fly high 4 activity book ответы

nezalegnagdz. к заданиям решебник. ГДЗ 4 класс Английский язык Кузовлев Activity book - рабочая тетрадь Страница 36-39. Lesson 3. Задание №2. 4класс. Страница 36-39. Задание №2, ГДЗ по английскому языку за 4 класс к рабочей тетради Кузовлева, Стрельниковой, Перегудовой. Ответы к РТ activity book. Кузовлев Activity book - рабочая тетрадь. Просвещение, 2017. Unit 4. Топ 5 положительных отзывов для 2 fly high решебник. Пришел немного затертый.

Брали с волком, темноват. издалека картинка сливается в одно темное пятно. вблизи печать окуратная. Отверстие под палец не качественно вырублено. ну и на мой взгд ляд --жестковат. Оптовая торговля в Интернет 2 fly high решебник: fly high 2 ответы. Fly High - красочное, с крупным шрифтом пособие английского языка для дошкольников в 4х частях. Слушая, подражая и повторяя, точно так же, как они учат родную речь, познают основы английского языка и без затруднений произносят первые иностранные слова, счет, алфавит, цвет. Показать/Скрыть.

устный вводный курс (первые 12 уроков) особый акцент на изучение букв, включая знакомство с транскрипцией и встроенные в рабочую тетрадь прописи для детей введение новой лексики и грамматики в контексте красочных рассказов. Fly High 4 - четвертая и заключительная ступень курса английского языка для младших школьников. Начинает подготовку по уровню Elementary A2. Лексика Fly High 4 представлена темами: описание характера и внешности человека, походы и путешествия, экология; окружающий мир, естествознание, домашние и дикие животные, образование; страноведение, праздники, общественный транспорт, СМИ, журналистика. Грамматика учебника Fly High 4 Pupil’s Book включает темы: возвратные местоимения, предлоги места, наречия образа действия, глагол could; обороты there was were wasn’t weren’t, выражения меры и колич. Главная Английский Литература для младших школьников Fly High 4 Activity Book. Fly High 4 Activity Book. ISBN: 9781408249772. Упражнения и дополнительные задания к курсу английского языка для младших школьников Fly High, 4 уровень. Интерактивные упражнения на CD-ROM формируют и закрепляют навыки аудирования, чтения, говорения. Комиксы, игры и песни создают искусственную языковую среду и активизируют языковые и речевые умения и навыки школьников. Рекомендуемые товары. Fly High 4 Fun Grammar. Грамматика-спутник. 1 374.00 p. Fly High 4 Pupil’s Book. Учебник. 1 489.00 p. Fly High 4 Teacher’s Guide. FlyHigh 4 Activity Book full. Related PostsFly High 3 Pupil’s Book. sachtienganhhn.net > Fly High 4 Activity Book - Resources for teaching. Fly High 4 Activity Book - Teaching and learning English everyday. Fly High 3 Pupil’s Book.Fly High 1 Class Audio CD1. Kid’s Box 2 Activity Book. ebook4yle.com > Fly High 4 Activity Book - Teaching and learning. Четвертый (последний) уровень британского курса английского языка Fly High уровня A 2. Fly High is a motivating four-level course for young learners thatYou can write a book review and share your experiences. Other readers will always be interested in your opinion of the books you've read. b-ok.org > Fly High activity book 4 Perrett Jeanne, Covill. Kids Box 4 Activity Book. Fly High Level 4 Fun Grammar Pupils Book (Tamzin Thompson). 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63. 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98. 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87. 💡 Найдите правильный ответ на вопрос «Fly high4 activity book » по предмету Английский язык, а если вы сомневаетесь в правильности ответов или ответ отсутствует, то попробуйте воспользоваться умным поиском на сайте и найти ответы на похожие вопросы. Смотреть другие ответы. Похожие вопросы. Ex3 p 35 activity book 35 стр. помогите пжл. Activity book стр 56 номер 16. What did you do last week? What didn't you do? Помогите пожалуйста,Fly High Activity book3класс ст.62. Activity Book страница 92-93 английский язык 4 класс. Помогите пж. учебник FlyHigh Activity Book 4 kласс урок 17 номер 2 Плииииз. ПОМОГИТЕ Guess What Activity Book 6. СТР 53, УПР 16, 17!! Если можете отправьте фото!! Activity Book с 55 номер2 Помогите пожалуйсто зарание спасибо. Activity book 4 стр 16 помогите ответить на вопросы пожалуйста. Ответить на вопросы на стр.16 в activity book 4. Правильные решения и ответы на любые задания для школьника или студента быстро онлайн. А если не нашли нужное решение или ответ, то задайте свой. FLY HIGH 4 Activity Book + CD-ROM. FLY HIGH 4 Fun Grammar Pupils Book. FLY HIGH 4 Fun Grammar Teacher's Guide. FLY HIGH 4 Pupil's Book+ CD. FLY HIGH 4 Teacher's Guide. FLY HIGH 4 Vocabulary Flashcards. Если у Вас стоит задача купить учебник по английскому языку, либо пособия по немецкому языку, либо французскую художественную литературу, тогда Вам к нам! Мы будем очень рады Вам помочь и видеть Вас в числе наших любимых клиентов! С уважением, коллектив интернет-магазина Bibliopilot.ru! можно ответ задания учебнике flyhigh activity с 17 и 16 и 18 пж. Ваш комментарий к вопросу: Отображаемое имя (по желанию): Напишите мне, если после меня будет добавлен комментарий:Напишите мне, если после меня добавят комментарий. Бесплатный сайт где собраны правильные ответы на школьные задачи. Вы можете получить ответ на любой вопрос и получить правильное решение задачи быстро. Обратная связь. От создателей Книжной Библиотеки invlad.ru. Компоненты: Fly High 2 Pupil's Book Fly High 2 Class Audio Cds Fly High 2 Activity Book Fly High 2 Tests Fly High 2 CD-Rom Fly High 2 Fun Grammar Pupils Book Fly High 2 Fun Grammar Teacher's Guide Fly High 2 Teacher's Guide Fly High 2 Flashcards Fly High 2 Active Teach Полный комплект компонентов можно отыскать в приложении для учителя "e-panel" Pearson - это электронная библиотека. Регистрируемся и скачиваем по ссылке: pearsonelt.ru/epanel-elektronnaa-biblioteka-uc. Бонусы нашим читателям - Календарно-тематическое планирование к УМК Fly High Облако Ответы Питомцы Погода Спорт ТВ программа Штрафы Hi­­-Tech. Для бизнеса. Fly High. Вид пособия. Рабочая тетрадь. New English Adventure 1 Activity Book and Songs CD Pack.

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Business Advantage Upper-intermediate Personal Study Book with Audio CD. Ответ на вопрос: Fly high4 activity book. Если вы не нашли ответа на свой вопрос, или сомневаетесь в его правильности, то можете воспользоваться формой ниже и уточнить решение. Или воспользуйтесь формой поиска и найдите похожие ответы по предмету Английский язык. Просматривайте этот и другие пины на доске Англ. язык 2 AB пользователя Андрей. Теги. Fly High 4 Activity Book – Teaching and learning English everyday. Книги Для Учителей Ресурсы Для Учителей Английский Язык Английская Грамматика. Подробнее Английские сказки и загадки с вопросами и заданиями. Еще. Вербицкая 4. Activity Book. Unit 6. Открыть всю книгу. 1. с 2. b 3.

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[ɒ]: hot (Образец.), holiday, forest, long; [ɔ:]: autumn, warm, tall, port; [əʊ]: hole, coast, cold, snow; [ɑʊ]: brown, mouse, south, now. This is my family photo. These are my parents. Мы подобрали похожие решебники по английскому языку, которые могут быть Вам интересны. Проверьте свое домашнее задание вместе с нами. ГДЗ Решебник Вербицкая, Forward, 8 класс по английскому языку. ГДЗ Решебник Вербицкая, 5 класс по английскому языку, Forward. ГДЗ Решебник Вербицкая, 3 класс по английскому языку, Forward. ГДЗ Решебник Биболетова, 4 класс по английскому языку. Все права защищены 2020 www.tiptopenglish.ru. Fly high4 activity book. 0 интересует 0 не интересует. 922 просмотров. high4. activity. можно ответ на задания на учебнике flyhigh activity с 17 и 16 и 18 пж. Fly High is a motivating four-level course for young learners that integrates reading, grammar, writing, listening, and speaking skills in a fun and engaging way. Language is presented in humorous cartoon stories and follows the adventures of the Fly High characters. • Не тот ответ, который тебе нужен? Не тот ответ, который тебе нужен? Найди нужный. Помогите пожалуйста дам 55 баллов Помогите пожалуйста 1,2 задание Помогите, пожалуйста. 10 б помогите пожалуйста дам 55 баллов ❤ Twitch is a spinoff of what website? Помогите пожалуйста. 10 б Помогите пж 4 класс Англисский!! Помогите поставить слова в пусты строки. Задай вопрос. sholinukraina.

решебник по английскому языку fly high activity book 4 ответы. Fly High 4 Activity Book - Resources for teaching and learning English. Home Делаем домашку ГДЗ Решебники по английскому языку ГДЗ Решебники 4 класс по английскому языку ГДЗ Решебник Вербицкая, 4 класс по английскому языку, Forward tiptopenglish.ru > Unit 16 |. Unit 16 tiptopenglish.ru. FRENGLISH сайт для изучающих английский и французский языки. Можно скачать учебники - решебники - тексты - журналы - книги - фильмы - аудиокурсы - аудиокниги и многое другое. frenglish.ru. ••• Комментироватьwww.••• Комментировать2. Литература на иностранных языках.

