This document contains a science assessment with multiple choice and activity questions about the human body, animals, plants, and healthy eating. There are 20 multiple choice questions in Section A that test knowledge of body parts, habitats, sounds, and more. Sections B through J contain labeling, coloring, matching, circling, filling in, underlining, and other interactive activities about topics covered in Section A. The assessment is designed to evaluate a student's understanding of key science concepts through varied question types.
This document contains a science assessment with multiple choice and activity questions about the human body, animals, plants, and healthy eating. There are 20 multiple choice questions in Section A that test knowledge of body parts, habitats, sounds, and more. Sections B through J contain labeling, coloring, matching, circling, filling in, underlining, and other interactive activities about topics covered in Section A. The assessment is designed to evaluate a student's understanding of key science concepts through varied question types.
This document contains a worksheet with questions and activities about parts of the body, the five senses, daily habits, types of food, animals, plants, colors, shapes, sizes, sounds, smells, tastes, touching objects, and whether things float or sink. The worksheet teaches students to identify, label, group, and describe different objects and concepts through pictures, diagrams, fill-in-the-blank, matching, coloring, circling, and other interactive activities.
This document contains an English exam for students with multiple choice questions, fill-in-the-blank exercises, picture matching activities, and labeling diagrams to test spelling, vocabulary, and comprehension. The exam is divided into 10 sections with questions about sounds, labeling pictures, spelling, rewriting sentences by replacing pictures with words, matching pictures to descriptions, and answering questions based on diagrams.
This document contains a worksheet with various exercises about the senses and science concepts for young students. It includes sections on parts of the body, the five senses, types of plants and animals, floating and sinking, light and dark, and more. Students are asked to identify, label, match, group, and describe different objects, living things, and concepts through visual exercises and short answer questions. The goal is to teach foundational knowledge about the human body, living things, and science in an interactive and engaging way for early learners.
Chung Bich Nguyen introduces herself as a Master's student studying education leadership and management at Flinders University in Adelaide, Australia. She shares that she previously worked as a teacher in Vietnam and for a humanitarian organization called Plan, where she supported teachers and students. In her free time, she enjoys surfing, learning from online videos, and creating simple PowerPoint presentations, and wants to improve her skills with the Photostory 3 application to share information more effectively.
English 3 Quarter 2 Week 3 Initial and Final Consonant Blends.pptxNiniaLoboPangilinan
This document provides a lesson on initial and final consonant blends. It begins with objectives and a review of verb tenses. Then it defines consonant blends and provides examples of common initial and final blends. The lesson includes activities where students identify blends in words and sentences. It concludes with an evaluation and references section. The purpose is to teach students to read words with initial and final consonant blends.
Please answer the following multiple choice question. Note that ther.docxjanekahananbw
Please answer the following multiple choice question. Note that there might be more than one answer correct.
1. Living organisms share a number of characteristics. These unifying characteristics separate them from non-living things. For each of the following statements, check the statements that correctly distinguish living things from non-living things?
1. All living organisms are made up of one or more cells.
2. Only living organisms are complex.
3. All living organisms reproduce by passing on specific genetic information to future generations.
4. Only living organisms are capable of movement.
5. Only living organisms (populations) are capable of evolving.
6. Only living organisms require an input of energy to drive cellular activities.
7. Only living organisms produce heat as a byproduct of chemical reactions.
8. All living organisms are dependent on a constant supply of oxygen for survival.
9. Only living organisms respond to external stimuli.
10. All living organisms grow by increasing cell size and/or cell number.
2. The formulation of a hypothesis is based on observations and refined by available information from past observations or research. Place the following statements in the appropriate sequence showing the progression from an observation to a testable hypothesis.
1. You notice that the bread you left on the counter has more mold on it than do the rolls that you put in the refrigerator.You notice that the bread you left on the counter has more mold on it than do the rolls that you put in the refrigerator.
2. Does temperature affect the growth of mold or is the difference in mold growth related to differences between the bread and the rolls?Does temperature affect the growth of mold or is the difference in mold growth related to differences between the bread and the rolls?
