SPEC 3 Unit 2 Does she play volleyball?
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The document discusses how to form questions and responses in the third person singular using "do/does". It explains that "does" is used instead of "do" when the subject is a third person singular pronoun like "he" or "she". Some examples are provided of questions using "does" and the corresponding positive and negative responses using "does" and "doesn't". The document also shows how to add additional information to responses using time expressions like "every day".
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SPEC 5 Unit 18
The document describes a teacher's dinner from the previous night and uses transition words like "first", "next", "then", "after that", and "finally" to list the items in order. It then provides examples asking about a student's breakfast, homework, and day out with parents, structured with those same transition words to be answered in sequence.
SPEC 5 Unit 17 I forgot the map, so we got lost.
The document discusses cause and effect relationships and provides examples of sentences using "so" and "because". It also contains sample questions about causes and effects that can be answered using "because". Additionally, it defines the terms "hostel" and "homestay" as types of temporary lodging for travelers.
SPEC 5 Unit 16 What was wrong with you?
The document lists common illnesses and symptoms such as a cold, fever, cough, sore throat, headache, stomach ache, and earache. It then asks questions about why someone didn't go shopping, to the farm, to school, or eat dinner. The implied reason is that the person was sick with one of the listed illnesses or symptoms. It provides response templates to fill in the illness or symptom as the reason for not being able to do those activities. Finally, it mentions reading and comprehension.
Trinity Grade 4 Week 2 Shopping
This document provides a lesson on shopping for 4th grade students. It includes exercises matching different types of shops to receipts and listing items that can be purchased at each shop (e.g. florist, greengrocers, butchers). It also asks students to identify shops in their local area and match photos to terms like supermarket, internet shopping, and shopping centre. The second part of the lesson covers grammar comparisons between adjectives and compares prices at different shops. Students are asked to identify weak grammar forms in sample sentences.
SPEC 5 Unit 15 Superlatives
The document discusses which type of vehicle is the fastest. Sports cars are often considered the fastest type of road vehicle as they can reach top speeds over 200 km/h. However, other vehicle types can also travel very quickly under the right conditions such as motorcycles, supercars, and high-performance sedans. Overall, the fastest road vehicles require a skilled driver and depend on factors like aerodynamics, engine power, and tire traction to achieve their maximum speeds.
SPEC 5 Unit 14
The document asks questions about which subjects students like and don't like, and why. It prompts students to think about whether they like or dislike math, and the possible reasons why, such as finding it easy or difficult, interesting or boring. It then encourages students to consider their feelings towards other subjects such as English, Chinese, PE, music, science, history, geography and art, and the reasons for liking or disliking each one.
SPEC 5 Unit 13 Chores
The document provides a list of chores including tidying up, feeding the dog, hoovering or vacuuming the carpet, watering plants, and doing housework. It then asks questions about what different people (you, he, she) will do, suggesting the reader fill in the blank with one of the chores from the list.
SPEC 5 Unit 12 What will we need?
The document lists various outdoor and sporting activities that a person plans to do, and asks what equipment would be needed for each one. It discusses going hiking, playing squash, golf, football, and basketball. For hiking, boots and waterproofs are needed, for squash a racquet is required, golf requires clubs, football necessitates a kit and ball, and basketball needs trainers and a ball. It also provides templates for generating additional questions about activities and their equipment requirements.
SPEC 5 Unit 10 How much rice is there?
The document discusses countable and uncountable nouns. It provides examples of countable nouns like "tomato" and "peppers" that can take plural forms, as well as uncountable nouns like "rice", "salt", and "water" that cannot be pluralized. The document also discusses using quantity words like "a little", "a few", and "a lot of" appropriately depending on whether the noun is countable or uncountable.
SPEC 5 Unit 9 What does he look like?
This document describes the appearances of several individuals. It provides descriptions of their hair styles (straight, curly, long, short), hair colors (black, blond, brown, red, ginger, purple), eye colors (blue, brown, green, dark), and for some it notes being bald. It asks and answers questions about what various people named Mel, Kurt, Karl, Frank, Mike, Shirley, Diana, Kelly, Billie, Hermonie, and Bruce Lee look like.
SPEC 5 Unit 8 I'm going to fly in a balloon
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
SPEC 5 Unit 3 What happened?
You got lost by taking the wrong lift, going in the wrong room, taking the wrong escalator, taking a wrong turn, and going through the wrong door. When asked what happened, you responded that you got lost by making multiple wrong choices of transportation and direction within a building. You are then asked where you ended up going by mistake.
SPEC 5 Unit 2 What was Leo doing?
Leo may have been going to the airport, writing an email, buying a camera or gift, reading a magazine, or using a mobile phone. The document provides examples of things Leo could have been doing and questions to ask about the actions of Leo and other subjects.
SPEC 4 Unit 21 What does he want to do?
The document lists various recreational activities such as playing board games, cards, computer games, chess, and table tennis. It also lists options like staying home or going out. The document then asks what "he", "she", and "you" want to do, leaving a blank for the response.
SPEC 4 Unit 20 What do you want to be?
The document lists various career options such as engineer, architect, chef, vet, pop star, movie star, dentist, and basketball player. It then provides example questions asking what specific careers someone wants to pursue or what career another person wants. The questions can be answered by filling in the blank with one of the career options from the list.
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Syllabus
Chapter-1
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Chapter 2
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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SPEC 3 Unit 2 Does she play volleyball?
- 1. SPEC 3 Unit 2 Does she play volleyball?
- 3. Does John speak English? do When we ask a question about someone, ‘do’ becomes ‘does’. We call this the ‘third person’. 1st Person: Do I speak English? 2nd Person: Do you speak English? 3rd Person: Does John speak English?
- 4. Yes he does. do / does The reply is 3rd person too. 1st Person: Yes, I do. 2nd Person: Yes, I do. 3rd Person: Yes, he does.
- 5. No he doesn’t. (Unit 7) don’t / doesn’t The reply is 3rd person too. We learn the negative later in unit 7. 1st Person: No, I don’t. 2nd Person: No, I don’t. 3rd Person: No, he doesn’t. Bonjour!
- 8. works in the garden
- 9. Does is strange! Usually we just add a ‘s’.
- 10. walks to school
- 11. dances
- 12. sings
- 13. Questions Does ______ speak English? Yes, he does.
- 14. Questions Does ______ speak English? Yes, she does.
- 15. every day
- 16. every morning
- 17. every evening
- 18. Question 2 Does ______ speak English? Yes, he does. He speaks English every morning.
- 19. Question 2 Does ______ speak English? Yes, she does. She speaks English every day.
- 20. Question 2 Does person action? Yes, he does. He speaks English every morning. she does. She makes the bed every day. works in the garden every evening. walks to school dances sings