Level 2, Reading-Speaking, Unit 1

Level 2 Reading and Speaking Unit 1

garaytac

Unit 1: Education

Before you read: Group activities
A. Previewing the topic: Look at the picture below and discuss the questions in groups.

  1. Describe the people in each picture. What are they doing? Where are they?
  2. Predict what country each picture belongs to and write the countries’ names on the line provided under each picture.
  3. Describe the kinds of classrooms the students are sitting in.
  4. Make comparisons between photo a, b, c, and d
  5. Do you think there are any similarities between the schools in your country and the ones in the pictures?

a. Pakistan schools 

b. American schools

c. Schools in Africa

d. Schools in Japan

B. Predicting: Thing about the questions below and write short answers. If you don’t know the answers, make your own predictions and discuss in small groups.

I.  What Challenges do you think girls in your country face in schools?

II. Define “Education” and what it means to you as an individual.

III. Do you think education empowers individuals? Why or why not?

IV. Do you think girls’ education matters around the world why or why not?

V. Would you say that education is a path to success and power? Why or why not?

C. Previewing Vocabulary from TED video: Read the vocabulary words from the first reading. Put a Check mark (✓) to the words you don’t understand or know. Don’t use a dictionary.

Verbs

Adjectives

Nouns

____ Committed  

____ major 

____ social    

____ Perceive 

____ profound

____ equality

____ Focus 

____ Perspective

____ Aspiration

____ achieve

____ competitive

____ Gender

____ expand

____ challenge

____ aim     

____ undergraduate

____ overcome             

____ restriction

____ achieve  

____ sexism

____ elected

___ Supreme court justice

___ Educational civics   

___ CEO

___ jury duties  

D.  Watch the TED video and answer the following questions below in groups.

WatchWhy Women’s Education Matters: Women’s education

1.      How does the presenter on this video define revolution?

2.      How does the presenter describe women?

3.      What has the presenter committed herself to do?

4.      How many brothers or sisters dies the presenter has?

5.      What was the presenter’s major in college?

6.      What was the presenter’s interest and focus in college?

7.      What was the presenter’s passion while in college?

8.      What is Agnes Scott?

READING 1.1 ACTIVITIES

Reading 1.1B. Previewing Vocabulary: Read the vocabulary words from the first reading. Put a Check mark  ✔to the words you don’t understand or know. Don’t use a dictionary.

Verb 

Adjective   

Noun

___ Overwhelmed

___ Overwhelmed

___ emotional

___ Application

___ Incredible

___ survey

___ Dedicate

___ amazing

___pressure

___ Preform

___ satisfaction

___ Cope

___ Adventure

___ application

___ Credit  

 

Reading 1.1.C. Instructions: Complete these sentences using the words on this list.

 

Emotional                    incredible                    application                  survey

Overwhelmed             amazing                       incredible                    dedicated

Pressure                       survey              credit               satisfaction                  adventure

cope
  1. Caring for a pet can have _________________ benefits.
  2. Johnson filled out a job _________________.
  3. Her story about a monster under her bed was   _________________.
  4. The TV station was ________________with letters about the new program.
  5. They took a _________________ of women over forty for their opinions of the new law.
  6. We saw some _________________ fish that looked like plants at the aquarium.
  7. Her story about a monster under her bed was _________________.
  8. She has _________________ her life to helping others.
  9. He feels a lot of _________________ to do well in his job.
  10. They took a _________________ of women over forty for their opinions of the new law.
  11. I earned three _________________ in English last semester.
  12. She felt complete _________________ with the plans for the wedding.
  13. Ali’s journey to America was quite an _________________.
  14. I can’t _________________ with all that information.
  15. Johnson filled out a job _________________.

 

Reading 1.1.D.   Comprehension Questions in groups, answer the questions below then discuss in class. Click on the link below and read the passage (For Some Teens, a Busy Life Takes Fun Out of High School)

Go to  a busy life takes fun out of highs-schools

For Some Teens, a Busy Life Takes Fun Out of High School

This is the VOA Special English Education Report.

For years the University of California, Los Angeles, has done a national survey of first-year college students. Some of the questions in the Freshman Survey relate to emotional health and stress. Last year, twenty-nine percent said they often felt “overwhelmed” by all they had to do in their last year of high school. That was two percentage points higher than the year before.

