Student Book pages 235–251PA R T

In document Mosaic 6 Ed Level 2 Reading (Page 122-126)



• Quickly read the information in the Introduction. • Ask students to tell you what abridged form means.

(shortened, but no words have been changed)

A Scandal in Bohemia

• Tell students to read this section fairly quickly as it is meant to be read for pleasure. They can read a second time to gain fl uency and increase comprehension.

• Ask students to note of various text elements: the “handwritten” passage in the middle of page 239 and the footnotes on page 240 and page 242. • After they fi nish reading this section, instruct

students to complete Activity 3 Finding the Flaw by Reviewing the Facts on page 243 in the Student Book.

After You Read

Best Practice

Critical Thinking

Students must be able to read closely and to analyze if statements are correct, based on what they have read and understood. With activities such as the following, students must identify false statements and rewrite them so that they refl ect the facts presented in the story. This strongly tests students’ reading comprehension and allows them to use language to create true statements based on what they read.

3 Finding the Flaw by Reviewing the Facts

• Read the directions.

• Discuss the difference between “seeing” and “observing” as described by Holmes.

• Have students work independently or with a partner. • Review answers in pairs or with the entire class.


1. he did not feel any emotions

2. he had a cocaine habit

3. he said Watson had gained 7 ½ pounds

4. the stethoscope was hidden in his top hat

5. there were 17 steps

6. the visitor was coming the same night

7. the mask was black

8. True

9. Adler was an opera star (prima donna)

10. the king was planning to marry Clotilde Othman von Saxe-Meningen, daughter of the King of Scandinavia

11. The photograph shows both the king and the opera star in it; no mention of dress

Before You Read

5 Getting the Meaning of Words from

Structure and Context • Read the directions.

• Remind students to look for root words, affi xes, and the context to fi nd meaning.

• Alert students to watch for these new words as they read the next section of the story to confi rm or correct their understanding.


1. C 2. C 3. B 4. A 5. D 6. C

7. A 8. B

4 Predicting the Plot

• Assign each student a partner.

• Have each pair read the instructions. Clarify if there are any questions.

• Remind students that they are to base their prediction on what they know about the characters and plot thus far.

• Students can discuss their answers with their partner and do not have to agree with their partner’s prediction.

• After they read Section 2 of the story, have them return to this activity to see if their predictions were accurate.



Student Book pages 235–251

After You Read

6 What Is Your Brilliant Deduction?

Interpreting Facts and Actions • Read the directions.

• Have student work with a partner and write their answers to the questions.

• When students fi nish, have them compare their answers with that of another pair of students. • You may wish to collect the notes and review.


1. He needed to disguise himself as a horse groom to find out more information.

2. He was asked to be the witness for the marriage of Adler and Norton.

3. He wants to get into her house and arranged for Watson to throw in a smoke bomb. When the fire alarm is sounded, Adler rushes to the place where the photograph is hidden, to save it.

4. Adler left town, taking the photo with her, but leaving him her photo instead and a note.

5. Because Adler is now married to the man she loves, a better man than the king; she won’t blackmail the king.

6.  Answers may vary. Holmes was perhaps distracted by the photo of Adler, “the woman” whom he admired.


• Have students continue with Section 2 of the story. • Remind students to underline words or phrases

that they do not understand, but not to refer to a dictionary while they read. They should try to guess meaning from word structure, part of speech, and context.

• When they fi nish, have students read the section a second time. Ask them to see if they notice new details and understand the action more clearly. • Have students return to their predictions on page

244 to see if they were correct or not.

• If desired, have pairs of students dramatize parts of the reading. You may select dialogue passages, such as those on pages 239–242, 246–247, and 248–250. Alternatively, you may have a group of students take the characters’ roles and act out the entire story.

8 What Do You Think?

• Read the directions and the three questions that appear at the bottom of page 251 in the Student Book.

• Draw students’ attention to the illustration and ask them to comment on it.

• Divide students into small groups.

• Have a student volunteer in each group read the paragraph aloud to his or her group members. • In their small groups, have students discuss the

answers to the questions.

7 Guided Academic Conversation

Best Practice

Interacting with Others

Students in the U.S. are often required to

participate interactively with each other and in class discussions. Activities such as the one that follows will help students become more comfortable and confi dent in academic discourse settings as well as in less formal conversations in English.

• Review the directions.

• Have a volunteer read each of the four topics of conversation.

• Divide the class into small groups of three or four. Have them choose one of the topics or all of the topics to discuss.

• Assign a spokesperson to report each group’s answers.

• Remind students to use respectful academic language to express disagreement with each other.


1. Answers will vary.

2. Answers will vary.

3. “Your Majesty” still used in some countries today (United Kingdom is one example)

Tying It All Together

Student Book pages 252–253

In document Mosaic 6 Ed Level 2 Reading (Page 122-126)

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