Choose the letter (A, B, or C) that is followed by a sentence in which the underlined irregular verb is used correctly
a. Have you ever meeted our wonderful plumber, Ernie?
b. Have you ever met our wonderful plumber, Ernie?
c. Have you ever meat our wonderful plumber, Ernie?
b
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Vocabolario. Scegli la parola corretta tra parentesi per completare le frasi.
Antonio, tuo fratello Roberto è più piccolo di te? No, lui è il mio fratello (minore / maggiore).
Match each of the questions in the left-hand column with the most appropriate response in the right-hand column. Write the letter of the response in the space provided.
1. Quale parte del corpo usi per ascoltare la musica? ____ 2. Perché non sei venuto alla festa? ____ 3. Cosa hai fatto per le vacanze? ____ 4. Che tempo faceva in montagna?____ 5. Che tipo di dentifricio usi? ____ 6. Ti sei lavato le mani? ____ 7. Che cosa ti è capitato? ____ 8. Di che colore sono i tuoi occhi? ____ 9. Ti sei tagliata i capelli? ____ 10. Quale parte del corpo usi per odorare un profumo? ____ a. Preferisco quello di marca Colgate. b. Perché mi faceva male la testa. c. Sì, sto bene con i capelli corti. d. Sì, ho usato il sapone antibatterico. e. Il naso. f. Una sfortuna! Mi sono rotto la gamba! g. Sono andato a sciare. h. Le orecchie. i. Sono azzurri. j. Faceva freddo e c’era molta neve.
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. According to the passage, when boys do poorly in school, they are likely to claim that the reason is a. they were unable to do the work. b. they were afraid to ask for directions. c. they just didn't make an effort. d. they got no help from the teacher.
Read the following passage and then mark each statement about the text as richtig (R) or falsch (F).
Martin Weber ist sechsundzwanzig Jahre alt. Er kommt aus Heidelberg, aber er hat einen Job in Mannheim. Auch studiert er in Mannheim an der Abendschule. Dort macht er einen Online-Marketing-Kurs. Es ist siebzehn Uhr fünfundfünfzig und Martin sucht Hörsaal neunundvierzig. Der Kurs beginnt schon um achtzehn Uhr! Er fragt eine Studentin: „Hallo! Ich suche Hörsaal neunundvierzig. Bin ich hier richtig?“ Die Studentin antwortet: „Nein, das hier ist Hörsaal dreiundvierzig. Geh da vorne an die graue Tür. Das ist Hörsaal neunundvierzig.“ Martin geht an die graue Tür. Er macht die Tür auf und geht hinein. Die Tür knallt zu. Ein Mann dreht sich um und fragt Martin: „Was machen Sie da? Was suchen Sie? “ Martin antwortet: „Ich suche meinen Online Marketing Kurs. Sind Sie Professor Fuchs?“ Der Mann antwortet: „Nein, ich bin Dr. Reinhardt und das hier ist mein Mathematikkurs.“ Dann sucht Martin Zimmer neunundvierzig. Er geht in das Zimmer. Es ist achtzehn Uhr und Professor Fuchs steht im Hörsaal und sagt: „Willkommen! Hier ist der Online-Marketing-Kurs. Hier sind Sie richtig. Nehmen Sie bitte Platz!“ 1. His class starts at 17:55 (i.e., 5:55 P.M.). 2. A female student tells Martin he is in the right place. 3. The door slams shut after Martin enters the room with the gray door. 4. Professor Fuchs teaches a math course. 5. Martin’s professor welcomes him to the course.