SlideShare a Scribd company logo

COMPOSITION

•
•
Luciano Renteria
Luciano Renteria

FORMACIÓN PARA EL TRABAJO SEXTO SEMESTRE

Education
1 of 133
Download to read offline
2 PRELIMINARES Esta publicación se terminó de imprimir durante el mes de diciembre de 2011. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 965 ejemplares. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Julio Alfonso Martínez Romero Director Académico Ing. Arturo Sandoval Mariscal Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya COMPOSITION Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2011. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Edna Elinora Soto Gracia Revisión Disciplinaria: Jesús Moisés Galaz Duarte Corrección de Estilo: Viridiana Vidal Trasviña Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Luz María Grijalva Díaz Diseño: Joaquín Rivas Samaniego Edición: Cynthia Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Ing. Arturo Sandoval Mariscal
3PRELIMINARES Ubicación Curricular HORAS SEMANALES: 04 CRÉDITOS: 08 DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS)
4 PRELIMINARES
5PRELIMINARES Presentación .........................................................................................................................................................7 Mapa de asignatura..............................................................................................................................................8 BLOCK 1: USING WORDS EFFECTIVELY .............................................................................................9 Didactic Sequence 1: Dictionary use ................................................................................................................10 • Start up activity.............................................................................................................................................10 • Development activities .................................................................................................................................12 • Dictionary......................................................................................................................................................12 • Finding words in the dictionary....................................................................................................................13 • A dictionary entry..........................................................................................................................................17 • Pronunciation symbols and accent marks ..................................................................................................19 • Parts of speech ............................................................................................................................................22 • Irregular forms of words...............................................................................................................................24 • Closing activity .............................................................................................................................................29 Didactic Sequence 2: How to become a better reader and thinker ..................................................................31 • Start up activity.............................................................................................................................................31 • Development activities ................................................................................................................................32 • Clear thinking ...............................................................................................................................................33 • Identifying logical support............................................................................................................................36 • Determining a logical point ..........................................................................................................................38 • Closing activity .............................................................................................................................................40 Didactic Sequence 3: Vocabulary in context: ....................................................................................................41 • Start up activity.............................................................................................................................................41 • Development activities .................................................................................................................................43 • Vocabulary in context...................................................................................................................................43 • Synonyms ....................................................................................................................................................46 • Antonyms ....................................................................................................................................................48 • General sense of the sentence of passage ................................................................................................50 • Closing activity .............................................................................................................................................52 BLOCK 2: COMPOSITION A CORRECT ENGLISH ALIGNMENT........................................................55 Didactic Sequence 1: Building effective sentences...........................................................................................56 • Start up activity.............................................................................................................................................56 • Development activities .................................................................................................................................58 • Building sentences.......................................................................................................................................58 • A compound sentence.................................................................................................................................58 • Identifying subject and verb.........................................................................................................................63 • Being consistent...........................................................................................................................................65 • Consistent person ........................................................................................................................................67 • Consistent tone ............................................................................................................................................69 • Closing activities ..........................................................................................................................................71 Didactic Sequence 2: Writing an essay..............................................................................................................73 • Start up activities..........................................................................................................................................73 • Development activities ................................................................................................................................74 • Writing an essay...........................................................................................................................................74 • Model essays ...............................................................................................................................................75 • Types of essays ...........................................................................................................................................88 • Closing activities ..........................................................................................................................................96 Índice
6 PRELIMINARES BLOCK 3: ANTHOLOGY ......................................................................................................................99 Didactic Sequence 1: Approaching literature.................................................................................................. 100 • Start up activity .......................................................................................................................................... 100 • Development activities .............................................................................................................................. 101 • What is literature? ...................................................................................................................................... 101 • Literal and figurative language.................................................................................................................. 101 • Selected biographies and poems............................................................................................................. 106 • Closing activity .......................................................................................................................................... 113 Didactic Sequence 2: Readings selection....................................................................................................... 114 • Start up activity .......................................................................................................................................... 114 • Development activities ............................................................................................................................. 115 • Elements of a short story .......................................................................................................................... 115 • Selected short stories and tales ............................................................................................................... 117 • Closing activity .......................................................................................................................................... 131 Bibliography ..................................................................................................................................................... 133 Índice (continuación)
7PRELIMINARES “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”. El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto. El presente Módulo de Aprendizaje de la asignatura de Composition, es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional. El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo. En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos. Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc. La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo. Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje. Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo. Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos. Presentación
8 PRELIMINARES COMPOSITION BLOQUE 1 Using words effectively BLOQUE 2 Composition a correct English Alignment BLOQUE 3 Anthology
Tiempo asignado: 20 horas Using words effectively. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Muestra la forma de comunicarse por escrito con mayor eficacia, cubriendo los aspectos de pensar, escribir, tanto en comunicaciones formales e informales. Atributos a desarrollar en el bloque: 4.1. Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4. Se comunica en una segunda lengua en situaciones cotidianas. 4.5. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4. Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1. Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.
10 USING WORDS EFFECTIVELY Didactic Sequence 1. Dictionary use. Startup Activity    Dashing definitions Pair work. There are two parts to this puzzle. First, your partner and you must correctly write the missing letters in each line for the dictionary words, answering the definitions. Then, locate those terms within the word search below. Check each other’s work. 1. TO PROVIDE LODGING AC ____ ____M ____ ODATE 2. THE DISTANCE AROUND A CIRCLE CIRC ____MF _____ RENCE 3. FROM A DIFFERENT COUNTRY FORE ____ ____ N 4. TO TRAVEL JO ____ RN ____ ____ 5. AN OPINION OR DECISION JU ____ ____ MENT 6. THE NUMBER OF MILES TRAVELED MIL ____ ____ GE 7. A LIST OF EVENTS AND TIMES S ____ ____ EDULE 8. NOT JOINED SEP ____ R ____ TE 9. TO ACHIEVE A DESIRED RESULT SUC ____ ____ED 10. TO MAKE A HIGH-PITCHED SOUND W ____IST ____ ____ K D V F Z E E U J C E N M V H T Y D S O T S R A I L B I B K X R R A S A N P M R T E L U Z S T Y W W R X O L C S K E D R E C S U P A P G L U I Y A V V J T H E N P C M X M H J G Q A S U A E L E Z L M F W K E C G Y U D D D S G X K E F B U D G K E C G O U O L M R F P E A S H X N C M M L R N E T D K D O Y R O R E E M E W N P D C T S Q O V J U E N O I C R Y T H T J X Z L B O D T C E Q M B I Y L T P J T J J L X C B E C W U N G I E R O F E S I A L H O O ©2007 Realmworks Communications. http://www.everydayteaching.com Activity: 1
11 BLOCK 1                                          Evaluation Activity: 1 Product: Word search exercises and dictionary table. Value: Knowledge Conceptual Conceptual AttitudinalProcedimental Attitudinal Identifies terms used in a dictionary word search activity. Practices the use of the dictionary terms to check meaning and for vocabulary development. Integrates social and procedural decisions when filling the missing letters and when locating definitions in a” word search activity”. Co-evaluation C MC NC Obtained value What can you find in a dictionary? A. Circle the things below that you can find in a dictionary. GUIDE WORDS DEFINITIONS PRONUNCIATION OF A WORD PART OF SPEECH OF A WORD ORIGIN OF A WORD SYNONYMS FOR A WORD SYLLABLES OF A WORD CORRECT SPELLING OF A WORD B. Find the following items in your dictionary and answer the questions. 1) What is the first entry under "P" in your dictionary? _________________________________________________________________________________________________ 2) What is the last entry under "A" in your dictionary? _________________________________________________________________________________________________ 3) How many pages are there in your dictionary? _________________________________________________________________________________________________ 4) How many pages are there in the part of your dictionary covering the letter "U"? _________________________________________________________________________________________________ 5) Pick any letter, and then find a word starting with that letter in your dictionary. Write the word, and then write what part of speech it is, how many syllables it has, and what its definition is. Letter Word Part of a Speech Syllables Definition 2007 Realmworks Communications. http://www.everydayteaching.com Activity: 1a
12 USING WORDS EFFECTIVELY Development Activities Read and learn about the dictionary use. The Dictionary The dictionary is a valuable tool. To help you use it, this sequence explains in a clear and detailed way what you need to know about dictionary and the information they provide. You can benefit greatly by owning two dictionaries. The first dictionary you should own is a paperback one you can carry with you. The second dictionary you should own is a desk-sized, hardcover edition which should be kept in the room where you study. Paperback dictionaries Desk-sized dictionaries Hardbound or hardcover dictionaries contain a good deal more information than the paperback editions. For instance, a desk sized dictionary defines far more words than a paperback dictionary. There are more definitions per word, as well. Although they cost more, they are worth the investment, because they are valuable study aids. Dictionaries are often updated to reflect changes which occur in the language. New words come into use, and old words take on new meanings. So you should not use a dictionary which has been lying around the house for a number of years. Instead, buy yourself a new dictionary. It is easily among the best investments you will ever make. In the computer, you may have two additional ways to look up a word: online dictionaries and dictionary that may come with your computer software. You may find it easy to check words online. Here are three sites with online dictionaries: www.merriam.webster.com www.dictionary.com www.yourdictionary.com There are also language learning or dictionaries devices with more than 100,000 entries and clear sounds for every word. They work without an internet connection and include pronunciation guides. Activity: 2
13 BLOCK 1   Read and find more about the use of dictionaries. Finding words in the dictionary This section describes how to use guidewords and how to find words you can’t spell. Using guidewords to find a word more quickly One way to find a given word in a dictionary is to use guidewords which are the pair of words at the very top of each dictionary page. Shown beside is the part of a page in one paperback dictionary. Guidewords The first guideword tells what the first word is on the page; the second guideword tells what the last word is on the page. All the word entries on the page fall alphabetically between the two guidewords. Now check your understanding on how to use guidewords. Underline the three words below that would appear on the page with the guidewords ARMFUL/ARSENIC: Art Aroma army arrest ax allow Explanation: The guidewords ARMFUL/ARSENIC tell us right away that every word on the page will begin with ar. The immediately eliminated ax and allow. The words that would fall on the page with those guidewords are aroma, army, and arrest. The word art also begins with ar, but alphabetically it comes after arsenic, the last word on the page. Activity 2b. Underline the three words in each series that would be found on the page with the guidewords. 1. daredevil / dated database danger Dark Ages dash date rape 2. gloom / go giant glow gnaw glue glitter 3. kidney / kindhearted kindergarten killing kickback kingdom kilowatt 4. dumbbell / dustpan during duplicate dye dunk dull 5. stuffed shirt /subconscious stumble sunstroke subcompact straw style Activity: 2a
14 USING WORDS EFFECTIVELY                                           Evaluation Activity: 2 Product: Guide Word exercises and guide word identification table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies the types of dictionaries, guide words, and the correct page in a dictionary to find a given word by referring to the guide words. Applies the use of guidewords to help him/her indicate word’s starting and ending point on any given page. Recognizes different types of dictionaries. Shows ability and positive attitude when using guide words to indicate word’s starting and ending points in a dictionary page. Auto-evaluation C MC NC Obtained value Choose and write the letter for the following questions about the dictionary entries: DESTINY would be found on the dictionary page with which guide word? ___________ a. Designate / desperate c. detach / determine b. Despise / destructive d. descent / design TENTATIVE would be found on the dictionary page with which guide word? ___________ a. Tennis / tentacle c. tent / term b. Tender / tension d. tepid / terminate NOTABLE would be found on the dictionary page with which guide word? ___________ a. Nostalgia / notation c. notary / notify b. Northwest / nostril d. novice / noxious UNDERMINE would be found on the dictionary page with which guide word? ___________ a. Underline / undershirt c. understand/ underwood b. Under / undercover d. underground / underhand EMINENT would be found on the dictionary page with which guide word? ___________ a. Elsewhere / embryo c. emporium / encumber b. Embryology / employment d. eject / electrocute Activity 2d. Look up for 5 words in the dictionary ( word’s meaning that you want to know like “rationale”), find the guide words and then write the word, the dictionary’s page number, and the guide words on the page where the word is found. Word Page number Guide Word 1 2 3 4 5 Activity: 2c
15 BLOCK 1                                            Finding a Word you can’t spell If I can’t spell a word, you might ask, “How can I find it in the dictionary?” The answer is that you have to guess what the letter might be. Guessing is not too difficult with certain sounds, such as the sound of b and p. But other sounds are more difficult to pin down because they can belong to more than one letter. And that’s where the guessing comes in. Here are two hints to help in such case: Hint 1: If you’re not sure about the vowels in a word, you will simply have to experiment. Vowels often sound the same. So try an i in place of an a, an i in place of an e, and so on. If, for example, you don’t find a word that sounds as if it begins with pa, try looking under pe, pi, po, pu, py. Hint 2: Following are groups of letters or letter combination that often sound alike. If your word isn’t spell with one of the letters in a pair or group shown below, it might be spelled with another in the same pair or group. For example, if it isn’t spelled with a k, it may be spelled with a c. c/k c/s f/v/ph g/j qu/kw/k s/c/z sch/sc/sk sh/ch shun/tion/sion w/wh able/ible ai/ay al/el/le ancy/ency ate/ite au/aw ea/ee er/or ie/ei ou/ow oo/u y/i/e Pair work activity. For this practice you will need a dictionary. Ask your partner to pronounce the words for you. Try using your ear, the hints on this page, and guideword to help you find the correct spelling of the following words. Write each correct spelling in the answer space. 1. Occazion ___________________________ 2. Dicided ___________________________ 3. Dooty ___________________________ 4. Aksident ___________________________ 5. Nieghbor ___________________________ 1. Experament _______________________ 2. Rimember _______________________ 3. Attenshun _______________________ 4. Awtumn _______________________ 5. Fotocopy _______________________ Activity 3a. Look for the meanings of the following words ending with TION, in your dictionary. Word Meaning Conviction Suggestion Demonstration Invitation Hesitation Intention Meditation Imagination Recollection Attention Activity: 3
16 USING WORDS EFFECTIVELY                                           Evaluation Activity: 3 Product: Spelling and meaning of words table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies groups of letters or letter combination that often sound alike that help spell words to be search in a dictionary. Uses hints that help identify the spelling of words to be search in a dictionary. Integrates social and procedural interest when his/her partner pronounces the words so he/she can complete the task. Auto-evaluation C MC NC Obtained value Choose the corresponding ending TION word from the table above for each sentence and write it on the line. 1. A person’s quickly. ____________________________________________________________________________ 2. Understanding something without reasoning. ______________________________________________________ 3. Capacity of making pictures in your mind. _________________________________________________________ 4. Telling someone what to do without giving a real order. ______________________________________________ 5. Feeling sure that something is true. ______________________________________________________________ 6. Plan what we are going to do soon if it’s possible. __________________________________________________ 7. Not to be sure what to do. ______________________________________________________________________ 8. Showing people, usually students; how to do something. ____________________________________________ Activity 3c. Write “sh” or “ch” in each of the blank lines so that the sentences make sense. 1. I sailed across the ocean on a big _____ _____ ip. 2. He will _____ _____ ase me on the playground. 3. ____ ____ ew your food before you swallow it. 4. The light fla ____ ____ ed. 5. Ted beat Ben in a game of ____ ____ ess. 6. There was a big spla ____ ____ when Jan dove in the pool. 7. Kim is su ____ ____ a nice girl. 8. Mar ____ ____ is the third month of the year. 9. Mrs. McDonald is the best tea ____ ____ er in the school. 10. ____ ____ ut the door when you leave. 11. We used a knife to ____ ____ op the peppers. Activity: 3b
17 BLOCK 1                                           Read and discuss in class about interpreting a “DICTIONARY ENTRY”. A typical dictionary entry includes these parts: 1. The word or phrase gives the correct spelling and is broken into syllables. 2. The word or phrase with the pronunciation indicated through the use of diacritical marks. 3. The part or parts of speech the word functions as for example as a noun (n.), verb (v.), adjective (adj.), or adverb (adv.). 4. Related forms or inflected forms of the word, such as the plural form of nouns and the past tense of verbs. 5. The definition or definitions of the word or phrase. 6. The origin, or etymology, of the word or words, such as from the Latin, Old French, Middle English, Hebrew, the name of a person. The rest of the sequence will look at each of the listed kinds of information above. Spelling and Syllables The dictionary first gives the correct spelling and syllable breakdown of a word. As you can see dots separate the words into syllables. Each syllable is a separate sound, and each sound includes a vowel. In the entry shown above, bias is divided into two syllables. How many syllables are in each of the following words? Do .nate com . pen . sate o .be .di .ent Activity 4a.Use your dictionary to separate the following words into syllables. Put a large dot (.) between the syllables. Then write down the number of syllables in each word. Number one is done as an example. 1. Birth.place 2 syllables 2. Displease ___________ syllables 3. Hurricane ___________ syllables 4. Undertaker ___________ syllables 5. Inhumanity ___________ syllables Activity: 4
18 USING WORDS EFFECTIVELY                                           Evaluation Activity: 4 Product: Dictionary practice table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies “Parts of a Dictionary, and the way syllables are separated in a dictionary. Applies the use of the dictionary when filling in the table that includes: guide Word, meaning and syllables. Integrates new knowledge in order to identify part of a dictionary. Auto-evaluation C MC NC Obtained value Use your dictionary and fill in the table with the following information: dictionary entries, write the meanings and separate the words into syllables with dots. Word Guide word Meaning Syllables 1. Impose 2. Sadistic 3. Inevitable 4. Apprehensive 5. Notable 6. Stereotype 7. Destiny 8. Tentative 9. Avert 10. Emerge Activity: 4b
19 BLOCK 1                                           Pronunciation Symbols and Accent Marks A dictionary entry word is followed by information in parenthesis. The information in parenthesis shows you how to pronounce the word. It includes two kinds of symbols: pronunciation symbols and accent marks. Following are explanations of each. Pronunciation Symbols The pronunciation symbols tell the sounds of the consonants and the vowels in a word. The sound of the consonants is probably familiar to you, but you may find it helpful to review the vowels sounds. Vowels are the letters a, e ,i ,o, u. (Sometimes Y is also a vowel, as in myself and copy). To know how to pronounce the vowels sounds, use the pronunciation key in your dictionary. Here is a sample pronunciation key: Pronunciation Key: pat k kick, cat, pique boot pay l (n d'l) lid, needle* ou out care m mum p pop father n (s d'n) no, sudden* r roar b bib ng thing s sauce ch church pot sh ship, dish d deed, milled toe t tight, stopped pet caught, paw, for, horrid, hoarse** th thin bee oi noise th this f fife, phase, rough took cut g gag urge, term, firm, word, heard r butter h hat v valve hw which w with Foreign pit y yes French feu, German schön pie, by z zebra, xylem French tu, German ber <R< TD> pier zh vision, pleasure, garage German ich, Scottish loch j judge about, item, edible, gallop, circus French bon (b )*** To use the above key, match the symbol with the letter or letters in bold print in the short word that follows the symbol. For instance (also called “short a”) sounds like the a in pat. You can pronounce the i and first e in disrespect by first finding the matching symbols within the parentheses. Note that the matching symbols for both vowels is . Then look for the symbol in the pronunciation key. It shows you that has the sound of i in the short word pit. You can also use the pronunciation key to pronounce the second e in disrespect ( ). It shows you that it is pronounced like the e in pet. A long vowel (a vowel with a line over it) has the sound of its own name. Long a ( ) sounds like the a in pay; Long e ( ) sounds like the e in bee; etc. Finally, note that the last pronunciation symbols in the key looks like an upside-down e: . This symbol is known as the schwa. As you can see by the word that follow it, the schwa has a very short sound that sounds more like “uh” (like in ago, gallop, and circus) or “ih” (as an item and easily). Use your dictionary to find and write in the pronunciation symbols for the following words. 1. Cynic s n ‘ k 2. Optimist _____________________________________________________________________________ 3. Arrogant _____________________________________________________________________________ 4. Advocate _____________________________________________________________________________ 5. Hypothesis _____________________________________________________________________________ Activity: 5
