INTENDS EITHER TO SETTLE ON A NET BASIS OR TO REALISE THE ASSET AND SETTLE THE LIABILITY SIMULTANEOUSLY

Tìm thấy 10,000 tài liệu liên quan tới từ khóa "INTENDS EITHER TO SETTLE ON A NET BASIS OR TO REALISE THE ASSET AND SETTLE THE LIABILITY SIMULTANEOUSLY":

COMMON CORE TEACHING AND LEARNING STRATEGIES

COMMON CORE TEACHING AND LEARNING STRATEGIES

5. Any number of graphic organizers can work for this skill depending onthe length of the text.Sum It Up Read an entire selection (chapter, article, handout, primary source,etc.) and, as you read, list the main idea words on the “Sum It Up” sheet.Write a summary of the selection using as many of the main idea words aspossible. Put one word in each blank. Imagine you have only $2.00 and thateach word you use is worth ten cents. You’ll “sum it up” in 20 words! Clickhere for a sample.Assessment FOR Learning SuggestionsSummarizing and Note-Taking. Upon completion of a note-taking activityand/or graphic organizer, students create a visual display summarizing andanalyzing the central ideas of the text. Careful attention is placed uponkeeping the text central to the activity and remaining true to specificlanguage the author used.Annotating Text. Students read and annotate a PDF version of the text byhighlighting main ideas and supporting details according to color. To do thiswithin Adobe Reader, students select the “highlighting tool” and then pressCTRL+E. This will display “highlighter tool properties” allowing students toquickly change highlighter colors. Begin the assessment by having studentshighlight the main ideas according to a particular color code. Once that iscomplete, student return to each main idea and use a similar shade of themain idea color to highlight the details in support of that main idea. Theyrepeat the process until the entire text has been annotated and all mainideas have been supported by details that outline their development overthe course of a text. At predetermined intervals, students provide peer-topeer feedback by posting objective comments on one another’s annotatedtext. The teacher listens intently and uses data from informal assessment toprovide targeted learning opportunities.Progression Note. A key progression in the writing standards is the need forstudents to show competency in applying grade 7 Reading standards to
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Lecture Systems analysis and design with UML (3 e) Chapter 5 Functional modeling

Lecture Systems analysis and design with UML (3 e) Chapter 5 Functional modeling

This chapter describes functional modeling as a means to document and understand requirements and to understand the function or external behavior of the system. This chapter also introduces use case points as a basis for project size estimation.

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LAND IN TRANSITION REFORM AND POVERTY IN RURAL VIETNAM

LAND IN TRANSITION REFORM AND POVERTY IN RURAL VIETNAM

No thoughtful observer can fail to be struck by the size and potential welfare significance of the legal reforms and other institutional changes that are required to transform a control economy into a market economy. The stakes are particularly high when it is an economy in which the bulk of the population lives in extreme poverty. One motivation for us in undertaking this research was to understand the impacts on living standards of the dramatic economic changes that have been going on in rural Vietnam. Vietnam has arguably gone further and faster than any other developing socialist economy in implementing marketbased reforms to the key rural institutions determining how the main nonlabor asset of the poor, agricultural land, is allocated across households. Have these reforms promoted greater efficiency? If so, did the efficiency gains come at a cost to equity? On balance, was poverty reduced? We hope that this book will help answer these questions. There was another motivation for us: a desire to do something better from a methodological point of view than what is typically on offer for assessing the poverty impacts of economywide changes, including structural reforms. One can hardly be happy with “impact assessments” that rely on either anecdotes from observer accounts of uncertain veracity or highly aggregated “offtheshelf” economic models of uncertain empirical relevance to the specific setting. Finding something credible between these extremes is not easy. We believe, however, that much more can be learned about economywide reforms from the careful analysis of household surveys, especially when that analysis is guided by both economic theory and knowledge of the historical and social contexts. That is what we hope to demonstrate in this book.
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 COLLOCATIONS WITH –ING FORMS

