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= MICHIGAN ECPE EXAM =

Registration begins on October, 20th but here you can find sites, exercises and general info to prepare yourself for the upcoming exam. Take a look and enjoy!

Teacher Camila

Learning something about how suffixes function in the English language can help you improve general reading comprehension; suffixes help you use context and etymological clues to make educated guesses about the meaning of unfamiliar words. Knowledge of parts of speech can be very useful in graduate and professional school entrance exams -- especially the GRE. This list is //not// exhaustive. Many important uffixes do not appear here (I will update the list from time to time). In addition, the functions I list do not cover all the possibilities for every suffix. I have tried to include those that are more common and/or more likely (in my experience) to appear on the GRE. Note: The fourth column "Function or Characteristic Usage" indicates the part of speech (noun, verb, adjective, adverb) of words with this suffix. Notations with an arrow between two parts of speech (noun ®  adjective) indicate that the suffix also functions to //alter// the part of speech to which a word belongs. An example would be the suffix //ish//, which may change a noun to an adjective. Thus, the fourth column will contain the following: //noun// // ® adjective//. useful information, because it alerts you to the existence of other (perhaps unfamiliar) forms of the word. ||
 * **Suffixes and Parts of Speech **
 * || [|Printer Friendly Version] ||   |||| **Suffix** |||| **Meaning** |||| **Examples** || **Function or Characteristic Usage**

//Notes in this column refer to common functions of these suffixes. However, these are generalizations only, and you will find exceptions to many of them.// ||
 * able, ible |||| able, can do |||| capable, agreeable, visible || verb ® adjective ||
 * ade |||| result of action |||| blockade, lemonade || verb or noun ® noun ||
 * age |||| act of, state of, collection of |||| salvage, storage, forage || added to root words (often French) to form a noun ||
 * al |||| relating to |||| sensual, gradual, manual, natural || verb or noun ® adjective ||
 * algia |||| pain |||| neuralgia || noun ||
 * an, ian |||| native of, pertaining to |||| American, Martian, antediluvian || noun ® adjective ||
 * ance, ancy |||| action, process, state |||| assistance, allowance, defiance || verb ® noun ||
 * ant |||| performing, agent |||| assistant, servant || verb ® noun ||
 * ary, ery, ory |||| relating to, quality, place where |||| dictionary, bravery, dormitory, aviary, ordinary || noun or adjective

adjective ® noun adjective or noun ® noun ||
 * ate |||| cause, make |||| liquidate, segregate || noun or adjective ® verb ||
 * cian |||| having a specific skill |||| magician, optician, physician || noun ||
 * cule, ling |||| very small |||| molecule, miniscule, || noun or adjective ||
 * cy |||| action, function |||| advocacy, hesitancy, prophecy, normalcy || noun ||
 * dom |||| quality, realm, office |||| freedom, kingdom, wisdom, thralldom || noun ||
 * ee |||| one who receives the action |||| employee, nominee, refugee || noun ||
 * en |||| made of, make |||| silken, frozen, oaken, wooden, lighten || adjective or verb (ex: widen) ||
 * ence, ency |||| action, state of, quality |||| difference, conference, urgency || noun ||
 * er, or |||| on who, that which |||| baker, carpenter, brewer || noun ||
 * escent |||| in the process of |||| adolescent, obsolescent, convalescent || adjective or noun ||
 * ese |||| a native of |||| Javanese, Vietnamese || noun or adjective ||
 * esis, osis |||| action, process, condition |||| genesis, hypnosis, neurosis, osmosis || noun ||
 * ess |||| female |||| poetess, goddess || noun ||
 * et, ette |||| small one, group |||| midget, octet, baronet, || noun ||
 * fic |||| making, causing |||| scientific, specific || adjective ||
 * ful |||| full of |||| frightful, beautiful, helpful || adjective ||
 * fy |||| make |||| fortify, simplify || verb ||
 * hood |||| order, quality |||| neighborhood, motherhood || noun ||
 * ic |||| nature of, like |||| metallic, heroic, poetic || adjective ||
 * ice |||| condition, state, quality |||| justice, malice || noun ||
 * id, ide |||| something connected to or belonging to |||| fluid, fluoride, torrid, canid || noun or adjective ||
 * ine |||| having the nature or characteristic of |||| feminine, masculine, medicine || adjective or noun ||
 * ion, sion, tion |||| act of, state of, result of |||| contagion, infection, aversion || noun ||
 * ish |||| origin, nature, resembling |||| Spanish, foolish, || noun ® adjective (however, often the adjective is used as a noun. ex: "The Spanish" meaning the people of Spain) ||
 * ism |||| system, manner, condition |||| alcoholism, feminism, heroism, communism || noun ||
 * ist |||| one who, that which |||| pianist, elitist || noun

