Gramática: B. Los verbos irregulares del pretérito: Cuidando…
Gramática: B. Los verbos irregulares del pretérito: Cuidando a mi prima Gloria. One day, Gregorio’s aunt and uncle needed him to babysit his little cousin Gloria. Help him retell his story of that day by first choosing the correct verb to complete the sentence, and then typing the correct form of that verb in the blank. (2 pts. each: 1 pt. correct verb, 1 pt. correct preterit form; 28 pts. total) MODELO: Hace dos semanas que hubo un huracán en Florida. (haber, ser, ir, venir) Un día mis padres me (1)(tener, decir, poner, ver) que yo (2)(tener, dar, poder, traer) que cuidar a mi prima, Gloria. Ese día yo (3)(hacer, ser, saber, querer) que es difícil cuidar a una chica de 5 años. Gloria (4)(venir, haber, ir, hacer) muchas actividades ese día. Primero, ella (5)(querer, ir, saber, dar) a su clase de baile. Luego, volvimos a casa a almorzar. Entonces, yo le (6)(decir, hacer, estar, poder) el almuerzo: un sándwich de jamón y queso, y papas. ¿Fácil no? Pero no, ella insistió en postre. Ella me (7)(ser, ir, traer, ver) una receta para galletas, pero en el refrigerador no encontramos huevos. Así que nosotros (8)(querer, poner, poder, ir) al supermercado y los compramos. Regresamos a casa otra vez, y empezamos a hacer las galletas. Ella (9)(querer, hacer, traer, ver) calentar el horno, yo le grité, ¡no! ¡es peligroso (dangerous)! Gloria me (10)(ser, ir, dar, ver) los huevos, la mantequilla y los otros ingredientes. Mezclamos todo y horneamos las galletas. Las galletas (11)(poder, traer, ser, estar) en el horno por 10 minutos, y luego las sacamos. Nosotros no (12)(poner, poder, hacer, ser) comerlas inmediatamente por estar tan calientes. ¡Qué lástima! Por fin, nos sentamos en el sofá y (13)(ver, venir, saber, ir) un programa en la televisión mientras comíamos las galletas. Cuando sus padres llegaron esa noche, yo (14)(ponerse, hacer, tener, querer) contento al verlos, en serio.
Gramática: B. Los verbos irregulares del pretérito: Cuidando…
Questions
Grаmáticа: B. Lоs verbоs irregulаres del pretéritо: Cuidando a mi prima Gloria. One day, Gregorio’s aunt and uncle needed him to babysit his little cousin Gloria. Help him retell his story of that day by first choosing the correct verb to complete the sentence, and then typing the correct form of that verb in the blank. (2 pts. each: 1 pt. correct verb, 1 pt. correct preterit form; 28 pts. total) MODELO: Hace dos semanas que hubo un huracán en Florida. (haber, ser, ir, venir) Un día mis padres me (1)[1](tener, decir, poner, ver) que yo (2)[2](tener, dar, poder, traer) que cuidar a mi prima, Gloria. Ese día yo (3)[3](hacer, ser, saber, querer) que es difícil cuidar a una chica de 5 años. Gloria (4)[4](venir, haber, ir, hacer) muchas actividades ese día. Primero, ella (5)[5](querer, ir, saber, dar) a su clase de baile. Luego, volvimos a casa a almorzar. Entonces, yo le (6)[6](decir, hacer, estar, poder) el almuerzo: un sándwich de jamón y queso, y papas. ¿Fácil no? Pero no, ella insistió en postre. Ella me (7)[7](ser, ir, traer, ver) una receta para galletas, pero en el refrigerador no encontramos huevos. Así que nosotros (8)[8](querer, poner, poder, ir) al supermercado y los compramos. Regresamos a casa otra vez, y empezamos a hacer las galletas. Ella (9)[9](querer, hacer, traer, ver) calentar el horno, yo le grité, ¡no! ¡es peligroso (dangerous)! Gloria me (10)[10](ser, ir, dar, ver) los huevos, la mantequilla y los otros ingredientes. Mezclamos todo y horneamos las galletas. Las galletas (11)[11](poder, traer, ser, estar) en el horno por 10 minutos, y luego las sacamos. Nosotros no (12)[12](poner, poder, hacer, ser) comerlas inmediatamente por estar tan calientes. ¡Qué lástima! Por fin, nos sentamos en el sofá y (13)[13](ver, venir, saber, ir) un programa en la televisión mientras comíamos las galletas. Cuando sus padres llegaron esa noche, yo (14)[14](ponerse, hacer, tener, querer) contento al verlos, en serio.
Directiоns: This аssessment оpens sоon аfter the semester stаrts and is available for students to take. Students are allowed 60 minutes to complete it in the testing center. Proctored Assessment: A brief writing assessment (called Proctored Assessment) asks students to discuss purpose and audience when it comes to their own writing. The Proctored Assessment is located in Module 2 but is a proctored exam, so it must be taken virtually through the Honorlock Remote Testing System. This is extremely important: To access this specific exam, students must access Canvas by first logging in to Pioneer Portal (https://irsc.okta.com/login/default) and then selecting the Blackboard icon. Make sure to have a photo ID ready when starting the exam. This will count as your in-person assessment for this online course. You must remain in front of your computer for the duration of the exam. NO BATHROOM BREAKS. Cell phones, tablets, laptops, smart watches, and any other electronic devices are NOT PERMITTED. For additional questions or support, including how-to videos, please review the information here: https://www.irsc.edu/admissions/honorlock.html Honorlock will proctor your exams this semester. Honorlock is an online proctoring service that allows you to take your exam from the comfort of your own home. You DO NOT need to create an account, enter a password, download software, or schedule an appointment in advance. Honorlock is available 24/7 and all that is needed is a computer, a working webcam, and a stable Internet connection. To get started, you will need Google Chrome and the Honorlock Chrome Extension. You can download the extension at www.honorlock.com/extension/install. When you are ready to test, log into Blackboard, go to your course, and click on your exam. Clicking "Launch Proctoring" will begin the Honorlock authentication process, where you will take a picture of yourself, show your ID, and complete a scan of your room. Honorlock will be recording your exam session by webcam, as well as recording your screen. Honorlock also has an integrity algorithm that can detect search-engine use, so please do not attempt to search for answers, even if it's on a secondary device. Honorlock support is available 24/7/365. If you encounter any issues, you may contact them via live chat. This assessment will consist of a brief writing assignment related to assigned reading located in Module 2 that discusses technical communication, purpose, and audience. Tests will be graded based on correct grammar, clear sentence structure, and a focused topic. No aids of any kind will be available. Students may take this assessment any time up to the deadline. No MLA formatting will be required. There is no make-up exam available. Students who miss taking the exam by the due date will receive a zero for this assessment. Prompt: The article entitled “Purpose and Audience: Technical Writing for Science, Technology, and Business,” which is located in Module 2, discusses purpose and audience for technical communicators. Consider some of the key concepts discussed in the assigned reading, and in a brief paragraph (10 to 20 complete sentences in length) describe the audience that you typically write for now at either school or work along with the purpose of most of your written work. Do you think understanding who your audience is makes a difference in how you approach writing a piece? Are there any other elements that help shape how you write? Grammar is a critical element of this assessment. Use complete sentences. Write clearly. Make sure your punctuation and spelling are correct. Avoid wordiness. More is not better. Use of first person (I, me, my) is permitted.
Accоrding tо Lenz's lаw the directiоn of аn induced current in а conductor will be that which tends to produce which of the following effects?