3. Bread placed in warmer temperatures should develop mold faster and more extensively than bread placed in colder temperatures.
4. Colder temperatures impede the growth of mold.
3. Drag the part of the scientific method on the left to the example on the right it best matches. Then, drag the sentences into the sequence they would most likely happen following a simplified scientific method.
observation
peer review
hypothesis
data collection
analysis
1. John runs some statistics on his distances to see if he can find any significance in his study. Part: ____________
2. On a walk around a pond John sees that small frogs on the shore only allow him to get within 5 feet before jumping into the water. Part: ____________
3. John uses mechanical “predators” to approach frogs at a pond shore, and he records the distance between predator and frog as the frogs jump. Part:
4. John writes up and sends out his experimental results for other scientists to critique. Part: ____________
5. John thinks that frogs vary the proximity to which they allow predators to approach based on the size of the predator. Part: ____________
4. The four major groups of organic compou.
This document contains a science assessment with multiple choice and activity questions about the human body, animals, plants, and healthy eating. There are 20 multiple choice questions in Section A that test knowledge of body parts, habitats, sounds, and more. Sections B through J contain labeling, coloring, matching, circling, filling in, underlining, and other interactive activities about topics covered in Section A. The assessment is designed to evaluate a student's understanding of key science concepts through varied question types.
This document contains a science assessment with multiple choice and activity questions about the human body, animals, plants, and healthy eating. There are 20 multiple choice questions in Section A that test knowledge of body parts, habitats, sounds, and more. Sections B through J contain labeling, coloring, matching, circling, filling in, underlining, and other interactive activities about topics covered in Section A. The assessment is designed to evaluate a student's understanding of key science concepts through varied question types.
This document contains a worksheet with questions and activities about parts of the body, the five senses, daily habits, types of food, animals, plants, colors, shapes, sizes, sounds, smells, tastes, touching objects, and whether things float or sink. The worksheet teaches students to identify, label, group, and describe different objects and concepts through pictures, diagrams, fill-in-the-blank, matching, coloring, circling, and other interactive activities.
This document contains an English exam for students with multiple choice questions, fill-in-the-blank exercises, picture matching activities, and labeling diagrams to test spelling, vocabulary, and comprehension. The exam is divided into 10 sections with questions about sounds, labeling pictures, spelling, rewriting sentences by replacing pictures with words, matching pictures to descriptions, and answering questions based on diagrams.
This document contains a worksheet with various exercises about the senses and science concepts for young students. It includes sections on parts of the body, the five senses, types of plants and animals, floating and sinking, light and dark, and more. Students are asked to identify, label, match, group, and describe different objects, living things, and concepts through visual exercises and short answer questions. The goal is to teach foundational knowledge about the human body, living things, and science in an interactive and engaging way for early learners.
Chung Bich Nguyen introduces herself as a Master's student studying education leadership and management at Flinders University in Adelaide, Australia. She shares that she previously worked as a teacher in Vietnam and for a humanitarian organization called Plan, where she supported teachers and students. In her free time, she enjoys surfing, learning from online videos, and creating simple PowerPoint presentations, and wants to improve her skills with the Photostory 3 application to share information more effectively.
English 3 Quarter 2 Week 3 Initial and Final Consonant Blends.pptxNiniaLoboPangilinan
This document provides a lesson on initial and final consonant blends. It begins with objectives and a review of verb tenses. Then it defines consonant blends and provides examples of common initial and final blends. The lesson includes activities where students identify blends in words and sentences. It concludes with an evaluation and references section. The purpose is to teach students to read words with initial and final consonant blends.
Please answer the following multiple choice question. Note that ther.docxjanekahananbw
Please answer the following multiple choice question. Note that there might be more than one answer correct.
1. Living organisms share a number of characteristics. These unifying characteristics separate them from non-living things. For each of the following statements, check the statements that correctly distinguish living things from non-living things?
