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04 – Answer Key For Weaving It Together 2 | PDF – Scribd
220. Answer Key for Weaving It Together 2. Unit 1 left-handed are Ronald Reagan, George Bush, (add. comma) and Bill Clinton. Actors such as Tom Cruise
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Weaving It Together 2 4th Edition Broukal Solutions Manual
7 CRITICAL THINKING page 35 Answers will vary WRITING 1 WRITING SKILLS pages 36–38. 8 2. an important part in our religion 3. easy to grow 4. 9 Looking for Main …
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Solutions manual for weaving it together 2 4th edition … – Issuu
PRE-READING page 30 Preparing for the Reading Topic Answers will vary Key Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. b d h g a e f c. READING …
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Weaving it Together. Chapter 2 Answers. Key Vocabulary, p. 15. 1. g 2. f 3. e 4. a 5. d 6. c 7. b. Vocabulary. A Vocabulary in Context, p. 17. 1. jaw 2.
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Weaving It Together, Book 2, is part of a four-book series designed to comprehensively … Circle your answer. more tea than any other people. 1. The 2
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(v) find answers to questions or troubles. Image: Solve problems. Record. (n) a written statement of a fact or event. Image: Record. Raise money.
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5 Weaving It Together 3 4th Edition Broukal SOLUTIONS MANUAL Full clear download (no … 9WRITING 2WRITING SKILLSpages 60-65Exercise 1Answers may vary.
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Weaving It Together 2 4th Edition Broukal Solutions Manual
Girl, Wash Your Face: Stop Believing the Lies About Who You Are so You Can Become Who You Were Meant to Be Rachel Hollis
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•V-v••:•.*••••.*.•.’•MDesk Copy InformationTo place your desk copy request or for more 1-800-278-2574 or 617-451-1940, or writeHeinleinformation, please callto:& Heinle Publishers20 Park Plaza Boston, Massachusetts 02116To place or writea purchase order, please call 1-800-354-9706 or 606-525-2230,to:Heinle& Heinle PublishersInternationalThomsonPublishingBookDistribution Center7625 Empire Drive Florence, Kentucky 41042InCanada please call 1-800-268-2222 or 416-752-9100, or write Nelson Canadato:1120 Birchmount Road Scarborough, OntarioM1K5G4 FAX 416-752-9646 Thomson Publishing Asia Henderson Road #08-03InternationalBlock 211,HendersonIndustrialParkSingapore 0315 Tel. 65-272-6496Fax 65-272-6498 For informationin LatinInternationalCamposAmericaThomson& Caribbean, please call or fax:EditoresEliseos 385, Piso 7Col. Polanco11560 Mexico D.F., Mexico Fax: (525) 281-34-67 Tel: (525) 281-29-06For informationinJapan, pleaseThomson Kyowa Building, 3F International2-2-1callor fax:Publishing JapanHirakawa-choChiyoda-ku, Tokyo 102 Japan Tel: (03) 3221-1385Fax: (03) 3237-1459WEAVINGITTOGETHERMilada Broukal Glendale Community CollegeHeinle IjHeinle PublishersDivision ofWadsworth,Inc.Boston, Massachusetts 02116 U.S.A.The publication HeinleESLofWeavingTogether 2 was directed by members of the HeinleItPublishing Team:Erik Gundersen, Editorial Director Susan Mraz, Marlceting Manager Kristin Thalheimer, Production EditorAlso participating in the publication of this program were:Publisher: Stanley J. Galek Editorial Production Manager: Elizabeth Holthaus Associate Editor: Lynne Telson Bar sky Project Manager: Hockett Editorial Service Manufacturing Coordinator: Mary Beth LynchPhoto Coordinator: Martha Leibs-Heckly Interior Designer: Winston • Ford Visual Communications Illustrators: Libby Barrett, Brian Orr, James EdwardsCover Illustrator: Lisa Houck Cover Designer: Judy Ziegler Photo Credits (page numbers are given in boldface): UPI/Bettmann— 1 (Chaplin), 56, 86. UPI/Bettmann Newsphotos— 1 (McEnroe, Monroe, McCartney), 65 (Wonder), 94. The Bettmann Archive— 1 (Einstein), 74, 82 (Lincoln), 83 (King, Keller, Shelley), 136. Archive Photos— 1 (Da Vinci), 82 (Edison, Mozart), 105. Ulrike Welsch— 14, 83 (Mother Theresa). FPG International— 25. Four by Five— 26. Georg Gerster, Comstock— 47. Frank Edwards, Fotos International, Archive Photos— 65 (Chung, Cruise). David R. Frazier— 66. Michael Grecco, Stock, Boston— 85. Eric Neurath, Stock, Boston— 114. Russ Kinne, Comstock— 125, 126.Copyright1993 by HeinleNoHeinle Publishersmay be reproduced or transmitted in any form or by any means, electronic, or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing fromAll rights reserved.part of this publicationthe publisher.HeinleHeinle PublishersManufacturedin theisa division ofWadsworth,Inc.United States of AmericaLibrary of Congress Cataloging-in-Publication Data Broukal, Milada.Weavingittogether 2Milada Broukal.cm. ISBN 0-8384-3977-2 p.I.English language— Textbooks for foreign speakers.Weaving it together two. PE1128.B715 1993 428.2’4-dc20 II.I.Title.Title:92-43932 CIPUnit1:VoiarRight Brain or Left Brain?Pre-Reading QuestionsVocabularyComprehensionDiscussionOrganizingParagraph FormPunctuation and CapitalizationHowtoWrite a TitleDo You Have7 10a Strong Left Brain or Right Brain?Ears and Your Character14Pre-Reading Questions14Vocabulary15Comprehension16Discussion17Organizing17JoiningCompoundSentences with and, hut, orDo You Know TheseUnit2:1722Writing Practice12Interesting FactsAbout You?23Food 26Potatoes Pre-Reading Questions26Vocabulary27Comprehension28Table of ContentsDiscussion30Writing31Organizing31The Topic Sentence3134Writing Practice36Delicacies Pre-Reading Questions36Vocabulary37Comprehension39Discussion39Writing40Organizing40Supporting Sentences41The Concluding Sentence42Writing Practice43Food Facts45UnitCustoms3:o How DoskindLThey Bathe?48Pre-Reading Questions48Vocabulary49Comprehension50Discussion52Writing52Organizing53Describing a Process PunctuationComma53 54(J with Items in a SeriesWriting Practice^mSjUnusual Marriage Ceremonies545456Pre-Reading Questions56Vocabulary57Weaving It Together: Book 2Comprehension58Discussion59Writing59Organizing60Review of Describing a Process Using Before and Afterto60Show Time Order60Writing a Dependent Clause with Before and After …. 61 Writing Practice63Do You Know These American Customs and Traditions?Unit4:64Faimous Reople 66Louis Braille Pre-Reading Questions66Vocabulary67Comprehension68Discussion70Writing70Organizing70Unity70Irrelevant Sentences7172Writing PracticeThe World’s Most Unusual Millionaire74Pre-Reading Questions74Vocabulary75Comprehension76Discussion77Writing77Organizing77Giving Examples77Writing Practice80Who82Are They?Table of ContentsUnitWature’s5:The Earthquake of 196486Pre-Reading Questions86Vocabulary87Comprehension88Discussion89Writing89Organizing90A Narrative Paragraph90PunctuationTheComma91(J withTime and Place Expressions92Writing PracticeKillerBees94Pre-Reading Questions94Vocabulary95Comprehension96Discussion97Writing97Organizing98Giving Reasons98Transition for Giving Reasons: Writing PracticeWhat Do You Know AboutUnit^A91Because98 100Insects?1026:Crazy Inventions106Pre-Reading Questions106Vocabulary107Comprehension108Discussion109Writing109Weaving It Together: Book 2OrganizingCause and109 EffectParagraph109So and Therefore110Writing PracticeRobots: Mr. Leachim, Fourth-Grade Teacher114Pre-Reading Questions114Vocabulary115Comprehension116Discussion117Writing117Organizing117Advantages and Disadvantages117Fact or Opinion?118Transitions Showing Addition: In addition and Moreover119Writing Practice120Inventions Quiz123Unit112It’s7:The Law 126the Law!Pre-Reading Questions126Vocabulary127Comprehension128Discussion129Writing130Organizing130Comparing and Contrasting Transitions Showing Contrast:130However131Transitions Showing Similarity: Similarly 132and Likewise133Writing PracticeTable of Contents”AI>liOutline(Topic sentence) (S u pp orting sentence 1)(Supporting sent e nce 2X (Supporti ng sentence 3) (Supporting sentence 4)(ConcludingRevises en t ence )rows!* draft.yo***’Using the checklist below, check your rough draft or check it.letyour partnerParagraph Checklist1.Does your paragraph have a2.Did you indent the3.Did you write on every other4.Does your paragraph have a topic sentence?5.Does your topic sentence have a controlling idea?6.Do your sentences support your7.Are your ideas8.Does your paragraph have a concluding sentence?Edit^€>vt.rfirst line?AVritepaper?topic sentence?Tii^stirst^irstt^li..to editspelling, punctuation, vocabulary, .line of thein the correct order?Work with a partner or a teachertitle?youai:’your paragraph. Correctand grammar.Final coi>v-Weaving It Together: Book 2FOOD FACTS Are these facts true or false? Circle your answer. more tea than any other people.TheAmerican children eat more candy than any otherate mice.America’s favorite dessert.Irish drinknationality. 3.It ispossible to eat a different kind ofin the 4.America’s favorite5.The6.Peanuts grow on small7.The ancient Romans8.Apple pie9.One pound will10.hamburger every dayUnited States for a whole year. fruit isthe apple.basic food of half of the world’s populationistrees.of spaghetti,measure 320is rice.ifthe pieces are put end to end,feet.The average American chews twenty-four packs chev^nggumofa year.Unit 2, Chapter 4: DelicaciesUNIXCustoms and Traditionsm-‘^Sr^”v-pr^^Chapter-^^^ •*^’5:^.