text:
LearnerĂ s Book
Sally Burt and Debbie Ridgard
University Printing House, Cambridge cb2 8bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University's mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: education.cambridge.org Š Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Printed in India by Replika Press Pvt. Ltd A catalogue record for this publication is available from the British Library isbn 978-1-107-62866-3 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the publishers do not guarantee the accuracy of such information thereafter.
notice to teachers It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a license, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.
Contents Introduction
Different voices – different times
People in the news
6 1 What is a prologue? 6 2 Delve into detail 8 3 Focus on technique 10 4 Write a short prologue 11 5 Meet the River Singers 12 6 Phrases and sentences 14 7 Review word classes 16 8 Review dialogue 18 9 Voices 20 10 Finding out about flashbacks 23 11 and 12 Create Voice 4 at the museum 24
1 Making headlines 2 Read and make meaning 3 Go deeper 4 Make a point 5 Facts and opinion 6 Read an autobiography 7 Another life 8 Make a start 9 Others in the news 10 and 11 Making the news 12 Give a presentation
Poems – old and new 1 2 3 4
The River The Brook Look deeper Comparing poems
5 6
26 26 27 30 31 33 35 37 39 40 43 44 45 45 47 49 51
The cataract Plan a performance
53 56
Time passing
57 1 Looking into the future 57 2 Put yourself in their shoes 60 3 Useful punctuation 61 4 Begin planning a longer story 64 5 Going back and looking into the future 65 6 Working with voices and moods 68 7 Working with chapters, paragraphs and connectives 70 8 Write paragraphs describing fictional surroundings 72 9 Going back in time 72 10 Spelling, punctuation and structure challenge 74 11 Finish your story 76 12 Take part in a Readaloudathon! 76
Poles apart
1 2
Describe and compare Summarise and write paragraphs Analyse a news report Have a discusssion Keep it formal Using the passive voice Read and assess a balanced report Language techniques Write a balanced report
3 4 5 6 7 8 9
77 77 79 82 84 86 86 88 89 91
10 A biased view 11 Argue a case 12 Have a class debate
Words at play 1 2 3 4 5 6
96 96 98 101 103 105 106
A different medium
109 1 All the world's a stage 109 2 What has changed? 112 3 Using language 113 4 Shakespeare alive 115 5 Introducing manga! 117 6 Shion 119 7 Standard format 120 8 Medium makes a difference 120 9 A multimedia novel 121 10 Language matters 124 11 Plan an episode 126 12 Write and display a 127 final copy
Make it happen 1 2 3 4 5 6 7 8
Poetic licence Compare poems Do sounds and letters always agree? Made-up words and nonsense Have fun with words Laugh with limericks
Weighing up waste Read a magazine article Compare texts Revise punctuation Follow instructions Use the command form Create your own design Read a non-chronological report
9 Summarise the report 10 and 11 Write a non-chronological report 12 Create a group magazine
92 93 94
128 128 129 132 133 134 136 138 139
Snapshot 1 2 3 4 5 6
Fruit in a bowl Poetic form and features There for a moment Features for effect A jewel Try 'encapsulating' a snapshot
Spelling activities
142 143 144 145 145 147 148 151 152 155
Term 1 – Revise common spelling sounds; Recognising unstressed vowels; Prefixes can give clues to meaning; Suffixes can change the meaning of words; Tricky endings; Not wrong, just different Term 2 – Revise common spelling sounds; Soft and hard c and g; Forming nouns from verbs; Working with opposite prefixes; Revise a spelling rule Term 3 – Revise common spelling sounds; Choose precise words; Homophones and homographs; The prefix ad; Revise a spelling rule
Presentation skills; Nuts and bolts of writing; Keeping a learning journal; Using an etymological dictionary; Unit 1: Listening text; Unit 2: Biography; Unit 3: Poems; Unit 5: How to have a debate; Unit 7: Book talk
Welcome to the Cambridge Primary English Series, Stage 6. This Learner's Book takes you through Stage 6 of the Cambridge Primary curriculum. It contains nine units of lessons and activities to help you develop your reading, writing, speaking and listening. skills This book covers all the skills you need to develop in Stage 6. Each term has two long units and one shorter one. Over the year you will work through three units on fiction and plays, three on nonfiction and three on poetry. The long units are divided into 12 sessions. Some sessions have been omitted to create longer working periods to suit the activities. Each unit has a theme full of interesting and relevant topics. You will read classic writers and poets alongside science fiction and stories that play with time. You will also have fun with reading in different media with a graphic novel, a Japanese manga comic book and a multimedia novel. You will express your preferences, engage in discussion and do some role play and performance. In non-fiction you will come across a wide range of text types, some of which you will have encountered before. We hope that you enjoy the variety and feel confident at recognising the features of the various different text types, and that you will try your hand at them as you investigate, explore and enjoy the different ways we communicate and express ourselves. You will work in a variety of ways, in groups, with a talk partner or on your own, and of course at other times your teacher will lead a discussion or explain an activity. You will need all of your reading skills and you will keep a learning journal to record, remember and give yourself practice at different texts and techniques. Working together is important, so you will have plenty of opportunities to share ideas, build your confi dence and learn from each other, as well as from your teacher and the course books. These icons will show you how you're going to work: have a discussion do some reading
do some writing role play, read out loud or do an oral activity do a spelling activity You'll find some extra help along the way, so look out for these features:
Tip These tips give you
I am here to give you reminders and plenty of ideas.
handy hints as you work.
Did you know? These boxes encourage you to think broadly and do further research.
How did I do? These boxes ask you to evaluate how you are doing. Answer the questions honestly – there is no right or wrong answer.
Language focus These boxes explain helpful language rules. You'll need to remember the information to use again. On pages 156 to 164 you'll find helpful spelling rules and activities to practise and expand your knowledge of words and their spelling. On pages 165 to 176 you'll find a handy set of resources you can use at any time, such as advice on sentences, paragraphs and connectives and how to use your learning journal or have a debate. You'll also find complete poems and a listening text. We hope you enjoy the course and that it helps you to feel confident about responding to English, and using English in a variety of ways. Sally Burt and Debbie Ridgard
Different voices – different times
Have you ever described something only to have someone else say it didn't happen like that at all? Books let us experience action, adventures, dilemmas and dramas as characters or narrators tell their stories. In this unit you'll experience different voices telling their stories and create the voice of a character yourself.
Vocabulary to learn and use: prologue, preface, perspective, omniscient, ancient, portray, authentic, homograph, rumour, vole, weasel, heron
1 What is a prologue?
When tales start with Once upon a time, we know what sort of story to expect. But what other techniques can be used to begin stories?
1 Read the first paragraph of a library book or your reading book.
• •
Does it set a scene or introduce a character? Does it leave you curious to know more?
2 Read this opening paragraph of a story. a What images set the scene? b What is the feeling in this opening paragraph? c Is the narrator looking forward or back? How can you tell? d What is your opinion of this opening? Does it make you want to read on?
The Middle of Nowhere The piano arrived too late to stop the sky falling in. If it had come earlier, things might have ended on a sweet note. As it was, everything was jangled, unstrung, struck dumb. Geraldine McCaughrean
Unit 1 Different voices – different times
Some books begin with a prologue. Work with a talk partner.
1 Where do you think the prologue comes in a book? 2 What role could it play? 3 Does the prologue below match your ideas? How?
Language focus The word prologue comes from an ancient Greek word,
(prológos), which is
made from pro ('before') and lógos ('word').
The River Singers Prologue The rumour spread from burrow to burrow down the length of the Great River. The females, eyeing each other over their boundaries, commented on it in hushed tones. The males spoke of it with raised chins and defiant looks, before moving on and away to their own business. The rumour told of a new danger to the Folk. It told of a horror which came in the night. It told of the Great River stripped bare of her people, of entire colonies gone. It told of the end of their world. But perhaps, they thought, a rumour is all it was. The ancient enemies – the fox, heron, weasel – had always been there, awaiting the unwary or unlucky. And still the Folk prospered. The Great River sang, her grasses were plentiful, and her waters were warm and bustling with life. No, perhaps rumours were only rumours and the lives of the Folk would continue as before. But even so the mothers turned an eye to their young, and slept more lightly than they had. And the males scented the breeze more carefully before straying into the open, ran more quickly, fed more watchfully. Sylvan and the others, nestling in their chamber, knew nothing of the rumours. They knew nothing of the outside. They knew their mother, the scents of their home, and the rhythms of the Great River. They knew hunger which could be quenched with milk. But one day they would learn that sometimes a rumour is more than a rumour. Sometimes a rumour is a life which has yet to come. Tom Moorhouse
Session 1 What is a prologue?
Start a learning journal to record this year's reading, your ideas and writing techniques you encounter and want to remember.
1 Add The River Singers to your learning journal. 2 Make notes on what the prologue suggests about the story. 3 List any questions you have about the story. ideas, predictions, questions
reactions to characters and events
learning journal summaries, reviews, recommendations
You can draw and stick things in your learning journal, and use it to practise your ideas.
favourite extracts and examples
writing techniques to remember
2 Delve into detail
The prologue for The River Singers contained important clues about the story to come. How many did you pick up?
1 Use these questions to find out how good a detective you are. Use evidence from the text in your answers.
a What clues show that the characters b c d e f g h
Tip Look in more than one
are not human?
place for answers – scan
Who are the 'Folk'?
the whole text for details
What could the 'horror' be?
that build up your ideas.