1. All living organisms are made up of one or more cells.
2. Only living organisms are complex.
3. All living organisms reproduce by passing on specific genetic information to future generations.
4. Only living organisms are capable of movement.
5. Only living organisms (populations) are capable of evolving.
6. Only living organisms require an input of energy to drive cellular activities.
7. Only living organisms produce heat as a byproduct of chemical reactions.
8. All living organisms are dependent on a constant supply of oxygen for survival.
9. Only living organisms respond to external stimuli.
10. All living organisms grow by increasing cell size and/or cell number.
2. The formulation of a hypothesis is based on observations and refined by available information from past observations or research. Place the following statements in the appropriate sequence showing the progression from an observation to a testable hypothesis.
1. You notice that the bread you left on the counter has more mold on it than do the rolls that you put in the refrigerator.You notice that the bread you left on the counter has more mold on it than do the rolls that you put in the refrigerator.
2. Does temperature affect the growth of mold or is the difference in mold growth related to differences between the bread and the rolls?Does temperature affect the growth of mold or is the difference in mold growth related to differences between the bread and the rolls?
3. Bread placed in warmer temperatures should develop mold faster and more extensively than bread placed in colder temperatures.
4. Colder temperatures impede the growth of mold.
3. Drag the part of the scientific method on the left to the example on the right it best matches. Then, drag the sentences into the sequence they would most likely happen following a simplified scientific method.
observation
peer review
hypothesis
data collection
analysis
1. John runs some statistics on his distances to see if he can find any significance in his study. Part: ____________
2. On a walk around a pond John sees that small frogs on the shore only allow him to get within 5 feet before jumping into the water. Part: ____________
3. John uses mechanical “predators” to approach frogs at a pond shore, and he records the distance between predator and frog as the frogs jump. Part:
4. John writes up and sends out his experimental results for other scientists to critique. Part: ____________
5. John thinks that frogs vary the proximity to which they allow predators to approach based on the size of the predator. Part: ____________
4. The four major groups of organic compou.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
1. The document provides a reading comprehension guide and exercises to help students prepare for college entrance exams.
2. It discusses different reading comprehension strategies like identifying main ideas, supporting details, context clues, and inference.
3. Sample passages and questions are included to allow students to practice these skills.
Quarter two week three Day three-four.pptxHarleyLaus1
1. The document provides instruction for students on using adverbs of intensity and comparing different sources of information like almanacs and encyclopedias.
2. It includes tasks where students identify types of sources, find information using keywords, and complete sentences using adverbs of intensity correctly.
3. The document emphasizes that information can come from many sources and the type needed depends on the question, teaching students to select the right reference material based on the information needed.
This type of test consist of a series of items which requires the learners to fill a word or phrase on the blanks and the sentences may be disconnected or organized into a graph. This is also called the fill in the blank type of test.
The completion test may be defined as a series of sentences in which certain important words or phrases have been omitted and blanks submitted for the pupil to fill in.
A sentence may contain a simple blank, or it may contain two or more blanks. The sentences in the test may be disconnected.
Measures both knowledge and comprehension of the subject matter.
1. The document is a reading comprehension worksheet that contains completion, matching, and multiple choice questions about vocabulary.
2. The completion section asks the student to fill in blanks with words like "committed the crime" and "followed suit".
3. The matching section has students match words and phrases like "make a proposal" and "on a national scale" with related sentences.
4. The multiple choice questions test understanding of vocabulary in contexts like measuring energy use and precise measurements.
English 5 Meaning of unfamiliar words based on Clipped words.pptxShantaDelaCruz
1. The document discusses clipped words, which are shortened forms of words used for convenience. It provides examples of different types of clipping like back clipping (removing syllables from the end) and fore clipping (removing syllables from the beginning).
2. The document then models identifying clipped words in sentences and matching them to their original words. Students are guided in practicing identifying clipped words and writing their original forms.
3. An assignment has students write out original words for clipped words based on meanings and use clipped words correctly in their own writing. The document closes by defining clipped words.
The document contains a biology chapter with various question types including true/false, modified true/false, multiple choice, completion, matching, short answer, and problem questions. It covers topics like the scientific method, biological systems, and experimental design. An experiment is described where a student tests whether dog saliva prevents bacterial growth by growing bacteria in culture dishes with and without added saliva at different time points.
