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Yet children from such groups tended to be the most excluded from quality education during the pandemic as well. For example, in some countries, girls faced multiple forms of discrimination in accessing education before the Covid pandemic, and then faced additional discriminatory barriers to continuing formal education from a distance. Girls were far more likely to be expected to take on greater housework burdens, were less likely to have access to the internet than boys, and due to s ocietal or familial restraints sometimes faced greater constraints on their interactions with others.

Girls who are out of school are also at a greater risk than out-of-school boys of facing abuses such as child marriage and other forms of gender-based violence. Taisha S. As girls we feared going to his house, but I hear the boys have been going. My chores have increased of course because schools have closed.

In many countries, the heavy reliance on online learning and connectivity technologies to deliver education exacerbated learning inequalities because many governments did not have the policies, resources, or infrastructure to roll out online learning in a fully inclusive manner.

Children from low-income families were more likely to be excluded from online distance learning because of an inability to afford sufficient internet or devices. A mother in Lagos, Nigeria, who lost her income after the university where she cleaned shut down due to the pandemic, said she could not afford online studies for two of her children.

Both my wife and I are working from home, so we need it. Now both children have classes, so they need to be on the computer. Two children with classes at the same time, so actually we need two computers. We are taking salary cuts, how can we afford to buy another laptop?

So, one child is missing class. Historically under-resourced schools particularly struggled to reach their students across digital divides, which in turn risked further undermining student groups that already faced greater obstacles to learning.

Although school closures were intended to be temporary, for far too many students, this marked the end of their education. In Nepal, year-old Amir started working when his school shut and his family ran out of food. Even for the students who have returned, or who will return, to their classrooms, the evidence suggests that for years to come they will continue to feel the consequences of lost learning during the Covid pandemic.

Governments need hastily to get back on track with the commitments they made in through the United Nations Sustainable Development Goals to guarantee all children receive an inclusive quality primary and secondary education by To do so, they will have to do intensive outreach to ensure that children most at-risk of dropping out or facing barriers return to school.

This should include pregnant girls, and parenting or married children, most of whom are girls; children living in, or near, poverty, whose families cannot afford tuition or indirect expenses; children sent to work as families sank deep into poverty, leaving them unable to pay school costs; children with disabilities or underlying health conditions; and children who simply fear they have fallen too far behind academically.

Governments and schools should analyze who left school and who came back and ensure back-to-school programs seek out all of those who dropped out, including by disbursing financial and social benefits. Outreach for back-to-school campaigns should be broad, and welcome children and youth who were already out of education when the pandemic closed schools. In light of profound financial pressures on national economies from the pandemic, governments should protect and prioritize funding for public education in general and reconsider the low priority—and chronic underfunding—so long given to providing education under emergency conditions.

But all governments, and the donors and international actors supporting them, should be firm in their commitments that moving forward, their focus will be on investing and adequately distributing greater resources to strengthen public inclusive education systems, swiftly removing discriminatory policies and practices, and adopting plans to redress the right to education for millions of students.

In some countries, schools provided no alternative education during pandemic-related closures. Yet in almost every country, even where alternative education opportunities were theoretically available, too many students were unable to access them or benefit from them.

Barriers to distance learning tended to be particularly high for students from groups already facing discrimination and exclusion from education even before the pandemic, including: children living in or near poverty; children with disabilities; children who are ethnic and racial minorities in the countries where they live; girls, especially in countries with gender inequalities in school enrollments and achievements; lesbian, gay, bisexual, and transgender LGBT children; children living in rural areas; children living in areas affected by armed conflict; and displaced, refugee, migrant, and asylum-seeking children.

Children who belong to more than one of these groups face intersecting forms of discrimination which compounds the barriers they face in accessing education. In countries where free primary and secondary education is not guaranteed for all, but only to children of certain ages, many children aged-out of their entitlements during the pandemic without receiving the full quality education to which they are entitled.

Similarly, in countries where only six years or fewer of education are compulsory under the law, children have aged-out of the most basic of educational requirements, without having received the benefits.

This resulted in an overwhelming need for affordable, reliable connectivity; adequate devices and software, accessible for children with different types of disabilities; and digital literacy training to use these technologies safely and confidently. However, the unprecedented demand exacerbated divisions between children with access to these technologies and the opportunities they can provide, and those without. Chapter three documents how even students who could access alternative education while their schools were closed frequently experienced a greatly diminished quality of education, such as fewer hours of instruction, and fewer subjects.