What do you think is behind the rumour? Who lurks as 'ancient enemies'? Why are they 'ancient'? Are the Folk still wary? How can you tell? Why do Sylvan and the others know nothing of the rumours? What do the last two lines suggest about the rumours?
Unit 1 Different voices – different times
2 Choose a word to describe the mood of the prologue. suspense
tranquillity menace
a Which words in the text support your choice? b How could you change the mood of the prologue? 3 Summarise your predictions about the story in your learning journal. Note the genre and whether you might enjoy the book.
4 Which of these descriptions matches the prologue in The River Singers?
It is a flashback giving the readers clues to help them understand the story events and characters.
It is a 'flash forward' revealing later events to build suspense – foreshadowing.
It is spoken by an all-knowing narrator who gives hints of things the characters cannot know.
5 In your own words, explain what a prologue is and suggest why authors might use one.
How did I do?
Did I find clues to answer the questions? Can I explain what a prologue is?
Many words in English come from ancient Greek.
1 Pro has two meanings when it is used as a prefix. Which meaning fits each of these sentences? pro prefix 1 before in time, place or order; 2 favouring or in support of
a I am very pro-homework because it helps me learn more! b The aardvark has a prominent nose – it sticks right out. 2 Logos is Greek for 'word'. Many English words have the suffix ology or logy, meaning 'the study of'. For example, biology is the study of living things, because bio is Greek for 'life'.
a Tell a talk partner how the suffixes ology and logy could be related to logos meaning 'word'.
b Find and list words that end in logy or ology.
Session 2 Delve into detail
Did you know? Some books have a preface where the author explains how the book came to be written. Preface comes from the Latin words pre ('before') and fari ('speak'). An etymological dictionary gives the origins of words. There's an example on page 169.
3 Focus on technique
The narrative voice that authors choose helps them present characters and settings in a particular way.
1 The prologue of The River Singers is written in third person narrative. How can you tell? Discuss examples from the text.
2 Scan the prologue for clues about the type of narrator in the prologue.
Language focus There are two types of third person narrative.
• •
The third person narrator tells the story from the outside but gives no information that the characters cannot know. The omniscient third person narrator tells the story from the outside but seems to know everything about the characters and events – past, present and future. It often gives clues and comments to the reader. omniscient adj. having or seeming to have unlimited knowledge
Sometimes authors write about things they feel strongly about, such as friendship, loyalty or protecting the environment.
1 Do you think you can tell from the prologue what the author of The River Singers feels strongly about?
2 Is the opinion of the author the same as the opinion of the narrator of the prologue? What makes you think this?
3 Should authors let their opinions and feelings come out in a book? Discuss your views.
Unit 1 Different voices – different times
Repetition can make a point or create an atmosphere.
1 Which key word is repeated in the prologue? Why? 2 Do you find the repetition in the last paragraph effective? Why? 3 Practise describing something by using repetition followed by a contrast. Add it to your learning journal.
Most of the prologue is in the same tense; but not all of it is.
1 What tense is it mainly in? Why is this tense often used in narrative? 2 Where and why does the tense change? What is the effect?
Proper nouns have two important characteristics: they name specific (one of a kind) items and they always begin with a capital letter.
1 Is folk a common noun or a proper noun? Check in a dictionary. 2 Use folk in a sentence to show what it means. 3 Why does Folk have a capital letter in the prologue? How does this change its meaning?
4 Find and explain any other unusually capitalised words in the prologue.
4 Write a short prologue
• Flashback to much earlier events? • Someone looking back long after the events? • Different narrator perspective? • Flash forward giving clues about the story? • Something else?
• Type of book (genre)? • First or third person narrative? • Who is in it? • What happens (summary)?
Session 4 Write a short prologue
Plan and write a prologue for your reading book. Ask yourself questions about your book using the suggestions in the picture on page 11.
1 Jot down notes on what your prologue will include. 2 Write a prologue of two or three paragraphs, using some of these techniques:
• • • • •
repetition of key words or phrases carefully chosen words to create the mood you want clear narrative voice (third person or omniscient third person) consistent tense (only change it for dramatic effect) variety of short and long sentences.
3 Review your paragraphs for flow, check for errors, and make any improvements or corrections.
4 Swap prologues with a talk partner. Ask questions and make predictions about your partner's prologue. Did your partner pick up your clues?
Any volunteers? I love prologues that give little hints and clues. Who would like to read out theirs?
5 Meet the River Singers
The River Singers
Setting scene and introducing main character Expanding on main character, giving clues about his personality
Chapter 1 The dawn was grey and the waters quiet. Sylvan was the first awake, lying with his brother and sisters in a pile of cosily intertwined limbs. Their breathing lulled him even as lightness spread up the tunnel and into the chamber, bringing with it the scent of the morning. He yawned. He opened his eyes. He grinned. Today was the day. At last. Sylvan extracted himself, ignoring the others' sleepy protests, and sat with twitching whiskers at the entrance to the chamber. He should wait for them, he knew. They were supposed to go out all together. But the air stirred with a promise of new things and, with a final glance at his siblings, he stole away down the tunnel, paws
Unit 1 Different voices – different times
Explaining how strongly Sylvan is drawn to explore the river A change of mood as Sylvan's mother interrupts
padding on the soil. He had known the way for ages now. A left, a right, loop around a knot of roots, then pause at the place where the roof had fallen. One eye to the sky. Quiver. Listen. Check the scents. Then onwards and downwards to the lower places, the entrance to the Great River and the gateway to the world. With each downward step the light grew brighter and the air fresher, more exhilarating. Another turn, a slight rise. And there she was: the Great River. Her waters, lapping against the family's trampled little platform, were bright through the shade of the tall grasses. She filled him with her vastness, her movement, her song. He felt the stirrings of hunger, the desire to dive, to twist, to flow with her. He hesitated, one forefoot raised, everything urging him out and into the world. "And what exactly do you think you're doing, young vole?" A paw was on his tail, pinning it to the floor. Sylvan froze. He placed his foot hurriedly back onto the ground. As his mother removed her paw he turned, radiating guilt. Tom Moorhouse sibling n. a sister or a brother
Sylvan's journey
The beginning of a novel often has a different mood and voice from the prologue.
1 Read the beginning of The River Singers aloud in a small group.
• •
As you read, identify the narrative voice. Does the voice seem the same as in the prologue?
2 a Choose words to describe the mood in the first paragraph. expectant relaxed
optimistic mischievous
b Find words and phrases in the passage that give clues. Example: cosily intertwined limbs – shows that they are relaxed,
don't feel threatened and are not worried about sleeping 3 Discuss how the idea of night becoming day helps to set the mood.
Session 5 Meet the River Singers
4 In one sentence, summarise the difference between the mood of Chapter 1 and the mood of the prologue.
5 Does this story opening match your predictions from reading the prologue? Give examples.
Work on your own before comparing answers with a talk partner.
1 2 3 4
When do you find out what kind of animal Sylvan is? What were the clues? What does Sylvan want to do? Why do you think he is only supposed to go out with the rest of his family? Describe in your own words how Sylvan feels about the river. Why might he feel this way?
The extract describes Sylvan's journey from his chamber to the edge of the Great River.
1 Draw a sketch of the journey, including the details described. 2 Add captions to explain the features. 3 Use your sketch to retell Sylvan's journey to a talk partner. Compare your sketches and retellings.
Tip Use time connectives, such as first, second, after that, next and finally.
How did I do?
• • •
Did I retell a journey using my sketch and compare it with my talk partner's? Did I describe Sylvan's journey in the correct sequence? Did I use a variety of time connectives?
6 Phrases and sentences
Authors use a variety of sentence types to make their writing interesting.
1 a In a group, discuss what makes a sentence. Develop a definition to share with the class.
b Create a class definition to display on the wall.
Unit 1 Different voices – different times
2 Reorder the words in these sentences to make sense of them. a The fish caught a heron. b Underground dens live in foxes. c Adventure began his river in the Sylvan. d All their rivers lives in live fish. 3 Phrases are groups of words, without a verb, that go together to do a job. What could you add to turn each phrase into a sentence?
a on the riverbank. b before his siblings. c beyond the burrow.
Tip Sentences need a
4 Choose a phrase from the box to add to
subject and a verb.
the beginning and end of these sentences. at daybreak on the riverbank after breakfast
with beady eyes
into the river
beyond the burrow
in the undergrowth
without his mother
a The young voles ventured out. b The fox hid. c Sylvan did not explore.
The author uses both phrases and sentences to describe Sylvan's journey, which is highlighted in the extract on page 13.
1 Re-read each part of Sylvan's journey and with a talk partner decide whether it is a phrase or a sentence and say why. For example, Quiver is a very short sentence using the command form of the verb.
Tip Command verbs are used for instructions and commands. You don't write the subject – it is implied: (You) quiver.
2 What is the effect of mixing phrases and sentences, both short and long? (Here's a hint – think about how a water vole would move.)
3 Write a short paragraph using a similar technique to describe the journey of another animal.
• •
Think about how the animal moves. Copy the pattern of phrases and one-word command sentences, choosing words that are suitable for your animal's style of movement. Session 6 Phrases and sentences
Swap your paragraph with a talk partner and suggest improvements. Use a thesaurus to help. Focus on verbs and freeze-frame your images.
Scan the extract to find other descriptive passages which use a combination of long and short phrases and sentences.
Write a few examples in your learning journal to remind you of the technique and note why you think it is effective.
7 Review word classes