20 USING WORDS EFFECTIVELY          Evaluation Activity: 5 Product: Pronunciation activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies pronunciation symbols that show you how to pronounce the Word. Uses pronunciation symbols that show how to pronounce the Word. Integrates new knowledge in the use of pronunciation symbols when pronouncing a word. Co-evaluation C MC NC Obtained value Pair work. Ask your partner to pronounce the words for you then refer to the pronunciation key to answer the questions about the following 9 words. Underline the letter of each of your answers. Then check your answers with your partner. 1. Wrinkle The i in wrinkle sounds like the i in a. pit b. pie 2. Blossom. The first o in blossom sounds like the o in a. Pot b. toe 3. Lively The i in lively sounds like the i in a. Pit b. pie 4. Lumber The u in lumber sounds like the u in a. Urge b. cut 5. Gamble The a in gamble sounds like the a in a. Pat b. care 6. Blatant The first a in blatant sounds like the a in a. Pat b. pay 7. Lucid The u in lucid sounds like the oo in a. Boot b. out 8. Vehicle The first e in vehicle sounds like the e in a. Pet b. bee 9. Hypocrite The o in hypocrite sounds like the a. a in pot b. schwa in the Word gallop Activity 5b. Pronunciation Schwa. Look at the words below and decide where in the word the schwa sound occurs. Underline and write the schwa symbol over the correct part of the word. The first one has been done for you. Hint: One word has two examples of schwa. All the others have only one. d o c t o r b a n a n a t o mo r r o w d i f f i c u l t s u mme r l e v e l p r o t e c t s u r v i v e p u p i l t h e a t r e me a s u r e w i z a r d Activity: 5a
21 BLOCK 1 Accent Marks The darker line (’) is a bold accent mark, and it shows which syllable has the strongest stress. Syllables without an accent mark are unstressed. Some syllables are in between and they are marked with a lighter accent mark (‘). Here are some words with syllable divisions and accent marks shown in parenthesis. Use the guides to help you pronounce the word. hip-hop (h p h p ) teen·ag·er (t n j r) ma·chine (m -sh n ) al·pha·bet·i·cal ( l f -b t -k l) Answer the questions following each of the five words below. 1. Telethon (tel’. - thon’) How many syllables are in telethon? ______________ Which syllable is most strongly accented? ______________ 2. Terminate (t r ’ m - n t ’ ) How many syllables are there in terminate? ______________ Which syllable is most strongly accented? ______________ 3. pro·cras·ti·nate (pr -kr s t -n t , pr -) How many syllables are in procrastinate? ______________ Which syllable is most strongly accented? ______________ 4. graf·fi·ti (gr -f t ) How many syllables are in graffiti? ______________ Which syllable is most strongly accented? ______________ 5. Tolerate (tol ' · er · ate) How many syllables are in tolerate? ______________ Which syllable is most strongly accented? ______________ 6. Superficial (sup' · er · fi ' · cial) How many syllables are in superficial? ______________ Which syllable is most strongly accented? ______________ Activity: 6
22 USING WORDS EFFECTIVELY Team work. Read and with your classmates and teacher review the parts of Speech. Parts of Speech Every word in the dictionary is either a noun, a verb, an adjective, or another part of speech. In dictionary entries, the parts of speech are shown by letters in italics. In the entry for dictionary, for example, the abbreviation n. tells us that dictionary is a noun and that is in plural. dic·tion·ar·y (d k sh -n r ) n. pl. dic·tion·ar·ies 1. A reference book containing an alphabetical list of words, with information given for each word, usually including meaning, pronunciation, and etymology. When the word is more than one part of speech, the dictionary gives the definitions for each part of speech separately. In the above entry for insult, the abbreviations are telling us that insult is a verb that comes after the pronunciation symbols; the verb definition follows, when the verb meaning ends, the abbreviation n. tells us that the noun definition will follow. in·sult ( n-s lt ) v. in·sult·ed, in·sult·ing, in·sults. To treat with gross insensitivity, insolence, or contemptuous rudeness. n. An offensive action or remark. Parts of Speech Table This is a summary of the 8 parts of speech; each part of a speech has an abbreviation used in the dictionaries in order to save space. part of speech and abbreviations function or "job" example words example sentences Verb (v.) action or state (to) be, have, do, like, work, sing, can, must Cobach is a nice school. I like Cobach. Noun (n.) thing or person pen, dog, work, music, town, London, teacher, John This is my dog. He lives in my house. We live in London. Adjective (adj.) describes a noun a/an, the, 69, some, good, big, red, well, interesting My dog is big. I like big dogs. Adverb (adv.) describes a verb, adjective or adverb quickly, silently, well, badly, very, really My dog eats quickly. When he is very hungry, he eats really quickly. Pronoun (pron.) replaces a noun I, you, he, she, some Tara is Indian. She is beautiful. Preposition (prep.) links a noun to another word to, at, after, on, but We went to school on Monday. Conjunction (conj.) joins clauses or sentences or words and, but, when I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats. Interjection (interj.) short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I don't know. Activity 6b. Use your dictionary to list the parts of speech for each of the following words. Each word has more than one part of speech. 1. Praise __________________________ 2. Bridge __________________________ 3. Stress __________________________ 4. Reverse __________________________ 5. Level __________________________ Activity: 6a
23 BLOCK 1 Good 5 pts Fair 3 pts Poor 1 pts Points Guidewords Good Guidewords being defined are shown clearly and are underlined. Fair Guidewords being defined are shown but not underlined. Poor Guidewords being defined are difficult to find on the paper. Pronunciation Good The pronunciations are included with the words and are shown in parenthesis. Fair The pronunciations are sometimes included or sometimes in parenthesis. Poor The pronunciations are not included. Parts of Speech Good All words have included the part of speech (noun, verb, adj., and adv.) Fair Some of the words have included the parts of speech (noun, verb, adj., and adv.) Poor The parts of speech are not included. Definition Good All words include the entire definition. Fair Some of the words included the entire definition. Poor Not all words are defined. Total Points Evaluation Activity: 6 Product: Rubric. Value: Knowledge Conceptual Procedimental Attitudinal Identifies accent marks, parts of speech and how they are presented in a dictionary. Uses the dictionary to fill in a table that contains guide words, definitions, pronunciations and parts of speech. Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity. Co-evaluation C MC NC Obtained value Use your dictionary and fill in the table with the appropriate information for the following words. Then check your partner’s table using the rubric below. Words Guidewords Pronunciation Part of speech Definition Muzzle Moderate Stray Sedate Compliment awesome Innate counselor Tranquile incline Activity: 6c
24 USING WORDS EFFECTIVELY Irregular Forms of Words When other forms of a word are spelled in an irregular way, those forms are shown. Those forms are given after the part of speech in an entry. With irregular verbs, the dictionary gives the past tense (knew) and the past participle (known), as well as the present participle (knowing). With adjectives, the dictionary gives the comparatives (colder) and superlative (coldest) forms. Plural forms with irregular spellings are also included in this spot in an entry. For example, the entry for country begins: coun·try (k n tr ) n. pl. coun·tries After the part of speech of country (n. for noun), the entry gives the irregular form of the plural (pl.) of country. Below are the beginnings of dictionary entries. Write the part of speech, irregular forms, spelling, syllables, stressed syllables. Do not abbreviate. Ask your teacher for help if needed. shake (sh k) v. shook (sh k), shak·en (sh k n), shak·ing, shakes Part of speech: ____________________________________________________________________________________ Spelling of past tense: _____________________________________________________________________________ Spelling of past participle: __________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in shake: _______________________________________________________________________ Stressed syllable in shaken: _________________________________________________________________________ cra·zy (kr z ) adj. cra·zi·er, cra·zi·est Part of speech: ____________________________________________________________________________________ Spelling of form that means most crazy: _______________________________________________________________ Number of syllables in crazy: ________________________________________________________________________ Stressed syllable in crazy: ___________________________________________________________________________ qual·i·ty (kw l -t ) n. pl. qual·i·ties Part of speech: ____________________________________________________________________________________ Spelling of plural: __________________________________________________________________________________ Number of syllables in the singular form: ______________________________________________________________ Stressed syllable in quality: __________________________________________________________________________ Activity: 7
25 BLOCK 1 Evaluation Activity: 7 Product: Dictionary entries activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies previous knowledge of verb tenses, plurals and adjective degrees. Applies his/her knowledge when using dictionary entries to identify part of speech, irregular forms, spelling, syllables and stressed syllables. Shows interest when applying previous knowledge of grammar in the dictionary use activities. Co-evaluation C MC NC Obtained value run (r n) v. ran (r n), run, run·ning, runs Part of speech: _______________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in running: ______________________________________________________________________ Number of syllables in run: __________________________________________________________________________ chat (ch t) v. chat·ted, chat·ting, chats Part of speech: ____________________________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Spelling on third person singular form: ________________________________________________________________ Number of syllables in chatted: ______________________________________________________________________ Activity: 7 (continuation)
26 USING WORDS EFFECTIVELY Read carefully and discuss with your classmates and teacher. Definitions Words often have more than one meaning. When they do, their definitions may be numbered in the dictionary. You can tell which definition of a word fits a given sentence by the meaning of the sentence. For example, the following are three of the definitions of the verb form of revive given in most dictionaries: 1. To bring back to life or consciousness 2. To impart or regain health or vigor. 3. To restore to use. Which of these definitions best fits the sentence below? Modern technology can revive patients who have actually been considered medically dead. The answer is definition 1: Modern technology can bring a patient back to life. Activity 8a. Below are four words and their definitions. A sentence using each word is also given. Choose the dictionary meaning that best fits each sentence. 1. Idle: a) Not working; inactive b) avoiding work; lazy Which definition best fits the sentence below? _______________ The streetcar tracks in our city have been idle since 1960, when the city switched from streetcars to buses. 2. Suspicion: a) The act of suspecting the existence of something, esp. of something wrong, with little evidence. b) A faint trace; hint Which definition best fits the following sentence? _____________ There was a suspicion of rum in the chocolate cake. 3. Sterile: a) Incapable of reproducing sexually. b) Producing little or no vegetation. c) Free from microorganisms. Which definition best fits the following sentence? _____________ The real estate agent had cheated young farmers by selling them sterile land. 4. Universal: a) Extending to or affecting the entire world; worldwide. b) Including or affecting all members of a class or group. c) Of or pertaining to the universe; cosmic. Which definition best fits the following sentence? _____________ Clear air and pure drinking water are a universal goal in our world today. Activity: 8
27 BLOCK 1 Read and discuss with your classmates about SYNONYMS, ANTONYMS and THESAURUS. A synonym is a word whose meaning is similar to that of another word. For instance, two synonyms for the word fast are quick and speedy. Dictionary entries sometimes end with synonyms. For example, the word foreign in some dictionaries ends with several synonyms: alien, exotic, and strange. A hardbound dictionary in particular will provide synonyms for words and explain the difference in meaning among the various synonyms. More information on synonyms as well as antonyms (words with opposite meaning) can be found in a THESAURUS, which is a collection of synonyms and antonyms. A Thesaurus can improve your writing by helping you to find the precise word needed to express your thoughts. A thesaurus is like a dictionary, but instead of a definition, you get a list of synonyms or possibly an antonym of the word. You may want to own a paperback thesaurus or you can find a thesaurus online by going to: www.thesaurus.com Activity 8c. Decide whether each pair of words are synonyms or antonyms. Use a check mark ( ) Synonym Antonyms 1. agree - disagree ________ _________ 2. cold - freezing ________ _________ 3. easy - difficult ________ _________ 4. argue - squabble ________ _________ 5. guess - estimate ________ _________ 6. bottom - top ________ _________ 7. tired - energetic ________ _________ 8. huge - gigantic ________ _________ 9. sink - float ________ _________ 10. windy - calm ________ _________ 11. noisy - quiet ________ _________ 12. unhappy - sad ________ _________ Activity: 8b
28 USING WORDS EFFECTIVELY Evaluation Activity: 8 Product: Definitions, synonyms and antonyms activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies synonyms, antonyms and the definition of a word that fits in the blanks by the meaning of the sentence. Uses synonyms, antonyms and definitions of words to be used in different sentences. Shows interest when applying the knowledge acquired. Co-evaluation C MC NC Obtained value Read about “Usage labels” and search for the word ain’t in your dictionary, write the meaning and usage label. Besides listing definitions, a dictionary includes usage labels; terms that tell us if a meaning is considered something other than “standard English”. For example the dictionary labels one meaning of the verb crash “to go to sleep”, as “Slang.” Other common labels include “Informal” (the phrase hang in, meaning “to persist,” is labeled as informal) and “Nonstandard” (the Word ain’t labeled nonstandard). We will see more about formal, informal and nonstandard English in block 2. Such labels indicate language not considered appropriate in formal speech and writing. Example: hang (h ng) v. hung (h ng), hang·ing, hangs 1. To fasten from above with no support from below; suspend. 2. To suspend or fasten so as to allow free movement at or about the point of suspension: hang a door. 15. Slang a. To spend one's free time in a certain place. Often used with around or out: liked to hang out at the pool hall. ain't [eɪnt] ___________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 8b (continuation)
29 BLOCK 1 Closing Activity To review what you’ve learned in this sequence. Answer the following questions by writing the letter of the correct answer. 1. Guide words can help you __________ a. Pronounce a word in a dictionary. b. Find a word in a dictionary. c. Define a word in a dictionary. 2. You can learn how to pronounce a word by using the pronunciation symbols and __________ a. The part of speech. b. Usage labels. c. The pronunciation key. 3. A dark accent mark shows __________ a. Which syllable has the strongest stress. b. Which syllable has the weakest stress. c. That the Word has only one stress. 4. A schwa is an unaccented syllable that sounds like the a in the word __________ a. Ago b. Cake c. Cat 5. Dictionary entries will show you all of the following except __________ a. How to spell a word. b. How to pronounce a word. c. The meaning or meanings of a word. d. Whether a word is a noun, verb, adjective or other part of speech. e. Common spelling errors of a word. Activity 9a. Aswer the following questions about the dictionary entry for emerge. Use the pronunciation key for help if needed. e·merge ( -mûrj ) .v. e·merged, e·merg·ing, e·merg·es 1. To rise from or as if from immersion. 2. To come forth from obscurity. 3. To become evident. 4. To come into existence. 1. The first e in emerge sounds like the . __________ a. e in pet b. e in bee 2. How many syllables are there in the word emerge? __________ a. Three b. one c. two 3. What part of speech is emerge? __________ a. Noun b. verb c. adjective 4. Which definition of emerge best fits the sentence below—1, 2, 3 or 4? __________ The sun emerged from behind the clouds. 5. Which definition of emerge best fits the sentence below —1, 2, 3 or 4? __________ The fact that the defendant was once a prison guard emerged in court last week. Activity: 9
30 USING WORDS EFFECTIVELY Poor 1 pts Fair 2 pts Good 3 pts Points Answer Formulation POOR The student did not adequately answer the question and provided an unsatisfactory accompanying rationale. FAIR The student somewhat answered the question and provided a rationale with limited development. GOOD The student provided a well-constructed response with a thoughtful rationale. Mastery of Subject POOR The student did not show a basic mastery of the concepts. FAIR The student showed a limited mastery of the concepts. GOOD The student showed an outstanding mastery of the concepts. Grammar POOR The student's responses contained numerous grammatical errors (i.e., comma splices, fragments, run-ons, verb formations). FAIR The student's responses contained a few grammatical errors, but they did not detract from the reader's basic comprehension. GOOD The student's responses contained no grammatical errors or only a few minor errors in punctuation and spelling. Total Points Evaluation Activity: 9 Product: Words meaning and Part of speech table. Value: Knowledge Conceptual Procedimental Attitudinal Recognizes concepts to answer questions in a questionnaire. Applies knowledge considering the lesson presented to answer questions based on the foregoing concepts. Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity, as well as openness to feedback given by his/her partner. Co-evaluation C MC NC Obtained value Use your dictionary to put dots between the syllables in each word. Then write out the word with the correct pronunciation symbols, including the accent marks. Syllables Pronunciation 1. comply __________________________________ __________________________________ 2. elapse __________________________________ __________________________________ 3. dubious __________________________________ __________________________________ 4. antidote __________________________________ __________________________________ 5. coherent __________________________________ __________________________________ Activity: 9b
31 BLOCK 1 Didactic Sequence 2. How to become a better reader and thinker. Start up Activity How many hours per day do you watch TV? Pair work. Ask your partner the following questions. 1. How many hours per day do you watch TV? _____________________________ 2. What is your favorite channel on TV? _____________________________ 3. Is TV a big part of your life? _____________________________ 4. Are soap operas very popular among friends? _____________________________ 5. What time of the day do you think TV is best? _____________________________ 6. What kinds of programs do you usually watch? (comedy, cartoon, drama, action, horror, _____________________________ science fiction, soaps, sitcoms.) 7. Do your parents tell you how much TV you _____________________________ are allowed to watch? 8. Do you prefer watching TV than to go out _____________________________ with friends? 9. What is the biggest problem you find with TV? _____________________________ 10.Do you like watching the news on TV? _____________________________ Activity 1a. Go around the classroom and gather information about the first question: How many hours per day do you watch TV? Then make a graph with the information gathered. The following is just an example of a graph presented by a Canadian student Maryam Zerbes in her Social Studies project. She asked students from her music theory class. Activity: 1 Soaps or Soap Operas: A drama, typically performed as a serial on daytime television or radio, characterized by stock characters and situations, sentimentality, and melodrama.
32 USING WORDS EFFECTIVELY Evaluation Activity: 1 Product: A graphic organizer. Value: Knowledge Conceptual Procedimental Attitudinal Organizes information about the time that his/her partners spend in front of the TV to be presented in class. Obtains partners’ information about TV issues to draw a diagram for a forthcoming presentation in class. Collaborates with partners when obtaining information to be organized in a graph. Co-evaluation C MC NC Obtained value Draw your graph here. Activity: 1 (continuation)
33 BLOCK 1 Development Activities Clear Thinking The chances are that you are not as good a reader as you should be to do well in school. If so, it’s not surprising. You live in a culture where people watch an average of over seven hours of television every day!! All that passive viewing does not allow much time for reading. Reading is a skill that must be actively practiced. The simple fact is that people who do not read very often are not likely to be strong reader. Therefore, they are not good writers. Another reason besides TV for not reading much is that you may have a lot of responsibilities. You may be going to school and working at the same time. When you have free time you are exhausted, and it’s easier to turn on the TV than to open a book. A third reason for not reading is that school may have caused you to associate reading with worksheets and drills and book reports and test scores. Experts agree that many schools have not done a good job of helping students discover the pleasure and rewards of reading. The aim of this block is helping you become a stronger thinker; a person just not to understand what is read but to analyze and evaluate it is as well. In fact reading and thinking are closely related skills, and practice in thoughtful reading will also strengthen your ability to think clearly and logically, consequently it will also strengthen your ability to write. Clear thinking is the ability to understand the relationship between a point and its support. This sequence will help you basics of clear thinking, and the sequences that follow will reinforce what you learn here. The skills that you develop at thinking clearly and logically will prove of enormous value in all your school work, especially in writing and composition. You need to understand and to practice recognizing the relationship between a point and its support. The point is the main idea that a person is making. The support is the evidence that is given to back up this idea or the supporting details that you studied in your “Writing and Reading Strategies” module, remember? The two most important things you must do as a speaker or writer are to: 1. Make a point 2. Support the point The two most important things you must do as a reader are to: 1. Recognize the point 2. Recognize the support for the point Did Snoopy recognize the point that his friend is making? Activity: 2 Kids in the USA spend about 25 hours a week, or more than 3 hours a day watching television. [http://www.nncc.or g/Parent/ga.tv.html]
34 USING WORDS EFFECTIVELY Read the example of a point: Point: Our meal in that new restaurant was unpleasant. Now, is there a support for this point? In other words, is the person who made it thinking clearly and logically? Let’s say the person then goes on to provide the following detail. 1. Our meal took forty five minutes to arrive. 2. The chicken we ordered was tough, and the rice and vegetables were cold. 3. The dessert choices were limited to stale cake and watery Jell-O. The details provide solid support for the point. They give us a basic for understanding and agreeing with the point. In light of the details, we would not be eager to eat at that restaurant. When evidence is provided, we have a chance to be both logical and critical thinkers: to evaluate for ourselves whether is enough valid evidence in support of a point. Activity 2a. In each of the following groups, one statement is the point, and the other statements are support for the point. Identify each point with a P and each statement of support with an S. A. 1. Some parrots can be trained to count. ______ 2. Parrots are intelligent pets. ______ 3. Parrots have been taught to recognize shapes and colors. ______ 4. Most parrots can learn to speak. ______ B. 1. Sharp pieces of broken glass are scattered near the swing sets. ______ 2. Large stay dogs wander through the park glowing at people ______ who walk near them. 3. Our neighborhood park is not a safe place to play. ______ 4. The park has been the site of gang violence on several ______ occasions recently. C. 1. The authors do not define the new terms they use in each chapter. ______ 2. The book has no illustrations and no index. ______ 3. The sentences are long and hard to understand. ______ 4. The chemistry textbook is not very helpful. ______ D. 1. Hearing can be damaged by a number of common sounds. ______ 2. Listening to loud music through headphones can cause hearing ______ loss. 3. Machinery, such as lawn mowers and leaf blowers, can ______ contribute to deafness. 4. The noise level of many buses and trucks is high enough to ______ damage hearing permanently. Activity: 2 (continuation)
35 BLOCK 1 Evaluation Activity: 2 Product: Clear thinking practices. Value: Knowledge Conceptual Procedimental Attitudinal Comprehends the relationship between a point and its support when an idea is given. Practices recognizing the relationship between a point and the evidence that is given to back up an idea. Integrates new knowledge in order to understand the basics of clear thinking. Co-evaluation C MC NC Obtained value E. 1. Requiring kids to wear uniforms to school is a good idea. ________ 2. Studies show that students work better when they are dress ________ in uniform. 3. Uniforms costs less than store-bought clothes. ________ 4. Uniforms stop kids from teasing each other about the clothes ________ they wear. F. 1. It is good for people to limit the amount of time they watch TV. ________ 2. When people spend less time watching TV, they pursue ________ healthier activities, including exercises. 3. Studies show that when the TV is turned off, families talk and ________ Share more with each other. 4. Watching less TV means that kids will be exposed to less ________ violence. G. 1. My husband is a vegetarian ________ 2. My mother, who lives with us, can’t digest certain vegetables ________ 3. One of my children is allergic to milk, wheat, and eggs. ________ 4. My family is difficult to cook for. ________ H. 1. Each year, Americans spend billions of dollars buying ________ cold medications. 2. Cold cause Americans business to lose millions of hours ________ of work every year. 3. The average child misses a week of school each year due ________ to colds. 4. The common cold has a powerful effect on the nation. ________ Activity: 2b Points and Support in every life An advertisement tries to convince us that something is “a great product” (Persuasive speech). A political candidate offers reasons why he or she is the person to vote for. Textbooks authors or teachers advance all kinds of points and then supply evidence on behalf of their ideas.