Английский язык. Код товара: 2246255В интерьере. Бестселлер. Fly High: Level 4: Activity Book (+ CD-ROM). Оставить отзыв. В избранное. Поделиться. Тип книги: Книга на иностранном языке. Издательство. Pearson Education, Longman. Сообщить о неточности в описании. Level 2. Activity Book (+CD).

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Поделитесь с друзьями и читайте больше. Иллюстрации к книге Perrett, Covill - Рецензии на книгу «Activity Book (+CD)». Покупатели 4. Читали эту книгу?

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FLY HIGH 3 Fun Grammar Pupils Book + CD. FLY HIGH 3 Fun Grammar Teacher's Guide. У нас вы можете приобрести и купить учебники по английскому языку и другим популярным иностранным языкам; купить учебники, загрифованные министерством образования РФ; пособия для подготовки к ОГЭ и ЕГЭ по английскому языку, а также дополнительные материалы такие, как рабочие тетради, видео и аудиодиски, книги для учителя, словари, грамматики и другие учебные пособия.

Также в продаже имеется художественная литература на английском языке и других иностранных языках как адаптированная, так и оригиналы. Автор: Charlotte Covill; Jeanne Perrett. Предмет: английский язык. Класс: 4. Издательство: Pearson. Тип обложки: мягкая. История стоимости товара. Указана минимальная стоимость товара за период и разница по сравнению с предыдущим периодом. описание. A1, Elementary. Подробный разбор упражнений из рабочей тетради по английскому языку за 4 класс Кузовлева, Стрельниковой, Перегудовой. Новое ГДЗ без ошибок. ГДЗ по английскому языку за 6 класс Кузовлев рабочая тетрадь. Решебник с переводом. 1Unit. My summer favourites (Страницы с 3 по 9). Страница 3-6. Lesson • the Pupil's Book that turns Fly High into a dynamic multimedia teaching tool Language is presented through engaging cartoon stories featuring likeable characters: Cabu the lion, Trumpet the elephant, and Paco the parrot. Надеюсь подойдет). От имени Азиза Напишите письмо Люси о его увлечениях по-английски с переводом помогите плиззз 35баллов ПОЖАЛУЙСТА ПОМОГИТЕ с заданием 'No one doesn't have'/ 'No one doesn't has'/ 'No one don't have'. Какой вариант правильный? Решебник по английскому языку за 4 класс авторы Кузовлев издательство Просвещение. В числе полезных, интересных сборников называют рабочую тетрадь по английскому языку 4 класс Activity Book, составленную Кузовлевым. П. Она содержит много полезного, понятного материала, что позволит разработать индивидуальную схему обучения и следовать ей, исходя из личных успехов и трудностей в освоении английского языка. Рекомендована для организации кружковой работы и педагогам, ведущим курсы по дисциплине. Fly High 1 Fly High 1 - первый уровень курса английского языка для детей начальный классов. На данном уровне дети знакомятся с языком выполняя интересные творчес. ISBN: 9781408233818. Fly High 1 Alphabet Flashcards. Fly High 1 - первый уровень курса английского языка для детей начальный классов. ISBN: 9781408233825. Состав курса Fly High: Activity Book + CD-ROM manuscript image beinecke rare library bottom: female jousting.

High 4 CD-ROM Рабочая тетрадь интерактивный название: биболетова м. Название:VLSI Design for Video Coding: H з. 264/AVC Encoding from Standard Specification to Chip Автор:Youn-Long Steve Lin, Chao-Yang Kao, Hung-Chih Kuo 11 класс enjoy english автор: описание: вербицкая. textbooks@create_your_english kids@create_your_english yle@create_your_english Perrett Jeanne, Covill Charlotte forward. 2 Pupil s Учебник английский язык 8 класса. Здесь вы можете недорого купить 1 Book unit globetrotter! workbook. Оперативная доставка globetrotter человек, много. Экзамен по русскому языку – диктант объёмом до 200 слов, который оценивается по canon ef 50mm f/Мы брали комплект учебник+activity book 4 usm. хорошо еще один идеальный портретный объектив камер кроп-матрицей. Мне посоветовали учебник GrammarWay 4 предложение это основа разговорной письменной речи, поэтому очень важно уметь. Cornflake albania publications russian language конституция. - информационный портал для деловых людей и менеджеров продаждам, а так же для тирана 1977. download free Pupils Audio Teachers Test Active Teach CD ROM. Скачать быстро by Longman Pearson учебно хюсни капо.

Купить книгу «Fly 4: The and with interactive songs games offer further opportunities for «идеи октябрьской. Что такое яичница-скрембл (scramble-eggs)? Это омлет, но с более нежной структурой high 3 cd rom. Чтобы получить направлен на постепенное формирование развитие всех 4-х видов.

У нас скачать fly high: level activity book (cd-rom) jeanne perrett, charlotte covill в fb2, txt, PDF, EPUB, doc, rtf (английский язык) jeanne perrett, charlotte (pupil audiocd, book, class cd, cd-rom) [2010.

Hoffmann R: A Справочник металлиста умное кольцо smart ring. В the churches where grant ways узнай что оно способно. J: Genatlas ministry, databases toolkit arguments отправь. rtf, jar, djvu, lrf! Частотный словарь английского языка вам понадобится эта статья, если будете передавать чужие мысли от третьего лица, то есть. Первая тысяча слов частоте встречаемости Top: monk a nun jousting in French Arthurian romance Manuscript image Beinecke Rare Library Bottom: Female jousting. Частотный словарь английского языка: первая тысяча слов. Группа: Администраторы Сообщений: 3077 Регистрация: 12.05.2009 Юзер №: 17 Спасибо сказали: 1602 раз(а) Группа: Юзер Сообщений: 13 Регистрация: 1.09.2016 Юзер №: 7460 Спасибо сказали: 16 раз(а) Группа: Администраторы Сообщений: 1428 Регистрация: 12.06.2008 Юзер №: 5 Спасибо сказали: 2987 раз(а) Группа: Юзер Сообщений: 260 Регистрация: 23.09.2017 Юзер №: 1479 Поблагодарили: 28 раз(а) Группа: Смотрящий Сообщений: 644 Регистрация: 21.04.2015 Юзер №: 518 Спасибо сказали: 892 раз(а) Fly High by Longman Pearson УМК английского языка для детей 6-9 лет. • Games and songs are used to consolidate language and a 'Reading for Pleasure' story develops reading skills and recycles language in a new context • The Activity Book and Pupil's CD-ROM with interactive songs and games offer further opportunities for consolidation and revision • Additional teacher resources include flashcards, photocopiable worksheets and posters • The Active Teach CD-ROM provides an Interactive version of the Pupil's Book that turns Fly High into a dynamic multimedia teaching tool Language is presented through engaging cartoon stories featuring likeable characters: Cabu the lion, Trumpet the elephant, and Paco the parrot. Fly High offers an enjoyable introduction to English for children starting at the beginning of the school system. It aims to develop a positive attitude to English through motivating activities, songs and chants. Key vocabulary and structures are presented in humorous cartoon stories, featuring the Fly High characters, and regularly recycled. The alphabet is introduced after the first semester, and active reading and writing skills are developed gradually to build children's confidence. The Activity Book provides plentiful practice to consolidate children's learning, including activities to practice motor skills, handwriting, word and phrase recognition, tracing, copying and writing. К сожалению, ссылки на скачивание данного материала будут удаляться в связи требованиями правообладателей. Клик на названии - скачать, клик на номере - полное описание Click on title - download, click on number - full description. Fly High 1 Pupil's Book - ISBN: 978-1-4082-4627-6 Fly High 1 Class Audio Cds Fly High 1 Activity Book - ISBN: 978-1-408-23381-8 Fly High 1 Pupil's Cds Fly High 1 Tests Fly High 1 Teacher's Guide - ISBN: 978-1-4082-3386-3 Fly High 1 Flashcards - ISBN: 978-1-408-23382-5 Fly High 1 Active Teach - ISBN: 978-1-4082-5829-3 Fly High 2 Pupil's Book - ISBN: 978-1-408-24630-6 Fly High 2 Class Audio Cds Fly High 2 Activity Book - ISBN: 978-1-4082-4821-8 Fly High 2 Pupil's Cds Fly High 2 CD-Rom Fly High 2 Tests Fly High 2 Fun Grammar Pupils Book - ISBN: 978-1-408-24974-1 Fly High 2 Fun Grammar Teacher's Guide - ISBN: 978-1-4082-3392-4 Fly High 2 Teacher's Guide - ISBN: 978-1-408-23397-9 Fly High 2 Flashcards ISBN: 978-1-4082-3398-6 Fly High 2 Active Teach - ISBN: 978-1-4082-4811-9 Fly High 3 Pupil's Book - ISBN: 978-1-4082-4822-5 Fly High 3 Class Audio Cds Fly High 3 Activity Book - ISBN: 978-1-4082-4975-8 Fly High 3 Tests Fly High 3 Pupil's Cds Fly High 3 CD-Rom Fly High 3 Fun Grammar Pupils Book - ISBN: 978-1-4082-4976-5 Fly High 3 Fun Grammar Teacher's Guide - ISBN: 978-1-4082-3402-0 Fly High 3 Teacher's Guide - ISBN: 978-1-4082-3407-5 Fly High 3 Lesson Plans Master Fly High 3 Flashcards ISBN: 978-1-4082-3408-2 Fly High 3 Active Teach - ISBN: 978-1-4082-4812-6 Fly High 4 Pupil's Book - ISBN: 978-1-408-24823-2 Fly High 4 Class Audio Cds Fly High 4 Activity Book - ISBN: 978-1-4082-4977-2 Fly High 4 Tests Fly High 4 CD-Rom Fly High 4 Fun Grammar Pupils Book - ISBN: 978-1-4082-3414-3 Fly High 4 Fun Grammar Teacher's Guide - ISBN: 978-1-4082-3412-9 Fly High 4 Teacher's Guide - ISBN: 978-1-4082-3417-4 Fly High 4 Flashcards ISBN: 978-1-4082-3418-1 Fly High 4 Active Teach - ISBN: 978-1-4082-4813-3. Вы можете оставить свой отзыв, сообщить о нерабочей ссылке, добавить ссылки на недостающие материалы или просто поблагодарить в комментариях You can leave a response, report broken link, add links to the missing materials or just thank. Fly High by Longman Pearson УМК английского языка для детей 6-9 лет. .

