This is a good writing practice activity with a fair amount of challenge for all levels. Academic Vocabulary. Academic Word List AWL list contains word families which were selected because they appear with great frequency in a broad range of academic texts.
An introduction to the AWL using synonyms. Academic Word Formation: Sublist 1- 4. Academic Word List: Kinaesthetic Lesson cut up words. Academic Word List Lesson: Sublist This lesson includes the 10 sublists of the Academic Word List put into tables to be cut up and used as a teaching tool. AWL Exercises x4. Academic Word List Games four-in-a-row. AWL Verbs to Nouns. Academic Word game: verbs to nouns high frequency words taken from the Academic Word List and put into grid.
AWL Nouns to Adjectives. Academic Word game: nouns to adjectives high frequency words taken from the Academic Word List and put into grid. Academic Vocabulary Lessons.
Noun Phrases. Noun Phrases Worksheet 1 This lesson is a worksheet to highlight what noun phrases are and provides valuable practice. Noun Phrases Worksheet 2 This lesson is designed to help students write more concisely by using noun phrases.
It takes students through a whole range of tasks including noticing the language in context, eight guided practice tasks and five freer practice activities. Formality Vocabulary Lessons.
Academic Style 1. Academic Style 2. The limited power of attorney form is one in which the handling and taking of the execution of a task is done by the agent on the behalf of the attorney, but unlike the general power form, this only has limited power that can be accessed by.
You may want to convert your PDF to a Word document so that you can. A lot of people spend time formatt. Public Pastes. They also perceive an increase in confidence regarding preparation for board examinations when they have been given the opportunity to practice case-based decision making.
Each time an individual faces a problem or problem in life, reading Quran can assist the individual to remain calm and solve the issues. Learn what the teachers are teaching your son or daughter by heading to their classes. The most important confusion arises here, how to get ready for the examination. To guide student learning and to fulfill the requirements of instructors who want to assign questions dependent on the topic being taught, questions are subdivided into these categories.
Keep going over the exact same material till you are confident in regards to the subject. Its as in case you have divided half part and together you generate a great reading material for those readers. Employing the most suitable sources is essential.
A prize-winning American poet writes about her childhood experiences and how she survived violence and racism. The true story in diary form of how a fifteen-year-old girl became addicted to drugs. Baker, Russell. Tolkien's life experiences as an orphan, a scholar, a soldier, and a professor and how they helped him to create his famous trilogy.
The funny and sometimes shocking childhood and school experiences of this famous writer of children's books. Dillard, Annie. Dinesen, Isak. The author's experiences from to running a coffee plantation in Kenya, first with her husband and later alone. Fadinan, Ann. A Hmong family settles in California and comes into conflict with American doctors. The diary kept by a thirteen-year-old Jewish girl hidden in an apartment with her family for two years in Amsterdam, Holland, during World War II.
The author's childhood in China and the dramatic escape of her family at the time of the Chinese Cultural Revolution. Hillenbrand, Laura. The story of a racehorse named Seabiscuit who became a winner, and the people who believed in him.
Kidder, Tracy. Paul Farmer, who has dedicated himself to the idea that "the only real nation is humanity. Krakauer, Jon. Malcolm X with Alex Haley. The dramatic life story of an important figure in African-American history, as told by Malcolm X himself. Mandela, Nelson. Mandela's life story, written while he was in a South African prison.
Parks, Rosa, with Jim Haskins. A key figure in the civil rights movement tells how she refused to give up her seat to a white man on a bus. This is the life story of one of the most successful writers of our time.
Kung Woman. Shostak, Marjorie. The remarkable story of an African woman and her people in the Kalahari Desert, as told by an anthropologist. Sparks, Beatrice. White, M.
A biography of Stephen Hawking, the English scientist who is often considered the smartest man alive. Helen Keller became deaf and blind when she was a small child. This is the story of her success as a student, a writer, and a lecturer. Clear explanations of scientific principles, with references to mythology and literature by this famous writer.
Fonseca, Isabel. A striking portrait of the life and history of the Roma Gypsies in Eastern Europe. Gore, Al. Pictures and text showing the consequences of climate change are accompanied by personal essays. Gore makes a complex and serious issue easy to understand. Hickham, Homer. How Hickham and his friends were inspired in by Sputnik, the Russian satellite, to spend their lives working on rockets for space launches.
Kolbert, Elizabeth. This book brings the science of climate change to life. The author describes how global warming threatens the traditional way of life in a small Alaskan village.
