Выписать глаголы из текста, и если глагол в начальной форме, то написать его в будущей форме, а если в будущей, то в начальной, ну как-то так)

one day
stuart little worked as a teacher. at 9 o'clock stuart came into the classroom. he found a ruler and climbed to the teacher's desk. he said: ''now, let's start! what is the first subject that you usually have in the morning? '' ''arithmetic! '' said the children. ''let's skip it! '' said stuart. the children were happy to skip arithmetic.
''what is the next subject? '' asked stuart. ''spelling,'' said children. ''of course, you must spell correctly. buy a webster's dictionary and check your spelling.'' the children were happy to skip spelling too. ''what is next? '' ''drawing,'' answered the cildren. '' you don't know how to draw? '' asked stuart. ''of course we do! '' said the children. ''history comes next," said a girl. ''history? i don't like this subject. let's talk about more interesing things." "let's talk about snakes," said stuart. "can we talk about the circus? " said harry james. "no. let's talk about the chairman of the world. i want to be chairman of the world." "you are too small," said mary smith.'' nonsense! '' said stuart . the chairman must be smart and he must know what is important. do you know what is important ? can you think of any good laws ( rules ) for the world? " the children started to think.

перевод:A. Во всех странах есть неписаные, но важные правила поведения, которые могут быть объясненным людьми, которые живут в этой стране. Но они могут действовать иначе в одной и той же ситуации: «Когда англичан знакомят с каждым другие, они пожимают друг другу руки и спрашивают: «Как поживаете?». А они? Иногда да. Но в жизни не так уж и торжественно. Так что я могу дать тебе только общие советы. Без правил. Мы помним, что иностранцы не знают наших путей, и пока вы дружелюбны и вежливы от души, мы не против вы ведете себя немного странно. Информация о правилах поведения обычно верна для многих, но не для всех. Редко можно описать нацию такими словами, как «Все британцы сделай то или это. " Лучше сказать: «Некоторые британцы ...» И мы иногда не уверены, как действовать, и не можем сказать вам, как действовать в этом или та ситуация. Вы можете узнать, что, отвечая на вопросы, мы часто ответ: «Ну, это зависит от обстоятельств. 39,

Объяснение:

LETTER FROM SUPERINTENDENT REYKDAL

Dear Superintendents and School Leaders:

Nothing we have been through these past three months was in the training manual. Not in your

formal education, probably not in your lived experience, and certainly not faced by the system as a

whole. Thank you for your leadership in uncertain times, and thank you for the grace you have

shown our team at the Office of Superintendent of Public Instruction (OSPI) as we have tried to

listen to you and health experts in developing guidance and advocating on your behalf with the

Governor’s Office, legislators, and other critical education stakeholders.

Below is our initial fall reopening guidance. This guidance is grounded first and foremost in the

public health science and data provided by the state Department of Health (DOH). DOH is

providing the regulatory framework when it comes to hygiene, physical distancing, and other

public health considerations.

OSPI is complementing the DOH guidelines with reopening guidance derived from the 120+

person Reopening Washington Schools Workgroup—the listening and learning we have engaged

in with educators, education leaders, policymakers, parents, students, community-based

organizations; the international and national research done by our partner Kinetic West; and the

expertise of our staff in their respective fields. As such, the guidance both addresses public health

science and data and provides consideration for how reopening schools can further our call to

transform K–12 education to a system that is centered on closing opportunity gaps and is

characterized by high expectations for all students and educators.

The Workgroup was influenced by the civil unrest across the country in response to overt racial

injustice and inequality. We are educators. We know that despite real progress, educational systems

and institutions continue to contribute to racial inequality and injustice. We know that we have a

much higher responsibility than teaching content in classrooms. We know that each of us owns a

piece of injustice. We have an opportunity in the reopening of our schools to take another step

forward in what must be a lifetime of energy toward a more just world.

This guidance is grounded in my belief that the most equitable opportunity for educational success

relies upon the comprehensive supports for students provided in our schools with our professionals

and the systems of supports we have built. We will do this together, keeping student and staff

safety and well-being as our highest priority in the reopening. To be very clear, it is my

expectation that schools will open this fall for in-person instruction.

This guidance is specific to K–12 public and private schools, regardless of what Phase of the

Governor’s Safe Start Plan their county is in. Counties in Phases 1 or 1.5 of the Plan must receive

approval to reopen from their local health authority. Changing health conditions in a county or

region may cause a local health authority or even the Governor to have to reconsider this

opportunity to open, but the primary planning of most districts should be a presumption of a fall