I. Put the verbs in brackets into the correct forms. 1. If I should meet Helen, I (give)her your message.
2. If flowers don’t get any water, they (die)
3. If I (get)a headache, I usually take some aspirins.
4. She will buy the car as long as it (not be)too expensive.
5. If he (come), please tell him that I’ll be back in a few minutes.
6. Suppose you (win)a lot of money, what would you do?
7. If I got up earlier, I (not be)late for work.
8. If I didn’t feel so tired, I (go)out with you.
9. If you (not pass) the exam, would you take it again?
10. If I (be) you, I would apply for the job.
11. I could repair the car if I (have)the right tools.
12. If I (study)hard, I would have passed the exam.
13. If I (not be)busy yesterday, I would have visited you.
14. She (go)to the university if she had had the opportunity.
15. Suppose they had offered her a job, do you think she (take)it?
16. If she hadn’t been ill yesterday, she (go)to work now.
17. If I (be)you, I wouldn’t have told him the truth yesterday.
18. If today were Monday, I (not go)to work yesterday.
19. What would happen if you (not go)to work tomorrow.
20. If I had gone to your party last night, I (be)very tired now.

You are to write a five paragraph literary essay based on one of the 4 prompts and what you have read and learned in this module. these are your options: 1. how do the events of "the white umbrella" teach the narrator a lesson about shame and acceptance? 2. what role does creativity play in "the bat-poet"? 3. how does the character of squeaky change over the course of "raymond's run"? 4. discuss the influences of older family members on the protagonists and speakers in the stories and poems of this unit. you are to write a five paragraph literary essay based on what you have read and learned in this module. your final submission should meet the following requirements. • submit completed pre-writing and outline documents. • write an essay that contains an introduction with hook and thesis statement, supporting paragraphs with evidence and at least one quotation, and a conclusion that restates the thesis and reviews main points. • use transitions appropriate to the pattern of organization. • use vocabulary to create tone and voice. • cite primary source (quotation). • submit completed revision checklist. • vary sentence structure. • create sentences with parallel structures. • use technology in the writing process.

Ineed advice. i have a lot of friends at school but recently my best friend for some reason didn’t like our friend group. she wanted to switch to a new table during lunch. she said she found a new table where we would be welcomed if i wanted to come. i agreed because i knew i would continue to talk to them outside of lunch. after a month or two, my best friend got mad at our new lunch table group. so she left for a day or two, but i stayed because i actually kinda liked it there, even if it was kinda crazy. then she came back to the table. eventually i started to miss my old friends at my old lunch table. so i went over there for one lunch. then after lunch i sat at my new lunch spot before the bell rang. they all called me a traitor. so now i sit with my old lunch group, which is fine because i missed them, but i also miss my new, now old, lunch table. what should i do? p.s. sorry if you loose your last brain cells trying to understand this.

Take on the role of a teacher who is students understand macbeth. choose one scene from theplay and create 12 to 18 annotations, or explanatory notes, to explain the meanings of words andfigurative language and to analyze the poetic structure. then write one or two conclusion paragraphsexplaining how shakespeare's language supports the tone and character development in the scene.