Review Unit 1-3 [PDF]

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Objectives To learn how to write correct simple sentences To learn about subjects, verbs, and objects To practice the verb be and prepositions of place To practice correct capitalization and punctuation To understand editing and journaling



Can you describe an amazing place? __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 1 p. 3



What Is a Sentence? A sentence is a group of words that expresses a complete thought. For example: Joe likes basketball. The weather is cold today. Words can go together to make sentences. Sentences can go together to make a paragraph. Finally, paragraphs can be combined into an essay. In this book, you will study sentences and sentences in paragraphs.



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Unit 1 p. 4



Grammar for Writing Parts of a Sentence: Subjects, Verbs, and Objects In this unit, you will learn about a sentence pattern that we call a simple sentence. In English, every sentence has two main parts: the subject and the verb. Sometimes there is an object and/or other information after the verb.



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Unit 1 p. 6



Activity 3 Identifying Subjects, Verbs, and Objects Read these sentences about making tuna salad. Underline each subject. Circle each verb. Put a box around any objects. 1. Tuna salad is easy to make.



2. The ingredients are simple and cheap. 3. Two ingredients are tuna fish and mayonnaise. 4. I also use onions, salt, and pepper. 5. First, I cut up the onion. 6. Then I add the tuna fish and the mayonnaise. 7. Finally, I add some salt and a lot of pepper. 8. Without a doubt, tuna salad is my favorite food!



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Unit 1 pp. 7-8



What is a sentence? A sentence is a group of words which expresses a complete thought.



•Put



✓ next to the correct sentences.



1. A good student. 2. A good student diligent. 3. I am a good student. ✓ 4. My friend a good student. 5. A student study English at school. 6. We always read English books.✓ Subject + Verb + Object + other information



Grammar for Writing A Fragment—An Incomplete Sentence Every sentence must have a subject and a verb. A sentence without a subject or without a verb is called a fragment. A fragment is a piece of a sentence. It is not a complete sentence.



In writing, a fragment is a serious mistake. When you write, check each sentence to make sure that there is a subject and a verb.



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Unit 1 p. 10



Activity 6 Editing: Sentence or Fragment? Identify each group of words as a fragment (F) or a complete sentence (S). Then add the missing part of the sentence to the fragments to make them complete sentences. 1. _______ Hans lives in a big apartment. S makes ^



2. _______ My mother breakfast every morning. F



3. _______ Is incredibly delicious. F 4. _______ Karen has a car. S



Answers will vary for student corrections to F sentences.



5. _______ F They my cousins from Miami. 6. _______ You a student. F 7. _______ Michael likes classical music. S 8. _______ Nicole and Jean very best friends. F 9. _______ The girls play soccer after school. S



10. _______ I am from Colombia. S __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 1 p. 10



Grammar for Writing The Verb Be The most frequently used verb in the English language is the verb be. Be has five main forms: am, is, are, was, and were. I am a student. My writing is good. My classes are difficult. I was a good student in kindergarten. The assignments were easy. There are four common sentence patterns for be.



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Unit 1 p. 11



When you begin a sentence with there, the subject follows the verb be.



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Unit 1 p. 11



Grammar for Writing Prepositions of Place—At, On, and In Three important prepositions are at, on, and in. These prepositions are often used to describe location. The pyramid design shows the difference in meaning between at, on, and in. • The top of the pyramid is a small, specific place. We use at for a specific location or building, such as business names and street addresses (number + street.) • The middle of the pyramid is larger than the top. We use on for a street name, which is larger than a specific place like a bank or specific address. • The bottom of the pyramid is the largest. We use in for a city, state, region, or country— places that are much larger than a street. There is a list of common time prepositions on pages 240–242 in the Brief Writer’s Handbook. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 1 p. 13



Activity 10 Choosing the Correct Preposition Fill in each blank with the correct preposition. Use at, on, or in.



