Solution Manual for Academic Vocabulary: Academic Words, 6th Edition

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iINSTRUCTOR’S MANUALto accompanyAcademic VocabularyAcademic WordsSixth EditionAmy E. OlsenArgosy University

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iiiTable of ContentsPrefaceivCollaborative Activities1Games for Any Chapter6Answer Section12

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ivPrefaceTheInstructor’s Manualfeatures three components to enhance your use ofAcademicVocabulary: collaborative activities, games, and an answer section.Collaborative Activities: The Collaborative Activities section is divided into three parts. Thefirst suggests ways to use the Interactive Exercises in pairs, in small groups, or with the wholeclass. The second section lists various ways to use the Word Reactions feature through activitiesthat include conversation, writing, technology and movement. The last section introduces otheractivities that students can do together. All of these activities allow students to work with others,discover their learning style preferences, and use the words in conversational settings. Workingwith others can make students more comfortable with learning and using new words, which willincrease their motivation to study vocabulary.Games for Any Chapter: The use of games shows students that learning vocabulary is apleasurable endeavor. The games range from group to individual. Some have winners, and someare “just for fun.” The instructions explain what equipment is needed and how the games can beplayed. The games can be used for a single chapter or to review several chapters. Some of thegames take advantage of the flash cards the students have made. A few of the games can take awhole class session to play, while others can be played in 15-20 minutes. If there isn’t enoughtime to play any games in class and there is student interest in using games as a review method,the instructor can make copies of a game’s instructions to give to students so that they can playwith their friends and classmates, or as part of a study group session.Answer Section: This section provides the answers for the Self-Tests and shorter exercises(Word Visions, Context Clue Mini-Lessons, Word Part Reminders) located inAcademicVocabulary.Combining the materials in the text and theInstructor’s Manualwill help students see thatlearning vocabulary is not something to dread, but an activity to enjoy.

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1Collaborative ActivitiesActivities Using the Interactive ExercisesCollaborative learning gets students talking and leads to congenial classroom experiences thatmotivate students to attend class. Group projects also help students to meet others they may wantto form study groups with, which frequently result in lifelong friendships. There are many waysto use the Interactive Exercises for collaborative activities. Below are suggested activities and thecorresponding chapters for which they may best be suited.PairsStudents work in pairs to create or share the Interactive Exercise. Students may work bettertogether on the more creative topics, suchas writing a poem for Chapter 18. Students can alsoshare their individual responses with another person orally or through further writing activities.Writing to a partner works well withtheInteractive Exercises that askfor longer responses(Chapters 3, 9, 13, and 24). For example, in Chapter 13, the student can write a note agreeing ordisagreeing with the opinions expressed in the partner’s critique of the painting. The additionalwriting projects should also use the chapter’s vocabulary words. Pairs can also continue to shareopinions relevant to an Interactive Exercise by using the vocabulary words in a conversation.Small GroupsSmall-group exercises give students a chance to use the words conversationally.Groupsof fourto sixusually work well. Students can complete the Interactive Exercise in a small group, such asacting as an advertisingteam towrite the sales pitch for Chapter 24.After doing an InteractiveExercise individually, students can meet in small groups toshare their answers and pick theirfavorite responses to share with the class. To enhance critical thinking, the members of eachgroup can be asked to explain why they made their selections to share. For example, for Chapter7, #1(“Write an anecdote you could begin your speech with.”), students can explain why theythought the chosen anecdotewas the best, or for Chapter 9, what made the person’s journal entrythe most interesting.Whole ClassSome of the Interactive Exercises can be done with the whole class participating. For instance,for Chapter 6, students can raise their hands (or call out) to shareexamples for each question. Along list can be created on the board, or a set number (such as six) can be collected beforemoving on to the next question. The Interactive Exercises done individually can be shared byhaving students write one or two of their responses to an example/listing exercise (Chapters 6, 8,

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212, 17, and 20) on the board. When several responses have been recorded, similar and differentanswers can be discussed. This activity also works well for the question-format exercises(Chapters 2, 7, 19, 23, and 25) and the sentence starters (Chapters 1, 14, 22). Students can readtheir answers or sentences aloud, or be assigned a question to write their response on the board.Discussion can follow as a variety of answers are expressed.Activities Using the Word Reactions FeatureThe activities below explainvarious ways to usethe Word Reactionslists through conversation,writing, technology, and movement. Students can do the activities after they complete thelists atthe end of each Review chapter. Someactivities also lend themselves to comprehensive reviewsessions before a final exam.1.Whole class activity:Call studentstothe board towrite one of the words that they added to the“Words I especially like” category. If all the words a student picked for that category arealready on the board, the student can put a checkmark next toawordhe or she has chosen.Discussthe listafterat least 12 people have added words orcheckmarks. (This exercise canalso be done using the three othercategories.)Possiblediscussiontopics:1) explain whatquality makes the student like a word(e. g., itssound, meaning, image it generates), 2) shareopinions on why some words have severalcheckmarks, and 3) note whichwords did not make the list, withstudents providing possiblereasons why these words were notincluded.2.Whole class activity:Students turn in a list of the words they put in the “Hard-to-pronouncewords”category. The instructor then saysthese words aloud and the students repeat the wordsaloud. The classcan also brainstorm ideasforwhy the words are difficult to pronounce(number of syllables, silent letters) and ways to deal with these difficulties.3.Whole class activity:Designate four separate areas ofthe classroom—each will represent oneof the categories in Word Reactions (especially like,very useful,hard to pronounce, andchallenging to use). Read awordfrom the Review chapter. Ifstudents used that word for oneof the Word Reactions lists, they writethe word in large letters on a sheet of paper and standin the areathat corresponds tothe category where they put the word.The students shouldarrange themselvesso it is easy to see the word each person is holding.Students who didn’tuse the word remain seated. If a student put the word in more than one category, the studentshould go to the areawhere he or she feels strongest about the word belonging. Keep readingthe Review chapterwordsuntil every student is standing. Look for patterns. Are severalstudents holding the same word in a section? Does one wordappear in every area? Usingthese visual lists,the class can orally review thehard to pronounce words, brainstorm ways tousethechallenging words,andshare why they like a word or why a wordisvery useful.4.Small group and whole class activity:Put students in groups of three to five to share their“Challenging-to-usewords”lists. The group then collaboratively writes sentences that useeach of the challenging words.Once they’ve written their sentences, the students pick theirthree favorites to sharewith the class(aloud or written on the board).The class discussesthe

