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

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    i INSTRUCTOR’S MANUAL to accompany Academic Vocabulary Academic Words Sixth Edition Amy E. Olsen Argosy University

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    iii Table of Contents Preface iv Collaborative Activities 1 Games for Any Chapter 6 Answer Section 1 2

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    iv Preface The Instructor’s Manual features three components to enhance your use of Academic Vocabulary : collaborative activities, games, and an answer section. Collaborative Activities : The Collaborative Activities section is divided into three parts. The first suggests ways to use the Interactive Exercises in pairs, in small groups, or with the whole class. The second section lists various ways to use the Word Reactions feature throug h activities that include conversation, writing, technology and movement. The last section introduces other activities that students can do together. All of these activities allow students to work with others, discover their learnin g style preferences, and use the words in conversational settings. Working with others can make students more comfortable with learning and using new words, which will increase their motivation to study vocabulary. Games for Any Chapter : The use of games shows students that learning vocabulary is a pleasurable endeavor. The games range from group to individual. Some have winners, and some are “just for fun.” The instructions explain what equipment is needed and how the games can be play ed. The games can be used for a single chapter or to review several chapters. Some of the games take advantage of the flash cards the students have made. A few of the games can take a whole class session to play, while others can be pl ayed in 15 - 20 minutes. If there isn’t enough time 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 play with their frien ds 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 in Academic Vocabulary . Combining the materials in the text and the Instructor’s Manual will help students see that learning vocabulary is not something to dread, but an activity to enjoy.

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    1 Collaborative Activities Activities Using the Interactive Exercises Collaborative learning gets students talking and leads to congenial classroom experiences that motivate students to attend class. Group projects also help students to meet others they may want to form study groups with, which frequently result in lifelong friendships. There are many ways to use the Interactive Exercises for collaborative activities. Below are suggested activities and the corresponding chapters for which they may best be suited. Pairs Students work in pairs to create or share the Interactive Exercise. Students may work better together on the more creative topics, such as writing a poem for Chapter 18 . S tudents can also share their individual responses with another person orally or through further writing activities. Writing to a partner works well with the Interactive Exercises that ask for longer responses (Chapters 3, 9, 13, and 24). For example, in Chapter 13 , the student can write a note agreeing or disagreeing with the opinions expressed in the partner’s critique of the painting. The additional writing projects should also use the chapter’s vocabulary words. Pairs can also continue to share opinions relevant to an Interactive Exercise by using the vocabulary words in a conversation. Small Groups Small - group exercises give students a chance to use the words conversationally. Groups of four to six usually work well . Students can complete the Interactive Exercise in a small group, such as acting as an advertising team to writ e the sales pitch for Chapter 24 . After doing an Interactive Exercise individually, students can meet in small groups to share their answers and pick their favorite responses to share with the class. To enhance critical thinking, the members of each group can be asked to explain why they made their se lections to share . For example, for Chapter 7 , # 1 (“Write an anecdote you could begin your speech w ith. ”) , students can explain why they thought the chosen anecdote was the best, or for Chapter 9 , what made the person’s journal entry the most interesting. Whole Class Some of the Interactive Exercises can be done with the whole class participating. For inst ance, for Chapter 6 , students can raise their han ds (or call out) to share examples for each question. A long list can be created on the board, or a set number (such as six) can be collected before moving on to the next question. The Interactive Exercises done individually can be shared by having students write one or two of their responses t o an example/ listing exercise (Chapters 6, 8,