^How Do Xh^v Bathe?PRE-READING QUESTIONSA What A Why A Whatare the people in the picturedoing?do people bathe? kinds of bathing do youWeaving It Together: Book 2know?Reading:How Do They Bathe?Everyone bathesway. Most Americans never take a bath. They soap and rinse off under the shower. The English always take a bath. First, theythemselves, andin a differentsit inbathtubthey rinsefinally,fullofwash with soapfirstgo andwarm watera bathtubLater, others inwater.off the soap, all inJapanese, on the other hand, sit inwarmThen they soapthe same water. Thein theshower. Then theytwenty minutes or more. the family use the same water to sit and relax in. fullofforThe Thai do not get into a shower or a bathtub. They stand in a room or area of a house where there is a big jar full of water. With a bowl they pour water from the jar on themselves. So that other people do not see their bodies, the Thai always wear a long piece of cloth called a pasin around their bodies. They wear this when they are bathing. Everyone gets clean in a different way. We know that washing is good and healthy for us. But this was not true in the past. Up to 1800, most Americans did not bathe because they thought it was bad for them.VOCABULARY Rewrite each sentence, replacing the underlined words with one of the words or phrases below. bathesrinse offbathtubbowlhealthyjar1.Everyone washes himself2.The Thai have a3.The Englishan areain a differentway.big container like a vasesit ina large containerfullof water.where yousittowash yourwhole body.Unit 3, Chapter 5:How Do They Bathe?4.Washing5.The English wash with wateriswater theygoodforyour body.to take off the soap in thesit in.6.The Thai wash7.The Thai use a small round containerin a part of thehouse where therewater on themselves.COMPREHENSIONCircle the letter of the correct answer. 1.2.3.sameEveryone a.takes a bathb.bathesc.takes a showerin a differentThe Thaiwaya.have a showerb.have a bathc.do not have a bath or a showerPeople a.have different ways to get cleanb.thinkc.always bathedit isbadto get cleanWeaving It Together: Book 2isa bigjar.that holds liquid to pourOne wordineach sentenceisnot correct. Rewrite the sentence withthe correct word.wash with soap1.The Japanese2.The English always take a shower.3.First,4.Most Americans always take a bath.5.The Thai pour water on themselves with a6.Upfirstin the bathtub.the English stand in a bathtubto 1800,most Americans did notUnit 3, Chapter 5:fullofwarmwater.jar.relax.How Do They Bathe?DISCUSSION Find out from the students country. Fill out theinyour class how they bathein theirquestionnaire below. Kind of Bathing „Nameshower/bath/How many timesshower anda week?bath/public bathVOH^X(nea^fKMcUt^OHceDiscuss these questions with your classmates. 1.Which2.What do you know about3.Is itisbadbetter, aforshower or a bath? Say why.your healthifa public bath?you do not bathe?WRITINGNowread the following paragraph written by a student. Can you guess where the student is from?Paragraph! Bathing InmyinMyCountrycountry, X,week. The bathroom First,wewetake a special bath athome oncewith a tub, a shower, and a toilet. take a shower with soap. If we do not have a shower we is tiled,pour hot water on us with a bowl from the tub. Next, we get into the bathtub filled with hot water. We stay in the bathtub for about fifteen minutes. Then we get out of the bathtub and rub our bodies with a special rough towel. Finally, we soap our bodies and rinse it off. This is a long process but it is only once a week.Weaving It Together: Book 2ORGANIZING D^scs:^it>ii:iSWhenyou want to your car, you mustPi^ooess^^how you dotellaboutlistthe main steps.Make sureThen to make the order show time order:First:Next,Then(Second,Third,liketake a bath orwashthat the steps are in theclear to the reader, use the followingcorrect order.words thatsomething,.)Finally/Lastly,These words come at the beginning of a sentence. You use a comma (,) after each word except for then. You do not need to use these words for each sentence of your paragraph.Nowunderline the words that show time order in the modelparagraph.ExercisePut the following sentences 1, 2,3,4,… 1.To wash yourin the correct order.hair follow these steps.Put some shampoo on your ^Wet your RinseNumber themoffhair.hair with water.shampoo.Lather your hair with shampoo.Dry your hair with a towel. Repeat the process. 2.Washing dishesWashiseasy.plates in soapy water with a brush.Removepieces of food from plates.Dry plates with a towel. Rinse off soapy water.Unit 3, Chapter 5:How Do They Bathe?3.Cleaning windowsnotisdifficult.You need a bucket and alarge sponge.Dry the windows with a paper towel.Wetwindows withthe sponge and wipe thethe bucket with water and aFillYour windowsit.ammonia.littlewill shine.PUNCTUATIONOoximm^
You use a
^witili It:eii:ms ism
comma
to
Sk
S^iri^s
separate items in a series.
Do
not use a
comma
if
there are only two items.
Examples:
The bathroom
A
i is tiled,
i
i
with a tub, a shower, and a i
bathroom can have a shower, a
The bathroom has a shower and a (No comma needed)
toilet.
1
tub, or both. toilet.
You can take a shower or a bath. (No comma needed)
Exerciser 2 Put commas in these sentences where necessary. Note that some sentences do not need a comma. 1.
He went and a
to the
bathroom with a bar
of soap
shampoo some towels
plastic bowl.
2.
That week many people used the bathtub including younger brother and grandfather.
3.
You can take a hot or a cold
4.
In
5.
my
bath.
country the bathroom has a shower and a bathtub.
People wash
in different
ways. They can pour water over their
bodies or take a shower or 6.
his sister
sit in
a bathtub.
You can take a shower or take a bath or go
WRITING PRACTICE Choose one of the topics below:
my
country (at home)
1
Bathing in
2.
Going to a public bath
3.
Bathing a baby
Weaving It Together: Book 2
to the public bath.
1
.
Pr-e-writiitS-
Work with a partner. Tell your partner how you bathe. Then write down what you do first, then what you do next, and what you do after that
2
.
.
.
.
Develop
ai:i €>vtt\xrtei.
Number your sentences
in the correct order. Then rewrite all the sentences in a paragraph. Use the words showing time order. The paragraph outline below will help you.
Pa x*aLS>^^I>l^ Outline (Topir sentence) First,
Next,
Then Finally,
(Do not begin every sentence with a word showing time order.)
3
.
Wr’xt:^
st
r’oimsH
dr’a.Ft:.
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
5
.
1.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other line of your paper? (Look pages 6-7 for instructions on paragraph form.)
4.
Does your paragraph have a topic sentence?
5.
Are your ideas
6.
Does your paragraph have a concluding sentence?
Edit: ^€>vLr’
title?
first line?
at
in the correct order?
^str’Sk^T’st^l^i.,
Work with a partner or your teacher to edit your paragraph. Correct spelling, punctuation, vocabulary, and grammar.
6
.
“Write Youir- Final coi>y-
Unit 3, Chapter 5:
How Do They Bathe?
‘^VJ^tia^
Chapter
6:
Unusual IMarria^e Ceromomios
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher.
ft What
are the people in the picture
wearing?
QWhat
^ Why
are they doing?
do you think people do these
things?
Weaving It Together: Book 2
Unusual Marriage Ceremonies
Reading:
I^^arriage ceremonies around the world are very different. Some are short and simple; others are long and complicated. In some cases the bride wears red clothes, in others she may be tattooed. In the islands of New Guinea, north of Australia, girls who want to be beautiful brides are tattooed from head to foot. This takes several years. First, the hands are tattooed, and finally, the face. The marriage ceremony in New Guinea is unusual, too.
The wedding ceremony takes place in a room in the bride’s house. the bride and bridegroom stand back to back in the middle of the room. The guests and friends stand around them, the men on one side and the women on the other. Next, an old man joins their right hands together. He spits a mouthful of water over them. He says, “May no enemy kill you; may no bad spirit bring you sickness.” After that, somebody brings some sago, a kind of thick, white soup. After the new husband and wife eat some, the guests have some. Then the newlyweds sit up for four nights. During this time their friends watch them and do not let them fall asleep. They do this to have a long and rich life. Finally, everybody leaves them to meet alone on the night of the fifth day. First,
VOCig^BUiJVRY
What
is
the
meaning of the underlined words?
Circle the letter of the
correct answer. 1.
2.
3.
Marriage ceremonies around the world are different.
In
a.
customs you follow on a special occasion
b.
the clothes you wear on a special occasion
some cases the wedding ceremony a.
unhappy
b.
not simple
The ceremony takes place a.
the
woman who
b.
the
man who
is
is
in the
is
long and complicated.
house of the bride.
going to be married
going to be married
Unit 3, Chapter 6:
Unusual Marriage Ceremonies
4.
5.
6.
The bride and the bridegroom stand back
An
a.
the father of the
b.
the
man who
man
old
spits a
is
girl to
be married
going to be married
mouthful of water.
a.
drinks slowly
b.
forces the liquid out of his
The newlyweds
sit
to back.
up
mouth
for four nights.
new husband and
wife
a.
the
b.
the guests at the wedding
COMPREHENSION
Circle the letter of the correct answer. 1.
2.
3.
B.
Marriage ceremonies around the world are a.
short
b.
long
c.
different
The marriage ceremony a.
is
simple
b.
is
unusual
c.
takes several years
The newlyweds
in
T
New
New
not sleep for four nights
b.
sleep for four nights
c.
eat only at night
sentence
if the
Guinea
Guinea must
a.
LookixiS for
Circle
in
D^tia^ils
is true.
Circle
F if the sentence
1.
The wedding takes place
2.
The bride and bridegroom stand
3.
An
4.
The husband and wife
5.
The guests
6.
The newlyweds meet alone on the fourth
old
man
spits
at the
Weaving
It
in the
bridegroom’s house. in the
back of the room.
water over them. eat
some
sago.
ceremony do not
Together:
is false.
Book 2
eat sago. day.
T
F
T
F
T
F
T
F
T
F
T
F
DISCUSSION Discuss these questions with your classmates. 1.
What do
2.
Who
3.
Describe the wedding ceremony in your country.
the bride and the bridegroom wear in your country?
pays for the wedding in your country?
WRITING
Now
read the following paragraph written by a student. What country
does the student come from?
