>995 :名無しさん@英語勉強中:2008/06/03(火) 21:04:12 >some homes for children who have difficulties with their behavior >have started to keep animals because it has been found that >they have a good effect on the children. >いくつかの家庭では、振る舞いが難しい子供たちのために >彼らが良い結果を見つけるために動物を飼い始めました・・・?でいいのですか?
()内の指示に従って文を書き換える問題です。 1.They have changed the date of the meeting.(受動態に) 2.Kathy has a bad cold.(seemを用いて) 3.[She was ill], so I called the doctor.([]内にappearを用いて) 4.All of my brothers and sisters were at the station to see me off.(部分否定に)
1.散歩は私たちの健康に良いようです。 (seems/our/be/walking/to/good/for/health.) 2.私は毎日、犬を散歩させています。 I (walk/dog/every day/the). 3.それはとてもよい本だったので、私は2回読みました。 That was (a/that/such/I/it/book/good/read) twice. 4.私は東京に住んでいました。そしてそこで学生時代を過ごしました。 I (Tokyo/,/I/spent/lived/my school days/where/in). 5.みんなが試験に合格したわけではありません。 Not (the/passed/everyone/examination).
>>15 1.散歩は私たちの健康に良いようです。 [ Walking ] seems [ to be good for good health ]. 2.私は毎日、犬を散歩させています。 I walk the dog every day. 3.それはとてもよい本だったので、私は2回読みました。 That was suh a good book [ that I read it twice ]. 4.私は東京に住んでいました。そしてそこで学生時代を過ごしました。 I lived in Tokyo, [ where I spent my school days ]. 5.みんなが試験に合格したわけではありません。 Not everyone passed the examination.
>>25 Between various societies, there can be great differences *大きく違うと言うことが起こりえる in the relative emphasis [ placed on the individual and the group ]. *どちららにどれ程強調が置かれるか[個人か集団かの問題で]
However,making an exact copy of a fish,with a smooth and flexible body, is way beyond what we can build into the robots of today. 後半がうまく訳せませんでした。 和訳お願いします。
My mother (wait / me / made) outside the store. My father doesn't (me / go / let) out at night. He (the doctor / had / look) at his leg. The bad weather (cancel / us / made) the game.
( ), I feel that I am in love with her. 大西洋を横断している間に「4語」 ( ), this country is one of the poorest countries in the world. 多くの資源を持っているけれども「4語」 日本語を指定された語数で英語にするという問題です お願いします
Unsatisfied as she was with her brother's explanation about quarrels between their parents, Mary was still child enough to finally put the troubling thoughts out of her mind. In the days that followed, Christmas caught her up in that wave of delight reserved only for the very young and the very sentimental. At ten, Mary was the perfect age for this holiday: young enough to be greedily thrilled about her gifts without deploring the commerciality of the season, old enough to enjoy giving and to derive pleasure from the appreciation of others. It was a magic time for her, dashing to the service entrance ahead of the housekeeper to receive the endless boxes of flowers and store-delivered parcels brought by the elevator man, rushing to the front door to greet the stream of family friends who arrived to exchange gifts. It was a nonstop period of excitement, for the little girl and for all of them. Even her father seemed to mellow under the warmth and friendliness of the holiday. He came home early every evening between Christmas and New Year's, a fact noted with satisfaction by the adult members of his family, used to late arrivals with an unexplained gap of two or three hours after his departure from his office.
一橋大1982 クリスマスは幼い子供、感傷的な人々を歓喜の波の虜にしてしまう。 the commerciality of the seasonは歳末商戦ということでしょうか
3文型は4文型に、4文型は3文型に書き換える問題です。 1.I'll make you some nice, warm soup. 2.Will you hand this memo to that lady? 3.Can I ask you a favor? 4.Pass that ball to me.
並び替え問題と、()内から正しいものを選ぶ問題です。よろしくお願いします。 (1) Bob is a good leader. We [him/captain/elected/our/of/team]. (2) I saw that movie. I [it/exciting/found/very]. (3) You [yourself/keep/must/warm]. You may catch cold. (4) Everyone [her/girl/considered/nice/a] and trusted her.
