – stupide – clair – pr\u00e9cis – pauvre – impr\u00e9cis – riche<\/span><\/p>\n
_________________ _<\/span><\/p>\n
_ ___<\/span><\/p>\n
_ _____________________<\/span><\/p>\n
2. Trouve le contraire des mots suivants (en utilisant un pr\u00e9fixe si besoin).<\/u><\/span><\/p>\n
noir ………………… pleurer ……………… adroit ………………………. lourd ………………….<\/span><\/p>\n
jeune ………………. fermer ………………. propre ………………………. poli ……………………<\/span><\/p>\n
3. Dans la liste suivante, choisis l’adjectif contraire qui convient le mieux.<\/u><\/span><\/p>\n
aimable – vert – tendre – humide – larmoyant – doux<\/span><\/p>\n
un hiver sec …………………………………. du vin sec ………………………………………………<\/span><\/p>\n
les yeux secs …………………………………. un c\u0153ur sec ……………………………………………<\/span><\/p>\n
du bois sec ……………………………………. un ton sec ……………………………………………..<\/span><\/p>\n
6<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES DIFFERENTS SENS D’UN MOT<\/b><\/span><\/p>\n
1. bande <\/b><\/span>nom f. <\/span>a)<\/b><\/span> Morceau de tissu long et \u00e9troit utilis\u00e9 pour faire des pansements ( bander, bandage)<\/span><\/p>\n
b)<\/b><\/span> Je vais coller ici une <\/i><\/span>bande <\/b><\/i><\/span>de papier, <\/i><\/span>un morceau de papier long et \u00e9troit. <\/span>c)<\/b><\/span> BANDE MAGNETIQUE La <\/i><\/span>bande magn\u00e9tique<\/b><\/i><\/span> d’un magn\u00e9tophone, <\/i><\/span>le long ruban sur lequel sont enregistr\u00e9s les sons. <\/span>d) <\/b><\/span>BANDE DESSINEE : suite de dessins qui racontent une m\u00eame histoire. <\/span>Un album de <\/i><\/span>bandes dessin\u00e9es <\/b><\/i><\/span>(B.D.)<\/i><\/span><\/p>\n
2. bande<\/b><\/span> nom f. (souvent p\u00e9joratif) groupe ; <\/span>Une <\/i><\/span>bande <\/b><\/i><\/span>de voyous : <\/i><\/span>un groupe de voyous<\/span><\/p>\n
A quelle d\u00e9finition du mot bande correspondent les groupes de mots : une <\/span>bande <\/b><\/span>bleu, blanc, rouge, – une <\/span>bande<\/b><\/span> magn\u00e9tique, – une <\/span>bande <\/b><\/span>Nylex ?<\/span><\/p>\n
Le sens du mot<\/span> bande<\/b><\/span> est-il le m\u00eame dans les deux phrases suivantes ?<\/span><\/p>\n
– Le m\u00e9decin entoure une bande autour du poignet du bless\u00e9.<\/span><\/p>\n
– Les loups vivent en bandes.<\/span><\/p>\n
Un mot peut avoir <\/span>plusieurs sens. <\/b><\/span>Pour trouver ce sens, il faut bien comprendre la phrase dans laquelle ce<\/span><\/p>\n
mot se trouve.<\/span><\/p>\n
exemple : Le m\u00e9decin entoure une bande autour du poignet du bless\u00e9. (sens<\/span> 1. a)<\/b><\/span> )<\/span><\/p>\n
Les loups vivent en bandes. (sens <\/span>2<\/b><\/span> )<\/span><\/p>\n
======================================================================================================<\/span><\/p>\n
1. Indique le sens du mot dans chacune des phrases.<\/u><\/span><\/p>\n
MOUSSE <\/u>: sens 1. Apprenti marin<\/span><\/p>\n
sens 2. Petite plante formant une plaque au sol, sur les murs ou troncs d’arbres<\/span><\/p>\n
sens 3. Ecume, bulles qui se forment \u00e0 la surface des liquides<\/span><\/p>\n
J’adore les bains plein de <\/span>mousse<\/u><\/span>. sens ………<\/span><\/p>\n
Dans ce bois de ch\u00e2taigniers, la<\/span> mousse<\/u><\/span> fait un tapis vert. sens …..<\/span><\/p>\n
Ce mousse<\/u><\/span> est en train de laver le pont du navire. sens ….<\/span><\/p>\n
2. Voici les deux sens d’un mot. Trouve ce mot.<\/u><\/span><\/p>\n
