Attachment 3: 1. Antibiotics are highly effective against bacterial infections. 2.

Antibiotic disrupts a part of the biochemical pathway that the bacterium must undergo. For example, penicillin works by disrupting the growth of the cell wall of the bacteria. 3. Antibiotic resistance developed when a person takes a course of antibiotics, they annihilate the defenseless bacteria, but it leaves behind the bacteria that can resist it. 4. It is a cause of worry because whenever antibiotics are used, more resistance is developed, which invariably lead to risk of death. 5. Patients should not go against doctors instructions and do not stop taking their course of antibiotics once they feel better. 6. The phrase refers to the resistant bacteria. 7. A person with a compromised immune system means that they have very weak immune system and if they are infected by antibiotic-resistant bacteria this will make their health getting worse and eventually death. 8. The phrase means that not everyone supports the issue that the antibiotic resistance in animals can transmit to humans. The writer used it to emphasize that the issue is not confirm yet , so readers will read thoroughly what is the controversy. 9. The health authorities like Food and Drug Administrations Center for Veterinary Medicine limits the amount of antibiotic residue in poultry and other meats and the Department of Agriculture monitors meats for drug residues. Attachment 4: 10. It is more acute in developing country because in the quest for economic gains, they take a passive stance on regulating an activity that is not an immediate health concern to its people because the effects of antibiotic resistance are not felt at once but in the future. 11. a. destroy b. dangerous c. kills d. eventually e. disturbed 1. apotency b- potent b- regulated

2a- regulator

3a- survival b- survived Attachment 5: 4a-n development b- developer. 5a medically b- medication Topic Sentence: Learning a foreign language in classrooms, in several ways, different from learning a foreign language in real life situations, like in the streets or in the market places. Attachment 6: Point 1: Control and structure 1a- Learning in classrooms can be controlled in that all necessary and proper structures for academic work can be included in a syllabus and taught well. 1b- Learning in real life situations is random. The learners learn only what they happen to need, in an unplanned or haphazard way. Point 2: Grammar of the language 1a- In classrooms, learners likely to learn. the correct grammar of a language. 1b-In real life situations, the language learnt often consists of informal expressions and slangs, usually in incorrect grammar. Point 3: Pronunciation and intonation 3a- Since learning in classrooms focuses more on the written form rather than the spoken form, there is likelihood that pronunciation and intonation might not be emphasized. 3b- In real life situations, since the learners in the street want to be understood, they probably pay more attention to pronunciation and intonation , for they have to sound like native speakers. Attachment 7: Point 4: Spelling 4a- Classroom learners learn how to spell relatively well, and they can also use the dictionary efficiently. 4b- For real life situations learners, they will have difficulty learning how to spell or even use a dictionary since they learn by using the language in the streets and market places. 5.Concluding sentences:

It is obvious then, that to learn a foreign language well, a combination of learning in classrooms and in real life situations, will produce the best results. Attachment 8 (m/s 8) Thesis statement: The three social problems that youngsters encounter nowadays are, smoking problem, drugs abuse and baby dumping problem. Causes and effects of the problems II. Body Paragraph A.Topic Sentence 1: 1.