Words can have a huge emotional impact on people‚ and often affect their self-image and self-worth. It is words like "retard" or "retarded" for one‚ which can surely lead to such a result. People in today’s society are not aware of the true and hurtful meaning of this word when they use it. No matter when it is used or how it is used‚ it will always have the negative connection with those who have such mental disabilities. Futhermore with such frequent use‚ those suffering from these disabilities
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intense or severe. 2. to satisfy or appease (hunger or thirst‚ for example). 3. to pacify or calm It sounds so cool....‚ and how it’s spelt looks awesome for how it sounds. just everything about it and its meaning. also "epiphany" is one of the best words as well so good you have it :) asthenic (as-THEN-ik) — extremely thin or wasted ataraxia (at-ah-RAK-see-ah) — calmness or peace of mind; emotional tranquility. I love it because it sounds intriguing. atavistic (at-ah-VIS-tik) — of‚ pertaining
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1. Paul Roberts draws us in to his essay‚ "How to Say Nothing in 500 Words‚" by presenting us with a relatable situation. This is an effective technique for maintaining the attention of the audience because it shows the writer knows where we are coming from. Once this connection has been established we may find it easier to believe the material that the writer presents us with. 2. Because the student doesn’t hold a strong a opinion on the essay’s subject matter he begins by leaning towards his
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So sanh doi chieu cau hoi giua tieng Anh va tieng Viet. Retrieved December 20th‚ 2009 from www.tckt.edu.vn/uploads/noisan/47/J-Dao-R-24-27.doc WhiteSmoke. (2008). Negative Sentences and Questions in English: The rules for forming negative and interrogative sentences using auxiliary verbs in English. Retrieved December 25th‚ 2009 from http://www. Negative Sentences and Question Formation in English.htm Wikipedia‚ the free encyclopedia. (2009). Learning to Question. Retrieved December 27th‚ 2009 from
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in order to provide an objective viewpoint‚ we can still see in this poetry Hughes’s own disapproving feelings about war in the tone of the poem‚ “This had happened too often before/ And was going to happen to often in the future”. The nature of the word “Account” in the title is very scientific in itself‚ and the lack of metre in the poem accentuates the tone of a report. There are no agencies in this poem‚ we encounter human parts such as ‘ear’‚ ‘eyes’‚ ‘intestines’‚ ‘brains’‚ ‘hair and ‘teeth’ but
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humiliation. Additionally Mrs Birling believes she is a decorous and respectable woman as she is upper class nonetheless as and audience the way she behaves towards the inspector is dismissive. “And if I was‚ what business is it of yours?” the interrogative sentence intensifies her arrogant‚ defensive tone and her rude and confrontational manner which implies that Mrs Birling does
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questions; Past Simple ‘Wh’ questions Target language: Did + subject + base form of the main verb (e.g. Did you go shopping last week?) Question word (What/When/Where/Why) + did + subject + base form of the main verb (e.g. What did you eat for breakfast?) Was/Were + subject (e.g. Was the store closed last night? / Were you sick last week?) Question word (What/When/Where/Why) + was/were + subject (e.g. Where were you last night?) Materials: Fill–in–the gaps exercise
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III. Fill in the blanks using the appropriate degree of comparison‚ using the word written in the graphics. 1. Strangers are the _________ listeners. (good) 2. We went through her life with the _________intimate account of events. (much) 3. Catherine is _________than any other person I have met. (beautiful) 4. I wanted to fix an appointment _________than anyone else. (early) IV. Write the verb forms of the following words. 1. Occurrence - ____________ 2. State- ____________ 3. Information - ____________
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poetic devices to show this. Firstly‚ he makes a clear use of pronouns to describe the flag such as “that” and “piece of cloth”. This immediately takes away any cultural assumptions of the flag and reduces it to its base form. By using repeated interrogatives such as “what’s that fluttering in a breeze?”‚ “What’ that unfurling on a pole” and “What’s that rising above a tent?”‚ he creates a structure which helps to show the move into battle‚ and how flags are used to evoke cultural pride and ideologies
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this topic. The teacher gave some questions and pupils answered it with no difficulty. At this lesson the teacher presented a variety of activities and the pupils were very interested to make them. When the pupils made a mistake or they didn’t know a word the teacher helped them. She was very kind to them and didn’t shout at pupils‚ explain clearly the tasks. In general the lesson was great and all the aims was achieved‚ the pupils were active and they liked the lesson. Lesson Observation 2 Teacher’s
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