– outil utilis\u00e9 pour tracer un trait.<\/span><\/p>\n
– r\u00e8glement qui accompagne un jeu.<\/span><\/p>\n
– petit objet servant \u00e0 fermer une bouteille. <\/span><\/p>\n
– embouteillage de voitures.<\/span><\/p>\n
3. Souligne la d\u00e9finition qui convient au sens du mot soulign\u00e9.<\/u><\/span><\/p>\n
J’ai re\u00e7u une<\/span> lettre<\/u><\/span> de mon cousin <\/span>lettre<\/u><\/span> : 1. Il y en a 26 dans notre alphabet (a,b,c,d…)<\/span><\/p>\n
2. Ecrit envoy\u00e9 \u00e0 quelqu’un, sous enveloppe, par la poste.<\/span><\/p>\n
Eric a re\u00e7u un v\u00eatement <\/span>neuf<\/u><\/span> pour <\/span>neuf <\/u><\/span> : 1. qui vient d’\u00eatre fabriqu\u00e9 et n’a pas encore \u00e9t\u00e9 utilis\u00e9<\/span><\/p>\n
son anniversaire. 2. Nombre : Anna a neuf ans.<\/span><\/p>\n
4. Trouve les mots qui correspondent \u00e0 ces d\u00e9finitions :<\/u><\/span><\/p>\n
– On le trouve dans la bouche. Le roi y habite. …………………………………………………………<\/span><\/p>\n
– Pierrot la pr\u00eate pour \u00e9crire un mot. L’oiseau en a plus d’une. …………………………………………………………<\/span><\/p>\n
– Tenir un r\u00f4le au th\u00e9\u00e2tre. S’amuser …………………………………………………………<\/span><\/p>\n
7<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
AUTOUR DU MOT <\/span>R\u00eave<\/b><\/span><\/p>\n
1. Cherche des mots de la famille de <\/u><\/span>r\u00eave.<\/b><\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
Range les dans l’ordre alphab\u00e9tique.<\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
2. Cherche dans le dictionnaire la diff\u00e9rence entre les mots <\/u><\/span>r\u00eavasserie <\/b><\/u><\/span>et <\/u><\/span>r\u00eaverie.<\/b><\/u><\/span><\/p>\n
r\u00eavasserie : ………………………………………………………………………………………………………………………………………<\/span><\/p>\n
r\u00eaverie : …………………………………………………………………………………………………………………………………………..<\/span><\/p>\n
3. Compl\u00e8te les phrases suivantes \u00e0 l’aide de <\/u><\/span>que, \u00e0 <\/u><\/i><\/span>ou <\/u><\/span>de<\/u><\/i><\/span>.<\/u><\/span><\/p>\n
Pierre a r\u00eav\u00e9 ……….. son p\u00e8re avait un autobus.<\/span><\/p>\n
Nadine r\u00eave …………. friandises chaque fois qu’elle va \u00e0 une f\u00eate.<\/span><\/p>\n
En ce moment, je r\u00eave ………… ce que je ferai plus tard.<\/span><\/p>\n
Mes parents r\u00eavent ………… leur future maison.<\/span><\/p>\n
J’ai r\u00eav\u00e9 ………. je ne savais plus mes tables.<\/span><\/p>\n
Il r\u00eave souvent …………. des voyages en fus\u00e9e.<\/span><\/p>\n
4. Compl\u00e8te les phrases suivantes avec un mot de la famille de<\/u><\/span> r\u00eave<\/b><\/u><\/span>.<\/u><\/span><\/p>\n
Hugo doit recommencer son exercice car il ………………… quand le ma\u00eetre a donn\u00e9 les explications;<\/span><\/p>\n
C’est un \u00e9l\u00e8ve tr\u00e8s ……………………………., toujours ailleurs, perdu dans ses …………………………… .<\/span><\/p>\n
Le ma\u00eetre dit qu’il …………………………… .<\/span><\/p>\n
5. Remplace le verbe <\/u><\/span>r\u00eaver<\/u><\/i><\/span> par chacun des verbes suivants.<\/u><\/span><\/p>\n
imaginer, penser, d\u00e9sirer.<\/i><\/span><\/p>\n
F\u00e9licie <\/span>r\u00eave<\/i><\/span> d’\u00eatre plus tard infirmi\u00e8re dans un bel h\u00f4pital. <\/span><\/p>\n
…………………….<\/span><\/p>\n
Les petits gar\u00e7ons <\/span>r\u00eavent <\/i><\/span>qu’ils seront pompiers;<\/span><\/p>\n
……………………..<\/span><\/p>\n
Christophe <\/span>r\u00eave <\/i><\/span>\u00e0 son prochain cadeau.<\/span><\/p>\n
……………………..<\/span><\/p>\n
8<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