COLLOCATIONS WITH –ING FORMS

Collocations with -ing formsHere is a list of collocations with –ing forms.A balancing actThis expression is used to refer to a situation that requires careful handling of opinions, views or activities.An eating disorderAn eating disorder is a psychological or medical problem. People suffering from an eating disorder eat either toomuch or too little food.A drinking problemA person suffering from a drinking problem is an alcoholic.A running mateIf you are trying to get elected as the president of your country, you will pick someone as your ‘running mate’. Inthis case, if you become the president, your ‘running mate’ will become the vice president.Growing painsUsed to refer to the problems that an organization experiences as it grows.Asking priceThe asking price is the price suggested by the seller. Of course, the buyer can negotiate for a lower price.Purchasing powerPurchasing power is the ability of the person to buy things with their money.Breeding groundA place that encourages the development of ideas and activitiesBreathing space / roomThis expression is often used metaphorically. When you have breathing space, you have enough time / money /resources to relax.Shopping spreeWhen you go on a shopping spree, you spend a lot of money and buy a lot of things.Stepping stoneA stepping stone is something that helps you reach a higher goal.Stay on top of your writing! Download our grammar guide from www.englishgrammar.org to stay up-to-date.
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ABNORMAL PSYCHOLOGY CLINICAL PERSPECTIVES ON PSYCHOLOGICAL DISORDERS 7TH EDITION WHITBOURNE TEST BANK

ABNORMAL PSYCHOLOGY CLINICAL PERSPECTIVES ON PSYCHOLOGICAL DISORDERS 7TH EDITION WHITBOURNE TEST BANK

researchers.True False110.Current diagnostic manuals are based on statistical research and findings.True False111.Mental retardation falls under Axis II of the DSM-IV-TR.True False112.The American Psychiatric Association has revised the DSM because of reliability and validitydifficulties.True False113.Axis IV provides a place for the clinician to document events.True False114.The DSM-IV-TR utilizes a categorical approach to define mental disorders.True False115.The term "prognosis" is not used by mental health professionals anymore.True False116.According to Axis IV of DSM-IV-TR, death of a significant family member is an example of problemswith a primary support group.True False117.According to the Global Assessment of Functioning Scale (GAF), a rating of 80-90 means an individualhas suicidal tendencies.True False118.A cultural formulation is developed when the client has a culturally diverse background.True False119.When planning a treatment, it is important to consider the short-term goals of therapy first.True False120.Community mental health centers are inpatient clinics that provide psychological services on a sliding feescale.True False121.Today, clinicians typically combine the best elements of various theoretical perspectives when treating aclient's illness rather than adhering to one particular theoretical model.
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the blue book of grammar and punctuation

THE BLUE BOOK OF GRAMMAR AND PUNCTUATION

... 14 The Blue Book of Grammar and Punctuation Rule Between refers to two Among is used for three or more Examples: Divide the candy between the two of you Divide the candy among the three of you... either and neither are subjects, they always take singular verbs Examples: Neither of them is available to speak right now Either of us is capable of doing the job Rule 11 The words here and there... to another word in the sentence Correct: I did it myself Incorrect: My brother and myself did it 8 The Blue Book of Grammar and Punctuation The word myself does not refer back to another word

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INDIVIDUAL LEARNING PLAN – INFO

