# data[].attributes.body
Classmate-  a person that studies with you at the same college, university, school
Close friend- very close friend that you know very well
Colleague- the person that works with you at the same place
Fiance- a person that you are engaged to be married to
(Female fiancee)
Ex- a person that you used to have relationship with
Couple- two people that have romantic relationship
Partner-your husband, wife, boyfriend or girlfriend
Flatmate- the person that shares with you the flat
to break up-  to end romantic relationship
to get married- socially recognized union between two individuals
to have something in common-to share a similarity or a common characteristic with another person
be together- to spend time together in a  romantic way
To lose touch- to lose contact or communication with someone over time

Cinema
Audience - The group of people who watch or listen to a performance, show, or presentation, such as a movie, play, or concert.

Cast - The group of actors or performers who play the characters in a movie, play, or other production.
Critic - A person who evaluates and provides opinions or reviews of movies, plays, books, or other works of art or entertainment.
Extra - A person who appears in a movie, television show, or other production in a minor or non-speaking role, often used to fill out a scene or add realism to a setting.
Plot - The sequence of events or actions that make up the storyline of a movie, play, or other work of fiction or drama.
Review - A critical evaluation or analysis of a movie, book, play, or other work of art or entertainment, often written by a critic or expert in the field.
Scene - A sequence of events or actions that take place in a particular setting or location, often used to advance the plot of a movie, play, or other production.
Script - The written text or dialogue of a movie, play, or other production, often written by a screenwriter or playwright.
Sequel - A movie, book, or other work of entertainment that continues or follows the story and characters of a previous work, often with a similar or related plot.
Set - The physical location, scenery, and props used in a movie, play, or other production to create a particular setting or atmosphere.
Soundtrack - The music or audio recordings used in a movie, play, or other production to create atmosphere or set the mood.
Special effects - The visual or audio techniques and technologies used in a movie, play, or other production to create realistic or fantastical elements, such as explosions, monsters, or magic.
Star - The lead actor or actress in a movie or play, often the most well-known or prominent member of the cast.
Subtitles - The written translation or transcription of the dialogue or narration in a movie, television show, or other production, often used to translate dialogue spoken in a foreign language.
Trailer - A short promotional video or preview of a movie, television show, or other production, often used to generate interest and anticipation among the audience.
The body
arms- The upper limbs of the body that extend from the shoulders to the hands, used for various purposes such as lifting, grasping, or hugging.

Chin - The area below the mouth and above the neck, forming the lower part of the face.
Ears - The organs on the sides of the head that are used for hearing.
Eyes - The organs in the head that are used for seeing.
Face - The front part of the head, including the forehead, nose, mouth, and eyes, that is used for expressions and communication.
Fingers - The digits on the hands that are used for grasping, touching, and manipulating objects.
Head - The upper part of the body that contains the brain, eyes, mouth, nose, and ears.
Legs - The lower limbs of the body that extend from the hips to the feet, used for standing, walking, and running.
Lips - The fleshy part that surrounds the mouth, used for speaking, eating, and kissing.
Neck - The part of the body that connects the head to the shoulders and torso.
Shoulders - The parts of the body on either side of the neck that support the arms and provide mobility for the upper body.
Teeth - The hard, calcified structures in the mouth that are used for biting and chewing food.
Thumb - The digit on the hand that is located opposite the other four fingers, used for grasping and manipulating objects.
Tongue - The muscular organ in the mouth that is used for tasting, swallowing, and speaking.
Bite - To use the teeth to grip, cut, or chew on something.
Clap - To bring the hands together forcefully to make a loud noise, often as a sign of appreciation or celebration.
Kick - To strike or hit with the foot or leg, often used as an act of aggression or to move an object.
Point - To extend the finger or hand to indicate a direction or object.
Stare - To look at someone or something for an extended period of time, often with a fixed or intense gaze.
Smell - To perceive odors or scents through the nose, often used to identify or locate something.
Taste - To sense flavors and textures in the mouth through the tongue, often used to evaluate food and drink.
Education
A boarding school- is a school where students live on campus in dormitories or residential houses, and attend classes and participate in activities during the day.
Degree - An academic qualification earned by completing a program of study at a college or university, typically taking three to four years for a bachelor's degree and one to two years for a master's degree.
Headteacher - The person in charge of a school, responsible for overseeing the administration, curriculum, and teaching staff.
Nursery school - A school for young children, typically ages 3 to 5, that focuses on play-based learning and social development.
Primary school - A school for children aged 5 to 11 that provides a foundation in basic subjects such as reading, writing, math, and science.
Private school - A school that is funded by tuition fees and donations from private individuals or organizations, rather than by the government.
State school - A school that is funded and operated by the government, providing free education to students.
Pupils - Students who attend school and are under the guidance and instruction of teachers in primary school.
Students - Individuals who are pursuing education or training at a school or university, often with the goal of obtaining a degree or qualification.
Secondary schools - Schools for children aged 11 to 18 that build on the foundation of primary education and prepare students for higher education or employment.
Terms - The periods of time that make up the academic year, typically consisting of three or four terms of approximately 10 to 14 weeks each, separated by holidays.
Not be allowed to - To be prohibited or restricted from doing something, often due to rules, regulations, or policies.
Be expelled - To be forced to leave an institution or organization, often due to serious misconduct or violation of rules.
Be punished - To receive a penalty or consequence for an act of wrongdoing, often imposed by an authority figure or institution.
Cheat - To act dishonestly or unfairly, often by violating rules or regulations in order to gain an advantage or avoid consequences.
Misbehave - To behave in a way that is inappropriate or unacceptable, often violating social norms or rules of conduct.
7 B-House