The Sahara is a desert region ____________ Africa. in My friend Tina works ____________ Washington Central Bank. at The Eiffel Tower is a famous landmark ____________ Paris. in There is a very popular sushi restaurant ____________ Pine Street. on Busan is an interesting city ____________ South Korea. in My friends and I attend classes ____________ a local university at ____________ our city. in 7. There are many theaters ____________ Broadway Avenue ____________ on in New York. 8. The company meeting will be ____________ 1202 Waters Avenue. at 1. 2. 3. 4. 5. 6.



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Unit 1 p. 14



Capitalization and Punctuation in a Sentence In addition to having a subject and verb, a correct sentence must have correct capitalization and punctuation.



Beginning a Sentence with a Capital Letter In English, there are two kinds of letters: capital letters (H, R) and lowercase letters (h, r).



Most of the time, we use lowercase letters. However, we always begin a sentence with a CAPITAL letter.



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Unit 1 p. 15



Ending a Sentence with a Period The most common way to end a sentence is with a period (.).



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Unit 1 p. 15



Building Better Vocabulary Activity 19 Word Associations Circle the word or phrase that is most closely related to the word or phrase on the left. If necessary, use a dictionary to check the meaning of words you do not know.



1. 2. 3. 4. 5. 6.



a surprise to work to understand ingredients simple cheap



A known at the beach to add when you cook difficult a high price



B unknown at the office to know when you read not difficult a low price



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Unit 1 p. 21



7. finally* 8. to cut up 9. an addition 10. to attend 11. a break 12. to enjoy 13. a company 14. a region* 15. famous



A the first to make into many pieces something put in to be present a short process to dislike a business a place professional



B the last to keep in one piece something taken out to do something a short rest to like a school something you believe well known



*Words that are part of the Academic Word List. See pages 245–246 for a complete list.



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Unit 1 pp. 21-22



Activity 20 Using Collocations Fill in each blank with the word that most naturally completes the phrase on the right. If necessary, use a dictionary to check the meaning of words you do not know. 1. popular / capital 2. to / from 3. a supermarket / a class 4. region / branch 5. result / break 6. sun / movie 7. simple / cheap 8. a chair / a sentence 9. a drink / an onion 10. meet / add



a ______________ actor popular to add lemon juice ______________ the hummus to to attend ______________ a class a bank ______________ branch a surprising ______________ result an interesting ______________ movie a ______________ answer simple to understand ______________ a sentence to cut up ______________ an onion to ______________ salt add



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Unit 1 p. 22



Activity 21 Parts of Speech Study the word forms. Fill in each sentence with the best word form provided. Use the correct form of the verbs. If necessary, use a dictionary to check the meaning of words you do not know. (NOTE: The word in bold is the original word that appears in the unit.)



addition attendance attend popular



popularity



happy happiness works Noun endings: -tion, -ance, -ity, -ness



work Adjective endings: -al, -y



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Unit 1 p. 23



Activity 23 Editing Simple Sentences Some of the sentences below have mistakes with fragments, punctuation, or capitalization. Decide if the sentence is correct or incorrect, and check the appropriate box. If the sentence contains a mistake, describe the mistake. Then edit the sentence to make it correct. is ^



1. Mexico not near Great Britain. ✓ Incorrect fragment – missing verb ❑ Correct ❑ Reason: _____________________________ New York 2. The Statue of Liberty is in new york. ✓ Incorrect ❑ Correct ❑ Africa 3. Sudan is in africa.



Reason: _____________________________ missing capitalization



✓ Incorrect ❑ Correct ❑ Reason: _____________________________ missing capitalization 4. Portland is a popular city in Oregon.



❑ Correct ❑ Incorrect Reason: _____________________________ Correct are 5. Austria and Hungary in Europe. ❑ Correct



^



✓ Incorrect ❑



Reason: _____________________________ fragment – missing verb



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Unit 1 p. 25



are ^



6. Russia and Canada bigger than the United States. ✓ Incorrect ❑ Correct ❑ Reason: _____________________________ fragment – missing verb It rains 7. Rains a lot in Southeast Asia during the rainy season. ✓ Incorrect ❑ Correct ❑ Reason: _____________________________ fragment—missing subject 8. Three main groups of people live in Malaysia.