To form sentences you need words! It helps to be able to identify different word classes, and understand what they do and how they work.
1 Talk in a small group about the word classes in the box. a What does each word class do? Tip b How can you identify each word class? The different word
noun pronoun
classes are also known as parts of speech.
2 Look at the Language focus box and talk about how these pairs of sentences differ in meaning.
a b c d
The water voles heard the rumour. The water voles heard a rumour. Sylvan ate a fish his mother had caught. Sylvan ate the fish his mother had caught.
Language focus Articles are the small words that come before nouns. They may be small but they make a big difference to meaning! The definite article (the) refers to a specific noun. For example: Sylvan swam in the river. (a specific river previously mentioned) The indefinite articles (a and an) don't refer to specific nouns. For example: Sylvan swam in a river. (no particular river) Articles aren't always necessary with plural nouns. For example: Rivers are full of fish.
Unit 1 Different voices – different times
3 Invent five sentences with this word class pattern. article + adjective + noun + verb + adverb
The worrying rumour spread rapidly. 4 Discuss the word class of the underlined words. a My duvet is made of goose down. b The bird lined its nest with old down feathers. c An otter can down a whole fish in one go. d The heron looked down and spotted his prey. e The fisherman rowed down the river. 5 Choose three words from the box. Make up sentences using each word in at least two different word classes. well
Words that look identical but have different meanings are called homographs.
Did you know? Homographs may have different pronunciations. For example, the emphasis could go on a different syllable, as in present (noun) but present (verb). The word homograph originates from two ancient Greek words, homós meaning 'same' and grápho¯ meaning 'write'. Can you see why?
1 Use your dictionary to find the meanings of these homographs that also share a word class.
a b c d e
pupil (noun) club (noun) ring (noun) bank (noun) bat (noun)
Session 7 Review word classes
2 Write pairs of sentences using the homographs in these word classes. a mean (adjective and verb) b watch (noun and verb) c minute (noun and adjective) d entrance (noun and verb) e content (noun and adjective) 3 Identify the word class of these words then use a thesaurus to find at least three synonyms for each one.
a b c d
adventurous disturb warily
Tip Synonyms have similar meanings, so they must be in the same word class.
8 Review dialogue "Come on, Tiny. Mother's promised we're going out today." Aven gasped and sat upright, pawing the sleep from her eyes. She groomed a little, setting her fur straight. She blinked her black eyes into focus. "Sylvan," she said sweetly, "if you ever call me that again I'll gnaw your ears off." Sylvan grinned, "You'll have to catch me first." "Or wait until you're asleep." He thought about it. "Good point," he conceded. "Can we go out now?" Orris uncurled a little. "What's so good about going out, anyway?" Sylvan sat back on his hind feet. "I don't know. It's just … better out there." "Better?" said Orris. "Only if 'better' means 'full of weasels and owls and things that want to eat us'. I think I'll stay here." "Mother said we're going out," said Sylvan, stubbornly. "I hope you enjoy yourselves." "Look," said Sylvan, "I'm the oldest and you need to do what I say." "Says who?" said Aven. Tom Moorhouse
Unit 1 Different voices – different times
Authors use dialogue to show what characters are like through what they say and how they speak.
1 In a group of three, read aloud the dialogue in this extract between Sylvan and his siblings, Aven (nicknamed Tiny) and Orris. Read one character each.
• • •
Scan the text to find and practise your words. Use expression to show what your character is like. Use actions to show the details in the narrator's words rather than reading them aloud.
Tip Remember what you learned about Sylvan from your earlier reading.
2 From what you already know about Sylvan, does his conversation surprise you or does he act as you would expect? Why?
3 What does the dialogue reveal about the three characters? Draw a mind map for each one, noting:
• •
whether they are a child, teenager or adult five–six adjectives or phrases to describe them (e.g. bossy, cheeky, fun-loving, nervous, lazy, sleepy, good at banter)
any other relevant information.
Remember, there are no right or wrong answers – it's your impression of the characters.
4 Perform the dialogue again, adding in your new understanding of the characters. Swap characters to see how different interpretations change the effect.
Session 8 Review dialogue
Revise your skills at dialogue and punctuation.
"Sylvan," she said sweetly, "if you ever call me that again I'll gnaw your ears off." Sylvan grinned, "You'll have to catch me first." With a talk partner, use this short extract to develop a memo to remind you of the rules for punctuating dialogue. Include these items in your memo:
speech marks
new line
In your group, write more dialogue for the characters.
1 Write dialogue in which Sylvan tries to persuade his siblings that it will be exciting to go and explore the Great River.
• • • •
Make sure each character speaks at least twice more. Focus on the verbs and words accompanying the dialogue. Keep in character as you imagine what they say and how they say it. Be imaginative – details make all the difference.
2 Give your dialogue to another group to perform and enjoy how they perform it!
9 Voices
Unit 1 Different voices – different times
Voices in the Museum Voice 1 It was time for our weekend educational outing. Maximilian dragged his heels as he always did on days like these; I can't think why. I believe a museum is most beneficial and improving. I always dress smartly on our outings, but my good coat is a little warm so I sat down on the bench in the Dinosaur Hall; you can see all the way down the hall from there, so I can keep an eye on Maximilian. That is the difficulty with weekends – so many people. "Stay where I can see you," I warned. I wish that attendant had not sat down on my bench. I like my space and the other one was quite empty, if perhaps a little further away. "Maximilian, this notice gives excellent information about Tyrannosaurus Rex." Is a bone missing just there? No. It must be my imagination. So much for education – Maximilian was nowhere near the replica dinosaur although I soon spied him further down the hall. I should have suspected he would find a food kiosk more interesting than the Jurassic era. Really! Voice 2 Some people don't know how to sit – just sit. Like the lady on the other end of the bench. Fiddling about, buttoning her coat tight, fanning herself like crazy – craning her neck to see all over. Sitting's for relaxing, watching, thinking. I would've asked if she was OK but I was beat. Night shifts finish me but I like to be here waiting for young Jax when I come off shift. Wouldn't let her down. She loves that T-Rex. Knows every bone, she does, and has done since she was a nipper! Smart cookie she is. Reckoned I'd just put up with Miss Fidgety till Jax came with me coffee. Voice 3 Poor Dad, he was sooooo tired, but we always do the dinos after his night shift – I think it cheers him up. I was getting him a coffee at the kiosk when this boy joined the queue, bouncing up and down all around me; he kept looking nervously over at this lady in a purple woollen coat sitting near Dad on the Dino Bench. She must have been sweltering – didn't she look outside this morning? For a moment I thought something was odd about the T-Rex but the boy was getting ON MY NERVES with all his bobbing about so I was distracted and forgot what I'd seen. "You up for a cool drink, then?" I said. He cast another quick glance at The Purple Coat; then grinned and nodded. That broke the ice and we got chatting. He was a laugh, with loads of jokes and silly voices – just the way I imagine a younger brother would be if I had one. We'd just got to the front of the queue when I spotted The Purple Coat bustling our way …
Session 9 Voices
Not all stories are told as they unfold, from beginning to end.
1 By yourself, skim over Voices in the Museum to get the main idea. 2 In a group of three, summarise one 'voice' each in your own words to each other.
3 Read the story together, focusing on bringing out your character.
Each character looks back on the same events, yet they remember them differently. What you remember depends on your point of view.
1 Piece together the events from all the voices in a timeline. Purple coat arrives
Dad comes off shift 2 What is each character like? Find clues in the text.
Tip You can organise your answers in a table or use a method of your own.
What type
Evidence from the text
of person? Voice 1 Female
Voice 2 refers to her as a lady
Voice 2 Voice 3
3 Which voice appeals to you most? Why?
Standard English is the correct, formal style used in books, newspapers, official documents and business. When we speak, we are not always so correct or so formal. Idiomatic expressions and contractions are part of everyday colloquial speech.
1 Discuss the non-Standard English in these sentences. Then rewrite them in Standard English.
a I would've asked if she was OK but I was beat. b Reckoned I'd just put up with Miss Fidgety till Jax came with me coffee.
Unit 1 Different voices – different times
c Knows every bone, she does, and has done since she was a nipper! d You up for a cool drink, then?
Characters are partly portrayed by how they speak.
1 Which voice uses the most Standard English? Does it fit what you have learned about the characters so far?
2 Re-read Voice 2, then role play the events in Standard English. How does it change the character?
3 What do the way Voice 3 speaks, the punctuation and the text effects show about her? Describe her to each other.
10 Finding out about flashbacks
A flashback is a story-telling technique where the author interrupts the main story to go back to events that happened earlier. Flashbacks can be the narrator's memories or separate events, but they always tell the reader something important connected with the main story.
1 Have you had a flashback experience – a sudden vivid memory of a conversation or event? Talk about your experiences as a class.
Develop your listening skills by using all your senses as you listen for detail.
Oliver Strange and the Journey to the Swamps by Dianne Hofmeyr Oliver has flown to Africa to find his scientist father. The minute he lands in Zimbabwe nothing goes according to plan. Before he knows it he is on a bus to Victoria Falls with a girl called Zinzi and a bushbaby called Bobo.
Session 10 Finding out about flashbacks
1 Listen to an extract from a novel that uses a flashback. First read the title and snippet to give you some context, then jot down notes to answer these questions as you listen.
a b c d
Where is Oliver at the start of the extract? What strange things have happened? Where and when is the flashback set? Who is Oliver with? Which countries has his father visited? Why?
2 On a large sheet of card, draw up a timeline of the story events so far. What comes first?
11 and 12 Create Voice 4 at the museum