(1) Our plane is (approaching / approaching to) Naha Airport. (2) I don't want to (apologize / apologize to) Kate.
例 What did Mary give Tom? [a tie] --- She gave him a tie. Who did Mary give a tie to? [Tom] --- She gave it to Tom.
1.Whad did you give Mary? [a handkerchief] --- She gave me a handkerchief. 2.Who did you give a handkerchief to? [Mary] --- She gave it to me. 3.What did you buy your mother? [a scarf] --- She bought me a scarf. 4.Who did you buy a scarf for? [your mother] ---
それと、find,thinkを使って返答の文を作る問題です。 これも解答お願いします。
例 How did you find his new novel? [very interesting] --- I found it very interesting.
1.How did you find the movie? [shocking] → I _________________________________ 2.How did you find the weather there? [very comfortable] → I _________________________________
OALDにはIだけの形は出てないね。 ジーニアスにはこうある。 She is younger than I am [《略式》me,《正式・まれ》I]. 彼女は私より年が若い(→[前]1)《◆thanの後にくる人称代名詞は,both,allで修飾されると目的格になる:She is younger 〜 us all [×we all (are)]. 彼女は私たちみんなより年が若い》
>>68です、みなさんありがとうございます。 訳は私が訳したものではなく書いてあるものです。 [He]S [made]V [some of the characters in that movie]O (based on those in a Kurosawa film). ※( )は副詞の働きをするもの
>>105 上の品詞分解は本に書いてあったものです。 [He]S [made]V [some of the characters in that movie]O (based on those in a Kurosawa film). 彼は 作り出した その映画の登場人物のうち何人かを 黒澤映画の登場人物たちに基づいて ということですよね。
>>110です ということは、 He made some of the characters in that movie. The characters in that movie was based on the characters in a Kurosawa film. という解釈でいいのでしょうか。
もうわけわからん〜〜!まさか釣りですか? フォレストを開いてみたのですが、 make O +過去分詞「Oを〜されるようにする」 (例)make onself understood この訳を当て嵌めてみると明らかにおかしいから、このパターンじゃないと思うんです。
で、SVOCの make O C は「OをCにする」 (例)She keeps her desk clean. でこれは、cleanを取るとShe keeps her desk. とわけわかめ。 でもHe made some of the characters in that movie.は文が成立しているから、 >>110の言うことは正しいと思うんですけど・・・
>>128 He called his dog John. はS call O CでOをCと呼ぶ、だよね。 で、Johnを取ると彼は犬を呼んだ。(こっちおいでーみたいな)という意味に変わってしまうよね。 だからCは無いと困る。 でも、He made some of the characters in that movie (based on those in a Kurosawa film). の場合は( )内を取り除いても、 He made some of the characters in that movie の意味は変わらなくない? だから>>110は正しいと思うんだけど。
>>116 He made some of the characters in that movie. The characters in that movie were based on the characters in a Kurosawa film. The characters were based on those in a Kurokawa film. で He made some of the characters in that movie [ which were based on the characters in a Kurosawa film ]. He made some of the characters in that movie [ based on those in a Kurosawa film ]. という解釈でいいのでしょうか。
>>108 He(S) made(V) some(O) [(M)of the characters [(M)in that movie]] [ (M)based on those in a Kurosawa film ]. 彼は、作り出した、その映画の登場人物のうち何人かを、[黒澤映画の登場人物たちに基づいて]
He made some of the characters in that movie. The characters in that movie were based on the characters in a Kurosawa film. The characters were based on those in a Kurokawa film. で He made some of the characters in that movie [ which were based on the characters in a Kurosawa film ]. He made some of the characters in that movie [ based on those in a Kurosawa film ]. となります。
分詞が副詞になる時は分詞の意味上の主語は、普通、文の主語と同じなんだよね 稀に話し手だったり一般的人々だったりするんだけど、be basedの意味上の主語は some of the charactersだよね だから分詞basedは副詞としては機能できないんだ makeとcharacterの相性の悪さからも補語になるしかない
>>183 >>Could anybody show me a good example sentence [ that includes the structure of "make something ......ed" ], of course, simpler the better.