Ploblemas resueltos de libro english plus + de la unidad 4 asta la unidad 5john jimenez
The document discusses the biosphere and key terms related to it. It begins by asking the reader to answer true or false questions about the biosphere. All five statements provided are true. It then provides vocabulary terms and has the reader match the terms to their definitions. The terms are biosphere, biome, evolution, ocean, and ecosystems. It also has the reader match conditions to results to form short conversations. Finally, it tests the reader's comprehension with additional true/false questions about the biosphere and life within it.
The document provides a grammar lesson on subject-verb agreement. It discusses the rules that singular subjects take singular verbs and plural subjects take plural verbs. Examples are given of sentences with subjects and verbs that do and do not agree. Students then practice identifying subjects and verbs and determining whether they agree in exercises.
In this unit, students will learn about scientific and technological breakthroughs through reading texts. They will work on skills like inferring the meanings of unknown words, identifying types of evidence in texts, and using comment adverbs and reflexive pronouns. The unit contains two lessons. Lesson A introduces concepts like nanotechnology, atoms, and cells. It contains a vocabulary activity defining scientific terms. Lesson B focuses on scientific breakthroughs with vocabulary on topics like biotechnology, genetically modified organisms, and biofuels. Students will read about future technologies and discuss scientific issues.
1. The document is a science assessment for 6th grade students about microorganisms. It contains multiple choice and structured response questions about fungi, bacteria, protozoa, and other microbes.
2. The assessment tests students' understanding of different microorganisms like their sizes, environments they live in, and diseases they cause. It also includes analyzing data from an experiment where different foods were left in plastic bags for 5 days to observe microbial growth.
3. The structured response questions ask students to describe experimental controls and hypotheses. The assessment evaluates students' ability to understand microbes and design simple experiments to study their growth and effects on different materials.
This document appears to be an English exam for a primary school student. It contains two sections - Section A with questions about piranhas, and Section B with language questions about the piranha passage. The exam tests the student's reading comprehension, vocabulary, grammar, and punctuation skills. It covers topics like where piranhas live, what they eat, how many species there are, and whether they are truly as dangerous as believed.
The document is an answer key booklet that contains answer keys for various units or chapters. It lists the contents as including answer keys for units 1 through 6. The booklet was published by Oxford University Press, which is a department of the University of Oxford that furthers the university's objectives of excellence in research, scholarship, and education through global publishing.
Nick has always struggled with oversleeping and being late. No matter how early his parents would wake him up, he would sleep through alarms and continue sleeping. One day, Nick's mom found advice online about potential health issues that could be causing Nick's oversleeping. She decided to find a sleep specialist to help solve Nick's problem. Now the family is hoping the specialist can help Nick with his chronic lateness issues.
The document provides examples of different types of test questions that can be used to assess student learning, including multiple choice, true/false, matching, and essay questions. It includes sample questions for each type as well as instructions for how to structure and score the questions. The final section provides a sample lesson plan and rubric for an essay activity asking students to classify foods into food groups and provide examples.
The document describes a typical day for a cattle station manager in Australia. It discusses how he wakes up and eats breakfast with his family. He then drives around the station in his old but comfortable truck, checking on the cattle. There are 20 men who work on the station, and the manager tells them what to do each day, such as mustering cattle and moving them to new areas.
This is a short free early version GAMSAT Practice test.
For the most current version please go to the PagingDr Forum.
If you use this test, please assist by contributing further questions or suggestions.
The document provides definitions and examples to distinguish between using "practice" as a noun versus a verb. When used as a noun, practice refers to regular activities aimed at improvement or maintaining skills. When used as a verb, to practice means to engage in regular activities or exercises to become proficient at something. The document includes examples of practice as both a noun and verb in different sentences to illustrate the difference.