36 USING WORDS EFFECTIVELY Read about Identifying Logical Support. Then read the points and the three items of “support” that follow and circle the letter of the item that provides logical support for the point. Identifying Logical Support Once you identify a point and its support, you need to decide if the support really applies to the point. The critical thinker will ask, “Or is it beside the point?” In their enthusiasm to advance a point, people often bring up support that does not apply. For example, a student may wish to make the point that her English instructor is a poor teacher. To support that point, the student may say, “He speaks so softly I can hardly hear him. In addition, he wears ridiculous clothes.” A Critical thinker will realize that although a soft voice may in fact interfere with an instructor’s effectiveness, what the instructor wears has nothing to do with how well he teaches. The first reason for disliking the English teacher is logical and relevant support, but the second reason is beside the point. This activity will sharpen your ability to decide whether evidence truly supports a point. It will help you become a critical reader who can ask and answer the questions, “Is there a logical support for the point?” Point: That woman on the news was courageous. Support: a. She collected bags of canned and boxed food for months and then brought it to the Golden Door Soup Kitchen to be used for Thanksgiving. Thanks to her efforts, the soup kitchen was able to feed five hundred more people this year than last. That number includes over a hundred children. b. She had at hand all the facts and figure to back up her statements, citing three different studies by experts in the field. She handled the reporter’s questions with easy and confidence. c. When she saw the child been attacked, she went to his aid without a moment’s hesitation. She ran up shouting “Let him go!” then kick the ferocious pit bull as hard as she could. When the dog released the child, she grabbed the boy and pushed him to safety, even as the dog turned on her. Explanation: a. The information here tells us that the woman on the news was kind and generous with her time. You should not have chosen this item. It is about generosity, not courage. b. The woman described here showed mastery of her subject and skill in being interviewed;you should not have chosen this item either. c. The woman referred here put herself in danger to help a child. Clearly, to do so, she had to be courageous. If you circled the letter of this item, you were correct. Activity 3a. Put a check ( ) next to the sentence that logically supports the point. 1. Point: Greg is irresponsible. a. He gives up his bus seat to elderly commuters. ________ b. He never pays his bills on time and he is always late for appointments. ________ c. When I need someone to cover for me at work so that I can see my girlfriend, ________ Greg is always too busy to help me up. Activity: 3
37 BLOCK 1 Evaluation Activity: 3 Product: Logical identification exercises. Value: Knowledge Conceptual Procedimental Attitudinal Identifies the point and its support to decide if the support relates to the point. Applies the support statements to each given point to understand each logical and relevant support. Appreciates the effectiveness of becoming a critical thinker and how it will help in his/her academic development. Co-evaluation C MC NC Obtained value 2. Point: That child is very curious. a. He was reciting the alphabet when he was only three years old. _______ b. His favorite word is “No!” He doesn’t start picking up his toys until the _______ fifth or sixth time he is told. c. He has taken apart all the clocks in the house to see how they work. _______ He breaks rocks because he wanted to see what they looked like inside. 3. Point: Mary is self-centered. a. She’ll avoid a party invitation to stay home and curl up with a good book. _______ b. Any time we talk, I hear all about her life, but she never even asks what is _______ new with me. c. She spends much of her time assisting her grandparents, she cooks them _______ dinner and talk to them about the family. 4. Point: The teenage boys at the dance were much shyer than the girls. a. They yelled and laughed out loud, drawing attention to themselves, then they _______ left with their friends to go to a nearby party. b. They all gathered at one end of the room, away from the girls, they looked _______ nervously at the girls who were dancing. c. They walked right up to a group of girls and introduced themselves. They _______ asked the girls for their phone numbers. 5. Point: The bus service on this route is unreliable. a. Several times each week, the bus on this route arrives more than a half hour late. _______ b. The buses on this route are at least twenty years old. _______ c. The transit authority is building a rail line to replace the bus route. _______ Activity: 3a (continuation)
38 USING WORDS EFFECTIVELY Read about determining a logical point. Look at the following three items of support and do the exercise, then check your answer by listening to the explanation given by your teacher. Determining a Logical Point This activity will develop your ability to come to a logical conclusion. You will look closely at supporting evidence and then decide what point is well supported by that evidence. The skill of making a reasonable judgment based upon the information presented is a significant part of clear thinking. Support: Circle the letter of the point that is logically supported by the above evidence. a. Catalogs offer better-quality products than stores do. b. Ordering from catalogs can be a convenient way of shopping. c. Catalogs provide bigger choice of colors, styles, and sizes than regular stores do. d. People should stop shopping in stores. Explanation: a. The support doesn’t compare the quality of catalog products with store products. So you should not have not chosen this item. b. The support statement does tell us that shopping by catalog is convenient: It can be done over the phone, delivery is on time, and goods can be returned. This is the statement that is adequately and logically supported, so it is the one you should have chosen c. The supporting statement does not compare the choices available through catalogs with those in the stores. d. The benefits given in the statements of support are not sufficient to support this point. You should not have chosen thin point either. Activity 4a. For each group, read the three items of supporting evidence. Then write the point that is logically supported by that evidence. 1. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ Activity: 4  Dozens of angry bees attacked people sitting at the picnic table.  A rain shower made all the food soggy and wet.  Nearby kids threw a football onto the table, spilling all the drinks.  Most catalogs have a wide range of high-quality products in choices of colors, styles, sizes, and so forth.  Catalogs products can be ordered over the phone.  The leading catalogs take pride in their delivering on time and accepting returns for any reason.
39 BLOCK 1 Evaluation Activity: 4 Product: Logical support grids. Value: Knowledge Conceptual Procedimental Attitudinal Writes statements that describes the supporting evidence statements. Develops his/her ability to come to a logical conclusion when reading supporting evidence and writing the point that is supported by that evidence. Shows interest and ability when using grids to determine logical points. Co-evaluation C MC NC Obtained value 2. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 3. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 4. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 5. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ Activity: 4a (continuation)  Before underground plumbing, city people dumped raw sewage out of their windows and into the street.  In the days when city vehicles were horse-drawn, manure was piled high in the roadways.  Before trash collection was available, pigs were set loose in city streets to eat the garbage thrown there.  When my dad was called out of town, the man who lives on the corner collected the mail and paper for him every day.  The young man in the house across the street always shovels my dad’s sidewalk when it snows.  Whenever my dad’s car needs is in the garage for repairs, one of his next-door neighbors drives him around until he gets his car back.  Employers like resumes and letters that are neat.  Companies prefer workers with a professional appearance.  Interviews like job seekers who speak clearly and with confidence.  High-speed trains can cruise at two hundred miles an hour.  For short trips, it can take longer to get to the airport than it would take to make the whole trip by high-speed train.  For short and medium trips, high-speed trains are more fuel- efficient than airplanes.
40 USING WORDS EFFECTIVELY Closing Activity Criteria 1 3 4 Total Organization Audience cannot understand presentation because there is no sequence of information. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. Graphics Student uses a superfluous map. Student's map relate to text and presentation. Student's map explains and reinforces text and presentation. Mechanics Student's presentation has four or more spelling errors and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. Elocution Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Total Points: Evaluation Activity: 5 Product: Map presentation and Rubric. Value: Knowledge Conceptual Procedimental Attitudinal Analyzes and interprets the theme “How to become a better reader and thinker.” Explains the theme “How to become a better reader and thinker” and registers his/hers partners’ participation in a rubric. Collaborates in his/her team presentation and shows positive attitude when receiving feedback. Co-evaluation C MC NC Obtained value  Team work. Draw a map about “How to Become a Better Reader and Thinker”, include: Clear thinking, Identifying Logical Support, and Determining a Logical Point.  You and your team organize a class map presentation.  Grade your partners’ participation in a rubric. Activity: 5
41 BLOCK 1 Didactic Sequence 3. Vocabulary in context. Start up Activity Remember the Chinese saying “A picture is worth a thousand words”? You learned in your Writing and Reading Strategies module that a picture can help you guess the meaning of a new word. Look at the pictures below and choose and underline the best answer to explain the pictures. 1. Which is the best description for the picture a) Computer b) computer c) microcomputer device hardware system 2. Which is the best description for the picture a) For sale b) equipment used c) instruments for you in an office 3. Which is the best description for the picture a) Holidays on beach b) beautiful beach c) activity of people Activity 1a. Read the passage below. Answer the questions that follow. Then find and underline the meaning of words. You can use your imagination in the case. A father examined his son’s report card and suffered mild cardiac tremors as he saw a solid column of D and F grades. Outraged that a product of his genes could so disgrace the family, he confronted his son and said, “Dave, this just won’t do. I can’t tolerate these grades, and if you don’t show me an immediate turn-around, you’re going to be grounded!” Do you think Dave got good grades or bad grades? ____________________________________________________ Was Dave’s father happy or angry at his school result? __________________________________________________ What is his father going to do with him? _______________________________________________________________ 1) What does the words “suffering mild cardiac tremors” mean? a) very angry b) about to die of a heart attack c) very sad 2) What does the word “disgrace” mean? a) please b) shame c) disappoint 3) What does the word “tolerate” mean? a) give b) borrow c) admit Activity: 1
42 USING WORDS EFFECTIVELY Evaluation Activity: 1 Product: Guessing Meanings exercises. Value: Knowledge Conceptual Procedimental Attitudinal Identifies and guesses words from vocabulary in context to answer questions. Practices vocabulary to find the meanings, choose and answer questions. Shows initiative and openness when starting a new theme. Co-evaluation C MC NC Obtained value Find the meaning of the underlined word in each sentence. Choose and circle the best answer for each question. Then check with your teacher and classmates. In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words from the context. This will help you read faster and easier. Do the exercise before studying how you can guess the meaning of vocabulary from context. 1. She had often come into conflict with her mother-in-law. a) announcement b) attainment c) argument 2. The old woman’s blunt questions embarrassed her, making her momentarily tongue-tied. a) emit b) ashamed c) loathe 3. We just need a couple more chairs so everyone can sit down. a) one b) two c) three 4. Please, Uncle Jack, give me a piggyback! a) A ride on someone back or shoulder b) A small bag c) People who arrived to settle in Bangkok 2000 5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so she lacks it. Her mother keeps telling her that an inadequate supply of vitamin A can lead to blindness. a) too big b) not enough c) full Activity: 1b
43 BLOCK 1 Development Activities Read about Vocabulary in Context and discuss the theme in class. Then check your understanding by writing the letter of the answer you think is correct on each line. Vocabulary in Context In this sequence, you will read about and practice types of context clues that will sharpen your skills in recognizing and using context clues. They will also help you add new words to your vocabulary. There are four common types of context clues: 1. Examples 3. Antonyms 2. Synonyms 4. General sense of the sentence or passage Remember not to use a dictionary for these practices. Their purpose is to help you develop the skill of figuring out what words mean without using a dictionary. Pronunciations are provided in parenthesis for the words. You have guide to pronunciation in sequence 1. 1. EXAMPLES If you are given examples that relate to an unknown word, you can often figure out its meaning. For instance, note the examples in this sentence: “All animals share the same vital needs, such as food, water, and shelter.” The examples—food, water, and shelter—helped you figure out that the word vital means “necessary.” Look also at the Frank and Ernest cartoon below. Thaves, cartonistgroup.com Notice that example of the “quote” helps you understand that the word MOTTO means slogan, cliché, saying, etc. The face of the man reading, helps you understand that the word SCOWL means an angry tempered expression. Look at the face of the man again. Now read the items that follow. An italicized word in each sentence is followed by examples that serve as context clues for that word. These examples, which are boldfaced will help you figure out the meanings of each word. On each line write the letter of the answer you think is correct. Then read the explanation that follows. Note that examples are often introduced with signal words and phrases like for example, for instance, including, and such as, that. Activity: 2
44 USING WORDS EFFECTIVELY 1. In our house, clothes hangers have various odd functions. For instance ________ we use them to scratch back and hold up plants in the garden. func·tion (f ngk sh n) means a) shapes b) problems c) uses 2. Our baseball team’s pitcher has a few eccentric habits, such as throwing exactly ________ thirteen pitches when warming up and never wearing socks. ec·cen·tric ( k-s n tr k, k-) means a) normal b) strange c) messy 3. Throughout history, humans have built a wide variety of dwellings, including simple ________ mud huts, stone castles, and marble mansions. dwell·ing (dw l ng) a) homes b) stores c) churches Explanation. In each sentence, the examples probably helped you figure out the meaning of the words in italics:  In sentence 1, examples of the odd functions of hangers—scratching back and holding up plants—may have helped you to guess that functions are “uses.” So the correct answer is C.  In sentence 2, the examples of strange habits show that eccentric means “strange.” So the correct answer is B.  Finally, the examples in sentence 3 indicate that dwellings are homes. So the correct answer is A. Note that the examples in the sentences are introduced by the signal words for instance, such as, and including. Activity 2a. In each sentence that follows, underline the examples of the italicized word. Then write the letter of the word’s meaning on the answer line. Remember DON’T USE A DICTIONARY. 1. The debris in the stadium stands included numerous paper cups, ticket stubs, ________ sandwich wrappings and cigarette butts. de·bris also dé·bris (d -br , d -, d br ) means a) products b) papers c) trash 2. For his weak stomach, Mario ate a bland diet of white bread, rice, and mashed potatoes. ________ bland (bl nd) means a) spicy b) varied c) mild 3. New York, Boston, and Philadelphia are three of the oldest urban areas in USA. ________ ur·ban (ûr b n) means a) empty b) city c) country Actividad: 2 (continuation)
45 BLOCK 1 Evaluation Activity: 2 Product: Vocabulary in context activity. Value: Knowledge Conceptual Procedimental Attitudinal Recognizes words in a new passage according to the context to answer questions. Develops the skill of figuring out what the words mean depending on the context. Shows interest when acquiring and applying new knowledge as well as showing a sense of initiative to learn. Auto-evaluation C MC NC Obtained value 4. A transaction, such as buying or selling a product, is the most basic ________ part of an economy. trans·ac·tion (tr n-s k sh n, -z k -) means a) profit b) loss c) business deal 5. My uncle often has had some embarrassing mishaps, such as backing his car ________ into the side of the boss’s Cadillac and trying to walk through a glass door. mis·hap (m s h p , m s-h p )means a) clever moves b) accidents c) project 6. The death of a child and the death of a spouse are two of life’s most traumatic experience. ________ trau·mat ic (-m t k) means a) Rare b)painful c) interesting 7. Religious rituals like baptisms, church weddings, church weddings, and funeral services give ________ many people a sense of peace and comfort. rit·u·al (r ch - l) means a) Lesson b) ceremony c)prayer 8. Many people take dietary supplements—for example, extra calcium or large doses of ________ vitamin C—in the belief that they will cure or prevent disease. sup·ple·ment (s p l -m nt) means a) Addition b) losses c) suggestions 9. When discussing computers, professionals often use such jargon as “RAM,” “download,” ________ and “bytes,” which others may not understand. jar·gon (jär g n) means a) special language b) clear instructions c) mean insults 10. There are hundreds of different kinds of retailers, ranging from car dealerships and ________ department stores to frozen-yogurt stands and online drugstores. re tail er (r t l r) means a) customers b) business that sell directly to users c) business that make products Actividad: 2a (continuation)
46 USING WORDS EFFECTIVELY Look at the cartoon and notice the meanings of the words meeting. If the man doesn’t understand meeting or gathering, maybe he’ll understand what forum or conference means. The use of synonyms provide effective paraphrases (remember? it is when you try to put information from a source into your own words). An original sentence might say: "Our views about the nature of the early plant and animal communities are now being revised". Can be paraphrased using synonyms into: "The commonly held belief on ancient flora and fauna is now being reviewed". "Commonly held belief" is a synonym for "our views", "ancient flora and fauna" is another way to say "early plant and animal communities", and "reviewed" is a synonym for "revised". Pair work. Read about Synonyms and discuss with your partner. Then check your understanding by writing each synonym in the space provided, each item includes a synonym of the italicized word. Number one is giving as an example. Synonyms Context clues are often found in the form of synonyms one or more words that mean the same or almost the same as the unknown word. Consider the sentence, “In the United States, shaking hands is the appropriate way to greet someone: in China, bowing is the right way.” Here is the synonym “right” tells you the meaning of appropriate. A synonym may appear anywhere in a sentence as a restatement of the meaning of the unknown word. 1. Everyone turned to look at the arrogant customer who spoke to the manager in a self-important self-important voice. 2. The medicine that Nina is taking is very potent. It is so powerful that she must _________________ Not take it for more than a week. 3. After the heavy rains, the stream became murky; in fact the water was so cloudy you _________________ couldn’t see the bottom. 4. Some overweigh people are called furtive eaters because they eat large quantities _________________ of food in secret. 5. A con artist was apparently very believable as he went door to door telling a plausible _________________ story about having his wallet stolen and needing twenty dollars to get home. 6. The first step in reaching a peace agreement was to set up a dialogue between the _________________ two sides. Without discussion, peace was impossible to force them. 7. You cannot coerce people into learning. If they are not interested, it is impossible _________________ to force them. 8. While Ved may not be affluent by American standards, he is rich compared with _________________ most people in his homeland of India. Activity: 3
47 BLOCK 1 Evaluation Activity: 3 Product: Synonyms exercises. Value: Knowledge Conceptual Procedimental Attitudinal Selects synonyms in the form of context clues to know meaning of words. Uses synonyms to replace some words in the sentences. Uses paraphrasing by replacing some words with synonyms. Shows interest when learning how synonyms provide clues to guess an unknown word. Co-evaluation C MC NC Obtained value 9. Several tests are necessary to verify that a virus is present. One is never ________________ enough to prove a virus exists. 10. The diversity of the population of the United States is the result of accepting _________________ immigrants from a wide variety of cultures and nations. Activity 3a. Paraphrase the following sentences (sayings) by replacing the CAPITALIZED words with a definition or synonym. Then discuss the sayings with the class. A. A penny SAVED is a penny EARNED. _________________________________________________________________________________________________ B. Valuable GIFTS often come in SMALL packages. _________________________________________________________________________________________________ C. You can't teach an OLD dog new TRICKS. _________________________________________________________________________________________________ D. A BOY'S best friend is his DOG. _________________________________________________________________________________________________ E. A fool and his MONEY are soon PARTED. _________________________________________________________________________________________________ F. The EARLY bird GETS the worm. _________________________________________________________________________________________________ G. HASTE makes WASTE. _________________________________________________________________________________________________ H. HONESTY is the best POLICY. _________________________________________________________________________________________________ I. You can't MAKE a silk purse OUT OF a cow's ear. _________________________________________________________________________________________________ J. Better LATE than NEVER. _________________________________________________________________________________________________ Activity: 3 (continuation)
48 USING WORDS EFFECTIVELY                                           Read about Antonyms and discuss with your partner. Antonyms Antonyms –words and phrases that mean the opposite of a Word—are also useful as context clues. Antonyms are sometimes signaled by words and phrases such as however, but, yet, on the other hand, instead of, and in contrast Look at the sentence: “Winners in life take an active role in making things happen, instead of being passive and waiting for good luck.” Here the word instead indicates that active and passive are antonyms and thus have opposite meanings. Look also at the cartoon about the fighting couple who are visiting a marriage counselor. Notice that the antonym “combatible” helps you figure out that compatible must mean “in agreement” Read the following sentences and underline the best answer according to the antonym. 1. Today is a WARM day, said Karoline to Peter. a) Hot b) cool c) shine 2. He is a STRONG man. a) Weak b) sturdy c) powerful 3. We are going to talk with our ENEMIES. a) Lost b) friend c) rivals 4. Mr. Brown always makes EASY tests. a) Soft b) hard c) strong 5. His garden is very LARGE. a) Small b) huge c) enormous 6. OPEN the door, please! a) Close b) huge c) free 7. In the trial the judge declared this person GUILTY of all the facts. a) Easy b) rival c) innocent 8. The International Organizations are going to be in a TEMPORARY way in the country. a) Complicated b) permanent c) guess 9. How POVERTY is defined? a) Guilty b) wealthy c) idle 10. How you are going to JOIN these wires? Said Ana to Pedro. a) Paste b) separate c) unite Activity: 4
49 BLOCK 1 Evaluation Activity: 4 Product: Antonyms exercises. Value: Knowledge Conceptual Procedimental Attitudinal Classifies words opposite in meaning to another word and identifies their meaning. Applies words opposite in meaning to another word and recognizes their meaning. Integrates basic grammar information to be used in simple exercises. Co-evaluation C MC NC Obtained value Check your understanding by underling the word or phrases that means the opposite of the italicized words. Then, on the answer line write the letter of the meaning of the italicized word. Finally, read the explanation that follows and discuss it with your partner to choose one. Number one is given as example. 1. The coach takes every opportunity to reprimand his players, yet he ignores every chance ____b______ to praise them. Reprimand means a) Approve of b) criticize c) choose Explanation: In the sentence, the antonyms given probably helped you understand the meaning of the word in italics. Reprimand is the opposite of “Praise,” so the answer to sentence 1 is “criticize.” 2. “I am having acute pains in my chest now, said the patient, “but an hour ago all I felt was ___________ a dull ache.” Acute means a) Sharp b)weak c) no 3. Some teachers are too lenient. I’d rather have strict teachers who take class seriously. ___________ Lenient means a) Hard b) easygoing c) busy 4. After his accident, Brad expected an in-depth examination at the hospital. Instead, a doctor ___________ gave him a quick, superficial checkup and said, “you’re fine. Superficial means a) Lacking depth b) complicated c) satisfactory 5. A temporary cough is nothing to worry about, but a chronic one can be a sign of serious ___________ Illness. Chronic means a) Continuing b) brief c) mild 6. When drinking was prohibited by the nineteenth Amendment, alcohol became more popular ___________ with some people than it had been when it was allowed. Prohibited means a) Permitted b) defined c) forbidden 7. “What we need is an innovative idea!” cried the chairman. “All I’ve heard so far are the ___________ same old ones.” Innovative means a) New b) traditional c) loud Activity: 4 (continuation)
50 USING WORDS EFFECTIVELY Read and learn how to solve out the meaning of unfamiliar words. General Sense of the Sentence of Passage Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. In such cases, you must draw conclusions based on the information surrounding the word. Asking yourself questions about the passage may help you make fairly accurate guess about the meaning of the unfamiliar word. Look at the cartoon about Lucy complaining to Schroeder, suppose that you don’t know the word “Features.” The phrases: nice hair, pleasant smile, cheerful personality, etc. suggest that features mean characteristics that provide pleasure and attract. Peanuts by Charles Schulz Activity 5a. Your teacher will answer the questions in parenthesis that follow each item below. Then using the logic of each answer, write the letter of the meaning you think is correct. Number one is done as example. 1. The newlyweds agreed to be very frugal in their shopping because they wanted to save a enough money to buy a home. Frugal means (How will people shop if they wanted to save Money?) a) Thrifty b ) wasteful c) interested Explanation: The first sentence provides enough evidence for you to guess that fruglmeans “thrifty.” The newlyweds (just married) had to be thrifty if they wanted to save money. 2. To reach a sound conclusion about an issue, you must carefully consider all the facts ____________ involved. Sound means (What kind of conclusion would you reach by considering the facts?) a) Early b) obvious c) reasonable 3. My mother refused to divulge the secret ingredients she uses in her fried chicken recipe. ____________ Divulge means (What would someone refuse to do with ingredients that are secret?) a) Reveal b) hide c) invent 4. Because the nicotine in cigarettes is harmful, many people favor stringent laws against ____________ their sale. Stringent means (What types of laws would be favored by people concerned about the harm of nicotine?) a) Strict b) weak c) confusing Activity: 5
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION
COMPOSITION