verb ® noun ||
 * ite |||| nature of, quality of |||| dynamite, graphite, sulfite, neophyte || noun or adjective

verb or adjective ® adjective or noun ||
 * ity, ty |||| state of, quality |||| captivity, clarity || noun ||
 * ive |||| causing |||| conclusive, festive, restive, abusive || adjective or nouns derived from adjectives ||
 * ize |||| to make (like) |||| emphasize, anthropomorphize || verb ||
 * less |||| without |||| worthless, mindless, guileless || adjective ||
 * ly |||| like |||| clearly, fearlessly || adverb ||
 * ment |||| act of, result |||| contentment, amendment || noun

verb ® noun || [|Greek and Latin Roots and Affixes] [|Vocabulary] [|Homonyms]  [|MSU Learning Resources Center]  [|MSU Test Preparation Consortium] [|MSU Home] ||
 * ness |||| state of |||| carelessness, uselessness || adjective ® noun ||
 * oid |||| like (often suggests flawed or partial resemblance) |||| asteroid, tabloid, anthropoid, rhomboid, ovoid || noun or adjective ® noun or adjective that is similar to or has the qualities of the original word ||
 * (o)logy |||| study, science, theory |||| biology || noun ||  ||
 * || [[image:https://www.msu.edu/~defores1/grfx/earth5.gif width="29" height="29" link="https://www.msu.edu/~defores1/gre/gre.htm"]] [|Back to GRE Page]
 * ||  || > = Slippery Words = ||
 * ||  || > = Slippery Words = ||

= HELLO STUDENTS!!!! = = = = HERE YOU CAN FIND WEB SITES TO PRACTICE AND STUDY FOR THE TEST: =

MUCH / MANY

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LITTLE / FEW

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FOOD CONTAINERS

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HAD BETTER x WOULD RATHER

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OUGHT TO / SHOULD / HAD BETTER

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MAKE x DO

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COMPARATIVES AND SUPERLATIVES

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FUTURE

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ADJECTIVES AND ADVERBS

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GOOD LUCK!!!

TEACHER CAMILA

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= SMARTEENS 2 =

[] - "At, On, In"

[] - PLANS (Present Progressive)

[] - "Present Perfect"

[] - "Passive Voice"

__** WHO ** ** THAT **__

He's the guy who is wearing a blue hat.

Titanic is the movie that has Leonardo Di Caprio.

[] - adverbs

[]

[]

[] - Object Pronouns

[] - "First Conditional - Cause and Consequence"

[] - Simple Past X Past Continuous

[] - Simple Past X Past Continuous

= = = =

= = = = =RULES OF THE SCHOOL=

In the school you have to wear the uniform, I don't like, but it's ok. You have to pay for your food if you want to eat something, you have to buy it. You have to take good grades if you want to pass, and you have to pass, anyone likes to lose a hole year. And, you have to register your name in the wall, for everybody reminds you forever.

by Heloísa (Smarteens 2) = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =SMARTEENS 2 - PREPARE FOR THE TEST=

EXERCISE: []

=POSSESSIVE PRONOUS:= MY MINE YOUR YOURS HIS HIS HER HERS THEIR THEIRS OUR OURS

This is my The is mine

EXERCISE:

[] =SIMPLE PRESENT (ROUTINE) PRESENT PROGRESSIVE (MOMENT)= media type="custom" key="10452510" EXERCISE: []

=SIMPLE PAST=

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EXERCISE:

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=WHO=

Camila is the one ** who ** pays attention to the teacher. :-) Bruna is the one ** who ** loves school. Rafael is the one ** who ** likes to speak portuguese!!! =PREPOSITION OF PLACES (WHERE IS....?)= = =

[[image:http://www.british-in-germany.de/Images/headspin.gif width="120" height="120" caption="Where?"]]Where is it?