In Voices in the Museum (on page 21), three characters narrated the events but a fourth person was also part of the story. Work in groups.
1 Build a profile of Voice 4 using these questions. Search for evidence from the other voices.
a b c d
Who is Voice 4? How is he linked with the other characters? Did he want to go to the museum? How do you know? What did he do and whom did he meet? Why did he keep glancing at the woman in the purple coat?
2 Take turns to role play Voice 1, 2 or 3, saying what 'you' think about the other characters. Example:
I'm the man on the bench. That cheeky boy bobbing about in the queue makes me laugh – he looks loads of fun.
3 Take turns to role play Voice 4 and say what he thinks about the events and the other characters.
A few days after the museum visit, Voice 4 discovers a dinosaur bone under his bed that's been missing from the museum.
1 Imagine you are writing the story of The Missing Dinosaur Bone, in which Voice 4 gets into an adventure with Jax. In chapter 3 of the story, Voice 4 has a flashback to the museum visit. What clue could be in his flashback?
• • 24
Write a draft of Voice 4 narrating his museum flashback. Write from his point of view in the first person.
Unit 1 Different voices – different times
Start with the words: Now I was really in trouble – how could I explain the dinosaur bone under my bed? It all started last week at the visit to the museum. "What are you doing up there?" Gran called. ...
What does he say?
How does he speak?
What style of speech will fit his age and personality?
What clues were there?
What really happened at the museum?
2 Ask a talk partner to read out your draft. Listen carefully.
• • • •
Does your version of events fit with the other voices? Does the boy's 'voice' sound convincing and authentic? Did you include a clue that could relate to his adventure? Does it make you want to read the story he is flashing back from? authentic adj. real or true; worthy of believing
3 Make improvements to your work. Focus on achieving a consistent voice and building suspense to draw your reader in.
Tip Try using a mixture of sentences and phrases, and Standard and non-Standard English – put yourself in his shoes!
4 Enjoy reading your flashbacks to each other in a group. How differently did you all 'see' the events?
Session 11 and 12 Create Voice 4 at the museum
People in the news
In this unit you'll find out about people who have made headlines and shaped history. You'll investigate the style and language of a newspaper, an autobiography and a biography, plan your own autobiography and write an article about an unsolved mystery.
Vocabulary to learn and use: headline, article, lead, autobiography, obituary, chronological
1 Making headlines
Different daily events make the news.
Do you know the latest news? Do you read the newspaper? Why? What news topics interest you? What role does the news play in our lives? A headline is a main feature of a newspaper.
1 Skim over these headlines. Which one gets your attention first? Why? 2 Can you tell which news is 'good news'? 3 What is the purpose of a headline?
And the winner is …
Bad weather STRIKES Rescue (mum) hero
Congrats – It's a boy!
'Unsinkable' liner goes down Balloon trip: a great success New mobile device 'a win' 26
Unit 2 People in the news
Teachers, parents get A+
Headlines get your attention and send a message.
1 What is the effect of the punctuation marks in each headline? 2 What colloquial expressions can you find? 3 Choose one headline and rewrite it as a complete sentence. How does this change the headline? Is it as effective?
Tip Use correct punctuation and have a subject and verb!
4 Make up a headline based on each of these sentences. a Yesterday's match was cancelled due to the bad weather. b The school tuck shop has changed its menu. c The soccer team won their final match of the season.
Language focus Different sentence types have different purposes:
• • •
statements – state facts questions – require an answer commands – give an order.
An exclamation mark can be used at the end of a statement or command to express a strong feeling or emotion.
2 Read and make meaning
Skim over the headline and first sentence of each paragraph in the article on the next page. Discuss the questions using the words I think … because …
1 2 3 4
What is the article about? When and where did the event take place? Is this news current? Choose a word to describe the headline. encouraging outdated
inflammatory relevant
current adj. relating to the present time
interesting Session 1 Read and make meaning
Alabama News
2nd December 1955
Black woman arrested on bus Yesterday, a black woman was arrested on a Montgomery bus, for refusing to relinquish her seat to a white passenger. Two policemen were called to the scene by the bus driver, who accused the woman of being disorderly and defiant. Rosa Parks, a 42-year-old seamstress at a local department store, boarded the bus after work last evening and sat in the section reserved for black passengers, as required by the segregation law in Alabama. When the white section of the bus filled up, the driver, Mr James Blake, demanded that she vacate her seat. Mrs Parks, who claims she was tired after a day at work, refused to move. The driver called the policemen, who arrested her and removed her. Mrs Parks, a senior member of the local branch of the National Association for the Advancement of Colored People (NAACP), is no stranger to public attention. She and her husband Raymond, also a member of the NAACP, are both active in helping black
people to register to vote and have taken part in numerous protests against the segregation laws. Previously, she was thrown off a bus when she refused to use the back door (the door black passengers are required to use). Mrs Parks's court appearance will take place on Monday when she will be charged with disorderly conduct and defying segregation law. Members of the colored community have called for a bus boycott in protest at her arrest.
Read through the news report in detail on your own.
1 Try to work out the meaning of any unfamiliar words from the context and jot down your ideas in your notebook. Check the meanings in a dictionary. Were you right?
2 What is a department store? What other words can be used? What word do you use?
3 Are there any other words in the report that are different from the words you use or are spelled differently?
4 What is the correct term for using initial letters of words as a short name for something e.g. NAACP?
Unit 2 People in the news
Write answers to these questions in your notebook.
1 2 3 4 5 6
What did Rosa Parks do for a living? Why was she arrested? Was this her first offence? What were her reasons for her behaviour according to the report? What punishment did she face? Summarise the main idea of each paragraph as a headline. Example: Paragraph 1 – Woman arrested on bus
Tip A summary is a brief version. It must be written in your own words.
7 Many years later, Rosa Parks said: "The real reason of my not standing up was I felt that I had a right to be treated as any other passenger." Judging by this statement, do you think the report was accurate in every detail? Why?
Have a group discussion.
1 Talk about these questions.
• • •
Did Rosa Parks do anything wrong? Did she deserve to be arrested? What would you have done in her situation? Should young people give up their seats in public places for older people?
2 Summarise the group's responses using some of the words below, and choose a spokesperson to report back to the class. Some members of our group feel that … while others believe … Some say … but others think … The group agrees that … because … Most of the group say … However, a few say …
Session 2 Read and make meaning
3 Go deeper
The style is the way in which a text is written. The style should fit the purpose and audience. Make notes in a table like the one shown here to analyse the purpose and style of the report. Purpose
1 What is the intended purpose of the news report about Rosa Parks? a to entertain children c to advertise something b to inform the public d to interest people 2 Does the news report use correct, Standard English or informal language with colloquial expressions? Why?
3 How would you describe the style of the report? Choose one or two words from the box. personal
4 What impact do you think this article had on its readers at the time? Do you think it would have been a positive or a negative reaction?
5 How is the news report organised? How does its format help the reader? 6 Make notes in the table of any other thoughts you have about the report.
Did you know? The Rosa Parks story has become one of the most well-known events in history. Her arrest eventually led to the end of racial discrimination in public places in the USA.
Unit 2 People in the news
Which proverb best sums up the Rosa Parks story? Explain your choice.
1 There is strength in numbers. 2 Actions speak louder than words. 3 It's better to be remembered for standing out in a crowd than to be forgotten for blending in.
4 If you go against the grain you may get splinters. proverb n. a short sentence, usually known by many people, stating something commonly experienced or giving advice
Look out for other articles about people in the news and add them to your learning journal.
4 Make a point
A journalist has to decide which details to include in an article and what to say first. journalist n. a person who writes for a newspaper
Yesterday, a black woman was arrested on a Montgomery bus, for refusing to relinquish her seat to a white passenger. Two policemen were called to the scene by the bus driver, who accused the woman of being disorderly and defiant.
Language focus The lead is the first sentence or two of a news report. It provides the most important details – who, what, when, where, why and how – and draws the reader in. The rest of the report gives extra details, quotations and opinions about the event.
1 What details does the lead of the Rosa Parks report give?
Any volunteers? Which questions have been answered – who, what, when, where, why, how?
Session 3 Make a point
2 Why do you think the following details were left out of the lead?
She was returning from work. She was tired after a long day at work. She travelled home on the bus every day. She had no previous criminal record.
3 The structure of a news report is often described by journalists as an inverted pyramid, like this: Most newsworthy information Who? What? When? Where? Why? How? Other important details Optional details general, background info
a In what order does the information flow? b Why is it in the shape of a pyramid and not something else, like a rectangle?
c Draw the pyramid outline in your notebook, leaving space to write notes inside each section.
Tip Think about how important the information is, not about how much information there is.
d With a talk partner, talk about where the details from the Rosa Parks news report fit into the pyramid.
Plan a news report about an event that has occurred recently in your community.
1 Use the inverted pyramid to make notes about the event. 2 Write a headline and the lead paragraph only. 3 Edit and correct your work before writing it out neatly.
Unit 2 People in the news
Published on Oct 21, 2014
Preview Cambridge Primary English Learner's Book 6. Sally Burt, Debbie Ridgard, Cambridge University Press. Available November 2014


