NOTES

ANTONYM: Language Arts Antonyms

This article has information on antonyms including the definition of antonyms, examples of words that don't have antonyms, complementary pairs and grada pairs of antonyms, and choosing from among multiple antonyms, and more. Antonyms are words that have opposing or nearly opposing meanings in one particular dimension. For example, the antonyms hot/cold are opposite in the dimension of temperature, while the antonyms fast/slow are opposite in the dimension of velocity.

Because antonyms and synonyms are fre uently spo!en about together, the impression could be given that they are uite similar in how they wor!. "n pract have a synonym, even some you might not immediately thin! of when you thin! of synonyms li!e quick/fast or kind/nice. Ta!e a loo! at these%

turns out not to be the case. Antonyms are uite different from synonyms in several respects. #ne is that there are fewer antonyms than synonyms. $ost wo

leopard & feline, Panthera pardus, snow leopard, cheetah oak & tree, 'uercus, acorn&bearer linguini & pasta Alfred Lord Tennyson & First Baron Tennyson, poet laureate of (ngland in )*+,, writer of -The .harge of the Light Brigade/

But these are examples of words that do not have an antonym though they may have synonyms. There is no antonym of leopard or oak or linguini or Alfred Tennyson.

Another difference is that, unli!e with synonyms, there are three explicit types of antonyms% complementary pairs, gradable pairs, and relational pairs 0some called converse pairs1. Complementary Pairs of Antonyms

Complementary pairs means that these antonyms words have an exact and un&debatable opposite in some dimension. "n a complementary pair, each anto can be well&defined as the opposite of the other. 2ere are some examples%

on - off present - absent alive - dead permit - forbid remember - forget true - false

3o we can say things li!e, false means -not true/4 forget means -fail to remember/4 absent means -not present./ "n addition, in the real world, it is difficult to i a middle ground between the extremes presented by most of the complementary pair 0no, we5re not going to consider 6ombies71.

Another way to thin! about this is that the antonyms in a complementary pair don5t have a comparative and superlative. 8ou can5t turn something on&er than and nothing is dead&er than dead.

Gradable Pairs of Antonyms

9radable pairs are the end points of a range or a cline. #ne can imagine points in between and describe them in words. 3omething can be deeper, newer, o fre uent. 3omeone can be thinner, more humble, or noisier.

deep & shallow near & far clean & dirty slowly & uic!ly fre uently & rarely closely & distantly sloth & diligence :oy & sorrow sleep & insomnia new & old simple & complex noisy & silent thic! & thin

humble & vain full & empty harsh & lenient happy & sad early & late patient & impatient

Multiple Antonyms Another thing to !eep in mind when thin!ing about gradable antonyms particularly, is that some words can have more than one antonym. ;epending on the moldy, and standard. !traight presents a similar situation% it could be the antonym of crooked, cur"ed, deceitful,

situation, the antonym of happy could besad, angry, disappointed, or disgruntled. And, depending on the context, antonyms of fresh could include clich d, s

This means that if the uality on one end is lessened, it does not follow that the other is necessarily increased. A person could be less happy without being m sad, for the simple reason that his or her happiness is being diminished by anger rather than sadness. Relational/Converse Pairs of Antonyms

This set of antonyms loo!s at a particular situation from opposite viewpoints. The antonyms are not opposites, but the converse of each other in the situation student to a teacher, and employee to an employer.

situational understanding means that someone or something could end up in multiple pairs of relationship antonyms. The same person could be child to a pa

parent - c ild

teac er - student !inner - loser male - female singular - plural above - belo! before - after be ind - in front of buy - sell give - receive/take speak - listen usband - !ife emigrate - immigrate employer - employee

Antonym "ormation

#ne important thing to remember in forming antonyms pairs is to ma!e sure the two words are parallel. An antonym pairing li!e despaired/hopeful has succ

captured the contrast between despair and hope but has failed to put them in parallel forms. The pair should either be both past tense verbs% despaired/hop

ad:ectives despairing/hopeful. "f you do exercises or tests with adverbs, using a non&parallel word may well be one of the ways a multiple choice answer will mislead you. Antonyms in Conte#t

<nowing the types of antonyms can help you fare better when you do an antonym exercise in a class or on a test. Before you begin to answer, thin! about w being used to help you figure out the appropriate response.

type of antonym is being re uired by the situation% complementary pairs, gradable pairs, or relational pairs. Then you can use the definition of the type of ant

English Idioms
$dioms and idiomatic e#pressions in %nglis An idiom is a group of words in current usage having a meaning that is not deducible from those of the individual words. For example, =to rain cats and dogs= & which means =to rain very heavily= & is an idiom4 and =over the moon= & which means =extremely happy= & is another idiom. "n both cases, you would have a hard time understanding the real meaning if you did not already !now these idioms. 2ere's an example of an idiomatic expression. Hold your tongue. This idiom does not actually mean that you should stic! your fingers in your mouth and grab a hold of your tongue. "t means that you should not tal!. >eople =hold their tongues= when they are in situations where they want to tal!, but it would be better if they didn't. 3o, while their tongue is ready to do some tal!ing, they =hold= it and don't say anything. (very language has idioms, and they can be difficult to learn if you are not a native spea!er of that language. The best thing to do is to have conversations with native spea!ers and as! them about phrases that you don't understand. 3ince idioms are influenced by the culture, learning the idioms of a language can be very interesting and enlightening7

