Av2 U2 Complementary Material

Advanced 2. Summit 3rd edition, complementary material.
Inductive Grammar Activity (Unit 2, Page 16)
ADJECTIVE CLAUSES: REVIEW AND EXPANSION

Look at the statements with adjective clauses.
The participants who (OR that) kept a diary recorded that they told lies every day. (who = the participants)
White lies are some of the most common lies that (OR which) people tell. (that = the most common lies)
FIGURE IT OUT . . .
Circle the correct letter to complete the statement.
1. An adjective clause gives more information about a ____.
a. verb b. noun
2. Use the relative pronouns who or that to introduce adjective clauses about ____.
a. things b. people
3. Use the relative pronouns that or which to introduce adjective clauses about ____.
a. things b. people
Use when, where, and whose to introduce adjective clauses about time, location, and possession. Look at the
statements below.
Time: There has never been a time when some form of lying wasn’t a part of everyday life.
Location: There’s no place in the world where people are completely honest all the time.
Possession: People whose jobs require frequent social contact have the most opportunity to lie.
FIGURE IT OUT . . . Fill in the blanks.

1. whose_________________ introduces an adjective clause about possession.
2. when_________________ introduces an adjective clause about time.
3. where_________________ introduces an adjective clause about location.
Look at the sentences showing formal and informal English usage when a relative pronoun is the object of a
preposition.
The participants lied to many of the people with whom they interacted. (formal)
The participants lied to many of the people who they interacted with. (informal)
It’s a question to which most people don’t give a truthful answer. (formal)
It’s a question which most people don’t give a truthful answer to. (informal)
FIGURE IT OUT . . .
Circle the letter of the correct answer.
1. In formal English, when a relative pronoun is the object of a preposition, the preposition comes _____.
a. before the relative pronoun b. at the end of the clause
2. In informal English, the preposition comes _____.
a. before the relative pronoun b. at the end of the clause
Be careful!
Use whom, not who, directly after a preposition. Use which, not that, directly after a preposition.
FIGURE IT OUT . . .
Check the correct statements.
1 . ■ a. The salesperson from who I bought the car lied to me.
■ b. The salesperson from whom I bought the car lied to me.
2. ■ a. Reasons for delays are a subject about which people often lie.
■ b. Reasons for delays are a subject about that people often lie.
Inductive Grammar Activity (Unit 2, Page 18)

“COMMENT” CLAUSES
Look at the statements with comment clauses.
He broke his sister’s camera, which made him feel terrible.
She blamed Paul for causing the accident, which was totally unfair.
I had avoided taking responsibility, which was embarrassing, so I just made up an excuse.
FIGURE IT OUT . . .
Circle the correct letter to complete the statement.
1. An adjective clause beginning with ____ can be used as a comment clause.
a. which b. who
2. A comment clause is used to modify or comment on ____.
a. a noun or pronoun b. an independent clause
Comment clauses are non-restrictive—that is, they provide additional information that is not essential to the meaning
of the sentence. Use a comma before a comment clause and after it if something else follows.
FIGURE IT OUT . . .
Check the correctly punctuated sentences.
1. ■ a. Mark is going to replace my camera which is really thoughtful of him.
■ b. Mark is going to replace my camera, which is really thoughtful of him.
2. ■ a. Mona never returned the book I lent her, which really bothers me so I decided not to lend her more books.
■ b. Mona never returned the book I lent her, which really bothers me, so I decided not to lend her more books.
Be careful!
You cannot use that in place of which in a comment clause.
FIGURE IT OUT . . .
Check the correct statement.
1. ■ a. She always borrows Bob’s tablet, which really bugs him.
■ b. She always borrows Bob’s tablet, that really bugs him.
Extra Challenge Reading Activities (Accompanies Unit 2, Page 20)
“The Development of Values”