There was a big difference between men and women. Almost forty percent of women reported feeling that level of stress, compared to just eighteen percent of men.

Deborah Stipek is dean of the School of Education at Stanford University in California. She says a lot of students are under too much pressure from parents and schools.

DEBORAH STIPEK: “They are not enjoying what can be the incredible satisfaction of learning and developing understandings and skills. Learning can be an adventure. But instead of an adventure, it’s really about the test, it’s about the college application.”

Professor Stipek recently wrote about this issue in the journal Science. She used the example of her own daughter in high school. Her daughter has taken advanced placement, or AP, courses in French to earn credit toward college. She told her mother she would be happy to never speak French again.

DEBORAH STIPEK: “I think that revealed the real basic problem, which is the AP courses that she was taking in French were not about learning French, not about being able to communicate with a different culture, or to travel, or to have a skill that could be useful in life. It was about getting a score on an AP test that would help her get into the college of her choice.”

Professor Stipek says high schools should listen to their students.

DEBORAH STIPEK: “One of the things that schools are doing that we’re working with is doing yearly surveys of students to find out what their sources of stress and anxiety [are], and get their ideas on what the school can do, what kinds of policies can be supportive of them. And this has been actually amazing, because we’ve gone into schools where they say ‘This isn’t a problem.’ And then they do a survey of the students, and they are just blown away by what they get back from the students when the students are actually asked.”

In two thousand nine, a documentary film looked at the pressure on many students to succeed in school and in lives busy with activities and homework. The film is called “Race to Nowhere.”

STUDENTS: “If you were dedicating your whole life to your grades, you have to be smart. And you have to be involved in the arts. I have soccer practice every day. Plus the homework on top of that. Produce, produce, produce. It’s impossible. I couldn’t cope.”

Deborak Stipek says the film shows that many students today are not experiencing the joys of learning.

DEBORAK STIPEK: “I was interviewed in it, as many others were, and I think the most compelling interviews were of the students. These are students who felt under enormous pressure to perform, and I want to underscore the word ‘perform,’ as opposed to ‘learn.'”

She says the hardest lesson for society may be that young people will grow up lacking interest in learning.

And that’s the VOA Special English Education Report. Tell us about life for students where you are. We invite your comments at voaspecialenglish.com or on Facebook and Twitter at VOA Learning English. I’m Christopher Cruise.

___

Contributing: Rosanne Skirble

Source: For Some Teens, a Busy Life Takes Fun Out of High School
Text = http://www.voanews.com/learningenglish/home/education/For-Some-Teens-a-Busy-Life-Takes-Fun-Out-of-High-School-125538563.html
MP3 = http://www.voanews.com/MediaAssets2/learningenglish/dalet/se-ed-us-schools-stress-14jul11.Mp3

 

  1. What’s the main idea of this reading?
  2. What were some of the questions the students surveyed?
  3. Why do you think 29% of students feel overwhelmed?
  4. What are the differences between men and women in relation to emotional health and stress from the reading?
  5. Who is Deborah Stipek? And what does she think about learning?
  6. What types of problems did Deborah Stipek’s daughter have?
  7. What does Stipek think that high schools should do?
  8. What’s “Race to Nowhere.” ?
  9. What do you think about Stipek’s opinion about performing and learning in your classes? Do you think grades are much more important the to learn the subject matter?

After you read

  1. Focus

  2. Recognizing the Main ideas in a paragraph

    • ·The main idea tells the reader the main point, or important idea about the topic. Sometimes one or two of a paragraph tell the main idea.

    ·The main idea is often found in the first sentence of a paragraph, but not always. The main can also be found in the middle of a paragraph or the end of a paragraph.

    • The other sentences usually give supporting details for the main idea.

    · Stated main idea are directly located in a paragraph.

    Implied main ideas are not located directly in the paragraph, but you have to create it based on what you understand from the paragraph.

  3. Youtube videos on main idea s & supporting details

    Main idea & supporting details 1

    Main idea & supporting details 2

READING 1.2. ACTIVITIES
READING 1.2. ACTIVITIES

A. Reading 1.2. Previewing Vocabulary: Read the vocabulary words from the first reading. Put a Check mark (✓) to the words you don’t understand or know. Don’t use a dictionary.

