Kingdom Schools Boys Intermediate English Department (Feb. 02 nd -06 th, 2013) Name: P.S. to get your soft copy of the weekly booklet, please visit: http://marsermir.pbworks.com Teacher: Mohamed Al Shamaly
Kingdom Schools Boys Intermediate English Department Grade 8 International Program Weekly Parent Information Letter Dear parents, Please make sure that your son follows this weekly plan and completes all the homework activities for the week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate to contact me (malshamaly@kingdomschools.edu.sa) if you have any queries. WEEKLY PLAN + HOMEWORK ASSIGNMENTS Day Classroom Activities Homework SATURDAY SUNDAY MONDAY TUESDAY WEDNESDAY Term: Second Week: 02 : Feb. 02 nd - 06 th, 2013 Selection: Rain. Rain, Go Away Connect to your life: First Impressions Literary Analysis: Science Fiction Active Reading: Drawing Conclusions Vocabulary: Words To Know (Prefixes & Suffixes) Reading: (P:555) Reading: Check the homework P: 1 + listen to the selection P: 555-554 Grammar: Participial Phrases Spelling: Doubling Final Consonants Check the Homework: Spelling / Grammar Reading: Check Questions on P: 562 Vocabulary Strategy: Root Words: P: 563 Writing: Report P: 563 Check the Homework: Writing Literary Analysis: Science Fiction Writing: Peer Assessment (Writing) Spelling: Conduct the spelling test. Reading: Finish the selection Active Reading: Drawing Conclusions Research: Chemistry Lesson Do P:1 in Week 2 Booklet Read P: 350 Do P: 2 in Week 2 Booklet Do P: 3 in Week 2 Booklet Finish your writing assignment. Study for the Spelling Test. Do P: 4 in Week 2 Booklet Dear student, Please do your best to read for half an hour during the weekend. This can be any interesting book you find. Thanks Spelling Words: Doubling Final Consonants 1. expelled 2. repellent 3. propeller 4. compelling 5. dispelled 6. reference 7. inferred 8. preference 9. conferring 10. transferred 11. profiting 12. benefited 13. credited 14. editor 15. limiting by Isaac Asimov 16. modeled 17. labeled 18. traveler 19. canceling 20. quarreling
Words to Know Words to Know affectation console gifted interminably semblance A. Complete each of the following sentences with a word from the word list above. 1. George was a writer and was able to earn a living by selling his writing. 2. The Sakkaros tried to maintain a of normalcy so that no one would guess their secret. 3. The excessive care that Mrs. Sakkaro took with pouring the water was not an ; she always behaved that way. 4. The weather announcer s voice seemed to drone on. 5. When the storm clouds appeared, George tried to the Sakkaros, who seemed terrified. B. Circle the word in each group that is closest in meaning to the boldfaced word. 1. interminably shortly perpetually noisily annoyingly 2. gifted lucky talented rich generous 3. semblance imbalance difference appearance trick 4. console repair regret give comfort 5. affectation unnaturalness omen sensation inspiration C. Write a Missing Persons report on the Sakkaros mysterious disappearance. Use all five Words to Know. Page 1
Grammar in Context: Using Participial Phrasesto Vary Sentence Structure Key Concept: Writers use participial phrases to provide detail and to vary sentence patterns. Using Participial Phrases to Vary Sentence Structure A participle is a verb form used as an adjective. A phrase that includes a participle isknown as a participial phrase. A participial phrase may precede or follow the nounor pronoun that it modifies. Good writers vary the placement of participial phrases tokeep sentence patterns interesting. Participial phrases are set off by commas. Same Sentence Structures: Peering through the blinds, Mrs. Wright commentedto her husband. Reading the newspaper, Mr. Wright pretended to listen. Varied Sentence Structures: Peering through the blinds, Mrs. Wright commentedto her husband. Mr. Wright, reading the newspaper, pretended to listen. Activity Underline the participial phrase in each sentence. Then rewrite the sentence with theparticipial phrase in a different position. 1. Adjusting the TV, George Wright prepared to watch the ball game. 2. Lillian Wright, wondering about her neighbors, decided to make a plan. 3. Staring at the cloud, Mrs. Sakkaro decided to go inside. 4. Lillian, greatly excited, greeted George jubilantly. 5. Calling to her husband, Mrs. Sakkaro asked about the weather. Page 2
Lesson 18 Doubling Final Consonants expel expelled profit profiting repel repellent benefit benefited propel propeller credit credited compel compelling edit editor dispel dispelled limit limiting refer reference model modeled infer inferred label labeled prefer preference travel traveler confer conferring cancel canceling transfer transferred quarrel quarreling Lesson Generalization: A VAC word must have a final accented syllable. Some VAC words have a form in which the accent shifts to a different syllablewhen the suffix is added. For these forms, do not double the final consonant of the base words when you add the suffix: con-fer' con'fer-ence. A. Complete the following exercises. 1. A VAC word must have a final accented syllable. What happens to the final consonant when a suffix with a vowel is added? Write the words from the list that follow this pattern. 2. What happens to VAC words when the accent shifts with the addition of a suffix beginning with a vowel? Write the words that follow this pattern. 3. What happens to the final consonant of non-vac words ending in a vowel/consonant combination when a suffix beginning with a vowel is added? Write the words from the list that follow this pattern. Page 3
Doubling Final Consonants 1. expelled 6. reference 11. profiting 16. modeled 2. repellent 7. inferred 12. benefited 17. labeled 3. propeller 8. preference 13. credited 18. traveler 4. compelling 9. conferring 14. editor 19. canceling 5. dispelled 10. transferred 15. limiting 20. quarreling A. Add the endings shown to the base words and write the word forms. Follow the rules for adding suffixes to VAC and non-vac words that you learned in this lesson. 1. quarrel + ed = + ing = 2. refer + ed = + ing = 3. profit + ed = + ing = 4. infer + ed = + ing = 5. travel + ed = + er = 6. model + ed = + ing = 7. confer + ed = + ing = 8. propel + ed = + er = 9. expel + ed = + ing = 10. benefit + ed = + ing = 11. prefer + ed = + ing = 12. repel + ed = + ent = 13. credit + ed = + ing = 14. cancel + ed = + ing = 15. edit + ed = + or = 16. limit + ed = + ing = 17. compel + ed = + ing = 18. transfer + ed = + ing = 19. label + ed = + ing = 20. dispel + ed = + ing = Page 4
Literary Analysis Science Fiction Science fiction is writing that tells about imaginary events involving science andtechnology. Writers of science fiction explore ideas about the future and sometimesthe past by combining real and fantastic elements. Popular topics for science fictioninclude space travel, futuristic technology, and aliens. Science fiction is entertaining,but it can have a serious message. Use the chart below to list the characteristics ofscience fiction. In the left column, list different science fiction stories and films, including. In the right column, give examples that illustrate thecharacteristics you have listed. Source (short story) Characteristic of Science Fiction Uses scientific data or theory and the writer s imagination Example Asimov applies the principle of sugar dissolving in water to probable aliens. Page 5
Reading Strategy Drawing Conclusions Active readers read beyond the literal text of a selection, drawing conclusionsabout characters, motivations, events, causes of events, and other aspects of theselection. Drawing conclusions involves combining information that you have readwith first-hand knowledge from your own experiences. As you read Rain, Rain, GoAway, use the chart to jot down your conclusions about the Sakkaros. Note the clues from the story and the experiences you ve had that lead you to your conclusions. Facts and Details from the Text My Experience and Prior Knowledge Conclusions Page 6