F*aragrap>
A Wedding
in
my
El
My
Country
was his friend’s sister. First, they had a civil marriage in the town hall. A few weeks later, they had a church wedding. The bride wore a beautiful white dress with a veil over her face. The bridegroom wore a tuxedo. After the religious ceremony was over, the newlyweds and the guests went to a restaurant near the church. Here there was a wonderful wedding reception with all kinds of hot and cold food. After that, there was music and dancing. Before the reception ended, the bride and groom met and thanked every guest. Finally, after the reception was over, the newlyweds went on a trip to Hawaii for their honeymoon. Last year
oldest brother got married. His bride
Unit 3, Chapter 6:
Unusual Marriage Ceremonies
ORGANIZING
We know
words below show time order (Chapter
the
5):
First, …
Next,
.
.
.
.
Then.
.
Finally/Lastly,
.
.
.
The words after that also shows time same way as next and then.
order.
We
use these words in the
After that.
Next,
>
there
was music and dancing.
Then
We
use after that, next, and then at the beginning of a sentence.
We
cannot use them to make two sentences into a single sentence.
When we
describe a process,
we
often use dependent clauses beginning
with before or after. These words show us time order.
A
words with a subject and a verb. There are two kinds of clauses: main clauses and dependent clauses. A main clause is a separate sentence. A dependent clause depends on the main clause. It clause
is
a group of
cannot stand alone.
Exercise
1
Read each of the following clauses. If the clause is a separate sentence and can stand alone, write ^’main clause” under it. If the clause cannot stand alone, write ”dependent clause” under 1
.
they stand in the middle of the room
\Neavmg
It
Together:
Book 2
it.
we
2.
before
3.
after they finish the
4.
the newlyweds go on a trip for their
5.
before the marriage ceremony begins
6.
the newiyweds
7.
the bride wears a beautiful white dress
8.
after the
Look at
eat
sit
ceremony
up
newlyweds
honeymoon
for four nights
eat
the sentences below.
Each sentence has a main clause and a
dependent clause. After the religious
ceremony
is
over, they
go to a restaurant.
Dependent clause Before the reception ends, they thank every guest.
Dependent clause
When
the dependent clauses
clause by a
come
first,
you separate
it
from the main
comma.
Unit 3, Chapter 6:
Unusual Marriage Ceremonies
Exercise 2 Punctuate the following sentences with a
comma where
necessary.
1.
Before the dinner ended they thanked their friends.
2.
After they
3.
Before they had the church wedding they had a
4.
After the reception
had the food there was music. civil
marriage.
was over the newlyweds went on
a
honeymoon. 5.
Before they had the reception they had a church wedding.
6.
After they
had
their
honeymoon they
started a
new
life
together.
Exercise 3 Combine each pair of sentences into a single sentence with the words Begin with your dependent clause.
in parentheses.
1.
You have a
religious
ceremony.
You have a wedding reception,
2.
3.
We
have a
We
have a church wedding, (before)
In
New
civil
marriage.
Guinea, the newlyweds eat some sago, (after)
The guests
4.
(after)
eat
some
sago.
The wedding reception The newlyweds go on a
finishes, (after)
trip.
Weaving It Together: Book 2
WRITING PRACTICE Choose one of the topics below: 1.
2. 3.
A A
wedding reception in my country religious wedding ceremony in my country Getting ready for a wedding in my country
Work with a partner. Tell your partner about a wedding in your country. Then write down what they do first, then what comes next, and after that .
2
.
.
Develop
.
stn.
ou^lii:ie.
Number your sentences
Then rewrite all the sentences in a paragraph. Use the words showing time order. The paragraph outline below will help you. in the correct order.
P^r’asi^^I^l^ Outli nel (T o pic ”
11
s en tence )
oL.
Next, After that/Then Afr,er/Refore Finally,
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist 1.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other line?
4.
Does your paragraph have a topic sentence?
5.
Are your ideas
6.
Does your paragraph have a concluding sentence?
title?
first line?
in the correct order?
Unit 3, Chapter 6:
Unusual Marriage Ceremonies
5
.
Edit: voimr*
f^stwrst^irstrict.
Work with a partner or your teacher to edit your paragraph. and grammar.
Correct
spelling, punctuation, vocabulary,
S
.
‘Write yo***’
coi>y’.
FiiiiaLl
DO YOU KNOW THESE AMERICAN CUSTOMS AND TRADITIONS? Circle
T if the answer
is
the true. Circle
1.
At the end of a
2.
In the United States
letter or
F if the answer is false.
note an “X” sign means a
kiss.
you cannot hear the national anthem
T T
or song at sports games. 3.
A
potluck party
is
a party
where you can play a game and
T
F
T
F
win some money. 4.
It is
the custom in the United States to use a toothpick
after a 5.
A
meal
in front of other people.
bride in her wedding dress in the United States must also
T
have something old, something new, something borrowed, and something blue. 6.
A
leap year
is
has 29 days. to
one year
It is
marry her
in
in four
when
the custom that a
the
month
woman
of
February
can ask a
T
F
T
F
T
F
man
a leap year.
it is the custom to eat with one hand and keep the hand that you do not use on your lap.
7.
In the United States
8.
In the United States
it is
the custom to snap your fingers to
get attention.
Weaving It Together: Book 2
UNIX m^^mi
4
-^ -^”^
-v!^
^^^
Chapter
T:
‘^’
^ Louis Braille
‘^^^
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher.
Q What ^ How ^ What
are the hands in the picture doing?
can blind people read? do you
Weaving It Together: Book 2
know about
blind people?
Reading: Louis
Louis Braille
He was a very smart work tools. One day, when he was four, a sharp tool went into his left eye. An infection started and went to both eyes. He was unlucky. A few weeks later, Louis was blind.
He
child.
Braille
was born near
Paris, France.
liked to play with his father’s
At age ten, Louis went to a school for blind children
in Paris.
One day a
French soldier, Charles Barbier, visited the school. Barbier invented a system of night-reading. This system used dots for the letters of the alphabet. Soldiers used this system in time of war. Barbier thought this system could help blind people to read. Barbier’s system
was
Barbier’s system easier.
difficult,
By age
but
it
gave Louis an idea. He made
fifteen, his
new system was
ready!
Now
he
wanted blind schools to use his system. He was unlucky again. The schools did not want his system. Louis died in 1852 at age forty-three. Two years after he died, the blind schools began to use his system. Today we for
all
system Braille after Louis Braille. His system is used languages, and for math, science, writing music, and computers for call this
the blind.
VOCABULARY Complete the sentences. Circle the 1.
2.
^.
Louis
was
a
a.
night
b.
smart
When
letter
Louis
child.
was
a.
tools
b.
languages
A
a child, he played with his father’s
tool a.
left
b.
sharp
of the correct answer.
went
into his eye.
Unit 4, Chapter 7: Louis Braille
4.
5.
6.
7.
8.
Louis got
in his eye.
a.
a system
b.
an infection
Louis
when he was
became
a.
blind
b.
French a system of night-reading.
Charles Barbier a.
visited
b.
invented
Barbier’s system used a.
tools
b.
dots
Louis
was
again in
a.
blind
b.
unlucky
life.
COMPREHENSION
Circle the letter of the best answer. 1.
2.
When
Louis
was
a.
became
b.
had sharp
c.
went
four years old.
four,
he
.
blind tools
to school
Charles Barbier
.
a.
had an
b.
invented a system of night-reading
c.
visited soldiers
infection
Weaving It Together: Book 2
3.
By age
One word
fifteen Louis
a.
died
b.
was
c.
made
in
difficult
a
new system
each sentence
is
of reading
not correct. Rewrite the sentence with
the correct word.
1.
When
2.
Louis went to a school for unlucky children in Paris.
3.
Soldiers used Barbier’s system in time of math.
4.
Barbier’s system used tools for the letters of the alphabet.
5.
Barbier thought his system could help blind people to play.
6.
Louis died at age thirty-four.
Louis
was
four, a blind tool
went
into his eye.
Unit 4, Chapter 7: Louis Braille
DISCUSSION Discuss these questions with your classmates. 1
Do you know
of other
famous blind people?
How
are blind people
special? 2.
Louis Braille
was unlucky. Do you know another unlucky person?
Explain.
WRITING
Now
read the following paragraph written by a student.
F*aragra ph]
My
Sister Liz
My sister Liz was born lucky. She has When she does something bad, she smiles
a beautiful smile.
and my parents are not angry. She eats a lot and does not get fat. Her favorite meal is a double cheeseburger with french fries, a milkshake, and an ice cream sundae. She does not study hard but always gets good grades. After school she does her homework in five minutes while she watches television at the same time. In conclusion, I believe some people are born lucky, some are not.
ORGANIZING
As we know, a good paragraph must have three parts: a topic sentence, supporting sentences, and a concluding sentence. But a good paragraph must also have unity. Unity means that all of the supporting sentences must be about the controlling idea in the topic sentence. Think about the model paragraph above.
Topic sentence: My
sister Liz
was born
lucky.
(Controlling idea)
Main supporting sentences: 1.
She has a beautiful
2.
She eats a
3.
She does not study hard but get good grades.
lot
smile.
and does not get
Weaving It Together: Book 2
fat.
This paragraph has unity. All the supporting sentences are about
was born
When
why
she
lucky.
a sentence does not belong in a paragraph,
we
say
it is
an
irrelevant sentence.
Example:
My
sister
Jamie
is
very shy.
When
there are other people around, she
Sometimes she does not speak at all, and even runs home and at school. You do not even know she is there sometimes. She is shy about her body, too. She never goes to the beach or swimming pool. But she likes ice cream and speaks very away. She
is
little.
very quiet at
cookies.
Irrelevant sentence: But she This sentence does not talk about
belong
likes ice
why
she
is
cream and cookies. shy. This sentence does not
paragraph.
in the
Exercise?
1
Underline the irrelevant sentences in the following short paragraphs. 1.
George has not been lucky
in school this year.
missed classes, and could not take
his finals.
He
He
got sick and
also lost his
books. These were not only textbooks but also his notebooks.
Everybody
likes
George because he
will
go out of his way to
help people. 2.
