Based on the the knowledge of nominal roles, the functions of the nouns are the following:
- 1. The lizard is an iguana. PN
- 2. I cut my hair with scissors,DO
- 3. Randy handed Stanley the tickets for the play. OP
- 4. The oxen strained under the load. DO
- 5. Christopher, my nephew, plays the violin. DO
- 6. Charley read the menu to Graham. LO
- 7. The bird was a golden eagle, the national bird of Mexico. AP
- 8. The flowers died during the winter. OP
- 9. I lent fifty dollars to Elizabeth. LO
- 10. Lydia swam the length of the pool. OP
- 11. Eli hit Taylor, his little brother, AP
- 12. The fire burned the house to the ground.OP
- 13. Sam jumped the fence. DO
- 14. That spider is a black widow, PN
- 15. He gave Evan the map. DO
- 16. The Mississippi river runs through ten states, OP
- 17. The video was two hours long.PN
- 18. We followed Wayne to the Hunt-Phelan House, a historic mansion. AP
<h3>Part 2. Underline the form of the verb that agrees with the subject. 1. 2. 3. 4. 5. </h3><h3 />
The water and the food was, <u>were</u>) gone. Either the coach or the players (<u>are</u>, is) making bad decisions. My favorite exercise (are, <u>is</u>) push-ups. There (are, is) six people in this office. Mathematics (are, <u>is</u>) the most difficult subject for me. These pants (<u>are</u>, is) stained. Above the bookshelves (are, <u>is</u>) the antique clock. The team (are, is) losing. 6. 7. 8. 25
In conclusion, we can conclude that the correct answers are the ones given above.
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Answer:
Everyone in your family tree was young once, but childhood today is very different from what it was a century or more ago. Before the Victorian era, children as young as 6 or 8 years old might work in a mill or factory, they might run errands and make deliveries for a store keeper, they may be apprenticed to a skilled craftsman or woman, or they could be hired out as a servant. Many children in rural parts of the country worked on farms alongside the grown ups. Their work day started before the sun came up and boys' tasks might include cutting, splitting, or carrying firewood for the stove or fireplace, tending to the farm animals, carrying water to the house, putting up or repairing fencing, working in the gardens, fields or orchards, and hunting, trapping or fishing to provide food for the family. Girls spent long days cooking, milking cows or goats, collecting eggs, churning butter, making breads and cheeses, preserving foods, cleaning, doing laundry, making candles, sewing clothes for the family, preparing fibers like wool and flax to spin and weave, caring for younger brothers and sisters and helping elderly family members. Children learned to read, write, and do math at home or in a simple one room schoolhouse where there was one teacher for all the grades. Usually the teacher was a single woman, and she could be as young as 14 or 15 years old. The teacher might be a woman from the community where she was teaching, but just as often she was from further away and she would live with a local family during the school year. How would you like to have your teacher live at your house? The schoolhouse was generally set up with the teachers desk on one end and a wood stove on the other, with the students desks in between the two. Lots of towns had several of these schoolhouses located in different parts of the town, and children would attend the school closest to where they lived. Many times this meant walking 2 or 3 miles to school, carrying a slate,a book or two and a lunch pail, no school buses back then! In some places the school was provided with firewood by the town, and in others the children took turns bringing firewood to school to heat it during the winter months. In 1919 there were almost 200,000 of these one room schools across the United States, but by 2005 there were fewer than 400 still being used as schools.
nonoarmijo02
Explanation:
In this poem by Gary Soto, the author reflects on the feelings that he has for the woman he loves.
The author tells us that he is poor and unimpressive, while the woman is much better than him. However, throughout the poem, he highlights the fact that he wants to be loved and seen by the woman, even if he is not very impressive. The last image he offers in the text is that of a daffodil and wheat. He compares himself to wheat, which is resistant, even if not impressive. On the other hand, while the daffodil is more beautiful, it is weak and often goes unnoticed, ending up destroyed in the mud when the rain comes. The author highlights the fact that his qualities might be less obvious, but they exist, and this should motivate the woman in question to give him a chance.
Answer: She said that he should have respect
Explanation:
The knight is not satisfied because he has the old woman for his wife and she is also someone who is not from a wealthy family. She is responding to that, that he should know that real wealth is not coming from someone else's finances, real wealth should be about a persons' character.
When they were talking about her age, he said to him that he should have respect because of that and her age should earn his respect. She was also saying that her ugliness should show him that she could not have a lover or do something to him behind his back.
Answer:
The Declaration of Independence is a document that was drawn up by Thomas Jefferson stating the rights that every man should have from birth that the King of England had taken away. The Declaration of Sentiments, drawn up by Elizabeth Cady Stanton, is a similar document, but this one states that all women are born with the same rights as men and that the men have been taking those rights, the same way that King George III did to the founding fathers of the country. Another similarity is that they were both written in order to try to convince the population of an idea that was overwhelmingly unpopular.
Explanation:
