IN CHARGE 1 GRAMMAR / Adjective Clauses - …

1 IN CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc. Permission granted to reproduce for classroom / Adjective ClausesINSTRUCTIONS FOR THE TEACHERThis exercise is a supplement to the exercises of In CHARGE 1, Unit 7, pages 85 To begin with, ask your students if any of them can use both hands with equal that this is referred to as ambidexterity or being Distribute the Student Worksheet to your students. Have them read the passage andthen complete the three-part exercise:a.

2 Fill in the blanks with the appropriate relative pronouns;b. underline the Adjective Clauses ;c. add commas to the non-identifying Adjective Divide the students into pairs to compare their Review the answers as a An answer key is provided for the Student CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc. Permission granted to reproduce for classroom / Adjective ClausesStudent Worksheet Name: _____Read these paragraphs on ambidexterity and do the following:a. Fill in the blanks with relative pronouns: that, which, who, whom, whoseb.

3 Underline the remaining part of the Adjective Put commas around the non-identifying Adjective (1) _____ can use both of their hands equally well are calledambidextrous. Ambidexterity can be extremely advantageous to athletes(2) _____ sports require an equal amount of dexterity in both hands, andsometimes feet, as is beneficial for artists as well. The famous artist Michelangelo(3) _____ painted the ceiling of the Sistine Chapel was able to substitute one handfor the other when one of his hands got tired.

4 Another famous artist from the 1800s,Landseer, was able to work on two completely different drawings at the same time, onewith each hand, (4) _____ must have enabled him to complete his work even more extraordinary were the skills of the 20th president, JamesGarfield, (5) _____ never failed to amaze all who witnessed it. Garfield was notonly able to write different things with two hands at the same time (6) _____alone is quite a feat but he could write in Greek with the left hand and in Latin with of Greek, the Greeks were aware of the great benefits of ambidexterity in bothsports and in battle.

5 They even created a style of writing (7) _____combined right to left and left to right eye movement. In addition to being more efficient,it was believed by some that this type of reading might help to balance the twohemispheres of the brain (8) _____ some believe is necessary for CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc. Permission granted to reproduce for classroom / Adjective ClausesAnswer Key1. who can use both of their hands equally well2. whose sports require an equal amount of dexterity in both hands, andsometimes feet as well3.

6 ,who painted the ceiling of the Sistine Chapel,4. which must have enabled him to complete his work faster5. that never failed to amaze all who witnessed it6. , which alone is quite a feat,7. that combined right to left and left to right eye movement8. which some believe is necessary for true ambidexterityIN CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc. Permission granted to reproduce for classroom / Using Your Non-Dominant HandINSTRUCTIONS FOR THE TEACHERT hese exercises are a supplement to In CHARGE 1, Unit Distribute the Student Worksheet for Part 1 to your students.

7 Have them fill out thetable in class or at home. Note that the last entry may have to be filled out at home orduring lunch. If you want to do the exercise all in class, delete that Hand out the Student Worksheet for Part 2. Put your students into groups of five toten. Hand each group one clean Part 1 Student Worksheet. One student should takenotes, recording how each of his or her group members filled out the chart. Finally,have students discuss the questions in Part Following the group discussion, you may want to have groups share their lists ofactivity characteristics with the CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc.

8 Permission granted to reproduce for classroom / Using Your Non-Dominant HandStudent Worksheet Name: _____Part 1 Using your non-dominant hand (left hand for right-handed people and right hand for left-handed people) do as many of the following as possible. Check the appropriate Manageable DifficultVerydifficultComb or brush your hair. Get some money out of a a coin in the and unbutton a couple of buttonson a shirt, coat, or your belt, or someone else s,through the belt loops the opposite the sentence above onto a piece clip some papers a wadded-up piece of paper into atrash a wadded-up piece of paper toanother a wadded-up piece of your a picture of a some soup, salad, pasta, ice creamor CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc.

9 Permission granted to reproduce for classroom 2A. Get into groups of five to ten to take a survey. Your teacher will give you a freshtable. Take a tally of the activity ratings of the students. Put a tally mark in themanageable column if a student rated the activity as easy or manageable. Put a tally markin the difficult column if a student rated the activity as difficult or very Now discuss the following Compare the activities that many students found difficult with those that manyfound easy.

10 Discuss what you think the differences between the two categories ofactivities might be. Make a list of those Imagine a friend of yours broke the wrist of his/her dominant hand. What advice,tips, or comforting words can you think of to give your friend?IN CHARGE 1In CHARGE 1, Unit 7 Copyright 2003 by pearson education , Inc. Permission granted to reproduce for classroom FOR THE TEACHERT hese exercises are a supplement to In CHARGE 1, Unit 11. Distribute Part 1 (word formation chart) of the Student Worksheet to your them fill out the word formation chart.