text:
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Price may exclude tax, title, tags, governmental fees, any emissions testing charges and any finance charges (if applicable). Unless otherwise stated separately in the vehicle details, price does not include documentation, processing, administrative, closing or similar fees. Current mileage may vary due to test drives and vehicle relocation.

subset: commoncrawl


text:
News & Press Releases
Attorneys with The Cavanagh Law Firm have been recognized for their achievements by Super Lawyers, Best Lawyers in America, the Martindale-Hubbell AV Peer Review Rating, specialty practice certifications.
The designation can be signed and kept with the title of the car, mobile home or other applicable vehicles. Since the law is new, it is not clear how effective it will be if the vehicle is being financed. Sharon Ravenscroft and Heather Lyons are incorporating this in estate plans for clients who prefer to use pay on death designations to avoid probate.
Attorneys associated:


text:
stand and fight
The Stand and Fight Project
"An Anthem for Our Time"-- Sanford Lewis, filmmaker
"Tom Knight has up and pulled a Pete Seeger, and written a protest song. Chills."- Anne Pecaro, parent
"I'm so inspired to see people who normally would sit out political battles jump with their hearts and their courage into this critically important fight" -- Eliza VanCort, Acting Teacher
On January 16, 2017, a week before the presidential inauguration, I released "Stand and Fight," which aimed to express and inspire resistance to the incoming president and the destructive policies many of us anticipated at that time. Since then, I've written more songs on the theme of resistance, and created this project as a place to host new videos and songs as I release them in the coming weeks and months.
Rosy Shade of Pink - Tom Knight
I wrote this song to point out the parallels between what is happening in America today and the scapegoating and persecution of minorities throughout history. But I also wanted to express my growing consciousness that as a middle-class white man, I have had the privilege of moving through the world without having the worry about being demonized and threatened. I sing about one of the things we can do at a personal level – inviting folks into our home "for dinner and a couple of drinks" to create real relationships with people who are different from us.
Why I needed to Make this Music Video to Protest the Trump Administration
I have written over 1000 songs in my life. Very few of these have been political in nature. But after the 2016 election, I felt I had no choice but to use my skills as an artist to stand up and speak out.
Inspired by protest songs from the Civil Rights and Depression Eras, by local interfaith leaders who have called on community members to affirm the sanctity of life and love in face of threats to civil rights, and by concerns and visions I heard my fellow artists and friends express, I wrote "Stand and Fight" in the hope that this song might energize and inspire others.


text:
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If you're on the lookout for the latest electrical gadget, a new beauty tool, or on the search for a new skincare system, then you've certainly come to the right place. Tweeze, trim and exfoliate those hard to treat areas with our range of beauty tools. Everyone needs that little bit of extra help so make sure you're fully prepared! Why not take a look at our selection of make-up brushes? From Sigma, Real Techniques and Pur Minerals, these brands have all the beauty tools you need to create your favourite look!


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What"s her weapon? Shrimp. And to be quite honest, those things are pretty scary looking.
GUYS IT`S AN EFFING SHRIMP. Social services? Take her kid away? Seriously?
I`d like all of you WHINING about the shrimp to take into consideration that some parents BEAT AND MAIM THEIR CHILDREN on a daily basis. Kids DIE from abuse every single day. You`re all whining about a SHRIMP?
Every single one of you whining needs to take into account the FIFTY THOUSAND CASES OF ABUSE AND NEGLECT REPORTED EACH AND EVERY WEEK. Over sixty percent of these cases, meaning 896,000 children, are ACTUALLY BEING ABUSED AND NEGLECTED. That`s 2,450 kids A DAY.
Seriously. Get your guys` priorities straight. Who here has NEVER had a sibling or a parent taunt us with something we don`t like, eh?
IT`S A SHRIMP. A HARMLESS SHRIMP. She`s not getting beaten with it, she`s not getting bitch slapped by the shrimp, it`s BEING HELD IN HER FACE.
BeJ...clearly u are a shrimp hater and would also whine like a bitch
I hate people who do that kind of stuff, my dad did things like that all the time to me and my sister - no wonder we`re warped!
anywayz, fun fact, shrimp is in the spider family, just like the lobster and crab! in the old days, lobster and crab whernt considdered delicates but actualy pest animals, like rats. dammit ppl, its just seabuggs :O
nothing to be afraid off, that kid will grow up to be a perfectly normal kid, must agree with the mother, teach the kid that theres nothing wrong with it.
If you think it is, you don`t have kids so shut your trap :) "
Not funny. Will harm the kid if that kind of behavior is normal, but a one time thing like that won`t do much.
I have three kids, aged 8,9, and 10.
If you think it is, you don`t have kids so shut your trap :)
That video was great stuff. I laughed my ass off.
This is not abuse wtf!
My Mom put a severed cow`s head in my bed ala Godfather.
Some of you guys need to relax, it`s really not that big a deal.
Skibi: lol Tell your kids I feel for them.
My dad had like a balaclava which he used for his motorbike. He put it on, and got our meat cleaver. He ran into to my room once shouting. I screamed. My god did I scream like a girl. That was like a year ago. I`m 22 -_-.
That`s all I`m hearing from the sissy la la parents raising the next generation of ungrateful brats that don`t give a poo about anyone else because Mommy and Daddy raised them to believe the world revolves around them.
Kids =/= fragile little glass figurines that will shatter if you tickle them too hard.
Calm the drat down, stop freaking out, and let your kid grow some balls.
In regards to the video, the last ten seconds made me laugh so loud my neighbors called the cops on me.
I wish I were joking.
Traumatised daughter will remember this when picking Bad mother`s retirement home.
And ahkmou: An abusive one. She got pleasure out of the whole thing. Power issue of mother and she even filmed it, to show other people how much power she has, talking down to that kid. Awesome.
when i was young ( 14 or so ) i worked in a seafood resteraunt. my brother had this crazy phobia about crustaceans ( especially crabs and lobsters). i`d take crab carapaces from work and throw them in my little brother`s bath and watch him lose his poo x 12525167 like that kid did.
*sigh* good times
everything that provides nutrient and keeps you alive while ingested through the mouth is food, whether you like it or not is another whole different deal
This technique is called flooding. Its been proven to work. If she does it long enough eventually the child will lose the fear. Protect and nurture is why kids today are pussies.
" I don`t eat carpet but my dog seems to think it`s food. "
you should try it, its high in thread.
As a parent your supposed to prepare your kids for life. You can over protect and spoil them all you want, and you`ll get the brats you so richly deserve. To all you parents that coddle your children, You are much much more harm than you realize. Teach your kids about real life before it`s too late.
you must be demented.
The only way to surpass your fear is to face it. In this case, literally.
I, I, I. so with your own logic which you applied to my comment, your opinion is the only one that matters, therefore since you dont think is food, it must not be food.
eh, then again I do poo like that to my siblings all the time. so..lawl.
Unless you are a Jain, who has taken a vow to never eat any living thing, that argument is pretty hypocritical. We are not Autotrophs, we have to eat other living things to survive.
I liked how she stopped screaming when the mother said "You eat it"
"Come on, that girl was being a wuss.""
""Don`t be a wuss"? God, I hope someone beats the hell out of that woman."
Come on, that girl was being a wuss.
i was just playing the statistics
Besides, for those of us who don`t eat shrimp because it`s disgusting, a shrimp is a sea creature not food :P"
yes. not all of them, but am not going to get into an argument, since it will take hours, and i have to go eat
Besides, for those of us who don`t eat shrimp because it`s disgusting, a shrimp is a sea creature not food :P
Yup, traxus beat you to the punch.
"It`d be like my mom shoving a spider in my face and laughing at how much it scares me and it`d scare me to the point of hyperventilation since I`m arachnophobia"
thats actually a technique used by some therapist. The shoving a spider would be flooding, and the laughing would be a very very mean form of Rational-Emotive Therapy.
Yeah Tonyjet, white people survive just on water and sunlight. The lack of melanine allows for photosynthesis. `
The Sharpest: I officially love you
Yeah Tonyjet, white people survive just on water and sunlight. The lack of melanine allows for photosynthesis.