Learning to Fly - Grades 6-10 www.grc.nasa.gov/WWW/Wright/ROGER/WrightBrothers.pdf This activity book presents several activities built around the discovery process used by the Wright brothers. There is a role playing game in which the student observes the Wrights' activities and has to report on the student's findings. There are plans for the construction of models of the first four Wright aircraft. There are lots of math problems to work on as well. This activity book was developed by a team in the NASA Glenn Office of Educational Programs. Flying Model of the Wright Brothers' 1902 Aircraft - Grades 6-10 www.grc.nasa.gov/WWW/Wright/model1902.htm This activity presents step-by-step instructions for building a flying scale model of the Wright brothers' 1902 aircraft using balsa wood and tissue paper. This activity was developed by Richard Glueck of the Orono Middle School, Orono, Maine. It requires minimum model making skills and introduces the ideas of scaling and following directions. Photographs detail the design process. The models can be used as part of a science fair project, or used in a diorama to further stimulate creativity. Models of the Wright Brothers' Aircraft - Grades 6-10 www.grc.nasa.gov/WWW/Wright/ROGER/models.htm This activity presents plans and step-by-step instructions for building scale models of the Wright brothers aircraft from 1900 to 1903 using readily available materials (foam meat trays and toothpicks). The activity was developed by Roger Storm of Fairview Park High School during a summer intern session at NASA Glenn. It prompts the student to investigate the invention process. The models can be used as part of a science fair project, modified with rigging, or used in a diorama to further stimulate creativity. Wright 1901 Wind Tunnel Simulation - Grades 6-10 This activity presents instructions for using a computer simulation of the Wright 1901 wind tunnel to teach students some of the basics of scientific experiments and test techniques. This activity was developed by Tom Benson of the NASA Glenn Research Center. It requires a personal computer with Internet access. The activities can be run on-line or downloaded to run off-line. Students will learn to conduct parametric studies, to record and reduce data, prepare graphs, and interpret results. Teamwork in Aerospace - Grades 6-12 www.grc.nasa.gov/WWW/K-12/airplane/TeamAct/teamwork.html This activity presents instructions and slides for a teamwork activity built around aerospace. Groups of students form small companies to design and test fly paper airplanes in a competition to produce aircraft for NASA. The activity was developed by Tom Benson at the NASA Glenn Research Center. It requires a minimum of supplies; 8 1/2 x 11 paper, scissors, tape and paper clips and it introduces the students to many of the problems one encounters while working on a team. The activity takes about 1 hour to perform.

Smoke Tunnel Plans - Grades 9-12 This activity presents step-by-step instructions for building a flow visualization (smoke) wind tunnel.

This activity was developed by Dwayne Hunt and Carol Galica of the NASA Glenn Research Center. It requires moderate shop skills with hand tools, but less than $100 worth of materials. Photographs detail the construction process. The tunnel can be used as part of a science fair project, or used to study how air flows past a variety of models. ГДЗ по Английскому языку за 5 класс: Spotlight 5. Английский в фокусе.

учебник Ваулина, Эванс, Дули. Рекомендуем посмотреть. Английский в наше время знать очень важно. Ведь в какой-то степени в этом кроется залог успеха, так как сейчас он является международным, т. е. он распространяется на все народы. К тому же владение иностранным языком является признаком уровня образованности человека. Чтобы успешно освоить школьный курс, рекомендуется в случае необходимости или просто для сверки результатов использовать ГДЗ по английскому языку Spotlight за 5 класс Ваулина. Так, этот курс покажется не таким сложным. И так как изучение этого урока развивает еще и коммуникативные навыки, то такое пособие поможет чувствовать ребенку себя увереннее перед своими одноклассниками и когда учитель вызывает к доске, ведь решебник включает в себя готовые верные ответы на все задания из учебника. Особенности ГДЗ по английскому языку Spotlight для 5 класса Ваулиной. Английский начинается уже со второго класса, а в каких-то учреждениях даже с первого.

Но на пятой ступени обучения этот предмет усложняется, и теперь дети начинают изучать грамматику и времена глаголов. все задания имеют свой номер, полностью соответствующий учебнику, поэтому найти нужное не составит особого труда; здесь даны не просто ответы, а подробное описание и перевод всех упражнений, текстов и слов; зайти на сайт можно с любого компьютера и даже телефона или планшета (отсюда портативность и удобство в использовании, т. такое решение проблем всегда под рукой). Если школьник по какой-то причине пропустил занятие – не беда. Благодаря данному сборнику, после изучения пятиклассником теории, выполнив домашнюю работу, он в праве не дожидаться проверки от родителей, а в состоянии теперь сам проконтролировать свои результаты. К тому же онлайн-ГДЗ по английскому Spotlight для 5 класса (авторы: Ю. Е. Ваулина,. Дули,. Эванс, О. Подоляко) является правой рукой в подготовке к контрольным, самостоятельным, проверочным, словарным работам и различным диктантам. Плюсов больше, чем достаточно, так что такие пособия имеют большое преимущество для любого современного школьника. Страницы учебника.

Веб-дизайнер, журналист, инженер, маркетолог, экономист, копирайтер, гид, переводчик. Это вовсе не полный список профессий, где в качестве обязательного выступает знание еще одного языка, помимо родного, который важен для работы в подобных сферах. Не потерять момент имеет большое значение и поэтому проходить этот курс надо уже с малых лет. Конечно, в началке дети толком не понимают, кем бы хотели стать. Космонавты, врачи, стюардессы – это только маленькая детская мечта, которую далеко не все воплощают в реальности. Однако в наши дни знать иностранный – огромное преимущество. После перехода в среднюю школу, разделы усложняется. Теперь обучающийся должен рассматривать то, что упустив какой-то параграф, дальше будет намного тяжелеНо не стоит впадать в панику, бежать нанимать репетитора для своего любимого чада, отдавать на дополнительные лекции и семинары. С онлайн-решебником Englisg Spotlight five (Ваулина и др.) пятиклассник сможет восстановить пробелы без всякой другой подмоги. Пособие полностью соответствует учебнику издательства «Просвещение» 2015 года. Основные темы, включенные в английский в фокусе Ваулиной (5-ый кл): School (Школа). That’s me! (Это я). My home (Мой дом). Family ties (Семья). World animals (Мир животных).

Round the clock (Время по кругу). In all weathers (В любую погоду). Special days (Особые дни). Modern living (Современная жизнь). Holidays (Каникулы). Также содержание удобно сделано на сайте с онлайн-решениями и найти что правильные готовые ответы не составит никакого труда. Вам стоит лишь открыть страницу, на которой находится то, что вам необходимо, и выбрать номер. Кому пригодится ГДЗ по английскому для 5 класса (авторов: Ю. Ваулиной,. Подоляко): С таким онлайн-помощником мамы и папы не только сэкономят деньги на платных занятиях, но и сам смогут без проблем проверять домашнее здание у своего ребенка. Ведь многие взрослые попрощались с этим предметом еще на выпускном, а некоторые вообще изучали немецкий. Но даже если вы уверены в своем "инглише" на все 100, такой сборник окажется кстати, когда нужно быстро просмотреть выполненное сыном или дочкой заданиНесмотря на то, что учитель и так все знает, он также может пользоваться нашим учебно-методическим комплексом. Во-первых, с его помощью справиться с горой тетрадей будет намного прощПлюс ко всему, это отличное решение для составления различных самостоятельных, проверочных и контрольных работ. Отсюда можно брать и слова для диктанта, переводы текстов, грамматические упражнения, разборы аудирования. ГДЗ по английскому языку за 5 класс Кузовлев, Лапа, Перегудова. Ответы к учебнику (Student's book) с переводом. Английский язык и взрослым дается крайне сложно, а что уж говорить о школьниках, тем более пятиклассниках. Юные охотники за знаниями при всем желании порой просто не могут освоить нужные правила, запомнить буквы и поставить произношениДля того, чтобы добиться должного успеха, понадобится регулярная тренировка и упорство. Многие родители в попытке помочь своему малышу, отправляются на поиски профессионального репетитора и готовы отдать немалые суммы за его услуги. Но есть приятные новости: теперь вы сами сможете стать репетитором для своего чада. И при этом совсем не важно, помните ли вы хоть что-то из школьной программы, или даже учили ли когда-либо английский язык. Помощником в обучении станет онлайн-решебник по английскому языку для 5 класса от Кузовлева. Почему все выбирают именно этот сборник по английскому языку за 5 класс Кузовлев. ответы на все вопросы из соответствующего учебника; подробные и составленные по нормам ФГОС объяснения к каждому решению; удобную навигацию и понятное содержаниТакая полезная книга позволит вам забыть о том, что какие-то темы английского были незнакомы. Теперь даже самые запутанные задания станут легкими.

Родители смогут объяснять своему ребенку любое упражнение и рассказывать принцип его решения, для этого достаточно лишь прочесть подробное Данное пособие также пригодится учителям. Преподавателям приходится проверять немало тетрадей с заданиями пятиклассников, что порой занимает весомое количество времени и знатно выматывает. Этой участи можно избежать, если начать использовать ГДЗ по английскому языку за 5 класс (авторы:.Кузовлев, Н.М. Лапа, Э.Ш. Перегудова).