Recommended

INGLÉS 4
INGLÉS 4INGLÉS 4
INGLÉS 4Luciano Renteria
 
ESCUCHA Y HABLA
ESCUCHA Y HABLAESCUCHA Y HABLA
ESCUCHA Y HABLALuciano Renteria
 
Amphibians
AmphibiansAmphibians
Amphibiansnatisendra
 
GDP11-Unit18_Rep090-65
GDP11-Unit18_Rep090-65GDP11-Unit18_Rep090-65
GDP11-Unit18_Rep090-65Staci Brown
 
Minnesota Faculty Teaching Contract mscf final 2013_2015
Minnesota Faculty Teaching Contract mscf final 2013_2015Minnesota Faculty Teaching Contract mscf final 2013_2015
Minnesota Faculty Teaching Contract mscf final 2013_2015Children's Hospitals and Clinics
 
Daftar isi pkm
Daftar isi pkmDaftar isi pkm
Daftar isi pkmlufikavirgianti
 
Fopl final-branding-study-report-1
Fopl final-branding-study-report-1Fopl final-branding-study-report-1
Fopl final-branding-study-report-1Stephen Abram
 
Proyecto final
Proyecto final Proyecto final
Proyecto final kevin duban lindarte peñuela
 

Recommended

INGLÉS 4
INGLÉS 4INGLÉS 4
INGLÉS 4Luciano Renteria
 
ESCUCHA Y HABLA
ESCUCHA Y HABLAESCUCHA Y HABLA
ESCUCHA Y HABLALuciano Renteria
 
Amphibians
AmphibiansAmphibians
Amphibiansnatisendra
 
GDP11-Unit18_Rep090-65
GDP11-Unit18_Rep090-65GDP11-Unit18_Rep090-65
GDP11-Unit18_Rep090-65Staci Brown
 
Minnesota Faculty Teaching Contract mscf final 2013_2015
Minnesota Faculty Teaching Contract mscf final 2013_2015Minnesota Faculty Teaching Contract mscf final 2013_2015
Minnesota Faculty Teaching Contract mscf final 2013_2015Children's Hospitals and Clinics
 
Daftar isi pkm
Daftar isi pkmDaftar isi pkm
Daftar isi pkmlufikavirgianti
 
Fopl final-branding-study-report-1
Fopl final-branding-study-report-1Fopl final-branding-study-report-1
Fopl final-branding-study-report-1Stephen Abram
 
Proyecto final
Proyecto final Proyecto final
Proyecto final kevin duban lindarte peñuela
 
COMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIESCOMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIESLuciano Renteria
 
WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2Luciano Renteria
 
WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1Luciano Renteria
 
WRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTREWRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTRELuciano Renteria
 
WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION Luciano Renteria
 
ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2Luciano Renteria
 
ESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIRESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIRLuciano Renteria
 
LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3Luciano Renteria
 
English language arts_2_2010[1]
English language arts_2_2010[1]English language arts_2_2010[1]
English language arts_2_2010[1]Susan Robertson
 
Grade 1 ELA curriculum
Grade 1 ELA curriculumGrade 1 ELA curriculum
Grade 1 ELA curriculumAndrea Hnatiuk
 
Grade 1 ela for journal writing
Grade 1 ela for journal writingGrade 1 ela for journal writing
Grade 1 ela for journal writingAndrea Hnatiuk
 
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...DiscoveryPoint School Of Massage
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertationdeborahhayman
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertationdeborahhayman
 
LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2Luciano Renteria
 
English language arts_5_2010[1]
English language arts_5_2010[1]English language arts_5_2010[1]
English language arts_5_2010[1]Susan Robertson
 
Grade 5 curriculum
Grade 5 curriculumGrade 5 curriculum
Grade 5 curriculumAndrea Hnatiuk
 
Grade 5 curriculum contexts marked
Grade 5 curriculum contexts markedGrade 5 curriculum contexts marked
Grade 5 curriculum contexts markedAndrea Hnatiuk
 
Arts
ArtsArts
ArtsIan Bennett
 
Natural Curiosity Article
Natural Curiosity Article Natural Curiosity Article
Natural Curiosity Article cglas
 
GACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAMGACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAMLuciano Renteria
 
ORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOSORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOSLuciano Renteria
 

More Related Content

Similar to COMPOSITION

COMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIESCOMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIESLuciano Renteria
 
WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2Luciano Renteria
 
WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1Luciano Renteria
 
WRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTREWRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTRELuciano Renteria
 
WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION Luciano Renteria
 
ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2Luciano Renteria
 
ESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIRESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIRLuciano Renteria
 
LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3Luciano Renteria
 
English language arts_2_2010[1]
English language arts_2_2010[1]English language arts_2_2010[1]
English language arts_2_2010[1]Susan Robertson
 
Grade 1 ELA curriculum
Grade 1 ELA curriculumGrade 1 ELA curriculum
Grade 1 ELA curriculumAndrea Hnatiuk
 
Grade 1 ela for journal writing
Grade 1 ela for journal writingGrade 1 ela for journal writing
Grade 1 ela for journal writingAndrea Hnatiuk
 
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...DiscoveryPoint School Of Massage
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertationdeborahhayman
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertationdeborahhayman
 
LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2Luciano Renteria
 
English language arts_5_2010[1]
English language arts_5_2010[1]English language arts_5_2010[1]
English language arts_5_2010[1]Susan Robertson
 
Grade 5 curriculum contexts marked
Grade 5 curriculum contexts markedGrade 5 curriculum contexts marked
Grade 5 curriculum contexts markedAndrea Hnatiuk
 
Natural Curiosity Article
Natural Curiosity Article Natural Curiosity Article
Natural Curiosity Article cglas
 

Similar to COMPOSITION (20)

COMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIESCOMMUNICATIVA ORAL ABILITIES
COMMUNICATIVA ORAL ABILITIES
 
WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2WRITTEN ENGLISH COMMUNICATION 2
WRITTEN ENGLISH COMMUNICATION 2
 
WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1WRITTEN ENGLISH COMMUNICATION 1
WRITTEN ENGLISH COMMUNICATION 1
 
WRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTREWRITTEN ENGLISH TERCER SEMESTRE
WRITTEN ENGLISH TERCER SEMESTRE
 
WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION WRITTEN ENGLISH COMMUNICATION
WRITTEN ENGLISH COMMUNICATION
 
ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2ORAL ENGLISH COMMUNICATION 2
ORAL ENGLISH COMMUNICATION 2
 
ESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIRESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIR
 
LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3LENGUA ADICIONAL AL ESPAÑOL 3
LENGUA ADICIONAL AL ESPAÑOL 3
 
English language arts_2_2010[1]
English language arts_2_2010[1]English language arts_2_2010[1]
English language arts_2_2010[1]
 
Grade 1 ELA curriculum
Grade 1 ELA curriculumGrade 1 ELA curriculum
Grade 1 ELA curriculum
 
Grade 1 ela for journal writing
Grade 1 ela for journal writingGrade 1 ela for journal writing
Grade 1 ela for journal writing
 
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
DiscoveryPoint 750 Hour Professional Licensing Massage Program 2017-2018 Cata...
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertation
 
Deborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 DissertationDeborah Hayman Ehpid 2011 Dissertation
Deborah Hayman Ehpid 2011 Dissertation
 
LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2LENGUA ADICIONAL AL ESPAÑOL 2
LENGUA ADICIONAL AL ESPAÑOL 2
 
English language arts_5_2010[1]
English language arts_5_2010[1]English language arts_5_2010[1]
English language arts_5_2010[1]
 
Grade 5 curriculum
Grade 5 curriculumGrade 5 curriculum
Grade 5 curriculum
 
Grade 5 curriculum contexts marked
Grade 5 curriculum contexts markedGrade 5 curriculum contexts marked
Grade 5 curriculum contexts marked
 
Arts
ArtsArts
Arts
 
Natural Curiosity Article
Natural Curiosity Article Natural Curiosity Article
Natural Curiosity Article
 