text:
From time to time I will get this question from people learning to debug application code. Debugging is an unusual skill and is a combination of art and science. However, IMHO the following 3 items or characteristics are super important for being successful with your debugging:
- You don't necessarily need to be a C or C++ programmer, but you really need to be able to read C or C++ code, as well as some basic assembly and understand what is happening. Probably more importantly, it to understand data structures around these languages – queues, stacks, linked lists, etc… This knowledge makes it easier to understand what the code you are debugging is doing in the various code paths as well as understanding structures specific to dumps – such as the stack.
- You really need to understand the internal workings of the application you are debugging. For SQL Server, you really want to know how SQL Server works internally – the SQL OS. Understand worker threads, tasks, memory clerks, etc… Many on MSDN help give you insight to the internal workings of SQL Server, and the Inside SQL Server series of books from Kalen Delaney are an excellent resource.
- Finally, you of course have to learn how to use the tool. WINDBG and the other debuggers have hundreds of commands that help you mine information from dumps and live debugs – so many commands it's intimidating. The Help file included with the debuggers is your best resource for this. Once you get a bag of commands in your arsenal and the two items above, you'll be well on your way.
With the skills and characteristics listed above, add good problem solving skills – if you are debugging as part of a troubleshooting effort – and you will be well on your way to understanding SQL Server at whole new level.
- Jay


text:
Tecnobox tray erecting machines:
Tecnobox tray erecting machines are designed to automatically erect corrugated cardboard (and solid board) trays using hotmelt glue.
They are mechanical, pneumatic and electric in operation and on average produce between 1500 and 2000 trays/hour (depending on tray type and size).
Mostly the machines are sold with tray stackers which accumulate and stack the formed trays before they are collected, either manually or as automatically as part of an integrated packing line.
A machine requires compressed air either using a screw compressor built into the machine, or compressed air can be supplied to the machine from external sources.
The machine is comprised of the following elements.
A Tecnobox tray machine can erect all types of different tray sizes and designs of which there are many to choose from.
As well, the machine's practical design means it can be adjusted to almost any new style of tray required by customers.
To change between tray sizes of the same design normally takes between 15-20 minutes. To change between tray designs (removing the tray format and the tray mould) takes between 2-3 hours, depending on the user's experience.
The market (general):
Tecnobox machines are very well regarded in the market.
With more than 15 years of experience, Tecnobox has brought fresh change and a real alternative to the sector, both in Spain and globally.
Tecnobox are small caring and attentive company and have worked extremely hard to build distributors globally.
We are now represented in Australia, Chile, Argentina and have sold machines in more than 16 countries.
For further information on the range of equipment we can supply through Tecnobox call us on 02890 994 202 or email firstname.lastname@example.com
We can supply a wide range of box configurations give us a call to discuss your requirements on 02890 994 202
Tecnobox TX1 Box Erecting/Cartoning Machine
Ideal machine for making up a variety of Boxes/Cartons within the meat, fish, poultry, ready meals, produce, vegetable, fruit, and other areas
60 to 1500 Boxes per hour
Maximum Blank Sizes 1250mm x 950mm
Box Length 300/600mm Box Width 200/400mm Height 70/250mm
Sizes of the boxes
Minimum trays dimensions 300mm x 200mm x 70mm
Maximum trays dimensions 600mm x 400mm x 250mm
Chassis in 5mm folded plate metal.
Loader supported by a structural tube measuring 50x50x4.
Assembled on linear guides and skids. Enhancements in the regulation, tip adjustment, repair to pistols and cleaning of mini-filters in the adhesive application system.
New distribution adhesive helps to protect the working life of the hoses
Male telescope conveyor and guide area improved by protection from splashes of adhesive.
Movement of the Stacker can be achieved without compromising the integrity of the conveyor belt or the motor.
Simple transport of the machine using eye bolts to facilitate loading by cranes and housing fork-lift trucks.
Easy access to the adhesive system and to rear of the sheet-shaper.
More convenient and ergonomic loading thanks to the zero alignment point for the shapes onto the feeder, currently the one closest to the operator.
Regulation of the sheet pusher without the need for any special tools.
Feeding occurs close to the operator to facilitate work.
Easy access to any part of the machine for cleaning and adjustments.
Spare parts available commercially, meaning simple local supply where required.
Feeder with easily replaceable linear guides and half-inch chain form inserter.
Compressor can be easily moved to allow easy access for maintenance.
Independent elements which mean there is no requirement for synchronisation between the various movements of the machinery.
Regulation of the suction pads on linear guides.
High capacity to regulate the loader to meet requirements.
Cardboard guides can be easily replaced for production of special boxes. Adhesive system with removable tank-holder and possibility after its inclusion in the machine for transportation.
Shaper with the possibility for adjusting each of the different components as desired in order to improve assembly of the box.
Adhesive programming system comprising 19 programmes with 4 injections per programme, using the 6 injection pistols on the machine.
Independent movement of the male telescope by a geared motor.
Vacuum system with ISO3 electrovalves, the largest on the market.
Contact Henderson Food Machinery for further information on 02890 994 202 or email@example.com
Tecnobox TX2 Box Erector Cartoning Machine
Chasis in 5mm folded plate metal.
Tecnobox TX3 Box Erecting/Cartoning Machine
60 to 1500 Boxes per Hour
Minimum trays dimensions 300mm x 200mm x 70mm
Maximum trays dimensions 600mm x 600mm x 250mm
David Henderson
Food Machinery Ltd
Unit 5,6 & 7, Madines Site
79 Downpatrick Road
County Down
Telephone:+44 (0) 2890 994 202
Email:Click to email
Registration Number:
VAT Number:GB215518621
Henderson Food Machinery offer a rating on all our used machinery you can see the star rating on every used machine we have for sale.
We believe as a growing company and our realisation of customer expectations you need to create a star rating system this gives peace of mind so when buying machinery you feel comfortable, if you are not happy with your purchase we will refund the full purchase price.
Our policy for the 5 star assessment of the used equipment we have for sale, will be assessed by an independent engineer, our philosophy for providing this service is we understand the pressure all our customers are under on a daily basis and need to have peace of mind when buying used machinery without having manufacturing and processing problems.
You can contact our team at anytime and we will give you a true written assessment on your machinery enquiry
Superb Plug and Play Machine
Very Good Condition
Used Machine Will Need Work Going Forward
Old Machine Needs Work But Can be Fixed
Ideal For Spare Parts


text:
Original Videos
The Feed
The Feed
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Wedding Toasts with the Cast of 'Mike & Dave Need Wedding Dates
Wedding Toast Tips
Wedding Toast
Will Ferrell Gives Wedding Toast To Strangers
How to Give a Best Man Speech at a Wedding
Josh Gondelman - Wedding Toast
Arthur Greenleaf Holmes's "Wedding Poem."
Ghosts of Girlfiriends Past I Can Toast This
5 items
HBOs GIRLS of SILICON VALLEY
Sex Education
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Blind Taste Test
Business Work: New Initiative
The 10 Toasts You'll Hear at Weddings
Best Man Toast
maniaTV's Comedy On Demand starring National Lampoon Lemmings: Exclusive BUSH Toast!
Watch Some Of The Toast Will Forte Gave (In Character) Before Seth Meyers' Wedding
Cheap Shots- Ben Roethlisberger's Wedding
MGD 64 'Toast' Commercial
Ghosts of Girlfriends Past 1982
The Toast
Fill-In-The-Blank Scripts You Can Use In Important Life Situations
#FODTrumpMovie: ALF's Best Man Speech
The Groomsman Speech
"Father of the Wrong Bride" from "Girl,Your Hair's On Fire! Season 2"


