TEACHER’S MANUAL
G N I T I R W ENGLISH in context 1
ENGLISH iin n ccontext o n te x t
CAPITALIZATION AND PUNCTUATION GRAMMAR AND USAGE READING COMPREHENSION SPELLING VOCABULARY WRITING
Development and Production: Laurel Associates, Inc. Cover Art: Elisa Ligon
SADDLEBACK PUBLISHING, INC. Three Watson Irvine, CA 92618-2767 E-Mail:
[email protected] Website: www.sdlback.com
Copyright © 2000 by Saddleback Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN 1-56254-359-8 Printed in the United States of America 05 04 03 02 01 00 9 8 7 6 5 4 3 2 1
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ENGLISH IN CONTEXT ■ PROGRAM DESCRIPTION Mastery of basic language skills is the overarching goal of the English in Context series. To this end, each of the six worktexts has been carefully designed to “begin at the beginning” and gradually proceed along the skills continuum. The low reading level (approximately 4.0) is consistent throughout the program. The worktexts are appropriate for use with small groups, a full class, or by independent learners. The self-explanatory nature of the lessons frees the teacher for individual mentoring. Students from middle school through adult classes will appreciate the variety of contextual themes, which include humor, amazing facts, historical highlights, and excerpts from real-world documents and forms, as well as high-interest material from academic content areas. Both illustrations and graphic art are used to support the instruction and maintain interest. A variety of puzzles, riddles, and games are intended to sharpen critical thinking skills as they provide additional interest and amusement. A handy reference guide at the back of each worktext promotes the invaluable habit of “looking up” a verifying reference when usage is in doubt. ■ TEACHING THE PROGRAM ◆ Make sure that every student has a dictionary close at hand. Many lessons refer the student to a dictionary for the purpose of checking spelling, different forms of the word, synonyms, etc. ◆ Before passing out the worktexts for the first time, anticipate the negative attitudes of students who have experienced little success in previous English studies. Point out that all lessons are short and that examples provided can be used as models. Ask students to read the worktext Introduction aloud, and then follow up with a class discussion. Encourage students to expect success. For the first few lessons in a worktext, ask a student volunteer to read the directions aloud while you observe the other students, making certain that the instructions are understood. ◆ Lesson extensions for homework and/or extra credit might include locating examples of “English in context” in newspaper or magazine clippings, or creative writing assignments such as making posters or charts, writing song lyrics or product descriptions, or finding and recording examples of the focus skill from their basal textbooks. Realia (actual business letters, operating instructions, classified ads, etc.) are extremely effective for demonstrating the relevance and everyday application of basic English skills.
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◆ Challenge students to find errors in written materials from the “real world.” Offer bonus grade points for examples of missing commas, incorrect capitalization, grammar slip-ups, etc. ◆ Riffle through each student’s worktext on a regular basis, checking to see that all assigned lessons are completed. If you think it useful, conduct a short weekly “answerchecking” session with the entire group. Keep an eye out for students who aren’t making progress. Record unit review scores on the class record chart provided. ◆ Students who are unable to keep pace with their classmates need individual evaluation. Those having difficulty with the reading level could be assigned a peer tutor or perhaps work together in a small group to thoroughly preview and follow up on lessons that are causing them problems. Some ESL students need more oral language practice before transitioning into an entire lesson presentation in print. All students need continuing encouragement from the teacher as well as his or her unflagging expectation of success. ◆ As students proceed through the worktexts, periodically reinforce selected skills and subskills in one of the following ways: (1) Choose an entry from the reference guide, write it on the board, and ask students to supply examples. (2) Integrate basic English skills instruction in various content-area presentations by asking questions about grammatical structure, interesting vocabulary, “rulebreaker” spellings, or any exemplary written formats. (3) Reinforce the correlation between spoken and written language by eliciting oral responses to the types of questions asked in the worktext lessons, e.g., “Can anyone name the part of speech for each word in the chapter title?”
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
5 860-2500 Saddleback Publishing, Inc., English in Context, © 2000 • Phone: (949)
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WRITING UNIT
STUDENTS
ENGLISH IN CONTEXT
UNIT
CLASS RECORD CHART Record the number of items missed on each Unit Review next to the student’s name. If there are more than two errors, remediate as necessary.
ANSWER KEY 1
EFFECTIVE WRITING: CONTENT AND FORM
1
UNIT REVIEW A.
