Which words arethe hardest? Focus on thetough ones!

Student:______________________

Date:______________________

Teacher: Marijana Nikolic

REVIEWBy: mnSource: http://www.examenglish.com/CAE/cae_reading1.htm

Vocabulary Directions: Study the following keywords and definintions.

1. took place -(pv) - Happen.2. absence -(n) - The state of not being present.*3. believe -(v) - To accept as true without proof.4. duration -(n) - The period of time during which anything lasts.5. hypothesis -(n) - An idea that is accepted as true a way to discover a greater truth.*6. linguistics -(n) - The science of language.7. literacy -(n) - The ability to read and write.8. premise -(n) - The basic idea on which other ideas are built.9. significant -(adj) - Important.

10. temporary -(adj) - Lasting for a short time only.11. occur -(v) - Happen.12. required -(v) - Need13. revealed -(v) - To show.14. improve -(v) - Make better.15. performance -(n) - The quality of action.16. approaches -(n) - Way of dealing with a person or problem.17. clarify -(v) - To make clear or understandable.18. preceding -(v) - To go before something else.19. domains -(n) - All the numbers that can be put into an equation and still return a real number. The numbers for which an equation

holds true.20. observed -(v) - to follow sth continually

Reading Directions: Read the following passage carefully.

http://www.examenglish.com/CAE/cae_reading1.htm

Review of Research Music increases verbal aptitude in Children

The relationship between musical education and increased abilities in non-musical domains such as mathematics, linguistics andspatial organisation has been studied extensively. Now, a study by Jospeh Prio and Camelo Ortiz from Long Island University claims toclarify the role of music in mental aptitude. Their test examined the hypothesis that children receiving keyboard tuition would show amarkedly superior performance on measures of vocabulary and verbal sequencing than students who received no instruction.Childrenwere selected from two schools in the same area with similar demographic characteristics. The children who received musicaleducation (n=46) at one school received formal piano tuition for three years. Children attending the control school (n=57) received noformal musical training on any musical instrument. Both schools followed balanced literacy programmes.

Results showed significantly better vocabulary and verbal sequencing scores in the musically trained group than the control group, fromwhich the authors conclude that a variety of approaches, including music, can improve reading achievement in children.

However, close examination of the results revealed some inconsistency within this premise. The authors observed that at the start of thestudy, the music-learning group had already received two years of piano tuition, but showed no superior linguistic skills over the controlgroup at that time. In explaining these findings, Prio and Ortiz propose: that the absence of music instruction during the summer recesspreceding the start of the study may have reversed any temporary cognitive benefits; that the duration of music study required to improvesuch skills is longer than the initial two years, and that significant brain development may occur during the time-period in which the studytook place. The experiment leads to authors to believe that decisions on 'when' to teach are equally important as 'what' to teach.

Rule: The suffix ly changes an adjective into an adverb, like slowly.

Comprehension QuestionsDirections: Read the following questions and answer each one to the best of your ability.

1. What does the study seek to do?

a. Investigate an issue which is already widely acceptedb. Prove a hypothesis which may revolutionise teachingc. Challenge a popular idead. Improve the literacy skills in two neighbouring schools

2. The purpose of the underlined text is:

a. to provide an explanation for their theoryb. to suggest how their data could be used practicallyc. to suggest reasons why their data may appear inconsistentd. to give support to their findings

Focus on Grammar

Words that describe actions are called adverbs. In thesentence "Bob eats quickly", the adverb quicklydescribes how Bob eats.What are the adverbs in the sentence(s) below?

Directions: Identify how the adverbs is used in the sentence(s) below1. Their test examined the hypothesis that children receiving keyboard tuition would show a markedly superior performance on

measures of vocabulary and verbal sequencing than students who received no instruction.Children were selected from two schoolsin the same area with similar demographic characteristics.

2. The experiment leads to authors to believe that decisions on' when' to teach are equally important as' what' to teach.

3. Results showed significantly better vocabulary and verbal sequencing scores in the musically trained group than the control group,from which the authors conclude that a variety of approaches, including music, can improve reading achievement in children.

4. Review of Research Music increases verbal aptitude in ChildrenThe relationship between musical education and increasedabilities in non-musical domains such as mathematics, linguistics and spatial organisation has been studied extensively.

