Please help This stuff is gonna kill me. Complete the following paragraphs about Alex's first visit to New York. Select the appropriate verb in parentheses and then write it in its correct past tense form in each blank.
Quel week-end à New York! Vendredi matin, je/j' (visiter / écouter)
la Statue de la liberté. Quel cadeau de la France! Vendredi soir, je/j' (réserver / faire)
deux places (seats) pour la comédie musicale Hamilton. C'était (was) formidable! Puis, nous (dîner / choisir) dans un restaurant célèbre.
Samedi, nous (être, avoir) un petit problème. Je/J' (dormir / faire) la grasse matinée! Mon ami aussi! Nous avons pris le petit déjeuner très tard dans un petit café. Je/J' (manger / boire) un bagel et mon ami (boire / être) trois tasses de café! Ensuite, je/j' (faire / voyager) une promenade dans Central Park, où nous (parler /danser) avec d'autres touristes. Samedi soir, je/j' (téléphoner / dire) à mes parents. Ils (avoir / être) contents de m'entendre parler de mon expérience. Dimanche matin, je/j' (prendre / avoir) un avion pour San Francisco pour rendre visite à une bonne amie.

How do you get better grades in french

100 points and branliest. i know its a lot to aks but try and answer this becoming a lifelong learner learning a language opens doors to a world of opportunity. of course, in order to really benefit from your studies, you’ll need to do more than just complete assignments. you’ll need to set habits that will tie you to french and its cultures even beyond the classroom. students who become lifelong learners of french have some basic characteristics and habits that you should develop if you want to get the most from your experience learning french here are some of them: lifelong learners: have friends with whom they regularly converse in the target language. (this could be friends in school, neighbors or friends in the community.) regularly get information from target language sources (newspapers, magazines, internet french related news group (with parent’s approval), tv programs, radio, etc. that are produced by and for native speakers.) participate in activities of the target culture (celebrating holidays, seeing movies or plays of/in the target culture, preparing or eating dishes from the target culture, reading books or magazines from the target culture, etc.) someone who has developed these habits is on the way to becoming a lifelong learner. these types of habits reinforce a strong connection to the language and culture and develop a love and better understanding of that culture. think for a minute about the resources available. do you have friends who are native french speakers? do you ever watch french channels on television? you can probably think of several online sources. maybe you have some stores or restaurants in your community that are run or frequented by french speakers. also think about when you could do this on a regular basis—remember that it’s setting the habits that will make the most difference. using the table below as a guideline, write what you plan to do. for the language or culture resources column, try to identify three different resources: 1. a friend or contact 2. an information source, and 3. a cultural activity. in the what i will do column, describe as specifically as you can what you will do. and in the when i will do it column, write when you plan on doing these activities. see the sample below to see how you might fill out your own table. you will have opportunities to follow up and report on your regular practice of engaging french resources close to home. you will be asked in a follow up assignment to report on what you have done.

Is this correct? 1. où se trouve la france? – la france est au sud-ouest de la belgique. 2. où se trouve l'allemagne? – l'allemagne est au nord de la suisse. 3. où se trouve le luxembourg? – le luxembourg est entre la belgique et l'allemagne. 4. où se trouve l'italie? – l'italie est un pays d'europe. 5. où se trouve le canada? – le canada est au nord des états-unis. 6. où se trouve le mexique? – le mexique est au sud des états-unis