New words

Attic - A room or space that is located within or partially within the roof of a building.
Balcony - An outdoor platform that is enclosed by a wall or railing, and is typically located on an upper floor of a building with access from a door or window.
Basement - The level of a building that is partially or entirely below ground level.
Chimney - A vertical pipe or channel that carries smoke and combustion gases up and out of a building through the roof.
Entrance - An opening such as a door, gate or passageway that provides access to a particular place.
Gate - A moveable barrier such as a door or fence, typically made of wood or metal and used to close an opening in a wall or fence.
Ground floor - The level of a building that is at the same height as the surrounding ground outside.
Path - A route or track that leads from one place to another, or the direction in which something is moving.
Steps - A series of flat surfaces that are designed to provide a means of moving from one level to another.
Terrace - A flat, level area that is adjacent to a building, typically paved and used for outdoor activities.
Top floor - The highest level or floor of a building.
Wall - A solid, vertical structure made of brick, stone, or other materials, used to enclose or divide an area of land or provide support to a building.

Vocabulary from class
Rent pay- a fixed amount of money that you pay regularly for the use of a room, house, car, television, etc.
Landlord-anyone who rents out a property they own under a lease or a licence that is shorter than seven years.
Tenant-a  person who occupies land or property rented from a landlord.
Debt- the amount owed by the borrower to the lender
Mortgage- an agreement between you and a lender that gives the lender the right to take your property if you fail to repay the money you've borrowed plus interest.
Flatmate- a person who shares a flat with others
Roommate- person occupying the same room as another.
Tax-an amount paid to the government based on a person's income, a company's profits, the value of goods and services, etc.

Work
Apply for- to make a formal application or request.

Example: you need to apply to the local authority for a grant

do overtime-to spend time working at one's job in addition to one's normal working hours.
get promoted-to get higher position at work
resign-voluntarily leave a job or office.
retire-leave the job and cease to work, typically on reaching the normal age for leaving service.
run smth-(a business, a company):working on the business to operate, to direct, to oversee, to manage (a business, a company)
set up-(business)to start one's own business.

Example:He set up in business after finishing college.

to be redundant-not or no longer needed or useful; superfluous.
to be sacked- to be fired
to work shits- to work schedule that is performed in rotations

Word building
–ment: result of action
improvement, advancement
achievement. = achieve. + ment.
acknowledgement. = acknowledge. + ment.
excitement. = excite. + ment.
disappointment. = disappoint. + ment.
contentment. = content. + ment.
government. = govern. + ment.
improvement. = improve. + ment.
pronouncement. = pronounce. + ment.

- ation
creation, deviation, moderation, navigation, perforation, pronunciation, resuscitation, suffocation, vibration.

Adjectives
–ful
awful, wonderful
baleful.
vengeful.
plentiful.
beautiful.
bountiful.
distasteful.

–able / ible
comfortable, terrible
horrible, incredible, sensible, edible, accessible, flexible, legible, collapsible, reducible, responsible, reversible.

–less: without
hopeless, childless
Bottomless.
Meaningless.
Spotless.
Nameless.
Listless.

