Campaña para jóvenes: Mensaje Decides participar en una campaña que intenta animar la participación de jóvenes en la vida cívica del país. Como primer paso, la organización necesita formular el mensaje de su campaña. Completa los espacios en blanco con la opción apropiada.
a. activismo juvenile. desempeñari. tasas de desempleob. analfabetismof. impulsark. tasas delictivasc. nos comprometemosg. pobreza d. deber cívicoh. política Nuestra organización existe para 1. ______ la participación de los jóvenes en la 2. ______ de nuestro país. Principalmente, queremos promover el sentido del 3. ______. Creemos que el 4. ______ es muy poderoso, ya que los jóvenes no suelen involucrarse en la política. Además de nuestra misión principal de participación cívica, nosotros 5. _____ con varias causas, pero las más importantes son las siguientes:· El 6. ______: Es algo que empieza en la niñez, pero tiene consecuencias serias para toda la vida. Este problema está muy relacionado con las 7. ______, ya que las personas que no saben leer no pueden 8. ______ ninguna función que requiera este conocimiento en un puesto de trabajo.· La 9. ______: Es un tema que afecta a todos, pero hay evidencia que los jóvenes pobres experimentan más dificultades en las escuelas. Esto resulta en elevadas 10. _______ entre la población pobre comparada con la población general del país.(3)
Fill in the blank(s) with the appropriate word(s).
Answer: d
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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.
Name the type of television show described. Do not name specific titles. Include an appropriate article.
1. Les participants essaient de gagner de l’argent ou d’autres prix. _____________________________________________________________________________ 2. Ces émissions passent souvent à la télé chaque jour et il y a beaucoup de conflits de famille et d’histoires d’amour dramatiques. _____________________________________________________________________________ 3. L’animateur/L’animatrice (host) parle avec ses invités, qui sont souvent des célébrités. _____________________________________________________________________________ 4. Des artistes utilisent l’animation pour créer ces émissions. Les enfants les adorent. _____________________________________________________________________________ 5. C’est une compétition entre des athlètes ou des équipes qui passe à la télévision. _____________________________________________________________________________ 6. Le sujet de ces émissions est souvent la vie privée quotidienne (daily) des participants. _____________________________________________________________________________
Complete the two dialogues below by formulating the questions, based on the underlined phrases in the responses. Use the appropriate interrogative expression + est-ce que or inversion, and tu or vous, as indicated.
Dialogue 1 : Céline rencontre une amie. (Use the pronoun tu and est-ce que.) 1. —______________________________________________________________________ —J’étudie la chimie. 2. —______________________________________________________________________ —J’ai quatre cours ce trimestre. 3. —______________________________________________________________________ —J’habite à la cité-U. 4. —_______________________________________________________________________ —Je travaille au resto-U du lundi au vendredi.
Answer the following questions based on the videos from “Capítulo 10” in one or more complete sentences
¿Adónde van Tobie y Javier en su excursión?