The document discusses different types of conditionals and how to use them, including real and unreal conditionals about present, past, and future situations. It provides examples and exercises for learners to practice identifying and constructing sentences using conditionals to express arguments. The learning objectives are to identify conditional types, construct conditional sentences for different scenarios, and appreciate their importance in asserting positions on issues.
The document discusses different types of conditionals and how to use them, including real and unreal conditionals about present, past, and future situations. It provides examples and exercises for learners to practice identifying conditional types and constructing their own sentences using conditionals to express arguments. The goal is to help learners appreciate the importance of conditionals in asserting positions on various issues.
The document discusses matching test items which involve presenting a column of stimuli on the left side of the page and corresponding responses on the right side that students must match. It provides examples of matching test items and discusses advantages like allowing teachers to cover more content efficiently. Disadvantages include difficulty measuring higher-order learning objectives. Guidelines are provided for writing clear directions and using homogeneous, systematically ordered materials to construct effective matching items.
1. The document provides a reading comprehension guide and exercises to help students prepare for college entrance exams.
2. It discusses different reading comprehension strategies like identifying main ideas, supporting details, context clues, and inference.
3. Sample passages and questions are included to allow students to practice these skills.
Quarter two week three Day three-four.pptxHarleyLaus1
1. The document provides instruction for students on using adverbs of intensity and comparing different sources of information like almanacs and encyclopedias.
2. It includes tasks where students identify types of sources, find information using keywords, and complete sentences using adverbs of intensity correctly.
3. The document emphasizes that information can come from many sources and the type needed depends on the question, teaching students to select the right reference material based on the information needed.
This type of test consist of a series of items which requires the learners to fill a word or phrase on the blanks and the sentences may be disconnected or organized into a graph. This is also called the fill in the blank type of test.
The completion test may be defined as a series of sentences in which certain important words or phrases have been omitted and blanks submitted for the pupil to fill in.
A sentence may contain a simple blank, or it may contain two or more blanks. The sentences in the test may be disconnected.
Measures both knowledge and comprehension of the subject matter.
1. The document is a reading comprehension worksheet that contains completion, matching, and multiple choice questions about vocabulary.
2. The completion section asks the student to fill in blanks with words like "committed the crime" and "followed suit".
3. The matching section has students match words and phrases like "make a proposal" and "on a national scale" with related sentences.
4. The multiple choice questions test understanding of vocabulary in contexts like measuring energy use and precise measurements.
English 5 Meaning of unfamiliar words based on Clipped words.pptxShantaDelaCruz
1. The document discusses clipped words, which are shortened forms of words used for convenience. It provides examples of different types of clipping like back clipping (removing syllables from the end) and fore clipping (removing syllables from the beginning).
2. The document then models identifying clipped words in sentences and matching them to their original words. Students are guided in practicing identifying clipped words and writing their original forms.
3. An assignment has students write out original words for clipped words based on meanings and use clipped words correctly in their own writing. The document closes by defining clipped words.
The document contains a biology chapter with various question types including true/false, modified true/false, multiple choice, completion, matching, short answer, and problem questions. It covers topics like the scientific method, biological systems, and experimental design. An experiment is described where a student tests whether dog saliva prevents bacterial growth by growing bacteria in culture dishes with and without added saliva at different time points.
Ploblemas resueltos de libro english plus + de la unidad 4 asta la unidad 5john jimenez
The document discusses the biosphere and key terms related to it. It begins by asking the reader to answer true or false questions about the biosphere. All five statements provided are true. It then provides vocabulary terms and has the reader match the terms to their definitions. The terms are biosphere, biome, evolution, ocean, and ecosystems. It also has the reader match conditions to results to form short conversations. Finally, it tests the reader's comprehension with additional true/false questions about the biosphere and life within it.
The document provides a grammar lesson on subject-verb agreement. It discusses the rules that singular subjects take singular verbs and plural subjects take plural verbs. Examples are given of sentences with subjects and verbs that do and do not agree. Students then practice identifying subjects and verbs and determining whether they agree in exercises.