-ate
Passionate
Deliberate
Compassionate
Considerate

-y
Airy – Open to a free current of air; exposed to the air.
Ashy – This word is often used to describe someone's complexion or skin color to be pale or unhealthy.
Bulky – Big but in an awkward way.
Cheesy – Having a strong cheese flavor.
Cocky – Overconfident.
Curvy – Having curves.

-ment
Confident
İntelligent
Patient
Diligent

Digital detox

Charger: A charger is a device that provides power to recharge batteries or electronic devices such as smartphones, laptops, or cameras.

Keyboard: A keyboard is an input device that allows users to enter text, numbers, and other commands into a computer or other electronic device.

Memory stick: A memory stick, also known as a USB flash drive, is a portable storage device that allows users to store and transfer data between computers and other electronic devices.

Mouse: A mouse is an input device that allows users to control the movement of a cursor on a computer screen and select items by clicking buttons.

Plug: A plug is an electrical connector that allows an electrical device to be connected to a power source or another device.

Printer: A printer is an output device that produces a printed copy of electronic documents or images on paper or other media.

Remote control: A remote control is a device that allows users to operate electronic devices such as TVs, stereos, or DVD players from a distance.

Router: A router is a device that connects multiple devices to a network and directs data traffic between them.

Socket: A socket is an electrical connector that provides a point of connection for an electrical plug or other device.

Speaker: A speaker is an output device that produces sound or music from electronic devices such as computers, smartphones, or music players.

Switch: A switch is a device that allows users to turn on or off the power to an electrical device or to control the flow of data between devices.

USB cable: A USB cable is a type of cable used to connect electronic devices to a computer or other device, typically for data transfer or charging.

Phrasal verbs

Switch on: To switch on means to activate or turn on an electronic device or a machine, usually by pressing a button or switch.

Switch off: To switch off means to deactivate or turn off an electronic device or a machine, usually by pressing a button or switch.

Plug in: To plug in means to connect an electronic device or machine to a power source or another device by inserting a plug into an electrical outlet or port.

Unplug: To unplug means to disconnect an electronic device or machine from a power source or another device by removing a plug from an electrical outlet or port.

Delete: To delete means to remove or erase data or files from a computer or other electronic device or to remove an application or program from a device.

Update: To update means to modify or improve a software program or application by adding new features or fixing bugs or errors.

Turn up: To turn up means to increase the volume, brightness, or intensity of a sound, image, or light, usually by turning a knob or pressing a button.

Turn down: To turn down means to decrease the volume, brightness, or intensity of a sound, image, or light, usually by turning a knob or pressing a button.

Install: To install means to set up or configure a software program, application, or hardware device on a computer or other electronic device.

Set something: To set something means to configure or adjust a setting or parameter on a computer or other electronic device, usually to customize or optimize its performance or functionality.

idol, icon- a person or object that is worshipped or admired by others.

Detective: A detective is a trained investigator who works for law enforcement agencies or private investigation firms. Detectives are responsible for investigating crimes, gathering evidence, interviewing witnesses and suspects, and solving cases.

Murderer: A murderer is a person who has committed the crime of murder, which is the intentional killing of another human being.

Victim: A victim is a person who has been harmed or injured, in this context, a person who has been killed in the crime of murder.

Suspect: A suspect is a person who is believed to have committed a crime. In the context of murder, a suspect is someone who is believed to have killed the victim.

Witness: A witness is a person who has information about a crime and can provide evidence or testimony to help solve the case. In the context of murder, a witness may have seen or heard something related to the crime.

Prove: To prove something is to provide evidence or arguments that demonstrate its truth or validity. In the context of murder, the goal of the investigation is to prove who committed the crime.

Solve: To solve a crime is to identify the perpetrator and gather enough evidence to convict them in a court of law. In the context of murder, solving the case means identifying the person who killed the victim and bringing them to justice.

Evidence: Evidence is any information or physical object that is used to support a claim or argument. In the context of murder, evidence may include DNA samples, fingerprints, eyewitness testimony, or other items found at the crime scene.

Murder: Murder is the intentional killing of another person, and it is considered one of the most serious crimes in most legal systems. The investigation of a murder involves gathering evidence, identifying suspects, and proving who committed the crime.

# data[].attributes.body
When do we use the passive voice?

We us the passive voice when we don’t know, or we don’t want to talk about who or what does the action in a sentence.