1. Form: Content in the Proper Package A. 1. d
2. a
3. c
4. b
2
2. T
3. F
4. T
5. T
A. 1. S 5. S
6. F
The Know-Nothings
✓ Between … Americans turned ✓ a … own ✓ political … slogan was “Americans✓must … some unfair ideas. They ✓ wanted … citizens ✓or … offices. ✓ They✓called themselves✓the American Party, but … the Know-Nothings.
B. Answers will vary.
Grade based on how neatly the student copied the paragraph.
B.
NOTE TO TEACHER:
4. S
D. Answers will vary.
3. Check Your Form NOTE TO TEACHER :
3. S 7. F
C. Answers should approximate: 2. Most dingoes have reddishbrown, rough, coarse fur. 3. A dingo’s face is like a wolf. Its tail is long and bushy. 4. Wild dingoes live in packs and hunt sheep. 5. Many dingoes have been tamed. They guard their masters’ sheep.
The Know-Nothings … They ✓ never … discussed. ✓ Whenever … “I don’t know.” This phrase ✓gave the party its nickname.
A.
2. F 6. F
B. Answers should approximate: 1. Jumping beans jump and roll from side to side. 2. Jumping beans are not an edible product. 3. These beans come from south of the border.
2. Form Counts! A.
SENTENCES
5. Complete Sentences: Avoiding Sentence Fragments
Harvest Moon The first full moon … They say the Harvest Moon is nature’s gift.
C. 1. T
3. content 4. margin 6. dot 7. brainstorm DOWN : 1. form 2. cross 5. indent
B., C. Answers will vary.
B. 1. Dear Joel, I can’t believe it’s … Hope you have a great birthday! Love, Aunt Amanda 2.
ACROSS :
6. Complete Sentences: Separating Run-on Sentences Answers should approximate: 1. Have … coaster? Was it a thrill? 2. In the 1400s … ice. T hey built … snow. T hese … 3. The French … 1800s. T heirs … 4. The first … at all. T hey …
Comment on the student’s evaluation of his or her own work compared to your evaluation.
4. Brainstorming for Content Answers will vary.
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7. Compound Subjects and Predicates
B. Answers will vary. C. Answers should approximate: 2. When (while) the cat is away, the mice will play. 3. If I eat strawberries too often, I get a rash. 4. Romeo drank poison because he thought Juliet was dead.
A. Answers should approximate: 2. Japan and the United States have some of the … 3. “The Beast” and the “Moonsault Scramble” are giant coasters. B. Answers should approximate: 1. George Ferris built … and gave it his name. 2. Riders laugh, scream, and come back for more.
11. Combining and Repairing Sentences A. Answers should approximate: 2. Because t hree … night, f ans … 3. Ricky Nelson, who was also a rock star, died … 4. Fans remember these musicians and still play their songs. 5. These singers died at young ages, but their …
8. Compound Sentences A. Answers should approximate: 1. Ice cream …treat, and c ones … 2. You …treat, but Italians … B. Sentence types are fixed; repaired sentences should approximate: 2. fragment—First lady … ice cream, but she only served it for … 3. run-on—Fans …games, and children …
B. Answer should approximate: It was the year 2000. Harold, who was a rich man, was very sick. Just before he died he arranged to have himself frozen. After 300 years someone thawed Harold out. He opened his eyes and saw a new world.
9. Improving Sentences with Modifiers A. Answers should approximate: 1. The red, ripe berries in Farmer Berg’s field are ready to be picked. 2. The careless skier broke his leg on the first run of the day. He was showing off.
C. Answers will vary.
12. Tightening Overwritten Sentences A. Answers should approximate: 2. I’m having a hard time with the exam’s difficult test questions. 3. The railway train raced swiftly down the railroad tracks. 4. The basketball player looked like a huge giant in the kindergarten students’ class.
B. Answers will vary.
10. Writing Complex Sentences A. Answers should approximate: 2. Bill Cody …Wyoming, which is … 3. Bill Cody, who … as Buffalo Bill, once … 4. The word ramen, which names … noodles, was recently …
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B. Answers should approximate: 1. The French use “bonjour” to say hello. 2. I visited France in 1992. 3. Twin French girls showed me the sights. 4. They explained that France won freedom during the revolution. 5. We sat at a sidewalk cafe and watched people stroll by. 6. I hope to go back to Paris. C. 2. 3. 4. 5.
3. Books can make me want to go adventuring or save me the trouble. 4. While s ome books make me want to go adventuring, o thers save me the trouble.
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PARAGRAPHS
14. Stating the Paragraph Topic
the speeding car the hardworking employees the stale sandwich the attic room
A. 1. It is surprising how many companies have used a dog as a trademark. 2. There are, however, real bookworms.
D. Answers should approximate: Human beings have long been fascinated by dreams. Dreams seem to have similar topics. Did you ever dream you were flying? This common dream may show a desire for freedom.
