DOCSLIB.ORG

The Board and the Commission (1909-Present): Study of a Language Criterion Through Film Classification

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Board and the Commission (1909-Present): Study of a Language Criterion Through Film Classification N°d’ordre NNT : 2016LYSE2084 THESE de DOCTORAT DE L’UNIVERSITÉ DE LYON Opérée au sein de L’UNIVERSITÉ LUMIÈRE LYON 2 École Doctorale : ED 484 Lettres, Langues, Linguistique et Arts Discipline : Études anglophones Soutenue publiquement (ou à huis clos) le 26 septembre 2016, par : Julie VILLESSECHE The Board and the Commission (1909-present): Study of a language criterion through film classification. Devant le jury composé de : Jean-Rémi LAPAIRE, Professeur des universités, Université Bordeaux 3, Président Kristy Beers FÄGERSTEN, Professeure des universités, Söderstön University, Rapporteure Sue HARRIS, Professeure d’université, University of London, Rapporteure Jim WALKER, Maître de conférences, Université Lumière Lyon 2, Examinateur Jean SOUBRIER, Professeur des université, Université Lumière Lyon 2, Directeur de thèse Thèse The Board and the Commission (1909-present): study of a language criterion through film classification. Julie Villessèche. 2016 Université Lumière Lyon 2 U.F.R des Langues Département d’Etudes du Monde Anglophone Ecole Doctorale 3la CRTT (Centre de Recherche en Terminologie et Traduction) Doctorat en Etudes Anglophones 2 Université Lumière Lyon 2 U.F.R des Langues Département d’Etudes du Monde Anglophone Ecole Doctorale 3la CRTT (Centre de Recherche en Terminologie et Traduction) Doctorat en Etudes Anglophones The Board and the Commission (1909-present): study of a language criterion through film classification. Julie Villessèche. Supervisors: Jean Soubrier, Université Lumière Lyon 2. Jim Walker, Université Lumière Lyon 2. Members of the jury: Kristy Beers Fägersten, Södertörn University, Sweden. Sue Harris, Queen Mary University, United Kingdom. Jean-Rémi Lapaire, Université Bordeaux-Montaigne 3, France. 3 4 ACKNOWLEDGEMENTS Now I have written this thesis, I am convinced that it would not have been possible without the support and kindness of people around me. They have allowed me to grow into the researcher-apprentice I have been for the past three years. Thus, firstly, I thank my supervisors for believing such a subject had a chance to flourish into a research, and for trusting me at all times. I also thank my University, and especially my Doctoral School, l’Ed 3la, for giving me the chance to accomplish this thesis, thanks to a doctoral contract; the English department, for letting me teach during two years, and thus, discover the other side of a researcher’s work; and my research laboratory, the CRTT (Centre de Recherche en Terminologie et Traduction), for supporting the projects in which I was involved. I am thankful to Sue Harris, for welcoming me in the Film Studies Department of Queen Mary University (London) for three months and for also accepting to be a rapporteur and member of my jury. My thanks also go to Kristy Beers Fägersten, who agreed as well to be one of my rapporteurs and member of my jury, and to Jean-Rémi Lapaire, for allowing this jury to be complete by his presence. I would like to thank all the people who welcomed me in The National Archives (Kew) and (Pierrefitte-sur-Seine), and at the Municipal archives of Lyon. I would like to personally thank the two members of the BBFC – Jacob (Sorry, for not giving your name) and Edward Lamberti, who gave me access to the film files. It also goes without saying that all this would not have been possible without the help and advice of Jonny Davies (BFI Archives). This work would not have been possible without the kindness of Pierre Chaintreuil and Jean-François Théry, who took time to answer my questions about the work of the Commission. And, of course, I thank Pierre Frank, Claude Brenez, Jean-François Tardy, Barbara Dent and Gauthier Jurgensen, for agreeing to meet me. If this thesis is today of ink and paper, it is also thanks to: - My dear proofreaders, who helped me on short notice, without a dash of complaint: Michaël Gauthier and Adam Renwick. - My lovely sister, for creating the image of the Popcorn Times, and for proofreading my interviews: Oriane Villessèche. 5 - My colleagues and co-organisers of the Sociolinguistics Summer School 7, who have been understanding for my half-presence at the conference. But, if all this is possible today, it is thanks to my parents, sisters and brothers, who have been there for me for three years, who have never doubted me and who have carried me through the most difficult times. 6 7 TABLE OF CONTENTS. Welcome, dear reader. ............................................................................................... 11 A few words: the main information you will need on this journey… .................. 