In this unit, students will learn about scientific and technological breakthroughs through reading texts. They will work on skills like inferring the meanings of unknown words, identifying types of evidence in texts, and using comment adverbs and reflexive pronouns. The unit contains two lessons. Lesson A introduces concepts like nanotechnology, atoms, and cells. It contains a vocabulary activity defining scientific terms. Lesson B focuses on scientific breakthroughs with vocabulary on topics like biotechnology, genetically modified organisms, and biofuels. Students will read about future technologies and discuss scientific issues.
1. The document is a science assessment for 6th grade students about microorganisms. It contains multiple choice and structured response questions about fungi, bacteria, protozoa, and other microbes.
2. The assessment tests students' understanding of different microorganisms like their sizes, environments they live in, and diseases they cause. It also includes analyzing data from an experiment where different foods were left in plastic bags for 5 days to observe microbial growth.
3. The structured response questions ask students to describe experimental controls and hypotheses. The assessment evaluates students' ability to understand microbes and design simple experiments to study their growth and effects on different materials.
This document appears to be an English exam for a primary school student. It contains two sections - Section A with questions about piranhas, and Section B with language questions about the piranha passage. The exam tests the student's reading comprehension, vocabulary, grammar, and punctuation skills. It covers topics like where piranhas live, what they eat, how many species there are, and whether they are truly as dangerous as believed.
The document is an answer key booklet that contains answer keys for various units or chapters. It lists the contents as including answer keys for units 1 through 6. The booklet was published by Oxford University Press, which is a department of the University of Oxford that furthers the university's objectives of excellence in research, scholarship, and education through global publishing.
Nick has always struggled with oversleeping and being late. No matter how early his parents would wake him up, he would sleep through alarms and continue sleeping. One day, Nick's mom found advice online about potential health issues that could be causing Nick's oversleeping. She decided to find a sleep specialist to help solve Nick's problem. Now the family is hoping the specialist can help Nick with his chronic lateness issues.
The document provides examples of different types of test questions that can be used to assess student learning, including multiple choice, true/false, matching, and essay questions. It includes sample questions for each type as well as instructions for how to structure and score the questions. The final section provides a sample lesson plan and rubric for an essay activity asking students to classify foods into food groups and provide examples.
The document describes a typical day for a cattle station manager in Australia. It discusses how he wakes up and eats breakfast with his family. He then drives around the station in his old but comfortable truck, checking on the cattle. There are 20 men who work on the station, and the manager tells them what to do each day, such as mustering cattle and moving them to new areas.
This is a short free early version GAMSAT Practice test.
For the most current version please go to the PagingDr Forum.
If you use this test, please assist by contributing further questions or suggestions.
The document provides definitions and examples to distinguish between using "practice" as a noun versus a verb. When used as a noun, practice refers to regular activities aimed at improvement or maintaining skills. When used as a verb, to practice means to engage in regular activities or exercises to become proficient at something. The document includes examples of practice as both a noun and verb in different sentences to illustrate the difference.
The document discusses different types of conditionals and how to use them, including real and unreal conditionals about present, past, and future situations. It provides examples and exercises for learners to practice identifying and constructing sentences using conditionals to express arguments. The learning objectives are to identify conditional types, construct conditional sentences for different scenarios, and appreciate their importance in asserting positions on issues.
The document discusses different types of conditionals and how to use them, including real and unreal conditionals about present, past, and future situations. It provides examples and exercises for learners to practice identifying conditional types and constructing their own sentences using conditionals to express arguments. The goal is to help learners appreciate the importance of conditionals in asserting positions on various issues.
Similar to Upaep – Material revisión de gramática (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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
Text Books:
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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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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2. *Objectives:
-To practice the use of adjectives,
-To work families of words
-To practice the use of transition words.
-To do error recognition and correction
3. *Part 1 – Adjectives (3 exercises)
*Part 2 – Family of words charts (2 exercises)
*Part 3 – Transition words exercises (2 exercises)
*Part 4 – Error correction (2 exercises)
*Part 5 – Feedback and correction
4. PART 1 - Adjectives
* Check the word that does not belong in each group.