B. b C. 1. a, d, e
2. b, c, f
D. Answers will vary.
15. Supporting Sentences A.
13. Using Precise and Descriptive Words
At times I feel like my dog is the master and I am his pet. At 8:00 … fill it. Humans on every continent in the world have kept dogs as pets.
B. Answers will vary.
Answers will vary.
16. Concluding Sentence 2
UNIT REVIEW A. 1. b
2. c
A. c
3. a
B. Answers will vary.
B. Answers should approximate: 1. When we visited … 2. We listened to jazz on Bourbon Street. 3. New Orleans is known for its Creole and Cajun food.
17. Transitional Words A. 1. However 2. As a result 3. For example 4. In other words 5. Then B.
C. 1. Some books make me want to go adventuring. O thers save me the trouble. 2. Some books make me want to go adventuring, but o thers save me the trouble.
In his farewell … warnings. First, he … divided. In addition, he … country. Washington also advised … foresaw have, indeed, troubled …
18. Factual Paragraphs Answers will vary.
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B. The Hula Hoop was one of the
19. Summary Paragraphs
biggest fads to ever sweep the
Answers will vary.
United states. Wham-O introduced
20. Time-Order Paragraphs A. 2. g 5. e
3. a 6. d
the Hula Hoop in the 1950s. The
4. b 7. f
craze began when a company executive was given a bamboo
B. Answers will vary.
exercise hoop from india. Wham-O
21. Descriptive Paragraphs
quickly began making plastic
Answers will vary.
versions of the Hoop. every body
22. Persuasive Paragraphs
loved them. The public bought 25
Answers will vary.
million Hula Hoops within the first four months of production. Before
23. Paragraphs of Comparison
the year was up Americans of all all
A. A check (✓) by 1 and 2
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ages were spining the hoops for fun
B. Answers will vary.
for exercise and in competitions.
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UNIT REVIEW A. 1. b
2. c
3. f
4. a
Wham-O had found the super-toy 5. e
6. d
of the the Decade
B. Answers will vary.
25. Proofreading and Revising Copy A. 2. Those who keep company wiht a
4 REWRITING: PROOFREADING AND REVISING
Wolf will learn to howl 3. every fool want’s too give advice.
24. Using Standard Proofreader’s Marks
4. Its needless to pour water on a
A. 1. The most common last name in the world is not Johnson or Jones. 2. It’s the Chinese name Chang. 3. About 12 percent of Chinese p eople, or at least 104 million individua ls, use that surname. 4. “My last name is Smith,” said Walter. “ That is the most common last name in th e U nited S tates.” 5. “ There are more than two mill ion S miths in the U nited S tates,” he continued.
drowned Mouse.
5. Life is the greattest bargain. we get it for nothing 6. be patient In time even an Egg will walk. 7. Love a cough and an itch cant be hid. 8. If we didnt have ordinary men How could we tell who the great ones are? B.
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NOTE TO TEACHER: Make sure sentence rewrites match Part A above.
31. The Final Copy
26. Proofreading for Spelling
Answers will vary.
A. There is a new girl in home room. Who wears a sweet smelling perfume. When there is a breeze, You’ll hear sneeze after sneeze, She’s like a spring garden in bloom.
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UNIT REVIEW A. 1. d 2. b 3. c 4. e 5. a 6. f B. W hat is written without effort is in g eneral rea d without pleasure.
B. During colonial days, … from family occupations. The … Mason, for example, named … Dutch colonies, clay bricks were called knickers, and the person who baked … became very common among Dutch settlers. Even today, every U.S. telephone book lists many names that were originally occupations.
r
C. 1. Levis Strauss arived in San Francisco in the month of march 1853 2. “gold miners are sure to need thread needles scissors, and canvas cloth, Strauss told his brother jonas.
27. Proofreading for Organization and Content
3. He loaded his goods and wares on a cart and wheeled them
Answers will vary.
through San Franciscos Streets.
28. Proofreading for Mechanics
4. “Do you have any pants to sell?
Answers will vary.
an old elderly Prospector asked.