My roommate Tony eyes.
He always
is
very untidy.
He has brown
leaves his laundry on the floor.
hair
When
and blue he cooks, he
never washes the dishes. For a while, he had a bicycle on his bed. It is
not surprising that Tony can never find anj^hing.
Unit 4, Chapter 7: Louis Braille
3.
My
Uncle Conrad
spills
some on
people
all
very clumsy.
is
his shirt. In the
He has
the time.
house he sat on the 4.
When
shopping mall he walks into other
size 14 feet. Last
went on
in the Alps.
On
a trip to the North Pole.
will
when
do
sixtieth birthday she
went
her seventieth birthday she
When
she was eighty, she drove,
She loves
alone, across the United States.
wonder what she
time he came to our
cat.
Aunt Dotty loves adventure. On her mountain climbing
he drinks coffee he always
she
is
to eat chocolate.
We
all
ninety.
WRITING PRACTICE Choose one of the topics below:
1
.
who
1.
Describe a person
2.
Describe a good or bad quality of a friend or family member.
3.
Describe a pet cat or dog.
lucky or unlucky.
is
Pre-^writinS-
Work with a partner or 1.
down
Write
alone.
a topic sentence about a person or animal.
You can
follow this outline for a topic sentence:
What person/animal My pet dog 2.
3.
List as
many
Go over each
is
to you +
name + Rex
is
adjective very lazy
points as you can about the person/animal.
point on your
list.
Ask
yourself,
“Does
this
the controlling idea?” Cross out the points that do not.
2
.
Develop A.
stn o«mt:lii:ie.
Organize your ideas.
List the points in the order
you
will write
paragraph.
Weaving It Together: Book 2
about them
in
your
support
B.
Make
more
a
detailed outline.
The paragraph
outline below will
help you.
P^i^as>^AI>n
H utline
(Topic sentence) (Supporti n g
s en te nc e 1 )
(S u pp o rting d etail.(s))
(Supporting sentence 2)
(Supporting d etail(s)) (Supporti n g sentenc e 3 )
(Supporting d.etail(s)) ( Concl uding
3
.
Write
4
.
Revise
£k
sentenc e)
r’ousl^ dr’aft.
y^ovtr’
irovis^
^irstft:.
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
5
.
1.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your sentences support your
7.
Are your ideas
8.
Does your paragraph have a concluding sentence?
Edit
title?
first line?
line of
your paper?
topic sentence?
in the correct order?
voimi:* f^stwet^rst^ti.
Work with a partner or your teacher to edit your paragraph. spelling, punctuation, vocabulary, and grammar.
6
.
Wir\t:e YO*tr Final
copY.
Unit 4, Chapter 7: Louis Braille
Correct
“^^r
‘^^ ^’^
^^p^
^
^p^
‘^
IMillionaire
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher.
Q @ Do
Describe the
woman
in the picture.
you think she looks
Why ^^ What
like a millionaire?
not?
do you expect a millionaire to
look like?
Weaving It Together: Book 2
Reading: The World’s Most Unusual Millionaire
Hetty
Robinson was born
in 1834.
When
her parents died, they
her $10 million. She was very good at business and
Soon Hetty became the richest
woman
in the
left
made more money.
United States, but she was
very stingy.
Hetty always wore the same black dress. The color of the dress
changed to green and then to brown as the years passed by. Her undergarments were old newspapers she got from trash baskets. Her home was a run-down apartment with no heat in New Jersey. All she ate was onions, eggs, and cold oatmeal. She was too stingy to heat her food. She was married for a short time to a millionaire, Edward Green, and had a son. She was even stingy with her own child. For example, when her son hurt his knee in an accident, Hetty did not call a doctor. She dressed her son in old clothes and took him to a free clinic. The doctors recognized her and asked for money. Hetty refused and took her son home. The boy did not get medical treatment, and a few years later his leg was amputated. When Hetty Green died in 1916, she left more than $100 million!
VOCABULARY Complete the sentences with one of the following words. stingy
run-down
trash
medical treatment
refused
recognized
1.
When
a person does not like to spend money, he or she
2.
When
people do not take care of an old apartment,
3.
People throw old newspapers they do not need
is
it is
in
baskets. 4.
When
the doctors
saw Hetty and knew who she was, they her.
Unit 4, Chapter 8:
The World’s Most Unusual
Millionaire
5.
When
the doctors asked Hetty for money, she
and did not give
them 6.
any.
The boy hurt
his
knee but did not see a doctor. He did not get
COMPREHENSION
Circle the letter of the best answer. 1
Hetty was a very rich woman, but she was a.
stingy
b. short c.
2.
3.
Circle
green
Hetty wore
_.
a.
cold undergarments
b.
three dresses
c.
the same black dress
Hetty was even stingy with a.
Edward Green
b.
her
c.
her leg
own
child
T if the sentence
is true.
Circle
woman
F if the sentence is false. T
F
Hetty only ate eggs, onions, and cold oatmeal.
T
F
3.
Hetty called a doctor for her son.
T
F
4.
Hetty got her undergarments from trash baskets.
T
F
5.
Hetty lived in an apartment with no heat.
T
F
6.
When
T
F
1.
Hetty was the richest
2.
Hetty died she
left
$10
in the world.
million.
Weaving It Together: Book 2
DISCUSSION Discuss these questions with your classmates. 1.
What famous person
in the
world do you know
who had
a
bad
character? Say what he/she did.
about a person you
know who
2.
Tell us
3.
Describe some other types of people
is
stingy.
who
are not very nice, and
say why.
ra Now
WRITING read the following paragraph written by a student.
Paragraph!
My
Selfish Brother
My
He does not want to share things when he buys a bar of chocolate, he puts it in a secret place. Then he eats it all, by himself. He never helps anyone. He says he is busy. For example, a game of tennis or Nintendo makes him very busy. He does not care if brother
is
very
selfish.
with other people. For example,
something he does bothers other people. For instance, last night he played loud rock ‘n roll music until four o’clock in the morning. In conclusion, I think my brother is selfish, and will always be
selfish.
ORGANIZING Gi^vixiS E:x:aLiimi>les To introduce an example For example,
.
.
.
For instance,
.
.
.
in
your paragraph, you can use the following:
or
Now
underline the words showing examples in the model paragraph. comma with the words showing examples. Now go back and circle all the commas with the words showing examples. Next, look at the use of the
Unit 4, Chapter 8:
The World’s Most Unusual
Millionaire
In the
model paragraph we use for example or for instance
to give
details about supporting sentences:
Topic sentence: My brother is very selfish. Supporting sentence: He does not share things wdth other people. Detail or example of supporting sentence: For example, when he buys a bar of chocolate, he puts
it
in a secret place.
For example and for instance have the same meaning. When your sentence begins with for example or for instance, put a comma after these words.
For example, when he buys
a bar of chocolate, he puts
it
in a secret
a bar of chocolate, he puts
it
in a secret
place.
or
For instance, when he buys place.
A
sentence that begins with for
example
or for instance
must be a
complete sentence. For example, Hetty Green. (Not correct)
For example, Hetty Green was a
Exeroise
millionaire.
(Correct)
1
The following sentences are not complete or have mistakes. Write out correct sentences.
1.
For example he gets food
2.
For instance, washes dishes.
3.
For example: she never writes down
all
over his
Weaving It Together: Book 2
shirt.
my
telephone messages.
4.
For instance, a doctor.
5.
For instance— she always leaves the bathroom
A name
of a person or a thing can follow
a mess.
in
an example.
More women are becoming leaders. For example, Margaret Thatcher and Golda Meir were both prime ministers of their countries.
Exercise? 2 Work
a partner, or in a group. Think of examples for the following statements. Add more if you can. alone, with
1.
There have been many famous millionaires during
this century.
For example,
,
,
and are
2.
There were some famous people
who were
all
millionaires.
very stingy.
instance,
,
,
and
were 3.
Some people
For
in history
all
stingy.
were very bad. For example.
and
all
did
terrible things.
Unit 4, Chapter 8:
The World’s Most Unusual
Millionaire
Exercise 3 Write a complete sentence as an example for each statement. Use for instance or for example in the correct form. 1.
My
grandfather
2.
My
English teacher has an excellent memory.
3.
My
sister is not
is
very forgetful.
an electrician, but she can
fix
many
electrical
things in the house.
WRITING PRACTICE Choose one of the topics below: 1. A stingy person you know 2. A person who has had a bad 3. An unusual person
Work with a partner or 1.
Write
down
character (selfish, inconsiderate, lazy, etc.)
alone.
a topic sentence about a person. (Choose from the
topics above.)
many
points as you can about the person.
2.
List as
3.
Go over each
“Does this support the controlling idea?” Cross out the points that do not.
4.
Think of an example for each point.
point on your
fist.
cross out the point.
!n^^^ Weaving It
Together:
Book 2
Ask
yourself,
If
you cannot find an example,
.
2
.
De^^elop asm outliime.
Organize your ideas. order you
List the points in the
A.
will
You should
write about them.
have two or three points.
Make
B.
a
more
detailed outline.
The paragraph
outline
below
%vill
help you.
t^sktra^^trek^lM^
Outline
(Topir sentence) (S u p por ting
s e ntence 1)
F or e x a mple, (S u pp ort ing s en t e nce For
2)
iRvStaiice,
(Supporting sentence 3) ,
for
example,
(Concluding sentence)
3
.
^Write a
4
.
Rev^ise vo^^^ irovis^ draft;.
irotM^s^
draft.
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
____
1
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your sentences support your
___ 7.
S
.
Are your ideas
title?
first line?
line of the
paper?
topic sentence?
in the correct order?
8.
Do you have examples?
9.
Does your paragraph have a concluding sentence?
Edit vour
i>ar’as^AI>l^-
Unit 4, Chapter 8:
The World’s Most Unusual
Millionaire
Work with a partner or your teacher to edit your paragraph. and grammar.
Correct
spelling, punctuation, vocabulary,
6
.
AVii’ite
yottr Flnstl copy.
WHO ARE THEY? This president never smiled in
1.
any of
This
2.
his pictures.