1. kind cold nice generous
2. big great huge little
3. want possess own have
4. ruin fix spoil hurt
5. harmful unsafe easy dangerous
6. seed skill ability knowledge
7. single group class crowd
8. barrel box onion can
9. pioneer settler last one first one
10. battery energy tree electricity
5. * Match the adjectives to their opposites; then provide an example with either one. It’s
X words.
Number Letter
lessen make sour
sweeten shorten
gel dim
broaden separate
fasten undo
flatter blunt
brighten increase
roughen smooth
lengthen criticize
sharpen narrow
6. *Complete the following sentences with an appropriate word
1. In the winter, it is very ___________________ in the north-east United States.
2. I ___________________ walked outside when I heard a strange noise.
3. I enjoy the ______________________ Southern California weather.
4. We __________________ moved to a new house in the suburbs.
5. I was tired, so I _______________________ walked towards the finish line.
6. We had to be ______________________ during the movie.
7. There are _____________________ fingers on my right hand.
8. The man _______________________ hit the ping-pong ball back over the net.
9. The ____________________ school bus picked up the children in the morning.
10. ___________________, we finished the game with a ten point lead.
11. We had to stop our car at the ______________ light.
12. I _________________________ tripped on my own feet.
7. Part 2 – Family of words
Chart 1
Noun Verb Adjective Adverb
real
addictive
damage
communicate
contact
visitor
perfect
excite
risky
8. Part 2 – Family of words
Chart 2
Noun Verb Adjective Adverb
delay
call
increasingly
paint
rapidly
opening
tough
love
damned
9. PART 3 – Transition words exercises
1. __________ the invention of television, people probably spent more of their leisure
time reading.
a. Nevertheless b. Because c. Before
2. If you’re having company for dinner, try to get as much done in advance as possible.
__________, set the table the day before.
a. For instance b. In contrast c. Similarly
3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.
a. Until b. Because c. Even though
4. My grandfather loves to say, “You’re as nervous __________ a long-tailed cat in a
roomful of rocking chairs.”
a. after b. as c. as a result
5. __________ Manny’s car stereo was on full blast, I could see his lips moving, but I
had no idea what he was saying.
a. Moreover b. Because c. Just as
10. PART 3 – Transition words exercises
1._______ I met my former boyfriend, I never really understood the meaning of the word
unreliable.
a. Where b. Before c. First of all
2. One reason people have dogs is for companionship; _______ is for protection.
a. once b. frequently c. another
3. _________ Angry Birds is a new game; it has quickly become very popular.
a. Although b. When c. In the same way
4. There’s no room in your mouth for your wisdom teeth, _____ they will have to be
removed.
a. for example b. so c. but
5. Once the referee’s back was turned, the manager of “The Demented Shadow” placed
a foreign
object ________ his boxer’s glove.
a. such as b. just like c. inside
11. *Part 4 – Error identification and correction
1. Each of the nurses report to the operating room when his or her name is called.
2. Because blood from different individuals may different in the type of antigen on the
surface of the red cells and the type of antibody in the plasma, a dangerous reaction can
occur between the donor and recipient in a blood transfusion.
3. Both viruses also genes are made from nucleoproteins, the essential chemicals with
which living matter duplicates itself.
4. Although the Red Cross accepts blood from most donors, the nurses will
not leave you give blood if you have just had a cold.
5. Economists have tried to discourage the use of the phrase "underdeveloped nation"
and encouraging the moreaccurate phrase "developing nation" in order to suggest an
ongoing process.
6. Since infection can cause both fever as well as pain, it is a good idea to check a
patient's temperature.
12. 7. Nuclear powers production in the US is controlled by the Nuclear Regulatory
Commission [NRC].
8. The intent of the Historical Society is to restore old buildings and the increase
of interest in the history of thearea.
9. The volume four of our encyclopedia set has been missing for two months.
10. Professor Duncan teaches both anthropology as well as sociology each fall.
11. Because helicopters are capable of hovering in midair, they are particularly useful
for rescue missions, military operates, and transportation.
12. All of we students must have an identification card in order to check
books out of the library.