Test Bank & Instructor Manuals for Academic Vocabulary Academic Words, 4E Amy E. Olsen

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Collaborative Activities Activities Using the Interactive Exercises Collaborative learning gets students talking and leads to congenial classroom experiences that motivate students to attend cla... ss. Group projects also help students to meet others they may want to form study groups with, which frequently result in life-long friendships. There are many ways to use the Interactive Exercises for collaborative activities. Suggested activities and chapters for which they may best be suited follow. Pairs Students work in pairs to create or share the Interactive Exercise. Students may work better together on some of the more creative topics, such as writing a poem for Chapter 20. The students can also share their individual responses with another person orally or through further writing activities. Writing works especially well with the Interactive Exercises that ask for longer responses (Chapters 2, 8, 10, 20, 25, and 26). For example, in Chapter 8, after reading the partner’s program notes, the student can write a letter explaining why he or she would or would not want to attend this show. For Chapter 25, 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. Favorite correspondences can be shared with the whole class. Pairs can also continue to share opinions related 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. Most of the Interactive Exercises work well in groups of four to six. Students can complete the Interactive Exercise in a small group, such as being an advertising-campaign team put together to write the sales pitch for Chapter 26. Small groups can share their answers orally with each other and then pick favorite responses to share with the class. To enhance critical thinking skills, the members of each group can be asked to explain why they made their selections to share with the class. For example, for Chapter 10, students can explain what made the person’s journal entry the most interesting, or for Chapter 14, question 1, why they thought the chosen anecdote was the best. Whole Class Some of the Interactive Exercises can be done with the whole class participating. For example, for Chapter 7, students can raise their hands (or call out) to give examples for each question. A long list can be created on the board, or a set number (such as six) need to be given 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 to a listing exercise (Chapters 7, 9, 13, 16, 19, 22, and 24) on the board. When several responses are recorded, similar and different answers can be discussed. This activity also works well for the question format exercises (Chapters 1, 3, 4, 14, 15, 21, and 27). Students can answer aloud or be given a question to write a response to on the board. Discussion can follow as a variety of answers are expressed. Copyright © 2010 Pearson Education, Inc., Publishing as Longman 2 Other Activities The following activities can be used for individual chapters or for review of several chapters. They take advantage of different learning styles by employing art, movement, writing, and group work. Design a Poster Equipment needed: pens, colored markers or crayons, 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 that will attract the public’s attention and get their message across. Share the posters with the rest of the class. Have the class members vote for the most persuasive p [Show More]

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