Who was
man made more
he?
than one
thousand inventions.
Who was he?
This composer died a poor
man
Who was
he?
at
Weaving It Together: Book 2
age
thirty-five.
This African-American leader was killed in 1968.
Who was
he?
This blind and deaf woman
went
to college
and wrote books.
Who was she?
This nun went to India to look after the poor, sick,
Who
This
is
dying.
she?
woman
wrote the story of
Frankenstein.
Unit 4, Chapter 8:
and
The World’s Most Unusual
Who was
Millionaire
she?
UNIT
5
Nature’s
r-
‘^^r
^” v^
^^ ^^
^^pr-
Chapter
9:
^^
The EartHquake of IQ^4
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher.
O What @ What @ What Q
do you think happened
in the
picture?
has happened to the store in the
picture?
If
you
is
wrong with the main
lost
street?
your possessions, including your
house, in an earthquake, would you rebuild in the
@ What
same place? is
Togettier:
or
why
not?
the worst earthquake you
about?
Weaving it
Why
Book 2
know
1964
Reading: The Earthquake of I^^arch
was a holiday in Alaska. Most people were at home, and everything was peaceful. Then it happened. Suddenly, there was a sound, like the sound of thunder. Next, people’s houses began to shake. Buildings cracked and fell. In the town of Anchorage, the main street went up ten feet, holes opened in the earth, and buildings fell in. The earthquake that hit Alaska measured 8.3 on the Richter Scale. 27, 1964,
In the Pacific
Ocean the earthquake made a tidal wave. This wave
traveled at two hundred miles an hour. Shortly after, at about 6
the coast of Alaska.
It
took away with
long and six hundred feet v^de. to Hawaii
and Japan. People
The earthquake earthquakes
earthquake
when
it
it
tried to escape, but
An^ierica.
It
difficult to
West
Coast,
destroyed
it
was one
Scientists do not
happen. They are
it
hit
a piece of land four thousand feet
traveled dowai the
of 1964 killed 130 people.
North
in
will
It
p.m.,
and across
many
towns.
of the strongest
know when
the next
predict, but you will
know
hits.
VOCABULARY Circle the letter of the 1.
2.
On March
word which
correctly completes the sentence. hit Alaska.
27, 1964,
a.
an earthquake
b.
a street
No one can a.
an earthquake.
predict
b. travel 3.
4.
People were
at
a.
strong
b.
peaceful
home on
this holiday,
The people heard a sound a.
and the town was
like
thunder
b. feet 5.
The walls
of the buildings in
a.
measured
b.
cracked Unit 5, Chapter 9:
Anchorage
The Earthquake
of
1964
6.
The Alaska earthquake made a
that traveled
across the Pacific Ocean.
7.
a.
town
b.
tidal
The
tidal
wave
wave
a.
sound
b.
coast
8.
9.
the
hit
.
a.
Scientists
b.
Holidays
cannot predict the next earthquake.
No one knows when a.
travel
b.
happen
of Alaska.
the next earthquake will
COMPREHENSION
Write complete answers to these questions. 1.
When was
2.
What
3.
Where
4.
How
the earthquake?
did the earthquake
did the tidal
strong
make
wave go
in the Pacific
after
was the earthquake?
Weaving It Together: Book 2
it
hit
Ocean?
Alaska?
Circle
T if the sentence
is true.
Circle
F if the sentence
T
F
T
F
p.m.
T
F
traveled at twenty miles per hour.
T
F
T
F
T
F
T
F
T
F
1.
Scientists can always predict earthquakes.
2.
The earthquake had a sound
3.
The
tidal
wave
hit
4.
The
tidal
wave
5.
The Alaska earthquake
6.
A measurement
7.
The
8.
In Anchorage, buildings
wave
tidal
is false.
Alaska at 5
of 8.3
thunder
like
at first.
130 people.
killed
on the Richter Scale
traveled
down
is
not strong.
the East Coast.
went up
sixty feet.
DISCUSSION Discuss these questions with your classmates. 1
How
2
Almost every day there
can you prepare yourself
flu virus that kills
is
people.
for
an earthquake?
new disaster in the news. It What makes you most afraid? a
could be a
The disasters that we are most likely to remember are those that happen closest to where we live. Can you remember a disaster (fire, plane crash, etc.) that happened near where you lived? Tell us about
rs, Now
it.
WRITING read the following paragraph written by a student.
Paragraph!
A Terrifying Day It was 7:30 on was alone because my parents were out of tov^m. Suddenly, the room started to shake. Some dishes fell to the floor. I did not know what to do so I got under the table. A few minutes later, I came out and tried to turn on the television, but the electricity was off. After that, I tried the telephone, but it did not work. Shortly after, the neighbors came to see if I was all right. Finally, at about 9:00 a.m., the telephone rang. It was my mother from Mexico City. She was more
October
1,
1987,
was
a terrifying day for me.
a Thursday morning in Mexico.
frightened than
I
I
was.
Unit 5, Chapter 9:
The Earthquake
of
1964
ORGANIZING A.
Na^rrati^v^ P^x^^Si^^I^l^
The paragraph you
just read
a narrative paragraph.
is
A
narrative
paragraph tells a story about something that happened. In a narrative paragraph you must use a good time order for your sentences. This means that the sentences must be in the order that the story happened.
Exercise
1
The following sentences are about a terrifying day but they are not the correct order of time. Number them in the correct order. a.
1
got under the table.
b.
1
came out and
c.
Shortly after that, the neighbors
tried the telephone, but
came
it
in
did not work.
to see
if I
was
all
right.
The room
d.
The next step
is
to use
sentences. These words
started to shake.
words that show time order to connect your show the order in which things happened in
Words showing time October At 5
P.M.,
.
Suddenly,
A
order:
1987,
1,
.
.
later.
.
Shortly after that, Finally,
Now
.
.
.
.
.
few minutes
After that,
.
.
.
.
.
time.
.
.
.
underline the words showing time order in the model paragraph.
Weaving It Together. Book 2
PUNCTUATION
Look at the words showing time order. Look at the use of the comma after words showing time order. Now go back to the model paragraph and circle all the commas after the words showing time order.
We
also use the
comma
with dates and place names.
Dates a.
We
comma
use a I
came
We
use a
comma
October
a.
4,
1990.
i
in July 26, 1987.
when
after the year
198?;
1,
On March Place
on March
to the United States
They were married b.
from a year:
to separate a date
was the day
a sentence continues:
of the earthquake.
27, 1964, a big earthquake hit Alaska.
Names
We
use a
comma
from a state or a
to separate a city
city
from a
country:
We I
b.
We
were
at
home
in I
Anchorage, Alaska.
come from Tokyo, Japan.
use a
comma
after a state or country
when
the sentence
continues:
Crescent
City, California, is
on the
coast.
Exe^rcise 2 Put a
comma where 1.
necessary in the following sentences.
The San Francisco earthquake
on the morning
hit
of April 18
1906. 2.
On November
3.
A
4.
The biggest earthquake recorded
tidal
wave
4 1951 a tidal
hit
wave
hit Hawaii.
Crescent City California. in
North America was the
earthquake of March 27 1964. 5.
Suddenly people heard a noise
6.
An earthquake
7.
In
hit
Armenia
Yokohama Japan
in
like
thunder.
December 1988.
there were a lot of
Unit 5, Chapter 9:
fires.
The Earthquake
of
1964
8.
Valdez Alaska was ten feet higher after the earthquake.
9.
A
few minutes
later buildings
Shortly after a tidal
10.
wave
fell.
hit Alaska.
WRITING PRACTICE Choose one of the topics below: 1
2. 3.
1
.
A A A
frightening day
dangerous experience strange experience
Pre-writims.
Work with a partner. to the
1
Tell
your partner about
it.
questions below.
.
2.
When and where
did the experience occur?
What happened?
Weaving It Together: Book 2
Then write answers
3.
2
.
What happened
Develop
after that?
stn oimtline.
Write the sentences in the order that they happened. Then, use the words showing time order. The paragraph outline below will help you.
Pa i^ais>^^I>l^ Outline
was
( d ate)
d ay for
a
m e. was I
because Siiddenly,
A
fe
w minut e s later
.
,
aft,er t hat ,
4
.
Revise
.
Shortly
Finally,
i:^ousl^ ^wsk£t:»
y^€>va.ir
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
5
.
1.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other line of the paper? (Look pages 6-7 for instructions on paragraph form.)
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your sentences support your
7.
Are your ideas
8.
Does your paragraph have a concluding sentence?
title?
first line?
topic sentence?
in the correct order?
Edit: votai:* i>ai:^asi^AI>lt-
Work with a partner or your teacher to edit your paragraph. spelling, punctuation, vocabulary, and grammar.
6
.
at
AVrite YO***’
fii:ial
copy-
Unit 5, Chapter 9:
The Earthquake
of
1964
Correct
^^mr ^^^
-v®^
%Mr “^^ W^
Chapter
lO: Killer
Boes
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher.
^ What ^ What
is
happening
in the picture?
can happen to the person in
the picture?
Weaving It Together: Book 2
Reading:
Killer
Bees
l^iller bees started
in Brazil in 1957.
A
bees to make more honey. So he put forty-six Brazilian bees.
Sao Paulo wanted African bees with some
scientist in
The bees bred and made a new kind
of bee.
But the new
bees were a mistake. They did not want to make more honey. They wanted to attack.
Then, by accident, twenty-six African bees escaped and bred
with the Brazilian bees outside. Scientists could not control the problem.
The bees spread. They went
from Brazil to Venezuela. Then they went to Central America. Now they are in North America. They travel about 390 miles a year. Each group of bees, or colony, grows four times a year. This means one million new colonies every five years.
Why First,
are people afraid of killer bees? People are afraid for
the bees sting
sting sixty times a
many more
two reasons.
times than a normal bee. Killer bees can
minute non-stop
for
two hours. Second,
attack in groups. Four hundred bee stings can
Already several hundred people are dead. Texas. In a few years they will spread
all
kill
killer
bees
a person.
Now
killer
bees are
in
over the United States. People
can do nothing but wait.