11 A word of introduction .............................................................................................. 12 Why am I here? ..................................................................................................... 12 Time for questions. ............................................................................................... 16 Establishing a plan ................................................................................................ 19 Part I: Spiderman or spinning a theoretical web. 23 Chapter 1: Falling into the rabbit hole… Delimiting the contours of my analysis. ..................................................................................................................... 24 1.1. The perks and drawbacks of comparison. .................................................. 25 1.2. What does film classification have to do with sociolinguistics? ................ 35 1.3. Translation: when linguistics and film studies match… ............................ 48 Chapter 2: Pardon my French… What is Language for film classification? ............ 54 2.1. What the heck are we talking about? ......................................................... 55 2.2. Bad language = swearing? ......................................................................... 61 2.3. What is the ‘language criterion’? ............................................................... 70 Part II: Doctor Who or recounting the history of film classification. 75 Chapter 3: Following a White Paper Trail. Methodology and the field. ................... 76 3.1 Archives are measured in kilometers. ........................................................ 76 3.2. Archives in methodology: Historical sociolinguistics. .............................. 91 3.3. Completing archives? Interviews. ............................................................ 100 Chapter 4: Becoming national (1909-1970s). ......................................................... 107 4.1. National Control required. ....................................................................... 107 4.2. 1909-1945: Becoming national. ............................................................... 112 4.3. 1945-1980: Re-ajusting to new needs? .................................................... 119 Chapter 5: Keeping credibility alive and breathing (1980s-…) .............................. 128 5.1. Under the 1980s wind: the long road from censorship to classification. ...................................................................................................... 129 5.2. Under the 1990s tempest? ........................................................................ 136 5.3. Facing new threats? (2000-…) ................................................................. 142 8 Part III: Milo James Thatch or exploring a new sociolinguistic area. 147 Chapter 6: Building a language criterion? .............................................................. 148 6.1. Taking exceptions: objection, your honour! ............................................ 149 6.2. The incredible case of the observations on scenarios. ................................ 162 6.3. Methods of work: parting ways................................................................... 176 Chapter 7: Degrees or not degrees… Negotiating the unspeakable? ...................... 180 7.1. Negotiating the linguistic content… 1960s BBFC cases. ........................... 181 7.2. VOSTFR and VF: what disappears through the translation process........... 190 7.3. Negotiating the classifications: linguistic adjustments. .............................. 203 Chapter 8: Deconstructing the language criterion? ................................................. 211 8.1. Counting exercices: the Villain figure. ....................................................... 212 8.2. French classification: when does the language count? ............................... 222 8.3. Status, attitude, risks. .................................................................................. 229 A word of conclusion .............................................................................................. 239 General overview ............................................................................................... 239 And now? ........................................................................................................... 243 Annexes 245 Annex 1: BBFC Reports (1913-31) ........................................................................ 246 Annex 2: Transcriptions .......................................................................................... 269 Annex 3 : Summary in French ................................................................................ 513 Introduction ............................................................................................................. 514 Partie I: Les contours théoriques ...........................................................................