(be+ participle)

Examples:

A bank was robbed yesterday. (=We don’t know who robbed the bank.)

He was arrested last night. (=It’s obvious that the police arrested him.)

I have been told that you insulted my brother. (=I don’t want to say who told me.)

subject+auxiliary verb be+main verb past participle+by+agent
I  am employed by  Apple.
We have been  notified  by Head Office.
Other tenses in passive voice
Tense                          Passive
present simple  A cake is made (by me).
present continuous A cake is being made (by me).
past simple A cake was made (by me).
past continuous A cake was being made (by me).
present perfect  A cake has been made (by me).
pres. perf. continuous A cake has been being made (by me).
past perfect A cake had been made (by me).
future simple A cake will be made (by me).
future perfect A cake will have been made (by me).

Modals of deduction (might, can't, must)

Might

We use  might to talk about things that are possibly true, but we don’t know for sure.

He’s more than 2 meters tall. He might be a basketball player. (=perhaps he is)

He says Betty is his friend, but I think she might be his girlfriend.

We use might not to talk about things that are possibly not true, but we don’t know for sure.

You should call her. She might not know where you are. (=perhaps she doesn’t know)

Must, can’t

We use must when we are sure, or quite sure, that something is true.

You must be tired after the long journey. (=I’m sure you are tired)

I’m sure I had the keys when I left. They must be in the car.

But we use can’t (NOT mustn’t) when we are sure, or quite sure, that something is not true.

We’ve been walking for hours. It can’t be far from here. (NOT It mustn’t be far)

They’ve lived here only for a couple of months. They can’t know many people.

First conditional and future time clauses(until,when)

The first conditional has the present simple after 'if', then the future simple in the other clause:

if + present simple, ... will + infinitive

It's used to talk about things which might happen in the future. Of course, we can't know what will happen in the future, but this describes possible things, which could easily come true.
The first conditional describes things that I think are likely to happen in the future

Examples:

If it rains, I won't go to the park.

If I study today, I'll go to the party tonight.

If I have enough money, I'll buy some new shoes.

She'll be late if the train is delayed.

She'll miss the bus if she doesn't leave soon.

If I see her, I'll tell her.

Future time clauses

We use present tense  (not future) after when, before, after, as soon as, until.
A time clause shows that an event will happen at a certain time.

Examples:

Tom will turn off the lights when he leaves the office. (Not when he will leave).

Dad will reply to the letter when he comes home from work. (NOTwhen he will come home.)

I will tidy the living-room before I go to bed. (Not before I will go).

They will do the shopping before we arrive. (NOT before we will arrive.)

Second conditional, choosing between conditionals

The second conditional uses the past simple after if, then 'would' and the infinitive:

if + past simple, ...would + infinitive

We can use 'were' instead of 'was' with 'I' and 'he/she/it'

First, we can use it to talk about things in the future that are probably not going to be true. Imagining some dream for example.

Examples:

If I won the lottery, I would buy a big house.(I probably won't win the lottery)

If I met the Queen of England, I would say hello.

She would travel all over the world if she were rich.

First vs. Second Conditional:

The first conditional describes things that I think are likely to happen in the future, whereas the second conditional talks about things that don't think will really happen.

For example
(first conditional): If she studies harder, she'll pass the exam (I think it's possible she will study harder and so she'll pass)

But (second conditional): If she studied harder, she would pass the exam (I think that she won't study harder, or it's very unlikely, and so she won't pass)

Choosing between gerunds and infinitives

Gerunds and infinitives can replace a noun in a sentence.

Gerund = the present participle (-ing) form of the verb, e.g., singing, dancing, running.

Infinitive = to + the base form of the verb, e.g., to sing, to dance, to run.

Whether you use a gerund or an infinitive depends on the main verb in the sentence.

I expect to have the results of the operation soon. (Infinitive)

I anticipate having the research completed eventually. (Gerund)

Gerunds can be used after certain verbs including:
enjoy, fancy, discuss, dislike, finish, mind, suggest, recommend, keep, and avoid,consider, practice, don't mind.

After prepositions of place and time.
I made dinner before getting home.
He looked unhappy after seeing his work schedule.
To replace the subject or object of a sentence
Lachlan likes eating coconut oil.
Jumping off a cliff is dangerous, but a real thrill.

