Which words arethe hardest? Focus on thetough ones!

Student:______________________

Date:______________________

Teacher: Marijana Nikolic

CLIMATE ZONESBy: tsSource: http://www.ecoca.ro/meteo/tutorial/climate/older/Climate_Zones.html

Vocabulary Directions: Study the following keywords and definintions.

1. gives rise to -(pv) - be the cause of something2. exceed -(v) - To go beyond the limit.3. extensive -(adj) - Large, or wide in scope.*4. radiate -(v) - To extend in all directions, as from a source or focus.5. lack -(v) - Not have something.6. traced -(v) - To follow the lines or path of something.*7. prolonged -(v) - To make last a long time.8. descending -(v) - To come from an earlier generation to a newer one.9. approximation -(n) - An estimation

Reading Directions: Read the following passage carefully.

http://www.ecoca.ro/meteo/tutorial/climate/older/Climate_Zones.html

1. Underline important parts of the text.2. Circle words or phrases in the text that you dont know.3. Put a question mark (?) next to statements you have a question about.4. Put a check mark () next to statements that you agree with.

Climate Zones

The worldwide system of winds, which transports warm and cold air very great distances away from the source regions, influences

significantly the climates of the world. This worldwide wind system is called the general circulation of the atmosphere, and it gives rise to

the Earth's climate zones. Although the changing of the seasons and the positions of large oceans and continental landmasses affect

these climate zones, they provide a general approximation to the different types of climate seen on Earth.

The Earth's general circulation arises as a result of the temperature difference between the equator and the poles. This latitudinal

temperature gradient produces atmospheric pressure differences which generate winds that transport the equatorial heat north and

south to higher latitudes. The Earth's rotation however, deflects the northerly and southerly components of this atmospheric circulation, by

means of the Coriolis force, clockwise in the Northern Hemisphere and anticlockwise in the Southern Hemisphere. Thus, global winds

tend to be more easterly and westerly rather than northerly and southerly.

A number of climate zones or belts can be traced between the equator and the pole in each hemisphere. Centred roughly on the equator

is the tropical or equatorial zone, a belt of relatively low atmospheric pressure and heavy rainfall associated with thunderstorms, due to

the rising air. Historically, the zone became known to sailors as the Doldrums because, with the very light winds, ships would often spend

many weeks stuck at sea.

At about 30 north and south of the equator is a subtropical climate belt of generally dry descending air, associated with high

atmospheric pressure and clear skies. In the Northern Hemisphere, the belt is centred over the Sahara in Africa and is sometimes

called the Azores High. Daytime surface temperatures can often exceed 40C, whilst at night, the extensive heat loss due to lack of

cloud cover can lower temperatures close to freezing. The intense heat and lack of rainfall is typical of the desert climate which is

commonly found in the subtropical zone. During the Northern Hemisphere summer, the subtropical zone moves northward to influence

the Mediterranean region. Mediterranean climates are characterised by hot dry summers, but much cooler and wetter winters than truly

subtropical climates nearer the equator.

Between the subtropical and equatorial zones trade winds blow, north-easterly in the Northern Hemisphere and south-easterly in the

Southern Hemisphere. These regions are much drier than the equatorial zone, but receive more rainfall than the desert climates. These

regions are often characterised by Savannah, scrub and grassland which blossoms during the rainy season and dies off during the

prolonged dry season.

In the mid-latitudes around 50 to 60 north and south there is a belt of cyclonic low pressure, arising from the convergence of cold polar

easterly winds and warm subtropical westerly antitrades. In the Northern Hemisphere, cyclonic depressions tend to develop in the North

Atlantic and North Pacific. These regions are known respectively as the Icelandic and Aleutian Lows. They are characterized by

relatively mild, moist winds that tend to bring frequent cyclonic precipitation (rain and snow), particularly along the west-facing side of

continents. The precipitation tends to develop along warm and cold fronts, where cold air from the polar easterlies forces the warm,

moist air of the westerlies to rise, which, on cooling, releases the moisture as clouds and ultimately rain and snow. Climate in the mid-

latitudes is usually temperate.

At the highest latitudes in the polar regions, the cold air sinks producing high atmospheric pressure. The polar climates here are

characterised by dry, icy winds that tend to radiate outward from the poles.

Identify 3 important supportingdetails that contribute to themain idea of the passage.

1)

2)

3)

Identify 2 details that are notvery important to the main ideaof the passage.

1)

2)

Write 1 brief paragraphsummarizing the main idea ofthe passage. Use the importantdetails to support yourdiscussion of the main idea.

Focus on Grammar

We use more or less plus an adjective to compare two

Rule: The prefix anti adds "against" to the meaning of a word. Note: It is NOT the same as "ante" . When added to a word that begins with a a, e, i, o or u, , do not use the "i". For example, antacid.

nouns:"History is more interesting than English." or more or lessplus an adverb to compare two verbs:"She works more carefully than he does."What is being compared in the sentence(s) below?

Directions: Identify how the More_LessThan is used in the sentence(s) below1. Thus, global winds tend to be more easterly and westerly rather than northerly and southerly.

2. Thus, global winds tend to be more easterly and westerly rather than northerly and southerly.

Word Roots & Stems

Directions: Identify the word that ends with anti- in each sentence and write it on the line.1. The Earth's rotation however, deflects the northerly and southerly components of this atmospheric circulation, by means of the

Coriolis force, clockwise in the Northern Hemisphere and anticlockwise in the Southern Hemisphere.

2. north and south there is a belt of cyclonic low pressure , arising from the convergence of cold polar easterly winds and warmsubtropical westerly antitrades.