[ Being able to write [ what you mean in English ], are you one [ who lived in an English [ speaking ] country and have returned to Japan, and is learning grammar [ having come [ to be confused ] ]?
>>196 中1です。 I learned English through television, so, well, I can SPEAK English a bit. But you know, I gotta study English at shool. I just neet to learn some grammar to get good grade at school.
Seems to me that speaking and understanding grammar is definitely different.^^
1.彼の言ったことの全てに同意しているわけではありません。 I don't agree (all/he/said/that/with). 2.子供たちは学校生活を楽しんでいるようです。 The children (appear/be/enjoying/shcool life/the/to). 3.私たちは計画の変更をまだ聞かされていません。 We (been/have/not/of/told) the change in plans. 4.トムは何か悩み事があるようです。 Tom (about/be/seems/something/to/worried). 5.フィンランドは、彼が休暇をすごす予定ですが、沢山の湖があります。 Finland, (spend/going/where/to/he's/his holidays), has a lot of lakes.
I am an English teacher [ who teaches at a correspondence system senior high school ].
I am going to put Miyazaki prefecure education committee into the judical court [ to straighten educational administration [ which has sometimes caused suisides and accident deaths ].
>>239 あ、ごめんなさい訳書かなくて。 「世界中の映画ファンによって崇拝されている映画監督の1人が」という訳なんです。 popularの後ろに名詞がないのはどうも変な気がするのですが・・・ >One of the most popular movies of his. はどこかおかしいでしょうか? なぜof his moviesと語順にするのかわかりません。
>>251 >I am going to put Miyazaki prefecure education committee into the judical court >[ to straighten educational administration >[ which has sometimes caused suisides and accident deaths ].
Seems to me that you're going too far....^^ What happened to you.
1. この切符に100ドル払った。 This ticket (paid/ cost/ dollars/ me/ a hundred). 2. 母は3年前にニューヨークに行った。 My mother (to/ ago/ New York/ has gone/ three years/ went). 3. この寺は何百年も前に建立されたそうだ。 (that/ said/ constructed/ it/ was/ to be/ is/ this temple) hundreds of years ago.
>>207 1. all that he said 2. appear to be enjoying the school life 3. have not been told of 4. seems to be worried about something 5. where he's going to spend his holidays
>>270 It's kind'a little bit too hard for me to learn life, philosophy, or something like that. but I'd like to say thanks for your lot'a pieces of advice.
I am from space just as everybody else is, and was born on the earth. Miyazaki education committee is too far from the citizens' wish in the bottom of their hearts.
>>261 He is one of the most popular among the groups. は、popularとamongの間にsingersか何かが省略されたのかなとわかるけど、 (てか、実際省略されるんですか?) One of the most popular ☆ of his movies は、One of the most popular movies of his movies とは補えないですよねえ・・・
>>283 あー、One of the most popular movies of his movies 「彼の映画の中で最もポピュラーな映画のひとつは」でも確かにおかしくないかも。 でも繰り返しを避けるためにpopularのあとのmoviesを省略したんですね。 One of the most popular movies of his の方が好きだけど。
You weren't on the earth before your life got in your mother's womb, were you! You yourself came from somewhee in space.
And when I as well as you get 80s or 90s years old, our bodies dry up and hearts stop. Then our spirits leave the bodies and go somewhere, don't they??
The ducical suit is going [ to take me onto TV ] and [ make me speak laughter [ causing ] witful words, [ making [ viewers like me the more [ the more I speak ] ] ].
>>321 I've never seen the movie. I just read the story when I was a little kid. I didn't know it was this famous, nice story back then. Anyways, yeah, he is cute and girls love him. I once went to The Little Prince museum(or something like that) in Hakone with my girlfriend then.
>>289 It took me a long time to arrange a tour. I hurried in order not to miss Flight 95. This apartment is large enough for his family to live in. It is stupid of me to have made such a mistake again.