INDIVIDUAL LEARNING PLAN – INFO

English Banana.comSchoolsIndividual Learning Plan – Information PageLearning Agreement:The learning agreement is completed by the teacher with a student before the course startsand the activity record is completed on a lesson-by-lesson basis by the students (or by theteacher if the students are at too low a level to be able to complete it) during the course. Thelearning agreement should be completed because it’s important for teachers to discusslearning goals with a student before they embark on the course. Without any goals agreed itcould be argued that there is no point in the student doing the course, because there is noway to measure whether or not they have made progress in their studies by the end of thecourse, compared to how their skills were before it started.With this form, the student and teacher can sit down together to discuss learning goals andthe student can make a formal decision to pursue these targets by signing the form. At theend of the course both teacher and student can look back on the course and discuss what thestudent has achieved, signing off the goals if they have been achieved. If they haven’t beenachieved, they could both agree to another period of study and negotiate a new learningagreement.This form also brings together in one place important information which is unique to thestudent such as assessment results, learning style (e.g. the student may be a visual learner,preferring to learn with plenty of visual material, or a kinetic learner who prefers a practicalapproach and learning through doing, rather than sitting still writing worksheets), diagnosticassessment results, and information about the student’s reasons for joining the course in thefirst place. This fundamental piece of information can be vital for a teacher to help them keepthe student motivated as the course progresses.Short-Term Language Goals:These will be individual to each student and describe the specific areas that the studentneeds to work on during the course. Goals should be SMART; that is, Specific, Measurable,Achievable, Relevant and Time-Specific. For example, one SMART goal could be: “Learn tennew vocabulary sets of twenty words each”. At the end of the course if the student has metthe goal they will have some form of written evidence of achievement in this area, which can
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GR BOTH

GR BOTH

A: Do you want ice cream or apple pie? B: Can I have both , please. I'm sorry. There isn't enough to go round. You can only have either ice cream or pie. Tony wasn't in class today. Neither was Caroline. Hmm. How embarrassing! We're both wearing the same jumper. Michael Jackson or Madonna? I don't like either of them. I found two pairs of nice jeans in the sales so I bought both . Both streets go to the station. You can take either . A: Are you  Leo or Virgo? B: Neither. I'm Pisces. So who's bringing a tent, either you or Michael? A: What shall we have for lunch, pasta or rice? B: Either will do. I really don't mind. Either you obey your mother or you go to your room. What a disaster. I failed my maths both test and my French test. I like neither Ana nor Sergio. They’re both snobs and obsessed with money. I like both normal paella and seafood paella but my favourite rice dish is arroz a banda.www.autoenglish.org Written by Bob Wilson ©Robert Clifford McNair Wilson 2008 
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46657 SUBJECTVERB AGREEMENT

46657 SUBJECTVERB AGREEMENT

1. A singular subject takes a singular verb (The cat drinks milk).2. A plural subject takes a plural verb (They drive very fast).3. A compound subject connected by and takes a plural verb (Mom and Dad play cards).4. A compound subject connected by either/or or neither/nor, the verb agrees with the subject closer to it (Either mysister or my brother takes me to the stadium)(Neither my family nor my friends are supporting me).5. A singular indefinite pronoun as the subject always takes a singular verb. (anybody, anyone, everybody, everyone,no one, somebody, someone, something) (Everybody loves Saturday nights).Write the correct present tense form of the verb on the line.1. Everyone in this class ________ wearing jeans. (be)2. Many students ____________ for five or six years. (study)3. Factories ______________ economically these years. (suffer)4. Somebody _______________ do something about it. (have to)5. Either you or I _____________ to do it. (need)6. Everyone _____________ time off. (enjoy)7. Neither the man nor the woman ____________ older than 60. (be)8. Today I _________ going to make a speech. (be)9. Either my dad or mom _________ us to the game. (take)10. Peter ___________ in his room. (study)11. The teacher __________ her bike to school every day. (ride)12. Neither the student nor the parent ___________ present. (be)13. Neither the teacher nor the students __________ it is a good idea. (think)14. Someone ___________ to wear sandals in early spring. (prefer)15. Everybody _________ a right to a good life. (have)16. Neither cats nor dogs __________ allowed at the exhibition. (be)17. The iPhone _________ a great invention. (be)18. Neither Denmark nor Germany ________ the European championship. (win)
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A case study of voluntary disclosure by vietnamese listed companies