Word Roots & Stems

Directions: Identify the word that ends with -ly in each sentence and write it on the line.1. Review of Research Music increases verbal aptitude in ChildrenThe relationship between musical education and increased

abilities in non-musical domains such as mathematics, linguistics and spatial organisation has been studied extensively.

2. Results showed significantly better vocabulary and verbal sequencing scores in the musically trained group than the control group ,

from which the authors conclude that a variety of approaches, including music, can improve reading achievement in children.

3. Their test examined the hypothesis that children receiving keyboard tuition would show a markedly superior performance onmeasures of vocabulary and verbal sequencing than students who received no instruction.Children were selected from two schoolsin the same area with similar demographic characteristics.

Directions: Fill in the blanks below, just as in the models.absolutely ____________ ________________________________________________ angrily (angry - y + i) + ly He spoke angrily to his enemies. correctly correct + ly Answer correctly and you could win a million dollars! easily ____________ ________________________________________________ silently ____________ ________________________________________________ softly ____________ ________________________________________________

Vocabulary Practice FILL IN THE BLANK

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

took place absence believe duration hypothesis linguisticsliteracy premise significant temporary occur requiredrevealed improve performance approaches clarify precedingdomains observed

1. He studied harder to _______________ his grades.

2. This is a _______________ home until my new home is ready.

3. y = 2x - 5. The _______________ is all real numbers.

4. The melting snow _______________ the bicycle I had left outside.

5. Jim's _______________ is to study the problem before starting to work.

6. For two days he _______________ people passing by his windows

7. The accident _______________ at 11:00.

8. In the 20th century, _______________ became more common in many countries.

9. The students were confused, so the teacher _______________ his instructions.

10. They built a big house on the _______________ that they would have many children.

11. The cake _______________ 2 eggs.

12. Even as a child, I never _______________d in Santa Claus.

13. The accident _______________red on a rainy night.

14. Tom's _______________ in the game was terrible! He must be very angry.

15. Her _______________ was not noticed until the end of the party, when the host noticed that the whiskey bottle was still unopened.

16. The flight's _______________ was 3 hours.

17. Monday _______________ Tuesday.

A. took placeB. absenceC. believeD. durationE. hypothesisF. linguisticsG. literacyH. premiseI. significant

J. temporaryK. occurL. requiredM. revealedN. improveO. performanceP. approachesQ. clarifyR. precedingS. domainsT. observed

40.

18. The Brooklyn bridge was _______________ to the growth of New York City.

19. The generally accepted _______________ is that Native Americans came from Asia.

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.

20. _______ Make better.

21. _______ Lasting for a short time only.

22. _______ The science of language.

23. _______ All the numbers that can be put into an equation and still return a real number. The numbers forwhich an equation holds true.

24. _______ To show.

25. _______ Way of dealing with a person or problem.

26. _______ to follow sth continually

27. _______ Happen.

28. _______ The ability to read and write.

29. _______ To make clear or understandable.

30. _______ The basic idea on which other ideas are built.

31. _______ Need

32. _______ To accept as true without proof.

33. _______ Happen.

34. _______ The quality of action.

35. _______ The state of not being present.*

36. _______ The period of time during which anything lasts.

37. _______ To go before something else.

38. _______ Important.

39. _______ An idea that is accepted as true a way to discover a greater truth.*

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.

took place absence believe duration hypothesis linguisticsliteracy premise significant temporary occur requiredrevealed improve performance approaches clarify precedingdomains observed

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45.

46.

47.

48.

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LESSON:Aim: Grade: Adult 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. took place 2. absence 3. believe 4. duration 5. hypothesis 6. linguistics7. literacy 8. premise 9. significant 10. temporary 11. occur 12. required13. revealed 14. improve 15. performance 16. approaches 17. clarify 18. preceding19. domains 20. observed

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) improve 2) temporary 4) domain 5) revealed 6) approach 7) observed 8) took place 9) literacy 10) clarified 11) premise 12) requires 13)believe 14) occur 15) performance 16) absence 17) duration 18) precedes 19) significant 20) hypothesis

Matching Answer Key:A. -814B. -16C. -13D. -17E. -20F. -3G. -9H. -11I. -19J. -2K. -814L. -12M. -5N. -1O. -15P. -6Q. -10R. -18S. -4T. -7