Exam (elaborations) TEST BANK AND INSTRUCTOR'S MANUAL TO ACCOMPANY GROUNDWORK FOR BETTER VOCABULARY JOHNSON B., MOHR C., GOLDSTEIN J.M

TEST BANK with Complete Questions and Solutions. To clarify, this is the TEST BANK, not the textbook. You get immediate access to download your test bank. You will receive a complete test bank; in other words, all chapters will be there. Test banks come in PDF format; therefore, you do not need specialized software to open them. TEST BANK AND INSTRUCTOR'S MANUAL TO ACCOMPANY GROUNDWORK FOR BETTER VOCABULARY JOHNSON B., MOHR C., GOLDSTEIN J.M Contents Introduction 1 Brief Guidelines for Using the TP Vocabulary Books 1 A Suggested Instructional Approach 2 An Alternative Instructional Approach 3 Additional Activities 4 Suggested Syllabi 5 About the Computer Software 6 About the Word Lists 6 A Final Note 6 Answers to the Chapter Activities in Groundwork for a Better Vocabulary Pretests and Posttests 12 Entire Book 12 Unit One 20 Unit Two 24 Unit Three 28 Unit Four 32 Unit Five 36 Unit Six 40 Answer Sheet for the Pretests and Posttests 44 Answers to the Pretests and Posttests 45 Related-Word Activities 47 Chapter 1 47 Chapter 76 Chapter 2 48 Chapter 17 Chapter 3 49 Chapter 18 Chapter 4 50 Chapter 19 Chapter 5 51 Chapter 20 Chapter 6 52 Chapter 21 Chapter 7 53 Chapter 22 Chapter 8 54 Chapter 23 Chapter 9 55 Chapter 24 Chapter 10 56 Chapter 25 Chapter 11 57 Chapter 26 Chapter 12 58 Chapter 27 Chapter 13 59 Chapter 28 Chapter 14 60 Chapter 29 Chapter 15 61 Chapter 30 Answers to the Related-Word Activities 77 iii 7 Mastery Tests 79 Chapter 1 79 Chapter 108 Chapter 2 80 Chapter 17 Chapter 3 81 Chapter 18 Chapter 4 82 Chapter 19 Chapter 5 83 Chapter 20 Chapter 6 84 Chapter 21 Chapter 7 85 Chapter 22 Chapter 8 86 Chapter 23 Chapter 9 87 Chapter 24 Chapter 10 88 Chapter 25 Chapter 11 89 Chapter 26 Chapter 12 90 Chapter 27 Chapter 13 91 Chapter 28 Chapter 14 92 Chapter 29 Chapter 15 93 Chapter 30 Answers to the Mastery Tests 109 Appendixes 111 The Townsend Press Vocabulary Placement Test 112 Answer Sheet for the Townsend Press Vocabulary Placement Test 116 Answers to the Townsend Press Vocabulary Placement Test 117 Word Lists for the Townsend Vocabulary Series 118 List of the 240 Words in Vocabulary Basics 118 List of the 300 Words in Groundwork for a Better Vocabulary 119 List of the 300 Words and Word Parts in Building Vocabulary Skills 120 List of the 300 Words and Word Parts in Improving Vocabulary Skills 121 List of the 300 Words and Word Parts in Advancing Vocabulary Skills 122 List of the 300 Words in Advanced Word Power 123 iv I n t ro d u c t i o n BRIEF GUIDELINES FOR USING THE VOCABULARY BOOKS 1. As you probably know, each of the three vocabulary books has a recommended reading level: Building Vocabulary Skills: reading level 7–9 Improving Vocabulary Skills: reading level 9–11 Advancing Vocabulary Skills: reading level 11–13 Be careful not to choose a book on too high an instructional level. Ideally, most of your students should have a sense of some of the words in the book you choose. As they work through the chapters, they can then strengthen the words they already know, as well as master the words they’re only half sure of, or don’t know at all. For most remedial and developmental courses, we recommend the first two books. A given level is like ly to be too difficult if students know almost none of the words. You run the risk of operating on a level of fru s t ration rather than instruction. To repe at, then: Please take very special care that you choose a book that will not be too difficult for the majority of your students. 2. Don’t feel you must cover every single chapter in a book. Each book is packed with activities—ones that will take a fair amount of time for students to work on at home, or for you to cover with them in class. The activities are necessary, for the simple truth is that the more students work with words, the better they will understand them. It is better to cover fewer words more thoroughly than to try to cover too many too lightly. 