Students also had fewer, and sometimes no, interactions and informal learning experiences with teachers and peers. Learning options for preschool early learners were also often overlooked. Chapter four discusses the harms that children and their education faced during pandemic-related school closures. Many children learned and achieved less than they would in a classroom—indeed, many regressed educationally.

Some students dropped out entirely. Many children also experienced psychosocial and emotional issues during the pandemic, and many felt socially isolated, stressed, and depressed. Students also lost ancillary social protections that are often provided through schools, such as free meals, or therapy and specialist services.

The fifth chapter examines some of the pressures on teachers and parents from pandemic-related school closures. It also explains that international human rights law contains a strong presumption against governments taking retrogressive measures in the field of education, even during times of possible economic recession in the years following the pandemic. If retrogressive measures are introduced, governments need to demonstrate that it is only after the most careful consideration of all alternatives and that they are duly justified in the context of the full use of the maximum available resources.

The cost of failure is high. Without quality education, children do not gain the skills they need to fully participate in society and exercise their rights. When children are not in school, societies lose the protective benefits that quality education brings: lost education opportunities lower economic prospects later in life and children become more vulnerable to exploitation, including child labor, child marriage, sexual violence, trafficking, and recruitment into armed groups and forces.

Governments will also need to divert resources to tackle the consequences of failing to educate all children. To protect the health of interviewees and interviewers, and to respect social distancing guidance and regulations, almost all interviews were conducted using some form of telecommunication, including phone calls and voice calls through various online applications including Microsoft Teams and WhatsApp , SMS messaging and other online messaging applications including Facebook and WhatsApp , and videocall applications including Bluejeans, Line, Microsoft Teams, Skype, and Zoom.

Interviews conducted in-person complied with local public health regulations and international public health guidance. Interviews were conducted between April and April Human Rights Watch conducted more than interviews for this report, including with children aged 8 to 17, and 12 with older school students aged 18 to Of all students interviewed 71 were male, including 2 trans boys, 84 were female, including 2 trans girls, and 1 was non-binary.

Human Rights Watch interviewed more than parents or other caregivers. Human Rights Watch interviewed at least education professionals such as principals, teachers, and school counsellors, from pre-primary schools, primary schools, secondary schools, and vocational secondary schools.

Additional interviews were also conducted with experts from non-governmental organizations, education ministry officials, humanitarian workers, and a distance learning television programmer. Interviewees lived in capital cities, other cities, Indigenous communities, rural and remote locations, suburbs, towns, and villages. Many parents and teachers requested that their names not be used in this report in order to protect their privacy or the privacy of their children or students, so as to feel free to speak about their employer, or for cultural reasons.

Pseudonyms are reflected in the text with a first name followed by an initial, and are noted in the footnotes.

Interviewees were not paid to participate. Some interviewees were compensated for phone and data costs related to the interview call. Interviewees were informed of the purpose of the interview, its voluntary nature, the ways in which the information would be used, and provided oral consent to be interviewed.

Interviews in Ghana were conducted by staff from the non-governmental organization Friends of the Nation, and in Uganda by staff from the Institute for Economic and Social Rights, for an upcoming joint report with Human Rights Watch on the topic of child labor and the Covid pandemic in these countries.

Nothing compares to being present. The first school closures in response to the novel coronavirus were in January in China, but the vast majority of school lockdowns in other countries began during March Some parents began keeping children at home even before official school closures, [2] and some schools closed earlier, either on the request of health authorities, or their own risk assessment.

Frequently, these closures happened without a structured response plan to guide government and school officials and teachers, and to ensure parents and students knew how to adjust to a new modality of teaching and learning. The closing of schools was stressful and uncertain for students, parents, teachers, and school staff.

Once schools closed, some never offered any further education to their students. Others shifted to different forms of distance education.

Some did this incredibly quickly. At a school in Oregon, United States, a teacher said it took one month—during which time teachers were told not to contact students—and even then, there was no lesson plans until five weeks after school closed. By September, million students, roughly half of all students on the planet, were still locked outside their classrooms. Of these, UNICEF estimated that at least million students had not been reached due to lack of policies supporting alternative learning distance education and a lack of household assets required for distance learning.

Children from groups typically at risk of being excluded from their right to education have been the most affected and excluded. Covidrelated lockdowns and the resultant loss of income for many families, including those already living in poverty before the pandemic, have placed millions of girls at immediate risk of labor exploitation, hunger, and child marriage and other forms of gender-based violence, which will force many of them to abandon school.