SYNONYM:

Synonym
From Wikipedia, the free encyclopedia Jump to: navigation, search This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (November 2011) ynonym list in cuneiform on a clay tablet, !eo"#ssyrian period. $ef:%.&'() . Synonyms are *ords *ith identical or similar meanings. Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy. The *ord comes from #ncient +reek syn ,-./0 ,1*ith10 and onoma ,/2340 ,1name10. The *ords car and automobile are synonyms. imilarly, if *e talk about a long time or an extended time, long and extended become synonyms. 5n the figurative sense, t*o *ords are often said to be synonymous if they have the same connotation: 1a *idespread impression that... 6olly*ood *as synonymous *ith immorality1 ,7oris %earns +ood*in0 ynonyms can be any part of speech ,such as nouns, verbs, ad8ectives, adverbs or prepositions0, as long as both members of the pair are the same part of speech. 6ere are more e9amples of :nglish synonyms:

verb
o

1buy1 and 1purchase1

ad8ective
o

1big1 and 1large1

adverb
o

1;uickly1 and 1speedily1

preposition
o

1on1 and 1upon1

!ote that synonyms are defined *ith respect to certain senses of *ords< for instance, pupil as the "aperture in the iris of the eye" is not synonymous *ith student. imilarly, he expired means the same as he died, yet my passport has expired cannot be replaced by my passport has died. 5n :nglish, many synonyms evolved from the parallel use, in the early medieval period, of !orman French ,from =atin0 and >ld :nglish ,#nglo" a9on0 *ords, often *ith some *ords being used principally by the a9on peasantry ,"folk", "freedom", "bowman"0 and their synonyms by the !orman nobility ,"people", "liberty", "archer"0. ome le9icographers claim that no synonyms have e9actly the same meaning ,in all conte9ts or social levels of language0 because etymology, orthography, phonic ;ualities, ambiguous meanings, usage, etc. make them uni;ue. 7ifferent *ords that are similar in meaning usually differ for a reason: feline is more formal than cat< long and extended are only synonyms in one usage and not in others ,for e9ample, a long arm is not the same as an extended arm0. ynonyms are also a source of euphemisms. The purpose of a thesaurus is to offer the user a listing of similar or related *ords< these are often, but not al*ays, synonyms. IDIOMS: Idioms What are idioms? ?5diom? is not originally an :nglish *ord @ it is one of the many that have come into the language from +reek. ?5diom? means ?one of a kind? and indicates that a phrase is being used *ith a special meaning that can be very different to the literal meaning. 5f someone says ?When Ar Bloggs fell over the files someone had left on the floor, he hit the roof.? *e can understand that though Ar Bloggs actually hit the floor, he *as e9tremely angry about it< because ?hitting the roof? is an idiom for being very angry and letting everyone kno* it. 5dioms are a problem for language learners because they have to be learned individually, they are often ungrammatical, and :nglish people often assume that their listeners kno* the idiom, and make a 8oke or a pun on it. For e9ample ?When me Bloggs fell over the files someone had left on the floor, he went ballistic.? ,That is, he hit the roof like a rocket starting on its 8ourney.0 Why are idioms used? 5dioms are not only used, they are used a lot. #lmost every :nglish person uses several idioms in the course of a conversation. ometimes an idiom is used as a short *ay of e9pressing a more complicated idea. For e9ample if you call something a arson!s e"" this is a ;uick *ay of saying that there are good parts and bad parts to something, but overall it is not satisfactory. #lso idioms help to make :nglish a more colourful language. 5f you say