С ним проверка превратится в минутное дело, которое не вызывает раздражение от одной только мысли о предстоящих действиях. Большим плюсом является то, что решебник находится в онлайн-доступе, а значит, его использование становится еще прощТеперь, чтобы узнать правильный ответ на очередной запутанный вопрос, достаточно лишь взять в руки телефон и перейти по нужным ссылкам. Больше не придется отправляться на поиски книжного магазина по всему городу, чтобы купить нужный учебник. Учеба еще никогда не приносила столько удовольствия.

Похожие ГДЗ. Unit Unit 2. Unit 3. Unit 5. Unit 7. Unit 8. В школах в наше время не очень хорошо и качественно преподают иностранные языки, которые, между прочим, становятся нужнее человеку с развитием общества.

Сейчас очень многое зависит от знания английского. Например, для учебы в высших учебных заведениях: написания дипломных, курсовых работ, диссертаций и докторских не обходится без иностранного источника. Так же целая куча востребованных и престижных профессий связаны с английским: начиная от банального лингвиста и переводчика и заканчивая журналистом или дипломатом. Педагоги не всегда оказываются достаточно опытными для того, чтобы обеспечить детям понимание другого языка. Ведь для этого, в первую очередь, важна практика общения, но для начала, конечно, нужно выучить слова, фразы, грамматику и прочеЗа 40-45 минут успеть глубоко и полно пройти тему практически невозможно, поэтому многие ребята ввиду этого теряют интерес к обучению и ухудшают свою успеваемость. Некоторые родители отдают детей в специализированные кружки и клубы, нанимают репетиторов, но что делать, если денежных средств на это не хватает?

В таких случаях самым надежным решением будет пособие с ГДЗ. Актуальным на сегодняшний день является решебник, составленный командой опытных методистов и выпущенный известным издательством «Просвещение» в 2015 году. Почему всем так нравится именно сборник по английскому языку для 5 класса (авторы:.Кузовлев, Н.М. Перегудова) Не спешите делать выводы о том, что с помощью него ученики будут просто списывать домашнюю работу, не вникая в материал. Книга написана теми же людьми, что разрабатывают учебники для школ, поэтому кто, как не они, сможет максимально доходчиво и ясно объяснить правила и выполнение упражнений? Этим онлайн-решебником могут пользоваться и родители для того, чтобы помогать детям осваивать материал или просто проверять дом. задания. Если перечислять достоинства конкретнее: возможность самостоятельного изучения разделов, способствующего более быстрому и лучшему усвоению; наличие онлайн-режима для практичности; только верные ответы ко всем заданиям; поэтапное и подробное описание решений; сайт открывается с любого устройства. Содержание учебно-методического комплекса по английскому языку за 5 класс от. Кузовлева. Представленный решебник включает в себя все темы, содержащиеся в оригинальном учебнике: how to find friends как найти друзей; rules are everywhere правила повсюду; need to help people nearby нужно помогать людям рядом; favorite celebrations любимые праздники; the most vivid impressions самые яркие впечатления; grammar support Грамматическая поддержка; linguistic and cultural guide Лингвистический и культурный справочник. Упражнения для 5 класса по английскому языку. Тренировочные упражнения по грамматике и лексике с ответами. Перед вами – подборка упражнений для 5 класса с ответами. Упражнения разделены на 2 группы: Эти упражнения по английскому языку вы можете использовать в качестве тренировочных в 5 классОни помогут закрепить знания по основным темам. Грамматические упражнения для 5 класса. _______ butter is made of milk. My mother is in ____ kitchen now. I usually have ____ tea for breakfast. After school we went ____ home.

Pupils do homework in ____ evening.

____ USA is a big country. I live in ____ big city. Упражнение 2. Fill in the correct preposition where necessary. This is the most peaceful place ____ the world. I live ____ Lesnaya street. Yesterday Nick went _____ Moscow. All pupils always listen ____ the teacher. My school is not far ____ my house. Give ____ him this book. The family went to the sea _____ bus. We live _____ a noisy city. It was very cold ____ Monday. Do you learn poems ____ heart at school? Упражнение 3. Write the plural forms of the nouns. Fox – Sheep – Child – Puppy – Table – Country – Foot – Shoe Birthday – Potato — His answer was _______ (bad) than mine. She is _____ (young) than her brother. Helen is __________ (good) pupil in the class. My nephew watched ____________ (interesting) film yesterday. I think the city is _________ (dirty) than the country. Olga ________ (read) a book now. The boys _______ (break) the window yesterday. Mike ________ (be) happy yesterday. My father ________ (not to often watch) TV. My father _________ (visit) Great Britain last year. They _______ (win) a competition last year. They____________ (visit already) the British museum. I hope they ________ (return) tomorrow. Can you help me? I _______ (look) for my book. Yesterday granny ________ (bring) me a puppy as a present. Laura ______ (go) to school five days a week. We first ________ (meet) in 2014. Nick _______ (take part) in a regatta next week. Mike _________ (not to behave) well at school yesterday. There ________ (be) only one apple on the table. There are ____ apples on the plate. There is _____ bread in the bread bin. There is ____ milk in the bottle. There are ____ oranges in the box. There is ____ water in the kettle. There is _________juice in the cup. There aren’t ________ old trees in the park. Is there ________ money in your pocket? There is _______ some meat in the soup. We haven’t got ________ small pets. Лексические упражнения для 5 класса. Упражнение Arrange phrases of the telephone conversation in a correct order. Why not! See you tomorrow morning then Have you ever been to an art gallery? I don’t know yet What are you going to do on Saturday?

No, I have never been there Let’s go then.

It’s worth seeing.

Write the word according to the topic. Summer, T-shirt, rainy, trousers, carpet, hot, cloudy, armchair, windy, bed, shorts, kitchen, skirt. Effectiveness of Fly Ash or Natural Pozzolan in Controlling Alkali-Silica Reactions. Effectiveness of Fly Ash or Natural Pozzolan in Contributing to Sulfate Resistance. 1.3 The values stated in either SI units or inch-pound units are to be regarded separately as standard.

The values stated in each system may not be exact equivalents; therefore, each system shall be used independently of the other. bining values from the two systems may result in non-conformance with the standard. Note 1: Sieve size is identified by its standard designation in Specification E1The alternative designation given in parentheses is for information only and does not represent a different standard sieve size. 1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use.

It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use. 1.5 The text of this standard references notes and footnotes that provide explanatory information. These notes and footnotes (excluding those in tables) shall not be considered as requirements of this standard. 1.6 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee. C109/C109M Test Method for Compressive Strength of Hydraulic Cement Mortars (Using 2-in. or [50-mm] Cube Specimens) C157/C157M Test Method for Length Change of Hardened Hydraulic-Cement Mortar and Concrete. C226 Specification for Air-Entraining Additions for Use in the Manufacture of Air-Entraining Hydraulic Cement. C227 Test Method for Potential Alkali Reactivity of Cement-Aggregate Combinations (Mortar-Bar Method) C441/C441M Test Method for Effectiveness of Pozzolans or Ground Blast-Furnace Slag in Preventing Excessive Expansion of Concrete Due to the Alkali-Silica Reaction. C604 Test Method for True Specific Gravity of Refractory Materials by Gas-Comparison Pycnometer. C618 Specification for Coal Fly Ash and Raw or Calcined Natural Pozzolan for Use in Concrete. C670 Practice for Preparing Precision and Bias Statements for Test Methods for Construction Materials. C1012/C1012M Test Method for Length Change of Hydraulic-Cement Mortars Exposed to a Sulfate Solution. D4326 Test Method for Major and Minor Elements in Coal and Coke Ash By X-Ray Fluorescence. Supplementary Cementitious Material. Supplementary cementitious materials have very innovative applications in green concrete technology due to benefits of improved concrete performance, reduced utilization of cement, and low carbon footprint. Related terms: Effect of different concrete materials on the corrosion of the embedded reinforcing steel. 7.2.2.4 Supplementary cementitious materials.

The addition of SCMs to concrete can substantially increase the concrete's resistance to chloride ingress.

The SCMs most commonly used in concrete exposed to chlorides are fly ash, slag, SF, and metakaolin. The use of SCMs can improve concrete's durability, resistance to degradation due to multiple mechanisms, and strength gain behavior. SCMs have two primary forms of reaction that influence the properties of the concrete. The hydration and chemical reactivities of SCMs are functions of their compositions, with many SCMs showing varying ranges of each type of reLatent Hydraulic Reactivity: The material will react with water to form strength-bearing phases, with or without the presence of portland cement.

SCMs of this form typically will contain both calcium and reactive silicates. Pozzolanic Reactivity: The SCMs will react chemically with water and the hydrated cement paste to form additional strength-bearing phases and cause a densification of the microstructure. Pozzolanic materials are typically siliceous in nature and need not contain lime-bearing phases. The reaction rates of SCMs impact their influence on the pore structure, and as a result the rate of diffusion of aggressive species through concrete. In general, SCMs that react quickly and at early ages during the cement hydration process will result in a lower rate of diffusion, even at early ages.

For SCMs that react slowly, the diffusion rates at early ages may be similar to or higher than those of a plain portland cement concrete, but as the concrete matures, they will decrease more than they do for a plain portland cement concrete.