POUR FAIRE LE PORTRAIT<\/span><\/p>\n
D’UNE PERSONNE<\/span><\/p>\n
D\u00e9crire le visage<\/b><\/u><\/span><\/p>\n
les cheveux :<\/b><\/u><\/span>…………………………………………………………………………………………………………………………………….<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
la forme du visage : <\/b><\/u><\/span>……………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n
les yeux<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
la bouche<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
le nez<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
le menton<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
le front<\/b><\/u><\/span><\/p>\n<\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
La silhouette<\/b><\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
<\/i>8 bis<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
POUR FAIRE LE PORTRAIT MORAL<\/span><\/p>\n
D’UNE PERSONNE<\/span><\/p>\n
D\u00e9crire le caract\u00e8re<\/b><\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
……………………………………………………………………………………………………………………………………………………..<\/span><\/p>\n
Les qualit\u00e9s<\/b><\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
Les d\u00e9fauts<\/b><\/u><\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………<\/span><\/p>\n
9<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LE VOCABULAIRE SE RAPPORTANT AUX ANIMAUX<\/span><\/p>\n
Les familles d’animaux<\/b><\/u><\/span><\/p>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n

\n
les m\u00e2les<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
les femelles<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
les petits<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
les m\u00e2les<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
les femelles<\/b><\/u><\/span><\/p>\n<\/td>\n
\n
les petits<\/b><\/u><\/span><\/p>\n<\/td>\n<\/tr>\n
\n
l’ours<\/span><\/p>\n<\/td>\n
\n
l’ourse<\/span><\/p>\n<\/td>\n
\n
l’ourson<\/span><\/p>\n<\/td>\n
\n
le ………………<\/span><\/p>\n<\/td>\n
\n
la hase<\/span><\/p>\n<\/td>\n
\n
le levrau<\/span>t<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le loup<\/span><\/p>\n<\/td>\n
\n
la …………….<\/span><\/p>\n<\/td>\n
\n
le louveteau<\/span><\/p>\n<\/td>\n
\n
le chevreuil<\/span><\/p>\n<\/td>\n
\n
la ……………..<\/span><\/p>\n<\/td>\n
\n
le chevrotin<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le ………………<\/span><\/p>\n<\/td>\n
\n
la biche<\/span><\/p>\n<\/td>\n
\n
le faon<\/span><\/p>\n<\/td>\n
\n
le cheval<\/span><\/p>\n<\/td>\n
\n
la ……………..<\/span><\/p>\n<\/td>\n
\n
le ………………….<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le bouc<\/span><\/p>\n<\/td>\n
\n
la ………………..<\/span><\/p>\n<\/td>\n
\n
le chevreau<\/span><\/p>\n<\/td>\n
\n
le canard<\/span><\/p>\n<\/td>\n
\n
la ………………..<\/span><\/p>\n<\/td>\n
\n
le ………………….<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le verrat<\/span><\/p>\n<\/td>\n
\n
la ……………..<\/span><\/p>\n<\/td>\n
\n
le ………………….<\/span><\/p>\n<\/td>\n
\n
le mouton<\/span><\/p>\n<\/td>\n
\n
la …………………<\/span><\/p>\n<\/td>\n
\n
l’………………..<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Les logis des animaux.<\/b><\/u><\/span><\/p>\n
Le colombier pour la ………………………… La porcherie pour le ……………………………………..<\/span><\/p>\n
Le g\u00eete pour le …………………………………. L’\u00e9curie pour le …………………………………………….<\/span><\/p>\n
Le chenil pour le ……………………………… La bergerie pour le ………………………………………..<\/span><\/p>\n
