Fill in the blanks with the appropriate form of the verbs to complete Isabel’s message to Patricia.
Hola, Patricia:
Es extraño que tú no ____________________1 (poder) asistir a mi concierto este fin de semana. No creo que ?????????????????? 2 (tú: estar) enferma y estoy segura de que no ____________________3 (tú: tener) planes para salir con otros amigos. Yo sé que no te _________________4 (gustar) la música clásica, pero creo que _________________5 (deber) asistir. Sé que __________________6 (ir) a ser un concierto muy interesante. Puedes pedirles a tus amigos que ????????????? ???7 (asistir) también. Si no asistes a mi concierto, es probable que mis otras amigas no _____________________8 (querer) que tú y yo seamos amigas después de esto.
?
1. puedas
2. estés
3. tienes
4. gusta
5. debes
6. va
7. asistan
8. quieran
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Familia de palabras. Rellena el siguiente cuadro siguiendo el modelo. Modelo: el cruce cruzar cruzado NombresVerbosAdjetivos y participios pasados el crecimiento (1b) (1c) (2a) (2b) sabroso la congoja acongojar(se) (3c) el desvanecimiento (4b) (4c) la mudanza (5b) (5c) (2b)
Fill in the blank(s) with the appropriate word(s).
Which statement is true about agreement with "you?"
A) The pronoun "you" uses the singular verb since it is singular. B) The pronoun "you" uses the plural verb, even though it is singular. C) The pronoun "you" uses the singular verbs "be" and "is."
Cuando era muchacha. Olivia writes a letter to a friend describing what she used to do as a young girl. Complete the following sentences by conjugating the verb in parentheses with the correct form of the imperfect or preterite tense.? Nosotros ______________________________ (divertirse) mucho ese día.
Fill in the blank(s) with the appropriate word(s).
1 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows, listening and taking notes? Or are students sitting at tables in groups of four and five, discussing a problem they are trying to solve while the professor moves from group to group to answer questions? More than likely, the first arrangement came to mind when you thought of this classroom. This situation represents the most common classroom interaction, the one which is most familiar to all of us. 2 Researchers who study classroom interaction would describe the first arrangement with a professor lecturing as a teacher-fronted classroom. In a teacher-fronted classroom, the instructor's talk is most important. In these classrooms, the teacher decides the topics that will be discussed and also decides when a student will talk. Many students are comfortable with this kind of interaction and classroom organization because they have experienced it throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade teacher may tell a story about a zebra and then ask several questions such as, "What color is a zebra?" The students will then answer, "Black and white." Or the teacher may ask, "What letter does the word zebra start with?" and the students will answer, "Z." In these situations, the teacher already knows the answer to the questions. However, he or she asks these simple questions to help the students build their confidence and to help them learn how to participate in class. 3 The teacher-fronted classroom may work well at the lower levels, but it does not necessarily work well at the college level. Often, students in college would like to ask their own questions or introduce their own topics, especially when working on something difficult. They also may wish to have more detailed discussions which go beyond a question / answer organization. Finally, they may want to have discussions with fellow students in class as well as with their instructors. In contrast, a college professor may choose to use a teacher-fronted format simply because he or she has so much material that must be covered in a single lecture, and there is not enough time for long discussions in class. 4 The second scene, with students sitting in groups, is called a student-centered classroom. In this type of classroom organization, student talk, rather than teacher talk, is most important. Students have the opportunity to ask questions, start new topics and follow up with longer discussions with both classmates and teachers. Very often, in this type of classroom, students are seated in chairs at tables rather than seated in a row. They have the opportunity to move around as they complete their classroom assignments. This type of organization is often very popular with teachers and students, but it does create more responsibility for the instructor who has to participate in many different discussions and who must do much more planning to have a successful class. Student-centered classrooms can be difficult for instructors because a. the instructors don't have much of an opportunity to talk. b. the instructors have to plan carefully and engage in many discussions. c. the instructors often feel that they are not in charge of the class.