Verbs                                      Adjectives                                          Nouns

___ Captured                            ___ faithful                             ___ discrimination

___ inspired                              ___ honorable                         ___ radar

___ Behave                               ___ sensitive                           ___ rights       

___ injured                               ___ naughty                            ___ passion

___ Campaigning                                                                     ___ laughs

___ defeated                                                                            ___ awards

___ defeated                                                                            ___ ethics

___ ignored

B. Reading 1.2 go to the link below, read the article then do the activities that follow.

(https://www.commonlit.org/texts/malala-yousafzai-a-normal-yet-powerful-girl)

Malala Yousafzai: A Normal Yet Powerful Girl

By NPR Staff 2013

Malala Yousafzai (born 1997) is a Pakistani activist for female education and the youngest ever winner of the Nobel Peace Prize. Malala is from the Swat Valley in northwest Pakistan, where the local Taliban has banned girls from attending school. Malala, whose family ran a chain of local schools, publicly stood against the Taliban’s actions and launched an international movement. On October 9th, 2012, a gunman from the Taliban boarded a school bus and shot her in the head. Malala remained in critical condition in the days following the attack, but survived. Since then, she has continued to advocate internationally for women’s education. As you read, consider what drove Malala to overcome tremendous adversity.

 

[1] “I think Malala is an average girl,” Ziauddin Yousafzai says about the 16-year-old Pakistani girl who captured the world’s attention after being shot by the Taliban,1 “but there’s something extraordinary about her.”

A teacher himself, Yousafzai inspired his daughter’s fight to be educated. At a special event with Malala in Washington, D.C., he tells NPR’s Michel Martin that he is often asked what training he gave to his daughter. “I usually tell people, ‘You should not ask me what I have done. Rather you ask me, what I did not do,’” he says. “I did not clip her wings to fly. I did not stop her from flying.”

“Education Advocate Malala Attends MDG Event” by United Nations Photo is licensed under CC BY-NC-ND 2.0.


Malala Yousafzai: A Normal Yet Powerful Girl

By NPR Staff 2013

Malala Yousafzai (born 1997) is a Pakistani activist for female education and the youngest ever winner of the Nobel Peace Prize. Malala is from the Swat Valley in northwest Pakistan, where the local Taliban has banned girls from attending school. Malala, whose family ran a chain of local schools, publicly stood against the Taliban’s actions and launched an international movement. On October 9th, 2012, a gunman from the Taliban boarded a school bus and shot her in the head. Malala remained in critical condition in the days following the attack, but survived. Since then, she has continued to advocate internationally for women’s education. As you read, consider what drove Malala to overcome tremendous adversity.

[1] “I think Malala is an average girl,” Ziauddin Yousafzai says about the 16-year-old Pakistani girl who captured the world’s attention after being shot by the Taliban,1 “but there’s something extraordinary about her.”

A teacher himself, Yousafzai inspired his daughter’s fight to be educated. At a special event with Malala in Washington, D.C., he tells NPR’s Michel Martin that he is often asked what training he gave to his daughter. “I usually tell people, ‘You should not ask me what I have done. Rather you ask me, what I did not do,’” he says. “I did not clip her wings to fly. I did not stop her from flying.”

“Education Advocate Malala Attends MDG Event” by United Nations Photo is licensed under CC BY-NC-ND 2.0.

 

 

Yousafzai has this advice for parents of girls around the world: “Trust your daughters, they are faithful. Honor your daughters, they are honorable. And educate your daughters, they are amazing.”

A year after being shot, Malala is clear about her goal. “I speak for education of every child, in every corner of the world,” Malala says. “There has been a discrimination2 in our society,” which she believes must be defeated. “We women are going to bring change. We are speaking up for girls’ rights, but we must not behave like men, like they have done in the past.”

[5] Perhaps she has learned from her father’s experience. When asked what gave him a passion for girls’ education, Yousafzai points out that he was “born in a society where girls are ignored.” Living with five sisters, he was sensitive to discrimination from an early age. “In the morning, I was used to milk and cream, and my sisters were given only tea,” he says.