Over million girls and young women were out of school at the peak of the pandemic. Pregnant, parenting, and married girls often face particular barriers to returning to school, and in some countries, are barred from studying in public schools.

A ll sections of this report include the experiences of girls, including ways in which gender norms and inequity limited their access to online learning or remote education.

In other contexts, girls were also expected to take on additional childcare and household responsibilities, which may have interfered with their studies. Many children, especially but not exclusively in low and low-middle income countries, received no formal education of any kind during the early months of Covid related school closures. In August , Bolivia, for example, cancelled the rest of the school year, which ended in December , leaving almost three million children without education, and when the new school year began in February , some children re-started studies online, while some returned to in-person teaching in school.

Of her two boys enrolled in school, aged 7 and 11, she said in August they were not receiving any education:. Gamon P. She said her school closed in March, and reopened July 1. In between, there were no online classes or assignments.

A teacher at a school for girls in Bangui, Central African Republic, told Human Rights Watch in June that he had not been in touch with any of his students since schools closed on March 27, In a survey conducted by UNESCO in the third quarter of , almost all governments self-reported that they had established some form of distance learning if their schools were shut. In the same UNESCO survey, a quarter of low- and lower-income countries self-reported not monitoring student learning during school closures.

Teachers reported losing contact with students for prolonged periods of time. The principal at a primary school in Sydney, Australia, said in June that some students had had no contact with the school for between 9 and 11 weeks, and parents did not answer the phone when the school tried to contact them.

The director of an NGO in Madagascar that provides education and alternative care services to children either orphaned or unable to live with their parents, said that they were able to provide minimal tutoring to children who lived in their residential institution. For others there is nothing at all. In a class of 35 students, he said, only about half would respond to his messages.

Many teachers told Human Rights Watch about irregular participation by their students in distance learning during school closures. Some teachers said this was often evident when students failed to submit assignments—often one of the only milestones to monitor student progress amid all the challenges. Even in Chile, where more than 82 percent of its population has access to the internet, there are children in the capital city, Santiago, who could not connect. At least 44 countries guarantee fewer than 11 years of tuition-free education in their legal frameworks, according to data.

Moreover, at least 13 countries make education compulsory for only 6 or fewer years of primary education. Pre-existing socioeconomic disparities within countries—and their resulting inequities in barriers to access distance learning opportunities—was evident in all countries where Human Rights Watch conducted interviews.

The pandemic not only thrust these inequalities into the spotlight but also exacerbated them. Such barriers tended to be particularly high for students from groups who are more likely to face discrimination and exclusion from education even before the pandemic, including children with disabilities; children from ethnic and racial minorities in the countries where they live; girls—particularly those in countries with gender inequalities in school enrollments and achievements; LGBT children; children living in rural areas; children living in areas affected by armed conflict; and displaced, refugee, migrant, and asylum-seeking children.

Children falling into more than one of these categories often faced compounding barriers. Children who live in poverty or in low-income households—who often are also a member of a historically discriminated social group, but who sometimes face discrimination purely based on their socioeconomic status—faced particularly high barriers to benefiting from a distance education or online learning than peers from higher income families.

School closures due to the pandemic all too frequently resulted in alternatives that were not accessible for children with disabilities, risking their exclusion from education. The switch to learning using internet-connected devices often created access issues for children if the technology was not suited to their disability.

He can hear to some extent, but there are some words that he has to also see. Imagine watching it on the phone, it is very hard for his eyes too, and imagine also the phone screen divided into seven. Imagine them opening an email and comprehending the whole of the information, [and then] on top of that to then do the work and answer questions. And then he has to do this.

And then he has to walk the dog, and then he has to go for a run. Schools sometimes curtailed reasonable accommodations previously provided to support children in their education. He has difficulty concentrating, so before the pandemic, teachers used to do short modules in person for a quarter of an hour and then go together for a walk. To be able to engage in distance learning alternatives, children with disabilities often required support from their family members at home.

A mother of a year-old boy in Lebanon who used to receive weekly psychomotor therapy and speech therapy, as well as learning support in his Arabic and English classes, said when the school closed down, he first received worksheets to continue this support, and then later one-on-one Zoom calls.

This was in addition to regular online classes. So I stuck to the special education assignments. In addition, where schools were the delivery point of therapy, many students lost access to critical therapy services. Of the students, 45 returned. That just breaks my heart.

Going to school, in and of itself, is therapy. This is where the interaction happens, be it with teachers, with other kids, like him and unlike him. School, in and of itself, is socializing, which is what children with autism need. However, some parents and teachers interviewed by Human Rights Watch in Italy and the United States spoke of how strong legal protections guaranteeing the right to education for children with disabilities provided important protection that ensured the continuation of teaching for some children during school closures.

