Unit 1 Volcanoes

Unit Introduction Lesson 1A This unit focuses on volcanoes. In the first chapter, students will read about the 2010 eruption of Mount Mountains of Fire Merapi in Indonesia. In the second chapter, students will read an excerpt from Jules Verne’s book A Journey to Lesson Overview the Center of the Earth. Target Vocabulary: a lot of, air, happy, hot, Key Words for Internet Research: volcano, eruptions, leave, near, safe, terrible Mount Merapi, Krakatoa, Jules Verne, A Journey to the Reading Passage Summary: The passage Center of the Earth, Ring of Fire, Pompeii, Kilauea describes the experience of some Indonesian people who lived near Mount Merapi when it For more information on the topics in this unit, erupted in 2010. visit www.heinleelt.com/readingadventures

Warm Up Answer Key Answer Key Before You Read 1. and 2. Answers will vary. Make sure that students A. 1. smoke; 2. volcano understand the key verb erupt (what a volcano does B. a. 4; b. 3; c. 7; d. 8; e. 1; f. 6; g. 2; h. 5 when it throws out a lot of hot melted rock). Write the verb erupt on the board. When a volcano erupts, the Reading Strategy: Scanning event is called an eruption. Students will encounter these October 25, 2010; It erupted 3 times. words in the reading and the comprehension questions. Reading Comprehension Teaching Notes A. 1. b (entire passage); 2. a (lines 7–8); Write the word volcano on the board and pronounce it 3. b (line 8); 4. a (lines 18–25) [vol-KAY-noh]. Tell students to look at the photo and B.  a. 2 (lines 10–11); b. 5 (lines 19–20); c. 4 (lines read the caption. Ask them: 15–16, 20–21); d. 3 (lines 13–14); e. 1 (lines 8–10) • What is happening to the mountain in Language Practice the picture? It is erupting. Hot material, called lava, A. 1. air; 2. leave; 3. near; 4. a lot of; is coming out of it with great force. 5. Happy; 6. safe; 7. terrible; 8. hot • What are the lights at the top of the picture? B. a. 4; b. 1; c. 3; d. 2; e. 6; f. 5 They are city lights in Sicily. 1. Mount Merapi Erupts; 2. 2; 3. 3; 4. 3; 5. 5 • Where is Sicily? It is an island at the southern tip of Italy. Teaching Notes Ask the class to brainstorm words they know about Before You Read volcanoes. Write the words on the board. They may include smoke, ash (gray powder that remains after This section activates students’ background knowledge something has burned), and lava (hot liquid rock that of the topic and introduces some new material. Ask comes out of a volcano), as well as adjectives like students about the title and what it means (volcanoes dangerous, hot, and bright. Has anyone in the class ever look like mountains, and they have very hot material in seen a volcano? If so, ask them to tell the rest of the them and give off smoke, just like a fire). Have students class about it. You might point out that the plural form of look at the map to identify the location of Indonesia. volcano has an e before the final s. A. Labeling: The purpose of this activity is to define words through pictures or photographs. Although these are not target vocabulary, they are essential words for students to understand the reading passage and subsequent activities. The arrows on

