UNIT X UNIT 8 | 289 Use the Vocabulary A • Answer questions Direct students’ attention to the Sentence Starters. Read them chorally with the class. Then have students work with a partner to answer questions 1 and 2. • Build content vocabulary Introduce the concept of enormous to students. Say: When something is enormous, it is very, very big. Provide examples of enormous things (for example, whales and mountains). • Apply knowledge of vocabulary words Have students brainstorm things that are enormous. Then have students finish answering number 3. ANSWERS Sample answers: 1. I speak English and Spanish. 2. They are both parts of a tree. 3. A skyscraper is enormous. I have several video games. My T-shirt is made of cotton. We can use rope for a swing. Someone can deliver a pizza. We eat special food and sing songs at a celebration. Develop Vocabulary: Word Families A • Build background knowledge Write Word Families on the board. Say: Word families are groups of words that share a common base. For example, nature shares a base with natural, unnatural, naturally, naturalism, naturalist. Point out the base word nature in each of these words. • Analyze vocabulary Have students listen to or read the words at least twice. Direct students to write or draw pictures of the meaning of each word. Then model by writing an X on the board and drawing a circle to surround it. ANSWERS 1. to live in a place; 2. to encircle something; 3. something to help cure disease; 4. to be sick; 5. food; 6. taste; 7. grind with teeth; 8. to observe an event with ceremony Make a list Have students work in pairs with mixed proficiency. Have students scan On the Wings of the Condor to find words belonging in the same word family as these words. Practice Book pp. 156–157 Assessment Program p. 142 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold To support students with less proficiency for the activity, supply at least two brief definitions for each word in the word bank. Read the words and definitions aloud, then have students choral read them. Have small groups match the definitions to the words. Amplify Direct students to use new vocabulary to write a description of the inhabitants in your town. Brainstorm ideas together, guiding students to choose descriptions that lend themselves to vocabulary terms. Have students revisit the example sentences and images in Vocabulary in Context for inspiration. Say: This picture shows a celebration. What do the inhabitants of this town celebrate? Talk and write: Word Families Ask and answer in pairs: What are word families? Choose two words from the list. Write the words that belong to the same word family as each of these words. Underline the base in each word. PRACTICE COMMUNICATE This animal is not an inhabitant of the sea. He is a visitor. He is surrounded by fish and water. SENTENCE STARTERS I speak . . . Bark and leaves are related because . . . A . . . is enormous. I have several . . . My . . . at home is made of cotton. Use the Vocabulary A Answer the questions. 1. What languages do you speak? 2. How are bark and leaves related? 3. Name something: • enormous • that you have several of • made of cotton • that you use rope for • that someone can deliver • that you do at a celebration Develop Vocabulary Word Families Word families are all words that have a common base. If you know the meaning of the base word, it can help you figure out the meaning of other words in the word family. base word: nature words in word family: natural, unnatural, naturally A Scan On the Wings of the Condor. Find words that belong in the same word family as these words. Write or draw the meaning of each word. Use a dictionary to help you. 1. inhabit 2. surround 3. medicine 4. ill 5. nutrition 6. fl avor 7. chew 8. celebrate 289 UNIT 8 UNIT X8 / BEFORE YOU READ
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