More from Luciano Renteria

GACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAMGACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAMLuciano Renteria
 
ORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOSORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOSLuciano Renteria
 
EPIDEMIAS Y POBLACIONES HUMANAS
EPIDEMIAS Y POBLACIONES HUMANASEPIDEMIAS Y POBLACIONES HUMANAS
EPIDEMIAS Y POBLACIONES HUMANASLuciano Renteria
 
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍAS
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍASLINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍAS
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍASLuciano Renteria
 
EBOLA: RIO DE COLOR PURPURA
EBOLA: RIO DE COLOR PURPURAEBOLA: RIO DE COLOR PURPURA
EBOLA: RIO DE COLOR PURPURALuciano Renteria
 
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014Luciano Renteria
 
CONVOCATORIA XX CONGRESO DE DIVULGACION
CONVOCATORIA XX CONGRESO DE DIVULGACIONCONVOCATORIA XX CONGRESO DE DIVULGACION
CONVOCATORIA XX CONGRESO DE DIVULGACIONLuciano Renteria
 
REVISTA UNAM, BULLYING: VIOLENCIA HUMANA
REVISTA UNAM, BULLYING: VIOLENCIA HUMANAREVISTA UNAM, BULLYING: VIOLENCIA HUMANA
REVISTA UNAM, BULLYING: VIOLENCIA HUMANALuciano Renteria
 
REVISTA FÍSICA MODERNA, HOYOS NEGROS
REVISTA FÍSICA MODERNA, HOYOS NEGROSREVISTA FÍSICA MODERNA, HOYOS NEGROS
REVISTA FÍSICA MODERNA, HOYOS NEGROSLuciano Renteria
 
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIOLuciano Renteria
 
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICO
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICOCONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICO
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICOLuciano Renteria
 
PROGRAMA DE FOMENTO A LA LECTURA
PROGRAMA DE FOMENTO A LA LECTURAPROGRAMA DE FOMENTO A LA LECTURA
PROGRAMA DE FOMENTO A LA LECTURALuciano Renteria
 
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...Luciano Renteria
 

More from Luciano Renteria (20)

GACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAMGACETA DE ARTICULOS CIENTIFICOS TEBAM
GACETA DE ARTICULOS CIENTIFICOS TEBAM
 
ORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOSORGANISMOS GENÉTICAMENTE MODIFICADOS
ORGANISMOS GENÉTICAMENTE MODIFICADOS
 
EPIDEMIAS Y POBLACIONES HUMANAS
EPIDEMIAS Y POBLACIONES HUMANASEPIDEMIAS Y POBLACIONES HUMANAS
EPIDEMIAS Y POBLACIONES HUMANAS
 
ORIGEN DE LA RAZA HUMANA
ORIGEN DE LA RAZA HUMANAORIGEN DE LA RAZA HUMANA
ORIGEN DE LA RAZA HUMANA
 
ORIGEN DEL VIH
ORIGEN DEL VIHORIGEN DEL VIH
ORIGEN DEL VIH
 
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍAS
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍASLINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍAS
LINEAMIENTOS DE OPERACIÓN PARA TUTORÍAS Y ASESORÍAS
 
EL VIRUS DEL EBOLA
EL VIRUS DEL EBOLAEL VIRUS DEL EBOLA
EL VIRUS DEL EBOLA
 
EBOLA: RIO DE COLOR PURPURA
EBOLA: RIO DE COLOR PURPURAEBOLA: RIO DE COLOR PURPURA
EBOLA: RIO DE COLOR PURPURA
 
REVISTA SABER MAS
REVISTA SABER MASREVISTA SABER MAS
REVISTA SABER MAS
 
CONVOCATORIA MUNICIPAL
CONVOCATORIA MUNICIPALCONVOCATORIA MUNICIPAL
CONVOCATORIA MUNICIPAL
 
ENCUENTRO DE MEZCALEROS
ENCUENTRO DE MEZCALEROSENCUENTRO DE MEZCALEROS
ENCUENTRO DE MEZCALEROS
 
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014
CONVOCATORIA PROFESOR DE TIEMPO COMPLETO 2014
 
CONVOCATORIA XX CONGRESO DE DIVULGACION
CONVOCATORIA XX CONGRESO DE DIVULGACIONCONVOCATORIA XX CONGRESO DE DIVULGACION
CONVOCATORIA XX CONGRESO DE DIVULGACION
 
REVISTA UNAM, BULLYING: VIOLENCIA HUMANA
REVISTA UNAM, BULLYING: VIOLENCIA HUMANAREVISTA UNAM, BULLYING: VIOLENCIA HUMANA
REVISTA UNAM, BULLYING: VIOLENCIA HUMANA
 
REVISTA FÍSICA MODERNA, HOYOS NEGROS
REVISTA FÍSICA MODERNA, HOYOS NEGROSREVISTA FÍSICA MODERNA, HOYOS NEGROS
REVISTA FÍSICA MODERNA, HOYOS NEGROS
 
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO
1 er CONGRESO DIMENSIÓN AMBIENTAL Y CURRICULUM UNIVERSITARIO
 
REVISTA SABER MAR
REVISTA SABER MARREVISTA SABER MAR
REVISTA SABER MAR
 
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICO
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICOCONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICO
CONVOCATORIA ROMPE CON EL CAMBIO CLIMÁTICO
 
PROGRAMA DE FOMENTO A LA LECTURA
PROGRAMA DE FOMENTO A LA LECTURAPROGRAMA DE FOMENTO A LA LECTURA
PROGRAMA DE FOMENTO A LA LECTURA
 
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...
Estrategias lúdico-experimentales para la enseñanza-aprendizaje de tem...
 

Recently uploaded

Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)eniolaolutunde
 
mini mental status format.docx
mini mental status format.docxmini mental status format.docx
mini mental status format.docxPoojaSen20
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon AUnboundStockton
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxNirmalaLoungPoorunde1
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13Steve Thomason
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxheathfieldcps1
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdfEnzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdfSumit Tiwari
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Krashi Coaching
 
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️9953056974 Low Rate Call Girls In Saket, Delhi NCR
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...Marc Dusseiller Dusjagr
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
 
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdfssuser54595a
 
How to Configure Email Server in Odoo 17
How to Configure Email Server in Odoo 17How to Configure Email Server in Odoo 17
How to Configure Email Server in Odoo 17Celine George
 

Recently uploaded (20)

Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
mini mental status format.docx
mini mental status format.docxmini mental status format.docx
mini mental status format.docx
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon A
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptx
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdfEnzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
 
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
 
9953330565 Low Rate Call Girls In Rohini Delhi NCR
9953330565 Low Rate Call Girls In Rohini Delhi NCR9953330565 Low Rate Call Girls In Rohini Delhi NCR
9953330565 Low Rate Call Girls In Rohini Delhi NCR
 
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdfTataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Education
 
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
 
How to Configure Email Server in Odoo 17
How to Configure Email Server in Odoo 17How to Configure Email Server in Odoo 17
How to Configure Email Server in Odoo 17
 

