2. monumental 3. curly 4. traditional 5. European 6. mythological 7. memorial 8. challenging 9. Victorian 10. Sicilian 11. Belgian
Expansion Activity
• The aim of this activity is to give students some tools to quickly and effectively increase their vocabulary through the use of suffi xes. • Write the words below on the board in three
columns.
industry industrial -al
monument monumental -al
curl(s) curly -y
tradition traditional -al Europe European -ean
mythology mythological -ical memory memorial -al
challenge challenging -ing Victoria Victorian -an
Sicily Sicilian -an Belgium Belgian -an
• Explain to students how to make adjectives from nouns by adding suffi xes. Note the most common suffi xes.
• Extending the concept of changing parts of speech by adding suffi xes, show students how to make adjectives from verbs by adding suffi xes. Write the following verbs on the board: marry, eat, sleep, shoot. Ask the students to change these verbs into adjectives. You might suggest that they create sentences to illustrate the adjectives such as the following:
Content Notes
• As described in the reading, Nicholas Cage has a Victorian house in San Francisco. This style of architecture was popular from 1860 through 1900, which parallels a tremendous growth in San Francisco’s population. Victorian houses, many of which are painted pastel colors, are made primarily of wood. This architecture is noted for bay windows, high ceilings and ornate woodwork. Perhaps the most famous Victorians are in Alamo Square.
• Actor Nicolas Cage has appeared in more than 50 fi lms. Some of the most popular among movie fans are Adaptation (2002), Raising Arizona (1987), and Leaving Las Vegas (1995) for which he won the Academy Award for Best Actor. • You can learn more about sculptor Manuel Palos
at his website, www.manuelpalos.com.
After You Read
Strategy
Forming Adjectives from Nouns
Helping students learn about the formation of suffixes in English can be of great use in student writing.
3 Forming Adjectives from Nouns
• If you have not had students begin this activity immediately after the reading, then read the directions and call on one student to read the fi rst statement. Ask the class for the answer.
• Continue with the rest of the statements, making corrections when necessary.
PA R T
1
Student Book pages 168–175
ANSWER KEY
1. D 2. C 3. B 4. B 5. A 6. C 7. A
Best Practice
Making Use of Academic Content
University students learn to infer a great deal both in reading and in lectures. At times, professors intentionally leave information for listeners or readers to infer while at other times, they are unaware of the vagueness or effort required by the listener or reader. The following activity gives students practice at fi nding the basis for inferences.
Strategy
Finding the Basis for Inferences English is full of indirect language. Thus if we hear someone say, “It sure is cold in here,” we might infer that they want the window in the room to be closed, even though this was not stated directly.
5 Finding the Basis for Inferences
• The aim of this activity is to have students practice inferring information that is not stated directly. • Have the students do this activity in small groups. • Ask them to write down the line numbers where
they found the information for each sentence. Then have each group correct their answers.
• During the activity, circulate and assist students as needed.
❑ I am a married man.
❑ My one-year-old son leaves half-eaten pretzels
on the fl oor.
❑ I am sleepy because he keeps me awake
at night.
❑ However, last night I saw a shooting star, and I
think my luck will change.
• Note that the form of the past participle is the most common way to change verbs to adjectives (married, eaten, broken). A few verbs can take a –y to become adjectives (sleepy). Some verbs use the form of the present participle to act as an adjective (shooting, flashing).
Expansion Activity
• The aim of this activity is for students to practice using suffi xes to transform verbs into adjectives. This will help them think about transforming words from one part of speech to another.
• Copy and distribute Black Line Master 12 “Forming Adjectives from Verbs” on page BLM 12 of this book.
• Have students complete the activity on their own and then check the answers with the class.
REPRODUCIBLE
4 Recalling Information
• The aim of this activity is to check reading comprehension.
• If students did not complete this activity immediately following the reading, then read the directions and call on one student to read the fi rst statement. Ask the class for the answer.
• Have students individually complete the activity individually and then correct the answers together as a class. You may wish to ask students to document their answers by indicating where in the text they are located.
ANSWER KEY
Answers will vary. Possible answers include:
1. Mr. Palos was clearly very motivated and not only worked but attended school in the evenings. He also had a dream that he was able to follow.
2. Mr. Palos loves his work. He dreamed of being a sculptor. He has not only fulfilled his dreams, but he appears to make a good living at it. He takes commissions that he wants and does not have to do commercial work that he may find unsatisfactory. He is able to work with his daughter and to travel to Mexico and Italy frequently.
3. Answers will vary.
4. Answers will vary.
5. Answers will vary.
Best Practice
Cultivating Critical Thinking
Students in the United States are often required to think critically about questions. The discussion activity that follows will help students to activate these skills and become more comfortable relying on their own critical thinking abilities.
7 What Do You Think?
• The aim of this activity is to give students speaking practice.
• Group students in pairs. Read this passage aloud or call on a student to read it aloud and then have the pairs complete the task.
ANSWER KEY
Answers will vary. Possible answers include:
1. Palos’s sculptures appear in many important businesses and residences in San Francisco.
2. He played along when Cage, whom he did not recognize, requested a sculpture of a dragon.
3. He makes an annual pilgrimage to Carrara, Italy, the source of Michelangelo’s marble.
4. When Palos was carving the face, every line had to match.
5. If any part of the face broke, he would have had to start over.
6. Palos worked on the sculpture for nearly five months and labored intensively during its installation.
6 Guided Academic Conversation:
How Our Work Affects Our Life
• The aims of this activity are to have the students reinforce what they have read and to give them the opportunity to practice speaking on an organized theme. The fi rst two questions are closely related to the text. The last three questions are more extended and ask the students about their life goals. These questions are related to the text but indirectly.
• Divide the students into pairs, and have them discuss the questions. Go around the room, listening and giving assistance as needed. Note any diffi culties with language such as incorrect usage of verbs or vocabulary words.
• When all groups are fi nished, ask volunteers from each group to share the most interesting information and ideas from their partners. • After the students have presented their details,
you may want to go over some problems with language that you noticed when circulating among the students.
• Students should do this activity alone. Read them the instructions and make sure they understand what they are doing and why.
• Have them complete the activity then correct it together as a class.
ANSWER KEY
Answers will vary. Possible answers include:
1. simple intelligence and nothing more
2. well-rounded people; those who are knowledgeable about more than just business; “business, culture, society, politics, history, international affairs”
3. knowledge of what is morally right or wrong; “the line between right and wrong”
4. take short cuts or economize to save money; “to meet profit objectives”
5. in the near future or for immediate purposes; opposite of “long-term interests”
6. learning by making mistakes or by difficult experiences; “actual work experience”
Read
Introduction
• Have students read the paragraph silently or choose a student to read it aloud.
• Go over any vocabulary questions from the Introduction.
• Read the two Introduction questions at the bottom of the box. Remind students that they are trying to predict what the reading will say.