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Learners answer comprehension questions about provided quotes, generate synonyms, and apply strategies separating receptive and expressive language, including correct pronunciation guidance. The text then delivers page-referenced exercises: fill-in-the-blank, correct-or-incorrect tasks with sample edits, multiple-choice questions, and a power-words matching and puzzle set. 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It also prompts identifying two most meaningful words and justifying their choices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the SSCD learning strategy relate receptive and expressive language?",{"text":117,"@type":113},"The strategy emphasizes that students must first be able to receive the language in receptive form before they can use it expressively. It also requires correct pronunciation and directs learners to a pronunciation key inside the text.",{"name":119,"@type":110,"acceptedAnswer":120},"What are learners instructed to do in the tri-fold vocabulary activity described in Chapter Two?",{"text":121,"@type":113},"Students fold the paper into three parts, label columns ABC (front) and DEF (back), list Part A words in column A, write definitions in column B without the textbook, then check and correct definitions with the textbook before closing it.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493423,1791303764,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Chapter One:  \nMeaningful Quotation:  \n“Learning is not compulsory…neither is survival”(W. Edwards Deming)  \n1. For whom might the above quotation be most meaningful? Why?  \n2. From the above quotation, what two words are most meaningful to you? Why?  \n3. Write two synonyms for compulsory and survival.  \nMemory Tip:  \nIntend to Remember is a memory principle that requires an ACTIVE attempt to learn. Students should be reminded about times in their educational careers when they ‘thought that they would remember’(task, homework, phone number) but didn’t. An active decision to remember requires that students take charge of their learning. Students who do not “actively”participate in the learning process soon find they are unable to keep up or begin to find fault with others for their falling short of success.  \nLearning Strategy:  \nIn addition to the information in the text, teachers should stress the difference between receptive language and expressive language.  \nReceptive language is that language that students can comprehend but are not comfortable with using. While expressive language is that language that students can use fluently. One of the goals ofthe SSCD strategy is to help students understand that they must first be able to receive the language (receptive) before they can use the language (expressive) . Therefore, we must require that they pronounce the words correctly. A pronunciation key is provided on the inside cover of the text. A review of the use of it may be necessary.  \nChapter One – Practice Exercises: Part A  \nFill in the Blank – page 9  \n1. integrate 2. impending 3. insidious  \n4. infiltrate 5. percolate 6. inadequate  \n7. incrementally  \nCorrect or Incorrect?–page 10  \nStudents’ corrections will vary. Sample corrections are supplied.  \n1. Correct  \n2. Incorrect – Change quite easy to very difficult.  \n3. Incorrect – Change mild to deadly, affect to affected, and delete did not.  \n4. Incorrect – Change was able to get an A to earned an F.  \n5. Incorrect – Change shy to outgoing.  \n6. Incorrect – Change integrate to percolate.  \n7. Correct  \nMultiple Choice – page 10  \n1. a 2. b 3. c 4. a 5. d 6. b 7. a  \nChapter One – Practice Exercises: Part B  \nFill in the Blank – page 13  \n1. component  \n4. corresponding  \n7. consolidate  \n2. contaminated  \n5. consequently  \n3.  \n6.  \ncollaborated  \nconservative  \nCorrect or Incorrect?–page 13  \nStudents’ corrections will vary. Sample corrections are supplied.  \n1. Correct  \n2. Incorrect – Change the dean’s list to probation.  \n3. Correct  \n4. Correct  \n5. Correct  \n6. Correct  \n7. Correct  \n8. Incorrect – Change new, risky stocks where I might make a quick profit to wellestablished stocks for long-term investments.  \nMultiple Choice – page 14  \n1. c 2. a* 3. b 4. c 5. d 6. a 7. d  \n* ‘a’ is the only answer that makes sense.  \nChapter One: Power Words  \nPractice Exercises – page 15  \n1. A heart is to a pump, just as a letter is to correspondence.  \n2. Infamous means the same as notorious, just as percolate means the same as infiltrate.  \n3. Day is the opposite of night, just as pure is the opposite of contaminated.  \n4. Increment means the same as step, just as insidious means the same as harmful.  \nPuzzle Fun – page 16  \nNOTE: Number 4 Down is one block too long.  \nAcross: 3. collaborate 4. conservative 5. insidious  \n7. consolidate 8. impending 9. inadequate 11. contaminate  \nDown: 1. correspond 2. percolate 4. consequently  \n5. integrate 10. infiltrate 11. component  \nChapter Two  \nMeaningful Quotation:  \n“One must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment”(Hart Crane)  \n1. How does Hart define the word drenched in this quotation?  \n2. In your own words, restate what Hart is saying in the above quotation.  \n3. Give a personal experience when you ‘knew what you wanted to say’ but didn’t have the right words to express yourself.  \n4. Why do you think that learning structural analys","cbCaivhTQaxJU5zo","https://ap.wps.com/l/cbCaivhTQaxJU5zo","pdf",734223,113,"English","# Meaningful Quotation\n## For whom/why questions\n## Synonyms and memory tip\n# Memory Tip and Learning Strategy\n## Receptive vs expressive language\n## Pronunciation guidance\n# Practice Exercises: Part A\n## Fill in the Blank\n## Correct or Incorrect\n## Multiple Choice\n# Practice Exercises: Part B\n## Fill in the Blank\n## Correct or Incorrect\n## Multiple Choice\n# Power Words and Puzzle Fun\n# Chapter Two: Meaningful Quotation\n# Memory Tip: Organize the Material\n# Tri-fold Learning Strategy","[{\"question\":\"What makes the quote “Learning is not compulsory…neither is survival” meaningful according to the exercise?\",\"answer\":\"The exercise asks learners to consider for whom the quotation is most meaningful and to explain why. It also prompts identifying two most meaningful words and justifying their choices.\"},{\"question\":\"How does the SSCD learning strategy relate receptive and expressive language?\",\"answer\":\"The strategy emphasizes that students must first be able to receive the language in receptive form before they can use it expressively. It also requires correct pronunciation and directs learners to a pronunciation key inside the text.\"},{\"question\":\"What are learners instructed to do in the tri-fold vocabulary activity described in Chapter Two?\",\"answer\":\"Students fold the paper into three parts, label columns ABC (front) and DEF (back), list Part A words in column A, write definitions in column B without the textbook, then check and correct definitions with the textbook before closing it.\"}]","Building College Vocabulary - Chapter One | PDF",1790882495,285]