A CASE STUDY OF VOLUNTARY DISCLOSURE BY VIETNAMESE LISTED COMPANIES

The study intends to make practical contributions to the literature on voluntary disclosure and corporate governance in the context of integration in Vietnam through investigating annual reports. First, this paper indicated that, independent variables of firm size, profitability, audit committee and dual leadership, those belong to firms’ characteristics; ownership structure and corporate governance are all positively associated with level of voluntary information practices. Second, the study also reported the different influential levels of such independent variables on all categories of disclosure information. It means that, each independent variable is significantly associated with one or several categories, but not with the others. Last but not least, this study recommends corporations to strengthen supervision and monitoring the performance of information disclosure of listed companies, on the other hand they need to improve the quality, content and diversify means of information disclosure.
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WHAT IS THE PROS AND CONS OF PUBLICE TRANSPORT

WHAT IS THE PROS AND CONS OF PUBLICE TRANSPORT

what is the pros and cons of publice transport? In today is society, it is a common sight to see more and more people using public transport. For many, this is a way to protect environment and relax during the way to an office. But there is a concern about crimes when public transport gets overcrowded. In this essay, I will discuss about both sides, following by what I think is right. Let is begin by looking at the upsides of using public transport. An increment of the number of passengers choosing buses, trolley cars and bullet trains means there will be a reduction of emissions and gases. Therefore, the air will be fresher and the global’s environment is protected. Another advantage is you have more time to relax. Instead of driving yourself to a company, a driver will do that for you. While sitting on a chair, you can entertain by listen to music, read a book or even sleep in case of you have busy works the previous day. Turning to the other side of the argument, crimes are a major problem. Many people think it is difficult to avoid pickpockets and robbers when board buses or trams. In the rush hour, a large number of passengers try to get in public transport as fast as possible is a big chance for those criminals. Although you know those are around, there is no way to keep your belongings safety while everybody is hurrying and trying to push, pull, break the queue. As a result, neither you board the bus nor keep the belongings. To sum up, using public transport is either good or bad choice depends on you. Using vehicles that environmentally friendly is a benefit, in contrast, the drawback is lost money. Personally, I strongly believe using public transport is still the best choice.
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FINANCIAL RISK MANAGER HANDBOOK

FINANCIAL RISK MANAGER HANDBOOK

669669671671672674677679680680681684695Financial Risk Manager Handbook, Second EditionPrefaceThe FRM Handbook provides the core body of knowledge for financial risk managers.Risk management has rapidly evolved over the last decade and has become an indispensable function in many institutions.This Handbook was originally written to provide support for candidates taking theFRM examination administered by GARP. As such, it reviews a wide variety of practical topics in a consistent and systematic fashion. It covers quantitative methods,capital markets, as well as market, credit, operational, and integrated risk management. It also discusses the latest regulatory, legal, and accounting issues essential torisk professionals.Modern risk management systems cut across the entire organization. This breadthis reflected in the subjects covered in this Handbook. This Handbook was designed tobe self-contained, but only for readers who already have some exposure to financialmarkets. To reap maximum benefit from this book, readers should have taken theequivalent of an MBA-level class on investments.
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The emergence and transformation of Chicano and TurkishGerman literature

THE EMERGENCE AND TRANSFORMATION OF CHICANO AND TURKISHGERMAN LITERATURE

SEVERAL WEEKS AGO, I received a phone call from a German journalist. He wanted to followup on a story about German high school students in the United States who were allegedly mobbed by people in their American host communities. We forwarded the journalist’s email address and request to our German grantees in the United States. Within 36 hours, more than 30 grantees responded. None of them could confirm the claims made in this article. Rather, the Fulbright grantees reported intense and open discussions, mutual respect, and common concerns at their host universities and in their host communities. On an almost continual basis, journalists inquire about the opinion of American Fulbright grantees in Germany. It immediately becomes clear to every one of them that there is no such thing as an “American opinion” on world affairs, the war in Iraq, or transatlantic relations. Rather there were many different voices, expressed in many articulate ways. The Fulbright Program is not an abstract idea. It comes to life through its grantees. Their immersion into their host communities, their discussions and activities, and their leadership realize Senator Fulbright’s vision that “educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations.
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TOP TRUYỆN TIẾNG ANH NÊN ĐỌCTHE LOST WORLD