1.                  The Taliban is an Islamic militant group based in Afghanistan and western Pakistan. They are known around the world for their cruel punishment of citizens, their harsh treatment of women, and for their involvement in acts of terrorism.

2.                  Discrimination (noun): the unjust or unfair treatment of people based upon race, gender, religion, age, etc.
1

Yousafzai felt the injustice3 even more when Malala was born. He later opened a school that Malala attended in the Swat Valley. At the time, the Taliban’s influence was gaining power and both Yousafzais were firmly on their radar.4 “But we thought that even terrorists might have some ethics,” Yousafzai says. “Because they destroyed some 1,500 schools but they never injured a child. And she was a child.”

Malala says that the shooting has taken away her fear. “I have already seen death and I know that death is supporting me in my cause of education. Death does not want to kill me,” she says. “Before this attack, I might have been a little bit afraid how death would be. Now I’m not, because I have experienced it.”

When asked if she is having any fun now with all her campaigning,5 Malala laughs, “It’s a very nice question. I miss those days.” But she also says that there is another side to her than what is shown in the media. “Outside of my home, I look like a very obedient, very serious, very good kind of girl, but nobody knows what happens inside the house.” There, she says, she’s not naughty, but she has to stand up to her brothers. “It’s good to fight with your brothers and it’s good to tease them to give them advice.”

She says her little brother doesn’t really understand why his sister has so much attention. “He said, ‘Malala … I can’t understand why people are giving you prizes, and everywhere you go people say, ‘This is Malala’ and they give you awards, what have you done?’” she says.

[10] Malala knows the Taliban would still like to kill her, but she says she hopes to return to Pakistan one day. “First, I need to empower myself with knowledge, with education. I need to work hard,” she says. “And when I [am] powerful, then I will go back to Pakistan, inshallah [God willing].”

©2013 National Public Radio, Inc. News report titled “Malala Yousafzai: A ‘Normal,’ Yet Powerful Girl” was originally broadcast on NPR’s Tell Me More on October 15, 2013, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited.

Injustice (noun): a lack of fairness or equality in a situation
To be “on the radar” is a common expression meaning to be noticed or aware of
Campaign (verb): to carry out a planned set of activities over a period of time in order to achieve a specific goal

a) In small groups, answer the questions below.

1.      What’s the main idea of the reading?

________________________________________________________________

2.      List all the supporting details below.

a.       ______________________________________________________________

b.      ______________________________________________________________

c.       ______________________________________________________________

d.      ______________________________________________________________

b)     Discussion question. Directions: For the following questions, choose the best answer or respond in complete sentences.

1.      According to Malala, how did the shooting affect her? Give evidence or examples

       __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________ 

  1. 2. Summarize Malala’s character using specific evidence from this article.
  3.  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  4. 3. PART A: What does the word “ethics” most closely mean as it is used in paragraph 6?
    1. a. an understanding between right and wrong
    2. b. ability to commit violent acts
    3. c. dishonesty
    4. d. a sense of cruelty or hatred
  5. 4. PART B: Which phrase from the text provides the best clue to the meaning of the word “ethics” as it is used in paragraph 6?
    1. a. “even terrorists”
    2. b. “destroyed some 1,500 schools”
    3. c. “they never injured a child”
    4. d. “she was a child”
  6. 5. What is the effect of Malala’s father’s account in this news article?
    1. a. It allows readers to see that Malala achieved so much due to her strict upbringing and disciplined education.
    2. b. It implies that Malala should not be treated as a hero because she is just an ordinary girl with the same problems and concerns as other young women.
    3. c. It suggests that Malala’s father does not deserve much credit for raising her.
    4. d. It provides the perspective of someone who knows her well, and emphasizes the importance of encouraging educational equality.

