Choose the Antonym, Write a Synonym, and Replace the Words


OBJECTIVES Students will C process the meanings of vocabu- lary words by identifying antonyms and synonyms.


C choose the correct vocabulary word to replace a word or phrase in a sentence.


GUIDE STUDENTS Tell students that in the first activity they will write vocabulary words that are antonyms for the given words. Ask a student to explain what antonyms are, and invite volunteers to give examples of antonyms. Possible response: Antonyms are words that are opposites, such as thick, thin; chilly, warm.


In the second activity, students will write words that are synonyms for vocabulary words. Ask a student to explain what synonyms are, and invite volunteers to give examples of synonyms. Possible response: Synonyms are words that mean the same, such as equal, equivalent; plenty, plethora.


In the third activity, students will choose the vocabulary word that best replaces the boldfaced word or phrase in the sentence.


PRACTICE


Have students complete page 120 independently. When they have fin- ished, have them share responses with partners. To extend the third activity, have students write their own replacement sentences for: equivalent, plethora, competent, impera- tive, and diminish. Tell them to underline the word or phrase in each sentence that stands for the vocabu- lary word. Their partners can figure out which vocabulary word should replace the underlined word or words.


WORD LIST


competent utilize diminish plethora incorporate deduce transform equivalent imperative equation


Choose the Antonym Write the vocabulary word that is an antonym for each word below.


5 4 3 2 1


unequal few


unable


unnecessary enlarge


equivalent plethora competent imperative diminish


Write a Synonym Write your own synonym for each vocabulary word. utilize deduce


10 9 8 7 6


use


incorporate transform equation


conclude organize change balance


Replace the Words After each sentence, write a word from the Word List that can best replace the boldfaced word or phrase.


11 A drop in temperature can convert water into ice. transform


12 Your report should combine into its body primary source information. incorporate


13 From the clues, we were able to figure out what the answer would be. deduce


14 I wrote the statement showing the equality to figure out the distance. equation


15 It will be an open-book test, so you may make use of any book you wish. utilize


120 Measurement Part 1 Answers will vary.


Second-Language Learners Replace the Words


Make sure that second-language learners understand the mean- ings of the boldfaced words and phrases in the third activity. Work with students in small groups, or pair students with English-speaking students. Have them read aloud each sentence, and encourage them to point out any words or phrases in the sentence that are not clear. You may wish to have them put the sentence in their own words to make sure they understand its meaning. Then tell students to choose a vocabulary word from the Word List on page 120 that can take the place of the bold- faced word or phrase without changing the meaning of the sen- tence. Students should read the sentence to themselves with the vocabulary word in place to see if the sentence makes sense to them and still keeps its original meaning.


T120 Unit 6 Measurement Part 1


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