Load more

Recommended publications
  • Happy Families Card Game Instructions
    Happy Families Card Game Instructions Fabian ripraps curiously if epiglottic Lowell faffs or paralyzes. Fonsie inciting abroad. If sequacious or connaturally,bacchanalian howWaldemar mingy isusually Toddy? stultifying his hodgepodge express indiscreetly or snoozes lyingly and Download Happy Families Card Game Instructions pdf. Download Happy Families Card Game youInstructions need a basisdoc. Success for a dealer in the Get families another game card continues of happy until game all forages this with library a father initializes card tobeacon discard, and phonicstagging andconcepts four cards and memory. here. Pill Doing the game this forare many not the families player cardon the instructions entire family printed sets onis importantthe turn you theask leftfor example,to identify takethe peoplethe biggest can! differencePatanjali family appears card to of collect. families Families game thathave you to playcan behappy acknowledged card from familiesby the suit game can is be a playedgood at by the selecting site. Paper shapes when or the three, happy you families can be thegame animals. instructions Toddlers printed who on has back the of gamecards facefor each down other in french, please but change be the skin top color card andgame where two otherteachers please pay eg. it your Quartet hand does which the you happy have card Acknowledgeddone a quartet. byDesigned one card to deck, enjoy he and holds happy all cardthese instructions examples haveprinted been on thelabels times. and Suitsto shed. of game for tothe a fourhappy matching game instructionscolours, not printed only two, on theyreading are aboutmr bit yourafter keymy bookto form making to play. your Meant best to to allow find! Mostthe like fourfamilies he hasinstructions the card.
    [Show full text]
  • CONGR.ESSION AL RECORD-HOUSE. }Lay 31, Bill 2104 Th::Tt We Had up a Few Days Ago, the Purpose of Which 1\Ir
    .7234 CONGR.ESSION AL RECORD-HOUSE. }lAY 31, bill 2104 th::tt we had up a few days ago, the purpose of which 1\Ir. 1\IADDEN. Then let us amenu it so that it will say so. i to increa e the salaries of the boiler inspectors. If there is 1\fr. GARRET'".r of Tennessee. For the time being I make a not to be any oppo ition to that bill, it bus been on the calendar point of order on the re olution. for many months, and the department is very much desirous Mr. MADDEN. I do not think the point of order is well taken· to have the legislation enacted. I think the resolution simply asks for facts. It does not ask fo~ 1\Ir. SMOOT. I will say to the Senator from Mississippi that an opinion. It a ks for information which ought to be in I received in thi morning's mail a number of communications pos e sion of the department to which the re olution i ad­ upon the que tion of steamboat inspectors. I have not yet had dresseti. time to reati them, anti I want the bill to go over at least until The SPE..i.KER. What does the gentleman say about this I can exnmiue the letters which I have already received. language: l\Ir. V .A.RDAMAN. I am not going to urge the consideration That the Interstate Commerce Commi sion be requested to report to of the measure at this time, but it is very necessary that it shall the House the number of men in the s ervice of the commission liaWe to be passed.
    [Show full text]
  • Card Games to Play7
    Card Games to play7 Great Classic Card Games for Children Many classic card games are appropriate for young children, and the simplest can be played by kids as young as 3 years old. | Source 1. Memory (Concentration) • Ages: 3+ • Players: 2–4 How to Play 1. Deal out all the cards facedown on the table. 2. Players take turns to flip over 2 cards. If they flip over a pair that matches, they win the pair and get to have another go. If not, the next player takes a turn. 3. If you are playing with a standard set of cards, you can either allow matching the same number and same colour card or just the same value. 4. At the end, the player with the most cards wins. Variations You can also play Memory as a one-player game. Use a timer to try and get as many pairs as possible in 3 minutes. Try and beat your own score (or someone else's). 2. Snap • Ages: 3+ • Players: 2–6 (best with 3 or more) How to Play Play Snap with traditional playing cards, or buy a set of themed Snap cards. Themed Snap can be especially fun for children, and you can choose a theme to suit their interests (or to teach them numbers, maths or specific words). 1. Deal out the cards around all the players so each player has a pile of cards which they place facedown. 2. The first player turns over the card at the top of their pile and starts a pile in the centre.
