Activities Huódòng B. Zhăochū něijùhuà hé gítade butong. (Choose the word that is different from all the rest) . . 1. Hēi - Hi Qing… - Please Bú kèqi. You are welcome Xièxie. - Thank you 2. Zàijiàn. Láojià. Yihuir jiàn. Míngtian jiàn. 3. Ni hui shuo Déyủ ma? - Ni hảo ma? - How are you? Mămahūhu. Hěn hảo, xièxie. 4. Ní zão - Qing jin. Ni hăo. Ni chile ma? 5. Hẹn hảo Mămahūhu. Riyu. Ni hăo ma? C. Huídá wènti. Qžng yòng Hànyŭ pīnyīn xič. (Answer the questions in pinyin. Write your answers.) 1. Nĩ hui shuo Hànyủ ma? 2. Nỉ jiào shenme mingzi? 3. Ni hảo ma?

How does tan build a central idea of her story in the excerpt? tan discusses the types of questions on achievement tests to support the idea that the tests limit students' ability to write well tan explains a question on a language achievement test to support the idea that the tests shd d include more interesting content tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability tan considers how her mother might answer a question on a test to support the idea that nonstandard english limits a person's ability to communicate

What is communication in speech, writing or signals

Which arrow is closest to caddo river