❑ Correct ❑ Incorrect Reason: _____________________________ Correct The United States is 9. Is between Mexico and Canada. ✓ Incorrect ❑ Correct ❑ 10. Nepal is north of India .



Reason: _____________________________ fragment—missing subject



^ ✓ ❑ Correct ❑ Incorrect The population of



Reason: _____________________________ missing end punctuation 11. Of Thailand is more than 67,000,000. ✓ Incorrect ❑ Correct ❑ Reason: _____________________________ fragment—missing subject have 12. Bolivia does not any seaports.



❑ Correct



^ ✓ Incorrect ❑



Reason: _____________________________ fragment – missing verb



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Unit 1 p. 25



Objectives To learn about adjectives To understand the parts of a paragraph To study subject and object pronouns To learn about possessive adjectives



Can you describe an activity or sport that you enjoy? __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 33



Grammar for Writing Using Adjectives When you write, you can make a sentence much more interesting if you add descriptive words. These descriptive words are called adjectives. They describe nouns. • A noun is the name of a person, place, thing, or idea. student, doctor, city, park, book, pencil, and love • An adjective is a word that describes a noun. good, busy, new, crowded, green, heavy, and beautiful



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Unit 2 p. 34



Word Order: Adjective + Noun Good writers avoid writing too many simple sentences about one subject. When you have two short sentences about the same noun with an adjective, you can combine the sentences by putting the adjective before the noun. This will make your writing more interesting.



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Unit 2 p. 34



IMPORTANT: Make sure you put the adjective before



the noun, not after.



IMPORTANT: Adjectives do not have a plural form to describe plural nouns.



There is more information about order of adjectives on page 239 in the Brief Writer’s Handbook. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 34



Activity 1 Editing: Nouns and Adjectives Combine the related sentences into one sentence. You will have to eliminate a few words. Remember to use a capital letter at the beginning and a period at the end of each sentence. 1. Rob owns a car. The car is red. ______________________________________________________________ Rob owns a red car. 2. I do not like this weather. The weather is humid. ______________________________________________________________ I do not like this humid weather. 3. Paris is a city in France. This city is beautiful. ______________________________________________________________ Paris is a beautiful city in France. 4. Ali has a job. The job is part-time. ______________________________________________________________ Ali has a part-time job. 5. They like to drink soda. The soda is diet. They like to drink diet soda. ______________________________________________________________ __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 35



6. Nina reads folk tales. They are international. ______________________________________________________________ Nina reads international folk tales. 7. My mother grows roses. The roses are big. The roses are beautiful. ______________________________________________________________ My mother grows big beautiful roses. 8. Juan works for a company. The company is small. The company is independent. ______________________________________________________________ Juan works for a small independent company. 9. My grandparents live in a town. It is a farming town. The town is small. ______________________________________________________________ My grandparents live in a small farming town. 10. Sharon rents a house on Smith Street. The house is white. The house is tiny. ______________________________________________________________ Sharon rents a tiny white house on Smith Street.



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Unit 2 p. 35



Grammar for Writing Word Order: Be + Adjective If the main verb of a sentence is be, the adjective can come after the verb.



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Unit 2 p. 36



Word Order: Linking Verb + Adjective The verb be is a linking verb. A linking verb connects the subject to the adjective that comes after it. These verbs are often (but not always) related to your five natural senses: sight, taste, touch, smell, and hearing. If the main verb of a sentence is a linking verb, the adjective can come after the verb.



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Unit 2 p. 36



My mother tastes her soup. Adj.



The soup tastes good. Many linking verbs can also be actions verbs. When a linking verb is followed by an adjective, it does not have any action.