?learning a language is an u hill tas#?, anyone *ho has *alked or ridden a bicycle up a steep hill *ill immediately understand the effort involved, because idioms sometimes bring a clear mental picture to mind. ay that something is adro in the ocean and your listener kno*s at once that this is a very tiny amount indeed. Where do idioms come from? 5dioms often come from 8argon @ the technical language used by a group of specialists. For e9ample soldiers have given us o$ershoot for ?to go past the target? and a ?last ditch effort? for a final try before giving up. portsmen have given many idioms, such as bein" on a stic#y wic#etfrom cricket, *hich means being in a difficult situation. ,Today *e often 8ust call something ?sticky? because *e assume everyone kno*s the full idiom.0 Because the British used to be a nation of sailors, many idioms have come from there @ for e9ample a ship *ith too many sails in a strong *ind *ould sail erratically, so a drunk person is sometimes said to be three sheets to the wind. >ther idioms are more logical @ if a tanned person is scared, the blood goes from his face, *hich is *hy a co*ard is called yellow?, and it is not hard to understand *hy a person in a bad mood is like a bear with a sore head. %ow do you reco"ni&e an idiom? 5dioms are recogniCable because the literal meaning might not make sense. 5f someone says they *ill turn o$er a new leaf after getting into trouble, then *e should not ask ourselves *hy they are taking up gardening but assume that the phrase has an idiomatic meaning ,to make a start on becoming a better person0. o if someone if you hear of a person *ho tries to ass the buc#about being a bull in a china sho because he *as catty about the a le of someone!s eye, you can assume that very idiomatic language is being used. Should you use idioms? Use idioms *ith care, and only *hen you are sure of their meaning. ome idioms are very colourful, but they can also e9press strong feelings, and it is easy to give offence *ithout meaning to. 5f you say someone has a li"ht touch you are praising that person?s ability to run things *ithout interfering, but if you say that person is li"ht'fin"ered, you are calling him a thief. # person *ho does not give a*ay secrets may be o#er'faced but if he is ti"ht' li ed he is angry but saying nothing. !ote also that in DEst century :ngland almost the only people *ho say that it is rainin" cats and do"s are pensioners and language students. # modern :nglishman *ill more probably remark ?It!s chuc#in" down?. ome idioms last for generations, but others come in and out of fashion in a year or less. o be careful, or your idiom use *ill "o all ear'sha ed. ,Turn out badly.0 Why should you learn idioms?

>f course. =earning idioms is not a iece of ca#e,very easy0 but once you kno* them they can be a lot of fun, and any*ay, because :nglish people use idioms non"stop you *ill be all at sea,totally confused0 in most conversations until you learn the ro es,understand ho* things *ork0 %ow do you learn idioms? $eading :nglish te9ts or listening to native speakers *ill help you to find you a large number of idioms. #fter a *hile some idioms *ill become familiar, and you *ill learn the places and situations *here you hear them. :nglish ne*spapers use idioms a lot, but they often make puns of the idioms rather than using the original idiom. For e9ample a famous ne*spaper critic *rote of an actor ?he *ent through the range of emotions from a to b? ,instead of ?a to C? *hich means ?all of them?.0 o you might prefer to start by reading books, listening to conversations, and of course, doing the e9ercises here. o roll u your slee$es ,get ready for a 8ob0 and ut your noses to the "rindstoneF , tart *orking hard.0 5t?s time to "et crac#in" ,get started0. Notable Idioms In (n"lish Idiom " bitter pill" " ce in the hole" " chilles! heel" " dd insult to in"ury" " ll ears" " ll thumbs" " t the drop of a hat" "#arking up the wrong tree" "#asket case" "#eat around the bush" "#ite off more than one can chew" Definition)Translation # situation or information that is unpleasant but must be accepted. # hidden or secret strength, or unrevealed advantage. # metaphor for a fatal *eakness in spite of overall strength. To further a loss *ith mockery or indignity< to *orsen an unfavorable situation. =istening intently< fully focused or a*aiting an e9planation. Glumsy, a*k*ard. Without any hesitation< instantly. =ooking in the *rong place. >ne made po*erless or ineffective, as by nerves, panic, or stress. To treat a topic, but omit its main points, often intentionally or To delay or avoid talking about something difficult or unpleasant. To take on more responsibility than you can manage.

Notable Idioms In (n"lish Idiom "#ite the bullet" "#ite the dust" "#reak a leg" "#urn the midnight oil" "#ust one!s chops" "#y the seat of one!s pants" "#y the skin of one!s teeth" "$all it a day" "$hew the fat" "$hink in one!s armor" "$lam up" "$old shoulder" "$ut a rug" "$ut the mustard" "%on!t have a cow " "%rop a dime " "&it as a fiddle" "&or a song" "&rom to '" "(et bent out of shape" ")it the road " ")it the sack "IsheetsIhay "(*ake a) +ick at the can" Definition)Translation To endure a painful or unpleasant situation that is unavoidable. :uphemism for dying or death. # saying from the theatre that means 1good luck.1 To *ork late into the night, alluding to the time before electric lighting. To say things intended to harass. To achieve through instinct or do something *ithout advance preparation. !arro*ly< barely. Usually used in regard to a narro* escape from a disaster. To declare the end of a task. To chat idly or generally *aste time talking. #n area of vulnerability To become silent< to stop talking, to shut up. To display aloofness and disdain. :uphemism for dancing. To succeed< to come up to e9pectations. 7on?t overreact. Aake a telephone call< to be an informant. 5n good physical health. #lmost free. Hery cheap. Govering a complete range< comprehensively. +etting *orked up, aggravated, or overly annoyed at something that usually cannot be helped. To leave. To go to bed. Aake an attempt, or produce an initial documentIdesignIideaIetc.

