TEST BANK AND MANUAL TO ACCOMPANY GROUNDWORK FOR BETTER VOCABULARY MOHR, GOLDSTEIN 130 PAGES

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 16 62 63 64 65 66 67 68 69 70 71 72 73 74 75 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 16 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 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 c...

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