"Philosophy" is a word which has been used in many ways, some wider, some narrower. I propose to use it in a very wide sense, which I will now try to explain. Philosophy, as I shall understand the word, is something intermediate between theology and science. Like theology, it consists of speculations on matters as to which definite knowledge has, so far, been unascertainable; but like science, it appeals to human reason rather than to authority, whether that of tradition or that of revelation. All definite knowledge--so I should contend-- belongs to science; all dogma as to what surpasses definite knowledge belongs to theology. But between theology and science there is a No Man's Land, exposed to attack from both sides; this No Man's Land is philosophy.
>>258 これ写し間違いじゃないの? カッコ数あってる? 2. They are discussing what they should do next. They are discussing ( ) do next. 3. I found it interesting to talk TO/WITH her. が抜けてるし。 I found her ( ) ( ) .
In the pantry, which was far more abundantly supplied than usual, owing to the season, I was very much alarmed, by a hare hanging up by the heels, whom I rather thought I caught, when my back was half turned, winking.
>>406 "Philosophy" is a word [ which has been used in many ways, some wider, some narrower. I propose [ to use it in a very wide sense, [ which I will now try to explain ] ]. Philosophy, [ as I shall understand the word ], is something intermediate between theology and science. Like theology, [ it consists of speculations on matters as to [ which definite knowledge has, so far, been unascertainable ]; but like science, it appeals to human reason rather than to authority, [ whether ( it may be ) that of tradition or that of revelation. All definite knowledge--so I should contend--belongs to science; all dogma as to [ what surpasses definite knowledge ] belongs to theology. But between theology and science, there is a No Man's Land, [ exposed to attack from both sides ]; this No Man's Land is philosophy.
The plane blew up and plunged into the ocean, killing all the people on the board. killing以下の訳し方がよく分かりません。killingの節は分詞構文でしょうか? 主節とのつながりがよく理解できないです。どなたかご教授ください<(_ _)> killing〜=it killed〜だとしたら分詞構文にする必要ないですよね?
>>319 (1) One of the most beautiful natural wonders in the U.S is Niagara Falls, [ which is located in northern New York ]. アメリカ合衆国のもっとも美しい自然の不思議のひとつはナイアガラの滝で、それはニューヨークの北にある。
(2) [ Because pollution control measures are costly ], some industries hesitate [ to adopt them ]. 公害を制御する対策にはコストがかかるので、企業の中にはそれを受け入れることをためらう企業もある。
(3) We have finished most of the work, but we will have to do the [ remaining ] tomorrow. 私たちはほとんど仕事を終えてしまったけど、残りは明日やらなきゃいけない。
>>461 and it killed〜と同じように訳せばいいと思うけど。 それと分詞構文は必要があるとかないとかではなく文章に変化を付ける一つの方法。 ただし分詞構文は、ちょっと微妙なもので色々な使い方があったり 色々な意味になるので結構ややこしいかも。 「分詞構文」で検索すれば色々と説明してるサイトが見つかるはずだから 興味あったら、じっくり読んでみるといいよ。
It is one of the ironies of life that everybody likes receiving letters while scarcely anybody really likes writing them, and when it comes to writing one in a foreign language, the operation appears to be beyond our power. For as long as possible the dreaded moment is ( a ), and when it can be put off no longer, writing materials are slowly and reluctantly ( b ), dictionaries, grammars, books of reference, and books on letter-writing are piled up on the desk, one sits down, scratches one's head, and prepares to put pen to paper.Immediately the doubts and questions present themselves: How is the date ( c )? How should the person be ( d )? How to begin? What on earth can I think of to say? How exactly should the letter end? Have I said the right thing in the right way?
First come the crucial matters of purpose and content. We must always be quite clear about why we are writing the letter. If it is meant as an apology, we must be sure that we really apologise and do not merely repeat the offence; if it is supposed to be a letter of congratulation, you must not let it degenerate into a letter of condolence; if it is intended as an order for goods from one firm to another, the writer must see that it does not develop into complaint, and so on. Another important principle of letter-writing is what might be called"consideration for the correspondent." Whoever you are writing to, you must make quite sure you are directing your letter to that person and to ( e ) else. A very odd impression will be created if you write to your grandmother as if she is the manager of a gas company, or if you write to a university professor as if he is your grandmother. Some people make the mistake, however, not of writing a letter as if it were intended for someone else but of writing one that does not seem intended for anybody, that takes no account whatever of the person at the receiving end.