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Charlie brown book report sheet music
Charlie Brown Christmas sheet music - Piano/Keyboard sheet music by Vince Guaraldi: Hal Leonard. Shop the World's Largest Sheet Music Selection today at Sheet Music …
Genki - An Integrated Course in Elementary Japanese Answer Key [Second Edition] (2011, E. Banno, Y. Ikeda, Y. Ohno, C. Shinagawa, K. Tokashiki)
Charlie brown book report sheet music
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By Top Secret
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Upcoming Events
Event with the Woodland Sunrise Rotary
|Date & Location
|September 1, 2016 at 7:00 AM
Cracchiolo's Banquet Hall
Books & Booze Midtown Event
|Date & Location
|September 13, 2016
Sacramento, CA
Bouchercon 2016
|Date & Location
|September 15-18, 2016
Marriott New Orleans
555 Canal Street
New Orleans, LA
Event with the Tiburon Belvedere Rotary Club
|Date & Location
|October 12, 2016 at 12:15 PM
at the San Francisco Yacht Club
Left Coast Crime
|Date & Location
|March 16-19, 2017
in Honolulu
Past Events
Roseville/Rocklin Mystery Book Club
|Date & Location
|August 28th, 2016
Event with the Livermore Valley Rotary Club
|Date & Location
|August 25, 2016 at 6:00 PM
Castlewood Country Club, Pleasanton, CA
Event with the Folsom Lake Rotary
|Date & Location
|August 24, 2016 at Noon
Empire Ranch Clubhouse
Event with the Carmichael Rotary Club
|Date & Location
|August 23, 2016 at 6:30 PM
Ancil Hoffman Golf Course, Carmichael, Ca
Vacaville Sunrise Rotary Club
|Date & Location
|August 23, 2016 at 7:15 AM
Holiday Inn Express, 151 Lawrence Drive, Vacaville, California
Killer Nashville International Writers Conference
|Date & Location
|August 18-21, 2016
Nashville, TN
One Murder More is a Silver Falchion finalist in three categories: Best First Novel, Best Crime Fiction/Mystery, and The Judges Choice Award
Event with the Rotary Club of Walnut Creek
|Date & Location
|August 10, 2016 at 6:15 PM
Concord Crowne Plaza Hotel
Event with the Rotary Club of West Sacramento, Centennial
|Date & Location
|August 9, 2016 at 7:00 AM
Collings Teen Center
Book Passage Mystery Writers Conference
|Date & Location
|July 28-31, 2016
Corte Madera, CA
Event with the Rotary Club of Pittsburg
|Date & Location
|July 26, 2016 at Noon
Event with the Rotary Club of South Sacramento
|Date & Location
|July 21, 2016 at Noon
Aviator's Restaurant in the Sacramento Executive Airport
Sacramento Suburban Writers Club Appearance
|Date & Location
|July 11th, 2016
ThrillerFest XI
|Date & Location
|July 5 – 9, 2016
Grand Hyatt New York
Event with the Rotary Club of Auburn
|Date & Location
|June 21, 2016 at Noon
Elks Lodge, Auburn, Ca
Event with the Mission San Jose Rotary Club
|Date & Location
|June 17, 2016
Event with the Rotary Club of West Sacramento
|Date & Location
|June 10, 2016 at Noon
Pheasant Club, West Sacramento, Ca
Noir in the Bar
|Date & Location
|June 5, 2016
Mandrake Bar
Culver City, CA
Join us for a night of readings and surprises. Another stellar lineup awaits as Alafair Burke, Kris Calvin, Neal Griffin, John Schulian, and Ryan Gattis all read. Plus, a special event – a staged reading of scenes from an unproduced screenplay cowritten by the late Blake Edwards. This one is going to be fun. Always free and open to all.
The Contra Costa Moms Meetup Group Event
|Date & Location
|Friday, May 13th, 2016
A discussion of One Murder More
Private Eyes and Thrillers, Oh My! Panel Event at Malice Domestic Conference
|Date & Location
|Sunday, May 1st, 2016
Followed by an author signing at 11:00 A.M.
Master Class at Chanticleer Conference
|Date & Location
|Thursday, April 28, 2016
Creating and Sustaining a Successful Series with Pamela Beason: 9:30 – Noon
Advanced Fiction Writing, Taking Your Writing to the Next Level with Robert Dugoni: 1:30 – 5:00 P.M.
Bellingham, WA
Catriona McPherson's Quiet Neighbors Launch Party
|Date & Location
|Thursday, April 7, 2016
Avid Reader in Davis, Ca
Books & Booze Folsom Book Club Appearance
|Date & Location
|March 28th, 2016
Special Reception with Harlan Coben
|Date & Location
|March 25th, 2016
Book Passage Marin
51 Tamal Vista Blvd.
Corte Madera, CA 94925
A special wine and cheese reception with mystery author Harlan Coben followed by a presentation of his new novel Fool Me Once.
Sacramento Public Library Foundation's 14th Annual Authors on the Move
|Date & Location
|Friday, March 12, 2016
Hyatt Regency Sacramento
1209 L Street
Sacramento, CA 95814Kris Calvin will be attending as one of the honored California authors. Kris will be available for questions and conversation with guests, book signings, and discussions about the writing process and recent publications. Kris's debut novel, One Murder More, will be available for purchase at the event.
Shut Up & Write! Sacramento Appearance
|Date & Location
|March 2, 2016
Launch Party: T.T. Monday in Conversation with Kris Calvin
|Date & Location
|March 1, 2016
at Kepler's Books
1010 El Camino Real
Menlo Park, Ca 94025
New Authors Breakfast at Left Coast Crime
|Date & Location
|February 26, 2016
7:30am – 8:30am
Hyatt Regency Hotel
Room: Phoenix Ballroom
Phoenix, AZ
Author Discovery Session at Left Coast Crime
|Date & Location
|February 26, 2016
Phoenix, AZ
Hyatt Regency Hotel
Room: Russell A
Kris Calvin will appear on Friday at 2:30pm. A local elected official turned political mystery/thriller author, she'll use House of Cards, Scandal and Casual Vacancy (JK Rowling) to discuss the 5 elements required to make politics a perfect setting for mystery, murder and mayhem! Q and A welcome.
Diablo Book Club Appearance
|Date & Location
|January 30th, 2016
Mystery Week at the San Jose Library
|Date & Location
|Sunday, January 24, 2016
150 E San Fernando Street
San Jose, CA, 95112
Book-Signing to benefit Friends of Children Fund The Bellagio Hotel & Resort
|Date & Location
|November 20-22, 2015
Outside the Bellagio Exhibit Room Fri, Sat & Sun mornings!
Las Vegas, NV
|Press Release (PDF)
Tinsel & Temptation Author Appearance & Book Signing (Davis, CA)
|Date & Location
|Friday, November 13, 2015
The Avid Reader
617 2nd Street
Davis, CA 95616Kris calvin joins fellow authors for Tinsel & Temptation multi-genre 2015 Anthology festive launch party, food, fun and book signing.
Live Interview: Poet and Technology Radio Hour KDVS 90.3
|Date & Location
|Wednesday, November 11, 2015
Radio Station KDVS 90.3
|Poetry Technology
Books & Brews: Live Music, Beer & Book-signing (Winters, CA)
|Date & Location
|Saturday, November 7, 2015
Berryessa Brewing Company
Winters, CA 95694
Death, Dessert & Debutantes at Crime Bake (Dedham, MASS)
|Date & Location
|Friday, November 6, 2015
Hilton Boston-Dedham – The Ballroom
25 Allied Drive
Dedham, MA 02026
Killer Nashville!
|Date & Location
|Thursday Oct 27-Sun Oct 31, 2015
Omni Nashville Hotel
250 Fifth Avenue South
Nashville, TN 83203
Green Apple Books & Music on Clement Presents Kris Calvin (SF, CA)
|Date & Location
|Wednesday, September 23, 2015
7:00pm 8:00pm
Green Apple Books and Music
506 Clement Street
San Francisco, CA 94118
|GAB Facebook Page
Kids' FB Page
Vroman's Bookstore Presents Kris Calvin (Pasadena, CA)
|Date & Location
|Friday, June 12, 2015
Vroman's Bookstore
3729 E Foothill Boulevard
Pasadena, CA 91107
|Vroman's Bookstore Website
Book Carnival Presents Kris Calvin (OC, CA)
|Date & Location
|Thursday, June 11, 2015
Annes Book Carnival
348 S Tustin Street
Orange, CA 92866
Avid Reader Bookstore Presents Kris Calvin (Davis, CA)
|Date & Location
|Friday, June 5, 2015
Avid Reader Bookstore
617 2nd Street
Davis, CA 95616
|Avid Reader Bookstore Website


text:
- Academics & Research
- Prospective Students
- Dean's Message
- Why Choose Graduate Studies at UC Merced
- Degrees Offered
- How To Apply
- International Application Information
- Undocumented Students FAQ
- Tuition/Fees
- Financial Support
- Privacy Policy and Legal Statements
- Current Students
- News & Events
- Academic Information
- Financial Support
- Graduate Resource Center
- Graduate Student Association
- Health Insurance
- International Students
- Forms
- Campus Resources
- Health & Wellness
- Faculty & Staff Resources
- Grad Dashboard Guide
- Graduate Policies & Procedures Handbook
- Graduate Council
- Mentoring Resources
- Interdisciplinary Small Grants Program
- Graduate Group Information
- Research Compliance And Integrity
Internal Fellowships
Rose R. Ruiz Fellowship
Grateful to their mother, Rose R. Ruiz, for her strong work ethic, entrepreneurial spirit, and belief in higher education, Fred and Mitzie Ruiz have chosen to honor her by establishing this fellowship in her name. The Rose R. Ruiz Fellowship is designed to inspire, encourage and support graduate students enrolled in a Ph.D. or Masters program realize their dreams. Of special interest are those students who are highly motivated to succeed despite the obstacles they may face, including undocumented status, the first in their family to attend a four-year university, and the challenges that result from difficult financial times.
Application Closed
Eligibility Requirements & Standards
- Ph.D. or Masters student.
- Currently be enrolled in 12 units in one of the graduate programs, GPA ≥ 3.0 and good academic standing.
- Have a financial need and/or hardship.
- First priority will be given to students who face the challenge of undocumented status and have California Dream Act (AB540/130/131) status with UCM. Second priority will be given to students who are the first in their family to attend a four-year university.
Financial Support
- One fellowship award will be made each academic year.
- Recipient will receive an award of $1,000 in this current academic year to be used for travel and/or student research.
Student Loan Impact
- Per federal guidelines, all fellowship and tuition support is taken into consideration when determining student loan eligibility. If the student will receive federal student loans during the same academic year as this award, please note that this award could, and most likely will, reduce their student loan eligibility.
Use of Funds
- Funds may be used specifically for the pursuit of educational and graduate career goals.
Application & Review Procedures
- Apply by completing an online application at https://gradopportunities.ucmerced.edu/grad.
- Each application must include a one-page personal statement that speaks to how this award will help the student overcome a financial hardship. The statement should also speak to the unique challenges they have faced, or continue to face, in the pursuit of their educational goal.
- Must include one letter of recommendation from a UCM faculty member, CV and unofficial UCM transcripts.
- Student must complete an application by January 30, 2017 by 5pm.
- The letter of recommendation must be submitted by February 2, 2017 by 5pm.
- The fellowship committee will review all complete applications based on the criteria above. However, please note, incomplete applications will not be reviewed.
Extended Application:
January 30, 2017
Extended Letters of Recommendation:
February 2, 2017
* The Graduate Division reserves the right not to make an award in any given year for which a call for applications/nominations has been issued.
Contact Us
- (209) 228-4400


text:
|I took pity and did not post the many
pix with huge yellow blisters. Ugh.
This is called drug-induced photosensitivity.
The seriousness of the reaction depends on the potency of the drug and amount of sun exposure--but it can occur within minutes or pop up 72 hours later.
In the case of antibiotics, the meds deposit in the skin and the sun causes are chemical reaction leading to inflammation.
Pharmacists often warn you about this, but many people forget it and go in the sun anyway.
The most common drugs with this problem are antibiotics, but antidepressants can also cause trouble.
If you experience a dramatic burn, you can stop antibiotics, but if you think it's from anti-depressants, call the doctor for instructions. "You don't want a psychiatric episode," one researcher said.
If you are taking photosensitive meds:
--Avoid direct exposure to the sun, especially during 10 am and 3 pm.
--Wear sunprotective clothing, long sleeves, long pants or skirts, sunglasses.
--Apply sunscreen of at least SPF 15.
--Use topical remedies such as cool, wet cloths and cortisone-like drugs.
--If it gets really bad, go to the ER. Bring the pill bottle.
Always something, isn't it?


