Inglese Sc. Ped.8

She doesn’t drive to work. There’s too much traffic. She would have driven to work if there were less traffic. She would have driven to work if there had been less traffic. She would't have driven to work if there had been less traffic. She would drive to work if there were less traffic.

Which of the following succeeds the others in the sequence of learning?. 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. 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.

My teacher always says that when I usually don’t understand a word in a text, I _____ . should look it up. should look up to it. should look after it. should look for it.

What's the meaning of 'nomophobia'?. A person who suffers from any kind of phobia. A person who has fear of fear. A person who has no fear of any kind of phobia. A person who fears of being detached from their phone or connectivity.

Breaking up the meaning of the word into parts, and then conveying the parts separately (eg. student searching for the word ‘parrot’ says ‘talk uh bird’, taking the two parts ‘bird that talks’) is defined as. L1 transfer. Analytic strategy. holistic strategy. Morphological creativity.

There is technology which identifies faces, and a big corporate wants to regulate this technology. The CEO wants to present the new rules in the US government. This technology is good, but it can be dangerous, too. It is necessary that the law makers make it clear that this type of technology should protect people and be transparent. What is the meaning of ‘identifies’?. To recognize. To ask for identity. To conceal. To hide.

In Russia, a woman leaned on a wall display at an art show to take a selfie. She accidentally knocked the display over on top of two paintings by two important Spanish artists – Salvador Dali and Francisco Goya. The paintings were valuable and the falling wall damaged them. What happened to the two important paintings?. The wall fell on the paintings. The woman and wall fell on the paintings. The woman fell on the paintings. The woman touched the paintings and they fell.

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

Choose the correct definition for "multilingualism". language(s) recognized by a country for official purposes. countries or situations where more than one language is used for everyday purposes. the means by which a ‘centre’ country dominates ‘periphery’ countries by making them use its language. either the decision by parents to bring up children through two languages, or societies in which members of a ruling group speak a second language.

5. A: I don’t like going out in the cold and rain. I’d rather stay at home and read a book. B: _____ Sheila. That’s why we seldom go out. Either do. Neither do. Neither does. Either does.

I met Casia yesterday at the mall and asked her if she _____ to the party. came. comes. was coming. coming.

I’m going to work by motorbike because the car _____ fixed. is going to be. was being. is being. is.

_____ with rain. Let's close the windows. It pours. It's pouring. It has pour. It is pour.

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.

My eldest son keeps on throwing money down the _____, buying useless stuff for his girlfriends!. ends. roof. drain. day.

Jack and Jill are _____ to buy cigarettes. too young. not enough young. enough young. too much young.

Choose the correct definiton for "guided roleplay". a language teaching technique where students create sentences by choosing words from successive columns of a table. usually a short constructed piece of conversation used as a model of language and to introduce new words or structures, sometimes presented from a recording, sometimes in writing. these set up an artificial knowledge gap between the students which they have to solve by communicating with each other. students play out a situation in the classroom playing roles usually set by the teacher with information supplied to them.

In Spanish cities, family-run restaurants are being reopened as kebab shops or tapas bars in the _____ areas. touristy. tourism. foreigner. foreign.

I was told that they need to run some more ____ to determine the stage of my disease. surgeries. blood tests. illness. treatments.

They _____ the bus if they _____ earlier. would miss / didn't get up. would miss / got up. wouldn't miss / get up. wouldn't miss / got up.

When I come back from my holidays _____much more relaxed. I feel. I'll feel. I'll like. I'll feel like.

Mrs Vandal wishes there _____ more charities because they make a difference!. will be. are. would be. were.

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’.

That's the rink _____ I learnt to skate. where. that. which. whose.