29. Proofreading for Consistency
I cant find a pair of pants that
1. If students forget their homework, they should get a second chance. 2. He always works on Mondays. He plays golf on Tuesdays. 3. A mountain climber must use caution with every step he or she takes. –or– 3. Mountain climbers must use caution with every step they take.
will last!” 5. Strauss quickly found a Tailor and
the
created first original pair of jeans. 6. levi’s sturdy pants were instantly
n
a immediate hit
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30. Proofreading for Redundancy
WRITING TO EXPLAIN OR INFORM
32. Writing for a Purpose
A. Answers should approximate: Many colonists came to America in search of freedom of religion and self government.
A. A check (✓) by 1 and 3 B. Circle 2, 3, 4, 6, and 9 C., D., E. Answers will vary.
B. Answers will vary.
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33. Explaining How to Get There
36. Writing Notes
A. 1. The ballfield is at the (north) end of the park, (behind) the reservoir. 2. To get to the library, go (east) on Stark Street. Turn (left) at 49th. 3. The map is buried (under) the dead oak (in front of) the red barn. 4. I will meet you just (inside) the door of the museum’s (west) entrance. 5. Wait (under) the exit sign (next to) the theater snack bar.
A. Walt (b), morning (c), problem (c), 554-3496 (c), Sam (d) B. 2. b, c
3. b, d
37. Writing an Announcement A. 1. c
2. b
3. d
4. a
5. e
B. Answers will vary.
38. Writing a Classified Ad
show how stomach acids break
A. 2. spd=speed, mi=mileage, blk=black, excl=excellent, cond=condition 3. FT=full time, outdr=outdoor, exp=experience, req’d=required, hr+benfts=hour plus benefits, info=information 4. sp=speed, orig=original, Lv=leave, msg=message, @=at
down food. To begin your model you
B. Answers will vary.
B. Answers will vary.
34. Explaining How to Use It Answers will vary.
35. Explaining How to Make It You can make a simple model to
will need a glass jar, a small piece
39. Writing a News Article
of cooked beef, and some dilute
A. 1. 2. 3. 4. 5.
(1)
hydrochloric acid. First, put the
(2)
beef in the jar. Then carefully add the acid. (Since acids can burn, work carefully!) If any acid spills,
Marla McRay found diamond bracelet Saturday afternoon outside Rogue Theater saw it shining in trash can
B., C. Answers will vary.
(3)
wash it off immediately. Next, put
40. Writing Titles and Headlines
the jar in a safe place overnight.
(4)
A. Answers will vary.
On the following day, notice how the
B. 1. T he B lack C at 2. To the L ighthouse 3. T he N ew Book of World R ecords 4. Tax H ike W ins S enate Approval 5. R escued P assengers P raise T een H ero
beef looks. Compare its appearance before it was soaked in the acid with the way it looks now. The acid in your stomach works on food in much the same way as the acid in
C., D. Answers will vary.
your model.
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41. Writing a Book or Movie Review
3. (Teachers should give class credit for travel experiences.) Seeing something for yourself can be more educational than reading about it. I had studied the Grand Canyon in science class, but until I visited it, I never realized its true wonders.
Answers will vary.
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UNIT REVIEW Answers will vary.
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WRITING TO PERSUADE
4. (Wilbur Watson is a jerk.) He doesn’t care about anyone but himself. Once I saw Wilbur push in front of an elderly lady and grab the last seat on the bus.
42. Creating Appeal in Ad Copy A. 1. ad 2 4. ad 1
2. ad 1 5. ad 2
3. ad 2 6. AWV
B. 2. R 3. E 4. R 5. E 6. R 7. R 8. R 9. E 10. R 11. R 12. E 13. E 14. R 15. E
B. Answers will vary.
C. Answers will vary.
46. Developing an Argument Answers will vary.
43. Targeting an Audience A. 1. A 5. C
2. T 6. T
3. C 7. A
4. A 8. C
47. Putting Persuasion to Work Answers will vary.
B. Answers will vary.
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44. Organizing an Argument: Providing Reasons
UNIT REVIEW A. 1. c
2. b
3. c
4. c
B., C. Answers will vary.
A. 1. Check (✓) by a, b, and d. 2. Check (✓) by b, c, and e B. Answers will vary.
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WRITING AT SCHOOL
48. Answering Essay Questions
45. Organizing an Argument: Examples and Facts
A. Sentence wording will vary, but each essay assignment should be marked as follows: 2. (Describe) [two] … 3. (Describe) [four] … 4. (Explain) the …
A. 2. (Baby-sitters should be highly paid.) They need a great variety of skills. On my last job I had to cook dinner, entertain three children, fix a broken doll, bandage a cut finger, and break up a fist fight.
B., C., D. Answers will vary.
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49. Writing a Book Report
54. Giving Credit to Sources
A. 1. Roger Overnout 2. present day; Bridgeton, OK 3. Kelly Scout and Tim Tenasco 4. Bosco Bridges 5. shy brave, etc. 6. AWV
A. 1. In (Amelia’s Sky, author Clifton Hughes) quotes Earhart as saying, “I have often said that the lure of flying is the lure of beauty.”
