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REVIEW

By: mn Source: http://www.examenglish.com/CAE/cae_reading1.htm

Student:

Date:

Teacher: Marijana Nikolic

Vocabulary

Directions: Study the following keywords and definintions.

1.

took place -(pv) - Happen.

2.

absence -(n) - The state of not being present.*

Which words are the hardest?

2. absence -(n) - The state of not being present.* Which words are the hardest?

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.*

Focus on the tough ones!

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) - Need

13.

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

true. 20. observed -(v) - to follow sth continually Reading Directions : Read the following passage

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 and spatial organisation has been studied extensively. Now, a study by Jospeh Prio and Camelo Ortiz from Long Island University claims to clarify the role of music in mental aptitude. 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 schools in the same area with similar demographic characteristics. The children who received musical education (n=46) at one school received formal piano tuition for three years. Children attending the control school (n=57) received no formal 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, from which 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 the study, the music-learning group had already received two years of piano tuition, but showed no superior linguistic skills over the control group at that time. In explaining these findings, Prio and Ortiz propose: that the absence of music instruction during the summer recess preceding the start of the study may have reversed any temporary cognitive benefits; that the duration of music study required to improve such skills is longer than the initial two years, and that significant brain development may occur during the time-period in which the study took place. The experiment leads to authors to believe that decisions on 'when' to teach are equally important as 'what' to teach.

Comprehension Questions Directions : Read the following questions and answer each one to the best

Comprehension Questions

Directions: 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 accepted

b. Prove a hypothesis which may revolutionise teaching

c. Challenge a popular idea

d. Improve the literacy skills in two neighbouring schools

2. The purpose of the underlined text is:

a. to provide an explanation for their theory

b. to suggest how their data could be used practically

c. to suggest reasons why their data may appear inconsistent

d. to give support to their findings

Focus on Grammarmay appear inconsistent d. to give support to their findings Words that describe actions are called

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

Directions: Identify how the adverbs is used in the sentence(s) below

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

and spatial organisation has been studied extensively. Word Roots & Stems Rule: The suffix ly changes

Word Roots & Stems

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

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.

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 on measures of vocabulary and verbal sequencing than students who received no instruction.Children were selected from two schools in 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 easily silently softly

Answer correctly and you could win a million dollars!

softly Answer correctly and you could win a million dollars! Vocabulary Practice FILL IN THE BLANK

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

linguistics

literacy

premise

significant

temporary

occur

required

revealed

improve

performance

approaches

clarify

preceding

domains

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.

18. The Brooklyn bridge was

19. The generally accepted

to the growth of New York City.

is that Native Americans came from Asia.

MATCHING

Directions: Write the letter of word that matches the definition on the line. If it helps, feel free to also draw 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 for

which 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.

A. took place B. absence C. believe D. duration E. hypothesis F. linguistics G. literacy
A. took place
B. absence
C. believe
D. duration
E. hypothesis
F. linguistics
G. literacy
H. premise
I. significant
J. temporary
K. occur
L. required
M. revealed
N. improve
O. performance
P. approaches
Q. clarify
R. preceding
S. domains
T. observed

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

WRITE YOUR OWN SENTENCES

Directions: For each of the words in the box, write an original sentence using the word. Circle the vocabulary word in each sentence. Be sure to write a sentence that would help the reader better understand the meaning of the word.

took place

absence

believe

duration

hypothesis

linguistics

literacy

premise

significant

temporary

occur

required

revealed

improve

performance

approaches

clarify

preceding

domains

observed

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

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.Adult Subject: Prepared by: Marijana Nikolic Objectives: Students will be able to demonstrate comprehension of the

Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content.pronounce, and use the words in the vocabulary list below. Standards addressed: Vocabulary: 1. took place

Standards addressed:

Vocabulary:

1.

took place

2. absence

3. believe

4. duration

5. hypothesis

6. linguistics

7.

literacy

8. premise

9. significant

10. temporary

11. occur

12. required

13.

revealed

14. improve

15. performance

16. approaches

17. clarify

18. preceding

19.

domains

20. observed

Activity

Description

Differentiation Guide

Assessment

Introduction of vocabulary

Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation, individual and choral repitition. Review defintions Sample Questioning:

In your own words, explain the definition.and choral repitition. Review defintions Sample Questioning: Who can think of a time when this word

Who can think of a time when this word might be used?Questioning: In your own words, explain the definition. Can you use this word in a sentence?

Can you use this word in a sentence?Who can think of a time when this word might be used? What’s the antonym (opposite)

What’s the antonym (opposite) of this word?word might be used? Can you use this word in a sentence? When appropriate, give different

When appropriate, give different types of learners an opportunity to write down the new words, associate a visual image to cue to understanding of the word, or develop a physical action to increase the

student’s ability to remember the new words.

ALL Students will be able to increase their understanding and awareness of the new words.SOME Students will be asked to orally demonstrate knowledge of new words.

Reading & Comprehension Questions

Students will read the passages of and demonstrate comprehension of the content by question.

Depending on the population:

Read the entire passage aloud, to model phrasing and fluency. Pause at key moments and model good reading strategies through a think aloud. Ask students to volunteer to read parts of the passage aloud. Instruct students to read the passage silently and complete the questions independently, while working with students who need more literacy help. Ask students to complete the questions by doing Think, Pair, Share

ALL Students will read the passage or follow along as the passage is read. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. SOME students will be given an opportunity to share their answer aloud.

Grammar

Students will review the usage of and then identify simple_present in sentences from the reading. Students will write 5 original sentences using simple_present.

Give students need time to work on completing their own practice sentences for the grammatical structure. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure, but also include the vocabulary from the lesson in their sentences.

ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present.

Word Building: Roots and Stems

Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y, which was used in the reading.

Students may benefit from having time to complete this portion of the worksheet individually or in pairs.

ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective, like dirty

Practicing New Vocabulary

Students will be given a chance to practice applying new vocabulary by completing cloze sentences.

Students complete this section of worksheet independently prior to group review of the answers. When appropriate, have students work in pairs or small groups.

ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i.e. flash cards).

Summary

Instructor will review the objectives of the lesson with the class a whole.

The summary can be completed as quick discussion or by asking student to summarize in their notes.

Example quick assess: 3 new pieces of information from text, 2 new words, 1 question about what 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. -814

B. -16

C. -13

D. -17

E. -20

F. -3

G. -9

H. -11

I.

-19

J. -2

K. -814

L. -12

M. -5

N. -1

O. -15

P. -6

Q. -10

R. -18

S. -4

T. -7