L’aire pour le …………………………………… Le poulailler pour la ………………………………………<\/span><\/p>\n
Le terrier pour le ……………………………… L’\u00e9table pour la …………………………………………….<\/span><\/p>\n
L’antre pour le ………………………………….<\/span><\/p>\n
Les cris des animaux.<\/b><\/u><\/span><\/p>\n
Le chat <\/span>\uf0ae<\/span><\/span> miauler : un miaulement La vache <\/span>\uf0ae<\/span><\/span> beugler : un beuglement<\/span><\/p>\n
La brebis <\/span>\uf0ae<\/span><\/span>b\u00ealer : un b\u00ealement Le pigeon <\/span>\uf0ae<\/span><\/span>roucouler : un roucoulement<\/span><\/p>\n
Le cheval <\/span>\uf0ae<\/span><\/span> hennir : un hennissement Le chien <\/span>\uf0ae<\/span><\/span> aboyer : un aboiement<\/span><\/p>\n
Le porc <\/span>\uf0ae<\/span><\/span>grogner : un grognement Le corbeau <\/span>\uf0ae<\/span><\/span> croasser : un croassement <\/span><\/p>\n
Le loup <\/span>\uf0ae<\/span><\/span> hurler : un hurlement L’\u00e2ne <\/span>\uf0ae<\/span><\/span> braire : un braiment<\/span><\/p>\n
Le lion <\/span>\uf0ae<\/span><\/span> rugir : un rugissement La chouette <\/span>\uf0ae<\/span><\/span> hululer : un hululement<\/span><\/p>\n
La marmotte <\/span>\uf0ae<\/span><\/span> siffler : un sifflement La grenouille <\/span>\uf0ae<\/span><\/span> coasser : un coassement <\/span><\/p>\n
\uf0ae<\/p>\n
Les parties du corps des animaux.<\/b><\/u><\/span><\/p>\n
Je trouve le mot pr\u00e9cis pour d\u00e9signer :<\/u><\/span><\/p>\n
– les ongles du cheval, de la vache, etc. : ……………………………….<\/span><\/p>\n
– le nez de l’\u00e9l\u00e9phant :……………………………………<\/span><\/p>\n
– la bouche d’un oiseau : ………………………………<\/span><\/p>\n
– les mamelles de la vache : ………………………..<\/span><\/p>\n
– les narines du cheval et des mammif\u00e8res herbivores : …………………………..<\/span><\/p>\n
– organe respiratoire des poissons : …………………………………….<\/span><\/p>\n
– la poitrine du cheval et de certains animaux : ………………………………………..<\/span><\/p>\n
– les l\u00e8vres de certains mammif\u00e8res comme le chameau : …………………………………<\/span><\/p>\n
– la colonne vert\u00e9brale : ………………………………………..<\/span><\/p>\n
10<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES HOMONYMES<\/b><\/span><\/p>\n
Les vampires sucent le <\/span>sang. <\/b><\/span>Julien parle <\/span>sans <\/b><\/span>crainte.<\/span><\/p>\n
Je sais compter jusqu’\u00e0 <\/span>cent<\/b><\/span> .<\/b><\/span> Je <\/span>sens <\/b><\/span>l\u2019air froid dans mon dos. <\/span><\/p>\n
Les mots \u00e9crits en gras se prononcent-ils de la m\u00eame fa\u00e7on\u00a0? …………………………<\/span><\/p>\n
Ont-il le m\u00eame sens\u00a0? ……………………..<\/span><\/p>\n
Indique la nature de chacun de ces mots.<\/span><\/p>\n
Sang\u00a0: ………………………. sans\u00a0: ……………………………….<\/span><\/p>\n
cent\u00a0: ……………………….. sens\u00a0: ……………………………..<\/span><\/p>\n
On appelle <\/span>homonymes<\/b><\/span> des mots qui s\u2019\u00e9crivent ou se prononcent de la m\u00eame fa\u00e7on mais <\/span>qui n\u2019ont pas le m\u00eame sens.<\/b><\/span><\/p>\n
Exemples\u00a0: <\/u><\/span>un livre, une livre du sang, cent m\u00e8tres<\/span><\/p>\n
\n
\n
Place les homonymes suivants dans la phrase qui convient\u00a0: <\/u><\/span>m\u00e8re, mer, maire<\/b><\/span><\/p>\n<\/li>\n<\/ol>\n
Ma ……………… est blonde.<\/span><\/p>\n
Le ……………….. porte une \u00e9charpe tricolore.<\/span><\/p>\n
Nous passerons nos vacances au bord de la …………………. .<\/span><\/p>\n
Je pr\u00e9pare un cadeau pour la f\u00eate des ……………………. .<\/span><\/p>\n
