CHAPTER 6: SKILLS REVIEW
rkbook, write the letter of the correct answer.
In your Student Workbook, write the
Read each paragraph and look a
underlined part.
Inderlined word. Choose the correct type of word for each
Grammar - Unit 11
and was the (1) first player chosen. He was selected by
2) Although his inexperience was evident
of play made him a nearly unanimous choice
ne 1992-93 season. That vear he led the league's rookies in points
), and blocked shots (3.53) per game, and he was second overall in
scoring. (3) During the 1993-94 season O'Neal's play continued
in field-goal percentage (.599) and finished second in points
In 1992 O'Neal entered the NBA draft and was the
the Orlando Magic, then a recent expans
in his first professional year, O'Neal's high
as rookie of the year for the 1992-93 season
(23.4), rebounds (13.9), and blocked shots
rebounds and eighth overall in scoring. (3) During the 19
to improve. He led the NBA in field-goal percentage (.599) anu
and rebounds (13.2) per game. In 1994 he was also a member of the Uniteu toc
national basketball team known as Dream lean
sketball team known as Dream Team II. which won the gold medal at the world,
basketball championships in Toronto, Ontario, Canada.
1) a) Spatial order
b) Comparison
c) Chronological order
d) Cause and Effect
a) Spatial order
b) Contrast
c) Chronological order
d) Order of Importance
3) a) Cause and Effect
b) Chronological order
c) Contrast
d) Order of Importance
Although the Rosetta Stone was discovered in 1799, the ancient Egyptian hieroglyphics
written on it remained a mystery for twenty more years. (4) The first to try cracking the code
was Silvestre de Sacy. He managed to figure out that some signs referred to proper names,
but the rest stumped him. He turned his work over to a Swedish expert, David Akerblad, who
made a little more progress. (5) Then Sir Thomas young, an Englishman, set to work on the
code. He discovered that some of the signs stood for sounds as well as ideas. The res
fcracking the Rosetta code belongs to Jean François Champollion. (6) After years of careful
study, he had his first breakthrough in 1821. The puzzle pieces then began to fall su
place. Others may have paved the way, but Champollion deserves the credit
1500-year-old secret.
4) a) Cause and Effect
b) Contrast
c) Spatial order
d) Chronological order
5) a) Spatial order
c) Contrast
d) Chronological order
6) a) Spatial order
b) Contrast
c) Order of Importance
Champollion deserves the credit for discovering a
b) Comparison
d) Chronological order

Which trait is used to evaluate a writer's opinion and purpose? a. voice b. ideas and content c. organization d. conventions a. voice

What is the historical context of the diary of a young girl by anne frank? o the holocaust o world war i siege on sarajevo the american civil war

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.