Infinitives can be used after certain verbs including
agree, ask, decide, help, plan, hope, learn, want, would like, and promise, equair,tend to ,hope ,notice,say,determine,dare,manage,fail,relate.

infinitives without to

Make
Let
Would rather
Modal verbs (can,might, may,should ,must)

Gerund and infinitives

Start
Begin
Like
Love
Hate
Refer
Propose

The meaning changing verbs in  gerund and infinitives

Forget
Try
Stop

Reported speech

Reported speech puts the speaker's words or ideas into a sentence without quotation marks. Noun clauses are usually used. In reported speech, the reader does not assume that the words are the speaker's exact words; often, they are a paraphrase of the speaker's words.

Example

Hai asked Manny where he was going.

Manny said he was going home.

Note: Use of the word "that" is optional in reported speech. Both of the following sentences are correct:

The child said that they were lost.
The child said they were lost.

Verb Tense in Reported Speech

When you report what someone said in the past, you usually shift back a verb tense from the tense the speaker used. These are some examples of verb shifts:

simple present to simple past
past to past perfect
present perfect to past perfect

Questions in Reported Speech
Word order: The word order in a reported question is the same as in a statement. The subject comes before the verb.

Question: Are you ready?
Statement: I am ready.
Question in reported speech: She wanted to know if I was ready.

Punctuation: If the sentence is a statement, end it with a period even if it contains a reported question.

Statement containing a reported question: She asked me what I thought of the book.
Question containing a reported question: Did she ask what you thought of the book?

9A Third Conditional

We make the third conditional by using the past perfect after 'if' and then 'would have' and the past participle in the second part of the sentence:

if + past perfect, ...would + have + past participle
It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this situation.

Examples
If she had studied, she would have passed the exam (but, really we know she didn't study and so she didn't pass)
If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick).
If we had taken a taxi, we wouldn't have missed the plane
She wouldn't have been tired if she had gone to bed earlier
She would have become a teacher if she had gone to university
He would have been on time for the interview if he had left the house at nine

9B quantifiers

A quantifier is a word or phrase which is used before a noun to indicate the amount or quantity:
'Some', 'many', 'a lot of' and 'a few' are examples of quantifiers.

Quantifiers can be used with both countable and uncountable nouns.

Examples:

There are some books on the desk
He's got only a few dollars.
How much money have you got?
There is a large quantity of fish in this river.
He's got more friends than his sister.

With Uncountable Nouns

much

a little/little/very little *

a bit (of)

a great deal of

a large amount of

a large quantity of

With Both

all

enough

more/most

less/least

no/none

not any

some

any

a lot of

lots of

plenty of

With Countable Nouns

many

a few/few/very few

a number (of)

several

a large number of

a great number of

a majority of

NOTE

little, very little mean that there is not enough of something.
a little means that there is not a lot of something, but there is enough.

NOTE

few, very few mean that there is not enough of something.
a few means that there is not a lot of something, but there is enough.

Zero quantity
any
no
none
There is not any milk in the fridge
We do not have any apples
There is no milk in the fridge
How many eggs do you have? None.

Large quantities
many
much
a lot of
a lot
loads of
plenty of

Small quantities
a little, little
a few, few, fewer, very few

More or less that you need
too
enough
This city  too big and too noisy.
There is too much traffic today.
There are not enough parks and trees
The buses do not run frequently enough
The buses are not frequent enough

10A
Relative clauses: defining and non-defining

A defining relative clause identifies who or what we are speaking about, whereas a non-defining relative clause just gives us more information about who or what we are speaking about.

Defining relative clauses

We use defining relative clauses to give essential information about someone or something – information that we need in order to understand what or who is being referred to. A defining relative clause usually comes immediately after the noun it describes.

We usually use a relative pronoun (e.g. who, that, which, whose and whom) to introduce a defining relative clause (In the examples, the relative clause is in bold, and the person or thing being referred to is underlined.):

They’re the people who want to buy our house.

Here are some cells which have been affected.

They should give the money to somebody who they think needs the treatment most.

In defining relative clauses we often use that instead of who, whom or which. This is very common in informal speaking:

They’re the people that want to buy our house.

Here are some cells that have been affected.

Non-defining relative clauses

We use non-defining relative clauses to give extra information about the person or thing. It is not necessary information. We don’t need it to understand who or what is being referred to.

We always use a relative pronoun (who, which, whose or whom) to introduce a non-defining relative clause (In the examples, the relative clause is in bold, and the person or thing being referred to is underlined.)