TOP TRUYỆN TIẾNG ANH NÊN ĐỌCTHE LOST WORLD

I pocketed the slip of paper."One moment, sir," I said, as I realized that it was a pinkbald head, and not a red face, which was fronting me. "I amnot very clear yet why I am to interview this gentleman.What has he done?"The face flashed back again."Went to South America on a solitary expedeetion twoyears ago. Came back last year. Had undoubtedly been toSouth America, but refused to say exactly where. Began totell his adventures in a vague way, but somebody started topick holes, and he just shut up like an oyster. Somethingwonderful happened—or the man's a champion liar, which isthe more probable supposeetion. Had some damagedphotographs, said to be fakes. Got so touchy that he assaultsanyone who asks questions, and heaves reporters down thestairs. In my opinion he's just a homicidal megalomaniacwith a turn for science. That's your man, Mr. Malone. Now,off you run, and see what you can make of him. You're bigenough to look after yourself. Anyway, you are all safe.Employers' Liability Act, you know."A grinning red face turned once more into a pink oval,fringed with gingery fluff; the interview was at an end.I walked across to the Savage Club, but instead ofturning into it I leaned upon the railings of Adelphi Terraceand gazed thoughtfully for a long time at the brown, oilyriver. I can always think most sanely and clearly in the openair. I took out the list of Professor Challenger's exploits, andI read it over under the electric lamp. Then I had what I can
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ASTM A121 STANDARD SPECIFICATION FOR METALLIC COATED CARBON STEEL BAREBED WIRE

ASTM A121 STANDARD SPECIFICATION FOR METALLIC COATED CARBON STEEL BAREBED WIRE

Designation: A 121 – 99 (Reapproved 2004)Standard Specification forMetallic-Coated Carbon Steel Barbed Wire1This standard is issued under the fixed designation A 121; the number immediately following the designation indicates the year oforiginal adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. Asuperscript epsilon (e) indicates an editorial change since the last revision or reapproval.This standard has been approved for use by agencies of the Department of Defense.2.2 Federal Standard:Fed. Std. No. 123 Marking for Shipments (Civil Agencies)32.3 Military Standards:MIL-STD-129 Marking for Shipment and Storage3MIL-STD-163 Steel Mill Products Preparation for Shipment and Storage31. Scope1.1 This specification covers metallic-coated steel barbedwire, consisting of a strand of two wires.1.2 The barbed wire is available with aluminum, zinc, andzinc-5 % aluminum-mischmetal alloy coatings, with a numberof coating weights, in a number of different constructions(designs), and in two grades. Not all designs are available in allcoating types.1.3 The values stated in inch-pound units are to be regardedas the standard. The values given in brackets are for information only.1.4 The text of this specification references notes andfootnotes that provide explanatory information. These notesand footnotes (excluding those in tables) shall not be considered as requirements of the specification.3. Terminology
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HÓA LÝ POLYMER CƠ BẢN VÀ NÂNG CAO CỦA ĐHBKHN DESIGNING WITH PLASTICS AND COMPOSITES

HÓA LÝ POLYMER CƠ BẢN VÀ NÂNG CAO CỦA ĐHBKHN DESIGNING WITH PLASTICS AND COMPOSITES

from industry and trade associations on materials, equipment, and the like, publishedbooks, articles, reports, conferences, and so on, as is evident in the references given atthe end of the book.In the preparation of this handbook the authors have been assisted and encouraged bymany friends and international business associates. Special acknowledgment must bemade to the many different authors cited, including many different material suppliers.All have, whether directly or indirectly, contributed to advancing the state of the art indesigning with plastics.Chapter 1FUNDAMENTALS OF DESIGNINGWITH PLASTICS AND COMPOSITESThere is a practical, easy approach to designing with plastics and composites (see Figs.1-1 to 1-3) that is basically no different than designing with other materials: steel,aluminum, titanium, copper, brass, wood, concrete, and so forth. This book providesuseful and necessary information on how to comprehend plastics' and composites' extremerange of properties, structural responses, product-performance characteristics, part shapes,manufacturing processes, and their influence on product performance, the simplifying ofdesigns, as guides on selecting plastics and processes as well as on how to keep up-todate on important information and understand the econc:>mics of designing with plastics[1-200]. *Many different products can be designed using plastics and composites. They will takelow to extremely high loads and operate in widely different environments, from highlycorrosive ones to those involving electrical insulation. They challenge the designer witha combination of often unfamiliar and unique advantages, and limitations. By understanding the many different structures and properties as well as the design and fabricationcapabilities, the designer can meet this challenge as demonstrated by the existence of themany different products made from plastics. They exist in all types of applications-underground, underwater, in the atmosphere, in outer space, in the office, and in thehome.
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14385 BOARD GAME WRITING IS FUN

