Reading 2 Week 13. Chapter 11 Journals Outlines Today’s Class.

Reading 2Week 13

•Chapter 11• Journals•Outlines

Today’s Class

Chapter 11• Section A – Word Pretest


1. B

2. A

3. A

4. B


5. A

6. B

7. A

8. A

Chapter 11• Section A – Reading Comprehension


1. A

2. C

3. A

4. A


5. C

6. C

Chapter 11• Section A – Vocabulary Building


1. glow

2. instinctive

3. exemplify

4. funnel

5. prelude


1. glow – to give out heat or light

2. instinctive – natural . . .

3. exemplify – to serve as an example

4. funnel – a wide-mouthed tube . . .

5. prelude – a shore piece of music . . .


1. applaud

2. flash

3. attend to

4. potential

5. impulse


1. applaud – to praise by clapping

2. flash – to shine suddenly . . .

3. attend to – to direct one’s interest . . .

4. potential – the ability to develop . . .

5. impulse – a sudden wish . . .


1. doze

2. evaluate

3. resurgence

4. stuck

5. sketch


1. doze – to sleep lightly

2. evaluate – to judge the value . . .

3. resurgence – a return to power . . .

4. stuck – unable to go

5. sketch – to describe roughly

Chapter 11• Section A – Use of English


1. The Austrians made peace with Napoleon.



2. The couldn’t make out what the enemy were trying to say.



2. The couldn’t make out what the enemy were trying to say.

3. Seeing the enemy’s guns facing him made his hair stand on end.


4. The onset of winter made things worse for the troops.



5. While they were on leave the sailors made the most of their freedom fully.



5. While they were on leave the sailors made the most of their freedom fully.

6. I make so secret my loathing for war.

Chapter 11• Section A – Antonyms

Chapter 11• Section A – Antonyms

1. retrieve – lose

2. vertical – horizontal

3. prolific – sterile

4. novel – old

5. diverse – identical

Chapter 11• Section A – Cloze


1. name

2. managed

3. worked

4. after

5. feel


6. parents

7. computers

8. playing

9. spending

10. trade

Chapter 11• Section C

Chapter 10• Section C

1. F

2. F

3. T

4. T

5. F

6. T

Outlining• a list using a system of numbers and letters to separate ideas

and details


and details

I. First level details


and details


A. second level details that support first level details


and details



1. Expansion of second level details


and details




a) fourth level


and details




a) fourth level

1) fifth level

Outlining – Section A• Title:

Outlining – Section A• Title: Where do Those Bright Ideas Come From?


Main Idea:


Main Idea: Bright ideas come from the “unconscious”



I. Richard Wagner



I. Richard Wagner

II. Henri Poincare



I. Richard Wagner

II. Henri Poincare

III. Descartes



I. Richard Wagner



I. Richard Wagner – A sudden explosion of a new conception into consciousness




A. Struggling with the prelude for several years





B. Was ill and attempted to take a nap





B. Was ill and attempted to take a nap

C. In a sleeplike condition the form of the prelude became clear



II. Henri Poincare



II. Henri Poincare – a steady conscious understanding of the unconscious at work




A. Attempting to prove a new math concept





B. Tried for days with no success





B. Tried for days with no success

C. Came to a solution after a long night of work



III. Descartes



III. Descartes: Ideas from dreams




A. Unsuccessful search for certainty





B. Understood “cogito ergo sum” in a dream





B. Understood “cogito ergo sum” in a dream

C. Filled with intense religious enthusiasm

Guessing Meaning from Context• It is possible to guess the meaning of the word without using a

dictionary


dictionary

• Suppose someone were to ask you the meaning of “bear”. You wouldn’t be able to tell him because “bear”, as presented to you, has no context.


dictionary


• But if he were to say “polar bear”, you would immediately know he is talking about animal.


dictionary


• But if he were to say “polar bear”, you would immediately know he is talking about animal.

• If, on the other hand, he were to say, “Please stop that smoking – I can’t bear it”, you would know that in the context “bear” means endure or stand.

Why is the context important?• An important point for those of us who want to enlarge our

vocabularies is this: the context can give us the meaning not only of familiar words like “bear”, but also of strange words.



• Suppose, for example, you were asked for the meaning of “valiant”. You might not know it, unless, of course, you already have a fine vocabulary. But if you were to meet “valiant” in the following context, you would have a very good chance of discovering its meanings:



• Suppose, for example, you were asked for the meaning of “valiant”. You might not know it, unless, of course, you already have a fine vocabulary. But if you were to meet “valiant” in the following context, you would have a very good chance of discovering its meanings:

Why is the context important?• Suppose, for example, you were asked for the meaning of

“valiant”. You might not know it, unless, of course, you already have a fine vocabulary. But if you were to meet “valiant” in the following context, you would have a very good chance of discovering its meanings:

“Cowards die many times before their deathsThe valiant never taste of death but once”.