Indigenous children—both those living in and outside of Indigenous communities—frequently faced additional barriers in benefitting from distance learning alternatives than their non-Indigenous peers. Often these barriers are due to systemic discrimination and marginalization that resulted in disparities even before the pandemic, and which can manifest in lower-incomes, lower levels of education within families, failure to adequately accommodate Indigenous languages, and under-investment in necessary infrastructure such as the internet.

Many families in the Pueblo of Jemez, a Native American community in New Mexico, United States, do not have internet access, or sufficiently strong internet, to support video or audio. To overcome this, many teachers distributed printed handouts. This created problems for some younger students, because their Towa language is an oral language that the tribal council has decided is not to be written down.

The lack of internet access and adequate equipment for online learning was a key obstacle for many Indigenous children. I can start loading a web page and go sweep my floors while I wait for the page to load Having inconsistent access to educational materials that I provide makes it difficult for many of my students to keep up with the work.

I think the people who are struggling the most are the people of color in our community. School shutdowns had different consequences for different lesbian, gay, bisexual, transgender, and gender-diverse children. For some, being away from school meant they were away from bullying and mistreatment from fellow students and even teachers. Ale B. Does he have a space of his own? Refugee, asylum-seeking, displaced, and migrant children often face unequal access to education compared to other children, due to factors including discriminatory barriers, economic inequality, social isolation, and language differences—barriers that were often only exacerbated during school lockdowns.

Around half of all school age refugee children, were already excluded from education before the pandemic. One example of a bureaucratic barrier is that the website used for distance learning lessons and exams in Jordan requires a national identity number to register. Despite having lived in Jordan since , Somali refugee siblings Aya M.

I was only able to get my national ID in May, so I missed three ministerial exams. Farhad K. He said that during that time his school-aged children had only been able to go to one month of regular school. How do you expect our parents to be teaching the English learners? Eritrean refugees Bisrat M. This was often an issue in migrant families from low-income and fragile countries. Many new immigrants experienced economic barriers. Kanfory B. He studies auto mechanics at a private vocational school.

But soon the volunteer was unable to visit due to Covid related restrictions, so Kanfory only received the first two work packs. Give me a chance! I don't believe it! Be careful. Never disturb nesting birds. Tuck your pants inside your socks when hiking. Our new neighbors moved in yesterday. Define the word monsoon. Did you notice the price of that saddle? There is a Thai restaurant around the corner from us. Hold that pose while I adjust the camera lens.

What a mess your room is! Raise the flag at sunrise. The subject of a sentence tells whom or what the sentence is about.

The predicate of the sentence tells what the subject does or has. It can also tell what the subject is or is like. Grammar The simple subject, usually a noun or a pronoun, is the main word or group of words in the complete subject. The complete subject is the simple subject with all of its modifiers. The simple predicate, which is always a verb, is the main word or group of words in the complete predicate.

The complete predicate is the simple predicate with all of its modifiers. Underline each simple subject once and each simple predicate twice. Ireland is known as the Emerald Isle. The rolling, green landscape glows against its blue backdrop.

Mild temperatures keep the lush vegetation deep green. Regular rainfall keeps the soil dark and moist. Trees once added greatly to the greenness. Little woodland remains in Ireland today, however. Farmlands cover most of central Ireland. Many mountain ranges rise near the coasts. Kerry is a beautiful area of lakes and mountains. William Butler Yeats started this theater. Yeats was a memorable Irish poet and dramatist. He lived during the time known as the Irish Literary Revival.

Grammar Joyce is the most famous of the three. He often wrote about Dublin and about the Irish people. The influence of Irish writers extended beyond their native country.

George Bernard Shaw was popular in English and American theaters. Oscar Wilde also found fame in England and the United States. Several Irish painters perfected their craft with the help of the Royal Hibernian Academy. Artists from Ireland produced great treasures over the years. Each captured the beauty of the Emerald Isle. Two or more simple subjects that have the same predicate form a compound subject. The subjects are joined by and, or, or but.

Keisha or Alex can fix that bike for you. A compound predicate has two or more simple predicates, or verbs, that have the same subject.

The simple predicates are connected by and, or, or but. Grammar Wasps drink nectar and eat other insects. Draw two lines under each part of a compound predicate. Furniture and knickknacks were available at the craft show. Sally and Mike will lead the parade. The people in the village first resisted but then accepted the new factory. New carpet or wallpaper would brighten this old kitchen.

