ANSWER KEY 1 sufficient

In document Mosaic 6 Ed Level 2 Reading (Page 30-33)

2. enable 3. tape 4. Despite 5. irrational 6. inevitable 7. aware 8. irrational 9. reacted

Best Practice

Interacting with Others

Students in the United States are often required to participate interactively with each other as part of class and lab work. Activities such as the one that follows will help students to become more comfortable working together in pairs and small groups. It will also help them examine a text for details and compare their lives with the reading.

6 Guided Academic Conversation

• Divide students into conversation groups of three to four for this activity. Read the directions.

• Decide on an amount of time to give the students. Remind them of time remaining during the activity. • Tell students to work together at answering the

questions. They should write down their answers. If there is disagreement within the group, have both answers written.

• Circulate among the groups and help students or check the answers.

• When the groups are fi nished, have them hand in their notes or summarize their discussions for the class.

ANSWER KEY

1. Mowat knows the wolves and he talks about his close familiarity with them and then we see he has named the mom Angeline and knows the pups.

He fears that the wolves will defend their den and thus attack him. He feels angry because he felt he was ready to shoot the wolves in his fear.

He is shamed by his reaction to fear and his willingness or ability to throw out everything he had gained by being with the wolves because of fear and human ego. He also felt shamed by how humans have abused animals and how we have alienated ourselves from nature.

He feels the loss upon hearing George’s (the leader of the wolf family) call, looking for his own. At that point, the author is overcome by a strong set of emotions dealing with what he had experienced that summer and how man and animals now live in such different worlds that do not complement each other.

2. Answers will vary.

3. Answers will vary.

Best Practice

Cultivating Critical Thinking

In the following activity, students will work on summarizing or concisely expressing their ideas. In order to do this type of activity, students must separate main ideas from supporting details. This is more tricky in literature than in persuasive or nonfi ction writing as frequently there is no stated main idea in literature.

7 Expressing the Theme

• The aim of this activity is to have students summarize main ideas or themes.

• You may want to allow students to discuss this in pairs before they write their answers.

• There are probably going to be two or three correct answers and students should be encouraged to explain why they think their answer is correct. • Remind students that different people may interpret

stories differently and that multiple interpretations are acceptable.

ANSWER KEY

Answers will vary, but the two most important themes deal with overcoming fear and the irrationality of fear. The other major theme is how humans have distanced ourselves so much from nature that we have lost an important part of our heritage.

8 Thinking Your Way Out of Danger

• The aim of this activity is to get students to collaborate to solve problems.

• Arrange students in small groups and decide on a time limit to give them.

• You might want to suggest that students draw a chart of possibilities and outcomes to help solve Situation B.

• Many students will fail to get the answer. Do not let their inability to solve this problem affect their grades. This is not a language task as such.

ANSWER KEY

The answers are printed upside down in the Student Book.

Student Book pages 36–49

PA R T

2

9 What Do You Think?

• This activity is designed to promote spoken communication and is best done in small groups although you can have a student read the passage aloud to the class to make sure there are no vocabulary or grammar questions.

• If students fi nish quickly, expand on the question with other questions: Should producers of

dangerous TV shows be legally liable when people emulate what they see on TV and get hurt? Should health insurance pay for injuries caused by extreme or dangerous activities and sports?

Best Practice

Making Use of Academic Content

Activities such as the one that follows are very similar to the type of activities that students may be called upon to perform in higher education in the United States. Classifying information is a key academic task in many disciplines. Reading with time constraints is common in academic settings as well as on high-stakes tests.

Schematic-Table Questions

• This is a test simulation. Do not do any prereading activities with students.

• Read the instructions aloud. Make sure that students completely understand the instructions.

• Point out the organizational chart at the end of the reading so the students understand what they will be doing with the information and have a clearer understanding of the task.

• Assign an amount of time for this reading. The TOEFL® test and other standardized tests have time

constraints. Do not give the students too much time. • After students have fi nished, go over the answers as

a whole class.

ANSWER KEY

Psychological: b, d, f, g, h, i Physiological: a, c, e

1 Did You Catch That?

• This activity attempts to get students to think quickly in producing real-time sentences with recently learned vocabulary.

• Before you try this activity in class, consider how you will handle the following situations:

❑ A student makes a sentence but uses the target

word incorrectly.

❑ The target word is used correctly in terms of

meaning but incorrectly in terms of grammar.

❑ Is it the teacher’s decision to stop the action and

correct, or should students try fi rst?

• To make this task easier, review the words together as a class before trying the game.

2 Making Connections

• The goal of this activity is for students to use the Internet in English as a research tool.

• Remind students how to do effective web searches and of the importance of evaluating their sources. • Let students know their timeline for doing this

assignment as well as what you expect of them. • After they have completed the assignment, have

students discuss their successful and unsuccessful search strategies. Ask students to include the addresses of the websites they used to conduct online searches or to print copies of the pages.

In document Mosaic 6 Ed Level 2 Reading (Page 30-33)