The bus _________ until after 5:00.
_______ your friend know English?
I _________ a STEM class.
Sarah and _____ are going to the soccer game tomorrow.
Luke sent _____ an email about the homework.
_____ is the best teacher I’ve ever had.
Do you want ____ ice cream cone from the store?
This is an ______________ document.
Choose the correct order:
I stay after school ____ Wednesdays.
I didn’t _____ to ICT training yesterday.
The students ____________ late for class.
My daughter ___________ from high school next year.
Everyone _________ a passing grade.
The students did ________ on their exams.
The library is __________ the cafeteria.
Do you want to go together, _______ would you rather go by yourself?
She should ___________ to college soon.
He ______________ the report by Friday.
She finished ______________ the picture.
Carlo speaks English ___________ than his parents.
That was ___________ book I have ever read.
How ____________ to school everyday?
I’m not ready yet. I _________ my homework
I ___________ for my teacher when you called me.
Do you want to play tennis after school today?
Why don’t we ask the teacher to explain it again?
“Anyone wanting to be in the school play this term should give their name to Mrs. White by Friday.”
“Although the 2019-2020 school year didn’t end the way any of us in education predicted or wanted, at the very least, distance learning allowed teachers to explore new online applications that can and will be relevant to our future teaching.”
“When I tell someone I write travel guides for a living, I can see the envy in their eyes. 365 days paid holiday a year, they think. And why should I tell them it’s really not at all like that? I’ve made a good living out of it. Only now, I’m told, the so-called holiday is about to end.”
How does the writer feel about his job?
Art is an important and perhaps unexpected tool in teaching history. Photos, drawings, and paintings can communicate an abundance of information about historical events. Students can analyze pieces of art to assist them in digging deeper into investigating an artist’s perspective and decision-making. Provide students with the knowledge and time to learn how an artist’s techniques impact how we interpret historical events to help students become better historical thinkers and create deeper civil discourse. By making observations, asking questions, and sharing connections between art and history, students gain knowledge about history.”