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0 sats \ 5 replies \ @cryotosensei 31 Jul \ parent \ on: Can you spin the threads? AskSN
hastened his speed, scurried away, strutted purposefully, hesitant footsteps, scampered, tiptoed quietly, gallop, ran as fast as a cheetah, sprinting, saunter, optimistic, pessimistic
Kathy went to take her place at the running track. When the teacher blew the whistle, she shot off as fast as she could down the track. Suddenly, Kathy tripped and fell to the ground. Her shoe, which was a little oversized, flew off her foot.
Heartbeats in the Dark
drumming, wrinkly old man, attic, eyes glint in an evil kind of way, glare, shadow puppets, loomed over, suffocating, yanked the curtains open, reckoned, weather, independent
I sit up. I cannot breathe because the dark is so black it feels like it is suffocating me. I stare at where I know the curtains are. I tell myself that the sun is blazing on the other side of the curtain.
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Process: Suggested changes to be made to Foundation Science worksheets to the rep.
Impact: Revised worksheets were better aligned with actual wording and question types found in PSLE papers, thus enhancing students’ readiness in acquiring required knowledge and skills.
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My washing machine suffered from a water supply problem, so I engaged a plumber to fix it. He leveraged his burly side to take out my large washing machine. I complimented him on his strength, to which he blushed and said, “No, not strong. That’s why I used water.” He had earlier sprayed water at the bottom of the washing machine, and that was when I felt a Eureka! moment. This is how people use water to reduce friction between two surfaces in their everyday life!
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Streamline processes
Continued success
Lifelong learning
Welcoming atmosphere
Service excellence
Lasting relationship
Artificial intelligence
Job performance
Financial stability / burden
Steady income
Additional information
Necessary documentation
Skilled workers
Employee retention
Supportive environment
Learning experience
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In Singapore, primary schools do well to impart the finer points of fiction writing. Particularly, they collate lists of “Show Not Tell” phrases for their students and integrate them into weekly spelling drills, hoping that the latter would be able to execute something beyond the run-of-the-mill writing that despairs many a language teacher.
But here’s the thing: when kids regurgitate phrases like “grinned like a Cheshire cat”, we don’t exactly award them the top band marks, dismissing them as cliches. Then, why do we adults invest so much energy into ensuring that our young ingest these perfunctory phrases?
Can I create time and space in my lessons to allow students to think of their own original phrases, never mind that such incubation of heartfelt sentiments will be more tedious than using the phrases from their spelling list? Do I have the headspace to take a step from my hectic life and think of the phrases that truly reflect my quirks and idiosyncrasies; showcase where I’ve been and where I want to go; and put a smile on the examiner’s face, exhausted from reading tons of scripts?
I am not sure either, but this is my attempt today: His smile radiated warmth, like sunflowers leaning toward the sun.
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