COMPOSITION

  • 1.
  • 2. 2 PRELIMINARES Esta publicación se terminó de imprimir durante el mes de diciembre de 2011. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 965 ejemplares. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Julio Alfonso Martínez Romero Director Académico Ing. Arturo Sandoval Mariscal Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya COMPOSITION Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2011. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Edna Elinora Soto Gracia Revisión Disciplinaria: Jesús Moisés Galaz Duarte Corrección de Estilo: Viridiana Vidal Trasviña Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Luz María Grijalva Díaz Diseño: Joaquín Rivas Samaniego Edición: Cynthia Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Ing. Arturo Sandoval Mariscal
  • 3. 3PRELIMINARES Ubicación Curricular HORAS SEMANALES: 04 CRÉDITOS: 08 DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS)
  • 5. 5PRELIMINARES Presentación .........................................................................................................................................................7 Mapa de asignatura..............................................................................................................................................8 BLOCK 1: USING WORDS EFFECTIVELY .............................................................................................9 Didactic Sequence 1: Dictionary use ................................................................................................................10 • Start up activity.............................................................................................................................................10 • Development activities .................................................................................................................................12 • Dictionary......................................................................................................................................................12 • Finding words in the dictionary....................................................................................................................13 • A dictionary entry..........................................................................................................................................17 • Pronunciation symbols and accent marks ..................................................................................................19 • Parts of speech ............................................................................................................................................22 • Irregular forms of words...............................................................................................................................24 • Closing activity .............................................................................................................................................29 Didactic Sequence 2: How to become a better reader and thinker ..................................................................31 • Start up activity.............................................................................................................................................31 • Development activities ................................................................................................................................32 • Clear thinking ...............................................................................................................................................33 • Identifying logical support............................................................................................................................36 • Determining a logical point ..........................................................................................................................38 • Closing activity .............................................................................................................................................40 Didactic Sequence 3: Vocabulary in context: ....................................................................................................41 • Start up activity.............................................................................................................................................41 • Development activities .................................................................................................................................43 • Vocabulary in context...................................................................................................................................43 • Synonyms ....................................................................................................................................................46 • Antonyms ....................................................................................................................................................48 • General sense of the sentence of passage ................................................................................................50 • Closing activity .............................................................................................................................................52 BLOCK 2: COMPOSITION A CORRECT ENGLISH ALIGNMENT........................................................55 Didactic Sequence 1: Building effective sentences...........................................................................................56 • Start up activity.............................................................................................................................................56 • Development activities .................................................................................................................................58 • Building sentences.......................................................................................................................................58 • A compound sentence.................................................................................................................................58 • Identifying subject and verb.........................................................................................................................63 • Being consistent...........................................................................................................................................65 • Consistent person ........................................................................................................................................67 • Consistent tone ............................................................................................................................................69 • Closing activities ..........................................................................................................................................71 Didactic Sequence 2: Writing an essay..............................................................................................................73 • Start up activities..........................................................................................................................................73 • Development activities ................................................................................................................................74 • Writing an essay...........................................................................................................................................74 • Model essays ...............................................................................................................................................75 • Types of essays ...........................................................................................................................................88 • Closing activities ..........................................................................................................................................96 Índice
  • 6. 6 PRELIMINARES BLOCK 3: ANTHOLOGY ......................................................................................................................99 Didactic Sequence 1: Approaching literature.................................................................................................. 100 • Start up activity .......................................................................................................................................... 100 • Development activities .............................................................................................................................. 101 • What is literature? ...................................................................................................................................... 101 • Literal and figurative language.................................................................................................................. 101 • Selected biographies and poems............................................................................................................. 106 • Closing activity .......................................................................................................................................... 113 Didactic Sequence 2: Readings selection....................................................................................................... 114 • Start up activity .......................................................................................................................................... 114 • Development activities ............................................................................................................................. 115 • Elements of a short story .......................................................................................................................... 115 • Selected short stories and tales ............................................................................................................... 117 • Closing activity .......................................................................................................................................... 131 Bibliography ..................................................................................................................................................... 133 Índice (continuación)
  • 7. 7PRELIMINARES “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”. El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto. El presente Módulo de Aprendizaje de la asignatura de Composition, es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional. El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo. En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos. Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc. La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo. Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje. Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo. Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos. Presentación
  • 8. 8 PRELIMINARES COMPOSITION BLOQUE 1 Using words effectively BLOQUE 2 Composition a correct English Alignment BLOQUE 3 Anthology
  • 9. Tiempo asignado: 20 horas Using words effectively. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Muestra la forma de comunicarse por escrito con mayor eficacia, cubriendo los aspectos de pensar, escribir, tanto en comunicaciones formales e informales. Atributos a desarrollar en el bloque: 4.1. Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4. Se comunica en una segunda lengua en situaciones cotidianas. 4.5. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4. Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1. Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.
  • 10. 10 USING WORDS EFFECTIVELY Didactic Sequence 1. Dictionary use. Startup Activity    Dashing definitions Pair work. There are two parts to this puzzle. First, your partner and you must correctly write the missing letters in each line for the dictionary words, answering the definitions. Then, locate those terms within the word search below. Check each other’s work. 1. TO PROVIDE LODGING AC ____ ____M ____ ODATE 2. THE DISTANCE AROUND A CIRCLE CIRC ____MF _____ RENCE 3. FROM A DIFFERENT COUNTRY FORE ____ ____ N 4. TO TRAVEL JO ____ RN ____ ____ 5. AN OPINION OR DECISION JU ____ ____ MENT 6. THE NUMBER OF MILES TRAVELED MIL ____ ____ GE 7. A LIST OF EVENTS AND TIMES S ____ ____ EDULE 8. NOT JOINED SEP ____ R ____ TE 9. TO ACHIEVE A DESIRED RESULT SUC ____ ____ED 10. TO MAKE A HIGH-PITCHED SOUND W ____IST ____ ____ K D V F Z E E U J C E N M V H T Y D S O T S R A I L B I B K X R R A S A N P M R T E L U Z S T Y W W R X O L C S K E D R E C S U P A P G L U I Y A V V J T H E N P C M X M H J G Q A S U A E L E Z L M F W K E C G Y U D D D S G X K E F B U D G K E C G O U O L M R F P E A S H X N C M M L R N E T D K D O Y R O R E E M E W N P D C T S Q O V J U E N O I C R Y T H T J X Z L B O D T C E Q M B I Y L T P J T J J L X C B E C W U N G I E R O F E S I A L H O O ©2007 Realmworks Communications. http://www.everydayteaching.com Activity: 1
  • 11. 11 BLOCK 1                                          Evaluation Activity: 1 Product: Word search exercises and dictionary table. Value: Knowledge Conceptual Conceptual AttitudinalProcedimental Attitudinal Identifies terms used in a dictionary word search activity. Practices the use of the dictionary terms to check meaning and for vocabulary development. Integrates social and procedural decisions when filling the missing letters and when locating definitions in a” word search activity”. Co-evaluation C MC NC Obtained value What can you find in a dictionary? A. Circle the things below that you can find in a dictionary. GUIDE WORDS DEFINITIONS PRONUNCIATION OF A WORD PART OF SPEECH OF A WORD ORIGIN OF A WORD SYNONYMS FOR A WORD SYLLABLES OF A WORD CORRECT SPELLING OF A WORD B. Find the following items in your dictionary and answer the questions. 1) What is the first entry under "P" in your dictionary? _________________________________________________________________________________________________ 2) What is the last entry under "A" in your dictionary? _________________________________________________________________________________________________ 3) How many pages are there in your dictionary? _________________________________________________________________________________________________ 4) How many pages are there in the part of your dictionary covering the letter "U"? _________________________________________________________________________________________________ 5) Pick any letter, and then find a word starting with that letter in your dictionary. Write the word, and then write what part of speech it is, how many syllables it has, and what its definition is. Letter Word Part of a Speech Syllables Definition 2007 Realmworks Communications. http://www.everydayteaching.com Activity: 1a
  • 12. 12 USING WORDS EFFECTIVELY Development Activities Read and learn about the dictionary use. The Dictionary The dictionary is a valuable tool. To help you use it, this sequence explains in a clear and detailed way what you need to know about dictionary and the information they provide. You can benefit greatly by owning two dictionaries. The first dictionary you should own is a paperback one you can carry with you. The second dictionary you should own is a desk-sized, hardcover edition which should be kept in the room where you study. Paperback dictionaries Desk-sized dictionaries Hardbound or hardcover dictionaries contain a good deal more information than the paperback editions. For instance, a desk sized dictionary defines far more words than a paperback dictionary. There are more definitions per word, as well. Although they cost more, they are worth the investment, because they are valuable study aids. Dictionaries are often updated to reflect changes which occur in the language. New words come into use, and old words take on new meanings. So you should not use a dictionary which has been lying around the house for a number of years. Instead, buy yourself a new dictionary. It is easily among the best investments you will ever make. In the computer, you may have two additional ways to look up a word: online dictionaries and dictionary that may come with your computer software. You may find it easy to check words online. Here are three sites with online dictionaries: www.merriam.webster.com www.dictionary.com www.yourdictionary.com There are also language learning or dictionaries devices with more than 100,000 entries and clear sounds for every word. They work without an internet connection and include pronunciation guides. Activity: 2
  • 13. 13 BLOCK 1   Read and find more about the use of dictionaries. Finding words in the dictionary This section describes how to use guidewords and how to find words you can’t spell. Using guidewords to find a word more quickly One way to find a given word in a dictionary is to use guidewords which are the pair of words at the very top of each dictionary page. Shown beside is the part of a page in one paperback dictionary. Guidewords The first guideword tells what the first word is on the page; the second guideword tells what the last word is on the page. All the word entries on the page fall alphabetically between the two guidewords. Now check your understanding on how to use guidewords. Underline the three words below that would appear on the page with the guidewords ARMFUL/ARSENIC: Art Aroma army arrest ax allow Explanation: The guidewords ARMFUL/ARSENIC tell us right away that every word on the page will begin with ar. The immediately eliminated ax and allow. The words that would fall on the page with those guidewords are aroma, army, and arrest. The word art also begins with ar, but alphabetically it comes after arsenic, the last word on the page. Activity 2b. Underline the three words in each series that would be found on the page with the guidewords. 1. daredevil / dated database danger Dark Ages dash date rape 2. gloom / go giant glow gnaw glue glitter 3. kidney / kindhearted kindergarten killing kickback kingdom kilowatt 4. dumbbell / dustpan during duplicate dye dunk dull 5. stuffed shirt /subconscious stumble sunstroke subcompact straw style Activity: 2a
  • 14. 14 USING WORDS EFFECTIVELY                                           Evaluation Activity: 2 Product: Guide Word exercises and guide word identification table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies the types of dictionaries, guide words, and the correct page in a dictionary to find a given word by referring to the guide words. Applies the use of guidewords to help him/her indicate word’s starting and ending point on any given page. Recognizes different types of dictionaries. Shows ability and positive attitude when using guide words to indicate word’s starting and ending points in a dictionary page. Auto-evaluation C MC NC Obtained value Choose and write the letter for the following questions about the dictionary entries: DESTINY would be found on the dictionary page with which guide word? ___________ a. Designate / desperate c. detach / determine b. Despise / destructive d. descent / design TENTATIVE would be found on the dictionary page with which guide word? ___________ a. Tennis / tentacle c. tent / term b. Tender / tension d. tepid / terminate NOTABLE would be found on the dictionary page with which guide word? ___________ a. Nostalgia / notation c. notary / notify b. Northwest / nostril d. novice / noxious UNDERMINE would be found on the dictionary page with which guide word? ___________ a. Underline / undershirt c. understand/ underwood b. Under / undercover d. underground / underhand EMINENT would be found on the dictionary page with which guide word? ___________ a. Elsewhere / embryo c. emporium / encumber b. Embryology / employment d. eject / electrocute Activity 2d. Look up for 5 words in the dictionary ( word’s meaning that you want to know like “rationale”), find the guide words and then write the word, the dictionary’s page number, and the guide words on the page where the word is found. Word Page number Guide Word 1 2 3 4 5 Activity: 2c
  • 15. 15 BLOCK 1                                            Finding a Word you can’t spell If I can’t spell a word, you might ask, “How can I find it in the dictionary?” The answer is that you have to guess what the letter might be. Guessing is not too difficult with certain sounds, such as the sound of b and p. But other sounds are more difficult to pin down because they can belong to more than one letter. And that’s where the guessing comes in. Here are two hints to help in such case: Hint 1: If you’re not sure about the vowels in a word, you will simply have to experiment. Vowels often sound the same. So try an i in place of an a, an i in place of an e, and so on. If, for example, you don’t find a word that sounds as if it begins with pa, try looking under pe, pi, po, pu, py. Hint 2: Following are groups of letters or letter combination that often sound alike. If your word isn’t spell with one of the letters in a pair or group shown below, it might be spelled with another in the same pair or group. For example, if it isn’t spelled with a k, it may be spelled with a c. c/k c/s f/v/ph g/j qu/kw/k s/c/z sch/sc/sk sh/ch shun/tion/sion w/wh able/ible ai/ay al/el/le ancy/ency ate/ite au/aw ea/ee er/or ie/ei ou/ow oo/u y/i/e Pair work activity. For this practice you will need a dictionary. Ask your partner to pronounce the words for you. Try using your ear, the hints on this page, and guideword to help you find the correct spelling of the following words. Write each correct spelling in the answer space. 1. Occazion ___________________________ 2. Dicided ___________________________ 3. Dooty ___________________________ 4. Aksident ___________________________ 5. Nieghbor ___________________________ 1. Experament _______________________ 2. Rimember _______________________ 3. Attenshun _______________________ 4. Awtumn _______________________ 5. Fotocopy _______________________ Activity 3a. Look for the meanings of the following words ending with TION, in your dictionary. Word Meaning Conviction Suggestion Demonstration Invitation Hesitation Intention Meditation Imagination Recollection Attention Activity: 3
  • 16. 16 USING WORDS EFFECTIVELY                                           Evaluation Activity: 3 Product: Spelling and meaning of words table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies groups of letters or letter combination that often sound alike that help spell words to be search in a dictionary. Uses hints that help identify the spelling of words to be search in a dictionary. Integrates social and procedural interest when his/her partner pronounces the words so he/she can complete the task. Auto-evaluation C MC NC Obtained value Choose the corresponding ending TION word from the table above for each sentence and write it on the line. 1. A person’s quickly. ____________________________________________________________________________ 2. Understanding something without reasoning. ______________________________________________________ 3. Capacity of making pictures in your mind. _________________________________________________________ 4. Telling someone what to do without giving a real order. ______________________________________________ 5. Feeling sure that something is true. ______________________________________________________________ 6. Plan what we are going to do soon if it’s possible. __________________________________________________ 7. Not to be sure what to do. ______________________________________________________________________ 8. Showing people, usually students; how to do something. ____________________________________________ Activity 3c. Write “sh” or “ch” in each of the blank lines so that the sentences make sense. 1. I sailed across the ocean on a big _____ _____ ip. 2. He will _____ _____ ase me on the playground. 3. ____ ____ ew your food before you swallow it. 4. The light fla ____ ____ ed. 5. Ted beat Ben in a game of ____ ____ ess. 6. There was a big spla ____ ____ when Jan dove in the pool. 7. Kim is su ____ ____ a nice girl. 8. Mar ____ ____ is the third month of the year. 9. Mrs. McDonald is the best tea ____ ____ er in the school. 10. ____ ____ ut the door when you leave. 11. We used a knife to ____ ____ op the peppers. Activity: 3b
  • 17. 17 BLOCK 1                                           Read and discuss in class about interpreting a “DICTIONARY ENTRY”. A typical dictionary entry includes these parts: 1. The word or phrase gives the correct spelling and is broken into syllables. 2. The word or phrase with the pronunciation indicated through the use of diacritical marks. 3. The part or parts of speech the word functions as for example as a noun (n.), verb (v.), adjective (adj.), or adverb (adv.). 4. Related forms or inflected forms of the word, such as the plural form of nouns and the past tense of verbs. 5. The definition or definitions of the word or phrase. 6. The origin, or etymology, of the word or words, such as from the Latin, Old French, Middle English, Hebrew, the name of a person. The rest of the sequence will look at each of the listed kinds of information above. Spelling and Syllables The dictionary first gives the correct spelling and syllable breakdown of a word. As you can see dots separate the words into syllables. Each syllable is a separate sound, and each sound includes a vowel. In the entry shown above, bias is divided into two syllables. How many syllables are in each of the following words? Do .nate com . pen . sate o .be .di .ent Activity 4a.Use your dictionary to separate the following words into syllables. Put a large dot (.) between the syllables. Then write down the number of syllables in each word. Number one is done as an example. 1. Birth.place 2 syllables 2. Displease ___________ syllables 3. Hurricane ___________ syllables 4. Undertaker ___________ syllables 5. Inhumanity ___________ syllables Activity: 4
  • 18. 18 USING WORDS EFFECTIVELY                                           Evaluation Activity: 4 Product: Dictionary practice table. Value: Knowledge Conceptual Procedimental Attitudinal Identifies “Parts of a Dictionary, and the way syllables are separated in a dictionary. Applies the use of the dictionary when filling in the table that includes: guide Word, meaning and syllables. Integrates new knowledge in order to identify part of a dictionary. Auto-evaluation C MC NC Obtained value Use your dictionary and fill in the table with the following information: dictionary entries, write the meanings and separate the words into syllables with dots. Word Guide word Meaning Syllables 1. Impose 2. Sadistic 3. Inevitable 4. Apprehensive 5. Notable 6. Stereotype 7. Destiny 8. Tentative 9. Avert 10. Emerge Activity: 4b
  • 19. 19 BLOCK 1                                           Pronunciation Symbols and Accent Marks A dictionary entry word is followed by information in parenthesis. The information in parenthesis shows you how to pronounce the word. It includes two kinds of symbols: pronunciation symbols and accent marks. Following are explanations of each. Pronunciation Symbols The pronunciation symbols tell the sounds of the consonants and the vowels in a word. The sound of the consonants is probably familiar to you, but you may find it helpful to review the vowels sounds. Vowels are the letters a, e ,i ,o, u. (Sometimes Y is also a vowel, as in myself and copy). To know how to pronounce the vowels sounds, use the pronunciation key in your dictionary. Here is a sample pronunciation key: Pronunciation Key: pat k kick, cat, pique boot pay l (n d'l) lid, needle* ou out care m mum p pop father n (s d'n) no, sudden* r roar b bib ng thing s sauce ch church pot sh ship, dish d deed, milled toe t tight, stopped pet caught, paw, for, horrid, hoarse** th thin bee oi noise th this f fife, phase, rough took cut g gag urge, term, firm, word, heard r butter h hat v valve hw which w with Foreign pit y yes French feu, German schön pie, by z zebra, xylem French tu, German ber <R< TD> pier zh vision, pleasure, garage German ich, Scottish loch j judge about, item, edible, gallop, circus French bon (b )*** To use the above key, match the symbol with the letter or letters in bold print in the short word that follows the symbol. For instance (also called “short a”) sounds like the a in pat. You can pronounce the i and first e in disrespect by first finding the matching symbols within the parentheses. Note that the matching symbols for both vowels is . Then look for the symbol in the pronunciation key. It shows you that has the sound of i in the short word pit. You can also use the pronunciation key to pronounce the second e in disrespect ( ). It shows you that it is pronounced like the e in pet. A long vowel (a vowel with a line over it) has the sound of its own name. Long a ( ) sounds like the a in pay; Long e ( ) sounds like the e in bee; etc. Finally, note that the last pronunciation symbols in the key looks like an upside-down e: . This symbol is known as the schwa. As you can see by the word that follow it, the schwa has a very short sound that sounds more like “uh” (like in ago, gallop, and circus) or “ih” (as an item and easily). Use your dictionary to find and write in the pronunciation symbols for the following words. 1. Cynic s n ‘ k 2. Optimist _____________________________________________________________________________ 3. Arrogant _____________________________________________________________________________ 4. Advocate _____________________________________________________________________________ 5. Hypothesis _____________________________________________________________________________ Activity: 5
