Answer:
1. I ___will not tell_______ (not tell) my teacher that my mum ___helped_______ (help) me with my homework.
2. Paul __won't____say___ (not say) that he ___took______ (take) Albert's watch.
3. The bike ____is________ (be) much more expensive than he _____thought______ (think) at first.
4. Dad ___drove_______ (drive) me home after I ____fell_____ (fall) into the water.
5. Marion _______asked______ (ask) me what ____happened______ (happen) to me last week.
6. We __ate_______ (eat) two Big Macs before we _____went_____ (go) home.
Explanation:
exelent question needs to be
Answer:
c. In his left hand he held a sack, and his right hand held the arm of a boy in an iron grip.
Explanation:
Based on the excerpt from the story of Iqbal, we can easily know that the master was a cruel man just by the way he held the young boy's arm. The very word "an iron grip" gives a strong indication of someone holding onto something that wouldn't be let go easily. This sentence
In his left hand he held a sack, and his right hand held the arm of a boy in an iron grip
gives the character of Hussain, the master as someone who is cruel and representation of someone who was to be obeyed by the children.
Answer:
Admit that they lost the bet
Explanation:
The options you were given are the following:
- admit that they lost the bet
- bet more money on Smiley's dog
- grab Smiley's dog and tie it up
- try to help the other dog beat Smiley's dog
An idiom is a phrase that has a figurative, non-literal meaning. We can't conclude what this type of phrase means based on the meanings of individual words that make it up. Here, we have the idiom <em>throw up the sponge</em>. No one is literally throwing up sponges. This phrase means<em> </em><em>to give up a contest </em>or <em>to acknowledge defeat</em>.
Based on this information, we can conclude that the dogs are fighting until the people who own them admit that they lost the bet.
<h2>Answer:</h2><h2>As the Civil War came to a close, southern states began to pass a series of discriminatory state laws collectively known as black codes. While the laws varied in both content and severity from state to state—some laws actually granted freed people the right to marry or testify in court— these codes were designed to maintain the social and economic structure of racial slavery in the absence of the “peculiar institution.” The laws codified white supremacy by restricting the civic participation of freed people; the codes deprived them of the right to vote, the right to serve on juries, the right to own or carry weapons, and, in some cases, even the right to rent or lease land.</h2><h2>Slavery had been a pillar of economic stability in the region before the war; now, black codes ensured the same stability by recreating the antebellum economic structure under the façade of a free-labor system. Adhering to new “apprenticeship” laws determined within the black codes, judges bound many young African American orphans to white plantation owners who would then force them to work. Adult freedmen were forced to sign contracts with their employers—who were oftentimes their previous owners. These contracts prevented African Americans from working for more than one employer, and therefore, from positively influencing the very low wages or poor working conditions they received.</h2><h2>Any former slaves that attempted to violate or evade these contracts were fined, beaten, or arrested for vagrancy. Upon arrest, many “free” African Americans were made to work for no wages, essentially being reduced to the very definition of a slave. Although slavery had been outlawed by the Thirteenth Amendment, it effectively continued in many southern states..!!</h2>