  7. b)     Matching Words with Definitions. Look at the columns below. March each vocabulary item on the left with the correct definition or explanation on the right.

    a. accurately create a feeling or atmosphere; They really captured the essence of the countryside.

    b. Loyal and supportive to your beliefs or people you love; Our dog is very faithful.

    c.  the respect that you wish to show for someone; We had a moment of silence in her honor.

    d. worthy of being honored; entitled to honor and respect; “an honorable man”; “led an honorable life”; “honorable service to his country”

    e. unfair treatment of a person or group on the basis of prejudice

    f.  Something that is morally good; The rights and wrongs of the case.

    g. a strong feeling or emotion

    h. disappointingly unsuccessful; “disappointed expectations and thwarted ambitions”

    i.  Pay no attention to or take no notice of

    j. A series of activities with a certain aim in mind; A political campaign.

    k. Television, newspapers, radio, etc.; She was followed by the media.

    l.  Misbehaving, being bad or behaving badly, especially of children

    m. The sounds a person makes when laughing;

    n.      Something that you receive as a token of hard work

    o.      dutifully complying with the commands or instructions of those in authority

    p. If you are sensitive then you are easily upset by the things people do or say; She’s so sensitive!

    q. A way of finding the position of objects using radio waves; They tracked the ship using radar.

    r. behave in a certain manner; show a certain behavior; conduct or comport oneself

  8. a.       ___________ Behave

    b.      ___________ naughty

    c.       ___________ laughs

    d.      ___________ sensitive

    e.       ___________ inspired

    f.        ___________ Captured

    g.      ___________ faithful

    h.      ___________ discrimination

    i.        ___________ honorable

    j.        ___________ radar

    k.      ___________ rights

    l.        ___________ injured 

    m.    ___________ Passion

    n.      ___________ Campaigning

    o.      ___________ defeated

    p.      ___________ awards

    q.      ___________ ignored

    r.        ___________ ethics

READING 1.3.  ACTIVITIES

Before you read: Group activities

  1. A. Previewing the topic: Look at the picture below and discuss the questions in groups.

1.      Draw on your own experiences in school – how has a teacher impacted your life?

2.      How are teachers regarded in your country? In other words, are teachers of all levels respected in your country?

3.      In your opinion, why is working in education undervalued( not appreciated) in the United States?

4.      Are any of your family members or relatives teachers?

B.     Previewing Vocabulary: Read the vocabulary words from the first reading. Put a Check mark (✓) to the words you don’t understand or know. Don’t use a dictionary.

Verb                                       Adjectives                               Nouns

___ Misspelled                        ___ polite                                ___ conversation

___ Apologize                         ___ absolute                            ___ guest

___ Criticize                            ___ Bored                               ___Courage

___ judge                                                                                ___ Temptation

___ resist        

___ tremble    

___ Waste time

___ remind

___ wonder

B.     Recognizing the topics and main idea of the poem. I small groups, discuss the topic and the main idea.

1.      What’s the title of the topic of the poem?    

2.      What is the poem about?

B.     Reading 1.3. go to the link below, read the article then do the activities that follow.

https://www.commonlit.org/texts/what-teachers-make

What Teachers Make

by Taylor Mali 2002

Taylor Mali is an American slam poet, teacher, and voiceover artist. In this poem, Mali explores the criticism that educators often receive and challenges it by discussing the great achievements that teachers are responsible for.

(1)       He says the problem with teachers is

What’s a kid going to learn

from someone who decided his best option in life

was to become a teacher?

(5)       He reminds the other dinner guests that it’s true

what they say about teachers:

Those who can, do; those who can’t, teach.

I decide to bite my tongue instead of his

and resist the temptation to remind the dinner guests

(10)     that it’s also true what they say about lawyers.

Because we’re eating, after all, and this is polite conversation.

I mean, you’re a teacher, Taylor.

Be honest. What do you make?

And I wish he hadn’t done that— asked me to be honest—

(15)      because, you see, I have this policy about honesty and a**-­kicking:

if you ask for it, then I have to let you have it.

You want to know what I make?

I make kids work harder than they ever thought they could.

I can make a C+ feel like a Congressional Medal of Honor1

(20)      and an A-­ feel like a slap in the face.

How dare you waste my time

with anything less than your very best.

I make kids sit through 40 minutes of study hall

in absolute silence. No, you may not work in groups.

(25)      No, you may not ask a question.

Why won’t I let you go to the bathroom?

Because you’re bored.

And you don’t really have to go to the bathroom, do you?

I make parents tremble in fear when I call home:

(30)      Hi. This is Mr. Mali. I hope I haven’t called at a bad time,

I just wanted to talk to you about something your son said today.