  • 20. 20 USING WORDS EFFECTIVELY          Evaluation Activity: 5 Product: Pronunciation activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies pronunciation symbols that show you how to pronounce the Word. Uses pronunciation symbols that show how to pronounce the Word. Integrates new knowledge in the use of pronunciation symbols when pronouncing a word. Co-evaluation C MC NC Obtained value Pair work. Ask your partner to pronounce the words for you then refer to the pronunciation key to answer the questions about the following 9 words. Underline the letter of each of your answers. Then check your answers with your partner. 1. Wrinkle The i in wrinkle sounds like the i in a. pit b. pie 2. Blossom. The first o in blossom sounds like the o in a. Pot b. toe 3. Lively The i in lively sounds like the i in a. Pit b. pie 4. Lumber The u in lumber sounds like the u in a. Urge b. cut 5. Gamble The a in gamble sounds like the a in a. Pat b. care 6. Blatant The first a in blatant sounds like the a in a. Pat b. pay 7. Lucid The u in lucid sounds like the oo in a. Boot b. out 8. Vehicle The first e in vehicle sounds like the e in a. Pet b. bee 9. Hypocrite The o in hypocrite sounds like the a. a in pot b. schwa in the Word gallop Activity 5b. Pronunciation Schwa. Look at the words below and decide where in the word the schwa sound occurs. Underline and write the schwa symbol over the correct part of the word. The first one has been done for you. Hint: One word has two examples of schwa. All the others have only one. d o c t o r b a n a n a t o mo r r o w d i f f i c u l t s u mme r l e v e l p r o t e c t s u r v i v e p u p i l t h e a t r e me a s u r e w i z a r d Activity: 5a
  • 21. 21 BLOCK 1 Accent Marks The darker line (’) is a bold accent mark, and it shows which syllable has the strongest stress. Syllables without an accent mark are unstressed. Some syllables are in between and they are marked with a lighter accent mark (‘). Here are some words with syllable divisions and accent marks shown in parenthesis. Use the guides to help you pronounce the word. hip-hop (h p h p ) teen·ag·er (t n j r) ma·chine (m -sh n ) al·pha·bet·i·cal ( l f -b t -k l) Answer the questions following each of the five words below. 1. Telethon (tel’. - thon’) How many syllables are in telethon? ______________ Which syllable is most strongly accented? ______________ 2. Terminate (t r ’ m - n t ’ ) How many syllables are there in terminate? ______________ Which syllable is most strongly accented? ______________ 3. pro·cras·ti·nate (pr -kr s t -n t , pr -) How many syllables are in procrastinate? ______________ Which syllable is most strongly accented? ______________ 4. graf·fi·ti (gr -f t ) How many syllables are in graffiti? ______________ Which syllable is most strongly accented? ______________ 5. Tolerate (tol ' · er · ate) How many syllables are in tolerate? ______________ Which syllable is most strongly accented? ______________ 6. Superficial (sup' · er · fi ' · cial) How many syllables are in superficial? ______________ Which syllable is most strongly accented? ______________ Activity: 6
  • 22. 22 USING WORDS EFFECTIVELY Team work. Read and with your classmates and teacher review the parts of Speech. Parts of Speech Every word in the dictionary is either a noun, a verb, an adjective, or another part of speech. In dictionary entries, the parts of speech are shown by letters in italics. In the entry for dictionary, for example, the abbreviation n. tells us that dictionary is a noun and that is in plural. dic·tion·ar·y (d k sh -n r ) n. pl. dic·tion·ar·ies 1. A reference book containing an alphabetical list of words, with information given for each word, usually including meaning, pronunciation, and etymology. When the word is more than one part of speech, the dictionary gives the definitions for each part of speech separately. In the above entry for insult, the abbreviations are telling us that insult is a verb that comes after the pronunciation symbols; the verb definition follows, when the verb meaning ends, the abbreviation n. tells us that the noun definition will follow. in·sult ( n-s lt ) v. in·sult·ed, in·sult·ing, in·sults. To treat with gross insensitivity, insolence, or contemptuous rudeness. n. An offensive action or remark. Parts of Speech Table This is a summary of the 8 parts of speech; each part of a speech has an abbreviation used in the dictionaries in order to save space. part of speech and abbreviations function or "job" example words example sentences Verb (v.) action or state (to) be, have, do, like, work, sing, can, must Cobach is a nice school. I like Cobach. Noun (n.) thing or person pen, dog, work, music, town, London, teacher, John This is my dog. He lives in my house. We live in London. Adjective (adj.) describes a noun a/an, the, 69, some, good, big, red, well, interesting My dog is big. I like big dogs. Adverb (adv.) describes a verb, adjective or adverb quickly, silently, well, badly, very, really My dog eats quickly. When he is very hungry, he eats really quickly. Pronoun (pron.) replaces a noun I, you, he, she, some Tara is Indian. She is beautiful. Preposition (prep.) links a noun to another word to, at, after, on, but We went to school on Monday. Conjunction (conj.) joins clauses or sentences or words and, but, when I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats. Interjection (interj.) short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I don't know. Activity 6b. Use your dictionary to list the parts of speech for each of the following words. Each word has more than one part of speech. 1. Praise __________________________ 2. Bridge __________________________ 3. Stress __________________________ 4. Reverse __________________________ 5. Level __________________________ Activity: 6a
  • 23. 23 BLOCK 1 Good 5 pts Fair 3 pts Poor 1 pts Points Guidewords Good Guidewords being defined are shown clearly and are underlined. Fair Guidewords being defined are shown but not underlined. Poor Guidewords being defined are difficult to find on the paper. Pronunciation Good The pronunciations are included with the words and are shown in parenthesis. Fair The pronunciations are sometimes included or sometimes in parenthesis. Poor The pronunciations are not included. Parts of Speech Good All words have included the part of speech (noun, verb, adj., and adv.) Fair Some of the words have included the parts of speech (noun, verb, adj., and adv.) Poor The parts of speech are not included. Definition Good All words include the entire definition. Fair Some of the words included the entire definition. Poor Not all words are defined. Total Points Evaluation Activity: 6 Product: Rubric. Value: Knowledge Conceptual Procedimental Attitudinal Identifies accent marks, parts of speech and how they are presented in a dictionary. Uses the dictionary to fill in a table that contains guide words, definitions, pronunciations and parts of speech. Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity. Co-evaluation C MC NC Obtained value Use your dictionary and fill in the table with the appropriate information for the following words. Then check your partner’s table using the rubric below. Words Guidewords Pronunciation Part of speech Definition Muzzle Moderate Stray Sedate Compliment awesome Innate counselor Tranquile incline Activity: 6c
  • 24. 24 USING WORDS EFFECTIVELY Irregular Forms of Words When other forms of a word are spelled in an irregular way, those forms are shown. Those forms are given after the part of speech in an entry. With irregular verbs, the dictionary gives the past tense (knew) and the past participle (known), as well as the present participle (knowing). With adjectives, the dictionary gives the comparatives (colder) and superlative (coldest) forms. Plural forms with irregular spellings are also included in this spot in an entry. For example, the entry for country begins: coun·try (k n tr ) n. pl. coun·tries After the part of speech of country (n. for noun), the entry gives the irregular form of the plural (pl.) of country. Below are the beginnings of dictionary entries. Write the part of speech, irregular forms, spelling, syllables, stressed syllables. Do not abbreviate. Ask your teacher for help if needed. shake (sh k) v. shook (sh k), shak·en (sh k n), shak·ing, shakes Part of speech: ____________________________________________________________________________________ Spelling of past tense: _____________________________________________________________________________ Spelling of past participle: __________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in shake: _______________________________________________________________________ Stressed syllable in shaken: _________________________________________________________________________ cra·zy (kr z ) adj. cra·zi·er, cra·zi·est Part of speech: ____________________________________________________________________________________ Spelling of form that means most crazy: _______________________________________________________________ Number of syllables in crazy: ________________________________________________________________________ Stressed syllable in crazy: ___________________________________________________________________________ qual·i·ty (kw l -t ) n. pl. qual·i·ties Part of speech: ____________________________________________________________________________________ Spelling of plural: __________________________________________________________________________________ Number of syllables in the singular form: ______________________________________________________________ Stressed syllable in quality: __________________________________________________________________________ Activity: 7
  • 25. 25 BLOCK 1 Evaluation Activity: 7 Product: Dictionary entries activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies previous knowledge of verb tenses, plurals and adjective degrees. Applies his/her knowledge when using dictionary entries to identify part of speech, irregular forms, spelling, syllables and stressed syllables. Shows interest when applying previous knowledge of grammar in the dictionary use activities. Co-evaluation C MC NC Obtained value run (r n) v. ran (r n), run, run·ning, runs Part of speech: _______________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Number of syllables in running: ______________________________________________________________________ Number of syllables in run: __________________________________________________________________________ chat (ch t) v. chat·ted, chat·ting, chats Part of speech: ____________________________________________________________________________________ Spelling of past tense: ______________________________________________________________________________ Spelling of past participle: ___________________________________________________________________________ Spelling of present participle: ________________________________________________________________________ Spelling on third person singular form: ________________________________________________________________ Number of syllables in chatted: ______________________________________________________________________ Activity: 7 (continuation)
  • 26. 26 USING WORDS EFFECTIVELY Read carefully and discuss with your classmates and teacher. Definitions Words often have more than one meaning. When they do, their definitions may be numbered in the dictionary. You can tell which definition of a word fits a given sentence by the meaning of the sentence. For example, the following are three of the definitions of the verb form of revive given in most dictionaries: 1. To bring back to life or consciousness 2. To impart or regain health or vigor. 3. To restore to use. Which of these definitions best fits the sentence below? Modern technology can revive patients who have actually been considered medically dead. The answer is definition 1: Modern technology can bring a patient back to life. Activity 8a. Below are four words and their definitions. A sentence using each word is also given. Choose the dictionary meaning that best fits each sentence. 1. Idle: a) Not working; inactive b) avoiding work; lazy Which definition best fits the sentence below? _______________ The streetcar tracks in our city have been idle since 1960, when the city switched from streetcars to buses. 2. Suspicion: a) The act of suspecting the existence of something, esp. of something wrong, with little evidence. b) A faint trace; hint Which definition best fits the following sentence? _____________ There was a suspicion of rum in the chocolate cake. 3. Sterile: a) Incapable of reproducing sexually. b) Producing little or no vegetation. c) Free from microorganisms. Which definition best fits the following sentence? _____________ The real estate agent had cheated young farmers by selling them sterile land. 4. Universal: a) Extending to or affecting the entire world; worldwide. b) Including or affecting all members of a class or group. c) Of or pertaining to the universe; cosmic. Which definition best fits the following sentence? _____________ Clear air and pure drinking water are a universal goal in our world today. Activity: 8
  • 27. 27 BLOCK 1 Read and discuss with your classmates about SYNONYMS, ANTONYMS and THESAURUS. A synonym is a word whose meaning is similar to that of another word. For instance, two synonyms for the word fast are quick and speedy. Dictionary entries sometimes end with synonyms. For example, the word foreign in some dictionaries ends with several synonyms: alien, exotic, and strange. A hardbound dictionary in particular will provide synonyms for words and explain the difference in meaning among the various synonyms. More information on synonyms as well as antonyms (words with opposite meaning) can be found in a THESAURUS, which is a collection of synonyms and antonyms. A Thesaurus can improve your writing by helping you to find the precise word needed to express your thoughts. A thesaurus is like a dictionary, but instead of a definition, you get a list of synonyms or possibly an antonym of the word. You may want to own a paperback thesaurus or you can find a thesaurus online by going to: www.thesaurus.com Activity 8c. Decide whether each pair of words are synonyms or antonyms. Use a check mark ( ) Synonym Antonyms 1. agree - disagree ________ _________ 2. cold - freezing ________ _________ 3. easy - difficult ________ _________ 4. argue - squabble ________ _________ 5. guess - estimate ________ _________ 6. bottom - top ________ _________ 7. tired - energetic ________ _________ 8. huge - gigantic ________ _________ 9. sink - float ________ _________ 10. windy - calm ________ _________ 11. noisy - quiet ________ _________ 12. unhappy - sad ________ _________ Activity: 8b
  • 28. 28 USING WORDS EFFECTIVELY Evaluation Activity: 8 Product: Definitions, synonyms and antonyms activities. Value: Knowledge Conceptual Procedimental Attitudinal Identifies synonyms, antonyms and the definition of a word that fits in the blanks by the meaning of the sentence. Uses synonyms, antonyms and definitions of words to be used in different sentences. Shows interest when applying the knowledge acquired. Co-evaluation C MC NC Obtained value Read about “Usage labels” and search for the word ain’t in your dictionary, write the meaning and usage label. Besides listing definitions, a dictionary includes usage labels; terms that tell us if a meaning is considered something other than “standard English”. For example the dictionary labels one meaning of the verb crash “to go to sleep”, as “Slang.” Other common labels include “Informal” (the phrase hang in, meaning “to persist,” is labeled as informal) and “Nonstandard” (the Word ain’t labeled nonstandard). We will see more about formal, informal and nonstandard English in block 2. Such labels indicate language not considered appropriate in formal speech and writing. Example: hang (h ng) v. hung (h ng), hang·ing, hangs 1. To fasten from above with no support from below; suspend. 2. To suspend or fasten so as to allow free movement at or about the point of suspension: hang a door. 15. Slang a. To spend one's free time in a certain place. Often used with around or out: liked to hang out at the pool hall. ain't [eɪnt] ___________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 8b (continuation)
  • 29. 29 BLOCK 1 Closing Activity To review what you’ve learned in this sequence. Answer the following questions by writing the letter of the correct answer. 1. Guide words can help you __________ a. Pronounce a word in a dictionary. b. Find a word in a dictionary. c. Define a word in a dictionary. 2. You can learn how to pronounce a word by using the pronunciation symbols and __________ a. The part of speech. b. Usage labels. c. The pronunciation key. 3. A dark accent mark shows __________ a. Which syllable has the strongest stress. b. Which syllable has the weakest stress. c. That the Word has only one stress. 4. A schwa is an unaccented syllable that sounds like the a in the word __________ a. Ago b. Cake c. Cat 5. Dictionary entries will show you all of the following except __________ a. How to spell a word. b. How to pronounce a word. c. The meaning or meanings of a word. d. Whether a word is a noun, verb, adjective or other part of speech. e. Common spelling errors of a word. Activity 9a. Aswer the following questions about the dictionary entry for emerge. Use the pronunciation key for help if needed. e·merge ( -mûrj ) .v. e·merged, e·merg·ing, e·merg·es 1. To rise from or as if from immersion. 2. To come forth from obscurity. 3. To become evident. 4. To come into existence. 1. The first e in emerge sounds like the . __________ a. e in pet b. e in bee 2. How many syllables are there in the word emerge? __________ a. Three b. one c. two 3. What part of speech is emerge? __________ a. Noun b. verb c. adjective 4. Which definition of emerge best fits the sentence below—1, 2, 3 or 4? __________ The sun emerged from behind the clouds. 5. Which definition of emerge best fits the sentence below —1, 2, 3 or 4? __________ The fact that the defendant was once a prison guard emerged in court last week. Activity: 9
  • 30. 30 USING WORDS EFFECTIVELY Poor 1 pts Fair 2 pts Good 3 pts Points Answer Formulation POOR The student did not adequately answer the question and provided an unsatisfactory accompanying rationale. FAIR The student somewhat answered the question and provided a rationale with limited development. GOOD The student provided a well-constructed response with a thoughtful rationale. Mastery of Subject POOR The student did not show a basic mastery of the concepts. FAIR The student showed a limited mastery of the concepts. GOOD The student showed an outstanding mastery of the concepts. Grammar POOR The student's responses contained numerous grammatical errors (i.e., comma splices, fragments, run-ons, verb formations). FAIR The student's responses contained a few grammatical errors, but they did not detract from the reader's basic comprehension. GOOD The student's responses contained no grammatical errors or only a few minor errors in punctuation and spelling. Total Points Evaluation Activity: 9 Product: Words meaning and Part of speech table. Value: Knowledge Conceptual Procedimental Attitudinal Recognizes concepts to answer questions in a questionnaire. Applies knowledge considering the lesson presented to answer questions based on the foregoing concepts. Shows interest and ability when using a rubric to evaluate his/her partner’s parts of a dictionary activity, as well as openness to feedback given by his/her partner. Co-evaluation C MC NC Obtained value Use your dictionary to put dots between the syllables in each word. Then write out the word with the correct pronunciation symbols, including the accent marks. Syllables Pronunciation 1. comply __________________________________ __________________________________ 2. elapse __________________________________ __________________________________ 3. dubious __________________________________ __________________________________ 4. antidote __________________________________ __________________________________ 5. coherent __________________________________ __________________________________ Activity: 9b
  • 31. 31 BLOCK 1 Didactic Sequence 2. How to become a better reader and thinker. Start up Activity How many hours per day do you watch TV? Pair work. Ask your partner the following questions. 1. How many hours per day do you watch TV? _____________________________ 2. What is your favorite channel on TV? _____________________________ 3. Is TV a big part of your life? _____________________________ 4. Are soap operas very popular among friends? _____________________________ 5. What time of the day do you think TV is best? _____________________________ 6. What kinds of programs do you usually watch? (comedy, cartoon, drama, action, horror, _____________________________ science fiction, soaps, sitcoms.) 7. Do your parents tell you how much TV you _____________________________ are allowed to watch? 8. Do you prefer watching TV than to go out _____________________________ with friends? 9. What is the biggest problem you find with TV? _____________________________ 10.Do you like watching the news on TV? _____________________________ Activity 1a. Go around the classroom and gather information about the first question: How many hours per day do you watch TV? Then make a graph with the information gathered. The following is just an example of a graph presented by a Canadian student Maryam Zerbes in her Social Studies project. She asked students from her music theory class. Activity: 1 Soaps or Soap Operas: A drama, typically performed as a serial on daytime television or radio, characterized by stock characters and situations, sentimentality, and melodrama.
  • 32. 32 USING WORDS EFFECTIVELY Evaluation Activity: 1 Product: A graphic organizer. Value: Knowledge Conceptual Procedimental Attitudinal Organizes information about the time that his/her partners spend in front of the TV to be presented in class. Obtains partners’ information about TV issues to draw a diagram for a forthcoming presentation in class. Collaborates with partners when obtaining information to be organized in a graph. Co-evaluation C MC NC Obtained value Draw your graph here. Activity: 1 (continuation)
  • 33. 33 BLOCK 1 Development Activities Clear Thinking The chances are that you are not as good a reader as you should be to do well in school. If so, it’s not surprising. You live in a culture where people watch an average of over seven hours of television every day!! All that passive viewing does not allow much time for reading. Reading is a skill that must be actively practiced. The simple fact is that people who do not read very often are not likely to be strong reader. Therefore, they are not good writers. Another reason besides TV for not reading much is that you may have a lot of responsibilities. You may be going to school and working at the same time. When you have free time you are exhausted, and it’s easier to turn on the TV than to open a book. A third reason for not reading is that school may have caused you to associate reading with worksheets and drills and book reports and test scores. Experts agree that many schools have not done a good job of helping students discover the pleasure and rewards of reading. The aim of this block is helping you become a stronger thinker; a person just not to understand what is read but to analyze and evaluate it is as well. In fact reading and thinking are closely related skills, and practice in thoughtful reading will also strengthen your ability to think clearly and logically, consequently it will also strengthen your ability to write. Clear thinking is the ability to understand the relationship between a point and its support. This sequence will help you basics of clear thinking, and the sequences that follow will reinforce what you learn here. The skills that you develop at thinking clearly and logically will prove of enormous value in all your school work, especially in writing and composition. You need to understand and to practice recognizing the relationship between a point and its support. The point is the main idea that a person is making. The support is the evidence that is given to back up this idea or the supporting details that you studied in your “Writing and Reading Strategies” module, remember? The two most important things you must do as a speaker or writer are to: 1. Make a point 2. Support the point The two most important things you must do as a reader are to: 1. Recognize the point 2. Recognize the support for the point Did Snoopy recognize the point that his friend is making? Activity: 2 Kids in the USA spend about 25 hours a week, or more than 3 hours a day watching television. [http://www.nncc.or g/Parent/ga.tv.html]
  • 34. 34 USING WORDS EFFECTIVELY Read the example of a point: Point: Our meal in that new restaurant was unpleasant. Now, is there a support for this point? In other words, is the person who made it thinking clearly and logically? Let’s say the person then goes on to provide the following detail. 1. Our meal took forty five minutes to arrive. 2. The chicken we ordered was tough, and the rice and vegetables were cold. 3. The dessert choices were limited to stale cake and watery Jell-O. The details provide solid support for the point. They give us a basic for understanding and agreeing with the point. In light of the details, we would not be eager to eat at that restaurant. When evidence is provided, we have a chance to be both logical and critical thinkers: to evaluate for ourselves whether is enough valid evidence in support of a point. Activity 2a. In each of the following groups, one statement is the point, and the other statements are support for the point. Identify each point with a P and each statement of support with an S. A. 1. Some parrots can be trained to count. ______ 2. Parrots are intelligent pets. ______ 3. Parrots have been taught to recognize shapes and colors. ______ 4. Most parrots can learn to speak. ______ B. 1. Sharp pieces of broken glass are scattered near the swing sets. ______ 2. Large stay dogs wander through the park glowing at people ______ who walk near them. 3. Our neighborhood park is not a safe place to play. ______ 4. The park has been the site of gang violence on several ______ occasions recently. C. 1. The authors do not define the new terms they use in each chapter. ______ 2. The book has no illustrations and no index. ______ 3. The sentences are long and hard to understand. ______ 4. The chemistry textbook is not very helpful. ______ D. 1. Hearing can be damaged by a number of common sounds. ______ 2. Listening to loud music through headphones can cause hearing ______ loss. 3. Machinery, such as lawn mowers and leaf blowers, can ______ contribute to deafness. 4. The noise level of many buses and trucks is high enough to ______ damage hearing permanently. Activity: 2 (continuation)
  • 35. 35 BLOCK 1 Evaluation Activity: 2 Product: Clear thinking practices. Value: Knowledge Conceptual Procedimental Attitudinal Comprehends the relationship between a point and its support when an idea is given. Practices recognizing the relationship between a point and the evidence that is given to back up an idea. Integrates new knowledge in order to understand the basics of clear thinking. Co-evaluation C MC NC Obtained value E. 1. Requiring kids to wear uniforms to school is a good idea. ________ 2. Studies show that students work better when they are dress ________ in uniform. 3. Uniforms costs less than store-bought clothes. ________ 4. Uniforms stop kids from teasing each other about the clothes ________ they wear. F. 1. It is good for people to limit the amount of time they watch TV. ________ 2. When people spend less time watching TV, they pursue ________ healthier activities, including exercises. 3. Studies show that when the TV is turned off, families talk and ________ Share more with each other. 4. Watching less TV means that kids will be exposed to less ________ violence. G. 1. My husband is a vegetarian ________ 2. My mother, who lives with us, can’t digest certain vegetables ________ 3. One of my children is allergic to milk, wheat, and eggs. ________ 4. My family is difficult to cook for. ________ H. 1. Each year, Americans spend billions of dollars buying ________ cold medications. 2. Cold cause Americans business to lose millions of hours ________ of work every year. 3. The average child misses a week of school each year due ________ to colds. 4. The common cold has a powerful effect on the nation. ________ Activity: 2b Points and Support in every life An advertisement tries to convince us that something is “a great product” (Persuasive speech). A political candidate offers reasons why he or she is the person to vote for. Textbooks authors or teachers advance all kinds of points and then supply evidence on behalf of their ideas.