Notable Idioms In (n"lish Idiom "+ick the bucket" ",ff one!s trolley" or ",ff one!s rocker" "-op one!s clogs" ,U%0 "-iece of cake " "-ushing up daisies" ".ight as rain" "/crew the pooch" "/hoot the bree0e" "/leep with the fishes" "/plit the whistle" "*ake the biscuit (1+)" "*ake the cake (1/)" "*hrough thick and thin" "*rip the light fantastic" "1nder the weather" Definition)Translation :uphemism for dying or death. GraCy, demented, out of one?s mind, in a confused or befuddled state of mind, senile. :uphemism for dying or death. # 8ob, task or other activity that is pleasant @ or, by e9tension, easy or simple. :uphemism for dying or death. !eeded, appropriate, essential, or hoped"for and has come to mean perfect, *ell, absolutely right. To scre* up< to fail in dramatic and ignominious fashion. To chat idly or generally *aste time talking. :uphemism for dying or death. To arrive 8ust on time. To be particularly bad, ob8ectionable, or egregious. To be especially good or outstanding. Both good and bad times. :uphemism for dancing. Feel sick or poorly

*(+IST(*:

re"ister
%imensions of .egister 2ariation3 Definition: 5n linguistics, one of many styles or varieties of language determined by such factors as social occasion, purpose, and audience. $ross45inguistic $omparison, by 7ouglas Biber ,Gambridge University Press, EJJ)0

Aore generally, register is also used to indicate degrees of formality in language use.

(tymolo"y:
From the =atin, 1record1

(,am les and Obser$ations:

1:very native speaker is normally in command of several different language styles, sometimes called re"isters, *hich are varied according to the topic under discussion, the formality of the occasion, and the medium used ,speech, *riting, or sign0. 1#dapting language to suit the topic is a fairly straightfor*ard matter. Aany activities have a specialiCed vocabulary. 5f you are playing a ball game, you need to kno* that ?Cero? is a duck in cricket, love in tennis, and nil in soccer. 5f you have a drink *ith friends in a pub, you need to kno* greetings such as: $heers6 )ere!s to your good health6 1>ther types of variation are less clearcut. The same person might utter any of the follo*ing three sentences, depending on the circumstances: 7 should be grateful if you would make less noise8 -lease be 9uiet8 /hut up6 6ere the utterances range from a high or formal style, do*n to a low or informal one""and the choice of a high or lo* style is partly a matter of politeness.1 ,J. #itchison, *each :ourself 5inguistics. 6odder, DKK'0

1=ike variation in our manner of dress, stylistic variations in language cannot be 8udged as appropriate or not *ithout reference to the participants in the interchange ,i.e., speaker and listener or reader and *riter0. For e9ample, you *ould not speak to a )"year"old child, an intimate friend, and a professor using the same style of speech. Using the term eleemosynary ?charitable? *ould probably be inappropriate for the child and the friend, *hile using number one ?urinate? *ould probably be inappropriate for the friend and the professor.1 ,F. Parker and %. $iley, 5inguistics for Non45inguists, EJJ&0

1-*.e"ister features are core le9ical and grammatical characteristics found to some e9tent in almost all te9ts and registers. . . .

1#ny linguistic feature having a functional or conventional association can be distributed in a *ay that distinguishes among registers. uch features come from many linguistic classes, including: phonological features ,pauses, intonation patterns0, tense and aspect markers, pronouns and pro"verbs, ;uestions, nominal forms ,nouns, nominaliCations, gerunds0, passive constructions, dependent clauses ,complement clauses, relative clauses, adverbial subordination0, prepositional phrases, ad8ectives, adverbs, measures of le9ical specificity ,once"occurring *ords, type"token ratio0, le9ical classes ,hedges, emphatics, discourse particles, stance markers0, modals, specialiCed verb classes ,speech act verbs, mental process verbs0, reduced forms ,contractions, that"deletions0, co"ordination, negation, and grammatical devices for structuring information ,clefts, e9traposition0. 1# comprehensive linguistic analysis of a register re;uires consideration of a representative selection of linguistic features. #nalyses of these register features are necessarily ;uantitative, because the associated register distinctions are based on differences in the relative distribution of linguistic features.1 ,7ouglas Biber, %imensions of .egister 2ariation3 $ross45inguistic $omparison. Gambridge Univ. Press, EJJ)0 /ronunciation: $:6"8e"ster

