III. Grammar (10 Points) Do as shown between brackets (10 X 1 = 10 points)

1- You need to tell (if-who-what-why) the components of the model are. (Choose)

2- Why is this important? (Make an indirect question)
…………………………………………………………………………………………… …………………………………..

3- Ahmed: ‘I’m sorry.’ (Change into reported speech)
…………………………………………………………………………………………… …………………………………..

4- Hani: I do not agree. Faisal: Me …………………. .(Fill in with the right word).

5- He encouraged me (study) harder. (correct the sentence)

…………………………………………………………………………………………… …………………………………..

6- I remember (go) to the forest when I was a child. (Correct the verb between brackets).
…………………………………………………………………………………………… …………………………………..

7- The law forces children to go to school. (Change into passive)
…………………………………………………………………………………………… ……………………… .

8- Meat which it is processed it maybe more dangerous. (Rewrite the sentence correctly)
…………………………………………………………………………………………… …………………………………..

9- My mother used to help me with my homework when I was young. (Rewrite the sentence using ‘would’)
…………………………………………………………………………………………… …………………………………..

10- I used to walk to work before buying a car. (Change into negative)
…………………………………………………………………………………………… …………………………………..

which of the following was specifically permitted by the emancipation proclamation?

free african americans were allowed to fight for the confederacy.

free african americans were allowed to enlist in the union army and navy.

enslaved people in border states were allowed to move to the north.

enslaved people in border states were allowed to become confederate citizens.c rgf fy4tku6y htk6u jr jyt6

read this passage from the crisis. what rationale is paine using for going to war with great britain? my own line of reasoning is to myself as straight and clear as a ray of light. not all the treasures of the world, so far as i believe, could have induced me to support an offensive war, for i think it murder; but if a thief breaks into my house, burns and destroys my property, and kills or threatens to kill me, or those that are in it, and to "bind me in all cases whatsoever" to his absolute will, am i to suffer it? what signifies it to me, whether he who does it is a king or a common man; my countryman or not my countryman; whether it be done by an individual villain, or an army of them? if we reason to the root of things we shall find no difference; neither can any just cause be assigned why we should punish in the one case and pardon in the other.

it is waged war against an army of countrymen

it would lead to independence from britain

it would be an offensive war

it would be a defensive war

a pirate walks into a bar with a steering wheel sticking out of his pants.

bartender: isn't that uncomfortable?

pirate: arrgh! it's drivin' me nuts!

i decided to stay late in the laboratory to continue my experiment with the lightbulb. at midnight, thomas edison opened the door and walked in with his head held high.

1. he leaned on the wall and observed me carefully.

2. his harsh scrutiny made me self-conscious of my skills in the lab.

3. perhaps it was just me, but the air in the laboratory began to thicken as i found myself having difficulty to breathe.

4. i turned to look at him fully as i mentally prepared myself for what my very first words would be to thomas edison.

5. the next couple of seconds shocked me. it wasn't me who spoke, but rather him and with diction i could never think of using in a simple sentence.

--

hey, sorry if this was bad, i really didn't know what to write but i wanted to you. is there anything that you had to include within the excerpt?