Use coordination and subordination to combine the groups of simple sentences below into one or (in most cases) two longer sentences. Omit repeated words. Since a variety of combinations is possible, you might want to jot several combinations on your paper. Then read them aloud to find the combination that sounds best. Keep in mind that, very often, the relationship between ideas in a sentence will be clearer when subordination rather than coordination is used.
• Debbie felt nervous and out-of-place at the party.
• She sat by herself at the end of the couch.
• She didn’t want people to feel sorry for her.
• She kept a strained smile on her face.
Because Debbie felt nervous and out-of-place at the party, she sat by herself at the end of the couch. She didn’t want people to feel sorry for her, so she kept a strained smile on her face.
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Los cuadros en este museo __________ del siglo XIV.
a. aprecian b. simbolizan c. datan
Duras s’est engagée contre la guerre d’Indochine.
Vrai/Faux
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. Teacher-fronted interaction works well at all levels of instruction. a. true b. false
ESTRUCTURAS Y VOCABULARIO (50%)Las clases. Yolanda participa en un juego con su hermana menor Tere acerca de sus asignaturas. Yolanda le dice lo que aprende y Tere adivina (guess) cuál es la asignatura. Completa las oraciones con la palabra adecuada. (¡OJO! Write only one [1] word in each blank. Do not repeat any vocabulary items that you provide or that may be already provided in the dialogue.) YOLANDA: Pues, tomo cinco clases y en mi primera clase aprendemos acerca de algunas enfermedades (illnesses) mentales. También tenemos que leer a Freud y a Pavlov. TERE: Pues, tiene que ser (1) _____________________________________.YOLANDA: Sí, ¡muy bien! En mi otra clase leemos las novelas de Edgar Allan Poe, Virginia Woolf, Ernest
Hemingway…TERE: ¡Ah! Sí, tu clase es (2) ___________________________________, ¿verdad? YOLANDA: ¡Así es! Bien, en mi otra clase aprendemos sobre el pasado y analizamos la vida de personajes que vivieron en los siglos (centuries) XIV y XV.TERE: ¡Es muy fácil! Es (3) ______________________________________.YOLANDA: ¡Claro! En mi clase de las tardes visitamos museos y aprendemos de pintores como El Greco, Rivera, Monet y Picasso. YOLANDA: Hmm. Es (4) __________________________________, ¿no?TERE: Pues, sí. Mi última asignatura es muy difícil porque no me gustan las matemáticas, pero es obligatoria. En esta clase usamos letras, números, problemas como 4x2 + 4 = 20. YOLANDA: ¡Ah! Es (5) ____________________. Pero ¡es fácil!TERE: Pues eso es porque a ti te gustan las matemáticas, pero yo no las entiendo muy bien. Bueno, Tere, tengo que ir a mi clase porque empieza en diez minutos. ¡Te llamo más tarde!(3) Fill in the blank(s) with the appropriate word(s).