?egister 0sociolinguistics1
From Wikipedia, the free encyclopedia Jump to: navigation, search For the phonological term, see $egister ,phonology0. 5n linguistics, a re"ister is a variety of a language used for a particular purpose or in a particular social setting. For e9ample, *hen speaking in a formal setting an :nglish speaker may be more likely to adhere more closely to prescribed grammar, pronounce *ords ending in "ing *ith a velar nasal instead of an alveolar nasal ,e.g. 1*alking1, not 1*alkin?10, choose more formal *ords ,e.g. father vs. dad; child vs. kid; etc.0, and refrain from using the *ord ain!t, than *hen speaking in an informal setting. #s *ith other types of language variation, there tends to be a spectrum of registers rather than a discrete set of obviously distinct varieties @ there is a countless number of registers that could be identified, *ith no clear boundaries. 7iscourse categorisation is a comple9 problem, and even in the general definition of 1register1 given above ,language variation defined by use not user0, there are cases *here other kinds of language variation, such as regional or age dialect, overlap. #s a result of this comple9ity, there is far from consensus about the meanings of terms like 1register1, 1field1 or 1tenor1< different *riters? definitions of these terms are often in direct contradiction of each other. #dditional terms such as diatype, genre, te9t types, style, acrolect, mesolect and basilect among many others may be used to cover the same or similar ground. ome prefer to restrict the domain of the term 1register1 to a specific vocabulary ,Wardhaugh, EJLM0 ,*hich one might commonly call 8argon0, *hile others argue against the use of the term altogether. These various approaches *ith their o*n 1register1 or set of terms and meanings fall under disciplines such as sociolinguistics, stylistics, pragmatics or systemic functional grammar.

ASSI+NM(NT 0 : 1i2 (SSAY

Title % .omparison between poor and rich society

$eference % http:II***.oppapers.comIessaysIGompare"Bet*een"Poor"Poeple"#nd"$ichIMEE)K&

A*TI34(
"n this world, we have 0A)1 upper class and lower class people. 3ome of them are 0A@1 rich and the other are poor and that5s why we have 0AA1 different living in this world. 2owever we can be rich from different ways such as wor!ing hard and ma!e an excellent use of money. Therefore, this world is full of different classes of people due to the family bac!ground, environment and self&wor!. $ost li!ely the first thought that comes to mind when thin!ing of what it means to be in an upper or lower class society is the financial status of the two groups. $oney does not mean everything. "n comparing them, one must go into same deeper topics, the morality of both classes, the lifestyle, the way they carry themselves in today's society. An excellent way to compare and contrast the lifestyles of the rich and poor are to focus on farmers. 2igh class and lower class farmers wor!ed on the fields together. The low class farmers lived in 0AB1 small houses dispersed in 0A+1 village. Cnsurprisingly, the rich lived in huge houses. Dealthy farmers had0AE1 strong oxen to pull their carts. #n the contrary poor farmers used wooden hand tools and watered their fields. Both classes also lived in the city, which were places for government, education, trade and entertainment buildings. ?ich people should be 0AF1 responsible in helping poor people because simply they are in need. Dea! nations are in need of food supplies, shelters, and other ma:or stuff that would ma!e them 0A*1 happy. There are many good ways to help people such as giving them food, money or even sit with them. There are many 0AG1 advantages and disadvantages when helping poor nations. (verything has 0A),1 positives and negatives, one of the advantages of helping poor nations is that you draw happiness in the poor's faces. 2owever, there are disadvantages li!e helping poor people too much will maybe let poor people to completely depend on the rich donator. Also, they will be irresponsible or find their way to get money. "n conclusion, poor nations need support from rich nations. De might feel sad if they suffered in starvation. 3o, the rich should consider about it and always lend a hand to the poor nations.

%ssay "n this world, we have 0A)1 upper class and lower class people. 3ome of them are 0A@1 rich and the other are poor and that5s why we have 0AA1 different living in this world. 2owever we can be rich from different ways such as wor!ing hard and ma!e an excellent use of money. Therefore, this world is full of different classes of people due to the family bac!ground, environment and self&wor!. $ost li!ely the first thought that comes to mind when thin!ing of what it means to be in an upper or lower class society is the financial status of the two groups. $oney does not mean everything. "n comparing them, one must go into same deeper topics, the morality of both classes, the lifestyle, the way they carry themselves in today's society. An excellent way to compare and contrast the lifestyles of the rich and poor are to focus on farmers. 2igh class and lower class farmers wor!ed on the fields together. The low class farmers lived in 0AB1 small houses dispersed in 0A+1 village. Cnsurprisingly, the rich lived in huge houses. Dealthy farmers had0AE1 strong oxen to pull their carts. #n the contrary poor farmers used wooden hand tools and watered their fields. Both classes also lived in the city, which were places for government, education, trade and entertainment buildings. ?ich people should be 0AF1 responsible in helping poor people because simply they are in need. Dea! nations are in need of food supplies, shelters, and other ma:or stuff that would ma!e them 0A*1 happy. There are many good ways to help people such as giving them food, money or even sit with them. There are many 0AG1 advantages and disadvantages when helping poor nations. (verything has 0A),1 positives and negatives, one of the advantages of helping poor nations is that you draw happiness in the poor's faces. 2owever, there are disadvantages li!e helping poor people too much will maybe let poor people to completely depend on the rich donator. Also, they will be irresponsible or find their way to get money. "n conclusion, poor nations need support from rich nations. De might feel sad if they suffered in starvation. 3o, the rich should consider about it and always lend a hand to the poor nations. ASSI+NM(NT 0 : 1ii2 /O(M

A&T'&(M) *'R+ 'PP')$T% A). upper A@. rich AA. different AB. small A+. village AE. strong AF. responsible A*. happy AG. advantages lower poor same huge city wea! irresponsible sad disadvantages