3. The “Final Check” passage in each chapter poses a more difficult challenge for students than the sentence-level activities that precede it. To handle the passages, students must have done their homework with the earlier activities. The passage will be an excellent final opportunity for them to deepen their knowledge of the words in the chapter. Because the final check is such a challenge, as well as an opportunity to solidify learning, we recommend that you not use it as a mastery test. Instead, we suggest that you use the appropriate mastery test in this book. 4. The pages in the student book (though not in the instructor’s edition) are perforated and so can be easily torn out and removed. In particular, you may want students to hand in the unit tests, which are on the front and back sides of a page. 5. Pretests are available for each book as well as each vocabulary unit in each book. The pretests start on page 7 of this Instructor’s Manual. You have permission to make as many copies as you want of these pretests (and the other materials in this book) if you are currently using one of the vocabulary texts in a course. The pretests can be used at the start of a unit, and the posttests at the end of a unit, as an accurate way to measure vocabulary progress and mastery. A SUGGESTED INSTRUCTIONAL APPROACH Here is a suggested classroom approach that we think will maintain interest and keep students active in learning the words. You may want to use all or part of it—or you may find that it helps you decide the special way you want to teach the words to your students. First of all, have students work through the introduction to the book (on pages 1 to 6). Don’t teach it; have them read it (they need the reading practice!), follow directions, and insert all the a n swe rs needed. Then spend a few minutes rev i ewing their answers and ch e cking their unders t a n d i n g of the material. 1 Next, give students the pretest for the unit you will be covering. Explain that at the end of the unit, they will be given a posttest on the same words, so you and they will be able to measure what they have learned. Then proceed as follows: 1. Preview each of the ten words in a chapter by printing the words, one at a time, on the board. Ask students if they can pronounce each word. As needed, write some of the pronunciations on the board. You may also want to use, or ask students to use, some of the words in a sentence. And it’s OK to ask for or to give short meanings of some of the words. Don’t go into a lot of detail, but make this a good general introduction to the words. Then, based on the verbal preview, ask students to turn to the first page of the chapter. Explain that in each case the two sentences in “Ten Words in Context” will give clues to the meaning of the boldfaced word. You can say, “OK, take five minutes or so and read the sentences in “Ten Words in Context.” Or you can proceed immediately to Step 2. 2. Put students in groups of two or three. (It is hard to overstate the value that small group work can have: if managed successfully, it uses peer pressure to keep everyone involved in the work of the class.) Explain, “Here’s what I want you to do. One of you read the first word and the two sentences that contain the word. Make sure it’s being pronounced correctly. Always help each other out with the pronunciation. Then think about the context very carefully. The context will give you very strong clues as to what the word means. Your ability to use the context surrounding an unfamiliar word is an excellent skill to have whenever you’re reading something and you come upon a word you don’t know. Then I’d like all of you to see if you can pick out the right meaning from the three answer choices that follow that first word. “After you do that, have someone else in your group pronounce the second word and read the two sentences for that word. Then work together again and pick out the right answer choice. And so on, until you’ve done all ten words. Look up at me when you’ve done all the words.” 