Clare, who I work with, is doing the London marathon this year.

Not: Clare, I work with, is doing the London marathon this year.

We always use a relative pronoun (who, which, whose or whom) to introduce a non-defining relative clause (In the examples, the relative clause is in bold, and the person or thing being referred to is underlined.)

Clare, who I work with, is doing the London marathon this year.

Not: Clare, I work with, is doing the London marathon this year.

1OB question tags

Question tags are short questions at the end of statements.

They are mainly used in speech when we want to:

confirm that something is true or not, or

to encourage a reply from the person we are speaking to.

Question tags are formed with the auxiliary or modal verb from the statement and the appropriate subject.

A positive statement is followed by a negative question tag.

Jack is from Spain, isn't he?

Mary can speak English, can't she?

A negative statement is followed by a positive question tag.

They aren't funny, are they?

He shouldn't say things like that, should he?

When the verb in the main sentence is in the present simple we form the question tag with do / does.

You play the guitar, don't you?

Alison likes tennis, doesn't she?

If the verb is in the past simple we use did.

They went to the cinema, didn't they?

She studied in New Zealand, didn't she?

When the statement contains a word with a negative meaning, the question tag needs to be positive

He hardly ever speaks, does he?

They rarely eat in restaurants, do they?

# data[].attributes.body
Sir Ken Robinson's TED Talk on "Do Schools Kill Creativity" is a thought-provoking critique of the current educational system and its effects on students' creativity. While there were many points made in the talk that I found compelling, there were also some areas of disagreement.

One of the points that I strongly agree with is Robinson's argument that the current educational system is designed to produce a certain type of outcome, and that it often prioritizes academic achievement over individual creativity and innovation. Robinson suggests that this approach can limit students' potential and prevent them from developing the diverse talents and learning styles that are crucial for success in the 21st century.

Another point that resonated with me was Robinson's emphasis on the importance of creativity and innovation in all fields, not just the arts. He argues that creativity is essential for solving complex problems and adapting to the rapidly changing world we live in. I believe that fostering creativity and innovation is critical for preparing students for success in the future, and that we need to find ways to prioritize these qualities in our educational systems.

However, I also found myself disagreeing with some of Robinson's arguments. For example, he suggests that our current educational system is based on an outdated model of industrialization and factory-style production. While there is some truth to this argument, I believe that our educational system has evolved and adapted in many ways to meet the changing needs of society.

Additionally, while Robinson emphasizes the importance of creativity and innovation, he does not provide a clear blueprint for how this should be achieved in practice. I think that while it's important to critique the current educational system, it's equally important to offer concrete solutions and strategies for fostering creativity and innovation in the classroom.

Overall, Robinson's talk raises important questions about the role of creativity and innovation in education, and challenges us to think critically about the current system. While I agree with many of his arguments, I also believe that we need to approach these issues with nuance and consider multiple perspectives in order to arrive at meaningful solutions.

Regenerate response

# data[].attributes.body
Idols and icons
Biography of Pele
Pele,born Edson Arantes do Nascimento, is widely regarded as one of the greatest football players of all time. Born in Brazil in 1940, Pele grew up in poverty and learned to play football barefoot on the streets of his hometown. He quickly caught the attention of professional clubs, and at the age of just 15, he signed with Santos FC.

From the moment he stepped onto the field, Pele showed his incredible talent and athleticism. He had a unique ability to control the ball with both feet, and his lightning-fast speed and agility allowed him to dribble past defenders with ease. He quickly became a star at Santos FC, leading the team to a string of victories and becoming the top scorer in the league for four years in a row.

In 1958, Pele led Brazil to its first World Cup victory, scoring six goals in the tournament and dazzling fans around the world with his skill and creativity. He went on to win two more World Cups with Brazil, in 1962 and 1970, and became the all-time leading scorer for the national team with 77 goals.

Throughout his career, Pele was known not only for his incredible talent on the field but also for his sportsmanship and humility. He was always gracious in victory and defeat, and he used his fame to promote charitable causes and help disadvantaged children around the world.

Pele's legacy as a football player and a humanitarian is unmatched, and his impact on the sport will be felt for generations to come. He is a true inspiration and a role model for aspiring athletes and people around the world who seek to make a positive difference in the world. Despite so many obstacles, he became such a great footballer and a legend, he is strong person and I love his will power that inspires me so much.