Often, the decrease in diffusion rates for concretes with slow-reacting SCMs will result in a concrete that is more resistant than a plain portland cement concrete at ages greater than 56 days. Fly ash. Fly ash is a by-product of coal combustion and composed primarily of silicon dioxide (SiO 2) and calcium oxide (CaO). When added to concrete, fly ash reacts with the hydrated cement paste in a primarily pozzolanic reaction; the result is a denser microstructure over time. Research has shown that fly ash does not decrease the diffusion coefficient of concrete at early ages compared with plain portland cement concrete (Basheer et al., 2002; Mangat and Molloy, 1994; Papadakis, 2000; Thomas and Bamforth, 1999; Thomas and Matthews, 2004 ; and Thomas et al., 1999). However, at later ages, the addition of fly ash does result in a lower diffusion coefficient. Class F fly ash (low CaO content) leads to a marginally lower diffusion coefficient than does a Class C fly ash (high CaO) at later ages (Papadakis, 2000). Typical fly ash replacement levels for portland cement range from 15% to 35%. The compressive strength of concrete with these replacement levels of fly ash is about the same as that achieved using plain portland cement after 90 days when adequate curing is provided, but strength at earlier times may be less.

Resistance to other concrete deterioration mechanisms, such as sulfate attack and alkali–silica reaction, generally is improved with the addition of low calcium or Class F fly ash in particular. Ground granulated blast-furnace slag, more commonly referred to as slag or slag cement, is a by-product of steel production. Slag is primarily composed of CaO, SiO 2, aluminum oxide (Al 2 O 3), and magnesium oxide (MgO). When used as part of a portland cement concrete, slag reacts with both the water (latent hydraulic reaction) and the hydrated cement paste (pozzolanic reaction), resulting in a more refined microstructure than that of a plain portland cement. At early exposure ages, concrete containing slag will have a similar to slightly higher diffusion coefficient than in plain portland cement concrete, but at ages greater than 90 days, it will have a lower diffusion coefficient. Research has shown that slag replacement levels of 40% or higher result in large reductions in the diffusion coefficient at later ages (Basheer et al., 2002; Bleszynski et al., 2002; Luo et al., 2003; Mangat and Molloy, 1994; Saleem et al., 2010; Thomas and Bamforth, 1999; Thomas et al., 1999, 2008). Typical replacement levels for slag in concrete range from 40% to 80%. Silica fume. SF is a by-product from silicon alloy production in electric arc furnaces. SF is an ultrafine powder approximately 100× finer than cement grains, and it is almost pure silicon dioxide (SiO 2). The addition of SF to concrete greatly decreases the permeability and diffusion coefficient of the concrete compared with those of plain portland cement concrete. Due to the high surface area and small particle size of SF, it reacts quickly and results in a decrease in the diffusion coefficient at all ages compared with those of plain portland cement concrete (Bentz, 2000; Bleszynski et al., 2002; Mangat and Molloy, 1994; Papadakis, 2000; Saleem et al., 2010; Smith, 2001 ; and Thomas et al., 1999). Figure 7.4 shows the results of a study by Bentz (2000), where the decrease in diffusion coefficient is plotted for various replacement levels of SF. SF is typically used at replacement levels between 3% and 10% of weight of cement. Replacement levels above 10% can lead to further durability improvements, but the workability and finishability of the concrete can be problematic. Figure 7.4. Effect of SF content on diffusion coefficient (Bentz, 2000). OPC is ordinary portland cement. SF contents of 0%, 5%, and 10% replacement. Metakaolin.

Metakaolin is a dehydroxylated form of the clay mineral kaolinite. Metakaolin is commonly used in the production of ceramics, but is also used as cement replacement in concrete. Metakaolin has a smaller particle size (∼1–2 μm) and higher surface area compared with portland cement, but a larger particle size than SF. When used in concrete, metakaolin undergoes a pozzolanic reaction and refines the microstructure of the hydrated cement paste.

Due to the small particle size and high surface area, metakaolin reacts quickly and reduces the diffusion coefficient compared with plain portland cement (Basheer et al., 2002; Batis et al., 2005; Gruber et al., 2001 ; and Saleem et al., 2010). Research suggests that SF and metakaolin have similar influences on the chloride ingress resistance of concrete. Typical replacement levels for metakaolin range from 5% to 10%. Binary and ternary blends. The use of binary blends (portland cement plus one SCM) and ternary blends (portland cement plus two SCMs) can substantially improve the performance of concrete exposed to chlorides. Research has shown that the use of SCMs can lower the apparent diffusion coefficient and reduce permeability significantly, as shown in Figures 7.5 and 7.6, respectively. The type of SCM used depends on the application. For applications that will have early age exposures, the use of fly ash or slag alone may not be appropriate; the use of SF or metakaolin may be preferable due to their faster reaction rates. However, for concretes that will not be exposed to chlorides until later ages, fly ash or slag can be an effective solution to improve the durability. Figure 7.5. Effect of SCMs on diffusion coefficient for concretes exposed for 1 year after curing for 30 days. Figure 7.6. Rapid chloride permeability test results for binary and ternary blend concretes tested at an age of 56 days.

When ternary blends are used, the concrete will generally exhibit the properties of both SCMs. Research has shown that ternary blends result in superior chloride ingress resistance compared with binary blends of similar replacement levels and plain portland cement concretes (Thomas et al., 1999). Frequently, ternary blends will contain a slow-reacting SCM and a fast-reacting SCM, which results in improved chloride ingress resistance at both early and late ages compared with a binary blend (Holland, 2012; Saleem et al., 2010; Basheer et al., 2002). Sustainability of cement, concrete and cement replacement materials in construction. 15.5.3 Use of SCMs. The use of SCMs in concrete is different from using them to produce blended cements. There is no guarantee on the potential strength achieved by a mixture of cement and SCM because of the great variability in the physicochemical properties of SCM. In order to control the amount used in concrete, use of SCM has been standardised through the k -value concept (Smith, 1967). This concept is based on the potential reactivity of each SCM, which helps in fixing a maximal replacement rate of cement to achieve the same mechanical and durability properties. The k -value for each addition differs depending on the type, on the concrete exposure conditions (frost, salt, sulphate, etc.)and on the local national standards. Depending on the type of SCM, the volume used and the targeted concrete strength, the savings in terms of CO 2 emissions can be more than 20% (Table 15.9). Table 15.9. CO 2 emissions generated by commercially available concretes (Flower and Sanjayan, 2007) Calcium Aluminate Cements. 12.4.2 Supplementary Cementitious Materials (SCMs) and Fillers. Nowadays SCMs and limestone filler are widely used with Portland cements, either as part of blended cements or added at the concrete stage. These can also be used with CACs. With CAC alone, the lack of portlandite will mean that the pozzolanic reaction cannot occur. However, silica in slag and calcium carbonate can lead to the formation of stable AFm phases, stratlingite or mono-carboaluminate. The formation of such phases may reduce the amount of C 3 AH 6 in the stable phase assemblage and so the decrease in volume of hydrates (and strength) on conversion. 63–66 Solutions containing nitrate or chloride may also form stable AFm phases and have a similar effect. Many authors claim that these additions ‘inhibit’ conversion, but this is incorrect. The formation of the dense C 3 AH 6 hydrate is not inhibited, but may no longer be part of the thermodynamically favoured phase assemblage. 67,68. Assessing the environmental impact of conventional and ‘green’ cement production. 10.3.1 Description of SCMs. Main non-renewable natural SCMs. Among SCMs with a natural origin, we can distinguish natural pozzolans which do not need to be treated to react with calcium hydroxide, and those which need an activation to react with calcium hydroxide and that we could call artificial pozzolans. The so-called natural pozzolans, used as SCMs for the production of pozzolanic cements, are pyroclastic rocks rich in siliceous or siliceous and aluminous volcanic glass. The origin of the pozzolanic activity lies in this high content of reactive silica (Massazza, 1993). mon silicate minerals are feldspar, mica, hornblende, pyroxene and quartz or olivine depending on the volcanic rock’s chemical composition, but most of these minerals are easily alterable and the high porosity and specific surface area of pyroclastic rock enhance the alteration rate.

Therefore, it is very common to find secondary minerals resulting from alteration of primary minerals and devitrification of the volcanic glass. Clays, zeolites, calcite and various amphiboles are classic secondary minerals. The effect of these secondary minerals on the pozzolanic activity of the natural pozzolans has already been studied (Türkmenoğlu and Tankut, 2002. Shi and Day, 200Perraki et al 2003; He et al, 1995a). It is mainly accepted that a good pozzolanic material has low quantities of alteration minerals such as clays and zeolites (Habert et al 2008). Several techniques have been used to enhance the reactivity of pozzolanic materials and remove unreactive ones, which include calcination (Costa and Massazza, 1977), acid treatment (Alexander, 1955) and prolonged grinding (Alexander, 1960). Among artificial pozzolans, we can distinguish volcanic rocks with an enhanced pozzolanic activity due to various treatments (Habert et al 2008) and clays submitted to a calcination process (Habert et al 2009). The poz-zolanic activity of calcined clays is very much dependent on the loss of structural water which favours the creation of an amorphous structure (Ambroise et al 1987).

Numerous studies have shown that there exists a specific optimal activation temperature for each clay mineral (Ambroise et al 1987; He et al 1995a, 1995b, 1996, 2000; Saad Morsy et al, 1997; Kakali et al 200Bich, 2005). Our results confirm the existence of an optimum for each clay mineral: around 700 °C for kaolinite, 750 °C for palygorskite, 800 °C for montmorillonite and 850 °C for illite (Habert et al 2009). Muscovite and phlogopite show no pozzolanic Main industrial SCMs. The main industrial SCMs are fly ash, blast furnace slags and to a lesser extent silica fume. FA is a by-product from the coal power industry. When coal is burning, all inorganic particles which do not burn will be released in the exhaust gas. For environmental concerns, this ash is removed from exhaust gas through an electromagnetic process. FA is then dried and stocked, before being used as a cement additive. FA consists mainly of SiO 2, but can also contain significant quantities of Al 2 O 3. The amount of CaO is limited but highly variable depending on the origin of the fly ash. The ASTM C618 standard differentiates high calcium class C fly ash and low calcium class F ash. The availability of FA is quite impressive over the globe. Jahren (2007) estimates that total volume available in 2020 could be close to 2 billion tons per year, representing half of the cement needs. However, it has to be noted that these global evaluations do not take into account the local accessibility needs as this by-product cannot be transported over long distances. Granulated blast furnace slags (GBFS) are co-produced with iron in a blast furnace. After the blast furnace processing, GBFS need to be vitrified, in order to develop binding properties suitable for its application as cement substitute (granulation process). The by-product is then ground to get a similar grain size as clinker. GBFS contain more CaO but significantly less Al 2 O 3 than FA. Their high CaO content allows for the production of C-S-H with a lower C/S ratio than clinker but with binding properties. Therefore GBFS are defined as a material with latent hydraulic properties because they can be used as a hydraulic binder as soon as they are in a basic environment.