B. Answers will vary.
2. According to (R. J. Rex’s biography, Lost), Amelia Earhart left a letter marked “To be opened in case of death.” The letter read: “Hooray for the last grand adventure! I wish I had won.…”
50. Creative Book Reporting Answers will vary.
51. Choosing a Topic for a Short Research Paper A. Answers will vary. B. Answers could vary. 1. b 2. a 3. c 4. c
B. 1. T 2. F 3. T 4. F 5. F 6. T
5. b
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52. Finding Sources and Taking Notes A. 1. d 5. f
2. a 6. b
3. g 7. e
UNIT REVIEW A. 1. b
2. c
3. c
4. a
5. b
B. Answers will vary.
4. c
B. Answers will vary.
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BUSINESS WRITING
53. Taking and Organizing Notes 55. Writing a Business Letter
A. Answers will vary. B. Answers will vary but should approximate:
A. 1. e
2. a
3. b
4. d
5. c
B. 1. T
2. F
3. T
4. F
5. T
6. f
EARHART ’ S EARLY LIFE:
1. born in Kansas 1898 2. saw first plane at age 10
56. Writing a Letter of Complaint Answers will vary.
EARHART ’ S HISTORIC FLIGHTS : 1. in 1932, flew alone across the Atlantic 2. flew solo across the Pacific
57. Writing a Job Application Letter Answers will vary.
EARHART ’ S LAST FLIGHT:
58. Writing a Résumé
1. planned to fly around the world in 1937 2. disappeared over the Pacific
A. 1. a
2. b
3. c
B., C. Answers will vary.
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4. c
59. Completing a Job Application
62. Letters of Apology and Condolence
A. 1. bad 2. is not 3. does 4. turned off 5. do not 6. inappropriate
A. A check (✓) by 1, 2, and 3 B., C. Answers will vary.
B. Answers will vary.
63. Invitations and Thank You Notes 8
UNIT REVIEW
A., B., C. Answers will vary.
A. 1. request information, complain, apply for a job
D. 1. T
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2. letter of application, résumé, application form 2. Y 6. N 10. N
4. N 8. N
C. Answers will vary.
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SOCIAL WRITING
60. Analyzing a Friendly Letter
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A. Answers will vary but could be: 1. I think I’m going to like being a counselor.
ARTFUL WRITING
65. Conflict: The Heart of the Story A. 1. No Conflict
2. Conflict
B. Answers will vary.
4. Remind everyone to drop me a note.
66. Creating Characters A. Probable answers: 1. I like him. 2. He is hard-working. 3. He risks his life to save the children. 4. “But they have children!” Joe cried. “I must save the children!”
B. 2. closing, signature, b 3. heading, b 4. closing and signature, a
61. Writing a Friendly Letter A., B. Answers will vary. 3. F
xxxxxxxx xxxxxxxx xxxxxxxx greeting ➝ xxxxxx body ➝ xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxx closing ➝ xxxxxxxx signature ➝ xxxxxxxx
Answers will vary.
3. Do you like your bike messenger job?
2. F
heading ➝
64. Planning a Story
2. Last night he put lizards in all the bunks.
C. 1. F
4. F
UNIT REVIEW B.
3. Y 7. Y
3. F
A. Answers will vary.
3. addresses, dates B. 1. Y 5. Y 9. Y
2. F
4. T
B., C. Answers will vary.
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67. Setting and Mood
UNIT REVIEW A. 1. kitchen, present time, Saturday morning 2. Kevin T. McKay Possible answers: 3. I like him because he’s mischievous and sounds like fun. 4. Kevin will cook up a dish using bugs and try to get someone to eat it. 5. The judges will eat Kevin’s dish, love it, and award him the prize.
A. Answers should approximate: 1. midnight; stated in first sentence 2. present day; clues such as “Chevy pickup” and “911” 3. Joe’s neighborhood 4. a United States city; Chevy pickup, 911, neighborhood with houses close together B. Answers will vary.
68. Plot: Conflict, Climax, and Resolution
B. Answers will vary. C. Answers will vary.
Answers will vary.
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Instructor________________________________________________
Saddleback Educational Publishing, English in Context, © 2000 • Phone: (949) 860-2500
Class _____________________________________________________________________
Date __________________
WRITING
for successful completion of
___________________________________________________________________________________________
awarded to
Certificate of Achievement
ENGLISH IN CONTEXT
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