Captivating and Motivating Theme: "The Malevolent New Student"
The Malevolent New Student
The music playing in the background accompanies my message, which is a strong one. I am emphatically stating that the behavior I've observed is completely unacceptable. If I witness any further fighting, there will be suspensions. This situation is a significant concern to me, and I insist that all of you come to my office immediately.
Regarding the conversation earlier, I am quite perturbed by the choice of words used. This applies especially to addressing someone as "princess." I am an educator in this school, and I have overheard discussions about a mother's cooking skills causing distress among students. This is disturbing, and it's imperative that we address this.
Moving on, I'm encountering a food-related issue here. It seems someone is accusing another person's mother of not being skilled in cooking. I'm taken aback by this. It's vital for us to maintain a respectful environment.
I encountered a physical altercation earlier, and I intervened to address the situation. I confronted those involved, expressing my disappointment in their behavior. I discovered they were lying about the situation even though I observed it unfold. I had been standing there for quite some time without them realizing. This behavior is utterly unacceptable.
This serves as a stern warning to both of them. I will not tolerate such behavior in our reputable school. My intention is to cultivate intelligent students, not individuals who engage in such actions. They are to return to their classroom, and I expect this incident to be forgotten.
As soon as I exit my office, I expect both of them to leave as well. The background music punctuates their departure.
It's frustrating to think about, that they were led to do these things. It's an unfortunate situation. I'm about to teach an English lesson, focusing on homophones. Homophones are words that sound alike but have different meanings and spellings.
For instance, "foreign" and "for rain" sound similar but mean different things. Another example is the difference between "inquiry" and "inquires." If I want to make inquiries, I might ask, "Do you have rice?" Then I'd use "inquire" to talk about the action of asking.
It's important to note that homophones can be tricky, but understanding their meanings and spellings is key. These concepts are not being fully grasped by the students.
Regarding the phrase "foreign or rain," it's used to express surprise or disbelief. If something smells bad, I might use this phrase. Similarly, if something is really bad, I could say it "stinks like a rat."
Now, there's a unique word, "pregnancy." If someone were to say, "Mama, I'm pregnant," it means they're conveying a significant piece of information.
The discussion shifts to an incident involving poisoning food. A student admits to having tampered with someone's food, leading to a reaction of shock and disappointment. I address the severity of such actions and express my intolerance for such behavior.
The conversation concludes with me reflecting on the lesson. I express my frustration and emotional reaction to these situations, emphasizing my aversion to cruelty and bad behavior.
The audio changes, and I prepare to teach an English language lesson about homophones. I reiterate their importance and explain that they sound the same but have different meanings and spellings. Examples are provided to illustrate their usage.
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Comments (1)
Good job