VOCABULARY Match each word with
its definition.
There
is
one extra definition.
1.
breed
a.
run away
2.
attack
b.
cover a larger area
3.
escape
c.
prick with pain
4.
spread
d.
a group of bees
5.
sting
e.
a few
6.
colony
f.
produce young
7.
several
g.
be violent
h.
eat
Unit 5, Chapter 10: Killer
Bees
COMPREHENSION
Circle the best answer. 1.
A
scientist a.
to
b. to c.
2.
3.
B.
wanted bees
go to Africa
make more honey
to attack
Scientists a.
could not control the problem
b.
went
c.
grew every year
to Brazil
People are afraid of
killer
bees because
a.
they sting
b.
they sting more and attack in groups
c.
they attack and die
Lookixms
^oi^
Details
Circle the letter of the best answer. 1
.
2.
3.
4.
A
scientist in Brazil put a.
forty-six Brazilian
b.’
some
bees with
six African
Brazilian bees with forty-six African bees
Twenty-six bees a.
escaped from the laboratory
b.
bred with African bees
The
killer
bees went
a.
from Brazil to Venezuela
b.
from central America
Killer
bees
to
Venezuela
bees
a.
can sting sixty times a minute
b.
can sting four hundred times a minute
Weaving It Together: Book 2
5.
6.
Killer
bees travel
a.
four times a year.
b.
about 390 miles a year.
Each group
of killer bees
a.
grows every
b.
grows four times a year
five
years
DISCUSSION Discuss these questions with your classmates. 1.
Have you been stung by a bee? What happened?
2.
What
is
3.
What
insects do
a good thing to do
you have
when
in
a bee stings you?
your country? Are these insects a
problem? 4.
.rs.
Now
What
other insects or animals are you afraid of?
WRITING read the following paragraph written by a student.
F*ara grai3h|
Cockroaches Cockroaches have become a major problem in our building cockroaches or roaches carry germs and disease. Because roaches inhabit areas where there is food, we may get sick from the food we eat. Second, roaches eat everj^hing. They not only eat food but glue, paint, clothes, wallpaper, and even plastic. There is a feeling of horror *and disgust because everything in our home has been destroyed by roaches. They even live in and eat the television set. Finally, roaches are indestructible. Nothing can kill the roaches in our building. Ail the chemical powders and sprays we have tried on for several reasons. First,
them so
are no good.
we have
They are always back.
It is
either
them
decided to move out.
Unit 5, Chapter 10: Killer
Bees
or us,
ORGANIZING ^^I>1^ Outline! for s eve ral
reasons.
The
first
reason
is
(Snpport.ing fact)
The secon d re a son ( S u pp orting fact ) The final r eason is
is
(8 n pport,ing fac t) .
4
.
Revise
( Concl u d ing
sen te n ce )
^t^vtir ir€>vt^Y%^ dv^aFt.
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist 1
5
.
.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your sentences support your
7.
Are your ideas
8.
Does your paragraph have a concluding sentence?
first line?
line on your paper? (Look pages 6-7 for instructions on paragraph form.)
Edit: votmi:^ f>ai:^as^A1>l^to edit
spelling, punctuation, vocabulary, .
topic sentence?
in the correct order?
Work with a partner or a teacher
6
title?
AVr-ite YOiar* final
your paragraph. Correct
and grammar.
copv-
Unit 5, Chapter 10: Killer
Bees
at
WHAT DO YOU KNOW ABOUT INSECTS? Circle the correct answer. 1.
How many
different kinds of species of insects are living
on earth?
2.
3.
a.
One
b.
Three million
How many
million
times
its
a.
Twenty times
b.
Sixty times
body length can a
Most animals have changed over the
way
But
for a long time.
long?
a.
Two hundred
b. Fifty million 4.
jump?
last million years.
cockroaches have not changed in any
How
flea
fifty
million years
years
Some worms have more than one
heart.
How many
hearts can
some worms have?
5.
6.
7.
8.
a.
Five hearts
b.
Ten hearts
How many a.
One
b.
Two
How many
stomachs does a honey bee have?
times
a.
Fifty times
b.
Ten times
Can a
fly
see in
a.
Yes
b.
No
What
its
body weight can an ant
more
kind of food do
a.
Any food
b.
Liquid food
lift?
directions at one time than a
flies
eat?
Weaving It Together: Book 2
human
being?
9.
10.
How
do insects breathe?
mouths
a.
Through
their
b.
Through
their bellies
Do
fleas
a.
Yes
b.
No
have wings?
Unit 5, Chapter 10: Killer
Bees
imiiSm
UNIT
6
Inventions
F “”mr ^^•^r^ -“m^ -^^ ^w
Chapter
11:
“^^
^
Crazv Ir^v^ontioms
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher,
A What Q What would ^ When
can the object
you
like
in the picture
do?
the object in the
picture to do?
do you think
like
tin
Weaving
It
we can
these in everyday
Together:
Book 2
life?
use objects
Reading: Crazy Inventions Every
year the U.S. government records thousands of inventions. Of
become popular and make a lot of money. There are inventions that nobody wants. Here are some of those.
these only a few
thousands of
somebody invented a new type of “fire escape.” This was a which had a parachute on top. You attached the hat with a strap under your chin. With this special hat on you could jump from a building on fire and float safely down. With it there was also a special pair In 1879,
special “hat”
of shoes with thick rubber soles, so the person landed safely.
There was a special alarm clock for people who had problems waking up in the morning. This clock had sixty pieces of wood that hung above your head. At the right time, the pieces of wood dropped down on you when you were sleeping. They hit you but did not hurt you. Therefore, you
woke
up.
Another invention was the bicycle seat to stop a thief. This seat had needles in it. When the owner rode the bicycle the needles were down. But when the bicycle was not in use, the needles were up. Therefore, a thief who jumped on the bike got a nice surprise!
VOCABULARY Complete the definitions with one of the following words. attach
an invention
soles
strap
needle
safely
1.
When somebody makes
2.
A narrow band together
3.
When
is
something which did not exist before,
of material
it is
such as leather that holds something
a
.
you do something carefully and without danger, you do
Unit 6, Chapter 11:
Crazy Inventions
it
4.
The under
or bottom parts of your shoes, but not the heels, are
the
we
5.
Before
6.
When you join
we
sew,
put thread through the hole of a
or fix one thing to another
you it.
COMPREHENSION
Circle the letter of the correct answer, 1.
2.
The
U.S.
government records
.
a.
only a few inventions
b.
thousands of inventions
c.
only inventions that nobody wants
For people
who had problems waking
up,
somebody invented a
special a.
piece of
wood
b. sleep c.
3.
Circle
alarm clock
Another invention was a bicycle seat a.
to stop a thief
b.
that
you could not use
c.
that
was not on
T if the sentence
a bike
is true.
Circle
F if the sentence
1.
The
fire
2.
The
special shoes of the fire escape
3.
You attached the shoes
to
4.
The
special alarm clock
had
5.
The
special alarm clock
6.
The
bicycle seat to stop a thief
is false.
T
F
T
F
T
F
sixty clocks.
T
F
hung over your head.
T
F
T
F
escape was a special “hat” and shoes.
had parachutes.
your chin.
had needles.
Weaving It Together. Book 2
DISCUSSION 1.
Why
2.
What
is
3.
Make
a
do people invent things? your favorite invention? list
of
all
Why
is it
useful?
the inventions you use.
WRITING Read
the following
paragraph written by a student.
Paragraph!
M^ Answering Machine my birthday and I soon what a useful machine this is. I ^m not home most of the so someone can leave a message and I call them back. There
I
got an answering machine for
realized day,
no way they can say they can’t get in touch with you. Sometimes when I am home and have work to do, the phone never stops. Now I put the machine on. I am not disturbed; therefore, I can do more work. There are some people I just do not want to talk to. Therefore, I put the machine on and I don’t have to speak to them. In conclusion, I really do not know how I lived without this wonderful invention. is
ORGANIZING
we
looked at because, which gave us the reason for or cause of something. In this lesson we will look at the effect of something. In Unit Five
First,
we must
see the difference between the cause and the effect.
The following examples
show the cause and the
will
effect.
Notice that an
can have several causes.
effect
Exampies: 1.
2.
Mary was late to work. (Effect) She said her alarm clock does not work. (Cause) This machine does not work. (Effect) It is
3.
not plugged
in.
(Cause)
There are no computers in our school. (Effect) The school does not have money to buy them. (Cause) There is no room in the school to put them. (Cause) Most of our teachers do not like computers. (Cause) Unit 6, Chapter 11:
Crazy inventions
*]
Exercise
1
Say which statement 1.
g^^^
gg^f
AdLude
is
the cause
This light
There
is
is
no
and which
the effect.
is
out. light bulb.
The telephone does not work.
2.
The storm 3.
I
flight
There
is
from Canada
is
three hours
late.
a snowstorm in Canada.
I
cannot see well with these old glasses.
I
need
to
have
my
eyes tested again.
The typewriter needs
6.
it.
portable radio does not work.
The
5.
pulled the lines down.
forgot to put batteries in
My 4.
last night
There
is
a
new
no writing when
I
ribbon.
type.
model paragraph. Underline the words so and therefore. Both these words introduce effect clauses. Now look at the punctuation used with these words. Circle the punctuation before and
Look
at the
after these words.
Example: I
am
not disturbed
f
,
so
therefore, I I can do more work. Therefore, So and therefore have the same meaning, but therefore is more formal. ;
.
Exercise 2 Punctuate these sentences with a
comma where
necessary.
1
Mr. Jones has a hearing problem; therefore, he wears a hearing
2.
Janet does not
like to
wear her glasses so she
contact lenses.
Weaving It Together: Book 2
is
wearing
aid.
3.
Peter bought an expensive car. Therefore, he had to get a car alarm.
4.
John got a photo copier to the
5.
he does not have to rush
for his ofhce so
copy store every day.
Kathy always has her answering machine on; therefore, you can leave a message tonight.
6.
Tony hates
to
wash
dishes so he bought a dishwasher.