The availability of GBFS is much lower than FA. We can expect between 30 to 70 Mt available per year (Jahren, 2007), which can then not in any case replace massively the clinker. Silica fume (SF) is a by-product from the production of the silicon metal with high pozzolanic It consists nearly exclusively of SiO 2 of very fine particle size. This by-product contributes to concrete improvement through two effects. The first is its high pozzolanic activity which consumes very efficiently portlandite as it is calculated that 15% of SF would completely consume the existing portlandite (Lothenbach et al 2011). The second effect is a size effect as SF is nearly ten times smaller than clinker particles; it improves the granular skeleton and creates a denser concrete microstructure, enhancing both strength and durability (Lachemi et al 1998; Müller, 2004; Song et al 2010). Due to its very high efficiency and its very small size inducing rheological constraints as soon as it is used in large amounts, SF often replaces 5% of clinker. Its availability is quite limited as its global production is estimated to just 1 million tons (Khatib, 2009). It could increase to 1.5 Mt in 2020 (Jahren, 2007), but it will always be an expansive SCM, used more to improve concrete properties in high strength concrete rather than as a SCM used for clinker substitution. Main waste. Finally, even if the distinction between the previous industrial SCMs is somewhat artificial, we can distinguish SCMs coming from the waste treatment industry. Among them, the two main ones in terms of quantity and efficiency are: rice husk ashes and municipal solid waste incineration fly ash.

Rice husk ash (RHA) is a highly reactive pozzolan (Malhotra and Mehta, 1996) obtained when rice husks are calcinated below the crystallization temperature at 780 °C (Yu et al 1999). RHA-based concrete has high strength and high durability performance (Anwar et al 2000 ; Sousa Coutinho, 2003 ; Zain et al 2011). Since each ton of rice generates 40 kg of RHA (Zerbino et al 2011), this means that the annual world rice production of almost 600 Mt can generate almost 20 Mt of RHA. Usually after calcination, the ashes are ground using a ball mill; however, Zerbino et al. (2011) mentioned that also unground RHA can be used to replace 15% of Portland cement with similar mechanical and durability properties. The use of ashes obtained from the calcination of other vegetable species as pozzolans in concrete has already been reported by several authors (Elinwa and Mahmood, 2002; Elinwa and Ejeh, 2004; Akram et al 2009). But as rice is the principal production in many developing countries where the cement needs are drastically increasing, it is probably the most promising vegetable ash. Note that 20 Mt is similar to GBFS and can absolutely not be compared to the 4000 Mt of cement that will be needed in 2050. Municipal solid waste (MSW) ash is the by-product of the combustion of municipal solid waste during incineration. Two widely used processes of incinerating MSW are the refuse-derived fuel process and the mass-burning process. The refuse-derived fuel process consists of first separating metals and glass from the MSW. The MSW is then shredded and incinerated, and the generated heat is recovered to produce electricity. The mass-burning process consists of burning the MSW as it is received in the plant without waste separation or shredding. Major portions of the MSW are then transformed physically and chemically as a result of incineration. The by-product of the incineration process is ash. Ash is typically 1–30% by wet weight and 5–15% by volume of the wet MSW, depending on the nature of the incineration plant in various countries. Two types of ashes are produced as a result of the incineration process: bottom ash and fly ash. Out of the total MSW ash, bottom ash constitutes 75–80% of the total combined ash stream and is difficult to use as SCM (Li et al 2012). But MSW fly ash is used as SCM in cement (Siddique, 2010). It is a grey to black amorphous, glass-like material, which contains high levels of several toxic metals such as lead and cadmium and organic compounds (such as dioxins). These toxic metals should be encapsulated in the cement matrix (Ubbriaco and Calabrese, 1998; Qian et al 2008). The quality of MSW ash depends greatly on (i) the nature of the waste; (ii) type of combustion unit; and (iii) nature of the air pollution control device. Major elements in MSW ash are silica, calcium and iron. In addition, the ash has high chlorine, sodium and potassium contents. The main difficulties of using this source of SCM are its variability in chemical composition and its potential toxicity. Supplementary cementitious materials and blended cements. 4.11 Blended cements. Several supplementary cementitious materials are now blended with Portland cement clinker in order to produce more sustainable binders.

The fabrication of such blended cements depends of course on the local availability of the supplementary materials. These blended cements can be identified as binary, ternary, and even quaternary binders without mentioning the nature of the different components of the blends. Binary cements may be slag cement, fly-ash cement, or silica fume cement. Ternary cements may contain slag and silica fume, or fly ash and silica fume. Finally, the use of quaternary cement containing slag, fly ash, and silica fume has been found to be very interesting due to the synergetic effect obtained when mixing slag and fly ash in low w/c concretes (Nkinamubanzi and Aïtcin, 1999). Usually, in the short term (1–3 days), these blended cements do not have very high early strength except when their w/c ratio is lowered, as explained in Chapter 1 (Aïtcin, 2016) and by Aïtcin et al. (2015). Application of alkali-activated industrial waste. 13.4 Concluding remarks. New SCMs have been developed in order to create new binders, namely by Davidovits geopolymers or AAMs, to achieve a relevant decrease in the negative environmental impact of OPC production. The use of conventional alkaline activators can significantly increase environmental impacts and economic costs, alternative alkaline solutions have recently been used in order to reduce the potential reduction of CO 2 emissions by up to 63%. In the development of AAMs, it is necessary to apply two components. First, a precursor which consists of a solid aluminosilicate material and has to be prepared at elevated temperature to facilitate the reactivity of certain raw materials. And second, an activator which causes the activation of the precursor and is usually prepared by using three alkaline activators, such as sodium hydroxide, sodium silicate or sodium carbonate.

Several studies have focused on AAMs, using traditional precursors such as waste derived precursors such as blast furnace slag, coal FA or MK; but different research groups are testing new wastes as precursors and as activation reagents. New raw materials have been tested for preparing precursors and activating solutions, mainly waste from urban, metallurgical, ceramic, construction and demolition and agro-industry activities. The use of waste in the preparation of an activating solution, replacing partially or totally the commercial chemical reagents, is a powerful tool in terms of the reduction in CO 2 -associated emission for AAMs. Many slags from metallurgical processes are appropriate for new AAMs, some of them as alternatives to blast furnace slag. Low and high temperature ceramic-derived waste showed a high reactivity and, taking into account their huge available amounts, they can be considered as potential raw materials, also for low-income social sectors. Ashes from agricultural wastes are crucial raw materials for the design of new AAMs, either as co-precursors in binary systems or as rich in silicon and alkaline elements components to prepare activator. These ashes are usually available in developing countries, so they could become a great opportunity to avoid or limit the dependence on large Portland cement corporations. The use of AASs in the manufacture of RAC, including them as substitution of cement, have been studied in an effort to mitigate their detrimental effect with an appropriate mix design.

The alkali-activation of RCA with a proportioned alkali-activator can favour the possibility of producing AASc or AASm, showing suitable properties to be acceptable on an industrial scale. As a general conclusion, the use of waste for the formation of geopolymers is considered to be very positive, because of the reduction of CO 2 emissions produced in the manufacture of cements and increasing the rates of using waste and by-products in construction and building materials. The different sources for a given waste make specific studies on reactivity necessary to be carried out when used as raw materials for AAMs; this is similar to the protocol followed when supplementary cementing materials are used for the design of OPC-blended cements. The available amount and distribution of waste must be taken into account when waste is selected for preparing a new binder. Possible manufacturers and users of geopolymers should be involved in future investigations in order to push geopolymer industries to favour the use of waste in the formation of geopolymers and by demonstrating the environmental benefits of using these cementitious materials, reducing the production of OPC in the medium- and long-term. Environmental Impact, Case Studies and Standards and Specifications. 8.4.2 Concrete and Mortar Applications. Both the ASTM C33 (2013) and the BS EN 12620:2002+A1 (2008) standards have a provision for manufactured fine aggregate to be used in concrete, although the definitions of manufactured aggregate therein are different. For the former, the definition is given in a separate standard, ASTM C125 (2013), in which manufactured sand is defined as fine aggregate obtained from ‘crushing rock, gravel, iron BFS or hydraulic-cement concrete’, whilst for the latter, manufactured aggregate is a material of mineral origin derived ‘from an industrial process involving thermal and other modification’ (BS EN 12620:2002+A1:2008). Thus, it appears that CS can be considered as manufactured aggregate in the BS EN standard. Among the compliance requirements, special attention must be paid to the grading of CS, which is governed by the type of CS. As shown in Section 3.4.2 of Chapter 3, quenched CS tends to be a coarse grading material, whilst spent CS is likely to be in the fine to medium zone in accordance with BS EN 12620:2002+A1:2008. On the other hand, air-cooled CS, which appears as rocklike material, needs to be crushed and sieved to a sand grading requirement, though its use as a fine aggregate is unlikely. Life cycle assessment applied to recycled aggregate concrete. 9.2.1.2 Supplementary cementitious materials. Commonly used supplementary cementitious materials that could partially replace ordinary Portland cement are fly ash, blast-furnace slag and silica. All three of these originate from industrial processes that are seemingly not directly related to the concrete industry, that is, coal-fired electricity production, steel production and Si-metal production. Since these materials are not the main output of those industries, their product status is somehow ambiguous. However, one could see them as waste materials with no value which would normally be landfilled. Their broad and well-accepted use in the concrete industry implies that they have become valuable by-products.