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Unit 2 p. 36



Title (ใจความส าคั ญ ของย่ อ หน้ า ) Topic sentence ____________________.__________ _________________._______________ ________.________________________ Body ____________________________.____ (ส่ ว นขยายความ) ___________________._______________ __.______________________________ ________.________________________. (สรุป) Concluding sentence __________________. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



A title gives the reader information about what is in a book, magazine, song, movie, or paragraph. Here are some rules to follow when you write a title for your paragraphs. Rule #1: A good title is usually short. Sometimes it is only one word. Titanic and Help are titles. Rule #2: A good title is usually not a complete sentence. Some examples of paragraph titles in this book are Staying Healthy, A World Traveler, and An Old Family Photo. Rule #3: A good title catches a reader’s interest. It tells the reader about the main topic, but it does not tell about everything in the paragraph. A Long Flight, An Important Invention, and My First Car are all titles of paragraphs in this book. Each one gives you a good idea of what the paragraph will be about. However, it does not give you all the information. Rule #4: A good title also follows special capitalization rules. Always capitalize the first letter of the first word. Only capitalize the first letter of the important words in the title. Do not capitalize a preposition or an article unless it is the first word. Rule #5: A title never has a period at the end. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 42



Parts of a Paragraph: The Topic Sentence Every good paragraph has a topic sentence. The topic sentence is one sentence that tells the main idea of the whole paragraph. The topic sentence: • is usually the first sentence in the paragraph • should not be too specific or too general • must describe the information in all the sentences of the paragraph If a paragraph does not have a topic sentence, the reader may be confused because the ideas will not be organized clearly. Make sure every paragraph has a topic sentence!



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Unit 2 p. 45



Pronouns & Possessive Adjectives



I love you. Subject Pronouns



Object Pronouns



Possessive Adjectives



I You He She It We They



me you him her it us them



my your his her its our their



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Grammar for Writing Subject Pronouns A pronoun is a word that takes the place of a noun. A subject pronoun is a pronoun that takes the place of a noun that is the subject in a sentence.



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Unit 2 p. 50



Object Pronouns An object pronoun is a pronoun that takes the place of a noun that is the object in a sentence.



An object pronoun can also replace the noun after a preposition. A preposition is a word that shows location, time, or direction. Some common prepositions are in, on, to, and near.



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Unit 2 p. 51



Grammar for Writing Possessive Adjectives When you want to talk about something that belongs to someone or something, you use a possessive adjective. A possessive adjective answers questions related to ownership such as Whose house? Whose books? and Whose television? Like regular adjectives, a possessive adjective always comes before the noun that it describes.



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Unit 2 p. 55



Activity 15 Practicing Subject Pronouns and Possessive Adjectives Underline the correct pronoun or possessive adjective.



Example Paragraph 24 (I / My) Grandmother A very important person in (1. I / my) life is (2. I / my) grandmother. (3. She / Her) name is Evelyn Anna Kratz. (4. She / Her) life is very interesting. (5. She / Her) is 89 years old. (6. She / Her) comes from Poland. (7. She / Her) can speak English well, but (8. she / her) first language is Polish. My grandmother comes from a large family. (9. She / Her) has two brothers. (10. They / Their) names are Peter and John. (11. I / My) grandmother has two sisters, too. (12. They / Their) names are Karina and Maria. (13. I / My) like to listen to (14. my / her) grandmother’s stories because (15. they / their) are so interesting. In (16. I / my) opinion, they are the most interesting stories in the world. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 56



Building Better Vocabulary Activity 23 Word Associations Circle the word or phrase that is most closely related to the word or phrase on the left. If necessary, use a dictionary to check the meaning of words you do not know. 1. 2. 3. 4. 5. 6. 7.



an opinion a headache to consider to spend historic furniture to come from



A a belief pain to talk to money comes in career a rug a destination



B a fact relaxation to think about money goes out city a sofa an origin



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Unit 2 p. 64



8. afternoon 9. to serve 10. traffic 11. downtown 12. to prepare 13. to organize 14. a variety