    [Show full text]
  • The Effective Use of Games in the German As a Foreign Language (Gfl) Classroom
    THE EFFECTIVE USE OF GAMES IN THE GERMAN AS A FOREIGN LANGUAGE (GFL) CLASSROOM Marion Ulrike Greiner A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2010 Committee: Geoffrey C. Howes, Advisor Kristie Foell ii ABSTRACT Geoffrey C. Howes, Advisor This thesis considers the reasons why language learning games are a powerful and effective language teaching tool. It defines the term “language learning game” and examines its typical characteristics. The thesis also discusses the different types of language learning games. Language learning games are commonly understood to have motivational and enjoyable aspects. Despite cognitive and neurological evidence the instructional effectiveness of language learning games is still questioned by critics. This thesis strongly states that necessary research is missing to convince critics of games’ instructional value. Individual subchapters consider the implications of using language learning games in terms of the teacher’s role, the student’s role, productive error correction and cost-effectiveness. The thesis also discusses practical issues of how to make language learning games actually work in class. These include in-class organization, useful language for playing and organizing games, forms of classroom interaction and classroom setting. In addition to a presentation of decisive factors for the suitability of games, potential problems in the classroom are also discussed. In this thesis the author also presents a collection of accuracy-focused and fluency-focused language learning games that allow teachers to help students develop communicative competence in the foreign language. iii ACKNOWLEDGMENTS I am deeply grateful to many individuals who supported me while writing this thesis.
    [Show full text]
  • WW1 Games We May Have Played on the Home and Western Fronts
    WW1 Games We May Have Played On the Home and Western Fronts Examples of games on display or described: Halma Tyrolean Roulette Happy Families Dominoes An old, complete set with A modern version, bought in a Two sets, one new, both by J A ‘new’ set of Jaques’ boards and ‘men’ mountain bar in Italy Jaques featuring the Tenniel double-nines, with images spinners Nine Men’s Morris The Invasion of Europe: The Shut the Box Trencho (see Nine Men’s Great War Game Morris) A modern pocket-sized A modern wooden version, by version of the old game P66/67 in ‘Play the Game’ Jaques P 62/3 in ‘Play the Game’ Crown & Anchor Chess: The classic ‘game of Snakes & Ladders Reversi Kings’ P 95 in ‘Play the Game’ P 22/3 & 91 in ‘Play the Game’ Modern-day Othello A Jaques ‘Staunton’ set dating from 1870s Mancala A modern commercial version The list of possible contenders for inclusion would obviously have to feature such ‘classics’ as Chess, Draughts Backgammon and the many card games. The following selection concentrates more on the rather less-well-known games, or those with interesting histories. The presentation finishes with a range of games-related images and photographs Halma Originally invented over a hundred years ago, this race game, a forerunner of the modern Chinese Checkers, involved skill and fun to get all your ‘men’, (13 or 19 depending on how many were playing), from their starting positions at one corner of the 16 x 16 squared board to the opposite corner. One step (or leap if an opponent got in the way) is taken in any direction at a time, blocking the opposition’s progress where possible.
    [Show full text]
  • Context Tasks to Complete You Will Need: Session 3 Play a G Am E Playing Games with Friends Or Family Is a Fun Experience! Many
    Context Tasks to complete You will need: Playing games with friends or Research Board Games. Research: family is a fun experience! What was the first Board Paper/pencils/pens Many people enjoy the Game and when was it Internet. challenge of winning the game invented? Board Games: whilst others like to learn new Think about some of the Any Board Game- games or improve personal people you have studied in Monopoly, Scrabble, scores. history lessons – what games Chess, Draughts, Lots of people, especially did they like to play? Cluedo, children, enjoy playing games What are the benefits of Frustration, Snakes and Ladders etc. on the computer but a board playing board games? Any Boxed Game: game or card game can be How many board games do Guess Who?, much more fun! you know? Make a list. Buckaroo, Operation, All games have their own rules Connect 4 etc. but they all share some Play a Board Game/Boxed important rules: Game: Card Games: Any Card Game: 1. All players need to Choose a game that you have Snap, Top Trumps, understand the rules of at home or Uno etc. the game Print off a ready made board A pack of Playing 2. You need to take turns game Cards when playing a game. (see ideas attached) 3. You must not cheat Find someone to play with. Session 3 Session Play a Game a Play when playing a game – Check and agree the rules this spoil the fun for (sometimes it’s a good idea everyone to agree a time limit on some 4.