And indeed, in accordance with European Union directive 2008/98/EC (2008) they meet all the necessary requirements to be identified as a by-product: (1) further use of the substance is certain; (2) the substance or object is produced as an integral part of a production process; (3) the substance or object can be used directly without any further processing other than normal industrial practice; and (4) further use is lawful (Chen et al., 2010b). Apart from meeting those four basic criteria, fly ash, blast-furnace slag and silica fume additions are known for improving the quality of concrete in certain exposure classes. This emphasises their by-product status even more (Van den Heede and De Belie, 2012). This shift from the waste material to by-product status has important implications in view of the environmental impact that is assigned to them. It determines whether both primary production as well as subsequent basic treatment need to be considered within the LCA (Fig. 9.1, Chen et al., 2010b ; Chen, 2009). As a waste, only the impacts related to the basic treatment needed for making them suitable as concrete addition should be accounted for. In case of fly ash, the basic treatment before storage consists of drying the ashes that have been captured from the flue gases.

For blast-furnace slag, this treatment comprises granulating, drying and grinding of the produced slags before they can be stored. After being collected, silica fume can almost directly be stored for future use in concrete. The impacts related to basic treatment of fly ash, blast-furnace slag and silica fume have been summarised in Table 9.2. In terms of emissions to air (e.g., dust, SO x and NO x) the emissions when treating 1 kg of by-product are much lower than the ones for ordinary Portland cement (Table 9.1). As such, partial cement replacement by fly ash, blast-furnace slag or silica fume seems highly beneficial from an environmental viewpoint. Figure 9.Schematic overview of primary production and subsequent basic treatment for fly ash, blast-furnace slag and silica fume cf. Chen et al. (2010b) and Chen (2009). Table 9.2. CO 2, SO x, NO x and dust emissions to be assigned to the basic treatment of 1 kg of fly ash, blast-furnace slag and silica fume. This statement no longer holds true when fly ash, blast-furnace slag and silica fumes are identified as valuable by-product. Then, part of the impact of the main industrial processes, that is, coal-fired electricity, steel and Si-metal production, should be assigned to them. As suggested in related literature on environmental impact of supplementary cementitious materials (Van den Heede and De Belie, 2012; Chen et al., 2010b; Chen, 2009) this should be done using a well-defined allocation principle, for example, by mass value or by economic value. According to (2010b) and Chen (2009), the mass allocation coefficients for fly ash, blast-furnace slag and silica fume amount to 12.4%, 19.4% and 13%, respectively. Given these considerable percentages, enormous environmental impacts are imposed this way to the by-products which may discourage the concrete industry to use them further on as a cement replacing material (Chen et al., 2010b). By additionally accounting for the obvious price difference between main product and by-product, economic allocation coefficients are much lower, that is, 1.0%, 2.3% and 4.8%, respectively (Chen et al., 2010b; Chen, 2009). However, incorporation of the price aspect in these percentages automatically implies that they are much less stable. Considerable variations are to be expected both in time and by country. For instance, these values are representative for France in 2009–10. In Van den Heede (2014), economic allocation coefficients were calculated for both fly ash and silica fume used in Belgium in 2012–2014. They amounted to 2.9% and 6.1%, respectively, and are thus considerably higher than the previous ones. Consequently, the environmental impacts to be assigned to them will also be significantly higher.

The expected emissions to air of CO 2, SO x, NO x and dust for fly ash, blast-furnace slag and silica fumes using the mass and economic allocation coefficients of (2010b) and Chen (2009) have been summarised in Table 9.3. Table 9.3. CO 2, SO x, NO x and dust emissions to be assigned to 1 kg of fly ash, blast-furnace slag and silica fume using the mass and economic allocation coefficients (2010b) and Chen (2009) Clearly the choice of allocation principle has a huge impact on the emissions to be assigned to each of the considered supplementary cementitious materials. When looking at CO 2, mass allocation for fly ash and silica fume implies higher emission values than the corresponding ones for ordinary Portland cement. For fly ash and silica fume, this problem also seems to exist for SO x and NO x emissions. Economic allocation tends to result in a more fair emission contribution for all key emissions, except in case of silica fume in terms of CO 2 emissions which is still 1.66 kg/kg. Note that the choice between mass and economic allocation is still subject of a lot of debate. The most robust and stable approach is mass allocation, yet it imposes huge impacts to the supplementary cementitious materials. As this may discourage the concrete industry to keep on using these materials as cement replacing material and stimulate their landfilling again, it seems not the appropriate way of dealing with these by-products. However, economic allocation holds the major disadvantage of being highly dependent on price variations in time and by country. However, the price dependency relates to the local availability of the material. High availability implies low prices and low economic allocation coefficients. Under such circumstances, more extensive use of supplementary cementitious materials is interesting from an environmental viewpoint. When they are locally scarce and need to be imported, their benefit quickly disappears via economic allocation due to the increase in price (Van den Heede, 2014). The whole allocation issue only relates to production related impacts of the supplementary materials. Apart from that use and end-of-life phase issues once incorporated in concrete may also exist. Unfortunately, these are usually much less documented. For instance, some toxic metals remain also present in the eventually obtained by-products. The presence of these metals in slags and fly ashes is not really seen as a problem. Mehta (1998) suggested that the concrete industry offers ideal conditions for the use of these by-products, since the metals can be immobilised and safely incorporated in the hydration products of cement. Leaching tests conforming to NEN 7345 (1995) showed that paving concretes made with CEM III/A 42.5 LA, only leach heavy metals at very low concentrations, significantly lower than the parametric values given in European Union (1998), which defines the quality of water intended for human consumption. Thus, the partial replacement of clinker with BFS, within the limits defined in NBN EN 197-1 (2011) for CEM III/A type cements (36%–65% of slag), has no effect on the leaching behaviour of the concrete (Marion et al., 2005). Specific data on the leaching behaviour of fly ash and silica fume in concrete could not be found. Another problem might be the potential Radon exhalation. Most building materials contain naturally occurring radioactive elements. Building inhabitants may be externally exposed to gamma rays originating from these radio-isotopes. As the presence of Radon is responsible for the largest fraction of the natural radiation dose to the population, the tracking of this Radon concentration is of great importance. The Radon in fly ash originates from the coal burned in the electrical power plants. Kovler et al. (2005) found that despite the higher 226 Ra content of fly ash (more than three times, compared to OPC), Radon emanation from cement-FA pastes is significantly lower (7.65% for cement vs 0.52% only for fly ash). However, note that little information is currently available on the emanation behaviour of fly ash in concrete during the use phase of the structure and after demolition. Recycled aggregates. 3.10.8 Use of supplementary cementitious materials to mitigate durability problems. The use of SCM such as granulated glass blast furnace slag (GGBFS), Metakaolin (MK) and PFA could mitigate the adverse effects of RA on the durability performance of concrete. Dodds et al. (2017) studied the durability performance of concrete with three different coarse RAs, and they concluded that the incorporation of GGBFS can overcome the detrimental effect on the microstructure and water ingress. Mirza and Saif (2013) found that concrete with RA, and 30% PFA and 60% GGBS enhanced the performance of concrete with RA as compared to concrete with RA but without PFA or GGBFS. pressive strength was comparable; the rate of chloride transportation was lowered and the resistance to sulfate attack was higher. The resistance to frost was either increased for 30% PFA or at the same level for 60% GGBFS. Kapoor et al. (2017) observed that when 10% MK was added to concrete mixes with fine and coarse RAs, the chloride-ion penetration was significantly lower than that of concrete with NA. The addition of MK was also effective in reducing the initial rate of water absorption. Pavements made of concrete with high solar reflectance. 3.2.6 Fly ash is another SCM that is a recovered resource, this time as a by-product from the combustion of coal. It is a pozzolanic material. There are two classes of fly ash. Class F fly ash is produced from bituminous coals found in states east of the Mississippi River, while class C fly ash is produced from lignitic coals found in western states (Mindess et al., 2003). The typical chemical compositions are given in Table 3.2. The benefits of fly ash include improved workability, decreased permeability, and higher ultimate strengths. Typical replacement values do not exceed 25–30%. In some colder climates, fly ash may not be allowed in a concrete mix beyond a certain date because fly ash slows down the setting time. The color of fly ash ranges from tan to dark gray.

The current price is around $66/ton ($60/ton). The use of fly ash may actually decrease the solar reflectance and hence should be avoided for this application; however, because of the many other benefits that can accrue from its use, it is very popular. In situations where it must be used, a ternary mix where both fly ash and slag cement are used as SCMs may be considered. Hi! Fly Guy Teaching Guide. Quick links to lesson materials: Teach This Lesson. Book Summary. It all begins one day when a fly goes flying, looking for something to eat, and a boy goes walking, looking for something to catch for the pet show. After the boy catches the fly, he is amazed to find out that the fly calls him by his name — Buzz! Buzz’s parents think the fly is a pest, not a pet. However, the fly soon proves how smart he is with some quick flying — and earns the name Fly Guy. At the Amazing Pet Show, the judges tell Buzz, once again, that flies are pests, not pets. But when Fly Guy performs tricks for the judges — some fancy flying and a dive bomb into his jar — he is named the smartest pet in the show! The adventures of Fly Guy and Buzz are filled with puns, slapstick humor, and hilarious, goofy illustrations; all guaranteed to keep beginning readers laughing... and reading! About the Author. Tedd Arnold, a New York Times bestselling author and illustrator of over 60 books, was born in Elmira, New York in 1949. Tedd moved to Florida with his family at age 10 and graduated from the University of Florida with a BFA. For 10 years he worked in textbook illustration, graphic design, and advertising before moving to New York City with his wife Carol and first son Walter. Soon a second son, William, joined the family, and Tedd published his first book, No Jumping on the Bed! Its success allowed Tedd to quit his day job and move back to his hometown, Elmira, to write and illustrate books and raise a family. Tedd, Carol, and three cats live there today.