Mowat, Farley. Orwell, George. Pollan, Michael. Pollan follows the journey of four meals from farm to table, weaving together literature, science, and hands-on investigation. This book shows the serious consequences of the way we eat. Rothenberg, David. This book explores the tweets, squawks, and flute-like songs of birds to investigate the scientific mysteries of bird song and how it sparks the human imagination. Read the first paragraph.
Can you tell what the article will be about? Scan the article for names, dates, numbers, and boldface type. Read the last paragraph on the next page. Now read the article all the way to the end. As you read, underline any unfamiliar words with a pencil but do not look them up in a dictionary now. You can do that later. Millions of people now rent their age of instant electronic communica- People naturally write fewer letters movies the Netflix way.
They fill out tion has been predicted at least as of- when they can send e-mail messages. But the consumption of paper respondence is to know what has the first few DVD's in the mail; when keeps rising. It has roughly doubled been lost in this shift: the pretty they mail each one back, the next one since , with less use of newsprint stamps, the varying look and feel of on the list is sent. And so, with some nuances and dence, the tangible object that was haustively analyzed for its disruptive, internal changes, does the flow of ma- once in the sender's hands.
To stay in new-economy implications. What will terial carried by mail. On average, an instant touch with parents, children it mean for video stores like Block- American household receives twice as and colleagues around the world is to buster, which has, in fact, started a many pieces of mail a day as it did in know what's been gained. What will it mean for the 's. But even before e-mail, personal movie studios and theaters? What "Is the Internet hurting the mail, letters had shrunk to a tiny share of does it show about "long tail" busi- or helping?
Critelli, a the flow. As a consultant, Fouad H. Critelli's day job is chief ex- duced to a minimum with the prolif- gle target audience? Most of that personal mail flix envelopes come and go as first- sight q PB.
They are joined by millions findings about the economic, techno- announcements, and other mail with of other shipments from online phar- logical and cultural forces that affect "emotional content," a category that macies, eBay vendors, Amazon. Critelli says. If most letters. Whatever shrinkage e- cause of choices created by the you have just moved, for example, mail has caused in personal corre- Internet.
In turn, hanks, telecommu- that may mean mail from your new spondence, it is not likely to do much nication companies, insurance com- area's window-cleaning or handyman more. He says response rates to The Internet and allied technolo- more mail. Everyone takes for The most touching artifact among The first follows the Netflix exam- granted that FedEx and the United these e-mail studies is a survey con- ple: Postal Service fulfillment of trans- Parcel Service can track the move- ducted by the Postal Service called actions made on the Internet.
About ment of each item through their sys- "The Mail Moment. The Postal Service has now "Two thirds of all consumers do roughly one-fifth of the total—are de- installed similar scanning equipment, not expect to receive personal mail, livered by first-class mail. EBay's and in principle it can bar-code and but when they do, it makes their vendors list five million new items scan every envelope or postcard and day," it concluded. In real- keeps them coming back each day. One Pitney Bowes ity, it does this mainly for a fee, for Even in this age of technology, ac- study found that online retailers were businesses that want to know their cording to the survey, 55 percent of increasingly using paper catalogs sent material has reached the right audi- Americans said they looked forward through the mail to steer people to ence at the right time—for instance, to discovering what each day's mail their sites.
The second force also involves fi- a local store. Now I'll confess my bias. My first nance. Many studies conclude that In Internet terms, this and related real job was at the post office. On the people are more and more willing to improvements are intended to make day when 1 was paroled from the sort- make payments online, but that they advertising mail less like spam—un- ing floor to substitute for an absent strongly prefer to receive the original wanted and discarded—and more like letter carrier, I felt as if I were bringing bills on paper, by mail.
It's nice to think that such households from credit card compa- "Over time, there is an increasing moments will survive the Internet. Source: The New York Times. September 4, A. Write any unfamiliar words that made comprehension difficult and write their dictionary definitions.
Compare your words with those of another student. Do you have any of the same words? Discuss the article with another student. Consider these questions.
Where does the writer tell you what this article is about? What do you already know about this? Were there any parts of the article that you did not understand? Read the article again. Then discuss these questions with a group of three or four students. Why does the writer believe that the Internet is not the death of the Post Office? Do you agree with the writer?
Why or why not? What evidence does the writer give to support his ideas? How do you use the post office?