3. Of course, not every group will finish the words at exactly the same time. We suggest you take a middle-ground approach to the challenging fact that every group will move at a different speed. When a couple of the groups are finished (and starting to get restless), and others are still working, say, “OK—even if you’re not quite finished yet, we’re going to go over the ten words as a class. Somebody please volunteer to pronounce the first word and give us its meaning.” 4. After reviewing the pronunciations and meanings of the words, say, “Now I want you to work as a group in adding the words needed in Sentence Check 1 and Sentence Check 2. Again, you want to practice looking at context very carefully. Context will give you clues you need to figure out the meanings of words.” 5. When several groups are finished, say, “OK, not everyone is quite finished, but we’re going to go over the sentences you’ve been working with. Will someone volunteer to read the first sentence and insert the word needed?” 6. Next, say, “The last activity here is the most challenging. Why don’t you all work on this individually. Read over the passage once. Then go back and start reading more carefully and slowly and try to put in some of the words. Then go back a third time to get the remaining words. You may not be able to get all the words at first. Try to get some of them. That will help you do the rest. Pay close attention to the context. Remember you’re building up your skill at using context to figure out the meaning of a word.” 7. When some people are done, say, “All right—let’s review the passage. Would someone read the first couple of sentences and insert the missing words?” 2 __________________ __________________ __________________ __________________ __________________ 8. Finally, tell students to review and study the ten words at home. Then, at the start of the next class, say, “Spend about two minutes reviewing the words. I'll then pass out a mastery test for the ten words. I will grade this test, so you want to do your best to remember the words.” (Knowing that a grade is going to be involved always provides students with an extra boost of incentive.) An alternative instructional approach is to proceed as described above for steps 1 to 3. Then, instead of having students work in small groups, ask them to work individually on Sentence Check 1 and Sentence Check 2. After they are finished, have them come individually to your desk so that you can quickly check their answers, clarify any confusion, and move them on to the Final Check. In this individualized scenario, everyone is working at his or her own pace, and you are working at a very steady pace. When students finish the Final Check, you can either have them work with people who are not done, or get a head start on another chapter that you plan to assign for homework. ADDITIONAL ACTIVITIES Let us repeat a point stated earlier: The more students work with words, the more they can learn. Here are other activities you can use, in addition to the many in the book. Choose whichever combination of activities goes best with your teaching style and the learning styles of your students. 1. Word cards. Students can use 3 5 or 4 6 index cards to create a bank of words. Word cards can help students master words in the book; the cards are also a helpful tool for learning unknown words that students come across in reading. Students simply jot down an unfamiliar word on the front of the car d. Then, when they have finished their reading, they can complete the front and back of a card. Here is a suggested format: Front of Card Back of Card necessary. speaker explained how to write . p. 21, IVS Adjective succinct Synonym: concise Antonym: lengthy 1) Expressed clearly in a few words. 