Before the show, Simon and Ashley practiced their dialogue. The lucky quarter rolled and bounced down the steps. Lindsay and Neil filled food baskets for the homeless in their community.

The speaker hesitated but soon began his presentation. Sleet or rain is predicted for the tri-state area tonight. Jake baked brownies and cooked pasta for the surprise party. Lawson wrote, directed, and produced this musical. The crowd called and waved to the three astronauts. Leave your jacket on the coat rack or hang it in the closet.

In the program, Claire and Sue were listed before Scott. Crocuses or daylilies would grow well there. Basil, olive oil, and spinach are used in that recipe. Our soccer team played hard but lost the game in the last minute. Joan, Tom, or Wing will head the decorations committee. On election day, the levy will pass or fail. Cake and ice cream were served to all the guests. Alligators or sea lions will be the topic of her report. Books, clothes, and other items had been collected and sold at the fundraiser.

Sven hurried but missed his plane. Tarini writes or phones every participant in the study once a week. The pinch hitter swung at every pitch but missed the ball each time. The Thomases and the Jordans are planning a trip to Costa Rica.

Suits and ties are worn daily at that all-boys school. The rings of Saturn and the moons of Jupiter have been seen through this telescope. A group of words that does not have both a subject and a predicate is an incomplete sentence, or sentence fragment. The truck, an old red one. Learned about bees. Geneticist Warwick Kerr studied honeybees. In he imported some African queen bees.

These bees had a savage reputation. Attacked animals and people without warning. However, African bees sting only to defend their nest. Most stinging incidents occur during the swarming season. The hot summer months. Stinging incidents by large numbers of bees are uncommon. Kerr carefully kept the bees in enclosures. Not another beekeeper. Allowed twenty-six queens and their swarms to escape. The African bees readily nested in the wilds of Brazil.

Reproducing quickly and swarming frequently. The African honeybees began to spread. In all directions. If the sentence is complete, write sent. P Honey bees, digger wasps, and red ants. Live together in colonies.

Did you know that a colony may contain thousands of insects? One queen. Produce all the eggs. A special room or cell for the queen. Grammar sent. Bees, wasps, and ants undergo a complete metamorphosis. The four stages of these insects. The egg, the larva, the pupa, and the adult.

The female workers. Workers have many jobs. Collect food and take care of the nest, the queen, and her offspring. Some workers protect the nest from enemies. Search for food to bring back to the colony. However, a simple sentence may have a compound subject, a compound predicate, or both. Saturn and Jupiter are the two largest planets in our solar system.

Paramecium are very small; a microscope is needed to examine them. A run-on sentence is two or more sentences incorrectly written as one sentence. To correct a run-on sentence, divide it into separate sentences or add the necessary words or punctuation to form one complete sentence. Run-on: The movie was long I got restless. Corrected: The movie was long. I got restless. Corrected: The movie was long, and I got restless.

Turn right at the stop sign go left at the next corner. Both Kuma and Angie enjoy hiking and backpacking. Niabi plays both the oboe and the piano and plays them very well. Lately, all of my clothes seem too small. The meal ended with carrot cake and tea. Why do I have to clean my room and the bathroom? I have too many clothes, my closet is stuffed. We went to the reptile house, and later we saw the pachyderms. Grammar C I always agree with Marta, and Marta always agrees with me.

Conserve resources, use them wisely. Please be kind to Amy; she needs a friend right now. Should I take the bus to school, or should I walk? Rain forced cancellation of the game, it is rescheduled for next week. Beth and Ricardo need a ride to the pep rally tomorrow. The storm blew down a tree on our street, but there was no other damage. We have a new system for recycling at home. Look for Jeff and Dominic in the crowd. A canoe is not as stable as a rowboat, be careful not to tip it.

The accident ruined the car, fortunately no one was seriously injured. Button your sweater. How much memory does that computer have? The Lopez family enjoys watching old movies together. How can I get this project done on time? Georgia knows that author. You look elegant! That combination of colors is quite striking. Put out the trash on Wednesday morning. Both soccer and tennis have great teams this year. Get the fire extinguisher!

Will you turn out the lights before you go to bed? Turn out the lights before you go to bed. Pull the thorn out before your finger blisters. The population of the United States is increasing. Do you know how to make snickerdoodles? I am so excited! Draw one line under each simple subject and two lines under each simple predicate in the simple and complex sentences. Too sweet to be forgotten. Lucy practices jai alai four hours a day. Mount Fuji, one of the most famous volcanoes in Japan.