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3ways the challenging words are used and decideswhich examplesarethe most memorable oreffective.(The activity can also be done with the group writing a paragraph.)5.Small group activity:Put students into groups of four to five. The group members share thewords theyput into each categoryand discuss their reactions to the wordsbased on the fourquestions that follow.1) Which words appear three or more times?2) Which two words generated the most conversation in your group?3) Which category did the group spend the most time discussing?4) Which word or words inspired an especially interesting (thoughtful/surprising/funny)reaction? Write a few sentences that sum up this discussion.Discuss for about 15 minutes, with one member of the group recording the group’s answers tothe four questions. The questions can be written on the board or distributedto each groupon asheetof paper. The responses can be collected to read later or shared aloud with the class.6.Pairs activity:Put students in pairs and give them the instructions below.This activity canbeusedbeforea final examby having students review all the words in the book.1) Write your“Create a category”title at the top of a blank sheet of paper. Exchange thesheet with your partner. 2) Look through the Review chapter and add words that you feelfit your partner’s category. 3) After about 5 minutes, meet with your partner and discussthe words you put in each other’s categories.7.Pairs or individual technology activity:Students take their“Challenging-to-use words”lists tothe college’s computer lab tofindways the words are used on the Internet (orthey can do thisat home). Each studentor pair of studentsprints out five ways that at least two of the wordsare used online.Theusescan be foundon individual sites or ononesthat list multiplesamplesof a word’s use, such aswordsinasentence.com,yourdictionary.comorreference.com.Afterprinting the examples, students can add two of their own sentences for each word to thebottom of the printout to show that the words aren’t as challenging to use anymore.8.Individual and small group or whole class technology activity:Studentsdocument where theysee or hear a wordfrom their“Very useful words”lists. Students can snap a picture using theirphones when they see a word in print. They may also choose to cut out, photocopy, or scanand print the section in an article, textbook, or novel where a word is found. Students can jotdown a sentence when they hear someone using the word, or they may record a personspeaking the word. The photos, photocopies, scans, and written sentences or recordings can beshared in small groups or with the whole class.Materials can also be uploadedor scannedtocreate a slideshow that reveals diverse waysin whichthe words are used.9.Individual writing assignments:PromptA. can be changedto examine two or three wordsandextended to essay length. The prompt can also be modifiedto explore what makes a word veryuseful, hard to pronounce, or challenging to use. Provide students with either promptpreferably after having finished two Review chapters.

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4A. Write a paragraph examining the reason or reasons you added a word to your“Words Iespecially like”list. Your objective is to explore what it is about the word that makes youlike it, such as its sound or meaning.B. Write a paragraph explaining how you picked the topic for your“Create a category”list.Also explain how at least four of the words on your list fit your category.The individual writing assignments can be made collaborative through small group readingand discussion of the paragraphs.Other ActivitiesThe following activities can be used with individual chapters or for a review of several chapters.These activities take advantage of different learning styles by employing art, movement, writing,and group work.Design a PosterEquipment needed: pens, coloredpencils or markers, and unlined paper (large pieces preferred)In small groups or individually, students design posters related to the reading topic. The studentsshould use at least five words on the poster, as well as draw people or images to attract thepublic’s attention and get their message across. Share the posters with the rest of the class. Havethe class members vote on the most persuasive poster. Possible chapters for using this activity are3(announce a nature talk), 13 or 23(advertise an art exhibitoramovie), 9, 12, 14, and 20(advocate preservation or travel to the area), and 24 (marketa product).Make Your Own ClozeEquipment needed: paper and penStudents write their own cloze using five to ten of the words to be studied. Write the choice oftopics on the board or let students pick their own. Remind students that dialogue adds vividnessto a story. Exchange stories and see if another person can fill in the blanks. Among the chaptersstudents can refer to for examples of cloze tests are 5 (Self-Test 6) and 6(Self-Test 2). Possibletopics are meeting new people, a trip around the world, a difficult class, a favorite movie (orbook), or a challenging experience.Join MeEquipment needed: flash cardsOne person stands in front of the class holding a word and using it in a sentence. For example, ifAnthony has the worddiligent, he could say, “At this point in the semester, I feel I am adiligentstudent because I study regularly.” He then asks, “Who can join me?” Anyone who can use avocabulary word and add to Anthony’s comment comes forward. Mai comes up and says, “I amalso able tocopewith work and school because I too study every night.” And she asks anyone to

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