text:
Autores das noticias
GM Jon Ludvig Hammer
I am Jon Ludvig Hammer, hailing from the great chess nation to-be, NORWAY! Update 2016: We finished 5th in the Chess Olympiad. So we're officially a great chess nation!
Peter Doggers
Company Contact and News Accreditation: Email: [email protected] Phone: 1 (800) 318-2827 Address: PO Box 60400 Palo Alto, CA 94306 Peter Doggers joined a chess club a month before turning 15 and still plays for it. He used to be an active tournament player and holds two IM norms, but now only plays about two tournaments a year. Peter has a Master of Art degree in Dutch Language & Literature. He briefly worked at New in Chess, then as a Dutch teacher and then in a project for improving safety and security in Amsterdam schools. Between 2007 and 2013 Peter was running ChessVibes, a major source for chess news and videos. In October 2013 Chess.com acquired ChessVibes. As our Director of Content, Peter writes most of...
NM Sam Copeland
Company Contact and News Accreditation: Email: [email protected] Phone: 1 (800) 318-2827 Address: PO Box 60400 Palo Alto, CA 94306 Sam Copeland is the Director of Social Media for Chess.com. Sam loves a good game of chess and plays a regrettably mediocre game of chess. Sam earned the National Master title in 2012, a lifelong dream. In 2014, Sam returned to his home state of South Carolina where he started Strategery: Chess and Games to grow scholastic chess in SC. Outside of chess, Sam enjoys dancing, camping, and travel. He was thrilled to finish his first marathon in 2014, coming in at 3:57.
Chess.com Webmaster
Get the latest insights on what is happening at Chess.com! NOTE: I am an automated user account and cannot answer questions. If you need support, please contact https://support.chess.com. Thank you!
FM Mike Klein
Company Contact and News Accreditation: Email: [email protected] Phone: 1 (800) 318-2827 Address: PO Box 60400 Palo Alto, CA 94306 Mike Klein began playing chess at the age of four in Charlotte, NC. In 1986, he lost to Josh Waitzkin at the National Championship featured in the movie "Searching for Bobby Fischer." A year later, Mike became the youngest member of the very first All-America Chess Team, and was on the team a total of eight times. In 1988, he won the K-3 National Championship, and eventually became North Carolina's youngest-ever master. In 1996, he won clear first for under-2250 players in the top section of the World Open. Mike has taught chess full-time for a dozen years in New York City and Charlotte, with his students and teams winning many national champion...
GM Robert L. Hess
Robert Hess learned the rules of chess from his father at age five and quickly became hooked. He spent his formative years under the tutelage of Grandmaster Miron Sher, whose dedicated coaching helped Robert become the K-3 National Champion in 2001. By the time Robert enrolled at Stuyvesant High School, he had secured 2 IM norms and had won the 2006 US Junior Chess Championship. Although it was difficult to compete in elite tournaments while at a rigorous school, Robert managed to balance schoolwork and chess success, earning his IM title in 2007 and becoming co-champion of the 2008 Foxwoods Open. During spring of his junior year in 2009, Robert enjoyed a tremendous winning spree during which he won the Spice Spring Invitational, earned his final GM norm at the Foxwoods Open, won the indiv...
IM Daniel Rensch
Vice President of Content & Professional Relations for Chess.com. International Master Danny Rensch is best known for his videos and chess.com/tv shows - but also writes educational articles, publishes breaking chess news, and organizes the details for Chess.com's biggest events, like the Grandmaster Blitz Battle Championships, Blitz Death Matches, the ChessKid.com National Invitational Championship and more! Twitter: https://twitter.com/danielrensch Youtube: https://www.youtube.com/danielrensch Facebook: https://www.facebook.com/danielrensch Wikipedia: https://en.wikipedia.org/wiki/Daniel_Rensch Company Address: P.O. Box 60400 Palo Alto, CA 94306 Company Phone: 1 (800) 318-2827
IM Kostya Kavutskiy
IM Kostya Kavutskiy is a professional chess author, journalist, coach, commentator, and player. As a part of Chess.com's content team since 2009, Kostya has recorded many video lectures, covered elite tournaments, written instructive articles & blogs, and has done many live commentary shows for Chess TV. Kostya has also written a number of articles for Chess Life magazine and Chess Life Online, and is currently an instructor for Chess University. In 2015, Modernized: The Open Sicilian was released, which Kostya co-authored with IM Zhanibek Amanov. Kostya's tournament accomplishments include winning the 2014 Southern California Closed Championship, as well as achieving his IM title in November 2016. In April 2017, he placed 6th in the star-studded 2017 Reykjavik Open. He currently res...
IM Jovanka Houska
David Kaufmann
Marketing Analytics Growth Spanish Content #vegan Honored to be part of this amazing team at Chess.com!
PRO Chess League
The official account of the PRO Chess League.
FM Luis Fernández Siles
Maestro FIDE y entrenador de ajedrez. Editor y director de Capakhine, la revista de ajedrez para los niños y sus padres. Siempre pensando en crear contenidos que puedan ser útiles para el progreso ajedrecístico. Creativo, bloguero, youtuber y un poco friki Facebook: https://www.facebook.com/entrenadordeajedrez Twitter: https://twitter.com/capakhine Web personal: http://entrenadordeajedrez.com Blog: http://entrenadorajedrez.blogspot.com.es Youtube: https://www.youtube.com/user/luisfsiles Revista de ajedrez para niños y monitores: http://capakhine.es
I am the senior editor at Chess.com. My duties include managing the content calendar, maintaining editorial quality, and working with the rest of our talented staff to bring you the best chess articles, videos, and news on Chess.com and its social media. I am perhaps best-known for my aptly named column, "Pete's Pathetic Chess."
[Please Note: Don't send me Tech Support, Abuse Reports, or other "Site" issues. Please contact Chess.com Support for those kinds of things. But I do love thank you notes and personal messages! Thank you!] I am the guy who put Chess.com together - who came up with the site vision, put together an amazing team (Jay, Piotr, Igor, and others), and then worked day and night to design the site and get it going. I have 3 beautiful daughters, one wild son, and a wonderful wife! I learned chess when I was 8 years old, but didn't really pick it back up until about 15 years ago. Since then I have been playing, studying, and enjoying it regularly. I prefer semi-open and closed positions that blow up tactically (like the Closed Sicilian, King's Indian, Glek etc). I'm also "chesscom" on reddit.
WFM Maria Emelianova


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text: I'm Sam, a very playful 2 year old male Labrador. My life has changed so much for the better; previously I lived outside in a chain-link kennel. Now I am enjoying being inside my foster home with my 2 foster family Lab buddies and we get along great. Oh yes I am house trained. These guys taught me how to play ball and now I am hooked! I love to retrieve and I even drop the ball for my foster Mom so she plays with me even more! My foster family let me go along with them to their lake house up north and I really enjoyed the long car ride. I got to sleep the entire way and I was so relaxed. I like the water but my foster Mom said the water was too cold to try swimming but I think I will like it a lot. I could use some training not to jump up enthusiastically but other than that I am a super great guy. No crate needed for me in the house but I will go and hang out in the crate for a nap. I do love walks, so I will get you out walking, too! I'm looking for someone who will give me forever friendship and care. I am fostered in the near south suburbs of Chicago.


text: I've got zero signal strength on all of the even transponders for the 103* (s, ca, and cb) satellite. This problem doesn't happen all the time - sometimes there is signal but there hasn't been any signal for the last couple days. Any idea how I can go about troubleshooting this? Today I compared to a neighbor's signals and they've got 90's where I have 0's - but they don't have a SWM like I do so I don't know if that is meaningful. Any advice would be appreciated.


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On Sunday, Northern Italy was rocked by a magnitude-6.0 earthquake. In the process, many cheese factories in the region suffered damage—and it is estimated that over 300,000 wheels of cheese, thought to be worth at least $320 million, have been destroyed.
The region, just north of the city of Bologna, is most famous for its Parmesan and Grana Padano. As the earthquake struck, wheels of the cheeses—which can weigh up to 90 pounds—came toppling from their storage shelves. It's suspected that, if anything, the $320 million total is an underestimate of the total value of damaged cheese, reports the Mirror.
via Gizmodo