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    2 12, 17, and 20 ) on the board. When several responses have been recorded, similar and different answers can be discussed. This activity also works well for the questio n - format exercises (Chapters 2, 7, 19, 23 , and 25 ) and t he sentence starters (Chapters 1, 14, 22 ). Students can read their 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 Feature The activities below explain various ways to use the Word Reactions lists through conversation, writing, technology, and movement. Students can do the activities after they complete the lists at the e nd of each Review chapter. Some activities also lend themselves to comprehensive review sessions before a final exam. 1. Whole class activity: Call students to the board to write one of the words tha t they added to the “W ords I especially like” category. If all the words a student picked for that category are already on the board, the student can put a checkmark next to a word he or she has chosen. D iscuss the list after at leas t 12 people have added words or checkmarks. (This exercise can also be done using the three other categories .) Possible discussion topics: 1) explain what quality makes the student like a word (e. g., its sound, meaning, image it generates), 2) shar e opinions on why some words have several checkmarks, and 3) not e which wor ds did not make the list, with students providing possible reasons why these words were not included . 2. Whole class activity: Students turn in a lis t of the words they put in the “ H ard - to - pronounce words ” category . The instructor then says these words aloud and the students repeat the words aloud. The class can also brainstorm ideas for why 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 of the classroom — each will represent one of the categories in Word Reactions ( especially like , very useful , hard to pronounce , and challenging to use ) . Read a word from the Review chapter. If student s used that word for one of the Word Reactions lists, they write the word in large letter s on a sheet of paper and stand in the area that corresponds to the category where they put the word . The students should arrange themselves so it is easy to see the word each person is holding . Students who didn’t use the word remain seated. If a student put the word in more than one category, the student should go to the area where he or she feels strongest about the word belonging. Keep reading the Review chapter words until every student is standing. Look for patterns. Are several students holding the same word in a section? Does one word appear in every area ? Using these visual lists, the class can orally review the hard to pronounce w ords, brainstorm ways to use the challenging words, and share why they like a word or why a word is very useful. 4. Small group and whole class activity: Put students in groups of three to five to share their “Challenging - to - use words” list s . The group then collaboratively writes sentences that use each of the challenging words. Once they’ve written their sentences , the students pick thei r three favorites to share with the class (aloud or written on the board) . The class discusses the

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    3 ways the cha llenging words are used and decides which examples are the most memorable or effective. (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 the words they put into each category and discuss their reactions to the words based on the four questions 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 to the four questions . The questions can be written on the board or distributed to each group on a sheet of 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 can be used be for e a final exam by having students review all the words in the book. 1) Write your “ C reate a category ” title at the top of a blank sheet of paper. Exchange the sheet with your partner. 2) Look through the Review chapter and add words that you feel fit your partner’s category. 3) After about 5 minutes, meet with your partner and discuss the words you put in each other’s categories. 7. Pairs or individual technology activity: Students take their “C hallenging - to - use words ” lists to the college’s computer lab to find ways the words are used on the Internet ( or they can do this at home). Each student or pair of students prints out five ways that at least two of the words are used online. The uses can be found on individual sites or on ones that list multiple s amples of a word’s use , such as wordsinasentence.com , yourdictionary.com or reference.com . After printing the examples, students can add two of their own sentences for each word to the bottom 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: Students document where they see or hear a word from their “V ery useful words ” lists . Students can snap a picture using their phones when they see a word in print. They may also choose to cut out, photocopy, or scan and print the section in an article, textbook, or novel where a word is found. Students can jot down a sentence when they hear someone using the word, or they may record a person speaking the word. The photos, photocopies, scans, and written sentences or recordings can be shared in small groups or with the whole class. M aterials can also be upload ed or scann ed to create a slideshow that reveals diverse ways in which the words are used. 9. Individual writing assignment s : P rompt A. can be changed to examine two or three words and extended to essay length. The prompt can also be modified to explore what makes a word very useful, hard to pro nounce, or challenging to use. Provide students with either prompt preferably after having finished two Review chapters.

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    4 A. Write a paragraph examining the reason or reasons you added a word to your “W ords I especially like ” list. Your objective is to explore what it is about the word that makes you like it, such as its sound or meaning. B. Write a paragraph explaining how you picked the topic for your “C reate 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 reading and discussion of the paragraphs. Other Activities The 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 Poster Equipment needed: pens, colored pencils or markers , and unlined paper (large pieces preferred) In small groups or individually, students design posters related to the reading topic. The students should use at least five words on the poster, as well as draw people or images to attract the public’s attention and get their message across. Share the posters with the rest of the class. Have the class members vote on the most persuasive poster. Possible chapte rs for using this activity are 3 (ann ounce a nature talk), 13 or 23 (advertise an art exhibit or a movie), 9, 12, 14, and 20 (advocate preservation or travel to the area), and 24 (market a product). Make Your Own Cloze Equipment needed: paper and pen Students write their own cloze using five to ten of the words to be studied. Write the choice of topics on the board or let students pick their own. Remind students that dialogue adds vividness to a story. Exchange stories and see if another person can fill in the blanks. Among the chapters students can refer to f or examples of cloze tests are 5 (Self - Test 6) and 6 (Self - Test 2). Possible topics are meeting new people, a trip around the world, a difficult class, a favorite movie (or book), or a challenging experience. Join Me Equipment needed: flash cards One person stands in front of the class holding a word and using it in a sentence. For example, if Anthony has the word diligent , he could say, “At this point in the semester, I feel I am a diligent student because I study regularly.” He then asks, “Who can join me?” Anyone who can use a vocabulary word and add to Anthony’s comment comes forward. Mai comes up and says, “I am also able to cope with work and school because I too study every night.” And she asks anyone to

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