 * The ball is **in** the box || The ball is **on** the box. |||| The ball is **under** the box. ||
 * The ball is **in** the box || The ball is **on** the box. |||| The ball is **under** the box. ||


 * John's house || Jane's house |||| Bill's house ||
 * John's house is **next to** Jane's house. || Jane's house is **between** Bill's and John's houses. |||| Bill's house is **next to** Jane's house. ||


 * The climbers stood **on top of** the mountain. || The man stood **between** the two enemies. || The enemies stood **opposite** each other. || The gardners stood **behind** the pumpkins. |||| The man stood **next to** the gopher and held the umbrella **over** it. ||
 * The climbers stood **on top of** the mountain. || The man stood **between** the two enemies. || The enemies stood **opposite** each other. || The gardners stood **behind** the pumpkins. |||| The man stood **next to** the gopher and held the umbrella **over** it. ||


 * [[image:http://www.learnenglish.de/IMAGES/Vocab/Prepositions/lookthru.gif width="77" height="70" caption="Look through"]] || [[image:http://www.learnenglish.de/IMAGES/Vocab/Prepositions/writeon.gif width="77" height="68" caption="WriteOn"]] || [[image:http://www.learnenglish.de/IMAGES/Vocab/Prepositions/lookin.gif width="73" height="77" caption="Look in"]] || [[image:http://www.learnenglish.de/IMAGES/Vocab/Prepositions/lookat.gif width="77" height="94" caption="Look at"]] |||| [[image:http://www.learnenglish.de/IMAGES/Vocab/Prepositions/sitat.gif width="83" height="102" caption="Sit at"]] ||
 * The man looked **through** the telescope **in** his hands. || The man wrote the address **on** the package. || The man looked **at** the mail **in** the post box. || The man looked **at** the clock **on** the wall. |||| The manager sat **at** his desk **on** his chair. ||

=GOOD LUCK!!!!!!!!!!!= = = =SEE YOU NEXT CLASS!!=





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=SMARTEENS 3 - HOMEWORK (06/08/2011):=


 * Use: Have to/ Don’t Have to/Has to/Doesn’t Have to**
 * Must/Mustn’t**
 * Can/Can’t**


 * We / listen to our parents**


 * People /** **be over 18 to drive a car.**


 * Paul / stay in the sun for too long. The sun is too hot.**


 * She go to school today.**


 * We /** **go to the movies by foot. It’s too far.**


 * Madonna /** **find a new boyfriend.**


 * Lady gaga / release a new record.**


 * You / fight for your rights.**


 * Ronaldo / lose weight to play soccer.**


 * Jennifer Aniston / find a new husband.**


 * Now chose one person (famous or not) to write sentences about. Using: Have to/ Don’t Have to/Has to/Doesn’t Have to**
 * Must/Mustn’t**
 * Can/Can’t**


 * Send this Homework to: camilaprado99@hotmail.com**

= = = = =SMARTEENS 3 - HOMEWORK 05/18/2011:=

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Write what you HOPE will happen, what you THINK will happen, what are the CONCLUSIONS you have from the final scene. Pay attention where to use WILL and GOING TO:

Ex: //__ People will move around in floating armchairs __// 1. 2. 3. 4. 5. 6. 7. <span style="background-color: white; color: black; font-family: Arial,sans-serif; margin: 12pt 0cm 0cm 32.2pt; text-indent: -18pt;">8. <span style="background-color: white; color: black; font-family: Arial,sans-serif; margin: 12pt 0cm 0cm 32.2pt; text-indent: -18pt;">9. <span style="background-color: white; color: black; font-family: Arial,sans-serif; margin: 12pt 0cm 0cm 32.2pt; text-indent: -18pt;">10.