Nous sommes s\u00e9par\u00e9s de l\u2019Afrique du Nord par la ………………. M\u00e9diterran\u00e9e.<\/span><\/p>\n
Le ………………. f\u00e9licite les mari\u00e9s.<\/span><\/p>\n
\n
\n
Compl\u00e8te les phrases suivantes avec 4 homonymes du mot <\/u><\/span>vert.<\/b><\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
J\u2019aime boire un ………………….. d\u2019eau lorsque j\u2019ai tr\u00e8s soif\u00a0;<\/span><\/p>\n
Cette po\u00e9sie est \u00e9crite en ……………… r\u00e9guliers.<\/span><\/p>\n
On a trouv\u00e9 un ……………… de terre dans le pot de fleurs.<\/span><\/p>\n
On sort de classe …………………. 12 h 15.<\/span><\/p>\n
\n
\n
Compl\u00e8te avec un de ces homonymes\u00a0: <\/u><\/span>seau, sot, saut, sceau.<\/b><\/span><\/p>\n<\/li>\n<\/ol>\n
Le sportif a battu son record en faisant un ………………… de six m\u00e8tres dix.<\/span><\/p>\n
Au bas de ce parchemin\u00a0, on voit le …………………. du roi.<\/span><\/p>\n
Il faut un …………………. pour vider la baignoire car l\u2019\u00e9coulement est bouch\u00e9.<\/span><\/p>\n
Tu n\u2019es qu\u2019un ………………..<\/span><\/p>\n
\n
\n
Cherche 2 homonymes de <\/u><\/span>conte<\/b><\/u><\/span> et emploie chacun de ces 3 mots dans une phrase.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
11<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
LES DIFFERENTS NIVEAUX DE LANGAGE<\/b><\/span><\/p>\n
Ce g\u00e2teau est vraiment tr\u00e8s bon\u00a0! Il est super ce g\u00e2teau\u00a0! Ce g\u00e2teau est succulent\u00a0!<\/span><\/p>\n
1<\/b><\/span> 2<\/b><\/span> 3<\/b><\/span><\/p>\n
Parmi ces trois expressions, laquelle emploierais-tu\u00a0:<\/span><\/p>\n
– avec un ami\u00a0: ……….. C\u2019est le langage ………………………………….<\/span><\/p>\n
– avec un voisin\u00a0: ………………… C\u2019est le langage …………………………………..<\/span><\/p>\n
– dans une lettre\u00a0: …………………. C\u2019est le langage …………………………………..<\/span><\/p>\n
Il y a diff\u00e9rentes fa\u00e7ons de s\u2019exprimer. On n\u2019emploie pas les m\u00eames mots suivant la personne \u00e0 laquelle on s\u2019adresse.<\/span><\/p>\n
On peut employer des mots du <\/span>langage familier <\/b><\/span>avec quelqu\u2019un que l\u2019on conna\u00eet bien, avec un camarade. Mais avec des grandes personnes, en classe ou dans un texte \u00e9crit , on doit utiliser des mots du <\/span>langage courant ou un langage plus recherch\u00e9 <\/b><\/span>avec un vocabulaire plus riche<\/span>.<\/b><\/span><\/p>\n
\n
\n
Classe les expressions suivantes dans le tableau.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
Fiche-moi la paix\u00a0! Laisse-moi tranquille\u00a0! Cesse de m\u2019importuner<\/span><\/p>\n
Fais gaffe\u00a0! Prends garde\u00a0! Attention\u00a0!<\/span><\/p>\n
D\u00e9p\u00eache-toi\u00a0! Grouille-toi\u00a0! H\u00e2te-toi\u00a0!<\/span><\/p>\n
Quel fichu temps\u00a0! Quel mauvais temps\u00a0! Quel temps ex\u00e9crable\u00a0!<\/span><\/p>\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n

\n
Langage familier<\/span><\/p>\n<\/td>\n
\n
Langage courant<\/span><\/p>\n<\/td>\n
\n
Langage recherch\u00e9<\/span><\/p>\n<\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n
\n
Trouve le mot du langage courant qui manque.<\/p>\n<\/li>\n<\/ol>\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n

\n
Langage familier<\/span><\/p>\n<\/td>\n
\n
Langage courant<\/span><\/p>\n<\/td>\n
\n
Langage recherch\u00e9<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le bouquin<\/span><\/p>\n<\/td>\n
<\/td>\n \n
