INPUT ARTICLE: Article: In some circles, this is known as verb 1, 2, and 3. Place a colon next to each one. You will then write the correct conjugation next to each term.  Write down the infinitive form at the top. This is the word that is used with the word “to.” In English, it is also the part of the verb that is used with the future tense and with auxiliary verbs. For example, with the verb “to search,” the infinitive is “search.” List the present participle. This is the form of the verb that you use with the present continuous tense, such as “I am searching.” List the past participle. This is the form of the verb you would use with the past perfect, present perfect and future perfect tenses. For example, "I had searched," “I have searched," and "I will have searched." These are the most commonly used pronouns, including I, you, he, she, it, we, you and they. You are listing the first person, second person and third person, both singular and plural.  The pronouns that you conjugate will change based on the language. Clarify what conjugations you are asked to include before you start your assignment. When doing English conjugation, you can group he, she and it together. You can also opt to remove the plural 2nd person, or you, because the verb does not change based on the number of people (that is, "you search" versus "you (all) search"). While you'll be able to stop at person and number for some languages (Romance languages, namely), for others that won't be the case. If your language needs to account for gender, mood, voice (the full list is in the last section), do so now. It's still best to use a few verbs. How many "verb families" does your language have? Make sure to have one of each, including irregular verbs. Write the form of the verb that is used for each person in each tense you are working on, next to the pronoun. Have separate charts that are constructed the same, yet different for past, present, and future. For example, to conjugate the verb “to search” in the present tense, you would write “I search, you search, he/she/it searches, we search, they search.” The chart would look similar, but not the same, if you were to do the verb in the past tense. To sum up, your chart should:  Establish the infinitive, present and past participle Have columns for person and number (e.g., "I", "they", etc.) Have columns for gender, etc., if applicable You should have multiple charts for multiple verbs (of varying structures) for multiple tenses. For example, conjugate "to search" in the present simple, the past simple, and the future simple. Then, do the same with "to be," as it's irregular.

SUMMARY: To start your chart, write the words “infinitive,” “present participle” and “past participle” on the first 3 lines. List all the types of person you should conjugate on subsequent lines. Account for gender or any other variable. Fill in the verb conjugation chart. Make charts for all your verbs.

In one sentence, describe what the following article is about: It is best to do this before separating sections of hair, as the part you create will stay put once you do the twists, and trying to adjust it afterward can be difficult. It is recommended to dip the ends in olive oil or Jamaican castor oil after the water dries so as to lock moisture into the ends, preventing them from drying out. Allow to dry naturally once more.
Summary: Part your hair as desired. Treat the ends with oil.

INPUT ARTICLE: Article: Body language is an important factor in how your principal looks at you. Make sure to straighten your clothing, sit up straight, and shake your principal's hand when you meet them. When you talk to the principal, don't mumble and speak as clearly as possible so that you give them a good impression. This may make the entire conversation smoother. Sometimes people get so scared of getting into trouble that they may lie or make things up to get out of it. This can backfire and get you into more trouble than if you just told the truth. When you start talking to the principal, don't make things up and remain honest.  Lying here or there will make the principal question other things in your story. Lying can cause more stress later on because you'll have to stick to your false story and it can be hard to remember made-up details. Tell the principal in detail what happened and don't leave anything out. Explain why you did what you did, and what led to the situation that you're getting in trouble for. Try to include as many details as you can so that the principal gets an accurate picture of the situation.  For instance, you can say, "Joe put his foot out and tripped Mary, but she turned around and thought it was me. Mr Collins didn't see exactly what happened, so he assumed that Mary was right." Or you could say, "Raul started screaming in my face, so I screamed back. He got mad because I called him out for how he treats other students and that's when he started punching me. I was just trying to get him off of me, I didn't really want to fight." Talking over or interrupting the principal is rude. If the principal is annoyed with you, it may mean a harsher punishment. Instead, let the principal talk and answer their questions as they ask them. Talking over someone may also cause them to mirror your behavior, and it could prevent you from telling your side of the story. If you know that you did something wrong, it's best to take responsibility for your actions early on. This will actually make your principal respect you more. Think about what you did, what caused you to do it, and acknowledge the fact that you made a mistake.  You can say something like "I shouldn't have pushed John back, I can admit that. I was just angry that he shoved me, and it was an automatic response. It's not how I usually am, but I was wrong." Or something like, "Honestly, I did skip school that day. I don't really have a good explanation, but now I know it's wrong and I take full responsibility for what I did. I just hope that it doesn't lessen all of the good stuff I've done over the school year."

SUMMARY:
Sit up straight and speak clearly. Be truthful. Tell your side of the story. Don't interrupt or talk over the principal. Take personal responsibility for your actions.