A darkness to give pedestrians a city center food to make messy few choices



B daylight to take vehicles a suburb a headache to make neat many choices



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Unit 2 p. 64



Activity 24 Using Collocations Fill in each blank with the word that most naturally completes the phrase on the right. If necessary, use a dictionary to check the meaning of words you do not know. 1. idea / ideal 2. of / for 3. do / follow 4. to / for 5. have / make 6. be / get 7. in / on 8. in / on 9. eat / take 10. high / tall



ideal an ____________ job of a variety ____________ ideas follow to ____________ a recipe for to prepare ____________ an emergency to ____________ an accident have be to ____________ worth to major ____________ engineering in to be ____________ the third floor on to ____________ an aspirin take a ____________ temperature high



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Unit 2 p. 65



Activity 25 Parts of Speech Study the word forms. Fill in each blank with the best word form provided. Use the correct form of the verb. If necessary, use a dictionary to check the meaning of words you do not know. (NOTE: The word in bold is the original word that appears in the unit.)



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Unit 2 p. 66



dreams dream lovely love problem problematic enjoyment enjoyable patience patient



Noun endings: -ment, -ence Adjective endings: -ly, -atic, -able __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 2 p. 66



Objectives To learn the simple present tense To study simple and compound sentences To practice the articles a and an



Can you write about things you do every day? __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 71



Grammar for Writing The Simple Present Tense: Statements Use the simple present tense to write about: • daily habits or routines Max checks his e-mail each morning. • general truths Children go to school. Fish live in water.



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Unit 3 p. 72



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Unit 3 p. 72



IMPORTANT: Verbs for third person singular subjects (he, she, it, Nick, Sylvia) end in –s or –es.



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Unit 3 p. 72



Grammar for Writing There Is / There Are



ยำ้ ให้นักศึกษำใช้ There is / There are ให้เป็ น



Use There is and There are to show that something exists in a certain place. Use is with singular subjects. Use are with plural subjects.



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Unit 3 p. 77



Grammar for Writing The Simple Present Tense: Negative Statements To make negative statements with be, add not after am/is/are.



NOTE: You can form contractions with is/are and not. is not = isn’t are not = aren’t there is not = there isn’t there are not = there aren’t



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Unit 3 p. 82



To make negative statements with other verbs, use do not and does not.



NOTE: You can form contractions with do / does and not. do not = don’t does not = doesn’t __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 82



Activity 12 hanging Verbs from Affirmative to Negative Change the verb in each sentence from the affirmative to the negative. Also write the contraction form. 1. I have a car. I do not (don‘t) have a car. ______________________________________________________________ 2. The capital of Japan is Osaka. ______________________________________________________________ The capital of Japan is not (isn’t) Osaka. 3. Jeremy goes to the library every day. ______________________________________________________________ Jeremy does not (doesn’t) go to the library every day. 4. There is a Thai restaurant on Green Street. ______________________________________________________________ There is not (isn’t) a Thai restaurant on Green Street. 5. Angel Falls is in Brazil. ______________________________________________________________ Angel Falls is not (isn’t) in Brazil.



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Unit 3 p. 83



6. Kate and Julia are roommates. Kate and Julia are not (aren’t) roommates. ______________________________________________________________ 7. Jeff and Michael work at the gas station. ______________________________________________________________ Jeff and Michael do not (don’t) work at the gas station. 8. There are answers in the back of the book. ______________________________________________________________ There are not (aren’t) answers in the back of the book. 9. The teacher wants a new computer. ______________________________________________________________ The teacher does not (doesn’t) want a new computer. 10. Olivia bakes cookies every Saturday. ______________________________________________________________ Olivia does not (doesn’t) bake cookies every Saturday.



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Unit 3 p. 84



Grammar for Writing Using A and An with Count Nouns A count noun is a noun that you can count. A count noun has a singular form (such as phone) and a plural form (such as phones). A non-count noun has only one form (such as rice). Follow these rules for using a/an with singular count nouns: • Use a or an in front of a singular count noun when the noun is general (not specific). • Use a in front of a singular count noun that begins with a consonant sound. • Use an in front of a singular count noun that begins with a vowel sound. There is information on exceptions to these rules for words beginning with h and u on page 237 in the Brief Writer’s Handbook.