A),. positives

negatives

Title : "f, by Hoseph ?udyard <ipling $eference: http%IIwww.girodivite.itIantenatiIxx)secI!iplingIseJenglish.html %ssay $other ;ay De had a father, who died much earlier, leaving young our mother, as a widow, with much 03)1 grieve. 2e also left her a small box of :ewels, which she had to sell, 03@1 piece by piece, part by part, for her children's need, for our sic!ness to see!, a doctor for relief, for our 03A1hunger to feed, with a willing 03B1affection indeed, for our bodies physically to 03+1grow, for our education, she had a seed of !nowledge to sow, finally the :ewel box became a 03E1hollow. so for money she had to borrow. she went to a pawn shop, :ewel box became empty to satisfy our famish because for loving us, nothing could stop, to borrow money with her wedding 03G1ring, so sorrowful li!e her heart pierced by a bee sting. Then she wor!ed in a factory for shitty night shift, though bac!&brea!ing she endured the hardship with a true grit. But she was happy to see us develop bodily, mentally, spiritually fit, regarding us the 9od's gift. #ne after another, we went into wor! force, earning salaries as a steady source, for her wedding ring, we saved money to redeem, so that she could smile with a gleam, because it was our turn to treat her li!e a ueen, A&T'&(M) *'R+ 'PP')$T% 3). grieve 3@. piece 3A. hunger 3B. affection 3+. grow 3E. hollow 3F. husband 3*. currency 3G. ring sorrowful part famish heart develop empty hubby money band

Kow the wedding band returns and dwells on her finger, 3ome handsome men made her heart leap, not for a moment but forever, but ' never remarry ' a promise to her 03F1husband, she !eeps, ma!ing her 03),1gladder and happier, $issing him made her....hurt so deep, !nowing that her sons and daughters are a true wiping her tears every night in silent weep.. treasure. For trading her wedding ring with a million, she #ne day, 03*1 currency was in urgent need, would say ' no ' she could not ma!e both ends meet, because it is her hubby's to!en of soul. with her heart painfully bleed,

3),.gladder

happier

ASSI+NM(NT 0 : 1iii2 IDIOMATI3 (5/*(SSIONS $eference ,s0: http:IIstaff.&8.lane.eduINholteIDKK'*ebsiteIidiomsOstoriesIlisaOidiomOstory.html

Short story
Alyson's (ssay by Lisa D. 3ettle down,/ said $s. Bingo, -school isn't over yet7/ Alyson's sixth grade class was celebrating because they had only two hours of school left before winter brea!. -Before we leave, " would li!e to give you your homewor! assignment to do over winter brea!./ The class groaned.-De will spend the next hour starting your essays -The essay is going to be on an assigned sub:ect. Tyler's is the 9reat 3alt La!e. $arissa% Li!ings. Alyson% (dward 9rover. (mma's is the ?edwoods . . . .= (dward 9rover . . . (dward 9rover . . . -Dho5s thatMMMM/ Alyson had never even heard of him7/ -Alyson, Alyson,/ $s. Bingo's face loomed into view,/ " !now (dward 9rover will be a tough nut to crac!, but you will find that he invented many great things7/ -8eah, but finding information on him will be li!e finding a needle in a haystac!. "5ll bite the dust in this pro:ect7/ whined Alyson. -All right, " will give you a different one, but !eep it under your hat. 2ow does Bran $onistat soundM/ -#n second thought, "5ll stic! with (dward 9rover,/ sighed Alyson. As soon as she got home, Alyson told her mom about the problem. #ver the first few days, Alyson left no stone unturned and went to four different libraries, but all of them were either out of the inventor boo!s or had never had them. Finally her dad told her she was probably 0"()1 bar!ing up the wrong tree. 3o Alyson stayed up late surfing the net and 0"(@1 burning the midnight oil. 2er sister tried to help by telling her that 0"(A1 every cloud has a silver lining #n the last day, Alyson's friend <elsey came over to chew the fat. <elsey said that this essay is going to be 0"(B1 A piece of ca!e. Then <elsey told her all about (dward 9rover and his great accomplishments.

Alyson wor!ed 0"(+1 At the eleventh hour in order to finish her wor!. 3he was up against the wall, but she finally got it done. And at school the next morning when as!ed about her pro:ect, she grinned and said, -#h, it was a bowl of cherries./

&o,

'R$G$&AL )%&T%&C% Finally her dad told her she was probably 0"()1 bar!ing up the wrong tree.

$+$'MAT$C %-PR%))$'&) %-PR%))$'& M%A&$&G 0"()1 bar!ing up the wrong tree

&%*L( C'&)TR.CT%+ )%&T%&C%

"()

$a!ing a mista!e or a false assumption in "f he is planning to go to Law school, he5s bar!ing something a person up the wrong tree by studying medicine. trying to achieve. To wor! late into the night. $ariam is burning the midnight oil to finish her assignment for tomorrow.