>>501 文脈がないと100%のことは言えないけど、たぶんこういうこと。 A:Look at that trash. あれ見てよ (何かに驚いて、ひどいね、すごいね、変わってるね、面白いね等といった気持ちを伝えてる) B:Yes, I see it. うん、そうだね/たしかに/わかる (ひどいね、すごいね、変わってるね、面白いね、といったことに対する同意や納得を表してる)
>>550 I had my hair done by a beautician. (hairが受身になってる) I had a beautician do my hair. これで分かる?
ただしI had my composition corrected by our teacher. を I had our teacher correct my compositionr.にすると ニュアンスがだいぶ変わってしまうので注意。 have+人+原形動詞は、部下や目下の者にやらせるとか金を払ってやってもらう というニュアンスが出てきてしまうから。
1.彼は私が宿題をするのを手伝ってくれました。 He () me () my homework. 2.彼と議論をしてはいけません。 Don't () () him. 3.とても寒い日だったので、家にいました。 It was () a cold day () I stayed at home. 4.睡眠は私たちの健康によい影響があります。 Sleeping has a good () () our health. 5.彼はその町に行きました。そしてそこで彼女に出会いました。 He went to the town, () he met her. 6.誰もがその問題に答えられるわけではありません。 () everyone can answer the question. 7.貧乏な人が必ずしも惨めであるとは限りません。 () poor are not () miserable.
1.彼は私が宿題をするのを手伝ってくれました。 He (helped) me (with) my homework. 2.彼と議論をしてはいけません。 Don't (argue) (with) him. 3.とても寒い日だったので、家にいました。 It was (such) a cold day (that) I stayed at home. 4.睡眠は私たちの健康によい影響があります。 Sleeping has a good (influence) (on) our health. 5.彼はその町に行きました。そしてそこで彼女に出会いました。 He went to the town, (where) he met her. 6.誰もがその問題に答えられるわけではありません。 (Not) everyone can answer the question. 7.貧乏な人が必ずしも惨めであるとは限りません。 (The) poor are not (necessarily) miserable.
>>499 He was sent to the hospital, then he came to his senses. [ When he was sent to the hospital ], he came to his senses. [ Being sent to the hospital ], he came to his senses.
[ After he was sent to the hospital ], he came to his senses. [ Being sent to the hospital ], he came to his senses. After [ being sent to the hospital ], he came to his senses.
I have come to Harvard with some very serious doubts as to whether I ought to be here at all. I am a painter; I am not a lecturer about art nor a scholar of art. It is my chosen role to paint pictures, not to talk about them. What can any artist bring to the general knowledge or the theoretical view of art that has not already been fully expounded? What can he say in words that he could not far more skillfully present in pictorial form? Is not the painting rather than the printed page his medium? Will he not only expend his energies without in any way increasing the general enlightenment? And then, what can an audience gain from listening to an artist that it could not apprehend far more readily simply by looking at his pictures? Here are a few of the honest questions, and I have tried to meet them with honest answers. Perhaps the most pertinent of the questions has been as to just what I can accomplish by such a verbal Odyssey as this series of discussions promises to be. My personal answer has been that the need to formulate clearly those things which I think may be of some value to me, and that the process will be interesting.But what about you? From the point of view of both the audience and the university I can only suggest that the venture will probably prove about as worthy as the ideas will be good.
>>695 I have come to Harvard with some very serious doubts as to [ whether I ought to be here at all ]. I am a painter; I am not a lecturer about art nor a scholar of art. It is my chosen role [ to paint pictures ], [ not to talk about them ]. What can any artist bring to the general knowledge or the theoretical view of art [ that has not already been fully expounded ]? What can he say in words [ that he could not far more skillfully present in pictorial form ]? Is not the [ painting ] rather than the [ printed ] page his medium? Will he not only expend his energies without in any way [ increasing the general enlightenment ]? And then, what can an audience gain from [ listening to an artist [ that it could not apprehend far more readily simply by [ looking at his pictures ]? Here are a few of the honest questions, and I have tried [ to meet them with honest answers ]. Perhaps the most pertinent of the questions has been as to just [ what I can accomplish by such a verbal Odyssey [ as this series of discussions promises [ to be ] ]. My personal answer has been [ that the need [ to formulate clearly those things [ which I think [ may be of some value to me ] ], and [ that the process will be interesting ]. But what about you? From the point of view of both the audience and the university I can only suggest [ that the venture will probably prove about as worthy [ as the ideas will be good ].
