3. Inna works in a laboratory in the university. Her lifestyle is modest; she is not wealthy by Canadian standards. Grisha was impressed by Inna’s travels. Inna feels old and lonely when she compares herself to her brother’s impressions of her life. She has more material wealth then he, but he has a family. Also, her success in work seemed less significant to her.
The answer for the prediction question is C. We are beginning to realize that Grisha is overly interested in material things and his sister’s ability to buy them for him.
4. They shop. Grisha is probably enjoying himself. He is seeing much more of the wealth he was expecting in North America and he reencountered his eighth grade classmate. He was imagining how he would recount this to his friends and family back home. Inna was miserable. She hadn’t had any emotional conversations with her only brother. She felt very lonesome. The answer to this prediction question is C.
After You Read
Cultivating Critical Thinking
In the following activity, students must think critically and examine test questions. Students may take many standardized English tests during the time they study English. These may include placement exams and the TOEFL® or TOEIC® tests. Knowing
how tests are constructed can help students improve their test performances.
Predicting Story Events
Predicting actions in a story helps comprehension.
3 Predicting Story Events
Grisha Has Arrived
• Have the students read the fi rst section of the reading then discuss the information and question before moving on to the next section. Repeat this sequence for the entire reading.
• If you choose instead to have students read the entire passage at once, allow a little extra time for this reading as students will need to pause and complete the activities that are part of it. • Tell students to underline any words or phrases
that are new or that they don’t understand. Remind them not to use a dictionary during this part of the lesson.
1. We learn that Inna and Grisha’s parents had died. Grisha appears to be Inna’s only close living relative. Inna was expecting to see her brother, whom she had not seen in some years.
The answer to this prediction question is B.
2. Grisha arrived in shabby clothing because he believed his sister would replace his poor clothes with nice clothes. Inna only tolerated Grisha’s wife but was very fond of his children. Boris, a married man, was Inna’s boyfriend when she was still living in Russia. He had also been her professor and
a good friend.
Avoiding “Traps” in Standardized Vocabulary Tests
• Knowing test writers’ strategies is helpful for test takers. This knowledge can help students improve their standardized test scores.
• Read the description of vocabulary test questions on page 127 of the Student Book. Make sure students understand these instructions.
• Show some real examples of standardized test
vocabulary questions. You can use a TOEFL® or TOEIC®
test preparation book, CD, or online site for this. Show how the strategies suggested in the book play out in the real tests.
• Have students do this activity individually. Give them 10 minutes to complete it.
• When correcting these activities as a class, point out the different ways the writers are trying to trick students.
1. 1A, 3B, 5 A and B, 7D, 10A
2. 2A, 4 B and C, 9A, 10B Practice
1. D 2. D 3. C 4. A 5. C 6. A 7. B
8. C 9. C 10. C
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.
4 Guided Academic Conversation
• The goal of this activity is to have students discuss their interpretations of the story.
• Break students into groups of three or four. Make sure they understand all of the questions.
Answers will vary. Possible answers include:
1. Grisha was interested in material things while Inna wanted to have a family reunion.
2. Answers will vary. 3. “Experience determines consciousness.” Grisha’s experience of remaining in Russia has caused his outlook to be very different from Inna’s. 4. In the beginning, the image of the airplane represents childhood play. In the end, it represents the departure of Grisha and perhaps the end of Inna’s former close connection with her brother. 5. Answers will vary.
5 Identifying Spelling Differences
• Spelling differences between British and American English were discussed earlier in this chapter. This section emphasizes the similarities between Canadian and British English. If students do not know the answers to the spelling items, they can search for them in the text.
• If you feel it is important, tell students which variety of spelling is more standard for them. Do you accept either in written work? The most important thing here is consistency. Mention that most spell checking programs allow users to choose U.S. or British English spelling. University professors in British, Canadian, or U.S. settings will expect students to use the spelling practices of that country.
• Some students may need to scan the text for the vocabulary.
PA R T
Student Book pages 118–130
6 Summarizing a Story
• This activity can be done in class or assigned for homework. You could also have students do it in pairs if you feel that some are weak in this area and would benefi t from collaborative work.
• Review the importance of summarizing and separating main points from supporting arguments and details.
• Be sure that students understand that the focus of this writing assignment is answering the questions and writing a summary paragraph. They need not produce beautifully polished prose.
• No correct written passage is given below but the answer key lists the important points.
Answers will vary. Possible answers include:
1. The two main characters are Inna and Grisha.
2. Inna wanted to spend time with her brother, whom she had not seen in many years. She wanted to discuss their lives and emotions. Grisha was more interested in the materialistic side of things in North America and was experiencing culture shock.
3. At Lyova’s party, Inna is outside and
observing Grisha. She realizes that Grisha’s trip has not been a success for her; she hasn’t done what she had hoped with her brother, who saw her as a rich Westerner. She says she feels as if she is being
observed, as if on a stage. At the same time, we can see that Grisha is not comfortable here, as seen by his forced smile when his schoolmate is showing his CD player.
4. The resolution of the story is Grisha’s return to Russia. Inna’s feelings, however, are left unresolved.
Canadian spelling is more like British spelling because Canada remained a colony of Great Britain longer than the United States did. Canada remains a member of the Commonwealth. Noah Webster changed U.S. spelling. 1. labour
2. grey 3. colour 4. centre 5. colourful
• The aim of this activity is to give students practice at recognizing differences between U.S. and British varieties of English. Additional aims are to have students note why and how quotations and paraphrasing are used in news articles and to give them practice using the Internet for research. • Copy and distribute Black Line Master 9
“Differences in British and American English” on page BLM 9 of this book.
• In this activity, students must fi rst access two websites, one of a U.S. news source and one of a British news source. They will then fi nd and print a story from each paper on the same event or topic. After that, they will compare U.S. and British English looking for differences in spelling, vocabulary, and grammar.
• You will need to give students time to complete this activity during class time or you can assign it for homework.
• If you and your students don’t have access to the Internet, see if you can obtain two different articles and copy and distribute them for the students.
In Chapter 1, students worked on writing a summary statement. Writing summaries is important both in everyday life as well as in academic pursuits.
7 Focusing on Words from the Academic
• Have students do this individually. Read the instructions and let them know how much time will be allotted for the activity.
• Remind them of testing strategy. If they are unsure of a blank, write the possibilities next to it and go on. Sometimes this type of question requires students to use a process of elimination.
• After the students have completed the activity, have a volunteer read the paragraph with the correct answers. Go over any questions.