2) Your telegram should be succinct so that you get your message across clearly without paying for more words than 3) In the workshop for office employees, the succinct, yet informative memos Note that the front of the card has the target word, the page number and source where the word can be located, the part of speech, a synonym, and an antonym. The back of the card has three entries: 1) the definition, based on the way the word is used in context; 2) a phrase or sentence showing the word in context (this can be taken from the source where the student has come upon the word); and 3) a student-created sentence which shows an understanding of the word. Students can use this same format when they encounter unfamiliar words in their textbooks and other reading. 2. Identifying words. Present lists of words written with diacritical marks and ask students to identify the words. For example: t√k' tμk rμ-kûr' μ-kwΩt' m√-lμsh' ®s rμ-sμp'r®-kΩt 3 3. Analogies. Using analogies is another way to encourage students to think about words. Students should first be taught the format of analogies, and instructors should begin with the simpler types of analogies: synonyms and antonyms. For example: Choose the italicized word needed to complete each analogy: acknowledge : admit = avert : cure, prevent, accept candid : dishonest = concise : wordy, brief, funny precise : methodical = stop : terminate, speculate, nurture modern : obsolete = pacify : mediate, hamper, infuriate Keep in mind that analogies are difficult for students, especially at-risk students. But if instructor guidance is provided, analogies can help even at-risk students think about words conceptually. Note that Unit Test 3 in each unit contains twenty word analogies—an activity that is new to the third edition. 4. Imaging. The use of imagery as a way of remembering vocabulary words has been researched rather extensively. Results typically indicate that students who are trained to use imagery techniques—or in simple terms, told to “form pictures in their minds”—remember the meanings of words better than those who do not employ such techniques. Here’s an example: Think of a mugger facing you, his hands clutching a long, heavy piece of gray pipe. On the pipe are written in dripping red paint the letters C-O-M-P-L-Y. You are handing over your wallet. We suggest taking five or ten minutes every once in a while to have students get a piece of paper and write up their images—the more vivid the better—for remembering a given word in a chapter. Then ask students to hand in the paper (signing their names to the paper is optional). Quickly flip through the papers, reading the most effective ones aloud to the class. 5. Generating sentences. Have students generate their own sentences using the words, or as a more advanced activity, have them write a story using five of the words. (You may want to have a paraprofessional working with you for these activities, which require individual checking and detailed feedback.) 6. Group-Label. This more abstract activity is best used after students have a larger word bank from which to work. It might be used at the end of a unit of five vocabulary chapters. Students are asked to classify words into groups and to give each group a label that would be common somehow to all words in that group. Here are examples: Words related to honesty Words relating to conflict (BVS, Unit One) (IVS, Unit One) acknowledge antagonist candid animosity impartial sabotage integrity exploit legitimate assail SUGGESTED SYLLABI Suggested Syllabus for Using the Book as a Core Text Since each book consists of 30 chapters packed with activities, it can easily serve as a core text for a vocabulary course—especially when supplemented by the test bank and the computer software. In a 15-week class that meets three hours a week, you can cover two lessons in two class hours. The third class hour can be used for the unit tests that close each of the five units in each book, as well as for the pretests, posttests, mastery tests, and additional material on the computer disks. 