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Unit 3 p. 89



IMPORTANT: Forgetting to put a or an in front of a singular count noun is a grammatical mistake.



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Unit 3 p. 89



When there is an adjective before a singular count noun, a / an agrees with the first letter of the adjective, not the noun.



There is a list of common non-count nouns on page 238 in the Brief Writer’s Handbook.



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Unit 3 p. 90



Grammar for Writing Simple Sentences A simple sentence is a sentence that has only one subject-verb combination. Most simple sentences have one subject and one verb. Japan imports oil from Saudi Arabia. However, simple sentences can have a subject-verb combination that has more than one subject and/or more than one verb.



NOTE: All of these sentences are simple sentences because they have only one subject-verb combination. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 85



Compound Sentences A compound sentence is a sentence that has two simple sentences that are joined by a connecting word (such as and). A compound sentence has two separate subject-verb combinations.



IMPORTANT: Compound sentences always use a comma (,) and a connecting word to connect two sentences.



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Unit 3 p. 86



Activity15 Identifying Sentence Types For each sentence, circle the subject(s) and underline the verb(s). Then write S (simple sentence) or C (compound sentence). 1. _______ Japan’s flag is red and white, and Canada’s flag is also red and white. C S 2. _______ Japan and Canada have the same two colors in their flags. 3. _______ The weather is bad, but the airplane will leave on time. C 4. _______ It is extremely hot in Abu Dhabi during the summer. S 5. _______ This map of Europe, Africa, and Asia is very old. S S 6. _______ You can have cake or ice cream for dessert. 7. _______ The students take a test every Friday, but they do not like it! C 8. _______ January, March, May, July, August, October, and December have 31 S days. S 9. _______ This recipe requires two cups of flour, two cups of sugar, and one cup of milk.



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Unit 3 p. 86



10. _______ Ian and Carlos like surfing and skiing. S 11. _______ Some people prefer gold rings, but I prefer silver rings. C 12. _______ These silver and gold rings are different in weight, so they are C different in price.



There are more comma rules on pages 232–233 in the Brief Writer’s Handbook. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 pp. 86-87



Grammar for Writing Connecting Words in Compound Sentences



There are more connecting words on page 244 in the Brief Writer’s Handbook.



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Unit 3 p. 87



Activity 16 Combining Simple Sentences into Compound Sentences Combine each pair of simple sentences into one compound sentence. Use a comma and a connecting word: and, but, or, or so. Some sentences can be connected with more than one connecting word. Be prepared to explain your choice. 1. Seher lives in Turkey. Seher’s sister lives in Canada. Seher lives in Turkey, but his sister lives in Canada. Or Seher lives in Turkey, and his sister lives in Canada. ______________________________________________________________



2. Carlos works on Saturday. He cannot come to the movies with us. ______________________________________________________________ Carlos works on Saturday, so he cannot come to the movies with us. 3. We go to school every day. We play tennis on weekends. ______________________________________________________________ We go to school every day, and we play tennis on weekends. 4. Luis and Kathy are related. They are not brother and sister. Luis and Kathy are related, but they are not brother and sister. ______________________________________________________________ __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 88



5. Hurricanes begin in the Atlantic Ocean. Typhoons begin in the Pacific. Hurricanes begin in the Atlantic Ocean, but typhoons begin in the Pacific. ______________________________________________________________



6. I like to go to the beach in the summer. My brother prefers to hike in the mountains. I like to go to the beach in the summer, but my brother prefers to hike in the mountains. ______________________________________________________________



7. I do not feel well. I will call the doctor. ______________________________________________________________ I do not feel well, so I will call the doctor. 8. You can watch television. You can watch a movie. ______________________________________________________________ You can watch television, or you can watch a movie.