= = = = = = = = = = = = = = = = =PRE INTERMEDIATE 2 HOMEWORK=

Do the two video activities that you can find bello and send it to my e-mail: camilaprado99@hotmail.com

1-watch the video and write a step by step of how to use this product using the phrasal verbs: Turn it off, Turn it on, Throw it away, Hook it up, Plug it in, Pick it up, Put it down, Put it away, Print it up, Look it up... (if you need help check the book Unit 9):

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2-Now watch this video and write a paragraph about it using adjectives with "ing" and "ed" + speculation:

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= = = = = = = = = = = = =SMARTEEN 3 - Grammar for the Test=

=ADVANCED 1 -=

Verbs followed by infinitive (to) and gerund (ing):
[] after you read the explanation scroll down and click on: Continue to practice (for the exercises).

Adjectives with ed or ing:
[]

Now do this exercise:

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Present Perfect X Present Perfect Continuous:
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Also in this site you have a very good explanation and some exercises at the end:

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Future Perfect and Future Plans:
[] =[]=

Noun Clauses:
[] (at the bottom of the page you have quizzes to test you)

Third Conditional:
[]

and this is the site that we used today at school, it's really good and you can do all the exercises that we didn't do there (2, 3, 4 and 5):

[] =Don't forget the Inverted version which is actually quite simple:= If I had backed up my computer I wouldn't have lost all my files.

__** Had I backed up my computer **__ I wouldn't have lost all my files. =If you have any questions or doubts just write me an e-mail and I'll be more than happy to help! camilaprado99@hotmail.com=

See you next class!!!!

PS: Arrive on time for the test ok? =SMARTEENS 3=

HOMEWORK

Write about something that happened to you or a friend at school. Remember in a little story like this is perfect to use Simple Past and Past Continuous ok? You can use this site to create a comic of your story if you'd like: []

Example: I was talk ing to my friend when my mother enter ed my room. I felt so frustated. I talk ed to her, but she didn't listen to me.
=MESTRADO=

HOMEWORK

1- Write 2 paragraphs about you life using: Simple Present (routine), Present Continuous (moment), Simple Past (verbos regulares e irregulares), Past Continuous (verbo "To Be" no passado + o verbo principal com ing), Can (habilidades) e Future (will e going to). Lembrem-se de usar as linking words (because, because of, although) para ligar duas idéias em uma frase.

2- No documento abaixo temos um simulado de uma prova de inglês. Vamos tentar para ver o resultado. Vocês podem abrir no computador de vocês, gravar e me mandar por e-mail para que eu possa corrigir: camilaprado99@hotmail.com



=Advanced 1=

=//**1- Future Perfect Exercise:**//=

=<span style="font-family: Verdana,Arial; font-size: medium; line-height: normal;">1) Anne__ her bike next week. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to repair) // **= =<span style="font-family: Verdana,Arial; font-size: medium; line-height: normal;">2) We___ the washing by 8 o'clock. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to do) // **= =<span style="font-family: Verdana,Arial; font-size: medium; line-height: normal;">3) She to Columbia by the end of next year. (travel) = =4) I __ Paris by the end of next year. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to visit) // **= =<span style="font-family: Verdana,Arial; line-height: normal;">5) She __ by next week. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to leave) // **= =<span style="font-family: Verdana,Arial; line-height: normal;">6)Jennifer ___ this with her mother by tonight. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to discuss) // **= =<span style="font-family: Verdana,Arial; line-height: normal;">7)The police _ the driver by the end of the weekend. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to arrest) // **= =<span style="font-family: Verdana,Arial; font-size: medium; line-height: normal;">8) They _ their essay by next saturday. **<span style="font-family: Verdana,Arial;">//<span style="font-family: Verdana,Arial;">(to write) THIS SENTENCES IS TRUE!!!!!! HEHEHEHE // **=

=**P.S: Remember that I can also use plan to, hope to, expect to, intend to for future plans. If it's an intention to finish something you use those verbs in the basic form:**= =**Example:**= =**I plan to graduate __// next year. //__**= =**But if it's an action that you plan to be finished by that time, then, you have to use the verbs in the perfect form (have + past participle):**= =**Example:**= =**I plan to have graduated college __// by the end of next year //__.**=

<span style="font-family: Verdana,Arial; line-height: normal;">**//2- Third Conditional Exercise://**

Example:
<span style="font-family: Verdana,Arial; line-height: normal;">**//I didn't study, so I didn't pass the exam.//**

<span style="font-family: Verdana,Arial; line-height: normal;">**//If I had studied harder I would have passed the exam.//**