4 We recommend strongly that students be encouraged to do a lot of reading at the same time that they are learning vocabulary words. For remedial and developmental students, widespread reading, in addition to continuing, intensive work on vocabulary, is the best way to develop vocabulary skills. Suggested Syllabus for Using the Book as a Supplement in a Reading Course In many courses, the voc abu l a ry book will serve as a supplementary text. In such cases, and assuming a 15-week semester with three hours of class a week, either of two approaches is suggested: Approach 1: Limit your coverage to 15 vocabulary chapters, one a week. Exclude the word parts chapters (which may require more time to be of benefit to students than you have to spend), and cover Chapters 1–5 of Unit One, Chapters 7–11 of Unit Two, and Chapters 13–17 of Unit Three. In part of the one class hour you spend on vocabulary, go over the first three pages in class, using a method similar to the one we have described on pages 2–3 of this manual. Assign the last part of the chapter (Sentence Check 2 and the Final Check) for homework. Then, as the first item of business in the next class, review that page. Follow up the review with the appropriate mastery test from the manual. If only 15 chapters are covered, and there is a second course in the reading sequence at your school, the book can be continued and completed in that second course. Approach 2: Cover 15 vocabulary chapters in class, and assign the 11 remaining vocabulary chapters as home work. Then, at the end of each unit of five vocabulary chapters, give students one of the three vocabulary unit tests in the book. The unit test will enable you to hold students responsible for the outside-of-class vocabulary chapters as well. You might want to tell students in advance that you will give them one of the unit tests. However, don’t tell them which of the three tests you will give. Encourage them, in other words, to review all of the words in the unit test materials. If there is not enough time in class to give the unit tests, you can ask students to do all three of the unit tests at home. Then, in class, collect and grade one of the three. (Again, students should not know which of the three you will collect. That way, they will have to assume responsibility for learning all of the words.) ABOUT THE COMPUTER SOFTWARE Computer software in Windows or Macintosh format is available for TP vocabulary books. This software provides two additional multiple-choice tests for each of the vocabulary chapters. The software, with unlimited copying privileges, will be available at no charge to departments adopting at least 20 copies of the book. It is also available as online exercises at the TP website (). Probably in no other area of reading instruction is the computer more useful than in reinforcing voc abu l a ry. This voc abul a ry program takes advan t age of the computer’s unique c ap abilities and motivational appeal. Here are some features of the Townsend Press vocabulary software: • To aid pronunciation, the computer will pronounce each word aloud as many times as the students may request. • After choosing an answer, students receive immediate feedback. The computer tells the student if the answer is right or wrong—and why. • Every answer is followed by a brief explanation of that answer. Such explanations help ensure learning. The program, therefore, teaches as well as tests. 5 • Frequent use is made of the user’s first name—a highly motivational word to any student! • A sound option “rewards” each correct answer. • A running score appears at the bottom of the screen, so the user always knows how well he or she is doing. • A score file shows the user’s final scores on each test. This score file may be accessed by instructors and printed out in any word processing program. ABOUT THE WORD LISTS As stated in the preface, word frequency lists were consulted in selecting the vocabulary words used in each book. Two sources in particular should be noted: Word Frequency Book—John B. Carroll, Peter Davies, and Barry Richman. The American Heritage Publishing Company, Inc., 1971. The Living Word Vocabulary—Edgar Dale and Joseph O’Rourke. World Book–Childcraft International, Inc., 1981. Also consulted were lists in a wide