Exercise 3 Choose the best clause from the I
am
My
not
during the day
alarm clock does not work
Typing for
home
list
is
most
not so important office jobs
today
below His I
complete each sentence.
to
phone
out of order
is
studied in the language
semester
lab
all last
My
eyesight
good
in the
is
not so
dark
1,
therefore, there
so
I
got up
Therefore,
so
I
leave
therefore,
Therefore,
a busy signal on his
phone
all
the time.
late.
I
drive very carefully at night.
my
I
is
answering machine on.
am
my
learning to use a computer.
English pronunciation
Unit 6, Chapter 11:
is
much
better.
Crazy Inventions
WRITING PRACTICE Choose one of the topics below: 1.
2. 3.
1
.
A
great invention (microwave oven/fax machine, etc.)
An An
object that
I
want
invention that
I
to invent
don’t like
T^irG-^wirlt:i.nS’
Work with a partner, a group, or Write dov^m the topic
1
2
.
alone.
at the top of
your paper.
2.
Think of as many causes and effects about the topic as you can. Write down every word or phrase that comes to your mind.
3.
Write your ideas in any order you important or not. Write it down.
De^eloi> A.
like.
Don’t worry
if
the idea
strr otat:lii:ie.
The next step
is
to organize your ideas.
Step
1:
Write the main idea sentence.
Step
2:
Pick three of the best causes and
effects from the
ones
you wrote. Step B.
S:
Make
a
Remember
more
to
use the words so and therefore.
detailed outline.
The paragraph
help you.
Pa>”as>”aT>l^ Kl utline (Topic sentence)
(Cause
1)
so (effect) (
C aus e
2)
Therefore, (effect)
(Cause
ri)
therefore, (E ffect )
(Concluding sen tence)
Wirltc
St
is
rous^t
dx^aift:.
Weaving It Together: Book 2
outline below will
.
4
.
Revise
votmi^ r’ousl^
dii^aft:.
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
.
5
.
1
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your sentences support your
7.
Are your ideas
8.
Does your paragraph have a concluding sentence?
first line?
your paper?
topic sentence?
Edit: voui:^ t^stirstsirst^^. to edit
spelling, punctuation, vocabulary, .
line of
in the correct order?
Work with a partner or a teacher
6
title?
^Vrite vo***’
fii:ial
your paragraph. Correct
and grammar.
copy^.
Unit 6, Chapter 11:
Crazy Inventions
^”
v^ Criaptor
-;pr ^f^”
^
-^
^i?.pr
1
1 ^ Rooots:
IMr.
LoacHim, Fourth
Grade Xeachor
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher,
^ Would
you
like a
robot to work for you?
Give reasons.
^^ How
^ Can
Weaving
It
can a robot be useful
in a school?
a robot help you teach this class?
Together:
Book 2
Reading: Robots: Mr. Leachim, Fourth-Grade Teacher Fx^obots are smart. With their computer brains, they help people work in dangerous places or do difficult jobs. Some robots do regular jobs. Bobby, the robot mail carrier, brings mail to a large office building in Washington, D.C. He is one of 250 robot mail carriers in the United States. There
is
also Mr. Leachim, the robot fourth-grade teacher.
Mr. Leachim,
who weighs two hundred pounds and
is
six feet
tall,
has
some advantages as a teacher. One advantage is that he does not forget details. He knows each child’s name, the parents’ names, and what each child knows and needs to know. In addition, he knows each child’s pets and hobbies. Mr. Leachim does not make mistakes. Each child goes and tells him his or her name, then dials an identification number. His computer brain puts the child’s voice and number together. He identifies the child with no mistakes. Then he starts the lesson. Another advantage is that Mr. Leachim is flexible. If the children need more time to do their lessons they can move switches. In this way they can repeat Mr. Leachim’s lesson over and over again. When the children do a good job, he tells them something interesting about their hobbies. At the end of the lesson the children switch Mr. Leachim off.
VOCABULARY Complete the sentences. Circle the 1.
2.
3.
Animals that you
A
A
a.
hobbies
b.
pets
person
regular
b.
flexible
a.
very
of the correct answer.
much and keep
who can change from what
a.
person
like
letter
who
is
intelligent
at
home
are
he/she usually does
is
smart
b. tall
Unit 6, Chapter 12: Robots: Mr.
Leachim
is
4.
When
you push buttons with numbers or
letters
on them
like
on a
telephone, you
5.
6.
a.
dial
b.
forget
When
you turn a
a.
switch
b.
screen
When
light
on or
off,
you
you can name somebody, or
flip
tell
a
who somebody
is,
you can
that person.
move
a.
b. identify
COMPREHENSION
Circle the letter of the best answer. 1.
2.
3.
Circle
Robots
.
a.
can help people
b.
cannot help people do
c.
only carry mail
Mr. Leachim
is
in regular jobs difficult
jobs
a
a.-
mail carrier robot
b.
fourth-grade teacher
c.
fourth-grade teacher robot
Mr. Leachim has a.
some advantages
b.
no advantages
c.
one hobby
T if the sentence
is true.
Circle
F if the sentence is false.
1
Bobby
2.
There are 250 robot mail carriers
3.
Mr. Leachim identifies a child by her/his voice only.
4.
Mr. Leachim does not
is
a robot mail carrier in an office building.
know each
Weaving It Together. Book 2
in the
child’s
United States.
name.
T
F
T
F
T
F
T
F
5.
Mr. Leachim
6.
When
knows each
the lesson
is
child’s pets
and hobbies.
over, the child dials
an identification
T
F
T
F
number.
DISCUSSION Discuss these questions with your classmates. 1.
Discuss what you want robots of the future to do.
2.
List four
advantages (good things) about a robot teacher and four
disadvantages (bad things).
WRITING Read
the following
paragraph written by a student.
F*aragra iph]
A Robot Teacher my
you can get some advantages if you have a robot to teach you English. First of all, you feel at ease and relaxed. When you make a mistake, you are not embarrassed. Second, the student is in control. You can ask the robot to repeat something over and over again. But you cannot ask your teacher to do that. In addition, learning with a robot is like a game. It is fun, but learning with a teacher is usually not like a game. In conclusion, a robot teacher makes you feel at ease, in control, and you have fun. In
opinion,
ORGANIZING
The paragraph above tells us the advantages (the good sides) of something. It is organized in this way: (Topic sentence)
First of
all,
.
.
.
or First,
The
.
.
first
.
advantage
is
.
.
.
(+ supporting sentence)
Unit 6, Chapter 12: Robots: Mr.
Leachim
Second,
.
.
.
or
The second advantage is ( + supporting sentence) In addition,.
.
.
.
.
.
or
Moreover,.
+
(
.
.
supporting sentence)
In conclusion,.
Read
the
Fstct:
Now
.
.
model paragraph again.
or
How many
advantages are there?
Oi^iirmiosm?
look at the topic sentence of the model paragraph.
statement of opinion.
everyone thinks people
Exercise
fact.
A
The student
gives us a
statement of fact gives information that
true. Opinions tell us
is
may have
not a
It is
what one person thinks
is
true.
Other
different opinions.
1
Are the statements below facts or opinions? Circle the correct answer. You
1.
feel at
Opinion
Fact
There are some 250 robot mail carriers
2.
Fact
in the
United States.
Opinion
With a robot teacher the student
3.
is
in control.
Opinion
Fact
Mr. Leachim, the robot teacher, weighs two hundred pounds and
4.
is
six feet
tall.
Fact
Opinion
Learning with a robot
5.
Fact If
ease and relaxed with a robot teacher.
my
game.
is
an opinion, you can
start
with one of the following:
opinion, …
I
believe.
I
think.
I feel.
like a
Opinion
your statement In
is
.
.
.
.
.
.
After you give an opinion you must support
Weaving
It
Together:
Book 2
it
with facts and/or examples.
When
you give a
of advantages, reasons, or other ideas in a f:)aragraph,
list
can use transitions which show addition. Transitions
moreover show First (of
Second,
addition. In
all),
.
.
Moreover, .
.
you
in addition and
addition and moreover have the same meaning.
.
.
.
In addition,
Finally,
.
lil^e
.
.
.
.
.
.
.
and moreover are not always at the beginning of the Look at the examples below and note the punctuation
In addition
sentence.
with each. Examples: In addition, he knows each child’s pets and hobbies.
He knows,
in addition, each child’s pets and hobbies.
Moreover, he knows each
He knows, moreover, each
child’s pets child’s pets
and hobbies. and hobbies.
Now underline the transition that shows addition in the model paragraph. Circle the punctuation marks before and after the transition words.
Exercise 2 In the sentences below, in addition
and moreover are used
in the
middle of the sentence. Rewrite the sentences. Put the words in addition and moreover at the beginning of the sentences. Use the correct punctuation.
1.
The robot
CORA was
recharge her
2.
own
a brain on wheels.
CORA,
in addition,
could
batteries.
The Brave Cop robot can disarm bombs. Brave Cop, moreover, can shoot with his gun.
Unit 6, Chapter 12: Robots: Mr.
Leachim
3.
The Security Guard robot The Security Guard,
4.
DA
II,
finds the
enemy with
in addition, uses high
the Robot Maid, can do
all
his special sensors.
sounds to hurt the enemy.
kinds of jobs in the house.
DA
II,
moreover, can do jobs in the yard.
5.
The robot
AROK
can do many things
in the
take out the trash, and bring in the mail. tell
6.
home,
AROK,
like
vacuum,
in addition,
jokes.
Beetle, the
Robot Truck, can break dov^m
walls. Beetle,
moreover,
can be very gentle.
WRITING PRACTICE Choose one of the topics below: 1
2. 3.
can
The disadvantages of a robot teacher The advantages OR disadvantages of a robot security guard The advantages OR disadvantages of a robot astronaut
Weaving It Together: Book 2
.
1
–
Rr-e-^writi^ig.
Work with a partner, a group, or
2
.
down
alone. top of your paper.
1
Write
2.
Think of as many reasons to support your opinion as possible. Remember to choose only one side: advantage or disadvantage.
3.
Which
tiie
of these reasons can
Develop A.
the topic at
you support with
facts or
examples?
eti^ out:lii:ie.