14385 BOARD GAME WRITING IS FUN

How to Play- Players move one square at a time.- Players need to write a correctsentence with the words given.- If correct, they can go on whicheverway they choose.- If incorrect, they have to moveeither sideward or go back.- Verbs have to be used in the righttense; contractions and plurals areallowed.- To introduce the element of chance:let players flip a coin and move either1 (heads) or 2 (tails) spaces.

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30 ĐỀ TRẮC NGHIỆM TIẾNG ANH ÔN THI CỰC HAY

30 ĐỀ TRẮC NGHIỆM TIẾNG ANH ÔN THI CỰC HAY

ĐỀ SỐ 1 1. In settlement by deferred payment, the letter of credit is paid after delivery. Right or wrong?A.Completely rightB.Definitely wrongC.It dependsD.The letter of credit is not payable until a number of day2.Which of these counts as a defect?A.Wrong design B.Fair wear and tearC.MisuseD.Missing items 3. (Note: If either party is prevented from, or delayed in, performing any duty under this contract by an event beyond his reasonable control, then this event shall be deemed force majeure)Shortage of supplies (background, the exporter cannot get the raw jute he need from the supplier because of a shipping delay)A.YesB.QuestionableC.No4.The majority of shipping documents presented to banks under documentary credit transaction are accepted on first presentation, Right or wrong A.Completely rightB.Definitely wrongC.Neither right nor wrongD.It depends5. A warranty is aimed at:A.Obtaining loansB.Assurance of product performanceC.Credit purchaseD.Profit making 6.The AngloAmerican contract is………A.Not the entire agreementB.Traditionally the entire agreement C.Sometimes the entire agreementD.Rarely the entire agreement7.In negotiating a letter of credit, the step in which the list of all required documentation is incorporated into the contract is……A.SpecificationB.Incorporation C.ComplianceD.Verification8. In a contract under a Continental law, a recital……A.Is essentialB.Is importantC.Is not useful D.Is useful9.Minimum Coverage is the socalled Cargo Clause…..A.AB. BC.C10. How many timing problems are involved in Defects Liability Period?A.ThreeB.FourC.TwoD.Five11. The main difference between Continent and Anglo –American contract law is the degree of…..A.CodificationB.FormationC.AutomationD.Interpretation12. What happens if the issuing bank finds a problem with the documents and refuses to send funds to the advising bank to cover payment?A.The advising bank has to suffer that loss due to their carelessness in checking the shipping documentsB.The advising bank gets its mo
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TALK A LOT 1 ROLE PLAYS TRANSPORT

TALK A LOT 1 ROLE PLAYS TRANSPORT

If there are three people in the group the third character could be:a) The customer service assistant’s supervisorb) Somebody else waiting in the queueFor more fun worksheets, games and quizzes log onto www.englishbanana.com now!48

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ENGLISH GRADE 10 REWRITE SENTENCE TEST 01

ENGLISH GRADE 10 REWRITE SENTENCE TEST 01

English Grade 10 - Rewrite Sentence Test 01Questions1.The girl is my sister. She is standing over there.The girl who ________._2.I like playing football.I am interested ________._3.Mr. Smith has taught Tom French for 2 years.Tom ________._4.Although he didn’t speak Dutch, Bob decided to settle in Amsterdam.In spite of ________._5.I asked someone to draw the plan for the living room.I had ________.

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