Grammar C 3. I played the marimba, and George played guitar. The musty cave housed ancient Mayan carvings. The judge banged the gavel, and a hush fell instantly over the courtroom.

The candle cast a dim glow upon the curtain, the scene looked eerie. The success of the demonstration. Max rode Lightning through the stream and up the hill.

Shot a few hoops with Jim yesterday. Shovel the walks, please. Josh washed and polished the car. Enlisted in the Coast Guard at eighteen. The sleepy lion with the orange mane. Rain fell for hours the basement flooded. Ivan the Great was the first czar of Russia; however, Ivan the Terrible was more powerful. The wolf huffed and puffed. Moved round the cove and next to the cliffs. The job was easy, but the pay was low. A singular noun names one person, place, thing, or idea. A plural noun names more than one.

Plural nouns are usually formed by adding -s or -es to the singular noun. A common noun names any person, place, thing, or idea. Write pl. Juanita suggested that my boys visit the circus. Circus Royale was the name of the circus that came to town last week. The opening parade was a great introduction to the event. The nine elephants were trained by a man named Zingarelli.

One of the best acts was a family of acrobats from Paris. A juggler managed to juggle eight saucers at once. A band played marches by Sousa and rags by Joplin. When the wildcat act appeared, the audience applauded with glee. Besides lions and tigers, a cheetah and a panther were in the act. After the wildcat act, fourteen clowns emerged from a tiny car. Do you have any idea how all of them could fit into that tiny car?

Although they used a net, the Flying Greiners were thrilling on the trapeze. My little sister, Nina, wants to learn to perform on the high wire.

However, my favorite act was the magician. I would go to circuses every week if I had the chance. Barnum has a name that reminds many people of the circus. Grammar 3. Charles S. Stratton probably brought in the most money. In , William Cameron Coup joined Barnum to take the circus on the road. The two showmen amazed many government leaders, including Abraham Lincoln and Queen Victoria.

During the run of the circus, Barnum served a term as mayor of Bridgeport, Connecticut. After some time in politics, Barnum visited the London Zoo. There, he acquired a large African elephant. The elephant, named Jumbo, weighed over six tons! James A. Bailey, a later partner of Barnum, helped to improve the circus.

Before his death in , Barnum hosted many famous people, including Mark Twain. In , after Bailey died, the Ringling Brothers bought the show. Include both common and proper nouns. Abstract nouns name ideas, qualities, or feelings. A collective noun gives a single name to a group of individuals. When referring to a group as a unit, the noun is singular. When referring to the individual members of the group, the noun is plural. The mob was waiting at the door for the store to open.

Why did Sharon begin playing the tuba? The entire house was decorated with excellent taste. The hissing of the radiator distracted him. The barbershop quartet rehearsed in the cafeteria. The spectators saw the entire production on a huge monitor. Cleanliness is important to my mother. Dad enjoyed listening to music on his new car CD player. My friend brought some oranges back from Florida. It took courage to sing the solo in front of so many people.

Aside from one baby, the audience was extremely quiet. Bella showed great ability for solving logic problems. The band is, are polishing their instruments before the competition.

A new committee has been, have been formed to plan the field trip. Grammar 2. The team selects, select their officers by secret ballot. The Audubon Society promote, promotes the conservation of wild birds.

The audience is, are aware that they were lucky to get tickets. Because it is fed only once daily, the flock eats, eat very fast. The trio performs, perform at many local festivities. The jury is, are all members of the community.

The team has, have an awards banquet at the end of the regular season. A panel of judges presides, preside over the Supreme Court. Although it is small, our orchestra is, are well rehearsed.

The school club provides, provide assistance to local charities. The committee disagrees, disagree with each other about proper procedure. Outside my bedroom window, the swarm of bees buzzes, buzz loudly. The matinee audience is, are usually smaller than the evening crowd. Use examples of concrete, abstract, and collective nouns. To form a plural of a compound noun written as one word, add -s or -es. Add -es to words ending in ch, sh, s, x, and z. When the compound noun is hyphenated or written as more than one word, make the most important part of the noun plural.

To form the Grammar possessive for all singular nouns and for plural nouns not ending in -s, add an apostrophe and an -s. To form the possessive of all plural nouns already ending in -s, add only an apostrophe. The teardrop fell from her check as she sobbed. Online Dating Guide. No matter who you ask, you will get the same answer: dating nowadays is hard. For single expats in Germany, dating is even harder.

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