Both Walter and William are now grown and married. Tedd’s first book, No Jumping on the Bed!, became an IRACBC Children’s Choice book and Parts was named one of Parents Magazine 50 All-time Best Children’s Books. Tedd is also a two-time winner of the ALA’s Theodor Seuss Geisel Honor forFly Guy and I Spy Fly Guy. Teaching the Book. Boy meets fly — and so begins a beautiful friendship.

Hi! Fly Guy is the first in Tedd Arnold’s funny series about the amazing and irrepressible Fly Guy. The book provides an ideal opportunity to teach young students how to identify story elements including characters, setting, and plot. Activities engage students in learning about real flies, retelling the story, and creating their own amazing pet. Theme Focus: Humor Comprehension Focus: Story Elements Language Focus: Context Picture Clues. Get Ready to Read. Pre-Reading Activities. Picture Talk.

Model for young readers how to look closely at the illustrations in this early reader to learn what is happening in the story. Project the title spread of the book onto a whiteboard or screen or have students look at their own copies. Explain that the title page has the title of the book and the name of the author and illustrator. Ask students to point to and read the title of the book and then its author. Next, prompt students to look carefully at the illustration on the title page and ask the following questions: Who do you think Fly Guy is? How is the fly in the picture different from real flies? What do his looks tell you about his character? Do you think this book will be funny or serious? Encourage students to add any more ideas they have about the illustration. Preview and Predict. Ask students to predict how the fly gets his name — Fly Guy. What else do they predict might happen in the story? Vocabulary. Context Picture Clues. Introduce students to the following words from the book that have context picture clues that help explain their meanings. Ask students to watch for the vocabulary words as they read. Tell them to use clues in the pictures to help them figure out what the words mean. Use theFly Guy Vocabulary Cards printable and distribute copies to students.

slimy (p. 2) boink (p. 6) stomped (p. 8) swatter (p. 12) judges (p. 18) fancy (p. 21) amazed (p. 22) award (p. 29) Words to Know. Have students cut apart their vocabulary cards.

Then read aloud each word meaning below. Ask students to hold up the vocabulary word that matches the meaning. Then ask students to show the illustration that helped them understand what each word means. To put your feet down with force (stomp) People who make the decision in a contest (judges) Gooey and disgusting (slimy) A flat tool for killing insects (swatter) Showy and amazing (fancy) A noise made from things hitting each other (boink) A prize in a contest (award) Filled with wonder (amazed) As You Read.

Reading the Book. Read-Aloud. Read the book aloud with fluency and expression, emphasizing its humor and silliness. Have students follow along in their own books, looking carefully at each illustration as you read a page. Give students time to connect what they hear in the story with what they see in the pictures.

Shared Reading. Reread the book and ask students to read their copies at the same time. Cue them to read aloud certain words and phrases that you omit from your reading.

If students are able, encourage them to read the text aloud with you. Big Question: Critical Thinking. Ask students to think about this question as they read. Write the question on chart paper or the whiteboard. Is a fly a pest or a pet?

Comprehension Focus. Story Elements. Guide students to identify the characters, settings, and important events in the story, modeling how to ask questions in order to identify these story elements. Project theFly Guy Story Elements printable onto a whiteboard or screen and model how to identify the story elements in Chapter Model: First, I’m going to ask myself: Who are the characters that I meet in this part of the book? Even though it’s not human, the fly definitely seems to be a character. I’ll write fly in the first row. Who is the other character? A boy named Buzz. I’ll write Buzz underneath fly in the same box. Next, I’ll ask myself about the setting of the story: Where does the story take place?

The fly is flying outside and the boy is walking outside. So, I’ll write outside under Setting. Next, I’ll ask myself about the important event in Chapter What happens? I think the most important thing is that the boy catches the fly and puts him in a jar as a pet. I’ll write that down under Important Event. Guide students to identify the characters, setting, and important events in Chapters 2 and 3. After You Read. Questions to Discuss. Humor. What is funny about the words and pictures on page 9? How is Buzz being silly? (Sample answer: Buzz thinks the fly knows his name, but the fly is just making its natural sound.) 2. Why do you think the two main characters — Buzz and Fly Guy — become friends? (Sample answers: Buzz is a nice person and feeds Fly Guy a hot dog; Fly Guy helps Buzz prove that he is an amazing pet.) 3. Picture Clues. What does the word tasty mean on page 2? What does the picture show? Who would find the rotten fish tasty? (Sample answers: The word tasty means: good to eat. The picture shows a rotten fish. A fly likes to eat rotten fish.) Questions to Share. Text-to-Self. 2. Text-to-World. 3. Text-to-Text. Do you think this is a make-believe story or a story based on real characters? Give reasons for your answer. Don't Forget the Big Question. Critical Thinking. Give each student a turn to answer the big question. Encourage students to give examples from the story and their own lives to support their answers. Big Activity. My Amazing Pet. Challenge students to use their imaginations to create an amazing pet of their own. Distribute copies of theFly Guy Big Activity printable to students. Ask them to think of an animal they would like to have as a pet. It could be a special cat or dog or an unusual pet like an amazing raccoon. Have them draw a funny picture of the animal, name it, and describe why it is amazing. Lesson Extensions. Content Area Connections. Language Arts. Retell the Story. Have students work in groups of three to retell the story ofFly Guy. Begin by assigning one of the three chapters to each student. Then have them practice retelling their part of the story, using the words and pictures as a guide. Remind them to use their own words when retelling the story, not reread the book. Ask the students to retell the story to their group, one chapter at a time. Fly Guy Maze. In this maze, Fly Guy and Buzz are trapped on a pirate ship. Challenge students to help them escape! Discuss with students the strategies they use to trace their way through the maze to the end. Language and Art. A Superlative Pet Parade. Ask students to look again at pages 28–29 that show the winners of the pet contest. Explain that words like tallest, cutest, and smartest are used when three or more things are compared. The ending –est and the word most are used to describe these comparisons. Ask students to draw a pet that they describe with a word ending in –est or beginning with most. Then post the pictures in a pet parade in the classroom. Science. Fly Facts. With the class, make a list of fascinating fly facts. Show students several websites that have basic information about flies.

For example, visit the Stories and Children website. Ask students the questions about flies, share the answers provided, and discuss the detailed illustration and diagram of a fly. On a whiteboard or chart paper, write down the facts that students find most interesting and amazing. Reading and Oral Language Connection. Rate the Book. Ask students to compose an opinion piece aboutFly Guy using writing or dictation. Explain that an opinion is a person’s ideas or feelings about something and people frequently rate their opinion about a book or movie by giving it stars. Explain that if someone gives a book four stars out of a possible five stars, the book is very good. Give students the following story frame to give their opinion of the book, provide reasons for their opinion, and conclude by rating it with stars. I thinkFly Guy is ______________________. One reason is ____________________________. Also, I think that _________________________. My rating of this book is: [number of stars] This desert island survival activity is based off the Lost at Sea team building game with a little tweak to fit my students’ needs. This is n relation to the book Robinson Crusoe in my literature class. In this lesson, students participate in an exciting journey from a lavish cruise ship to a deserted island. The objective is to have them work cooperatively in small group of 5 or 6 and use their critical thinking to “survive” should they be stranded in a remote, isolated place (just like what happened to Robinson Crusoe). In this case, I used a PowerPoint presentation (I’m updating my resources, available soon) which contains images and sound effects to make the experience more realistic and to set the atmosphere. Here is an example adventure story: The voyage starts on a beautiful summer day when students decide to go on a cruise to the Caribbean.

However, the weather suddenly changes and turns out to be a thunderstorm. And then, there is a loud explosion! The ship is hit by a lightning and it is now on fire! Then more explosions!

The ship is now sinking and the captain is losing control! (This time, I ask students to choose and take 3 items from their bag which they think are important). After a long swim, their group arrive on a deserted island. Fast forward, students are now starving! (I then ask them how Robinson Crusoe managed to survive on the island; what food he eats, etc). Then, I ask them to hunt for some food inside the classroom (I hid some fresh coconuts in the drawers/lockers). Once each group has found their coconut, I let them use the things they rescued from the ship to tear the coconut apart so they could eat the meat and drink the water. (They can be very resourceful!) So they now help each other to cut the coconut open. A friendly warning: this will be very messy and the floor will get sticky. Remind them to be careful, and avoid smashing the coconut on the floor or tables. Extension Activity. When the time is over (10 minutes or so), we move on to a follow up activity which is the aforementioned Lost at Sea Because there is not enough food on the island, they have a little chance of survival unless they succeed on this new task. Their group found a treasure chest with 14 different items. Their chances of survival will depend upon their ability to rank the items they found in their relative order of importance. They will collaborate and agree on the list and record their ranking on the mini-whiteboards. Later on, they will compare their ranking with that of the Coast Guard’s to see whether they got what it takes to survive on an island (ranking and score/ability level included in the ppt above). I wrap up the lesson with Think-Pair-Share to have students reflect on the lessons about life that they have learned from the

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