(William Shakespeare’s Julius Caesar)

Why is the context important?“Cowards die many times before their deaths

The valiant never taste of death but once”.(William Shakespeare’s Julius Caesar)

• From the above context you can tell the author is contrasting two ideas “cowards” and “the valiant”. Therefore, “the valiant” means the opposite of “cowards”, namely “brave men”. “Valiant” means “brave”.

Strategy 1-Using the verb “TO BE”• The object following the verb “to be” is frequently used to

identify the subject.



• A salmon is a fish.

• Hypoxia is an illness caused by a deficiency of oxygen in the tissues of the body.



• A meteorite is a falling star that reaches the Earth without burning up.

• A drone is a male bee

Strategy 2-Using appositives• A noun or noun group which follows a noun and is set off by

commas is an appositive. It identities the noun it follows.



• Mercury, the silver-colored metal used in thermometers, is usually in a liquid form.

• Pacemakers, small electrical devices that stimulate the heart muscle, have saved many lives.



• Morse code, a system of telegraphic signals composed of dots and dashes, was invented by Samuel F.B. Morse.

• Many young couples likes to spend their honeymoon in a resort area, a beautiful area.

Strategy 3-Using examples• A word is sometimes identified by examples. These terms

often include examples:

• as • like • such as • for example • for instance

Strategy 3-Using examples• A word is sometimes identified by examples.

• Creatures such as the camel and penguin are so highly specialized that they can only live in certain areas of the word.

• Camping paraphernalia like tents, sleeping bags, and cooking equipment can range from very simple to quite complex.

Strategy 4-Using clauses• Adjective clauses sometimes identify words. They are

introduced by the words:

• that • where • who• when• which• whom



• Recent tests show that silver sulfadiazine, which is a medicine used in the treatment of burns, can cure the most serious types of African sleeping sickness.

• The kiva ,where Pueblo Indians hold their secret ceremonies, is entered by an opening in the roof.



• Melody, which is the succession of sounds, takes on new interest when fit into a rhythmic pattern.

• Non-lethal techniques, those that do not kill coyotes, are being developed to protect sheep and other livestock.

Strategy 5-Using contrary words• Sometimes another word or words in another sentence or

sentence part has the opposite meaning from a new vocabulary item.

• But• In contrast• However• Unlike



• Don’t digress. Stick to the topic.

• Failure is common in regular classes, but in honors classes it’s a rarity.

• I tried reading Lou’s notes but I found them illegible. However, your notes were easy to read.



• I do not shrink from this responsibility; I welcome it.

• Dad is an experienced driver, but Mother is a novice; she began taking lessons just last month.

Strategy 5-Using contrary words

• When we got to the beach, my sister and I were impatient to get into the water, but Dad was not in a hurry.

• The dealer is giving up his newsstand because the profit is too small. He hopes to go into a more lucrative business.

• When you lead a discussion, it is unfair to call only on your friends. To be equitable, you should call on everyone who raises his hand.

• Parking on our side of the street is prohibited on weekdays between 4pm and 7pm but permitted at all other times

Strategy 5-Using contrary words

• When we got to the beach, my sister and I were impatient to get into the water, but Dad was not in a hurry.

• The dealer is giving up his newsstand because the profit is too small. He hopes to go into a more lucrative business.

• When you lead a discussion, it is unfair to call only on your friends. To be equitable, you should call on everyone who raises his hand.

• Parking on our side of the street is prohibited on weekdays between 4pm and 7pm but permitted at all other times

Strategy 6-Using similar words• The Empire State building, which has more

than a hundred stories, is the world’s tallest edifice.

• I understand the first problem, but the second is beyond my comprehension.

• Jane’s little brother has discovered the cache where she keeps her toys. She has to find another hiding place.

Strategy 6-Using similar words• Why are you so timorous? I tell you there is

nothing to be afraid of.

• Some children who are reserved with strangers are not at all uncommunicative with friends.

• I thought the uniforms were of the 1914-1918 period, but I was told they belong to an earlier era.

Strategy 7-Using referents

• Referents are words that refer back of forward to other words in the sentences or paragraph.

• this/that• these/those• such/such a (an)• the

Strategy 7-Using referents

• The groom struggled with his tuxedo. He wondered why he had to wear these kinds of clothes to get married.

• Emma was told to put the sheets in the hamper, but she found the basket too full of soiled clothes to fit the sheets in.

Reading 2 Week 13. Chapter 11 Journals Outlines Today’s Class.

Documents

section c chapter

section cffttftoutlininga

level detailsexpansion

separate ideas

system of numbers

use of englishthe austrians

vocabulary buildingchapter

use of englishchapter