Familiar procedureIt isnt easy to listen, read the exercise andwrite the answers all at the same time. Take some pressure off thestudents by telling them youll play the recording a number oftimes, and that they shouldnt worry if they dont get the answersimmediately. Tell students not to write anything the first timethey listen.
aim high 2 workbook answer key
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Independent learningThere is the temptation in class to givemost of your attention to the higher-level students, as they aremore responsive and they keep the lesson moving. But which of yourstudents can best work on their own or in pairs? Its often thestronger ones, so consider spending more time in class with theweaker ones, and finding things to keep the fast-finishers occupiedwhile the others catch up.
Peer correctionYou can involve the rest of the class in theprocess of correction. Ask: Is that answer correct? You can do thiswhen the student has given a correct answer as well as when theanswer is incorrect.
Quick Test: Mystery definitionsWrite definitions from Vocabularyexercises 1 and 2 on separate pieces of paper and put them in anenvelope. Divide the class into teams A and B. A student from teamA takes a definition from the envelope and reads it out. Anyone onteam A can say the word, and win two points. If nobody from team Acan answer, team B can say the word and win one point. Continueuntil all of the definitions have been read out. The winning teamis the one with the most points.
Students turn to the entry for kind in their dictionaries. Askthem to look for the noun form, by looking below the entry untilthey find kindness. Elicit or highlight the following information:It isnt listed under kind because it is a separate entry.
Teaching Tip: Same or differentGet students to use two differentcoloured pens to highlight the information in the text. In onecolour they highlight the activities that are the same as othersportsmen and women, and in a different colour they highlight theactivities that are different from other sportsmen and women.
Read through the example and then do the second sentence withthe whole class. Students look up pick up in their dictionaries andfind the synonym. Then they continue doing the exerciseindividually. Check the answers.
ANSWERS GRAMMAR BUILDER 2 (PAGE 63)Exercise 11 U 2 U 3 apples 4U 5 onions 6 U 7 tomatoes 8 carrotsExercise 21 some 2 any 3 any 4some 5 any 6 any 7 some 8 anyExercise 31 some 2 any 3 some 4 any 5any 6 any 7 any 8 anyExercise 41 How many 2 How much 3 How many 4How much 5 How much 6 How manyExercise 5Students own answers.
Teaching Tip: Brainstorming ideasDo the activity above bybrainstorming ideas. Elicit suggestions from the class for eachquestion and write them on the board in a spider diagram, conceptmap, list, etc. Ask if the rest of the class thinks that thesuggestions are good or bad, and why. Students vote for the bestanswer to each question.
SUGGESTED ANSWERSsurfing, windsurfing, kite surfing,bodyboarding, swimming, canoeing / kayaking, scuba-diving, highdiving, free diving, snorkelling, sailing, waterskiing, water polo,fishing (from a boat), jet-skiing, powerboat racing
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Direct contact between the hot plate and the bottom of the reaction vessel was avoided through the placement of an insulating glass disk. The CaCO3 powders were also pre-heated at 80 C for 2 hours to remove excess water. The CaCO3 was then quickly added to the NaOH solutions and manually mixed, at first, to prevent the agglomeration of the solids. Subsequently, the vessel was covered with a lid to minimise the loss of water and heat throughout the reaction; a magnetic stirring of 300 rpm was set up at increasing residence times of 1, 2, 3, 4 and 5 min. Longer residence times were not considered, since our previous study14 highlighted that negligible reaction progression would occur beyond 5 min. The reaction was also performed in non-isothermal conditions, upon initial heating of the NaOH solutions at the targeted temperatures Ti of 45 C, 60 C, and 80 C (to be referred as 45 C_5 min_RT, 60 C_5 min_RT, and 80 C_5 min_RT, respectively). A residence time of 5 min was solely considered to produce these samples.
The simulations were conducted for a system composed of 1 mole of Na2CO3H2O and 1 mole of Na2CO3, both dissolved in 0.1 kg of water at Tk = 45 C, Tk = 60 C, and Tk = 80 C, with increasing concentrations of NaOH up to 20 m. The simulated system does not contain Ca2+ ions as in the experimentally tested systems but it is useful to understand the general behaviour of Na2CO3H2O and Na2CO3 in highly concentrated NaOH solutions. As reported in Fig. 8A, Na2CO3H2O and Na2CO3 are the dominant species at [NaOH] 12.5 m, respectively, while the co-precipitation of both species occurs at 10 m
The activation energy Ea was determined for different ternary compositions previously tested. Generally, the activation energy barrier was smaller for the system with the higher initial NaOH concentration; moreover, the rate of the chemical decarbonisation appeared much higher with respect to the conventional CaCO3 calcination for all the conditions tested. 2ff7e9595c
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