le volume<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
le boulot<\/span><\/p>\n<\/td>\n
<\/td>\n \n
la profession<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
la baraque<\/span><\/p>\n<\/td>\n
<\/td>\n \n
le domicile<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
une tuile<\/span><\/p>\n<\/td>\n
<\/td>\n \n
un d\u00e9sagr\u00e9ment<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n
\n
Compl\u00e8te le tableau suivant.<\/p>\n<\/li>\n<\/ol>\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n

\n
Langage familier<\/span><\/p>\n<\/td>\n
\n
Langage courant<\/span><\/p>\n<\/td>\n
\n
Langage recherch\u00e9<\/span><\/p>\n<\/td>\n<\/tr>\n
<\/td>\n \n
frapper<\/span><\/p>\n<\/td>\n
\n
rouer de coups<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
bagnole<\/span><\/p>\n<\/td>\n
\n
voiture<\/span><\/p>\n<\/td>\n
<\/td>\n<\/tr>\n
\n
se tailler<\/span><\/p>\n<\/td>\n
<\/td>\n \n
s\u2019enfuir<\/span><\/p>\n<\/td>\n<\/tr>\n
<\/td>\n \n
comprendre<\/span><\/p>\n<\/td>\n
\n
saisir<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n
\n
Dans chaque s\u00e9rie, barre le mot qui appartient au langage familier.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
un ami – un copain – un camarade laid – moche – affreux<\/span><\/p>\n
le travail – la t\u00e2che – le boulot lit – paddock – couche<\/span><\/p>\n
un homme – un monsieur – un type dormir – sommeiller – pioncer<\/span><\/p>\n
costaud – vigoureux – fort manger – d\u00e9vorer – bouffer<\/span><\/p>\n
\n
\n
R\u00e9\u00e9cris ces phrases dans un langage courant ou recherch\u00e9.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
J\u2019ai bouff\u00e9 un super casse-cro\u00fbte. ………………………………………………………………………………………………………..<\/span><\/p>\n
J\u2019ai pas assez de fric pour \u00e7a. ……………………………………………………………………………………………………………..<\/span><\/p>\n
Tire-toi de l\u00e0. Tu me casses les pieds. …………………………………………………………………………………………………..<\/span><\/p>\n
Ce mec est compl\u00e8tement d\u00e9bile. ………………………………………………………………………………………………………….<\/span><\/p>\n
\n
\n
Ecris le mot qui se cache derri\u00e8re l\u2019abr\u00e9viation famili\u00e8re.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
La t\u00e9l\u00e9 …………………………………………………….. Le cin\u00e9 …………………………………………………<\/span><\/p>\n
Le prof …………………………………………………… le foot ………………………………………………….<\/span><\/p>\n
les maths …………………………………………………. sympa ……………………………………………………….<\/span><\/p>\n
la gym ……………………………………………………… la pub …………………………………………………….<\/span><\/p>\n
12<\/b><\/span><\/p>\n
VOCABULAIRE<\/span><\/p>\n
SENS PROPRE\u00a0, SENS FIGUR\u00c9<\/b><\/span><\/p>\n
Martin a mal au pied, il s\u2019assied au pied du ch\u00eane.<\/span><\/p>\n
S\u2019agit-il du m\u00eame pied dans ces deux phrases\u00a0? …………..<\/span><\/p>\n
Pourquoi parle-t-on du pied d\u2019un arbre\u00a0?……………………………………………………………………………………<\/span><\/p>\n
…………………………………………………………………………………………………………………………………………..<\/span><\/p>\n
Martin a mal au pied\u00a0: pied est ici employ\u00e9 au <\/span>sens propre, <\/b><\/span>au sens premier du mot.<\/span><\/p>\n
Il s\u2019assied au pied du ch\u00eane\u00a0: pied est ici employ\u00e9 au <\/span>sens figur\u00e9, <\/b><\/span>on fait une <\/span>comparaison <\/b><\/span>de la base de l\u2019arbre avec les pieds d\u2019un \u00eatre humain.<\/span><\/p>\n
Un mot peut avoir plusieurs sens<\/u><\/span>.<\/span><\/p>\n