number of vocabulary books as well as words in standardized reading tests. In addition, the authors and editors prepared their own lists. A computer was used to help in the consolidation of the many word lists. Group discussion then led to final decisions about the words that would be most appropriate for students on each reading level. RESEARCH AND VOCABULARY INSTRUCTION Sherrie Nist has prepared an article offering suggestions on vocabulary instruction in the context of current research on vocabulary development. Some of the article has been incorporated into this introduction. The article, which includes an extensive bibliography, is available at no charge by writing to Townsend Press. A FINAL NOTE We invite you to write or otherwise communicate to us about your experiences in using the vocabulary books. This series is not a static project; we intend to revise it on a regular basis, responding to your suggestions and comments as well as our own continuing classroom experiences with the texts. To contact us, write to the Vocabulary Series Editor, Townsend Press, 1038 Industrial Drive, West Berlin, NJ 08091; or email us at . By learning the reactions of you and your students, we can work at making what we feel are very good books even better. 6 A n s we rs to the Chapter Activities in G R O U N DWORK FOR A BETTER VOCA BU L A R Y Chapter 1 (Johnny Appleseed; The Lovable Leech?) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work S y n - A n t /A n a l ogie s Final Check 1. C 6. C 1. 3 6. 1 1. J 6. G 1–2. E, G 1. C 6. A 1. C 6. G 1. B 6. G 2. A 7. C 2. 6 7. 7 2. C 7. F 3–4. J, F 2. B 7. B 2. B 7. I 2. D 7. I 3. C 8. A 3. 2 8. 10 3. E 8. A 5–6. H, B 3. C 8. C 3. D 8. J 3. A 8. F 4. B 9. B 4. 9 9. 8 4. I 9. H 7–8. C, A 4. A 9. A 4. E 9. H 4. C 9. H 5. A 10. C 5. 4 10. 5 5. D 10. B 9–10. D. I 5. A 10. C 5. A 10. F 5. E 10. J Chapter 2 (Finding Fault—And What to Do About It; What Do Your Hobbies Reve al About You?) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work S y n - A n t /A n a l ogie s Final Check 1. B 6. C 1. 9 6. 4 1. I 6. H 1–2. D, C 1. C 6. B 1. B 6. D 1. C 6. G 2. C 7. A 2. 2 7. 5 2. F 7. C 3–4. B, E 2. A 7. A 2. B 7. A 2. D 7. H 3. C 8. C 3. 3 8. 8 3. G 8. A 5–6. F, H 3. C 8. B 3. A 8. B 3. E 8. I 4. C 9. B 4. 7 9. 1 4. J 9. E 7–8. I, G 4. A 9. C 4. D 9. B 4. B 9. F 5. A 10. B 5. 6 10. 10 5. B 10. D 9–10. A, J 5. B 10. B 5. C 10. C 5. A 10. J Chapter 3 (Fixing Up Furniture; Barbara’s Date with Her Cousin) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. C 1. 5 6. 10 1. B 6. I 1–2. E, G 1. A 6. C 1. B 6. J 1. B 6. G 2. B 7. A 2. 3 7. 7 2. E 7. G 3–4. H, F 2. C 7. A 2. E 7. I 2. E 7. I 3. C 8. B 3. 4 8. 9 3. A 8. C 5–6. B, C 3. B 8. B 3. D 8. F 3. A 8. H 4. A 9. B 4. 2 9. 8 4. F 9. H 7–8. J, D 4. C 9. C 4. C 9. G 4. C 9. J 5. B 10. A 5. 6 10. 1 5. D 10. J 9–10. A, I 5. A 10. B 5. A 10. H 5. D 10. F Chapter 4 (The Vacuum-Cleaner Salesman; Peace at Last) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Wo rd Work Sy n - A n t /A n a l ogi e s Final Check 1. B 6. A 1. 8 6. 9 1. J 6. C 1–2. E, I 1. B 6. C 1. D 6. A 1. B 6. G 2. A 7. B 2. 1 7. 5 2. B 7. D 3–4. J, C 2. C 7. B 2. B 7. D 2. D 7. I 3. A 8. B 3. 3 8. 2 3. G 8. F 5–6. A, G 3. C 8. C 3. A 8. C 3. A 8. H 4. C 9. B 4. 7 9. 10 4. A 9. H 7–8. D, F 4. A 9. A 4. A 9. B 4. E 9. F 5. B 10. C 5. 6 10. 4 5. I 10. E 9–10. H, B 5. B 10. B 5. C 10. B 5. C 10. J Chapter 5 (Study Skills to the Rescue!; Training a Puppy) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Wo rd Work Sy n - A n t /A n a l ogi e s Final Check 1. B 6. B 1. 8 6. 5 1. I 6. F 1–2. A, B 1. C 6. C 1. A 6. B 1. B 6. I 2. C 7. B 2. 2 7. 3 2. J 7. C 3–4. I, G 2. B 7. A 2. C 7. A 2. A 7. H 3. A 8. C 3. 9 8. 4 3. A 8. G 5–6. D, H 3. C 8. C 3. D 8. D 3. E 8. F 4. C 9. A 4. 6 9. 7 4. D 9. E 7–8. J, E 4. C 9. B 4. C 9. D 4. C 9. G 5. C 10. C 5. 1 10. 10 5. H 10. B 9–10. C, F 5. A 10. C 5. D 10. A 5. D 10. J Chapter 6 (Toasters; A Mean Man) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work S y n - A n t /A n a l ogie s Final Check 1. B 6. C 1. 