20 Unit 1 Volcanoes the labels point to the items that appear in blue in the text. Ask students to share their ideas about the picture. Challenge: Write the following question on the For instance, ask how many volcanoes they can see. board for early finishers. Additional comprehension Hint: volcanoes often—but not always—have a pointed questions are available on the Reading Adventures shape like a cone. Many volcanoes also have a round companion website. hole in the top. This is called a crater [CRAY-ter]. Why is the volcanologist wearing special clothes in the picture on page 13? [to protect him from the hot Have students complete Activity A. Check answers as lava, the heat, and the smoke and ash] a class. Ask about other situations where you might see smoke. Some possibilities are when there is a large fire or when people are burning wood in stoves. Language Practice B. Definitions: Have students match target vocabulary A.  Vocabulary Completion: Students should items with meanings by writing the number of the item complete the sentences, using words or phrases in the space next to the letter of the definition. Note that from the box. Check answers as a class. happy and hot are defined with pictures. Ask for the Again, some unfamiliar vocabulary is defined here opposites of these words: sad or unhappy, and cold. through pictures. In this case, notice that Malaysia, Reading Strategy: Scanning a country name, appears on the locator map and a desert is shown in a photograph. Note that in this When students scan, they read quickly in order to find activity, the word Happy is capitalized in the context specific information. Point out that in scanning, it is not of the set phrase “Happy Birthday” in question 5. In necessary to read the passage thoroughly. Before students ordinary contexts it does not need to be capitalized. scan the passage, ask them what kinds of information B. Grammar: Parts of a reading passage would help them find the answers: a date (in line 4) and Have students do both parts of Activity B. Check mention of times (in lines 13–14). answers as a class. In this first unit, students have a Reading Comprehension chance to review English terminology for parts of a reading passage. Review these terms in future units A. Multiple Choice: Have students read the entire by asking students to give examples from the other passage silently and answer the questions for Activity reading passages. A. Check answers as a class, asking students to give evidence for their answers from the reading passage. Usage Get students in the habit of using the line numbers to This Usage box gives examples of a lot of being used evidence their answers. as an adjective phrase as well as an adverb. Beginning For the first question, students may be tempted to language students often find this phrase more useful choose option “a” because the passage does talk than deciding whether to use much or many. Informally, a lot about the people. However, as the title and it sometimes is reduced to lots of in speech. subheadings hints at, the general topic of the passage is the event of the eruption, option “b.” Gist questions deal with the whole passage, not just parts of it, such Challenge: Write the following question on the as a paragraph. By contrast, question 4 focuses only board for early finishers. Additional vocabulary and on the third paragraph. grammar questions are available on the companion website. B. Strategy: Sequencing How can the title and subheadings give you an Students should read the sentences carefully, and put idea of the topic before you read the passage? the five events in order by numbering the events from 1 (the first) to 5 (the last). Have students complete Activity B. Check answers as a class. Some students may point out that the sentence in the passage that describes ash in their rooms (lines 20 and 21) comes after the passage says the people went back home. If necessary, tell students that may be when the people found the ash, but the ash actually went into their rooms earlier when Mount Merapi erupted and ash went into the air (lines 15 and 16). It was at that time that ash also covered the plants shown on page 13.

20 Unit 1 Volcanoes 1A Mountains of Fire 21 Today, there are many films that retell the story. Lesson 1B Before students attempt the exercises, have them look at the illustrations and captions on pages 16 and 17. Journey to the Center Verne’s book Journey to the Center of the Earth was of the Earth set in Iceland (shown on the locator map). Iceland is an island country in the middle of the Atlantic Ocean. Lesson Overview It has many active volcanoes, as well as mountains covered with glaciers, or ice fields. Ask students if they Target Vocabulary: beautiful, climb, deep, imagine, inside, recognize the writing pictured on page 16. It is an old rest, sudden, whole type of writing called runes used in Scandinavia over Reading Passage Summary: The passage describes a 1,000 years ago. scene from Jules Verne’s book in which two men explore the inside of a volcano in Iceland. A. Discussion: Write secret on the board. Ask students what it means—information that only a small number of people know and do not tell to Answer Key anyone else. Ask students: Who wrote the secret message? [Arne] What was the secret about? Before You Read [Arne’s journey or travel deep into a volcano] What A. Students should read the information and talk about do you think Professor Liedenbrock and Axel will what they think they will read in the passage. do next? Ask students to share their ideas with a B. a. 8; b. 5; c. 3; d. 2; e. 4; f. 7; g. 6; h. 1 partner, or with the class. B. Definitions: Have students match target vocabulary Reading Strategy: Skimming items with meanings by writing the number of the No. item in the space next to the letter of the definition. Take time to go over the words in the box, paying Reading Comprehension special attention to imagine because the word is key A. 1. a (line 1); 2. b (lines 5–8); 3. a (lines 9–10); to understanding the pre-reading strategy activity. 4. b (lines 1, 6, and 11) Explain to students that if you imagine something, B. Order clockwise from top left: 2 (line 4); you think about it being real or happening. 4 (lines 7–8); 5 (lines 10–11); 1 (line 3); 3 (line 6) Sometimes when you imagine, it might seem very real, or feel like you have experienced something, Language Practice when in fact you have not. A. 1. d; 2. h; 3. a; 4. g; 5. b; 6. f; 7. c; 8. e Students should then indicate which sentences they Reading Strategy: Skimming agree with: answers for this part of the activity will vary. When students skim, they should read through the B. 1. 4 periods; 2. 15 commas; 3. 4 exclamation points, passage very quickly. In this case, students are looking 1 question mark; 4. 2 sentences in quotation marks. for the answer to the question about the volcano erupting. Have students answer, then explain that the Teaching Notes volcano did not erupt; Axel was just imagining what it would be like if it did erupt. Before You Read Reading Comprehension Jules Verne was a 19th century French author, who wrote some of the earliest works of science fiction. In his books, A. Multiple Choice: Have students read the entire Verne imagined scientific advancements that were not passage silently and answer the questions for possible 150 years ago, when he was writing, including Activity A. Check answers as a class. space travel and underwater exploration. These things have Question 2 refers to the whole climb down into since become technically possible. Because Verne was the volcano, starting on line 6. Question 4 asks very interested in science, he also included many scientific about the total number of people who went into the ideas about real things in his books. Mount Sneffels, for volcano. In the first line of the passage, students instance, is a real place—a 700,000-year-old volcano in learn that Arne had gone into this volcano, so western Iceland. However, travel through a volcano crater adding Arne to the professor and Axel, there are to the center of the Earth is just a fantasy. three people who went down into the volcano.