Au <\/span>sens propre, <\/b><\/span>un mot d\u00e9signe une r\u00e9alit\u00e9 concr\u00e8te. Exemple\u00a0: Je plonge dans la piscine <\/span>\uf0ae<\/span><\/span>plonger dans l\u2019eau est une r\u00e9alit\u00e9.<\/span><\/p>\n
Au <\/span>sens figur\u00e9, <\/b><\/span>le mot est utilis\u00e9 par comparaison avec la r\u00e9alit\u00e9 \u00e0 laquelle il fait penser. Exemple\u00a0: je plonge dans un roman passionnant <\/span>\uf0ae<\/span><\/span>plonger dans un roman est une comparaison, on ne peut pas plonger dans un livre comme on plonge dans une piscine.<\/span><\/p>\n
\n
\n
Indique si les mots soulign\u00e9s sont utilis\u00e9s au sens propre ou au sens figur\u00e9.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
\n
\n
L<\/span>a t\u00eate <\/u><\/span>d\u2019une vis ………………………….. avoir mal \u00e0 <\/span>la t\u00eate<\/u><\/span> ………………………..<\/span><\/p>\n<\/li>\n
\n
avoir <\/span>le dos<\/u><\/span> vo\u00fbt\u00e9………………………….<\/span>le dos <\/u><\/span>d\u2019une chaise ……………………….<\/span><\/p>\n<\/li>\n
\n
avaler <\/span>un noyau<\/u><\/span> de cerise ………………………. avoir <\/span>un noyau <\/u><\/span>de bons amis………………………….<\/span><\/p>\n<\/li>\n
\n
Le chat tourne autour de <\/span>sa queue<\/u><\/span> …………………………… <\/span>la queue<\/u><\/span> du train ………………………….<\/span><\/p>\n<\/li>\n<\/ul>\n
\n
\n
Fais correspondre \u00e0 chaque expression au sens figur\u00e9 son explication.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
un paysage s\u00e9v\u00e8re <\/span>\uf0a9<\/span><\/span> \uf0a9<\/span><\/span> l\u2019ouverture d\u2019un \u00e9gout<\/span><\/p>\n
une voix froide <\/span>\uf0a9<\/span><\/span> \uf0a9<\/span><\/span> un paysage dont la vue est triste<\/span><\/p>\n
une bouche d\u2019\u00e9gout <\/span>\uf0a9<\/span><\/span> \uf0a9<\/span><\/span> se d\u00e9mener et faire beaucoup d\u2019efforts<\/span><\/p>\n
faire des pieds et des mains <\/span>\uf0a9<\/span><\/span> \uf0a9<\/span><\/span> avoir un l\u00e9ger d\u00e9faut de prononciation<\/span><\/p>\n
avoir un cheveu sur la langue <\/span>\uf0a9<\/span><\/span> \uf0a9<\/span><\/span> une voix qui n\u2019exprime pas d\u2019\u00e9motion<\/span><\/p>\n
\n
\n
Colorie uniquement les phrases o\u00f9 les mots <\/u><\/span>doigts, riant, poids, d\u00e9vore, savon<\/b><\/u><\/i><\/span> sont utilis\u00e9s au sens figur\u00e9.<\/u><\/span><\/p>\n<\/li>\n<\/ol>\n
Marion s\u2019est fait mal au doigt. Je prendrai un doigt de vin. <\/span><\/p>\n
En riant, Pierre ouvre la porte. Vous admirez ce riant paysage.
\nGrand-p\u00e8re commence \u00e0 sentir le poids des ans. Quel est le poids de ce colis\u00a0?<\/span><\/p>\n
Lucas d\u00e9vore son roman policier. Le tigre d\u00e9vore une gazelle.<\/span><\/p>\n
Le ma\u00eetre passe un savon aux \u00e9l\u00e8ves d\u00e9sob\u00e9issants. Mathilde ach\u00e8te un savon tr\u00e8s doux.<\/span><\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
\u062a\u0645\u0627\u0631\u064a\u0646 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0641\u0631\u0646\u0633\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 \u0627\u0644\u062e\u0627\u0645\u0633\u0629 \u0627\u0628\u062a\u062f\u0627\u0626\u064a 1 VOCABULAIRE Les verbes PRENDRE et METTRE Les verbes prendre et mettre sont souvent utilis\u00e9s. On peut les remplacer par des verbes synonymes (qui veulent dire la m\u00eame chose) plus pr\u00e9cis. exemple : prendre un comprim\u00e9 \uf0ae avaler un comprim\u00e9 mettre un manteau \uf0ae enfiler un manteau. 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