> ===<span style="font-family: Verdana,Arial;">**//1. He crashed his car, because he fell asleep while driving.//** === > ===**//If he//**=== > > > > ===**//2. We couldn't go to the concert, because we didn't have enough money.//**=== > ===**//If we//**=== > > > > ===**//3. I lost my job because I was late for work.//**=== > > > > ===**//4. The wind was so strong that the bridge collapsed.//**=== > > > > > ===**//5. I couldn't call Sally because I had lost her number.//**=== > >

> =* Now, watch this video about the earthquake in Japan and write down a few words that you find interesting.= >

> media type="youtube" key="XzdINEEOMv0" height="390" width="640" > =Now, you must write an essay (small text) with 100 words (don't be scared, it's only 10 lines) about this subject using the words you wrote down from the video and these structures (remember to check your book if necessary):= > =Page 5 - Gerunds and Infinitives= > =Page 16 - Present Perfect and Present Perfect Continuous= > =Page 18 - Noun Clauses= > =Page 23 - adjectives with "ing" and "ed" endings= > =Page 28 - Future plans and Future Finished actions= > =Page 31 - Third Conditional=

You can send me the work by e-mail : camilaprado99@hotmail.com don't forget to copy and paste the exercises with your answers ok? And if you have doubts or questions send me a message and I'll be happy to help!!

Kisses and I'll see you next class!!!!

Teacher Camila

=GETTING SMART 1= =Raphael:=

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[] - "Plant or Animal"

= GETTING SMART 4 =

[] - "Used to"

[] - "Past"

[] - "Going To"

[] - "Cardinal Numbers for Dates"

= SMARTEENS 2 =

[] - "At, On, In"

[] - "Present Perfect"

[] - "Passive Voice"

[] - "Who, Which"

[] - "First Conditional - Cause and Consequence"

= BASIC 1 =

[] - "There is/ There are"
[] - "Past"

= PRE-INTERMEDIATE 1 =

[] - "Will or Going To" Future

[] - "Simple Past or Present Perfect"

= INTERMEDIATE 1 =

[] - "Be Supposed To"

[] - "Was/ Were Going To"

= INTERMEDIATE 2 =

WRITTEN EXAM
[] - "Reported Speech - Stroll down for the exercises"

[] - "Future Perfect and Future Continuous - Stroll down for the exercises"

[] - "Should Have - stroll down for the exercises"

[] - "Could Have"

[] - "Would Have (Third Conditional)"

the first part is the Topic Discussion (up to 5 minutes):
Take a loot at these sample videos (your grade is much higher than these ok? So this is just an example):

[]

[|http://www.youtube.com/user/trinitycollegelondon#p/u/5/VLQ1zGWkcko] Grade 6

=
Here's a good Example of the Topic Discussion for a teenager. She uses the topic "My Happy Family". Here's the sheet that she gave to the examiner (remember you have to present a topic list like that to your teacher and you can keep a copy for yourself during the Exam). She also brought some pictures to show at the presentation, and that's very important because it gives a visual content to the presentation.=====

"My Happy Family"

-Everybody has a family in their hearts

-The definition of the word FAMILY

-Problems and Solutions

-Disasters are no longer disasters

The second part is the conversation with 2 different subjects introduced by the teacher (up to 5 minutes).
===The third part is the interactive task. At this point the most important thing to keep in mind is that you are expected to interact, ask question and REALLY participate in the conversation (up to 5 minutes).===

= Alright, so choose your topic. Make your list of sub-topics (2 copies: 1 for you and 1 for the teacher) and relax!!!!!!!! It's just a nice conversation and you will do very well!!! = = =

=correction exercise:=

She doesn't have any money. She'd rather work to do money.

I've got to do a decision about my life.

I can't believe she is still sick. She'd rather do an appointment with her doctor.

My mother is forcing me to do the laundry, the cleanning and sweeping, but I have to make homework.

I didn't used to listen to my parents when I was a teenager.

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__ Suggestions: __
- a teenager who is being bullied at school:

-a teenager girl who got pregnat and can't tell her parents:

-a woman who is being attacked by her boyfriend:

-a person who lost all of their money playing Bingo:

cheer X hope the my mother and my sister wait to me

Correction:

I am biggest fan.