Do you ever buy things over the Internet? Before you read, discuss these questions with another student. Have you ever heard of this author? Have you read any of his stories or books or seen movies made from them? Do these titles help you to guess what kind of fiction Bradbury writes? Think about the title of this story, "All Summer in a Day," and try to imagine what the title might refer to. Guess what type of story this will be.
Read the story all the way to the end. Mark any confusing parts of the story with a question mark? Make notes in the margin about your reactions.
Then complete the exercises that follow. All Summer in a Day Ready? Will it happen today, will it? It rained. It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands.
A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.
They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not recall. She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands.
But then they always awoke to the tatting drum, the endless shaking down of clear bead necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone.
All day yesterday they had read in class about the sun. About how like a lemon it was, and how hot. And they had written small stories or essays or poems about it: I think the sun is a flower, That blooms for just one hour. That was Margot's poem, read in a quiet voice in the still classroom while the rain was falling outside. But that was yesterday. Now the rain was slackening, and the children were crushed in the great thick windows. Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair.
She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost. Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass. Margot said nothing. But she did not move; rather she let herself be moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city.
If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows. And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio.
And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. But she remembered and stood quietly apart from all of them and watched the patterning windows. And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head.
So after that, dimly, dimly, she sensed it, she was different and they knew her difference and kept away. And so, the children hated her for all these reasons of big and little consequence. They hated her pale snow face, her waiting silence, her thinness, and her possible future.
And what she was waiting for was in her eyes. Is it? But this is the day, the scientists predict, they say, they know, the sun. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door.
They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. Are we all here? They crowded to the huge door. The rain stopped. It was as if, in the midst of a film concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor.
The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them. The sun came out. It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime.
You wouldn't want to get caught out! It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering in this brief spring. It was the color of rubber and ash, this jungle, from the many years without sun.
It was the color of stones and white cheeses and ink, and it was the color of the moon. The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion.
They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running.
And then— In the midst of their running one of the girls wailed. Everyone stopped. The girl, standing in the open, held out her hand. They came slowly to look at her opened palm. In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sky. The sun faded behind a stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away.
A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightning struck ten miles away, five miles away, a mile, a half mile. The sky darkened into midnight in a flash.
They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever.
They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily. They could not meet each other's glances. Their faces were solemn and pale.
They looked at their hands and feet, their faces down. They walked slowly down the hall in the sound of cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightning on their faces, blue and terrible. They walked over to the closet door slowly and stood by it. Behind the closet door was only silence.
They unlocked the door, even more slowly, and let Margot out. Discuss these questions with another student. You may look back at the story if necessary. Did you enjoy reading the story? Explain your answer. Were there any parts of the story that you did not understand? Which ones?
Were there any unfamiliar words that you need to look up in order to understand the story? Why do you think the author decided to call this story "All Summer in a Day"? Read the story a second time. Then, working with two or three other students, retell the story to each other in your own words. In this exercise you will analyze the story for the way the writer sets the scene and tells us "who," "when," and "where. Main characters list and describe : Setting time : Setting place : B. Compare your work with that of another pair of students.
If you disagree, look back at the story to check your answers. Listed below are the events that make up the plot of "All Summer in a Day. They let Margot out of the closet. The children stood at the window waiting for the sun.
The children remembered that Margot was in the closet. All day the children read and wrote about the sun in class. The teacher left the classroom. The children put Margot in the closet. William and the children began to mistreat Margot. The whole world seemed silent and the sun came out. Raindrops began to fall and a boom of thunder startled the children. The children went inside.
The children ran and played in the sunlight. Compare your answers with those of another pair of students. In the chart below you will find the terms that are often used to discuss the main elements of the plot in a work of literature. Look again at the events listed in Exercise 3 and decide where they belong in the chart.
Write the letters a-k of the events in the appropriate box. The first one has been done for you. Note: Like many other stories, this story can be interpreted in several different ways, depending on the reader's point of view. Therefore, a variety of different answers is possible in this chart.
Be prepared to explain your choices. Exposition Where the writer provides essential information about the story: "who," b "where," "when," and "what. Climax The moment of greatest tension, usually also the turning point in the story.
Resolution The ending, which may or may not be happy, and may even be left open for the reader to imagine. Compare your answers in the chart with those of two or three other students. If the answers are different, explain them to each other. Discuss these questions with two or three other students. Did the children have any doubts about whether or not they should be locking Margot in the closet?
How can you tell? How do you think Margot feels being locked in the closet?
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