Directions: Fill in the blanks below, just as in the models.antifreeze anti + freeze A car needs antifreeze in the winter. antisocial anti + social Jill doesn't like parties because she is antisocial. antiwrinkle ____________ ________________________________________________ antihero ____________ ________________________________________________ antipolitical ____________ ________________________________________________ antireligious ____________ ________________________________________________

Vocabulary Practice FILL IN THE BLANK

Directions: Use the word bank to identify the word that best completes the sentence.

gives rise to exceed extensive radiate lack tracedprolonged descending approximation

1. The police gave him a ticket for driving to fast; he _______________ed the speed limit by twenty miles an hour!

2. He has an _______________ library; there are at least 5,000 books in his house.

3. The vacation was so much fun that they _______________ their departure for another week.

4. The problems with the heating system _______________ a lot of other problems that we had to solve.

A. gives rise toB. exceedC. extensiveD. radiateE. lackF. tracedG. prolongedH. descendingI. approximation

19.

20.

21.

22.

23.

24.

25.

5. The food was good but the restaurant _______________ed atmosphere.

6. 300 million is a good _______________ of the number of people living in the United States.

7. Her face seemed to _______________ light, brightening up the entire room.

8. She was _______________ from a very old family.

9. He _______________ a picture from the newspaper.

MATCHINGDirections: Write the letter of word that matches the definition on the line. If it helps, feel free to alsodraw a line between the definition and the matching word.

10. _______ To go beyond the limit.

11. _______ Large, or wide in scope.*

12. _______ To make last a long time.

13. _______ be the cause of something

14. _______ Not have something.

15. _______ An estimation

16. _______ To extend in all directions, as from a source or focus.

17. _______ To come from an earlier generation to a newer one.

18. _______ To follow the lines or path of something.*

WRITE YOUR OWN SENTENCESDirections: For each of the words in the box, write an original sentence using the word. Circle thevocabulary word in each sentence. Be sure to write a sentence that would help the reader betterunderstand the meaning of the word.

gives rise to exceed extensive radiate lack tracedprolonged descending approximation

26.

27.

LESSON:Aim: Grade: 9 Subject: Prepared by: Marijana Nikolic

Objectives:Students will be able to understand, pronounce, and use the words in the vocabulary list below.Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding andinterpretation of the content.

Standards addressed:

Vocabulary:1. gives rise to 2. exceed 3. extensive 4. radiate 5. lack 6. traced7. prolonged 8. descending 9. approximation

Activity Description Differentiation Guide Assessment

Introduction of vocabulary Introduce the new words fromthe vocabulary list in above(see Objectives) by modelingpronunciation, individual andchoral repitition.Review defintionsSample Questioning:

In your own words, explainthe definition.Who can think of a timewhen this word might beused?Can you use this word in asentence?Whats the antonym(opposite) of this word?

When appropriate, givedifferent types of learners anopportunity to write down thenew words, associate a visualimage to cue to understandingof the word, or develop aphysical action to increase thestudents ability to rememberthe new words.

ALL Students will be able toincrease their understandingand awareness of the newwords.SOME Students will beasked to orally demonstrateknowledge of new words.

Reading & ComprehensionQuestions

Students will read the passagesof and demonstratecomprehension of the contentby question.

Depending on the population:Read the entire passage aloud,to model phrasing and fluency.Pause at key moments andmodel good reading strategiesthrough a think aloud. Askstudents to volunteer to readparts of the passage aloud.Instruct students to read thepassage silently and completethe questions independently,while working with students whoneed more literacy help. Askstudents to complete thequestions by doing Think, Pair,Share

ALL Students will read thepassage or follow along as thepassage is read. ALL Studentswill strive to demonstratecomprehension of the passageby answering the questions.SOME students will be given anopportunity to share theiranswer aloud.

Grammar Students will review the usageof and then identifysimple_present in sentencesfrom the reading. Students willwrite 5 original sentences usingsimple_present.

Give students need time towork on completing their ownpractice sentences for thegrammatical structure. Inviteearly finishers to put theirsentences on the board orchallenge them to not only usethe grammar structure, but alsoinclude the vocabulary from thelesson in their sentences.

ALL Students will be able todemonstrate an increasedmastery of the grammarstructure by independentlywriting sentences that correctlyemploy simple_present.

Word Building: Roots andStems

Students will be encouraged totake away a word-attackstrategy from this lesson byreviewing -y, which was used inthe reading.

Students may benefit fromhaving time to complete thisportion of the worksheetindividually or in pairs.

ALL students will be able torecognize the suffix -y andunderstand The suffix ychanges a noun into anadjective, like dirty..

Practicing New Vocabulary Students will be given a chanceto practice applying newvocabulary by completing clozesentences.

Students complete this sectionof worksheet independentlyprior to group review of theanswers. When appropriate,have students work in pairs orsmall groups.

ALL Students will increase theirfamiliarity with the newvocabulary and their ability tosuccessfully use these newwords in context. Students whoget more than two of the clozesentences wrong should beasked do other reinforcement(i.e. flash cards).

Summary Instructor will review theobjectives of the lesson with theclass a whole.

The summary can becompleted as quick discussionor by asking student tosummarize in their notes.

Example quick assess: 3 newpieces of information from text,2 new words, 1 question aboutwhat they learned.

Fill-in-the-blank Answer Key:1) exceed 2) extensive 3) prolonged 4) gave rise to 5) lack 6) approximation 7) radiate 8) descended 9) traced

Matching Answer Key:A. -4B. -1C. -2D. -7E. -5F. -9G. -3H. -8I. -6