22 Unit 1 Volcanoes B. Strategy: Sequencing Ask students to work in pairs to put the events in Teaching Notes order. It is helpful for them to refer back to the reading passage. Have students compare their sequence of Background: The Preview section uses some terms events with another pair of students, pointing to the encountered earlier in the unit—erupt, lava, and ash. It pictures to retell the story. If needed, check answers as also introduces magma, which is hot liquid rock found a class, or have students retell or act out the story. inside the Earth. Explain that lava and magma are essentially the same, but once magma comes out of Challenge: Write the following question on the board the Earth, we call it lava. for early finishers. Additional comprehension questions Active volcanoes still erupt. Most active volcanoes are are available on the companion website. found where tectonic plates come together, especially Do you think it is safe to climb deep into a volcano? around the rim of the Pacific Ocean, the area called Explain your answer. the Ring of Fire. Some volcanoes which don’t erupt are extinct or inactive, but many volcanoes are dormant— sleeping. These can start erupting again after a long, Language Practice quiet period. A. Vocabulary: Matching You may want to have students do some research First, students should match the two halves of each about different types of volcanoes, or do a volcano sentence by writing the letter of the second half on the simulation with the class to further their understanding given lines. They should then circle the numbers of the of volcanoes and eruptions. sentences with which they agree. Ask them to discuss their choices with a partner. Note that cake and TV are Video Summary: The video explains where active defined with pictures. volcanoes are located, what happens when volcanoes erupt, and the importance of volcanoes in forming the B. Punctuation: This section reviews English terms for surface of the Earth. punctuation. Note that some students may use the British term full stop instead of period, which is more A. Preview: This section prepares students for common in American English. In Activity B, students are watching the video. Go over the graphics so that asked to count punctuation marks in a single paragraph students understand essential words that will be and then in the whole passage. Check answers. used in the videos. Students should use words from the box, and the diagram, to complete the Challenge: Write the following question on the board sentences. for early finishers. Additional vocabulary and grammar B. As you watch: Follow these steps: questions are available on the companion website. 1. Have students watch the video through once, In a quoted sentence, does the punctuation mark bearing in mind the answers they gave in the (such as an exclamation point) go inside or outside Preview section. the last set of quotation marks? [inside] 2. Before playing the video a second time, ask students to read the sentences in Activity B to Word Partners make sure they understand them. For example, they might need help identifying the location Word Partners boxes draw students’ attention to words names, or want to ask about how to say the that are commonly used together, also called collocations. location names. In this case, explain the words that are often found with 3. While watching the video a second time, students the word deep. Then ask the class to give examples of should complete their answers by filling in the sentences with the word deep in them. gaps. Have them check answers with a partner. 4. If necessary, play the video through a third time and then check answers as a class. Video C.  Talk with a partner: Have students work in pairs to answer the questions. Then, discuss their Answer Key answers and ideas as a class. A. 1. magma; 2. erupt; 3. lava; 4. ash B. 1. 1,500; 2. 90; 3. 1983; 4. 79; 5. 80 C. Answers will vary.

22 Unit 1 Volcanoes 1B Journey to the Center of the Earth 23