    [Show full text]
  • Parenting Resource for Enhancing and Practicing Executive Function
    Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence Introduction Executive function and self-regulation skills provide critical supports for learning and development. Just as an air traffic control system at a busy airport manages the arrivals and departures of many aircraft on multiple runways, For more resources on executive function skills allow us to retain executive function from the Center on the De- and work with information in our brains, veloping Child, please focus our attention, filter distractions, go to: developingchild. harvard.edu and switch mental gears. There are three basic dimensions of these skills: n Working memory — The ability to hold informa- In infancy, interactions with adults help babies tion in mind and use it. focus attention, build working memory, and manage reactions to stimulating experiences. n Inhibitory control — The ability to master Through creative play, games, and schoolwork, thoughts and impulses so as to resist tempta- children practice integrating their attention, tions, distractions, and habits, and to pause and working memory, and self-control to support think before acting. planning, flexible problem-solving, and sus- n Cognitive flexibility — The capacity to switch tained engagement. By high school, students gears and adjust to changing demands, priorities, are expected to organize their time (largely) or perspectives. independently, keep track of their assignments, and manage projects to completion. These skills help us remember the information we need to complete a task, filter distractions, resist As children develop these capacities, they need inappropriate or non-productive impulses, and practice reflecting on their experiences, talking sustain attention during a particular activity.
    [Show full text]
  • Executive Function Activities for 5- to 7-Year-Olds
    Executive Function Activities for 5- to 7-year-olds Games can exercise children’s executive function and self-regulation skills—and allow them to practice these skills—in different ways. At this age, children start to enjoy games that have rules, but do so with widely varying levels of interest and skill. Since an important aspect of developing these skills is having a constant challenge, it’s important to choose games that are demanding but not too hard for each child. As the child players become familiar with these games, try to decrease the adult role as soon as possible; the challenge is greater for children if they remember and enforce the rules independently. Just be prepared with some techniques for negotiating conflict. Flipping a coin or drawing a straw are some methods used by Tools of the Mind, an early education program designed to build self-regulation. Card games and board games n Games that require fast responses and n Games that require players to remember monitoring are also great for challenging atten- the location of particular cards are great at tion and inhibition. Snap and Slapjack are card exercising working memory. At the simplest games that fall into this category. Perfection level, there are games such as Concentration, draws on similar skills. in which children uncover cards and have to n Any board game that involves some strategy remember the location of matches. At a more provides important opportunities to make and complicated level are games that require track- hold a plan in mind for several moves ahead, ing types of playing cards as well as remem- consider the varying rules that govern differ- bering their locations, including Go Fish, Old ent pieces, and adjust strategy in response to Maid, Happy Families, and I Doubt It.
    [Show full text]
  • Download File
    Governing Masculinity: How Structures Shape the Lives and Health of Dislocated Men in Post-Doi Moi Vietnam Le Minh Giang Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 @2012 Le Minh Giang All Rights Reserved ABSTRACT Governing Masculinity: How Structures Shape the Lives and Health of Dislocated Men in Post-Doi Moi Vietnam Le Minh Giang Since the start of Doi Moi (Renovation) over twenty years ago, Vietnam has increasingly opened its society and economy to the global capitalist economy and culture. The country has witnessed numerous changes in all aspect of everyday life, affecting individual men and women, their relationships with each other, and their relationships with other social and political institutions. My dissertation explores the challenges that three groups of dislocated men – men who were migrant laborers from a rural setting; men who were among the first methadone patients in the country; and men who sold sex to other men in Hanoi – were facing as they were struggling to build their manhood and to establish (or reject) aspects of culturally prescribed masculinities in post-Doi Moi Vietnam. I focus on their experiences with three structures, namely the market- bound socialist state, the fledgling capitalist market, and the patriarchal family, that together shape these men’s everyday life struggles, their ethics of the self (especially their imagining of themselves as trụ cột gia đình, the pillar of the family), and ultimately their lives and health. I argue that in the context of post-Doi Moi Vietnam, these three powerful structures constitute, and are constituted by, the political economy of the male body, and that this relationship between structure and the body are best represented in the experiences of the men in this study.
