If I go out tonight, I (go) to the cinema
If you (get) back late, I'll be angry
We will see each other next week if we (not/see) each other tomorrow
If he (come) , I will be surprised
If we (wait) here, we (be) late
We (feel) sick if we (eat) all this cake.
If you (not/want) to go out, I (cook) dinner at home

Напишите правильный вариант употребления глагола, находящегося в скобках: I (come) early, if you want

Напишите правильный вариант употребления глагола, находящегося в скобках: She will stay in London if she (get) a job

The effort over the past 150 years to create an effective and respected system for preparing teachers in the United States has not been easy. A large body of research on the history of teacher-education reform is a tale of persistent mediocrity and resistance to change. The author's aim in this article is not to revisit this sad story, but to examine an old and enduring problem that has long blocked the path to a truly professional education for teachers, that teaching is an enormously difficult job that looks easy. The author explores the roots of the gap between the reality and the perception of learning to teach by first spelling out some of the characteristics of teaching that make it such a difficult form of professional practice. He then examines key elements in the nature of teaching that make the pro- cess of becoming a teacher seem so uncomplicated.

Объяснение:

ответ из инета. так что проведи небольшую работу и убери, если что-то не нужно