Inglese Sc. Ped.5

The train _____ when we got to the station. had just left. left. had leave. has just left.

_____ of my best friends called to give me their condolences for the immature loss of my mother. I was expecting more comprehension. Neither. None. All. Either.

Which of the following precedes the others in the sequence of learning?. beginning – ‘On Tuesday I went to London’; they use wh-words at the beginning with no inversion – ‘Who lives in Camden?’; and they move auxiliaries to get yes/no questions – ‘Will you be there?’ Typical sentences at this stage are ‘Yesterday I sick’ and ‘Beer I like’, in both of which the initial element has been moved from later in the sentence. Next come question-word questions such as ‘Where is he going to be?’; the third person grammatical morpheme ‘-s’, ‘He likes’; and the dative with ‘to’, ‘He gave his name to the receptionist’. At this stage the learners are starting to work within the structure of the sentence, not just using the beginning or the end as locations to move elements to. Another new feature is the third person ‘-s’ ending of verbs, ‘He smokes’. At the next stage, learners discover how the preposition can be separated from its phrase in English – ‘the patient he looked after’ rather than ‘the patient after which he looked’ – a phenomenon technically known as preposition-stranding, which is the antithesis of the prescriptive grammar rule. They also start to use the ‘-ing’ ending – ‘I’m reading a good book’. Next learners acquire the typical word order of the language. In both English and German this is the subject verb object (SVO) order – ‘John likes beer’, ‘Hans liebt Bier’. This is the only word order that the learners know; they do not have any alternative word orders based on movement such as questions. So they put negatives in the front of the sentence as in ‘No me live here’ and make questions with rising intonation such as ‘You like me?’, both of which maintain the basic word order of English without needing movement. In the next stages the learners discover how to move elements about, in particular to the beginnings and ends of the sentence.

That guy, _____ is sitting by the window, is my little brother. _. who. that. which.

It’s a beautiful jacket! The colour suits you too. It _____ a lot!. must to cost. must have cost. will cost. can cost.

You _____ buy a new car if you _____ enough money. can / save. can / have saved. could / will save. could / would saved.

Steve _____ less tired if he _____ to bed earlier in the evening. would be / goes. can be / went. would be / went. can be / went.

He _____ everyday if worked from home. won't have to commute. wouldn't have to commute. will have to commute. would have to commute.

We all learn in different ways, some prefer reading, other like images, or writing down and practising as much as possible... Using the same strategy or approach with people with different learning styles may not be effective. And of course, teaching children is not the same as teaching teenagers. According to the paragraph there are different ways to learn. How many does it list? And which are they?. There are several ways: reading, looking, writing and speaking. There are two ways: listening and writing. There are three ways: reading, listening and writing. There are two ways: reading and listening.

I can't go to my friend's party because I _____ to Scotland. travel. can travel. travelling. am travelling.

The Black Cab represents _____ of London’s cultural fabric just as Big Ben and Buckingham Palace do. a partial part. a symbol. the symbolest. the best symbols.

I apologize _____ the delay: I was held up _____ the traffic in the city centre. for / for. for / in. of / for. of / in.

What is the synonym for brave?. scared. fearful. fearless. afraid.

There ___ anyone in the building. It has been evacuated. won't be. can be not. can't be. will be.

Which of these is the earliest stage in the sequence of learning?. Next come question-word questions such as ‘Where is he going to be?’; the third person grammatical morpheme ‘-s’, ‘He likes’; and the dative with ‘to’, ‘He gave his name to the receptionist’. At this stage the learners are starting to work within the structure of the sentence, not just using the beginning or the end as locations to move elements to. Another new feature is the third person ‘-s’ ending of verbs, ‘He smokes’. The learners can produce only one word at a time, say, ‘ticket’ or ‘beer’, or formulas such as ‘What’s the time?’ At this stage the learners know content words but have no idea of grammatical structure; the words come out in a stream without being put in phrases and without grammatical morphemes, as if the learners had a dictionary in their mind but no grammar. Now the learners start to move elements to the beginning of the sentence. So they put adverbials at the beginning – ‘On Tuesday I went to London’; they use wh-words at the beginning with no inversion – ‘Who lives in Camden?’; and they move auxiliaries to get yes/no questions – ‘Will you be there?’ Typical sentences at this stage are ‘Yesterday I sick’ and ‘Beer I like’, in both of which the initial element has been moved from later in the sentence. At the next stage, learners discover how the preposition can be separated from its phrase in English – ‘the patient he looked after’ rather than ‘the patient after which he looked’ – a phenomenon technically known as preposition-stranding, which is the antithesis of the prescriptive grammar rule. They also start to use the ‘-ing’ ending – ‘I’m reading a good book’.

Could you help me?' Sara asked the police officer _____. if she can helped her. if she can have helped her. if she could help her. if she could helped her.

When I _____ young my birthday _____ at home with family and friends. was / was being celebrated. was / was been celebrated. was / was celebrated. was / had been celebrated.

As soon as I get to the office, I ____ you. will to call. will call. called. going to call.

Individual goals …. foster a second language within a society. develop qualities in the learner rather than language per se. foster a second language for use outside the society. teaching to maintain or extend the minority local language within its own group.

A woman stopped me while I was walking along the stree and asked me what time _____. it is. is it. was it. it was.

I can't stand_____ my neighbours' noisy parties any longer. to having. to have to hear. to hear. having to hear.

We are addicted to a certain way of living. We are addicted to living permanently attached to our devices. And often addicted to stress and burnout. What is the meaning of ‘addicted?. To do something repeatedly. To be independent. To add to something. To be used to something.

The doctors prescribed some _____ yesterday, but they are not working. My leg is killing me. treatments. pills. painkillers. blood tests.

Although she _____ very well, Rose won the match in three sets. isn't playing. wasn't playing. didn't play. doesn't play.