To the biggest bully in the grade, he said,

“Leave the kid alone. I still cry sometimes, don’t you?

It’s no big deal.”

(35)      And that was noblest act of courage I have ever seen.

I make parents see their children for who they are

and what they can be.

You want to know what I make? I make kids wonder,

(40)      I make them question.

I make them criticize.

I make them apologize and mean it.

I make them write.

I make them read, read, read.

I make them spell definitely beautiful, definitely beautiful, definitely beautiful

(45)      over and over and over again until they will never misspell

either one of those words again.

I make them show all their work in math

and hide it on their final drafts in English.

I make them understand that if you’ve got this,

(50)      then you follow this,

and if someone ever tries to judge you

by what you make, you give them this.

 

Here, let me break it down for you, so you know what I say is true:

Teachers make a g——2 difference! Now what about you?

  1. E. Discussion Questions: Directions: For the following questions, choose the best answer or respond in complete sentences.

 

  1. 1. PART A: Which statement identifies the central theme of the text?
    1. a. Teachers create change more valuable than the worth of their paycheck.
    2. b. The more someone makes, the more valuable their career is to the world.
    3. c. The money teachers make is fair for what their jobs require them to do.
    4. d. Teachers are grossly underpaid and should make more for all the hard work they do.

 

  1. 2. PART B: Which detail from the poem best supports the answer to Part A?
    1. a. “Those who can, do; those who can’t, teach.” (Line 7)
    2. b. “I mean, you’re a teacher, Taylor. / Be honest. What do you make?” (Lines 12-13)
    3. c. “You want to know what I make? I make kids wonder,” (Line 38)
    4. d. “and if someone ever tries to judge you / by what you make, you give them this.”(Lines 51-52)

 

  1. 3. PART A: What is the effect of the authoring repeating “I make” throughout the poem?
    1. a. Depict teachers as hard working
    2. b. Support the idea that teachers make too little
    3. c. Give examples for why teachers make less money
    4. d. Reinforce the extent of what teachers make in the classroom

 

  1. 4. PART B: Which quote from the poem best supports the answer to Part A?
    1. a. “How dare you waste my time / with anything less than your very best.” (Lines21-22)
    2. b. “I just wanted to talk to you about something your son said today. To the biggest bully in the grade,” (Lines 31-32)
    3. c. “over and over and over again until they will never misspell / either one of those words again.” (Lines 45-46)
    4. d. “Teachers make a g—— difference! Now what about you?” (Line 54)
    1. 5. How does the narrator’s point of view influence the contents of the poem?
    3. __________________________________________________________________________________
    5. __________________________________________________________________________________
    7. __________________________________________________________________________________
    9. __________________________________________________________________________________
    11. __________________________________________________________________________________
    13. __________________________________________________________________________________
  2. __________________________________________________________________________________
  1. 6. The context of the poem, what is the goal of education? How does the goal of education compare to the goals of educators (teachers)?
    2. __________________________________________________________________________________
    4. __________________________________________________________________________________
    6. __________________________________________________________________________________
    8. __________________________________________________________________________________
    10. __________________________________________________________________________________
    12. __________________________________________________________________________________
  2. __________________________________________________________________________________

 

After you read

Vocabulary and Language learning

Getting meaning from context: definitions

·         Definitions give the meanings of words or phrases. In reading, definitions often come in sentences after verbs be or mean

·         Watch the youtube videos:

·          meaning from context 1

·         meaning from context 2

https://www.youtube.com/watch?v=zX4zqnjkyv0&feature=youtu.be

F.     Matching Words with Definitions. Look at the columns below. March each vocabulary  item on the left with the correct definition or explanation on the right.

a.       __________ tell someone something in case they have forgotten

b.      __________ Hit someone or something with an open hand

c.       __________ The highest US military medal awarded by congress

d.      __________ Refuse to accept or acknowledge something, and attempt to prevent it from happening

e.       __________ the act of influencing by exciting hope or desire;

f.        __________ A person that you have invited to stay in your home or to go somewhere with you

g.      __________ Having good manners and not being rude to people

h.      __________ When people talk to each other

i.        __________ Be brave enough to do something

j.        __________ A bad or disappointing use of something (time, money, etc.)