"(@

3o Alyson stayed up late surfing the net and 0"(@1 burning the midnight oil.

0"(@1 burning the midnight oil

"(A

2er sister tried to help by telling her that 0"(A1 every cloud has a silver lining.

(very bad situation 0"(A1 every cloud has has some good a silver lining aspect to it.

" lost my :ob last wee!, but every cloud has a silver lining and now " have time to visit my family in Australia7

"(B

<elsey said that this essay is going to be0"(B1 a piece of ca!e.

0"(B1 A piece of ca!e

A straightforward tas! 8ou shouldn't worry about the exam because you that can easily be have prepared well and you will probably find it a accomplished. piece of ca!e.

"(+

Alyson wor!ed 0"(+1 at the eleventh hour in order to finish her wor!.

0"(+1 At the eleventh hour

At the last minute

2e postponed his trip at the eleventh hour.

ASSI+NM(NT 0 : 1i$2 *(+IST(*S Title : #utdoor activities0advertisement1 $eference : http:II***.citytrans.com.myItransportOserviceImalaysianOoutdoorOactivities.asp

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Live the nature

Travelling, for some people, is all about discovering new places, while for others relaxation is a top priority.8ou can try 0T?)1mountain bi!ing if you love the feel of the wind on your face while pedalling through untamed paths, then you should go on a bi!e tour towards Borneo. This is because the rugged terrains in this part of the country are the epitome of blood&pumping adventure. 2ence, you have to explore it to find out for yourself7 These are ) the perfect places to go to if your idea of adventure is to endure hours of torturous climbs in biting cold temperatures. (ast $alaysia is a terrific place for 0T?@1 :ungle tre!!ing. The <inabalu Kational >ar! in 3abah provides a good site for highland and 0T?A1mountain hi!ing. For adrenaline :un!ies and water sports lovers, try white water rafting. Families can en:oy a family day out at 3ungai Ana! Helai, >ahang, where the river has very small rough areas and is ideal for family rafting. "ntermediate paddlers can try 3ungai 3ung!ai in >era!, about @ hours north of <uala Lumpur. 8ou can en:oy 0T?B1canyoning and 0T?+1rafting activity also which involves climbing, descending, :umping and tre!!ing through canyons in this place.

T)?)

$ountain bi!ing

T)?@

Hungle tre!!ing

T)?A

$ountain hi!ing

T)?B

.anyoning

T)?+

?afting

Title : >opular diseases in $alaysia $eference : http%IIwww.indexmundi.comImalaysiaIma:orJinfectiousJdiseases.html &o, T(P% '" T%-T &', R%G$)T%R .)%+ $& T%-T

Beware of disease
The ris! to an individual traveler varies considerably by the specific location, visit duration, type of activities, type of accommodations and time of year. ;iseases are organi6ed into the following six exposure categories shown in italics and listed in typical descending order of ris!. 0T@?)1African Trypanosomiasis is caused by the parasitic proto6oa Trypanosoma4 transmitted to humans via the bite of bloodsuc!ing Tsetse flies4 infection leads to malaise and irregular fevers and, in advanced cases when the parasites invade the central nervous system, coma and death. 0T@[email protected] Leishmaniasis is caused by the parasitic proto6oa leishmania4 transmitted to humans via the bite of sandflies4 results in s!in lesions @ that may become chronic4 endemic in ** countries4 G,N of cases occur in "ran, Afghanistan, 3yria, 3audi Arabia, Bra6il, and >eru. 0T@?A1>lague is bacterial disease transmitted by fleas normally associated with rats4 person&to&person airborne transmission also possible4 recent plague epidemics occurred in areas of Asia, Africa, and 3outh America associated with rural areas or small towns and villages. 0T@?B1.rimean&.ongo hemorrhagic fever is tic!&borne viral disease4 infection may also result from exposure to infected animal blood or tissue4 geographic distribution includes Africa, Asia, the $iddle (ast, and (astern (urope4 sudden onset of fever, and headache. 0T@?+1?ift Lalley fever is a viral disease affecting domesticated animals and humans4 transmission is by mos uito and other biting insects4 infection may also occur through handling of infected meat or contact with blood. T@?+ ?ift Lalley fever T@?B .rimean&.ongo hemorrhagic fever T@?A >lague T@?@ .utaneous Leishmaniasis T@?) African Trypanosomiasis

Title : Writing,8urnal0 $eference : http%IIwww.u!m.myI:urfpendIguideN@,forN@,authors.html

