Alice et son amie Élisabeth vont faire la cuisine ensemble. Complétez leur conversation en ajoutant les éléments qui manquent.
Alice: Zut! Il n’y a rien à manger. On commande une pizza?
Élisabeth: Ce n’est pas la peine — on va s’inventer (1) ____________________
(a dish).
Alice: Euh, je ne suis pas très (2) ____________________ (gifted / talented) pour la cuisine, mais dis-moi ce que je dois faire.
Élisabeth: Voyons… OK, je (3) ____________________ (will explain it to you). D’abord, tu prends (4) ____________________ (a frying pan).
Alice: (5) __________________ (The one) qui est sur (6) ____________________ (the stove)?
Élisabeth: (7) ____________________ (You make me laugh)! Prends quelque chose de plus petit! Alors, ensuite, nous allons (8) ____________________ (brown) ces oignons et ce poulet avec du curry. Puis, nous allons y mettre des morceaux de ces vieilles pommes qui ne sont plus tellement mangeables. Non, (9) ____________________ (those) -là!
(10) ____________________ (Do you get it)? Maintenant, tu
mets (11) ____________________ (the cover). Tu
(12) ____________________ (let cook) tout (13) ____________________ (that), et quand c’est cuit, nous allons y (14) ____________________ (pour) un peu de crème. Et voilà! Nous nous sommes bien
(15) ____________________ (got along / managed), n’est-ce pas?
Alice: Mais oui, c’est délicieux! Ça n’a (16) ____________________ (nothing to do with / is nothing like) une pizza congelée. J’appelle ça le «Poulet
cas d’urgence»! Quand j’aurai mon propre chef de cuisine, je
(17) ____________________ (will have him make it) pour moi!
Élisabeth: Cool! Tu (18) ____________________ (will make me) célèbre!
1. un plat
2. douée
3. te l’explique / te l’expliquerai
4. une poêle
5. Celle
6. la cuisinière
7. Tu me fais rire
8. faire dorer
9. celles
10. Tu piges / Tu y es / Tu vois ce que je veux dire / Tu comprends
11. le couvercle
12. laisses cuire
13. cela / ça
14. verser
15. débrouillées
16. rien à voir avec
17. le lui ferai faire
18. me rendras
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At first, the politician boasted that he had a spotless record, but he later admitted to some youthful peccadilloes.
Each of the following sentences contains a word whose meaning can be determined from context. Select the choice that most clearly states the meaning of the underlined word as it is used in the sentence. a. mistakes b. ancestors c. profits d. activities
The Industrial Revolution refers to the social and economic changes that occurred when machines and factories, rather than human labor, became the dominant mode for the production of goods. Industrialization occurred in the United States during the early and mid-1800s and represents one of the most profound influences on the family. Before industrialization, families functioned as an economic
unit that produced goods and services for its own consumption. Parents and children worked together in or near the home to meet the survival needs of the family. As the United States became industrialized, more men and women left the home to sell their labor for wages. The family was no longer a self-sufficient unit that determined its work hours. Rather, employers determined where and when family members would work. Whereas children in preindustrialized America worked on farms and contributed to the economic survival of the family, children in industrialized America became economic liabilities rather than assets. Child labor laws and mandatory education removed children from the labor force and lengthened their dependence on parental support. Eventually, both parents had to work away from the home to support their children. The dual-income family had begun. During the Industrial Revolution, urbanization occurred as cities were built around factories and families moved to the city to work in the factories. Living space in cities was crowded and expensive, which contributed to a decline in the birthrate and to smaller families. The development of transportation systems during the Industrial Revolution made it possible for family members to travel to work sites away from the home and to move away from extended kin. With increased mobility, many extended families became separated into smaller nuclear family units consisting of parents and their children. As a result of parents' leaving the home to earn wages and the absence of extended kin in or near the family household, children had less adult supervision and moral guidance. Unsupervised children roamed the streets, increasing the potential for crime and delinquency. From this passage, you can conclude that a. the Industrial Revolution led to stronger and larger American families. b. children who lived on farms were less mature and independent than thosereared in the cities. c. improved means of transportation encouraged mothers to stay home withyoung children. d. many of the problems with American families came about since theIndustrial Revolution.
Gramática Ensayo para la clase de ecología: Conclusiones Para la última parte del ensayo, tienes que hacer predicciones del futuro de acuerdo con lo que aprendiste. Elige la opción apropiada que complete apropiadamente tus conclusiones.El calentamiento global es un problema 1. que / el que / cuyos efectos pueden ser muy graves. Las consecuencias 2. que / las que / quienes se citan con mayor frecuencia incluyen la pérdida de glaciares, un aumento en el nivel del mar, la pérdida de muchas especies y una reducción en la calidad de vida humana. El activista 3. que / el que / con quien hablé dio varias recomendaciones para combatir el calentamiento global. 4. Que / Lo que / Quien recomendó primero es que recicláramos. Además de esto, recomendó varios productos 5. que / los que
/ cuyo son buenos para el medio ambiente, como bombillas compactas fluorescentes y envases 6. que / los cuales / quienes no malgasten papel y plástico. Para aquellas personas 7. que / las que / cuyos tienen más dinero, recomendó que instalen inodoros 8. que / los que / quienes usen menos agua. Aunque los efectos dañinos tardarán muchos años en llegar, es importante que reconozcamos que es un problema 9. por la que / por el que / cuyo necesitamos preocuparnos y que debemos empezar ahora a proteger el planeta 10. que / en el que / en la que vivimos.(3) Fill in the blank(s) with the appropriate word(s).
Conjugate the verb in parentheses in the imperfect subjunctive tense
Mis padres querían que yo (tocar) el piano, pero prefería la guitarra.