Here are a few of the honest questions, and I have tried [ to meet them with honest answers ]. Perhaps the most pertinent of the questions has been as to just [ what I can accomplish by such a verbal Odyssey [ as this series of discussions promises [ to be ] ]. My personal answer has been [ that the need [ to formulate clearly those things [ which I think [ may be of some value to me ] ], and [ that the process will be interesting ]. But what about you? From the point of view of both the audience and the university I can only suggest [ that the venture will probably prove about as worthy [ as the ideas will be good ].
>>707 The leaves of the trees in the garden have begun to turn red.
My house has a garden. The garden is a beautiful garden. It has trees and flowers and vegetabes. The trees have young leaves now. The leaves rustle gently in the wind. The tree leaves make cool shade in summer.
>>750 ちょっぴり雰囲気というか響きというか違う。 でも微妙な違いなので、どうやったら上手く説明できるんだろう。。 one of his friendsは「彼の友達の一人」という日本語にほぼぴったり当てはまると思う。 a friend of hisは「彼の友達(ただし単数で)」という感じと言ったらいいかな。
>>756 といっても、どんな文でも、どっちも言えそう。 one of his friendsは、彼の友達の中の「一人」という部分に焦点が当たってて a friend of hisは、普通に言う、彼の「友達(ただし単数)」という部分に焦点が当たってる、というのが違いかな。 もし、これがone of my friendsとa friend of mineの比較だったら、もっと違いがはっきりすると思う。 one of my friendsは、この形を変えることは出来ないし、他の表現に言い換えるとニュアンスが変わってしまうけど 一方、I went to the park with a friend of mine.という文はI went to the park with a friend.と言い換えてもほぼ同じ。 a fiend「友達」という部分に焦点が当たってるから、of mineが無くても、ほとんどニュアンスが変わらないんだね。
One of my friends is or was Kawashima Eigo the singer writer. A friend of mine is Imai Noriaki who was captured in Iraqu together with Ms.Takato Naoko.
I went to the park with a friend of mine. I went to the park with my friend.
I have friends. A friend of mine likes me so much that he wants to kiss me. Should I allow him to kiss me?
One of my friends said to me the other day that I should welcome ones who want me more open-heartedly. Should I? Can anyone comment?
hello, there, again. nice to find you here. youre still 12? first grader of junior high? your english excels that of any teacher at your school. so be careful that they might get gerous of you and do evil to you. ok?
主語+助動詞+動詞の原形+〜. I will be in the city of Tsukuba this coming December. I will live in tsukuba. I will teach english in tsukuba. I can be a good teacher to many students [ who are serious in their [ learning of English ] ].
>>911 hey girl, translate this paragraph into Japanese. this is your homework.
Why, then, you may ask, waste time on such insoluble problems? To this one may answer as a historian, or as an individual facing the terror of cosmic loneliness. The answer of the historian, in so far as I am capable of giving it, will appear in the course of this work. Ever since men became capable of free speculation, their actions, in innumerable important respects, have depended upon their theories as to the world and human life, as to what is good and what is evil. This is as true in the present day as at any former time. To understand an age or a nation, we must understand its philosophy, and to understand its philosophy we must ourselves be in some degree philosophers. There is here a reciprocal causation: the circumstances of men's lives do much to determine their philosophy, but, conversely, their philosophy does much to determine their circumstances. This interaction throughout the centuries will be the topic of the following pages.