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3teps to write manuscripts

Authors should prepare their manuscript according to the guidelines provided in this section. TA?) $anuscripts not prepared according to these guidelines may be returned for revision before any editorial consideration. $ain 0TA?)1 heading should be used to designate the ma:or sections of a paper. .entre main headings and type in all uppercase letters. Type secondary TA?@ headings flush left using uppercase letters. 0TA?@1"llustrations and tables should supplement the text and not duplicate it. (ach table should have a title, centered at the top of the table that is proceeded by the word TABL( and its number. Kotes to a table should be A placed below the table. Dhile all charts, graphs, and drawing should be referred to as figures. 0TA?A1Footnotes are not recommended. (ndnotes should be used only if absolutely necessary and must be numbered consecutively throughout the manuscript. #n a separate page, type the text for endnotes in the order. Lengthy but essential information should be presented in an 0TA?B1appendix centered at the top of the page. "f they are multiple appendixes, label each one alphabetically. "n the text, refer to appendixes by their labels. >rovide each appendix with a title. All entries in the reference list must be cited in text. 0TA?+1.ite references in text using the author&date method. "f a wor! has two authors, always cite both names every time the wor! is referred to in the text. "f a wor! has three to five authors, cite all authors the first time the reference occurs. TA?+ .ite references TA?B Appendix TA?A Footnotes "llustrations and tables 2eading

Title : (nglish >remier League .lub $eference : http%IIwww.guardian.co.u!IfootballI@,)@IsepI@AIliverpool&manchester&united&mbm&liveMnewsfeedOtrue &o, T(P% '" T%-T &', R%G$)T%R .)%+ $& T%-T

Liverpool v $anchester Cnited P as it happened

TB?) There are probably better sides to be facing when you're still loo!ing for your first league win than 0TB?)1$anchester Cnited but that's the challenge facing 0TB?@11Liverpool this afternoon. "t has not been an easy start to life for Brendan ?odgers at Anfield, for while his side have passed the ball daintily, their approach has not been accompanied by the re uisite punch up front, a familiar failing for Liverpool. They have only managed three goals in their first four games and two of those have come from set&pieces, the other from a Titus B Bramble assist. Hust as worrying are the defensive mista!es and the comedy stylings of >epe the .lown in goal.of corporate training, $ilitary education and training and business schools."n homeschooling and online schools, teaching and learning ta!e place outside of a traditional school building. 8et 0TB?A1Tottenhem 2otspur and 0TB?B1Kewcastle Cnited does TB?B not come into the game yet, following their tie out draw without single goal with La6io and $aritimo respectively. Besides, they do tend to save their very best form for this fixture. Cnited, who have not made a wholly convincing start to the season, do not li!e coming to Anfield. $eanwhile, 0TB?+1.helsea is still leading in the top of the league table. TB?+ .helsea Kewcastle Cnited TB?A Tottenhem 2otspur TB?@ Liverpool $anchester Cnited

Title : Type of drugs $eference : http%IIlistverse.comI@,,FI,GI@FItop&),&drugs&and&their&effectsI &o, T(P% '" T%-T &', R%G$)T%R .)%+ $& T%-T

;rug Abuse
;rug abuse is a very common problem in most countries so it seemed li!e a good topic for a T+?) list. 0T+?)12eroin is an opiate processed directly from the extracts of the opium poppy. "t was originally created to help cure people of addiction to morphine. [email protected] is a crystalline tropane al!aloid that is obtained from the leaves of the coca plant. "t is both a stimulant of the central nervous system and an appetite suppressant, giving rise to what has been described as a euphoric sense of happiness and increased energy. 0T+?A1$ethamphetamime, popularly shortened to meth or ice, is a psychostimulant and + sympathomimetic drug. $ethamphetamine enters the brain and triggers a cascading release T+?A of norepinephrine, dopamine and serotonin. 0T+?B1Lysergic acid diethylamide, L3;, L3;& @+, or acid, is a semisynthetic psychedelic drug of the tryptamine family. Arguably the most regarded of all psychedelics, it is considered mainly as a recreational drug, an entheogen, and a tool in use to supplement various types of exercises for transcendence including in meditation, psychonautics, and illegal psychedelic psychotherapy whether self administered or not. 0T+?+1(cstasy 0$;$A1 is a semisynthetic psychedelic entactogen of the phenethylamine family that is much less visual with more stimulant li!e effects than most all other common -trip/ producing psychedelics. T+?+ (cstasy T+?B Lysergic acid diethylamide $ethamphetamime T+?@ .ocaine 2eroin

BIBLIOGRAPHY

ANTONYMS http:II***.oppapers.comIessaysIGompare"Bet*een"Poor"Poeple"#nd"$ichIMEE)K& SYNONYMS http%IIwww.girodivite.itIantenatiIxx)secI!iplingIseJenglish.htm IDIOMATIC EXPRESSIONS http:IIstaff.&8.lane.eduINholteIDKK'*ebsiteIidiomsOstoriesIlisaOidiomOstory.html REGISTERS http:II***.citytrans.com.myItransportOserviceImalaysianOoutdoorOactivities.asp http%IIwww.indexmundi.comImalaysiaIma:orJinfectiousJdiseases.html http%IIwww.u!m.myI:urfpendIguideN@,forN@,authors.html http%IIwww.guardian.co.u!IfootballI@,)@IsepI@AIliverpool&manchester&united&mbm&liveMnewsfeedOtrue http%IIlistverse.comI@,,FI,GI@FItop&),&drugs&and&their&effectsI