My mother making me do my homework.

My dad used to let I stay up late every night.

My parents always helping me with my problems.

I used to eat a lot when I was a kid. I used to wake-up every morning and eat a loaf of bread and a chocolate cake.

LET'S TALK ABOUT THE FUTURE:

She is going to see him. PREDICTION

I will go home and change and I'll meet you there. DECISION AS YOU TALK I will go travel to USA visit my actual boyfriend because he will work in the Chigago all next year

I have my dance class every wednesday. ROUTINE All Saturday I have my english class and I never go because I`m very busy

I'm seeing my doctor tomorrow. SHORT TERM PLANS - SCHEDULED APPOINTMENTS I'm seeing my "gigi"doctor and my dentist too next tuesday I'm buying office supplyer tomorrow to the new office of Tecondi

I am going to spend the holiday with my boyfriend. CERTAIN PLANS I am going to Blumenau visit my father next holiday

I think I won't be able to go. GUESS - THINKING

Someday I will travel. LONG TERM PLANS Someday I will buy a panthouse and in my garage I will have the most beautiful car than you see.

http://www.nonstopenglish.com/exercise.asp?exid=886

http://www.slideshare.net/glorita1408/future-tense-presentation-808271

http://www.cambridge.org/us/esl/touchstone/student/index.html

Correction:

Oh!!! I feel sick. I ate too many rice last night.

You are not eating healthy. You are not eating enough to fruits and vegetables.

You need to eat food with few calories.

Monica said she has a belly ache. She ate too much pieces of bread.

Make sentences using:

__I have ever had__ __Biggest__ __In the world__ __Luckiest__ __In my family__ __tallest__ __[]__ __[]__ When you were little what was the relationship between you and your parents like? Use verbs like: help, make, let and ask.

Opinion Expressions + Used to + would

I think I believe I suppose I agree As far as I can see it As far as I know

[]

-Yes. -Yes? -Yes. -Why? -I don't know. -No. -Yes.


 * Cindy: || John, where are the cookies? Don't tell me you ate them all! Again! ||  ||
 * || John: || Yes, I did. I couldn't help it. They were so good. ||  ||
 * || Cindy: || I thought you didn't like cookies. ||  ||
 * || John: || Well, I don't like cookies flavored with chocolate at all. But vanilla is different. I love them to death. ||  ||
 * || Cindy: || Huh, I didn't know that. ||  ||
 * || John: || Well, tell you what, vanilla cookies taste even better with a glass of cold milk. ||  ||

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In my last vacation I went to Recife and stayed there for 03 days. Recife isn's the most wonderful city in the nordeste, but the beach are the cleanest that I saw. I went to 02 restaurant and I think that the food is the most delicious than Natal. The people are beautiful but they are the snobest too. I loved this travel because my friends are the nicest peophle that I knew.

Dear teacher,

I avoid lerning english in my life, but now I decided to see this language like something very important in my life. Now, I try to pay attention in yours classes. I'm beginig to like learning English again.

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media type="custom" key="5055705" media type="custom" key="5055247" ell, I understood that this text tell me aboat a girl, Cathy, and she is in your new house, but, stranges things happen, a lot of strong, etc. She decided to investigate your house with your brother, both were with a lot of fear. Well, I thougt this text very interesting, because there were a lot of horror. If I were her, I wouldn´t be worried, because she and your brother were very scarried, and this was a simple problem. Lucas Mateus Paulino.
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<span style="color: #ff6600; display: block; font-family: arial,sans-serif; font-size: 14pt;">۞Christmas in my home:۞ <span style="display: block; font-family: arial,sans-serif; font-size: 14pt;">hristmas in my home is a date very special to me! The food is very good, turkey, pies, sodas, cokes, and a lot of happiness. But, what I like more in this party is the presents; there are books, clothes, shoes, caps, pets, technological devices, among others. My dream (is not a dream, but…) is to spend Christmas in USA, because I like very much this country, I like the snow, to make a snow toy, to play with the snow, all is very good! So, my text finishes here, writing a little about my opinion, I still that you like, because the Christmas is a holiday very important to the world. ۞Lucas Mateus Paulino.۞ [|www.freerice.com] media type="custom" key="7459473"
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