    [Show full text]
  • Beggar My Neighbour
    Beggar My Neighbour Beggar My Neighbour is one of the all-time favourite children's card games. It is an exciting game of luck, best played to a time limit. The rules are below: Number of Players: 2 – 6 Age Range: 6+ Cards: For two or three players, one standard deck of cards can be used. Any more than three players will require two decks. Instructions: All the cards are dealt, one by one, around the group, until there are none left. It does not matter if some players have more cards than others. Each player collects his cards in a face-down pile and does not look at them. To start, the person to the left of the dealer places his top card face-up in the centre. Then the game moves around clockwise, with each player adding one card to the central pile until someone turns up an Ace, Knave, Queen or King. The player who turns up one of these cards can then demand payment from the next player: An ace earns four cards A King earns three cards A Queen earns two cards A Knave earns one card These payment cards are each placed on the central pile. If an Ace, King, Queen or Knave is turned up, then the next player to the left has to pay the required amount of cards, and so on. This continues until a payment is complete without Aces or Court Cards. Then, the last player who turned up an Ace or Court Card takes the whole central pile and puts it at the bottom of his own.
    [Show full text]
  • Child​ ​Development​ ​At​ ​A​ ​Glance
    Child Development at a Glance ​ ​ ​ ​ ​ ​ ​ ​ Areas of Physical Social & Emotional Language Cognitive ​ ​ ​ ​ ​ ​ Development ● Need lots of physical activity and ● Likes to help, cooperate, follow rules. ● Literal use and ● Likes to copy and repeat activities. Younger ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ free play. ● Wants adult approval. understanding of ● Often sees only one way to do things. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 5 years ● May still be awkward with writing ● Needs routines, words. ● Bound cognitively by their senses - what ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and small movement. ● Responds well to clear and simple ● Likely doesn’t talk very they can see, hear, touch, feel, taste. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Better control of running and rules, expectations and consequences. much about school ● Not ready to understand abstract ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ jumping. ● Can have difficulty seeing things from happenings. concepts. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Hold pencil with 3 fingered, another’s perspective. ● Think out loud. ● Learn best through active play and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ pincer-like grasp. hands on activities. ​ ​ ​ ​ ​ ​ ● May fall out of chair sideways. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Vary pencil grasp. ● Oppositional; testing limits. ● Uses more words than ● Makes many mistakes and recognizes Older ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ● Tires easily and tends to be ● Behave wonderfully
    [Show full text]
  • Sharpening Skills at Home- Suggested Learning Activities
    Sharpening Skills at Home- Suggested Learning Activities Grade Level Reading/Writing Math Science Social Science PE Music/Art Commented [MB1]: u Primary (pre-K Draw or write in Cook with Observe and draw a Draw a map of your Draw pictures Make up a to 2) your journal to your family- particular plant each home. Label rooms of everything song about show what you use day and show and objects in your you eat, label your favorite did each day. measuring changes that take home. and write place or utensils and place in your sentences to person to Draw and label follow recipe drawings. You can Draw a picture of tell us about visit. pictures for your (with adult include insects and how you get from your pictures. teacher that supervision). animals that you your house to your Listen to describes your might see around the street. Label the Draw pictures songs and favorite parts of Practice math plant. pictures. of the exercise draw pictures school. facts. you are that show us Keep a calendar and Organize a shelf or getting each how the song Draw and label Create a plan draw the weather drawer in your day. Use makes you pictures of your to adopt a each day, have child home. labels and feel. friends. pet..what verbally describe sentences to does your pet what they see. If available, watch tell us about Create a one Draw pictures look like? The History Channel your pictures. pager that show or What will you If available, watch or another social describing a describe what in need, food, Animal Planet or studies related book you your favorite housing, care, another science station (or read, movie book that you etc.? related station (or something that or tv show have with you.
    [Show full text]