Organize your ideas.
Step
1:
Write the topic sentence, which
tells
the reader
your
position on the subject (Advantages or Disadvantages of.
.
.).
If it is
opinion,.
B.
.
an opinion, use
.”or
“I believe
…”
the words: “In
Step
2:
Pick three supporting reasons for your opinion. Make sure these reasons are different from each other, and that you can write a supporting sentence (fact or personal example) for each.
Step
S:
Remember
Make
a
more
to
signal each reason.
detailed outline.
The paragraph
outline
help you.
F*£^wra^’S^skt>l^
(T o pic
Outline
s entence)
(First advantage/disadvantage) ^^^LjtippOl
III
1
1^ ii”! ILr;! K.”^
(Second advantage/disadvantage) (Supporting sentence) In a dditi o n, (Third a dvantag e /disadvantage)
(Supp o r t ing s e ntence) (Concluding sentence)
4
.
my
etc.
Revise y^^^^ r’ousH
^wra.ft:.
Unit 6, Chapter 12: Robots: Mr.
Leachim
below
will
Using the checklist below, check your rough draft or check it.
let
your partner
Paragraph Checklist
5
.
1.
Does your paragraph have a
2.
Did you indent the
3.
Did you write on every other
4.
Does your paragraph have a topic sentence?
5.
Does your topic sentence have a controlling idea?
6.
Do your reasons support your
7.
Are your ideas
8.
Does your paragraph have a concluding sentence?
first line?
the paper?
topic sentence?
Edit: voimx^ i>ai”asl^> to edit
spelling, punctuation, vocabulary, .
line of
in the correct order?
Work with a partner or a teacher
6
title?
^Vrite yo***’
fii:ial
your paragraph. Correct
and grammar.
copY-
Weaving It Together: Book 2
INVENTIONS QUIZ Test your knowledge. Circle the correct answer. 1.
2.
Who
A
invented the electric
a.
Thomas Alva Edison
b.
Albert Einstein
c.
Marie Curie
is
Greek.
a.
hot
b.
cold
c.
temperature
In 1876
come
4.
bulb?
thermos bottle keeps hot drinks hot and cold drinks
word thermos
3.
light
It
I
The
means
Alexander Graham Bell said to
here.
cool.
his assistant,
“Watson,
want you.” What was the invention?
a.
The telegraph
b.
Television
c.
The telephone
Alexander Fleming discovered
penicillin in 1929.
What
nationality
was he?
5.
a.
German
b.
Scottish
c.
American
We name cards.
He
A
popular food after this person. He loved to play
One day he
got hungry but did not
told his servants to bring
bread.
6.
this
He was
want
him some meat between two
the Earl of
a.
Hamburger
b.
Deli
c.
Sandwich
to leave the
game.
slices of
.
kind of stove and bifocal eyeglasses were the inventions of a
famous American statesman. a.
George Washington
b.
Benjamin Franklin
c.
Abraham Lincoln
Who was
he?
Unit 6, Chapter 12: Robots: Mr.
Leachim
7.
John Baird (1888-1946) was a Scottish inventor. What was
his
famous invention?
8.
a.
Television
b.
Color photography
c.
The vacuum cleaner
The Nobel
Prize, a special prize for people
the world,
is
named
a.
radium
b.
radar
c.
dynamite
who work
after Alfred Nobel. Alfred
Weaving It Together Book 2
for
peace
Nobel invented
in
UNIT
7
The •••••••
La^A^
•••••••••«
Chapter R*'”‘
tho Law!
13: It’s
‘^Bt
PRE-READING QUESTIONS Discuss these questions with your classmates or teacher,
A Do Q What ^ What
you think there are too many laws? do you think
is
a very bad law in
North America? Give reasons. do you think
Give reasons.
Weaving It Together: Book 2
is
a very good law?
Reading:
It’s
the Law
It’s the law, but which law?
Federal or
state law? In the United
States there are different layers of laws. At the top
Congress makes for laws about things in
all
its
own
not go against federal laws.
may
is
federal law,
which
people in the United States. Then each state makes
The laws that each state makes must Counties and towns also make rules. A town territory.
require that you have a license for your bicycle, for example.
Here are some similarities and differences in state laws. In California must go to school from age seven to sixteen. However, in the state of Oregon they must go to school from age seven to eighteen. Similarly, there are differences in how you get a driver’s license. In California you can get a regular driver’s license, without driver education, at age eighteen. In contrast, in Colorado you must be twenty-one. children
Some
never heard of they are
number of very special old these laws. Nobody gets arrested
states have a
still
laws.
Most people have
for breaking them, but
“laws.” For example, in Kentucky, everybody must have a
bath at least once a year. In Indiana you cannot travel on a bus less than four hours after you eat garlic. In California
against the law to enter a
it is
restaurant on horseback.
VOCABULARY Complete the definitions. Circle the 1.
In the
letter
United States laws which are of the central government and
not of each state are
2.
A
3.
a.
federal
b.
town
large piece of land,
its
own
laws,
is
a.
congress
b.
county
When
of the correct answer.
you want
..
which
part of a state and which can have
is
called a
to use English
grammar
correctly,
you must follow
these a.
rules
b.
laws
Unit
7,
Chapter 13:
It’s
the Law!
4.
A
card or piece of paper which gives you
something
5.
like drive is called a
a.
license
b.
state
When
the police
come and
__^
6.
arrested
b.
a license
When
things
lie
a.
schools
b.
layers
between or on top
of
something
Circle the letter of the correct answer.
2.
3.
In the United States there
only one law
a.
is
b.
are only state laws
c.
are different layers of laws
Each
state
a.
own
b.
laws the same as California’s
c.
laws for driver’s licenses only
Some
name
of the law,
else,
they are in
.
COMPREHENSION
1.
permission to do .
take someone in the
the person gets a.
official
makes
its
.
laws
states have old laws that
a.
everyone gets arrested for
b.
are very special
c.
are not really laws
anymore
Weaving It Together: Book 2
B.
Looking
Circle
T if the sentence
1.
Each
2.
A town
3.
f^ov* I>^t:ski.ls
state can
is true.
Circle
make laws
can make
own
its
In California children
F if the sentence
is false.
against federal laws. rules.
must go
to school until they are
T
F
T
F
T
F
T
F
T
F
T
F
eighteen. 4.
In Colorado
you must be twenty-one
to get a driver’s
license. 5.
In
Oregon you must
6.
In
Kentucky you must have a bath
start school at
age
six.
once a year.
at least
DISCUSSION Discuss these questions with your classmates. 1.
At what age can you get a driver’s license
in
your country?
How
long must you attend school? 2.
Which laws do you
3.
Do you know any
4.
think should be changed in your country?
strange laws in your country or another country?
Discuss the rules and regulations you had in your school in your country.
Then
list
three things that are different from your present
school. List three things that are the same.
Unit
7,
Chapter 13:
it’s
the Law!
Now
read the following paragraph written by a student. What country does the student come from?
F*aragrap>
El
Classroom Behavior Rules There are some
and differences in the classroom behavior rules between North America and my country, X. First, there
is
similarities
the student’s right to speak. In
my
language class in
North America students can ask the teacher questions. They can even ask questions w^hen the teacher is giving a lesson. Similarly, in my country students have the right to ask questions. However, they can only ask questions at the end of the class. Next, students respect their teachers. In North America students look up to teachers and respect them. For example, when the teacher asks them to speak they must look into the teacher’s eyes to
show
respect. Likewise, in
teachers; however,
down
to
show
when
respect.
my
country, X, students respect
a teacher asks us to speak
We
we
look
do not look into their eyes. In
conclusion, there are both similarities and differences in the
way
students behave toward their teachers in the classroom.
ORGANIZING
In this unit
you
will learn
how
to organize a
compare and contrast
paragraph.
When we compare we look at the similarities between two things, two When we contrast, we look at the differences.
people, two ideas, etc.
There are two ways of organizing your paragraph when you compare and contrast. The following are outlines (Plan A and Plan B) of the two ways you can organize your compare and contrast paragraph.
Weaving It Together: Book 2
Look at the outlines and then look at the model paragraph just given. Which outline does it follow, Plan A or Plan B? How many similarities can you see in the model paragraph? How many differences can you see in the model paragraph? Plan
A
Topic sentence I.
Similarities:
The
A.
North America and
my
country
my
country
right to spea]< Respect for teacher Differences: North America and B. II. The A. right to speak B. Respect for teacher Concluding sentence PlanB Topic sentence I. The right to speak North America and my B. Differences: North America and my II. Respect for teacher A. Similarities: North America and my B. Differences: North America and my Concluding sentence A. Similarities: Xi:^^i:i.si^ioi:is However sentence country country country Slmo^wixms OonCir^a^st:: H^t^^w^^^^M^ connects an idea second sentence. first country However will follow. in the first tells sentence with a contrasting idea in the the reader that an idea opposite from the Hovi^ever has the same meaning as but. However used mostly in formal writing. Notice the punctuation used with however. Both the following examples have the same meaning. is Examples: In California children go to school until age sixteen; Oregon they go In California children go to school until age sixteen. Oregon they go however, in However, in to school until age eighteen. to school until age eighteen. Now underline the transition however in the reading passage and in model paragraph. Next, look at the punctuation with however. Go hack and circle all the punctuation marks with however. the Unit 7, Chapter 13: It's the Law! Exercise 1 Connect the following sentences with however. Use however with both kinds of punctuation. 1. In California you can get a driver's license at age eighteen. In Colorado you must be twenty-one. 2. 3. In the United States students in high school do not In my In most countries people drive on the country students must wear uniforms. Australia people drive on the 4. In wear uniforms. North America country numbers letter 1 right. In Great Britain and left. grades are given in high school. In my to 10 are given. Simil^irljr ^xid LMM at the top of similarities as you can. otm
9780838442012: Weaving It Together: Book 2 (Answer Key)
Weaving It Together, Book 2, is part of a four-book series designed to comprehensively integrate reading and writing. It promotes individualized and cooperative learning within the moderate and large-sized classroom.
“synopsis” may belong to another edition of this title.
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