k.      __________ Be curious to know something; think about various possible outcomes of a situation

l.        __________ find fault with; express criticism of; point out real or perceived flaws

m.    __________ When you apologize for something you say that you are sorry about it

n.      __________ If you mean something, you are sincere about it

o.      __________ To spell wrong

p.      __________ Form an opinion about something

q.      __________ Shake uncontrollably

r.        __________ Complete and entire

s.       __________ Bravery, the willingness to do dangerous or painful things without showing fear

1. __________ Misspelled

2. __________ Apologize

3. __________ Criticize

4. __________ ‘judge

5. __________ Courage

6. __________ A slap on the face

7. __________ Bored

8. __________ Resist

9. __________ Temptation

10. __________ Polite

11. __________ Mean it

12. __________ conversation

13. __________ Dare

14. __________ Tremble in fear

15. __________ Waste time

16. __________ Congressional medal of honor

17. __________ Remind

18. __________ Guest

19. __________ Wonder

20. __________ Absolute

 

New General Service List

Verbs on the NGSL:

http://www.manythings.org/vocabulary/lists/n/words.php?f=ngsl-verbs

  • accept
  • admit
  • afford
  • agree
  • allow
  • appear
  • arrive
  • ask
  • begin
  • believe
  • bother
  • break
  • bring
  • build
  • buy
  • carry
  • catch
  • cause
  • change
  • charge
  • check
  • choose
  • complete
  • consider
  • continue
  • control
  • could
  • cross
  • cut
  • decide
  • depend on
  • discover
  • draw
  • explain
  • express
  • figure
  • fill
  • find
  • fix
  • follow
  • help
  • imagine
  • inform
  • level
  • mention
  • miss
  • suggest
  • understand
Education

http://www.manythings.org/vocabulary/lists/c/

  • educate
  • education
  • educator
  • qualification
  • qualify
  • school
  • student
  • teacher

Degrees in Education

  • B.Sc.
  • BA
  • certificate
  • degree
  • diploma
  • M.sc.
  • MA
  • Ph.D.

School Rooms and Places

  • baseball field
  • bathroom
  • cafeteria
  • classroom
  • gym
  • lab
  • library
  • locker room
  • office
  • playground
  • principal’s room
  • soccer field
  • swimming pool
  • teacher’s room

School Subjects

  • algebra
  • archaeology
  • art
  • band
  • biology
  • botany
  • calculus
  • chemistry
  • computer science
  • drama
  • economics
  • English
  • French
  • geography
  • geology
  • geometry
  • German
  • gym
  • health
  • history
  • home economics
  • keyboarding
  • language arts
  • literature
  • math
  • mathematics
  • music
  • PE
  • physical education
  • physics
  • psychology
  • reading
  • science
  • social studies
  • world geography
  • writing

 

People in a School

  • classmate
  • coach
  • cook
  • headmaster
  • janitor
  • librarian
  • president
  • principal
  • professor
  • secretary
  • student
  • teacher

 

Types of Schools (10 Words)

  • college
  • elementary school
  • graduate school
  • high school
  • junior college
  • junior high school
  • kindergarten
  • nursery
  • technical school
  • university

University Subjects (32 Words)

  • algebra
  • anatomy
  • anthropology
  • archeology
  • architecture
  • art
  • astronomy
  • biology
  • botany
  • calculus
  • chemistry
  • economics
  • engineering
  • English
  • geography
  • geology
  • geometry
  • health
  • history
  • law
  • literature
  • math
  • medicine
  • music
  • philosophy
  • physics
  • psychology
  • science
  • sociology
  • statistics
  • trigonometry
  • zoology

Tests

  • cheat
  • examine
  • examiner
  • examination
  • fail
  • get through
  • pass
  • take an exam
  • retake
  • ID card
  • study for
  • test
  • proctor
  • answer sheet
  • test paper
  • pencil
  • eraser
  • grade

People in Education (16 Words)

  • graduate assistant
  • graduate student
  • head teacher
  • headmaster
  • instructor
  • lab assistant
  • lecturer
  • president
  • principal
  • pupil
  • schoolboy
  • schoolgirl
  • student
  • teacher
  • undergraduate
  • vice-president