We all live by a set of principles or beliefs that guide our actions and help us distinguish between what is morally
acceptable or unacceptable. But where do our values come from? In fact, they develop throughout our lives and originate
from a variety of sources. Here are some key influences:
Parents
From earliest childhood, most of us learn a sense of right and wrong from our parents. When they tell us children’s
stories, we learn simple morals—life lessons about the consequences of good and bad behavior. Our parents correct us
when we make mistakes. More importantly, we learn from our parents’ actions. Children see everything. They observe
how their parents relate to each other and handle social situations, and they always notice whether their parents are
truthful or not.
Peers
From childhood through adulthood, our everyday conversations with our friends, classmates, colleagues, neighbors, and
acquaintances play a role in developing our moral outlook. We are strongly affected by the views of our peers. We
naturally “categorize” the people we know or who we hear about on the news—for instance, who is unfriendly, who is
generous, which politicians or celebrities are honest.
Religion and Culture

Many people attribute their moral principles to their religious upbringing. Religion can provide a clear set of guidelines
to live by that make it easier to distinguish between right and wrong. All the world’s religions offer values that can move
us away from being self-centered toward helping others. The dominant values of the group, community, or culture we
grow up in are also a powerful influence on our own worldview. For example, more importance may be placed on
conforming to society than on the individual, which affects the choices we make in life.
Institutions
We also pick up values from the code of ethics promoted by our school, profession, or company. Some schools take a
public stand against students’ bullying their classmates, which sets a clear principle for how students should behave. A
corporation might establish a mission statement for all its employees to follow. In such cases, the company expects
employees to make its values part of their personal values.
Life Events
Significant life events, such as the death of a loved one, a divorce, an accident, or an illness, can shape our sense of
ethics. Perhaps a loved one falls gravely ill. Having to take care of a sick relative teaches us about setting priorities and
the value of selflessness. A sudden financial loss may force us to re-examine and rethink what is important to us. We
might be the victim of a major accident or a natural disaster. Surviving such an event teaches us about the miracle and
fragility of life and helps us see—and appreciate—each day differently from the way we did before the event.
Sometimes we face an ethical dilemma in which we have to choose between two opposing values. For example, a close
friend may ask us to tell a lie in order to avoid his or her getting in trouble, which presents us with a conflict. While we
believe it’s important to protect the ones we love, our values also may place great importance on remaining truthful.
It’s the combined lessons we have learned throughout our lives that help us make the right (or wrong) choices.
1. In what way do children’s stories help teach morals, according to the author?
a. They show children the consequences of actions.
b. They teach life lessons learned by parents.
c. They suggest ways to handle social situations.
d. They show children making mistakes.
2. Which quality is NOT mentioned as observable in peers and public figures?

a. generosity
b. friendliness
c. intelligence
d. truthfulness
3. What does the phrase “conforming to society” tell us about various cultures?
a. Most cultures place a high importance on this value.
b. A strong society values individuality.
c. Conforming is mostly important in religious cultures.
d. Cultures vary in how much they value conformity.
4. What point does the writer make about schools and corporations?
a. Corporations should do more to stop bullying like schools do.
b. Both are places where people can learn bad behavior.
c. Both can promote values and principles of good behavior.
d. Religious schools often teach values.
5. What is the writer’s purpose in mentioning the illness of a relative?

a. to provide an example of an event that can affect your values
b. to share a personal experience
c. to emphasize the importance of planning for such events
d. to suggest that family should always be a top priority
6. What example is given of a moral dilemma?

a. having to choose to help one friend instead of another
b. being asked to be dishonest to help a friend
c. deciding whether to lie to a friend to avoid an argument
d. deciding whether to get a friend in trouble to protect oneself
Unit 2, page 24.

Av2 U2 Complementary Material

Uploaded by

Copyright:

Available Formats

Av2 U2 Complementary Material

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Av2 U2 Complementary Material

Uploaded by

Copyright:

Available Formats

Advanced 2. Summit 3rd edition, complementary material.

Inductive Grammar Activity (Unit 2, Page 16)

ADJECTIVE CLAUSES: REVIEW AND EXPANSION

FIGURE IT OUT . . . Fill in the blanks.

■ b. The salesperson from whom I bought the car lied to me.

Inductive Grammar Activity (Unit 2, Page 18)

■ b. Mark is going to replace my camera, which is really thoughtful of him.

“The Development of Values”

Religion and Culture

2. Which quality is NOT mentioned as observable in peers and public figures?

5. What is the writer’s purpose in mentioning the illness of a relative?

6. What example is given of a moral dilemma?

You might also like