?PASO 1. El mensaje de texto de Emilia. Your friend Emilia is in Panama. She texted you but her cellphone is old and misses letters or words when she is typing. Complete the message using all the words from the list so you can read what Emilia wanted to share with you.
a cuadros
amarillas
blusa
molas
trajes de baño
vestido
?¡Hola! Estoy en Panamá de vacaciones. Ahora estoy en un centro comercial muy grande y quiero comprar ropa: una blusa ______________, dos ______________, y un
______________ a rayas. También pienso comprar unas ______________ para llevarlas como recuerdos. ¡Las hay de muchos colores-verdes, rojas, ______________, negras, rosadas-todas me encantan y no me puedo decidir! Ay amigo, qué difícil es ir de compras sin ti….Te extraño. Emilia.
Fill in the blank(s) with the appropriate word(s).
a cuadros / trajes de baño / vestido / molas / amarillas
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Une personne qui a un statut illégal s’appelle ________________________________.
Fill in the blank(s) with the appropriate word(s).
Research has shown that teacher-student interaction differs according to the gender of the student (the gender of the teacher does not seem to matter), although most teachers are unaware of any inequities. Studies consistently show that boys have more interventions with teachers than do girls. For example, it has been found that teachers are more responsive to the disruptive behavior of boys than
girls and more likely to reprimand boys. When children request attention, teachers generally respond to boys with instructions and to girls with nurturance. In addition, girls receive more attention when they are physically close to the teacher, whereas boys are given attention at a distance. It has also been found that the feedback received by boys and by girls on the intellectual quality of their work differs. For example, boys receive considerable criticism for failing to obey the rules, whereas girls receive criticism related to their performance. Boys attribute their failure to do well to lack of effort, whereas girls attribute it to a lack of ability. Do some girls, then, give up trying to succeed when they reach high school due to the responses their elementary teachers have given them? It is well established that girls generally perform better academically than boys in elementary school but falter in high school. For example, girls do not do as well as boys in science and math by the time they reach adolescence. In addition, girls typically take fewer advanced math classes than do boys in high school and college. Even though Title IX of the Educational Amendment Act of 1972 obliged schools to provide equal treatment for males and females, schools are still shortchanging girls according to a report by the AAUW. Although more girls are now involved in athletics, the contributions and experiences of females are not as visible as are those of males in textbooks. Furthermore, the pace of change is slow in gender-segregated enrollment patterns in vocational education, with girls primarily enrolled in office and business-training programs, and boys in programs leading to higher-paying trade jobs. Sexuality and the realities of sexual activity (pregnancy, disease, rape) are rarely discussed in schools, although, by law, sexual harassment is defined and consequences delineated. Teachers must be trained to foster assertive and affiliative skills in both girls and boys. School curricula and textbooks should be monitored for gender stereotypes and provide positive role models for both girls and boys. In the third paragraph, the word falter means a. to perform effectively. b. to operate ineffectively. c. to drop out. d. to work hard.
aparato que ayuda a oír: _____________________
Write the words or phrases that correspond.
What does the author ask readers to do in order to make room for conversation?
a) Create “sacred spaces” and “device-free zones.” b) Begin “conversational Thursdays” at work. c) Listen to one another. d) All of the above