  • 36. 36 USING WORDS EFFECTIVELY Read about Identifying Logical Support. Then read the points and the three items of “support” that follow and circle the letter of the item that provides logical support for the point. Identifying Logical Support Once you identify a point and its support, you need to decide if the support really applies to the point. The critical thinker will ask, “Or is it beside the point?” In their enthusiasm to advance a point, people often bring up support that does not apply. For example, a student may wish to make the point that her English instructor is a poor teacher. To support that point, the student may say, “He speaks so softly I can hardly hear him. In addition, he wears ridiculous clothes.” A Critical thinker will realize that although a soft voice may in fact interfere with an instructor’s effectiveness, what the instructor wears has nothing to do with how well he teaches. The first reason for disliking the English teacher is logical and relevant support, but the second reason is beside the point. This activity will sharpen your ability to decide whether evidence truly supports a point. It will help you become a critical reader who can ask and answer the questions, “Is there a logical support for the point?” Point: That woman on the news was courageous. Support: a. She collected bags of canned and boxed food for months and then brought it to the Golden Door Soup Kitchen to be used for Thanksgiving. Thanks to her efforts, the soup kitchen was able to feed five hundred more people this year than last. That number includes over a hundred children. b. She had at hand all the facts and figure to back up her statements, citing three different studies by experts in the field. She handled the reporter’s questions with easy and confidence. c. When she saw the child been attacked, she went to his aid without a moment’s hesitation. She ran up shouting “Let him go!” then kick the ferocious pit bull as hard as she could. When the dog released the child, she grabbed the boy and pushed him to safety, even as the dog turned on her. Explanation: a. The information here tells us that the woman on the news was kind and generous with her time. You should not have chosen this item. It is about generosity, not courage. b. The woman described here showed mastery of her subject and skill in being interviewed;you should not have chosen this item either. c. The woman referred here put herself in danger to help a child. Clearly, to do so, she had to be courageous. If you circled the letter of this item, you were correct. Activity 3a. Put a check ( ) next to the sentence that logically supports the point. 1. Point: Greg is irresponsible. a. He gives up his bus seat to elderly commuters. ________ b. He never pays his bills on time and he is always late for appointments. ________ c. When I need someone to cover for me at work so that I can see my girlfriend, ________ Greg is always too busy to help me up. Activity: 3
  • 37. 37 BLOCK 1 Evaluation Activity: 3 Product: Logical identification exercises. Value: Knowledge Conceptual Procedimental Attitudinal Identifies the point and its support to decide if the support relates to the point. Applies the support statements to each given point to understand each logical and relevant support. Appreciates the effectiveness of becoming a critical thinker and how it will help in his/her academic development. Co-evaluation C MC NC Obtained value 2. Point: That child is very curious. a. He was reciting the alphabet when he was only three years old. _______ b. His favorite word is “No!” He doesn’t start picking up his toys until the _______ fifth or sixth time he is told. c. He has taken apart all the clocks in the house to see how they work. _______ He breaks rocks because he wanted to see what they looked like inside. 3. Point: Mary is self-centered. a. She’ll avoid a party invitation to stay home and curl up with a good book. _______ b. Any time we talk, I hear all about her life, but she never even asks what is _______ new with me. c. She spends much of her time assisting her grandparents, she cooks them _______ dinner and talk to them about the family. 4. Point: The teenage boys at the dance were much shyer than the girls. a. They yelled and laughed out loud, drawing attention to themselves, then they _______ left with their friends to go to a nearby party. b. They all gathered at one end of the room, away from the girls, they looked _______ nervously at the girls who were dancing. c. They walked right up to a group of girls and introduced themselves. They _______ asked the girls for their phone numbers. 5. Point: The bus service on this route is unreliable. a. Several times each week, the bus on this route arrives more than a half hour late. _______ b. The buses on this route are at least twenty years old. _______ c. The transit authority is building a rail line to replace the bus route. _______ Activity: 3a (continuation)
  • 38. 38 USING WORDS EFFECTIVELY Read about determining a logical point. Look at the following three items of support and do the exercise, then check your answer by listening to the explanation given by your teacher. Determining a Logical Point This activity will develop your ability to come to a logical conclusion. You will look closely at supporting evidence and then decide what point is well supported by that evidence. The skill of making a reasonable judgment based upon the information presented is a significant part of clear thinking. Support: Circle the letter of the point that is logically supported by the above evidence. a. Catalogs offer better-quality products than stores do. b. Ordering from catalogs can be a convenient way of shopping. c. Catalogs provide bigger choice of colors, styles, and sizes than regular stores do. d. People should stop shopping in stores. Explanation: a. The support doesn’t compare the quality of catalog products with store products. So you should not have not chosen this item. b. The support statement does tell us that shopping by catalog is convenient: It can be done over the phone, delivery is on time, and goods can be returned. This is the statement that is adequately and logically supported, so it is the one you should have chosen c. The supporting statement does not compare the choices available through catalogs with those in the stores. d. The benefits given in the statements of support are not sufficient to support this point. You should not have chosen thin point either. Activity 4a. For each group, read the three items of supporting evidence. Then write the point that is logically supported by that evidence. 1. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ Activity: 4  Dozens of angry bees attacked people sitting at the picnic table.  A rain shower made all the food soggy and wet.  Nearby kids threw a football onto the table, spilling all the drinks.  Most catalogs have a wide range of high-quality products in choices of colors, styles, sizes, and so forth.  Catalogs products can be ordered over the phone.  The leading catalogs take pride in their delivering on time and accepting returns for any reason.
  • 39. 39 BLOCK 1 Evaluation Activity: 4 Product: Logical support grids. Value: Knowledge Conceptual Procedimental Attitudinal Writes statements that describes the supporting evidence statements. Develops his/her ability to come to a logical conclusion when reading supporting evidence and writing the point that is supported by that evidence. Shows interest and ability when using grids to determine logical points. Co-evaluation C MC NC Obtained value 2. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 3. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 4. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ 5. Support: Write a statement that describes the supporting evidence. _________________________________________________________________________________________________ Activity: 4a (continuation)  Before underground plumbing, city people dumped raw sewage out of their windows and into the street.  In the days when city vehicles were horse-drawn, manure was piled high in the roadways.  Before trash collection was available, pigs were set loose in city streets to eat the garbage thrown there.  When my dad was called out of town, the man who lives on the corner collected the mail and paper for him every day.  The young man in the house across the street always shovels my dad’s sidewalk when it snows.  Whenever my dad’s car needs is in the garage for repairs, one of his next-door neighbors drives him around until he gets his car back.  Employers like resumes and letters that are neat.  Companies prefer workers with a professional appearance.  Interviews like job seekers who speak clearly and with confidence.  High-speed trains can cruise at two hundred miles an hour.  For short trips, it can take longer to get to the airport than it would take to make the whole trip by high-speed train.  For short and medium trips, high-speed trains are more fuel- efficient than airplanes.
  • 40. 40 USING WORDS EFFECTIVELY Closing Activity Criteria 1 3 4 Total Organization Audience cannot understand presentation because there is no sequence of information. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. Graphics Student uses a superfluous map. Student's map relate to text and presentation. Student's map explains and reinforces text and presentation. Mechanics Student's presentation has four or more spelling errors and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. Elocution Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Total Points: Evaluation Activity: 5 Product: Map presentation and Rubric. Value: Knowledge Conceptual Procedimental Attitudinal Analyzes and interprets the theme “How to become a better reader and thinker.” Explains the theme “How to become a better reader and thinker” and registers his/hers partners’ participation in a rubric. Collaborates in his/her team presentation and shows positive attitude when receiving feedback. Co-evaluation C MC NC Obtained value  Team work. Draw a map about “How to Become a Better Reader and Thinker”, include: Clear thinking, Identifying Logical Support, and Determining a Logical Point.  You and your team organize a class map presentation.  Grade your partners’ participation in a rubric. Activity: 5
  • 41. 41 BLOCK 1 Didactic Sequence 3. Vocabulary in context. Start up Activity Remember the Chinese saying “A picture is worth a thousand words”? You learned in your Writing and Reading Strategies module that a picture can help you guess the meaning of a new word. Look at the pictures below and choose and underline the best answer to explain the pictures. 1. Which is the best description for the picture a) Computer b) computer c) microcomputer device hardware system 2. Which is the best description for the picture a) For sale b) equipment used c) instruments for you in an office 3. Which is the best description for the picture a) Holidays on beach b) beautiful beach c) activity of people Activity 1a. Read the passage below. Answer the questions that follow. Then find and underline the meaning of words. You can use your imagination in the case. A father examined his son’s report card and suffered mild cardiac tremors as he saw a solid column of D and F grades. Outraged that a product of his genes could so disgrace the family, he confronted his son and said, “Dave, this just won’t do. I can’t tolerate these grades, and if you don’t show me an immediate turn-around, you’re going to be grounded!” Do you think Dave got good grades or bad grades? ____________________________________________________ Was Dave’s father happy or angry at his school result? __________________________________________________ What is his father going to do with him? _______________________________________________________________ 1) What does the words “suffering mild cardiac tremors” mean? a) very angry b) about to die of a heart attack c) very sad 2) What does the word “disgrace” mean? a) please b) shame c) disappoint 3) What does the word “tolerate” mean? a) give b) borrow c) admit Activity: 1
  • 42. 42 USING WORDS EFFECTIVELY Evaluation Activity: 1 Product: Guessing Meanings exercises. Value: Knowledge Conceptual Procedimental Attitudinal Identifies and guesses words from vocabulary in context to answer questions. Practices vocabulary to find the meanings, choose and answer questions. Shows initiative and openness when starting a new theme. Co-evaluation C MC NC Obtained value Find the meaning of the underlined word in each sentence. Choose and circle the best answer for each question. Then check with your teacher and classmates. In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words from the context. This will help you read faster and easier. Do the exercise before studying how you can guess the meaning of vocabulary from context. 1. She had often come into conflict with her mother-in-law. a) announcement b) attainment c) argument 2. The old woman’s blunt questions embarrassed her, making her momentarily tongue-tied. a) emit b) ashamed c) loathe 3. We just need a couple more chairs so everyone can sit down. a) one b) two c) three 4. Please, Uncle Jack, give me a piggyback! a) A ride on someone back or shoulder b) A small bag c) People who arrived to settle in Bangkok 2000 5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so she lacks it. Her mother keeps telling her that an inadequate supply of vitamin A can lead to blindness. a) too big b) not enough c) full Activity: 1b
  • 43. 43 BLOCK 1 Development Activities Read about Vocabulary in Context and discuss the theme in class. Then check your understanding by writing the letter of the answer you think is correct on each line. Vocabulary in Context In this sequence, you will read about and practice types of context clues that will sharpen your skills in recognizing and using context clues. They will also help you add new words to your vocabulary. There are four common types of context clues: 1. Examples 3. Antonyms 2. Synonyms 4. General sense of the sentence or passage Remember not to use a dictionary for these practices. Their purpose is to help you develop the skill of figuring out what words mean without using a dictionary. Pronunciations are provided in parenthesis for the words. You have guide to pronunciation in sequence 1. 1. EXAMPLES If you are given examples that relate to an unknown word, you can often figure out its meaning. For instance, note the examples in this sentence: “All animals share the same vital needs, such as food, water, and shelter.” The examples—food, water, and shelter—helped you figure out that the word vital means “necessary.” Look also at the Frank and Ernest cartoon below. Thaves, cartonistgroup.com Notice that example of the “quote” helps you understand that the word MOTTO means slogan, cliché, saying, etc. The face of the man reading, helps you understand that the word SCOWL means an angry tempered expression. Look at the face of the man again. Now read the items that follow. An italicized word in each sentence is followed by examples that serve as context clues for that word. These examples, which are boldfaced will help you figure out the meanings of each word. On each line write the letter of the answer you think is correct. Then read the explanation that follows. Note that examples are often introduced with signal words and phrases like for example, for instance, including, and such as, that. Activity: 2
  • 44. 44 USING WORDS EFFECTIVELY 1. In our house, clothes hangers have various odd functions. For instance ________ we use them to scratch back and hold up plants in the garden. func·tion (f ngk sh n) means a) shapes b) problems c) uses 2. Our baseball team’s pitcher has a few eccentric habits, such as throwing exactly ________ thirteen pitches when warming up and never wearing socks. ec·cen·tric ( k-s n tr k, k-) means a) normal b) strange c) messy 3. Throughout history, humans have built a wide variety of dwellings, including simple ________ mud huts, stone castles, and marble mansions. dwell·ing (dw l ng) a) homes b) stores c) churches Explanation. In each sentence, the examples probably helped you figure out the meaning of the words in italics:  In sentence 1, examples of the odd functions of hangers—scratching back and holding up plants—may have helped you to guess that functions are “uses.” So the correct answer is C.  In sentence 2, the examples of strange habits show that eccentric means “strange.” So the correct answer is B.  Finally, the examples in sentence 3 indicate that dwellings are homes. So the correct answer is A. Note that the examples in the sentences are introduced by the signal words for instance, such as, and including. Activity 2a. In each sentence that follows, underline the examples of the italicized word. Then write the letter of the word’s meaning on the answer line. Remember DON’T USE A DICTIONARY. 1. The debris in the stadium stands included numerous paper cups, ticket stubs, ________ sandwich wrappings and cigarette butts. de·bris also dé·bris (d -br , d -, d br ) means a) products b) papers c) trash 2. For his weak stomach, Mario ate a bland diet of white bread, rice, and mashed potatoes. ________ bland (bl nd) means a) spicy b) varied c) mild 3. New York, Boston, and Philadelphia are three of the oldest urban areas in USA. ________ ur·ban (ûr b n) means a) empty b) city c) country Actividad: 2 (continuation)
  • 45. 45 BLOCK 1 Evaluation Activity: 2 Product: Vocabulary in context activity. Value: Knowledge Conceptual Procedimental Attitudinal Recognizes words in a new passage according to the context to answer questions. Develops the skill of figuring out what the words mean depending on the context. Shows interest when acquiring and applying new knowledge as well as showing a sense of initiative to learn. Auto-evaluation C MC NC Obtained value 4. A transaction, such as buying or selling a product, is the most basic ________ part of an economy. trans·ac·tion (tr n-s k sh n, -z k -) means a) profit b) loss c) business deal 5. My uncle often has had some embarrassing mishaps, such as backing his car ________ into the side of the boss’s Cadillac and trying to walk through a glass door. mis·hap (m s h p , m s-h p )means a) clever moves b) accidents c) project 6. The death of a child and the death of a spouse are two of life’s most traumatic experience. ________ trau·mat ic (-m t k) means a) Rare b)painful c) interesting 7. Religious rituals like baptisms, church weddings, church weddings, and funeral services give ________ many people a sense of peace and comfort. rit·u·al (r ch - l) means a) Lesson b) ceremony c)prayer 8. Many people take dietary supplements—for example, extra calcium or large doses of ________ vitamin C—in the belief that they will cure or prevent disease. sup·ple·ment (s p l -m nt) means a) Addition b) losses c) suggestions 9. When discussing computers, professionals often use such jargon as “RAM,” “download,” ________ and “bytes,” which others may not understand. jar·gon (jär g n) means a) special language b) clear instructions c) mean insults 10. There are hundreds of different kinds of retailers, ranging from car dealerships and ________ department stores to frozen-yogurt stands and online drugstores. re tail er (r t l r) means a) customers b) business that sell directly to users c) business that make products Actividad: 2a (continuation)
  • 46. 46 USING WORDS EFFECTIVELY Look at the cartoon and notice the meanings of the words meeting. If the man doesn’t understand meeting or gathering, maybe he’ll understand what forum or conference means. The use of synonyms provide effective paraphrases (remember? it is when you try to put information from a source into your own words). An original sentence might say: "Our views about the nature of the early plant and animal communities are now being revised". Can be paraphrased using synonyms into: "The commonly held belief on ancient flora and fauna is now being reviewed". "Commonly held belief" is a synonym for "our views", "ancient flora and fauna" is another way to say "early plant and animal communities", and "reviewed" is a synonym for "revised". Pair work. Read about Synonyms and discuss with your partner. Then check your understanding by writing each synonym in the space provided, each item includes a synonym of the italicized word. Number one is giving as an example. Synonyms Context clues are often found in the form of synonyms one or more words that mean the same or almost the same as the unknown word. Consider the sentence, “In the United States, shaking hands is the appropriate way to greet someone: in China, bowing is the right way.” Here is the synonym “right” tells you the meaning of appropriate. A synonym may appear anywhere in a sentence as a restatement of the meaning of the unknown word. 1. Everyone turned to look at the arrogant customer who spoke to the manager in a self-important self-important voice. 2. The medicine that Nina is taking is very potent. It is so powerful that she must _________________ Not take it for more than a week. 3. After the heavy rains, the stream became murky; in fact the water was so cloudy you _________________ couldn’t see the bottom. 4. Some overweigh people are called furtive eaters because they eat large quantities _________________ of food in secret. 5. A con artist was apparently very believable as he went door to door telling a plausible _________________ story about having his wallet stolen and needing twenty dollars to get home. 6. The first step in reaching a peace agreement was to set up a dialogue between the _________________ two sides. Without discussion, peace was impossible to force them. 7. You cannot coerce people into learning. If they are not interested, it is impossible _________________ to force them. 8. While Ved may not be affluent by American standards, he is rich compared with _________________ most people in his homeland of India. Activity: 3
  • 47. 47 BLOCK 1 Evaluation Activity: 3 Product: Synonyms exercises. Value: Knowledge Conceptual Procedimental Attitudinal Selects synonyms in the form of context clues to know meaning of words. Uses synonyms to replace some words in the sentences. Uses paraphrasing by replacing some words with synonyms. Shows interest when learning how synonyms provide clues to guess an unknown word. Co-evaluation C MC NC Obtained value 9. Several tests are necessary to verify that a virus is present. One is never ________________ enough to prove a virus exists. 10. The diversity of the population of the United States is the result of accepting _________________ immigrants from a wide variety of cultures and nations. Activity 3a. Paraphrase the following sentences (sayings) by replacing the CAPITALIZED words with a definition or synonym. Then discuss the sayings with the class. A. A penny SAVED is a penny EARNED. _________________________________________________________________________________________________ B. Valuable GIFTS often come in SMALL packages. _________________________________________________________________________________________________ C. You can't teach an OLD dog new TRICKS. _________________________________________________________________________________________________ D. A BOY'S best friend is his DOG. _________________________________________________________________________________________________ E. A fool and his MONEY are soon PARTED. _________________________________________________________________________________________________ F. The EARLY bird GETS the worm. _________________________________________________________________________________________________ G. HASTE makes WASTE. _________________________________________________________________________________________________ H. HONESTY is the best POLICY. _________________________________________________________________________________________________ I. You can't MAKE a silk purse OUT OF a cow's ear. _________________________________________________________________________________________________ J. Better LATE than NEVER. _________________________________________________________________________________________________ Activity: 3 (continuation)
  • 48. 48 USING WORDS EFFECTIVELY                                           Read about Antonyms and discuss with your partner. Antonyms Antonyms –words and phrases that mean the opposite of a Word—are also useful as context clues. Antonyms are sometimes signaled by words and phrases such as however, but, yet, on the other hand, instead of, and in contrast Look at the sentence: “Winners in life take an active role in making things happen, instead of being passive and waiting for good luck.” Here the word instead indicates that active and passive are antonyms and thus have opposite meanings. Look also at the cartoon about the fighting couple who are visiting a marriage counselor. Notice that the antonym “combatible” helps you figure out that compatible must mean “in agreement” Read the following sentences and underline the best answer according to the antonym. 1. Today is a WARM day, said Karoline to Peter. a) Hot b) cool c) shine 2. He is a STRONG man. a) Weak b) sturdy c) powerful 3. We are going to talk with our ENEMIES. a) Lost b) friend c) rivals 4. Mr. Brown always makes EASY tests. a) Soft b) hard c) strong 5. His garden is very LARGE. a) Small b) huge c) enormous 6. OPEN the door, please! a) Close b) huge c) free 7. In the trial the judge declared this person GUILTY of all the facts. a) Easy b) rival c) innocent 8. The International Organizations are going to be in a TEMPORARY way in the country. a) Complicated b) permanent c) guess 9. How POVERTY is defined? a) Guilty b) wealthy c) idle 10. How you are going to JOIN these wires? Said Ana to Pedro. a) Paste b) separate c) unite Activity: 4
  • 49. 49 BLOCK 1 Evaluation Activity: 4 Product: Antonyms exercises. Value: Knowledge Conceptual Procedimental Attitudinal Classifies words opposite in meaning to another word and identifies their meaning. Applies words opposite in meaning to another word and recognizes their meaning. Integrates basic grammar information to be used in simple exercises. Co-evaluation C MC NC Obtained value Check your understanding by underling the word or phrases that means the opposite of the italicized words. Then, on the answer line write the letter of the meaning of the italicized word. Finally, read the explanation that follows and discuss it with your partner to choose one. Number one is given as example. 1. The coach takes every opportunity to reprimand his players, yet he ignores every chance ____b______ to praise them. Reprimand means a) Approve of b) criticize c) choose Explanation: In the sentence, the antonyms given probably helped you understand the meaning of the word in italics. Reprimand is the opposite of “Praise,” so the answer to sentence 1 is “criticize.” 2. “I am having acute pains in my chest now, said the patient, “but an hour ago all I felt was ___________ a dull ache.” Acute means a) Sharp b)weak c) no 3. Some teachers are too lenient. I’d rather have strict teachers who take class seriously. ___________ Lenient means a) Hard b) easygoing c) busy 4. After his accident, Brad expected an in-depth examination at the hospital. Instead, a doctor ___________ gave him a quick, superficial checkup and said, “you’re fine. Superficial means a) Lacking depth b) complicated c) satisfactory 5. A temporary cough is nothing to worry about, but a chronic one can be a sign of serious ___________ Illness. Chronic means a) Continuing b) brief c) mild 6. When drinking was prohibited by the nineteenth Amendment, alcohol became more popular ___________ with some people than it had been when it was allowed. Prohibited means a) Permitted b) defined c) forbidden 7. “What we need is an innovative idea!” cried the chairman. “All I’ve heard so far are the ___________ same old ones.” Innovative means a) New b) traditional c) loud Activity: 4 (continuation)
  • 50. 50 USING WORDS EFFECTIVELY Read and learn how to solve out the meaning of unfamiliar words. General Sense of the Sentence of Passage Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. In such cases, you must draw conclusions based on the information surrounding the word. Asking yourself questions about the passage may help you make fairly accurate guess about the meaning of the unfamiliar word. Look at the cartoon about Lucy complaining to Schroeder, suppose that you don’t know the word “Features.” The phrases: nice hair, pleasant smile, cheerful personality, etc. suggest that features mean characteristics that provide pleasure and attract. Peanuts by Charles Schulz Activity 5a. Your teacher will answer the questions in parenthesis that follow each item below. Then using the logic of each answer, write the letter of the meaning you think is correct. Number one is done as example. 1. The newlyweds agreed to be very frugal in their shopping because they wanted to save a enough money to buy a home. Frugal means (How will people shop if they wanted to save Money?) a) Thrifty b ) wasteful c) interested Explanation: The first sentence provides enough evidence for you to guess that fruglmeans “thrifty.” The newlyweds (just married) had to be thrifty if they wanted to save money. 2. To reach a sound conclusion about an issue, you must carefully consider all the facts ____________ involved. Sound means (What kind of conclusion would you reach by considering the facts?) a) Early b) obvious c) reasonable 3. My mother refused to divulge the secret ingredients she uses in her fried chicken recipe. ____________ Divulge means (What would someone refuse to do with ingredients that are secret?) a) Reveal b) hide c) invent 4. Because the nicotine in cigarettes is harmful, many people favor stringent laws against ____________ their sale. Stringent means (What types of laws would be favored by people concerned about the harm of nicotine?) a) Strict b) weak c) confusing Activity: 5