Play with my neighbor's children of the same age: either play sports outdoors or play with dolls and houses indoors. On the other hand, I spent most of my childhood alone. I will curl up in a chair to read fairy tales and myths, daydream, write poems or stories and draw pictures.
About the fourth grade, my "big" grandmother who came to see us (usually picky and judgmental) said to me, "What's the matter with you? Why don't other children want to play with you? "I remember I was shocked and confused by her question.
Sometimes in the fourth grade, my "big" grandmother (who is always picky) came to see us and said to me, "What's wrong with you? Why don't other children want to play with you? " I remember being startled and confused by her question.
I have never been particularly interested in playing with other children. Only then did I realize that it was either strange or something was wrong with me. It never occurred to me that they didn't want to play with me. The first time I consciously felt different was in the fourth grade.
I have never been particularly interested in playing with other children. Only then did I realize that this was either strange or something to me. I didn't realize that they didn't want to play with me. The first time I consciously felt different was in the fourth grade.
In front of the wardrobe, listening to classmates joking, chatting and laughing with each other, I realized that I didn't know what was so interesting and how to participate in their relaxed chat. They seem to live in a world I know nothing about.
In the closet, listening to the classmates joking, chatting and laughing at each other, I realized that I had no idea what was so interesting and how to participate in their relaxed chat. They seem to live in a world I know nothing about.
I tried to act like everyone else, but it was too difficult. I feel confused and disoriented. I turned back to my inner world: reading, writing and daydreaming. My inner self keeps me away from the world of my peers. The easy flow of casual social chat is always beyond my ability and interest.
I tried to act like everyone else, but it was too difficult. I feel confused and lost. I returned to my inner world: reading, writing and daydreaming. Inner growth keeps me away from the world of my peers. Casual social chat is always beyond my ability and interest
This part of the extended information mainly examines the knowledge points of attributes:
Used to modify, limit or explain the nature and characteristics of nouns or pronouns. ? Mainly adjectives, in addition to nouns, pronouns, numerals, prepositional phrases, infinitives (phrases), participles, attributive clauses and other words, phrases or sentences equivalent to adjectives can be used as attributes.
The commonly used' de' indicates that there are generally two attributive positions: the one used before the modified word is called the pre-attributive, and the one used after the modified word is called the post-attributive. The relationship between attribute and head is modified, modified, restricted and restricted.
Generally, indefinite pronouns, adjectives, nouns, numerals, quantifiers, descriptive pronouns and articles are used as prepositional attributes, while past participles, infinitives, adjective phrases, prepositional phrases, attributive clauses and appositive clauses are generally used as post attributes.
In English, the order of general attributive prepositions is: determiner, adjective, participle, gerund and nominal attributive. But when several adjectives appear in front of noun phrases at the same time, we should pay attention to their order.
Little, old and young can sometimes be used as an inseparable part of noun phrases, so they can be placed directly in front of nouns, for example, a lovely little girl.
Adjectives expressing personality characteristics can be placed before or after old young, such as a young ambitious person (emphasizing age) and an ambitious young person (emphasizing ambition).