>>914 Why, then, you may ask, waste time on such insoluble problems? To this, one may answer as a historian, or as an individual [ facing the terror of cosmic loneliness ] ]. The answer of the historian, in so far [ as I am capable of [ giving it ] ], will appear in the course of this work. [ Ever since men became capable of free speculation ], their actions, in innumerable important respects, have depended upon their theories as to the world and human life, as to [ what is good and what is evil ]. This is as true in the present day [ as at any former time it was ]. [ To understand an age or a nation ], we must understand its philosophy, and [ to understand its philosophy ] we must ourselves be in some degree philosophers. There is here a reciprocal causation: the circumstances of men's lives do much [ to determine their philosophy] , but, conversely, their philosophy does much [ to determine their circumstances ]. This interaction throughout the centuries will be the topic of the [ following ] pages.
>>934 i dont understand what you mean at all. i'll tell you what, we never say おじ臭 in japanese. no such words are in japanese dictionary. in まともな日本語, it's 加齢臭, you bald nasty granpa.
>>933 How dare he say such a thing? you didnt hit him. It's him [ that hit you. he......(sob).....he has wounded you to the heart [ who is only a junior high first grader [ whose heart is fragile [ because he/she is naive ] ] ].
>>942 but your English is too good for a junior high school student. everybody here can't believe you are still 12 years old Japanese girl. Prove it, if you can.
>>939 indeed he hurt you. [ even if you did'nt mean it ], I.....i just...
i understand how you are feeling now. i can hear your sobbing through you key-hitting [ while this aged man cannot read your feeling through your word ]. thats [ why i say [ he is unale senseless man ] ].
>>945 i don't think i have to. if somebody thinks i'm a boy, i'm a boy. and if s/he thinks i'm a girl, i'm a girl. Whether i'm a girl or a boy, it's not a matters of consequence, is it?
>>911 Don't test the Lord your God. Do you go to church every Sunday. Didn't you learn the lesson in church? You must go to bed soon and never come again !!
disciples are also people [ who believed in jesuss words and followed him and worked together with him [ to ease sick people, poor people, unhappy people and other people [ who need help ] ].
Two sexual deviates are here. One is a young man who loves little girls. The other is an old man who likes little boys. So they want to know either you are a girl or a boy.
>>968 Well, he did say sorry right before he went to bed. i dunno he really mean it ...or just teasing me again... i really got hurt to my heart. seems i still have something on my mind.
>>966 dear, your heart is collapsed indeed. hes said [ he did wrong to you ]. let us forgive him lie in your bed.... pray to jesus to ease your soul let jesus take you to sleep peaceful sleep good night~
ill hit computer keys. this is the first place i visit today. i like to talk with people here because people here are more serious than other places on the net.
10 more articles are coming in before this thred is closed. what questions do junior and senior high young people have? ask us adults. we take pleasure of teaching important things about english and even about life or about love.
Music: Londonderry, traditional Irish Melody (MIDI, score). ------------------------------------------------------- “I am the Vine; My Father is the Gardener. Each branch [ that bears no fruit ], He cuts away; [ While every branch [ that yields good fruit ], He trims and cleans, [ So that it will still more produce each day ] ] ]. Now you are clean [ because of My Word’s work in you ]. Remain in Me, and I’ll remain in you. [ Just as a branch without the vine can bear no fruit ], So you must stay in Me [ if you would bear fruit too ].
“I am the Vine; [ if you, like branches, stay in Me And I in you ], you’ll bear much fruit in turn. Apart from Me, you can accomplish naught for God; You’re like a branch [ that withers and is burned ]. But [ if you stay in Me and I in you each day ], Ask [ what you wish ]; it will be given you. God will be glorified [ because you bear much fruit ], For thus you show yourselves [ to be disciples true ].
“[ Just as the Father loves Me ], so I love you too. Obey My Word, and you’ll stay in My care, [ Just as I too obey My Father God above ], And in His love remain fore’er and e’er. I’ve told you this [ so that My joy may be in you ], And [ that your own joy may now overflow ]. Here’s My command: Love others [ just as I’ve loved you ]; [ To die for friends ]—this is the greatest love [ you’ll know ].
“You are My friends [ if you do [ what I now command ] ]; You’re not mere servants, [ knowing not My will ]. I’ve called you friends, for everything [ I’ve learned from God ], I have made known, and now I tell you still. You chose Me not, but I have chosen each of [ you, To go and bear much fruit [ that will remain ]. Then God will give you all [ you ask in My own Name ]. Love one another; hear now My command again.”