7 6. 2 1. J 6. B 1–2. I, C 1. D 6. B 1. D 6. H 1. D 6. I 2. A 7. C 2. 4 7. 8 2. A 7. C 3–4. F, J 2. E 7. C 2. C 7. G 2. E 7. G 3. A 8. B 3. 3 8. 9 3. F 8. D 5–6. G, E 3. A 8. A 3. B 8. J 3. B 8. H 4. B 9. C 4. 6 9. 1 4. I 9. G 7–8. B, A 4. B 9. C 4. E 9. F 4. A 9. F 5. A 10. B 5. 5 10. 10 5. H 10. E 9–10. H, D 5. C 10. B 5. A 10. I 5. C 10. J Chapter 7 (A Special Memory; Watch Your Manners!) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. C 1. 9 6. 8 1. G 6. A 1–2. A, B 1. B 6. B 1. C 6. A 1. B 6. G 2. C 7. C 2. 7 7. 3 2. C 7. F 3–4. E, G 2. C 7. A 2. D 7. B 2. D 7. H 3. B 8. C 3. 6 8. 10 3. J 8. D 5–6. J, I 3. B 8. C 3. D 8. D 3. C 8. F 4. A 9. C 4. 4 9. 2 4. B 9. I 7–8. C, D 4. B 9. A 4. A 9. C 4. A 9. J 5. A 10. B 5. 5 10. 1 5. H 10. E 9–10. F, H 5. A 10. C 5. B 10. A 5. E 10. I 7 Chapter 8 (Big Brothers and Sisters; Kevin’s First Date) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. A 6. C 1. 5 6. 1 1. F 6. A 1–2. E, J 1. C 6. A 1. B 6. G 1. A 6. F 2. C 7. A 2. 2 7. 4 2. H 7. E 3–4. I, A 2. A 7. B 2. C 7. J 2. B 7. I 3. B 8. C 3. 9 8. 8 3. I 8. D 5–6. B, F 3. E 8. C 3. D 8. F 3. E 8. H 4. B 9. A 4. 10 9. 3 4. B 9. G 7–8. H, G 4. B 9. A 4. A 9. H 4. D 9. G 5. C 10. C 5. 7 10. 6 5. J 10. C 9–10. D, C 5. D 10. B 5. E 10. I 5. C 10. J Chapter 9 (Differences in a Gym Program; Through a Child’s Eyes) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. A 1. 10 6. 4 1. B 6. G 1–2. J, E 1. C 6. C 1. D 6. B 1. A 6. F 2. A 7. C 2. 7 7. 5 2. I 7. C 3–4. H, B 2. B 7. B 2. C 7. C 2. E 7. J 3. B 8. C 3. 2 8. 3 3. H 8. E 5–6. I, C 3. B 8. C 3. D 8. D 3. B 8. I 4. C 9. A 4. 8 9. 6 4. J 9. D 7–8. D, F 4. C 9. C 4. A 9. A 4. C 9. G 5. C 10. A 5. 1 10. 9 5. F 10. A 9–10. G, A 5. A 10. A 5. A 10. B 5. D 10. H Chapter 10 (Knowing How to Argue; A Change of School, A Change of Heart) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogie s Final Check 1. C 6. C 1. 1 6. 2 1. C 6. G 1–2. A, E 1. B 6. B 1. A 6. B 1. B 6. G 2. C 7. C 2. 8 7. 5 2. B 7. D 3–4. B, C 2. B 7. C 2. C 7. D 2. E 7. I 3. B 8. B 3. 7 8. 10 3. F 8. A 5–6. G, J 3. B 8. A 3. C 8. D 3. A 8. F 4. A 9. B 4. 3 9. 6 4. H 9. E 7–8. D, F 4. C 9. C 4. D 9. A 4. D 9. H 5. C 10. A 5. 4 10. 9 5. J 10. I 9–10. H, I 5. A 10. B 5. B 10. B 5. C 10. J Chapter 11 (Coming Out of a Coma; The Office Doughnut Contest) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. A 1. 8 6. 9 1. E 6. B 1–2. J, G 1. B 6. B 1. D 6. H 1. B 6. F 2. B 7. C 2. 4 7. 1 2. C 7. I 3–4. C, E 2. E 7. C 2. C 7. G 2. A 7. H 3. C 8. B 3. 2 8. 10 3. F 8. G 5–6. D, H 3. C 8. A 3. A 8. F 3. E 8. G 4. B 9. B 4. 3 9. 5 4. H 9. A 7–8. A, B 4. A 9. A 4. B 9. I 4. C 9. J 5. A 10. A 5. 7 10. 6 5. D 10. J 9–10. I, F 5. D 10. C 5. E 10. J 5. D 10. I Chapter 12 (The People’s Choice; The Christmas Wars) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work S y n - A n t /A n a l ogie s Final Check 1. B 5. A 1. 9 6. 3 1. J 6. C 1–2. F, D 1. A 6. B 1. C 6. C 1. E 6. F 2. A 6. C 2. 4 7. 7 2. A 7. H 3–4. C, A 2. E 7. A 2. C 7. B 2. C 7. I 3. C 7. B 3. 6 8. 2 3. D 8. G 5–6. J, H 3. B 8. B 3. D 8. D 3. B 8. G 4. C 8. A 4. 5 9. 8 4. F 9. I 7–8. I, E 4. C 9. B 4. A 9. A 4. D 9. J 5. B 10. C 5. 10 10. 1 5. B 10. E 9–10. G, B 5. D 10. C 5. C 10. B 5. A 10. H Chapter 13 (What’s Your Type?; What a Circus!) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. C 1. 9 6. 3 1. J 6. H 1–2. I, H 1. B 6. A 1. B 6. J 1. A 6. J 2. B 7. A 2. 8 7. 4 2. B 7. A 3–4. E, F 2. A 7. A 2. C 7. G 2. E 7. F 3. A 8. B 3. 2 8. 6 3. F 8. D 5–6. B, D 3. C 8. C 3. E 8. I 3. C 8. I 4. C 9. A 4. 10 9. 5 4. I 9. G 7–8. A, C 4. B 9. C 4. D 9. H 4. D 9. G 5. B 10. C 5. 1 10. 7 5. C 10. E 9–10. G, J 5. B 10. B 5. A 10. F 5. B 10. H Chapter 14 (Practicing Kindness; The Stinking Rose) Ten Word s Mat ching Word s Word Part s / in Context with Defin i t i o n s Ch e ck 1 Ch e ck 2 Word Work Sy n - A n t /A n a l ogi e s Final Check 1. C 6. B 1. 9 6. 10 1. B 6. C 1–2. G, C 1. B 6. I 1. B 6. B 1. C 6. H 2. A 7. C 2. 1 7. 7 2. I 7. E 3–4. A, I 2. A 7. F 2. A 7. D 2. D 7. F 3. C 8. A 3. 8 8. 6 3. D 8. J 5–6. F, D 3. E 8. H 3