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Unit 3 pp. 88-89



Activity 19 Editing: Grammar and Sentence Review Correct the paragraph. There are 13 mistakes. The first mistake has been corrected for you. 2 adjective mistakes 2 verb mistakes 3 capitalization mistakes 2 punctuation mistakes 1 article mistake 2 possessive adjective mistakes 1 subject pronoun mistake



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Unit 3 p. 92



Example Paragraph 42 Not an Average Teenager Steven Mills is not your typical athletic teenager. a wants ^ Steven is an gymnast, and he want to compete in the O olympics. He wakes up at five o’clock in the morning every day because he has to practice before school. First, he has he healthy a breakfast healthy. Then she jogs to the National S ^ Gymnasium on Cypress street. He practices gymnastics for two hours. Then he gets ready for school. Steven goes to school from eight-thirty in the morning until three o’clock in the afternoon. After school, he returns to the g his special Gymnasium for classes special with him coach. When es^ practice finish at six o’clock,, Steven returns home. He eats his ^ dinner, does his homework and talks with their family. ^ Steven is in bed early to be ready to work hard again the next day.



typical: average; regular



Building Better Sentences: For further practice with the sentences and paragraphs in this unit, go to Practice 3 on page 254 in Appendix 1. __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 92



Building Better Vocabulary Activity 20 Word Associations Circle the word or phrase that is most closely related to the word or phrase on the left. If necessary, use a dictionary to check the meaning of words you do not know. 1. 2. 3. 4. 5. 6. 7.



successful an entrepreneur part-time engineering typical a sibling forever



A negative effect to be the boss to work forty hours bridges normal a brother an end



B positive effect to have a boss to work twenty hours orchestras rare an uncle no end



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Unit 3 p. 93



8. servers 9. to separate 10. professional* 11. to wake up 12. traditional* 13. stressful* 14. athletic 15. requires*



A an office to divide a nice suit to go to sleep new an earthquake a library must have



B a restaurant to mix shorts and a t-shirt to stop sleeping old a picnic a soccer field optional



*Words that are part of the Academic Word List. See pages 245–246 for a complete list.



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Unit 3 p. 93



Activity 21 Using Collocations Fill in each blank with the word that most naturally completes the phrase on the right. If necessary, use a dictionary to check the meaning of words you do not know.



1. make / take 2. make / take 3. from / with 4. at / on 5. desk / mistake 6. in / on 7. in / on 8. of / to 9. see / watch 10. get / take



to ______________ a friend make to ______________ a shower in the morning take to be separated ______________ your family from to wake up ______________ six in the morning at a common ______________ mistake to compete ______________ a game in to write ______________ the whiteboard on a map ______________ the region of to ______________ a television show watch to ______________ information for a report get



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Unit 3 p. 94



Activity 22 Parts of Speech Study the word forms. Fill in each blank with the best word form provided. Use the correct form of the verb. If necessary, use a dictionary to check the meaning of words you do not know. (NOTE: The word in bold is the original word that appears in the unit.)



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Unit 3 p. 94



friend friendly profession professional separate (verb) separate (adj) visitor visits



preference prefers



Noun endings: -ship, -ion, -al, -tion, -or, -ence Adjective endings: -ly, -al, -ed __________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



Unit 3 p. 94



ENG324-Quiz 1-2 • *Quiz 1 สอบ Week 8 - เน้นคำศัพท์ จำนวน 20 ข้อ เวลา 40 นาที สอบได้ 1 ครัง้ • *Quiz 2 สอบ Week 9 - เน้นไวยำกรณ์ และกำร เขียน จำนวน 30 ข้อ เวลา 50 นาที สอบได้ 1 ครัง้



__________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.



ENG324-Quiz 1-2 • *Quiz 2 สอบ Week 9 (สัปดาห์หน้า)- เน้น ไวยำกรณ์ และกำรเขียน จำนวน 30 ข้อ เวลา 50 นาที สอบได้ 1 ครัง้



__________________________________________________________________________________________________________________ National Geographic Learning, a Cengage Company. © 2014 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.